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TargetingMaths
Middle Primary
Graded activitiesthat target allMaths topics
Space
Over90 BLMs
ii
Targeting Maths: Middle Primary: SpaceCopyright © 2000 Blake EducationReprinted 2004ISBN 1 86509 864 7
Published by Blake EducationLocked bag 2022Glebe NSW 2037(02) 8585 4085
Series editor: GardaTurnerDesigned and typeset by MAPGPrinted in Singapore by Green Giant PressMaterial can be reproduced from this book for educational purposes withinthe school or institution which purchased the original copy.
Copying for Educational Purposes
The purchasing educational institution and its staff have the right to makecopies of the whole or part of this book, beyond their rights under theAustralian Copyright Act 1968 (the Act), provided that:
1. the number of copies does not exceed the number reasonably required bythe educational institution to satisfy its teaching purposes;
2. copies are made only by reprographic means (photocopying), not byelectronic/digital means, and not stored or transmitted;
3. copies are not sold or lent;4. every copy made clearly shows the footnote (eg ‘© Blake Education 2000.
This sheet may be photocopied for non-commercial classroom use’).
Any copying of this book by an educational institution or its staff outside of thisblackline master licence may fall within the educational statutory licence underthe Act.
For details of the CAL licence for educational institutions contact:Copyright Agency LimitedLevel 19, 157 Liverpool StreetSydney NSW 2000Telephone: (02) 9394 7600Facsimile: (02) 9394 7601Email: info@copyright.com.au
Copying by others
Except as otherwise permitted by this blackline master licence or under the Act(for example, any fair dealing for the purposes of study, research, criticism orreview) no part of this book may be reproduced, stored in a retrieval system, ortransmitted in any form or by any means without prior written permission. Allinquiries should be made to the publisher at the address above.
IntroductionTargeting MathsTargeting Maths is a comprehensive resource for primary schools.It has been developed so that teachers can find activities andphotocopiable pages for all areas of the primary maths curriculum.
The structure of the complete seriesThe twelve books in the series cover all aspects of the mathscurriculum in an easy to access format. Each level of primary schooling— lower, middle and upper—has four books: Numeration and Fractions;Operations and Number Patterns; Space; Measurement. Each topic inthe books is covered by one or more units that are progressive in level.You are able to find resources for all your students whatever theirability. This enables you to differentiate for different ability groups,within your class. It also allows you to quickly find wordsheets atdifferent levels for remediation and extension.
The structure of this bookThis book contains topics covering Space: Space 2D; Space 3D;Position, Mapping and Transformation; Graphs; Chance and Data. Eachtopic is covered by two complete units of work.
The structure of each unitEach unit is complete in itself. It begins with a list of outcomeindicators, resources needed, mathematical language used and adescription of each blackline master. This is followed by suggestedstudent activities to reinforce learning. The six photocopiable pagescover different aspects of the topic in a progressive nature and allanswers are included. Each nine page unit includes an assessmentpage. These assessment pages are an important resource inthemselves as teachers can use them to find out what their studentsknow about a new topic. They can also be used for assessing specificoutcomes when clear feedback is needed. Each topic has an activitypage which contains a game or activity which further explores the topicin a fun way.
iv
ContentsIntroduction iv
Targeting Maths Topic Paths v
Middle Primary Overview • Space vi• Operations and Number patterns vii• Numeration and Fractions viii• Measurement ix
Merit Certificates x
Space 2D • Overview 1• Unit 1 –— regular and irregular shapes, quadrilaterals 2• Unit 2 –— angles, symmetry, parallel lines 12
Space 3D • Overview 21• Unit 1 –— naming 3D shapes, faces, edges, corners 22• Unit 2 –— prisms, views and cross-sections 32
Position, Mapping and Transformation• Overview 41• Unit 1 –— coordinates, paths and maps 42• Unit 2 –— axes of symmetry, flip, slide, turn 52
Graphs • Overview 61• Unit 1 –— recording information, tally marks, picture graphs 62• Unit 2 –— column, line, pie and bar graphs 72
Chance and data • Overview 81• Unit 1 –— possible, impossible, likely, certain, combinations 82• Unit 2 –— data, predictions, chance, experiments 92
Nets of 3D shapes • Cube 103• Rectangular prism 104• Triangular prism 105• Square-based pyramid 106• Triangular-based pyramid 107• Pentagonal-based pyramid 108• Cylinder 109• Cone 110
The Position and Mapping unit uses thelanguage of position on a number ofexercises. Students follow directions, drawpaths and maps, and use coordinates tolocate specific items on grids.There is a fundot-to-dot page as well as activities ondrawing paths and finding coordinates. Oneassessment page is included.
TheTransformation unit explores symmetryand making patterns through flipping,sliding and turning.Tangram patterns areused to make pictures and lines ofsymmetry are drawn and counted.Two funactivity pages explore transformations andsymmetry.There is one assessment page.
POSITION, MAPPINGAND TRANSFORMATION
41
42
POSITION ANDMAPPING
UNIT 1DirectionsMapsCoordinatesDot-to-dotPosition
Assessment outcomesA student:
• describes the position of objects in relation toone another and uses simple maps andinformal grids to represent this relationship.
• uses directional language in describinglocation.
• visualises and tests the effect of following asimple sequence of movements.
• notes order and proximity on maps.
• checks whether answers to problems arecorrect and sensible.
LanguageNorth, South, East, West, direction, instructions,position, map, coordinates, dot-to-dot, locating
Materials/resourcespencils, rulers, coloured pencils
* Materials needed for each BLM
1 Simple directions – recognising position anddirections; following simple directions.
2 Following directions – colouring a pathway;following directions to find position.
3 Reading maps – giving directions from Point Ato Point B; drawing maps.* coloured pencils
4 Position on maps – locating position on maps,coordinate points.
5 Map coordinates – locating position on maps,coordinate points.
6 Dot-to-dot – completing a dot-to-dot maze;creating your own dot-to-dot.* coloured pencils
7 Assessment* coloured pencils
8 Activity – drawing paths and solving a riddle.
Before starting ensure that each student:
* has a sharp B or 2B pencil.
* develops the habit of checking.
* reads questions twice to avoid simplemistakes.
* knows the major compass points.
BLM Content
Remember*
*
MIDDLE PRIMARY
43
BLM 11 a left b in c next to d right
e beside the hut2 a A b G c V d L
BLM 21 Teacher to check.2 a Tim b Kate c Greg
d Back row, right corner
BLM 3Teacher to check.
BLM 41 a C4 b E3 c B3 d G5
e G2 f G42 a Mount Isle b Pitt Town
c Emu Wharf d Point Changee St Beach f Freeway Ocean
BLM 51 a Glenmore Valley b Pine Pt
c Blue Mountain d Forest Waye Logan Lookout f Wing Point
2 a B4 b G3 c D6 d F5e F6 f D2
3 a Timmins b West c Eastd East e Northwest
BLM 6Teacher to check.
BLM 71 a F b J c T d H2 3 right, 2 down, 2 right, 2 up, 3 right, 3 down,
2 right3 a C2 b D5 c I2 d B34 Teacher to check map locations.
BLM 81 Teacher to check.2 Man, have I got problems.
� Students use the street directory to find theirsuburb and home address. Using the streetdirectory they can follow the streets to theirschool.
� Students write directions from their desks intheir classroom to a secret location.e.g. 3 steps forward, 10 steps to the right.Theythen give the instructions to a friend to see ifthey end up at the secret location.
� Children collect different maps to show thatthere are many ways of mapping locations.e.g. navigation, sailing maps, road maps,house plans etc.
� Students draw maps of their houses andconcentrate on floor plans.
Additional Activities ANSWERS
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
44
Name 0000000000000000000000000000000000Date 00000000
Outcome • Describes the position of objects in relation to one another and uses simple maps and informal grids torepresent this relationship.
SIMPLE DIRECTIONS
BLM 1
1 Circle the correct word in each sentence so that it relates to the picture.
a The hut is on the left/right side of the creek.
b The fish are in/on/beside the creek.
c The hut is next to/far away from the creek.
d The tree is on the right/left side of the creek.
e The girl is standing on top of/beside the hut.
2 Follow the directions to find the letters.
a The bottom row, third from the left. 000000
b Top row, 2nd from the right. 000000
c 2nd row from the bottom, third from the right. 000000
d Third row from the bottom, fourth from the left. 000000
A B C D E F G H
I J K L M N O P
Q R S T U V W X
Y Z A B C D E F
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
45
1 a Follow the directions and colour your path from home to school.
3 forward, 2 down, 4 right, 1 down, 2 left, 4 down, 6 right.
b Write the directions for the path that has been marked with an ‘X’.
0000000000000000000000000000000000000000000000000000000000000000000000
0000000000000000000000000000000000000000000000000000000000000000000000
0000000000000000000000000000000000000000000000000000000000000000000000
2 Look at the map of this classroom. Answer the following questions.
a Who sits directly in front of the teacher? 000000000000000000
b Who sits in the back row, 2nd from the left? 000000000000000000
c Who sits in the second row in the centre? 000000000000000000
d Write the position of Bob’s seat? 000000
Name 0000000000000000000000000000000000Date 00000000
FOLLOWINGDIRECTIONS
BLM2
Outcome • Uses directional language in describing location.
X
X
X X
X
X X X X X X X X
X X X
X X X X X
X
home
school
Tom Kate Dee Scott Bob
Lee Kirst Greg Gillian Joe
Steve John Tim Betty Jim
BACK
Teacher
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
46
1 Colour 2 paths from home to the supermarket. Write the directions for theshorter path.
00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000
2 Draw a map of how you get to school.
Name 0000000000000000000000000000000000Date 00000000
READING MAPS
BLM3
Outcome • Uses directional language in describing location.
LITTLE ROAD
BRIDGE STREET
RED LANE
RIDGE STREET
BLU
EAVE
HUNTER AVE
WOLS
ELE
YROAD
BRIDGE
STR
EET
HIGH
STR
EET
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
47Outcome • Notes order and proximity on maps.
Name 0000000000000000000000000000000000Date 00000000
POSITION ON MAPS
BLM4
1 Give the position coordinates for the following locations on Emu Island.a Leonay Lookout 0000000000 b Hunter Lodge 0000000000
c Sunset Lodge 0000000000 d Beach Hut 0000000000
e Fitch Pt 0000000000 f Bluegum Lagoon 0000000000
2 What is located at the following points?a D2 00000000000000000000 b B5 00000000000000000000
c F5 00000000000000000000 d E4 00000000000000000000
e B2 00000000000000000000 f H4 00000000000000000000
PittTown
LeonayLookout Point
Change
HunterLodge
MountIsle
EmuWharf
BluegumLagoon Freeway
Ocean
Fitch Pt
BeachHut
SunsetLodge
St Beach
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
48
Name 0000000000000000000000000000000000Date 00000000
MAP COORDINATES
BLM 5
Outcome • Notes order and proximity on maps.
1 Name the places at these coordinates.a D4 00000000000000000000 b G2 00000000000000000000
c I4 00000000000000000000 d G5 00000000000000000000
e B6 00000000000000000000 f I6 00000000000000000000
2 Give the coordinates for the following places.a Sunset Inlet 0000000000 b Corin Plain 0000000000
c Mount Neale 0000000000 d Star Lodge 0000000000
e Holiday Inn 0000000000 f Star Island 0000000000
3 a What is the most northerly town on the map? 0000000000
b What direction is Star Island from Pine Pt? 0000000000
c What direction is Blue Mountain from Glenmore Valley? 0000000000
d What direction is Logan lookout from Forest Way? 0000000000
Timmins
LoganLookout
MountNeale
HolidayInn
StarLodge
ForestWayGlenmore
ValleySunsetInlet
StarIsland
WingPoint
CorinPlain
Pine Pt
BlueMountain
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
49Outcome • Visualises and tests the effect of following a simple sequence of movement.
Name 0000000000000000000000000000000000Date 00000000
DOT—TO — DOT
BLM6
1 Join the dots and colour.
2 Make your own dot-to-dot and ask a friend to complete the picture.
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
50
Name 0000000000000000000000000000000000Date 00000000
POSITION ANDMAPPING
ASSESSMENT BLM7
1 Which letter is found in the following positions?
a Top row, third from the right 00000000
b 2nd row, 2nd from the left 00000000
c Bottom row, 5th from the right 00000000
d Top row, right corner 00000000
2 Write the directions for the path marked with an ‘X’.
00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000
3
Give the coordinates for the following locations on the map.a McLean Mountain 00000000 b Eva Lookout 00000000
c Lighthouse 00000000 d Byron Ridge 00000000
4 Insert these locations on the map.a E3, Small Town b G2, Turner Lake c H4, High Village
a b c d e f g h
i j k l m n o p
q r s t u v w x
x x x x x x x
x x x
x x x x
x x x
ByronRidge
McLeanMountain
EvaLookout
Lighthouse
Start
Finish
© Blake Education Targeting Maths. This page may be reproduced for classroom use.
51
Name 0000000000000000000000000000000000Date 00000000
POSITION ANDMAPPING
ACTIVITY PAGE BLM8
Start at the dot to draw this path.Go up 7, right 4, down 1, left 3,down 2, right 2, down 1, left 2,down 2, right 3, down 1, left 4.
Draw a simple path on this grid.Describe it to a friend who musttry to draw it.
Complete the riddle below by matching the letters on the grid with the clues.
WHAT DIDONE
MATHS BOOKSAY TO
THE OTHER?
“(3, F) (7, D) (9, G)
,(1, C) (12, C) (3, B) (4, G) (11, H) (13, E) (10, E) (6, H)
(5, C) (1, G) (8, A) (3, D) (13, G) (6, F) (13, A) (9, B)”
A A S R D T C X Q W I W I IR F B E V Z E P N F G H L JD E M U T E O B Z H U V J WU E D A K O J X I O Q R G XM Y B X O G A H P J K S D KH L L Q P L M N C C I A L MN T V X V G D Z S H Y X V NO U E V U F W O Q Z W P M O
H
G
F
E
D
C
B
A
1 2 3 4 5 6 7 8 9 10 11 12 13 14
1
2
Targeting Maths
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Upper PrimaryOver90 BLMs
Graded activitiesthat target allMaths topics
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Graded activitiesthat target allMaths topics
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that target allMaths topics
Over90 BLMs
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Graded activitiesthat target allMaths topics
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Middle PrimaryGraded activities
that target allMaths topics
Over90 BLMs
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Operations andNumber Patterns
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Graded activitiesthat target allMaths topics
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TargetingMaths
Lower PrimaryOver90 BLMs
Graded activitiesthat target allMaths topics
Operations andNumber Patterns
TargetingMaths
Middle PrimaryOver90 BLMs
Graded activitiesthat target allMaths topics
Space
TargetingMaths
Upper PrimaryOver90 BLMs
Graded activitiesthat target allMaths topics
Space
TargetingMaths
Lower PrimaryOver90 BLMs
Graded activitiesthat target allMaths topics
TargetingMaths
Middle Primary
Graded activitiesthat target allMaths topics
Space
Over90 BLMs
The Targeting Maths Series is a comprehensive resource for primary schools. It has beendesigned to provide busy teachers with all the additional material they need when teaching math-ematics. All aspects of the primary mathematics curriculum are covered in this twelve book series.With Targeting Maths, teachers can easily find student activities, reproducible pages and assess-ment ideas for every mathematical topic or concept.
Each topic is covered by one or more units of work which are progressive in level. Each unit startswith two teaching pages that include outcomes, language and materials needed. This is followedby a description of the six blackline masters and all their answers. There are activities and exercis-es for extension as well as reinforcement and practice, plus high interest activities and games.Each unit ends with an assessment page, which is a valuable teaching resource in itself. They canbe used to assess specific outcomes or as a pre-test to discover levels of student understanding.
There are four books at each level—Lower, Middle and Upper Primary.
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