Professional Documents
Culture Documents
Mathmatics Year - 6 PDF
Mathmatics Year - 6 PDF
COPYRIGHT
The Ministry of Education owns the copyright to this Year 7 Mathematics Textbook. Schools may reproduce this in part or in full for
classroom purposes only. Acknowledgement of the CDU Section of the Ministry of Education copyright must be included on any
reproductions. Any other use of these textbook must be referred to the Permanent Secretary for Education through the Director
Curriculum Advisory Services.
2
YEAR 6 MATHS
ACKNOWLEDGEMENT
This Year 7 Mathematics Activity book has been produced by the Curriculum Advisory Service Unit.
The following officers as Mathematics workgroup are acknowledged for their contributions in the development
of the Activity book.
3
YEAR 6 MATHS
TABLE OF CONTENTS
TOPIC PAGE
Strand 1 5
Number and Numeration
Strand 2 42
Algebra
Strand 3 47
Measurement
Strand 4 72
Geometry
Strand 5 84
Chance and Data
4
YEAR 6 MATHS
STRAND 1:
NUMBER
AND
NUMERATION
5
YEAR 6 MATHS
6
YEAR 6 MATHS
a. 23, 567________________________________________________________________
b. 652,190 ________________________________________________________________
7
YEAR 6 MATHS
Example: Write the prime factors of 99 Solution: so the prime factors of 99 are:
Since 99 is odd number, start dividing it by 3 x 3 x 11 99
prime number 3. 3 33
Working: 99 ÷ 3 = 33 3 11
33 ÷ 3 = 11
To find the prime factors of a number, you divide the number by the smallest possible prime
number and work up the list of prime numbers until the result is itself a prime number.
Write the prime factors of each of the numbers:
a. 4 ……………………………………………………………………….
b. 12 ……………………………………………………………………….
c. 18 ……………………………………………………………………….
d. 68 ……………………………………………………………………….
e. 100 ……………………………………………………………………….
A composite number is any number that has more than two factors.
Example: Write all the composite Solution: 4,6,8,9,10,12,14,15,16,18,20
numbers up to 20.
1. Write all the composite numbers between 21 and 30:
-----------------------------------------------------------------------------------------------------------------------------
2. Write all the composite numbers between 32 and 40:
___________________________________________________________________________________
8
YEAR 6 MATHS
Achievement Indicator: To round off numbers to the nearest thousands and hundred thousands
1. Underline the number in each line which is nearest in value to the given number in bold print:
a. 5,736 700 5,000 6,000 7,000
b. 24,560 26,000 23,000 25,000 24,000
9
YEAR 6 MATHS
Achievement Indicator: Explain properties of sets, unions, intersections, null or empty and equivalent
sets and Venn diagrams cardinal numbers, unions
SETS
2 3 6 7 8 9
10
5 4
10
YEAR 6 MATHS
Achievement Indicator: Add and subtract six digits using place values
ADDITION AND SUBTRACTION
+ 627, 489
925, 787
11
YEAR 6 MATHS
COMMUTATIVE LAWS
The "Commutative Laws" we can swap numbers over and still get the same answer...
a+b=b+a
6+4=4+6
Or when we multiply; (a × b) × c = a × (b × c)
(2 x 4) x 5 = 2 x (4 x 5)
ASSOCIATIVE LAWS
The "Associative Laws" say that it doesn't matter how we group the numbers (i.e. which we calculate first)...
... when we add:
(a + b) + c = a + (b + c)
(6 + 4) + 5 = 6 + (4 + 5)
Examples:
This: (2 + 4) + 5 = 6 + 5 = 11
Has the same answer as this: 2 + (4 + 5) = 2 + 9 = 11
This: (3 × 4) × 5 = 12 × 5 = 60
Has the same answer as this: 3 × (4 × 5) = 3 × 20 = 60
12
YEAR 6 MATHS
13
YEAR 6 MATHS
MULTIPLICATION
Achievement Indicator: Multiply any five to six digit numbers by 10 or 100 or 1000
2. Write the answers to these multiplication operations.
a. 43 x 10 =……………. e. 76 x 100 = …………….. i. 35 x 1000 = ……………
14
YEAR 6 MATHS
So =
15
YEAR 6 MATHS
Divide the (big number) fractions top number and bottom number by any same number
ii. B.
iii. C.
iv. D.
v. E.
vi. F.
vii. G.
viii. H.
ix. I.
x. J.
b. , , , , ,
c. , , , , ,
16
YEAR 6 MATHS
+ = or
Think of Pizzas.
Example :
+
We need to make them the same before we can continue, because we can't add them like that.
The number "6" is twice as big as "3", so to make the bottom numbers the same we can multiply the
top and bottom of the first fraction by 2, like this:
17
YEAR 6 MATHS
×2
= Important: you multiply both top and bottom by the same amount,
X 2 to keep the value of the fraction the same.
Step 1
Now the fractions have the same bottom number ("6"), and our question looks like this: The bottom
numbers are now the same, so we can go to step 2.
Step 2: Add the top numbers and put them over the same denominator:
+ =
18
YEAR 6 MATHS
Achievement Indicator; To add or subtract simple fractions with same or different denominators
d. + e. + f. +
g. + h. + i. +
e. ─ f. ─ g. ─ h. ─
19
YEAR 6 MATHS
Achievement Indicator: Convert any mixed numbers to improper fractions and vice versa
a. 1 b. 1 c. 2 d. 2 e. 4 f. 3 g. 3 h. 9
a. b. c. d. e. f. g. h. i.
20
YEAR 6 MATHS
Achievement Indicator: To add or subtract mixed fractions with the same or different denominators
A Mixed Fraction is a whole number and a fraction combined, such as 4
Adding Mixed Fractions
The best way to add mixed fractions:
convert them to Improper Fractions
then add them (using Addition of Fractions)
then convert back to Mixed Fractions:
An Improper fraction has a top number larger than or equal to the bottom number, such as or
d. 1 + 4 = e. 5 + 4 = f. 10 + 9 =
21
YEAR 6 MATHS
15 = and 8 =
=7 + ─ = x = = - = =7
a. ─ = b. 8 ─ 5 = c. 5 ─ 3 = d. 20 ─ 15 =
e. 12 ─8 = f. 35 ─ 27 = g. 59 ─ 38 =
22
YEAR 6 MATHS
Cut the first whole pizza into eighths and how many eighths do you
have in total?
1 lot of 8, plus the 3 eighths = 8+3 = 11 eighths.
Now multiply that by 3:
.
33 eighths is 4 whole pizzas (4×8=32) and 1 eighth left over.
23
YEAR 6 MATHS
1. Multiply these mixed fractions and whole numbers to find their answers:
a. 1 x2= b. 2 x3= c. 5 x3= d. 1 x2= e. 4 x5=
e. 7 x5= g. 8 x 7= h. 3 x 9= i. 2 x 6= j. 10 x 8 =
3 x3 = x =
Multiply x =
= 10 = 10
a. 6 x1 = b. 9 x2 = ____ c. 4 x 5 = _____
d. 5 x2 = e. 3 x5 = _____ f. 7 x3 = _____
24
YEAR 6 MATHS
loaf
loaf divide by 3 one piece is
Another example:
g. 12 ÷ i. 25 ÷ j. 36 ÷ k. 54 ÷ l. 74 ÷
25
YEAR 6 MATHS
Example: How many 1 m of ribbon can be cut Solution: Change 1 to improper, change to x
from a 4m long ribbon ? 4÷ and write reciprocal of , multiply.
4÷ 1 =? 4 x = x = turn to mixed number 2 m
1. Divide these mixed fractions by whole numbers and find their answers:
a. 1 ÷ 2 = b. 2 ¾ ÷ 4 = c. 3 ÷ 3= d. 2 ÷6= e. 1 ÷ 3 = f. 2 ÷ 3=
g. 5 ÷ 4= h. 8 ÷ 5= I. 10 ÷ 2= j. 8 ÷5= k. 12 ÷ 4= l. 15 ÷ 10=
2. Divide these whole numbers by mixed fractions and find their answers:
a. 3 ÷ 3 = b. 2 ÷ 1 = c. 5 ÷ 3 = d. 4 ÷ 1 = e. 7 ÷ 2 = f. 6 ÷ 5 =
g. 8 ÷ 4 = h. 9 ÷ 4 = i. 11 ÷ 2 = j. 15 ÷ 6 = k. 30 ÷ 13 =
26
YEAR 6 MATHS
a. 2 ÷ 1 b. 5 ÷2 c. 3 ÷1 d. 4 ÷1 e. 7 ÷3
f. 6 ÷3 g. 9 ÷2 h. 10 ÷4 i. 8 ÷ 4 j. 15 ÷6
27
YEAR 6 MATHS
8. A tin of paint was litres full. Bill used of the paint to paint his table. How much was left?
1L
28
YEAR 6 MATHS
7. A hot water urn containing ten and a half litres of tea need to be poured
out to one and half litre bottles . How many one and a half litres
bottles can be filled from the ten litres urn?
29
YEAR 6 MATHS
30
YEAR 6 MATHS
Decimal is another way of writing mixed numbers with a decimal point. The table below shows 10
equal parts. Each part is . We write in decimal as 0.1 (zero point one) so = 0.2, = 0.3, etc.
It is easier to change any fraction to decimal that has 10, 100, 1000 as its denominator. So any
fraction that does not have 10, 100, 1000 as its denominator you should change it using the following
methods.
Method 1: Only change fractions that allow equivalent fractions whose denominators are less than 10
to 10.
Example: Write as decimal. Solution: Use the equivalent fraction method to change to tenths.
31
YEAR 6 MATHS
This 5c a vote card contains 100 small boxes to be ticked. If one box is ticked it is . To change
to decimal, we write it as 0.01 (zero point zero one). = 0.02, = 0.03 etc.
a. b. c. d. e. 3
b.
c.
Solution: Remember to keep two digits after the point.
a. 0.14 b. 0.26 c. 0.75 d. 1.25 e. 3.75
Pair up these fractions with their decimals:
1. A. 0.35
2. B. 0.55
3. C. 0.1
Method 2: Only change fractions that allow equivalent fractions whose denominators are more than
10 to 10 or 100.
Hundredths. = =
32
YEAR 6 MATHS
To change to tenths: = or =
To change to hundredths: = = X =
Another example:
Change these fractions to decimals: a. b. c.
Divide the numerator by denominator
If you use calculator answers will be a. 0.5 b. 0.25 c. 0.2
Long working:
a. = 1 ÷ 2 = (2 can’t go into 1) , place a zero at the top and a point
and add a zero beside 1. Work out 2 x __=10
2 10 2 x 5 = 10, put 5 at the top beside point.
33
YEAR 6 MATHS
a. i. 0.75
b. ii. 0.4
c. iii. 0.8
d. iv. 0.6
e. v. 0.7
Fill in the incomplete table below. The first one is done for you.
0.8
0.25
34
YEAR 6 MATHS
Example: Arrange these decimals in Solution: Compare the values. Start with
ascending order: 0.5, 0.1, 0.7, 0.4 smallest first.
3rd 1st last 2nd
0.5 0.1 0.7 0.4
= 0.1 , 0.4, 0.5, 0.7
Example: Arrange these decimals Solution: Compare and start with the biggest
in descending order: value first.
8.36, 8.06, 8.63 2nd last 1st
8.36 8.06 8.63 = 8.63, 8.36, 8.06
2. Arrange these decimals in descending order:
35
YEAR 6 MATHS
36
YEAR 6 MATHS
+ 12.36m 1 1 2 2 4. 2 7
_________
+ 2 4 2 7 1 7. 5 9
Work out the answer above.
1 7 5 9 +1 2. 3 6
1 2 3 6 5 4. 2 2
14=10+4 12=10+2 22 = 20 + 2
5
Put 4 Put 2 Put 2
carry 10 carry 10 carry 20
5 4 2 2
37
YEAR 6 MATHS
7 7
─ 8 12 4 9 8 12 . 4 9
3 9 4 2 ─3 9.4 2
Borrow
4 3. 0 7
1 ten
from 8
tens and
add 10 to
2
4 3 0 7
1. 0.7 ─ 0.4 = 2. 0.9 ─ 0.6 = 3. 1.2 ─ 0.7 = 4. 3.3 ─ 0.9 = 5. 1.1 ─ 0.5
12. 73.26m 13. 528.36 kg 14. 734.28km 15. 932.38m 16. 673.29 l
─27.38m ─252.48kg ─367.51km ─274.99m ─326.16 l
________ __________ ________ _________ _______
38
YEAR 6 MATHS
Example: What is the product Solution: 0.3 x 4 = If you use calculator = 1.2
of 0.3 and 4? Ignore the zero and point , 3 x 4 = 12,
check how many numbers after the decimal
point, since it is 1,
Put point between 1 and 2 = 1.2
39
YEAR 6 MATHS
Another example:
Multiply by 1000
1000 × 0.043 = Move the decimal point 3 steps When broken down 1000 x 0.043:
To the right. 1000 x 0 . 0 4 3 = 43 = 0. 0 4 0 + 0 . 0 0 3 = 40 + 3 = 43
40
YEAR 6 MATHS
41
YEAR 6 MATHS
STRAND 2:
ALGEBRA
42
YEAR 6 MATHS
Achievement Indicator: To identify own rule, explain, write down mathematical rule and then complete
pattern
Example:
A 3 2 5 7 4 8
B 8 5 14 20 11 23
Question: Find the rule, write down and complete the pattern.
Rule: _________________________________________.
Solution:
2. (A x 3) – 1 = B, so (3 x 3) -1 = 8…
and (2 x 3) – 1 = 5…
and (5 x 3) – 1 = 14
3. Rule: 3A – 1 = B
4. When A is 7, (7 x 3) – 1 = 20
When A is 4, (4 x 3) – 1 = 11
When A is 8, (8 x 3) – 1 = 23
X 4 3 6 8 5 9
y 11 8 17
Rule: ___________________________
43
YEAR 6 MATHS
A 3 5 4 6 8 10 7
B 7 13 10
Rule: ____________________________
44
YEAR 6 MATHS
45
YEAR 6 MATHS
When writing algebraic expressions we shorten or simplify the expression as much as possible.
Also there are regular equation like 3 + 4 = and algebraic equation like n + 2 = 7
pronumeral numeral
2. Solve for
a. 5 x (a + 3) b. 3k – k c. 3 x c ÷ b d. r + 5 = 12 e. =6
3. Lemons cost 50 cents each and banana costs 30 cents each. Write down an expression for
46
YEAR 6 MATHS
STRAND 3:
MEASUREMENTS
47
YEAR 6 MATHS
LENGTH/ AREA
Activity
1. Measure the length of different objects using the non-standard of units of measuring.
2. Compare and relate your measurement to standard units of length
E.g. length of a desktop = 15 hairpins = _______mm =________cm = _________m
METRIC SYSTEMS
48
YEAR 6 MATHS
Achievement Indicator: To convert millimetres (mm), centimetres (cm) to metres (m) and metres to
kilometres (km) and vice versa
10 millimetres = 1 centimetre
10 mm = 1 cm
100 centimetres = 1 metre
100 cm = 1m
1000mm =1m
1. Complete the blanks in these conversions: the first one is done for you
a. 396 mm = 39.6 cm = 0.396 m f. 35mm = 3cm 5mm = 3.5 cm
b. 296 mm = ____ cm = _____ m g. 15mm = __cm __mm= ___cm
c. 350 mm = ____ cm = _____ m h. __mm = __cm __mm= 7.8cm
d. ___ mm = 12 cm = _____ m i. __mm = 10cm 8mm= ___cm
e. ___ mm = ____ cm = 1.5 m j. 111mm = __cm __mm= ___cm
49
YEAR 6 MATHS
0 10 20 30 40 50 60 70 80 90 100
1 kilometre = 1000 metres
1 km = 1000 m
cm
2. Complete these metric conversions to kilometres: the first one is done for you.
a. 4276 m = 4 km 276 m = 4.276 km f. 5km 378m = 5000m + 378m = 5378 metres.
b. 2845 m = __km ___ m = _____ km g. 2km 320m =_______+_____ = ____________
c. 7250 m = __km ___ m = _____km h. 7km 544m =_______+_____ = ____________
d. _____ m =10km 25 m = _____km i. __km ___m = 4000m +_____= 4527 metres
e. _____ m = __km ____m = 1.5 km j. __km ___m = 10000m+276m= ____________
Achievement Indicator: To estimate and measure lengths of objects in millimetres and centimetres
Example: Without looking at the above ruler, estimate the length of the nail below. Measure and write
the answer in millimetres.
Solution: Estimate: 2cm or 20mm. Use the ruler to measure: It is about 38 mm or 3.8cm.
1. Estimate and then use your ruler to measure the lengths of these lines in mm and cm :
a. d.
b.
c.
2. Draw straight lines of the given lengths from the marked points using your ruler.
a. 55 mm
b. 120mm
50
YEAR 6 MATHS
e.
f. g.
2. Complete the perimeter table of these rectangles: the first one is done for you.
Perimetre of rectangles = (length + width) x 2
51
YEAR 6 MATHS
2cm
2. Complete the perimeter table of these squares: the first one is done for you.
Length of one side of the square Perimetre
6cm 24cm
10cm
60cm
25cm
120cm
3. Complete the perimeter table of these squares in metres: the first one is done for you
52
YEAR 6 MATHS
1. Use a ruler to measure and calculate the perimeter of each shape below in centimetres:
a. b. c. d.
e. f.
2. Use the scale to convert the measured length in real distance: scale 1cm = 10km:
i) B C ii) D E
iv) H iii) F G
I
53
YEAR 6 MATHS
Example: Calculate the area of the shapes below by counting the square centimetres.
The first one is done for you.
54
YEAR 6 MATHS
LENGTH / VOLUME
Express these lengths or distances to percentages:
1. 6mm of a cm._____________________________ 6. 127m of a km.__________________________
2. 9mm of a cm._____________________________ 7. 584m of a km._________________________
3. 29cm of a m._____________________________ 8. 978m of a km._________________________
4. 45cm of a m._____________________________ 9. 20mm of a m.__________________________
5. 68cm of a m._____________________________ 10. 500cm of a km._________________________
Achievement Indicator: To construct 3D objects using cubic centimetres, and use estimation to determine
volume
VOLUMES / CAPACITY
Use sheet of vanguard/cardboard to make a net of a cube. Each square is a cm in length. This cube will have a
volume of 1 cubic centimeter (1 cm3)The space in the 1cm3 cube can hold 1ml of liquid; so 1cm3 =1ml.
1 cm
1 cm
1 cm
55
YEAR 6 MATHS
4cm
5cm
1 cm
This jug of water holds 1 litre of water. It means. It can hold 1000ml
water. Can you see the litre mark on the side of the jug.
1 cm3 = 1 ml
1000 millilitres = 1 litre
250ml =
Example 2: Convert this litre to millilitres: Solution 2:
56
YEAR 6 MATHS
L 2L 3L
WORD PROBLEMS.
1. Does the objects below hold more than or less than a litre?
a. Paper cup b. wheel barrow c. fish tank d. baby milk bottle e. mouthful of water
b. For a science project, you need 4L of water. Your container holds 500ml. How can you use it to
measure 4L?
c. Suppose you put 3 spoonful of honey on your cereal. Four small spoons hold 5ml. About how many
millitres of honey will you eat?
57
YEAR 6 MATHS
Achievement Indicator: Estimate and convert any measurement from non-standard to standard units weight
1000grams = 1 kilogram
1000g = 1 kg
Nazreen took some potatoes and weighed them on the digital scale.
The machine read ‘1000g’.
How many different ways can you represent the weight?
The standard mass units include: 1g, 5g, 10g, 20g, 50g, 100g, 500g and 1 kg.
100g
500g = kg
1000g = 1 kg
1. She also used a set of balance scales in her grocery shop. She wants to have just the minimum
number of weights necessary to measure any mass up to 10 kg. How many of each weight unit will she
need ?(Use the standard masses above to help you) The first one is done for you.
a. 1g = one 1g b. 5g =_________ c. 10g =__________ d. 15g =____________
e. 20g=___________ f. 50g =_________ g. 75g =___________ h. 100g=____________
i. 250g=___________ j. 500g=__________ k. 5kg=____________ l. 7kg=______________
58
YEAR 6 MATHS
2. Write the following as kilograms and grams: The first one is done for you.
a. 1001 g = 1000g + 1g = 1 kg 1g f. 7294 g= 7000g +294g = 7 kg 294 g
b. 1302 g=___________________ g. _____g= 8000g +749g =__________
c. 3654 g=___________________ h. ______g= 9000g +430g =__________
d. 5932 g=___________________ i. ______g=10000g+547g=___________
e. 6542 g=___________________ j. _______g=10000g+20g=___________
Achievement Indicator: kg,
If 1 kg = 1000g then
If
1 1000g +( =1500g
Example 2: Write these weights in kilograms: Solutions:
500g
250g
750g
1500g
59
YEAR 6 MATHS
WORD PROBLEMS
1. Akuila was sent by his mum to buy 2 kg of potatoes. When he returned, his mum noticed that the
price tag says 2kg. How many more grams of potatoes does Akuila have to buy?
2. Sereana bought a big packet of twisties with the weight of 750g. She ate some and gave the rest to
her sister. Her sister weighs the packet and found out that it was 250g.
a. How much twisities did Sereana eat ? (answer in grams)
b. Did Sereana eat more twisties or less than her sisters ?
60
YEAR 6 MATHS
1. Time is a measure in which events can be ordered from the past through the present into
the future, and also the measure of durations of events and the intervals between
them. Time is one of four dimensions, in addition to the dimensions of space.
24 hour clock:
The 24-hour clock is a way of telling the time in which the day runs from midnight to midnight and is
divided into 24 hours, numbered from 0 to 24. It does not use a.m. or p.m. This system is also
referred to as military time or as continental time. In some parts of the world, it is called railway
time. Also, the international standard notation of time (ISO 8601) is based on this format.
61
YEAR 6 MATHS
Draw, write each of these examples in: i) am or pm time, ii) digital 24 hour time and iii)analogue time.
Draw the missing hour and minute hands of the clock faces.
62
YEAR 6 MATHS
Calculating times in stop watches: Finishing time minus starting time = Finishing Time (FT)
Starting Time (ST)
Time Used (TU)
Stop watches are used to record the time of events.
2:48:84
The time shows 2 minutes 48 seconds and 84 hundredths of a second.
……………………………………………. …………………………………..
2. Show these times on the digital stopwatch displays:
a. 1 minute, 48 seconds and 55 hundredths of a seconds: : :
TIME
63
YEAR 6 MATHS
Achievement Indicator: To understand the importance of time in speed and calculate average speed
64
YEAR 6 MATHS
AVERAGE SPEED
Achievement Indicator: To understand and calculate Average Speed
Example: If a bus takes 4 hours to reach Lautoka from Suva covering a distance of 250 km, find its
average speed in kilometers per hour.
Solution: A.S = D ÷ A.S = 250 km ÷ 4 hours
= 250 ÷ 4
= 4 250
62.5
= 4 250 = 62.5 km / hr
AVERAGE SPEED
Answer the questions below and calculate the average speed of the following
events.
1. The Inter-City bus leaves Suva at 10.00 a.m and reaches Nadi at 1.00 p.m
covering a distance of 219 km.
i) How long did it take the bus to reach Nadi ?
ii)Find the average speed of the bus .
2. The Taunovo Bus leaves Navua at 9.15 a.m and reaches Suva after twenty-five minutes of
travelling fifty-five kilometers .
i) How long is the journey ?
ii) What is the average speed ?
3. A rental car leaves Nadi town at 10.20 a.m and reaches Sigatoka at 10.45 a.m covering a distance
of 75 kilometres.
i) How long is the drive ?
ii) Find the average of the car .
65
YEAR 6 MATHS
4. If Fiji’s fastest man Banuve Tabakaucoro completed 100 metres in 10 seconds, find his average
speed in metres per seconds ?
5. Fill in the missing data in the table below.
Average Speed Distance Time
20 km 10 minutes
32 km 16 minutes
71 km / hr 2 hours
2.6 km / hr 55 km
Temperature is how hot or cold something is. It is measured in degrees Celsius. We use the Celsius
thermometer to measure temperature. Temperatures below freezing point are written with a – sign
66
YEAR 6 MATHS
67
YEAR 6 MATHS
68
YEAR 6 MATHS
Calculate the total for each of these bills. Round the total to the nearest five cents to find the actual amount to
pay.
a. 1 Skipper Albacore Tuna Flakes in b. 1 DelseyTwin pack Toilet Tissue 200 sheets $2.25
vegetable Oil 170g $1.45 1 bar Pacific Laundry Soap 400g $1.75
Oryx Assorted Cream Biscuits 82g $1.00 1 pkt Colgate Regular/Triple Action Toothpaste 95ml
Bon Assorted Hair Gel 1000ml $3.52 $3.45
c. 1 Baked beans in tomato sauce 420g d. 1 De Power Dish Washing paste Assorted 400g $1.80
$1.45 1 De Power Laundry Powder 900g $2.54
1 pkt Cocktail vegetable samosa/Spring 1 pack Camay Assorted Bathing Soap 125g
Roll 1 kg (3 for)$3.45
$9 Chicken Nuggets Family pack 1 kg
$17.97
69
YEAR 6 MATHS
VANUA BANK
FIJI
Branch No. 679-178 Account No.777-645-231 Name Bean Ratu
Date Particulars Withdrawal Deposit Balance Teller & Stamp
17. 6. 14 CASH 50.00 508.80
18. 6. 14 INTEREST 2.65 510.65
18. 6. 14 CHEQUE 28.50 539.15
22. 6. 14 PAID 20.00 519.15
23. 6. 14 CHEQUE 300.00 819.15
30. 6. 14 PAID 50.00 769.15
1. 7. 14 PAID 100.00 669.15
3. 7. 14 CHEQUE 230.20 899.35
70
YEAR 6 MATHS
Achievement Indicator: To identify bus e-ticketing cards and understand information on the
receipts
The bus travelling public in Fiji have the privilege of using the bus e-ticketing card services.
Use the attached bus e-ticketing receipt below to answer the questions below:
CT2CT Bus Co.
TIN: 50-139 72 XXX
Bus No: FF 7X7
Card: 6792XXX000
Amount: $0.70
Balance: $1.95
Stage: 1
Time: 2014.08.22
09:53:58 AM
Driver: T.Bone
71
YEAR 6 MATHS
STRAND 4:
GEOMETRY
72
YEAR 6 MATHS
Shapes are either in 2D or 3D forms. 2D or 2 dimensional shapes . They are flat and
have a length (height) and width.
Fill in the table below with correct information from the 2D shape above. The first one is done for you.
triangle 3 3
73
YEAR 6 MATHS
circle oval
EQUILATERAL
Isosceles triangle Right angled Scalene
-2 sides equal -one right angle -none of the
-2 angles equal sides equal All sides equal
All angles equal
kite
arrowhead
74
YEAR 6 MATHS
Complete this table by filling in any missing detail. Use your pencil and a ruler to draw.
4 irregular
75
YEAR 6 MATHS
Fill in the table below by drawing and colouring the polygons and show the number of triangles.
5 cm
14 cm
8 cm
20 cm
76
YEAR 6 MATHS
3D shapes are 3 dimensional solid shapes which have lengths, widths and depths (heights).
Fill in the table below by drawing the 3D shapes and their real life like shapes.
The first one is done for you.
cube
prism
cylinder
pyramid
77
YEAR 6 MATHS
From your study of the shapes above try drawing the lines of symmetry on the shapes below.
78
YEAR 6 MATHS
79
YEAR 6 MATHS
Fill the table below with missing details. The first one is done for you.
right
Obtuse
straight
reflex
Complete
revolution
Mark the interior angles of the polygons below. The first one is done for you.
80
YEAR 6 MATHS
Draw the exterior angles of the polygons below. The first one is done for you.
81
YEAR 6 MATHS
Reflections
82
YEAR 6 MATHS
Translations
A translation (notation) is a transformation of the plane that slides every point of a figure the same distance in the same
direction.
In Geometry, "Translation" simply means Moving without rotating, resizing or anything else, just moving.
83
YEAR 6 MATHS
STRAND 5:
CHANCE
AND
DATA
84
YEAR 6 MATHS
CHANCE: The likeliness of something that is going to happen or the chances of an event happening.
VOCABULARY:
Example
DISCUSSION TIME
In a box, Jope place 8 red cubes,4 blue cubes and 1 green. If he draws the cube out of the box at random:
85
YEAR 6 MATHS
86
YEAR 6 MATHS
Achievement Indicator:To list and count all possible outcomes of a simple experiment and to describe the
chance of these outcomes occurring.
1 2 3 4 5 6
a. How many possible outcomes are there ?
____________________________________________ 1 1,1 1,2
b. What is the probability, written as a fraction, of
each outcome occurring ?
2 2,1
____________________________________________
c. By finding the sum of the two numbers thrown,
3
which total is most likely to appear ?
____________________________________________
4
d. Which total is least likely to appear ?
____________________________________________ 5
e. What is the probability of throwing a double ?
____________________________________________ 6
To use data to order chance events from the least likely to the most likely.
In a cloth bag, I place 7 red cubes, 2 black cubes and 1 white cube. If I draw out of the bag
at random:
a. What colour is the most likely outcome ? ______________________________
b. What colour is the least likely outcome ? _______________________________
c. What is the probability of drawing a black out of the bag ? _________________
d. What is the probability of drawing a yellow cube out of the bag ?____________
87
YEAR 6 MATHS
ACTIVITY 1
2.Use the recording sheet or another piece of paper, make a tally for the colour you pick.
Step 1
Step 2
Step 3
Now put 5 red cubes and 1 blue cube into the box.
Repeat step 2 with this box of cubes.
QUESTIONS
88
YEAR 6 MATHS
ACTIVITY 2
Questions
1. How can you tell which colour was picked the most even though there are no numbers on the graph?
2. Did the deck have more green cards or blue cards? Why do you think so ?
3. If you are given a set of cards to colour them red ,blue and green,how would you create your deck so you would
get results like those in the bar graph. Explain?
89
YEAR 6 MATHS
90
YEAR 6 MATHS
91