Planet-maths-4th-sample-pages

Liam
Gaynor
4th
A COMPLETE MATHS PROGRAMME
FOR PRIMARY SCHOOLS
PLANETMATHS4TH
CLASS
FOR PRIMARY SCHOOLS
folensonline.ie
Planet Maths incorporates the best methodology for teaching mathematics and
problem solving, with new features such as Real Life Maths sections, integrated
digital resources and differentiated material to motivate every child.
Main features include:
Real Life Maths visible throughout the series
Problem Solving units and emphasis on pair and group work
Digital Activities for classroom use
Differentiation catered for all levels of ability
Self Assessment incorporating traffic light system
Curriculum Objectives listed in pupil book
This programme reflects the latest teaching methods in Primary and Post Primary education.
Also available for this programme:
• Satellite activity books to complement each title
• Updateable Teachers Resource Books
• A range of classroom ancillary material
• Teacher’s eBooks and integrated digital resources on www.folensonline.ie

FOR PRIMARY SCHOOLS
Liam Gaynor

Author: Liam Gaynor
Editor: Donna Garvin
Design: Liz White Designs
Layout: Niamh Carey, Liz White Designs
Illustrators: Brian Fitzgerald, Maria Murray
Photographs: Alamy, Thinkstock, iStock, Dreamstime
ISBN: 978-1-84741-783-1
First published in 2011 by: Folens Publishers,
Hibernian Industrial Estate, Greenhills Road, Tallaght, Dublin 24.
The paper used in this book is sourced from managed forests.
Folens books are protected by international copyright laws. All rights
reserved. The copyright of all materials in this book, except where
otherwise stated, remains the property of the author(s). No part of
this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means (stencilling, photocopying,
etc.) for whatever purpose, even purely educational, without the
prior written permission of the publisher. The publisher reserves the
right to change, without notice, at any time the specification of this
product. The publisher has made every effort to contact copyright
holders but if any have been overlooked we will be pleased to
make any necessary arrangements. To the best of the publisher’s
knowledge, information in this book was correct at the time of going
to press. No responsibility can be accepted for any errors.
© 2011 Liam Gaynor

iiiIntroduction for Parents and Teachers
Planet Maths is a series of Maths textbooks, activity books and corresponding teacher’s manuals for Junior Infants to 6th Class. It is
in line with the Revised Primary Curriculum and has been written by primary school teachers. Curriculum Strands, Strand Units and
Objectives are detailed throughout.
Planet Maths has been designed to provide students with challenging activities and enjoyable mathematical experiences to help them
become confident mathematicians. Pupils using Planet Maths will experience mathematical learning through the following approach:
• Learning the new maths skills associated with a topic with the aid of explanation boxes and/or worked examples that introduce
each new concept or operation;
• Practising and reinforcing new skills through drills and repetition, while also providing as much variety and stimulation as possible;
• Exploring and applying their skills in ‘real life’ contexts and situations that are relevant, fun and stimulating to young minds.
‘Real life’ themed maths features
There are seven two-page ‘real life’ themed maths features spread throughout the 3rd to 6th Class textbooks. They are designed to
bring Maths to life, making it more engaging for students by enabling them to use their skills in contexts that are refreshing, relevant
and interesting to them. Each ‘real life’ feature uses the skills and knowledge that pupils have acquired in the preceding units.
Warm-Up Activities
A warm-up activity appears at the beginning of every new topic along with the instruction, ‘Listen to your teacher’. These game-like
activities open each unit of the senior textbooks and are led by the teacher with directions from the accompanying teacher’s manual.
Because they are conducted at the start of each unit, these activities provide a mental warm-up for students, preparing them to learn
by focusing their attention on the teacher. Warm-up activities are based on the concepts and operations relevant to the topic.
Pair and Group Work
The series recognises the value of collaborative learning and ample opportunities are provided throughout the textbooks for both pair
work and group work. Maths puzzles suited to pairs, straightforward group activities and oral activities such as ‘pretend you are the
teacher’ are used in the series.
Differentiation
To promote ease of differentiation, a red line appears beside a selection of problems and sums in the 3rd to 6th Class textbooks that
could prove more challenging for many pupils. Additionally, the 3rd to 6th Class textbooks contain Challenge Yourself problems
designed to provide early finishers with extra stimulus and reward, and to assist with differentiation.
Self-Assessment
Self-assessment is strong feature of the series. Pupils are encouraged to rate their own performance and understanding of a topic
through the use of a traffic light system at the end of every page in each topic. Students can assess their performance at the end – red
for difficultly, amber for improvement and green for full understanding.
Check Up Activities
Each topic unit concludes with a page of concise check up activities designed to reinforce learning. Check ups include oral,
operational, problem-solving and shared activities based on the topic at hand. Oral activities reinforce communicating and
expressing as a mathematical skill, and vocabulary-based exercises assess the pupil’s understanding of the mathematical language
used in the unit.
Mental Maths
Seven dedicated Mental Maths units are placed strategically throughout the 3rd to 6th Class textbooks, with each one including a
Multiple Choice component. Each section in Mental Maths contains a score box for pupils to rate their performance. This will
encourage them to collaborate in their own progress and to recognise areas where more effort and assistance is needed.
The Teacher’s Manual accompanying this textbook includes:
• A guide providing comprehensive suggestions on how to make the best use of this series.
• Oral and mental maths activity suggestions.
• Maths language relevant to each topic.
• Suggestions for using concrete materials and manipulatives.
• Photocopiable activities for differentiation and extension exercises.
• Photocopiable templates for practice and repetition of fundamental concepts.
• Answers.
• Assessment sheets.
• Individual student profile sheets.
• Class record sheets.
The activity books in the series contain supplementary and differentiation activities. Interactive activities for this series can also be
found at: www.folensonline.ie.

iv Contents
Revision...........................................................5
1 Place Value.............................................8
2 Addition................................................13
3 Time.....................................................18
4 Lines and Angles...................................23
The Game Show............................................28
Mental Maths 1.............................................30
5 Subtraction...........................................32
6 Fractions...............................................37
7 Graphs..................................................42
8 Multiplication........................................47
Pirate Graveyard............................................52
Mental Maths 2.............................................54
9 Division................................................56
10 Decimal Numbers.................................61
11 Money..................................................66
12 Symmetry..............................................71
Christmaths Shopping....................................76
Mental Maths 3.............................................78
13 Length...................................................80
14 Long Multiplication...............................85
15 Fractions 2............................................90
16 Chance.................................................95
Lord Voldemath’s Lab..................................100
Mental Maths 4...........................................102
17 Division 2...........................................104
18 Decimals 2..........................................109
19 Weight................................................114
20 2D Shapes..........................................119
Parade Day..................................................124
Mental Maths 5...........................................126
21 Patterns...............................................128
22 Length and Perimeter..........................133
23 Area....................................................138
24 Time 2................................................143
Sporting Maths!...........................................148
Mental Maths 6...........................................150
25 Operations..........................................152
26 Capacity..............................................157
27 Problem Solving..................................162
28 3D Shapes..........................................167
Star Cinema Treats.......................................172
Mental Maths 7...........................................174
29 Number Sentences..............................176
30 Problem Solving 2...............................181
Revision.......................................................186
Glossary.......................................................189
Tables..........................................................192

Warm-up. Listen to your teacher. Toys and Travel.
Strand UnitStrand Unit
StrandStrandRevisionRevision
ObjectivesObjectives
NumberNumber
AllAll
5Revision
Travel
1. For how many nights does the
holiday in the Canaries last?
2. By how much money is the trip
to New York reduced?
3. By how much is the trip to the Canaries reduced?
4. How much cheaper is the Canaries holiday than the New York trip?
5. The Canaries holiday lasts longer than the New York holiday but it
is cheaper. Why do you think this is? Which would you prefer?
6. How many days are there in September?
Toys
1. What is the most expensive item in the shop window?
2. What is the cheapest item in the shop window?
3. Which item is reduced by €6?
4. Which item is reduced by €1.99?
5. By how much is the camera reduced?
6. By how much is the Jack-in-the-Box reduced?
7. By how much is the skipping rope reduced?
8. How much for the kite and the camera?
9. What change would you get from €10 if you bought the skipping rope?
10. Which 3 items could you buy for €30?
11. By how much is the aeroplane dearer than the Jack-in-the-Box?
12. Can you find two items that would cost €11.99?
B
C
A
Reduce

6
NumberNumber
AllAll
Revision
Add and subtract
1. (a) H T U (b) H T U (c) H T U (d) H T U (e) H T U (f) H T U
1 3
3 7
+ 8 1
3 3 6
4 1
+ 1 2 7
2 9
2 3 7
+ 4 1 9
4
1 4 7
+ 6 1 8
2 1 5
3 0 9
+ 1 4 5
4 2 0
2 3 6
+ 1 2 5
6 5
– 2 3
2 8 8
– 1 9 7
6 7 5
– 2 1 6
7 8 1
– 4 2 6
3 9 0
– 1 1 2
6 0 4
– 2 8 6
Multiply and divide
1. (a) 6 0 (b) 8 0 (c) 7 0 (d) 9 0 (e) 5 0 (f) 4 0
x 4 x 7 x 5 x 3 x 9 x 6
2. (a) 1 6 (b) 2 4 (c) 3 9 (d) 4 2 (e) 6 8 (f) 8 3
x 8 x 7 x 6 x 9 x 4 x 5
3. (a) 3 9 3 (b) 5 9 0 (c) 2 9 4 (d) 4 7 6 (e) 6 9 6 (f) 7 9 8
4. (a) 2 9 1 (b) 3 8 8 (c) 4 9 9 (d) 5 8 7 (e) 6 9 2 (f) 5 9 9
Answer the questions.
1. What time does each clock face show?
(a) (b) (c) (d) (e)
2. Write each of these as minutes: Example: 1 hour 20 minutes = 80 minutes.
(a) 1 hour 10 minutes
(d) 1 hour 45 minutes
(b) 1 hour 50 minutes
(e) 1 hour 59 minutes
(c) 1 hour 30 minutes
(f) 1
1
4 hours
3. Draw clocks with hands showing:
(a) 1
4 to 6 (b) 1
4 past 8 (c) 25 to 11
A
C
B

NumberNumber
AllAll
7Revision
1. Match the unit with the picture. One is done for you.

2. Match the shape with the name. Which shapes are 3D?
This graph shows the time it takes 5 children to come to school.
1. It takes Tess 15 minutes to come to school.
How long does it take each other child?
2. Which child takes longest to come to
school? Does this mean that this child
lives farthest from the school?
3. How much longer does it take Zelda than
Tess to come to school?
4. Dan calls for Cleo on his way to school
every morning. How long does it take
Dan to reach Cleo’s house?
5. It takes each child a few minutes longer to get home from school every day. Why might
this be so?
6. How long does it take you to come to school?
7. Ask 4 people in your class how long it takes them to come to school. Ask them to round
their answers to the nearest 5 minutes. Draw a graph. Include yourself in the graph.
A
B
Lunch Break
Tess Dan Cleo Sam Zelda
= 5 minutes
Dublin-Wicklow =
2¬
€85 50km 6hrs
2cm
500g
88c 250m¬ 30mins
5kg
rectangle
triangle
hexagon square
cylinder
pyramid
cuboid
cube
prismsphere
cone
circle

Listen to your teacher. Notation Board.
Th H T U
StrandStrand401: Explore and identify place value in whole numbers,
0-9999.
401: Explore and identify place value in whole numbers,
0-9999.
8
NumberNumber
Place ValuePlace Value
1 Place Value
1. What number is shown in each picture?
1. Which is greater?
(a) 2 thousands or 8 hundreds?
(c) 2 tens or 5 units?
(e) 5 thousands or 6 tens?
(g) 1 thousand or 11 hundreds?
(i) 2 hundreds or 20 tens?
(b) 4 hundreds or 9 tens?
(d) 4 hundreds or 4 units?
(f) 7 hundreds or 7 tens?
(h) 2 tens or 23 units?
2. How many units in: (a) 2 tens? (b) 2 hundreds? (c) 2 thousands?
3. How many tens in: (a) 3 hundreds? (b) 5 hundreds? (c) 1 thousand?
4. How many hundreds in: (a) 5 thousands? (b) 7 thousands? (c) 9 thousands?
B
C
4,527
Th H T U
My goal is to learn all
about thousands.
A

StrandStrand402: Read, write and order four-digit numbers and solve
simple problems.
402: Read, write and order four-digit numbers and solve
simple problems.
NumberNumber
9Topic 1: Place Value
Place value
1. Write each number as shown in this example:
4,527 = 4,000 + 500 + 20 + 7
(a) 3,637
(e) 8,160
(i) 6,008
(b) 1,746
(f) 6,205
(j) 4,050
(c) 9,156
(g) 5,026
(k) 5,002
(d) 2,462
(h) 7,500
(l) 3,013
2. What number is shown by each abacus?
Th H T U Th H T U Th H T U Th H T U
3. How many
(a) hundreds in 400?
(d) tens in 30?
(b) hundreds in 4,000?
(e) tens in 300?
(c) hundreds in 9,000?
(f) tens in 3,000?
1. Choose the greatest number in each set.
(a) 4,126, 3,149, 6,591
(c) 6,128, 6,821, 6,281
(e) 3,951, 3591, 3,159
(g) 8,108, 8,810, 8,180
(b) 7,216, 3,134, 4,846
(d) 5,285, 5,852, 5,258
(f) 2,020, 2,200, 2,002
(h) 3,040, 3,004, 3,400
2. Choose the smallest number in each group.
(a) 3,168
6,183
1,368
1,863
(b) 2,022
2,202
2,220
2,020
(c) 7,007
7,700
7,070
7,700
(d) 4,609
4,999
4,600
4,599
(e) 3,331
3,111
3,113
3,131
3. Make the smallest number possible from each set of numerals.
(a) 3, 1, 4, 8
(e) 2, 0, 4, 7
(i) 2, 4, 1, 2
(b) 8, 4, 2, 7
(f) 8, 0, 7, 0
(j) 8, 2, 2, 2
(c) 9, 7, 4, 6
(g) 1, 7, 4, 1
(k) 4, 5, 4, 5
(d) 5, 1, 5, 7
(h) 2, 3, 7, 2
(l) 1, 8, 8, 1
Think of a four digit number and tell your friend.
1. The number that is 1 greater.
2. The number that is 1 less.
3. The number that is 10 greater.
4. The number that is 10 less.
A
B
C
Pair work

StrandStrand402: Read, write and order four-digit numbers and solve
simple problems.
402: Read, write and order four-digit numbers and solve
simple problems.
10
NumberNumber
Topic 1: Place Value
Value
1. With a friend think of:
(a) 5 things of great value.
(b) 5 things of little value.
2. Tick the number in which 7 has the greatest value.
(a) 7,152
2,741
3,175
1,457
(b) 3,007
9,147
2,574
6,217
(c) 7
70
700
7,000
(d) 8,007
9,070
6,075
7,001
(e) 1,371
713
1,887
1,907
3. Tick the number in which 4 has the least value.
(a) 1,542
1,884
4,056
3,459
(b) 4,000
400
40
4
(c) 8,746
7,476
4,722
2,421
(d) 2,142
3,549
7,224
940
(e) 1,455
2,314
409
1,040
Let’s investigate numbers.
Your task is to make a number that is greater than the number shown by rearranging the
four numerals given to you. If the task is impossible, write ‘can’t be done’.
1. 2.
A
B
2,002
great value
little value
Example
Number to
Beat
Your
numerals
Answer
(a) 8,512 3 7 4 8
8,743 or
8,734
(b) 7,352 2 3 5 7
(c) 8,175 5 1 7 8
(d) 6,432 4 6 1 3
(e) 9,156 9 2 2 0
Number to
Beat
Your
numerals
Answer
(a) 5,237 1 5 1 6
(b) 5,419 2 5 5 2
(c) 7,419 6 2 4 3
(d) 8,529 2 2 8 6
(e) 4,829 1 3 2 4
Little value Great value
Pair work

StrandStrand403: Round whole numbers to the nearest thousand.403: Round whole numbers to the nearest thousand.
NumberNumber
11Topic 1: Place Value
Rounding
1. Which number is nearer to 4,000?
(a) 4,500 or 4,800 (b) 3,900 or 3,700 (c) 4,100 or 3,800
(a) 5,200 or 5,300 (b) 6,100 or 6,300 (c) 5,500 or 6,600
(a) 8,009 or 7,999 (b) 7,995 or 8,004 (c) 8,020 or 7,990
Which thousand is nearer?
1. Look at the part of the number line between 3,000
and 4,000. To which thousand is the number nearer?
(a) 3,199
(e) 3,999
(b) 3,900
(f) 3,002
(c) 3,600
(g) 3,123
(d) 3,500
(h) 3,580
2. Round each of these numbers to the nearest thousand.
(a) 8,900
(e) 2,180
(b) 3,200
(f) 5,860
(c) 1,400
(g) 4,500
(d) 6,980
(h) 2,957
Important zeroes
1. Can any zeroes be left out without changing the number’s value?
(a) 0002
(d) 0080
(g) 9,003
(j) 09
(b) 600
(e) 3,000
(h) 0808
(k) 90
(c) 01
(f) 2,060
(i) 701
(l) 1,008
2. Which is greater?
(a) 206 or 26
(e) 005 or 500
(b) 59 or 509
(f) 6,060 or 6,006
(c) 5,006 or 506
(g) 2,050 or 2,500
(d) 308 or 38
(h) 3,050 or 350
3. Look at each pair. Have they the same value?
(a) Weights: 605g and 65g
(c) Page Numbers: 056 and 56
(e) Radio stations: FM102 and FM12
(g) Game Scores: 0206 and 2006
(b) Amounts: €093 and €93
(d) Shoes: Size 04 and size 4
(f) Cooking Times: 18mins and 108mins
(h) Dates: 03/09/2014 and 3/9/2014
A
B
C
05,090
Example
3,200 is nearer to 3,000
3,800 is nearer to 4,000
Example
2,900
3,000
4,000
3,100 3,200 3,300 3,400 4,100
3,500 3,600 3,700 3,800 3,900

Explain it! Explain why the zero in 6,087 is important.
Do it!
1. Round each number to the nearest thousand.
(a) 7,768 (b) 2,317 (c) 3,872 (d) 4,780 (e) 6,180 (f) 7,500
2. Make as many numbers as you can with the numerals 4, 0, 5 and 3.
Solve it!
A radio station played its top ten songs. The song with the smallest number of votes was
number 10 and the song with the greatest number of votes was number 1.
Order the songs from 10 to 1:
Lost 2,159 Control 4,419 Blue 8,218 Together 1,319 Melody 4,409
Razzmataz 943 Dancer 4,194 Wonder 9,006 Crazy 4,094 Fond 4,049

Say it!
True or false?
1. 4,075 = 4,000 + 700 + 5
2. The value of the numeral 3
in 7,138 is 3.
3. 5,555 can be rounded to 5,000.
4. The zero in 0,519 is unnecessary.
5. 7,109 = 7,000 + 100 + 9
6. 9,009 < 9090
7. 6,138 might be rounded to 6,000 or
6,100 or 6,140.
8. The zero in 7,160 is necessary.

Share it!
1. Fill the blanks in the picture.
first
2nd 4th 6th 8th 10th
third fifth seventh ninth
second
2. Would you prefer to be 1st or 2nd in a race? Would you prefer to be 1st or 2nd in a
queue?
3. Finish these as far as 20th: 9th, 10th, 11th, 12th, ___
4. Form a line of 10 people like you see in the picture. Decide which end of the line is
the start of the line and tell everyone his or her position. Call out commands like
these: ‘1st, 4th and 5th stand on one leg’, ‘7th and 10th change places’.
A
C
D
E
B
12
1 Check Up!
1st

Warm-up. Listen to your teacher.
1 4 5 7 9
30 16 66 26 40
97 11 87 20 23
10 70 12 18 25
StrandStrand406.1 Know and recall addition and subtraction facts.406.1 Know and recall addition and subtraction facts.
NumberNumber
OperationsOperations
13
My goal is to learn how
to add thousands 2 Addition
In your head
1. 8 + 9 = ___
5. 3 + 6 + 9 = ___
9. 11 + 12 = ___
13. 15 + 15 = ___
2. 7 + 7 = ___
6. 4 + 5 + 8 = ___
10. 13 + 14 = ___
14. 21 + 21 = ___
3. 6 + 9 = ___
7. 9 + 9 + 8 = ___
11. 15 + 13 = ___
15. 33 + 34 = ___
4. 8 + 5 = ___
8. 4 + 7 + 7 = ___
12. 16 + 11 = ___
16. 42 + 46 = ___
Add
1. (a) H T U (b) H T U (c) H T U (d) H T U
1 3 6
+ 3 4 2
2 1 7
+ 3 3 5
5 1 3
+ 2 6 8
5 2 8
+ 2 9 1
2. (a) H T U (b) H T U (c) H T U (d) H T U
8 0 7
+ 1 7 8
4 8 4
+ 3 3 8
2 7 3
+ 2 6 7
5 1 5
+ 3 9 9
Add the numbers in the two coloured balloons. You will find the answer in another
balloon. Colour it the same. Colour the other two balloons a different colour.
B
C
D
Start here
H T U
3 5 8
+ 3 6 9
7 2 7
Example
8 + 9 = 17
11
A

StrandStrand• 405.1 Add without and with renaming, within 9999.
• 407 Solve word problems involving addition.
• 405.1 Add without and with renaming, within 9999.
14
NumberNumber
Topic 2: Addition
Add
1 4 3
2 3 4
+ 1 7 2
2 4 7
2 3 6
+ 3 0 8
4 1 4
3 6
+ 1 5 6
2 3 0
5 1 8
+ 1 8 4
2 8 9
1 7 8
+ 2 6 4
2 2 3
3 6 3
+ 4 1 4
2. On Saturday 163 aeroplanes left Dublin airport. On the same day 148 aeroplanes
landed. How many flights altogether were there on Saturday?
3. The web site www.addemup.ie had 245 visitors on Tuesday. On Wednesday it had
double that number. (a) How many visited the website on Wednesday? (b) How many
visitors were there altogether over the two days?
Adding bigger numbers
1. (a) Th H T U (b) Th H T U (c) Th H T U (d) Th H T U
4 5 7 1
+ 2 3 5 8
3 4 6 8
+ 3 3 2 9
1 4 6 3
+ 7 9 1 3
3 5 7 7
+ 3 7 8 4
2. (a) Th H T U (b) Th H T U (c) Th H T U (d) Th H T U
3 0 4 9
+ 3 1 6 6
2 1 0 8
+ 3 9 4 4
6 5 4 1
+ 1 0 0 9
3 1 7 7
+ 2 8 8 8
Magic squares
Complete each magic square so that the totals of
each line and diagonal are the same.
Try these
1. Molly got 4,459 votes in the last election. Cillian got 1,037 votes more than Molly.
(a) How many votes did Cillian get? (b) Who was elected? (c) How many people voted?
2. Mia and Rebecca share a phone. Last year their phone company offered them 1,000
free text messages. All extra text messages cost 1c each. How much did they have to
pay if Mia sent 845 messages and Rebecca sent 762 messages?
A
B
C
D
Start here
Th H T U
2 7 4 3
+ 5 6 0 9
8 3 5 2
Example
3 + 9 = 12
11
11 5 5 3
2 6 8 8
7 9 1 7
4 4 10 6
24
24
24
24
2424242424 24
Example
16 9
5 4 15
1
2 7 13
9 10
7 13
4 15
6 19 14
19 9
16
15 18 5 10
8 15

StrandStrand• 405.1 Add without and with renaming, within 9999.
• 405.1 Add without and with renaming, within 9999.
NumberNumber
15Topic 2: Addition
Adding thousands
1. (a) Th H T U (b) Th H T U (c) Th H T U (d) Th H T U (e) Th H T U (f) Th H T U
2 1 3 5 5 0 0 0 5 1 7 1 2 0 4 9 1 2 1 7 2 4 8 4
4 0 4 2
+ 1 5 1 7
4 2 5 8
+ 1 9 1
2 2 3 3
+ 1 6 7 4
3 5 1 7
+ 1 1 1 8
1 3 6 7
+ 1 8 4 8
7 4
+ 1 4 4 6
2. ‘Ben’s Brollies’ sells three types of umbrella. Last year’s sales are shown in the picture.
(a) Of which type did Ben sell the most?
(b) How many plain and coloured
brollies did Ben sell?
(c) How many plain and ‘with logo’
brollies were sold?
(d) How many coloured and ‘with
logo’ brollies did Ben sell?
(e) How many umbrellas altogether were sold last year?
(f) Which type of umbrella do you think is the most expensive?
3. (a) 2,048 + 1,196 + 3,313 (b) 179 + 6,005 + 2,379
(c) 7,141 + 741 + 71 (d) 2,367 + 1,800 + 2,149
(e) 2,508 + 2,580 + 2,085 (f) 3,147 + 58 + 6,742
Rounding and estimating
1. Round each of these numbers to nearest thousand.
(a) 3,800
(e) 3,240
(b) 3,200
(f) 3,610
(c) 3,500
(g) 3,086
(d) 3,950
(h) 3,741
2. Here are some more:
(a) 1,286
(e) 7,582
(b) 8,247
(f) 6,086
(c) 3,742
(g) 8,011
(d) 2,662
(h) 4,650
3. Round each number to the nearest thousand and add.
Example: 4,260 + 2,883: 4,000 + 3,000 = 7,000
(a) 4,800 + 3,900 = ___
(c) 3,842 + 4,963 = ___
(e) 2,542 + 3,159 = ___
(b) 2,100 + 7,200 = ___
(d) 1,049 + 6,873 = ___
(f) 5,316 + 890 = ___
4. Here are some more:
(a) 1,200 + 2,700 + 3,800 = ___
(b) 5,350 + 1,060 + 1,981 = ___
(c) 2,159 + 3,029 + 3,882 = ___
(d) 2,664 + 2,445 + 2,049 = ___
A
B
Plain Coloured With Logo
2,048 1,671 1,309
Round 3,682 to the
nearest thousand.
Look at the hundreds.
3,682 is rounded to 4,000
Example
500 or
greater:
up
Less than
500:
down
4,000
3,500
3,000


StrandStrand416 Use a calculator to check estimates.416 Use a calculator to check estimates.
16
NumberNumber
Topic 2: Addition
Using a calculator
1. Which key is used to clear the numbers from the screen?
2. Why do you think the + key on this calculator is bigger
than the other keys?
3. How many digits are shown on the screen of this calculator?
4. The calculator shown in the picture is a solar model.
What do you think this means?
5. Are all calculators exactly the same as the one in the picture?
6. Use your calculator. Estimate first:
Set A – Practice
(a) 23 + 49 = ___
(d) 99 + 99 + 14 = ___
(b) 89 + 37 = ___
(e) 73 + 75 + 78 = ___
(c) 81 + 63 = ___
(f) 96 + 13 + 63 = ___
Set B – Skilled
(a) 413 + 263 = ___
(d) 219 + 98 + 349 = ___
(b) 518 + 195 = ___
(e) 297 + 347 + 159 = ___
(c) 852 + 109 = ___
(f) 159 + 987 + 258 = ___
Set C – Expert
(a) 4111 + 2311 = ___
(c) 3159 + 1199 = ___
(e) 4178 + 1090 + 741 = ___
(b) 2135 + 4849 = ___
(d) 1599 + 2237 + 1743 = ___
(f) 941 + 1192 + 2347 = ___
Calculator fun
Colour the displays to show these numbers. The first one is done.
Increase – no calculator
1. Increase each number by 5.
(a) 9 (b) 11 (c) 14 (d) 15 (e) 20 (f) 26
(a) 8 (b) 13 (c) 16 (d) 18 (e) 23 (f) 36
(a) 8 (b) 20 (c) 31 (d) 44 (e) 46 (f) 53
A
B
C
Increase means
to make bigger.
Increase 7 by 5.
7 + 5 = 12
Example
3426
5149
3210
2149
4567
3056
8910
7980
8 8 8 8
8 8 8 88 8 8 8
8 8 8 8
8 8 8 8
8 8 8 8
8 8 8 8
8 8 8 83 4 2 6

Explain it!
Put the word ‘add’ into a sentence that shows you understand its meaning.
Do it!
1. (a) 3
6
6
1
7
+ 9
(b) 5
6
2
3
3
+ 8
(c) 3
8
4
4
1
+ 9
(d) 8
8
2
5
7
+ 4
(e) 2
9
2
7
2
+ 5
(f) 3
9
3
5
7
+ 4
(g) 5
3
8
3
1
+ 7
(h) 8
3
2
8
6
+ 1
(i) 9
3
3
5
5
+ 7
(j) 2
4
6
6
4
+ 2
2. Light the lights to show the right answer.
The first one is done for you.
(a) 4,122 + 2,314 + 187 = ___
(b) 1,156 + 2,406 + 6,028 = ___
(c) 489 + 3,158 + 2,861 = ___
(d) 5,008 + 147 + 2,377 = ___
(e) 2,828 + 1,282 + 3,366 = ___
Solve it!
Ava has a collection of 2,350 photos. Samantha has 80 photos more that Ava. Tony has 110
photos more than Samantha. How many photos have they altogether?

Say it!
Spot the mathematical error in each sentence.
1. Luke increased his savings of €1,025 by €75 bringing his account to €1,010.
2. Rounding the number 8,672 to the nearest thousand is 8,700.
3. The sum 2,346 + 3,058 is not the same as 3,058 + 2,346.
4. 6,036 + 1,839 = 7,785
Share it!
1. 2. 3.

A
C
D
E
B
17
2 Check Up!
26 10 17
25 7 9
15 24
23 5
13 20 27 4 11
17 8 15
23 5 7 14
13 20 22
10 12 3
11 18
11 5 24
19 13 7
20 2
3 22 15 9
4 23 16
Pair work

StrandStrand468 Read time in one-minute intervals on analogue clock
(12-hour).
468 Read time in one-minute intervals on analogue clock
(12-hour).
18
MeasuresMeasures
TimeTime
3 Time
What time is it?
1. 2. 3. 4. 5.
Write the minutes to or the minutes past.
Write the time.
1. 2. 3. 4. 5.
B
C
D
My goal is to tell the
time on a digital
clock
minute
year
century
second
week hour day
24
7
28, 29, 30 or 31
60
12
100
60
365
52
Seconds in a minute
Minutes in an hour
Hours in a day
Days in a week
Days in a month
Days in a year
Months in a year
Weeks in a year
Years in a century
minutes pastminutes to
9 minutes to 11 minutes past
21 minutes past22 minutes to
The minute hand
1. 2.
3. 4. 5. 6. 7.
A

StrandStrand473.1 Solve and complete practical tasks and problems
involving times and dates and the addition of hours and
minutes.
473.1 Solve and complete practical tasks and problems
involving times and dates and the addition of hours and
minutes.
MeasuresMeasures
TimeTime
19Topic 3: Time
Tim the Time Traveller
Tim can move forwards and backwards in time. Help him to keep track of the time.
1. Starting time
10 o’clock
Forward
10 minutes
Back
1
2 hour
Forward
10 minutes
Back
1
4 hour
2. Starting time
20 to 5
Back
25 minutes
Forward
40 minutes
Back
1 hour
Forward
10 minutes
Write the missing times.
1. Starting time
1
4 past 2
Forward
20 minutes
Back
40 minutes
Forward
1 hour
Back
15 minutes
2. Starting time
1
4 to 11
Back
25 minutes
Forward
3
4 hour
Back
1
1
2 hours
Forward
10 minutes
3. Starting time
9 o’clock
Forward
22 minutes
Back
11 minutes
Forward
19 minutes
Back
1
4 hour
4. Starting time
8 minutes past 11
Back
9 minutes
Forward
1
2 hour
Back
7 minutes
Forward
26 minutes
Starting time
19 minutes to 4
Back
12 minutes
Forward
1
2 hour
Back
8 minutes
Forward
13
4 hours
Challeng
e
Yourself!
A
B

StrandStrand• 469 Express digital time as analogue time and vice versa.
• 470 Read and interpret simple timetables.
• 469 Express digital time as analogue time and vice versa.
• 470 Read and interpret simple timetables.
20
MeasuresMeasures
TimeTime
Topic 3: Time
Digital time
1. (a) 4 o’clock = 4:00 (b) 5 past ___ = 4:05 (c) 10 past 4 = ___
2. (a)
1
4 past 4 = ___ (b) ___ = 4:20 (c) 25 past 4 = ___
3. (a) ___ = 4:30 (b) 25 to 5 = ___ (c) ___ = 4:40
4. (a)
1
4 to 5 = ___ (b) ___ = 4:50 (c) 5 to 5 = ___
5. (a) ___ = 5:00 (b)
1
2 past 9 = ___ (c) ___ = 8:05
6. (a) 20 past 11 = ___ (b) ___ = 1:35 (c) 10 past 1 = ___
7. (a) ___ = 4:45 (b) 7 o’clock = ___ (c) ___ = 3:55
Change these to digital time.
1. 7 o’clock
5. 10 past 9
9. 20 to 4
2. 5 to 5
6. 20 past 11
10. 25 to 2
3. 25 past 12
7. 20 to 6
11. 1
2 past 1
4. 5 past 8
8.
1
4 to 7
12. 1
4 past 10
1. Look at the TV Guide – Channel Q.
(a) For how long does the Sport programme last?
(b) What’s on before Flitz?
(c) For how long does Flitz last?
(d) There is a break for advertisements lasting 3
minutes during UFO. For how many minutes
does UFO really run?
(e) If the movie lasts for 1 hour 20 minutes, at
what time does it end?
2. Look at the TV Guide – Channel Z.
(a) For how long does Z Factor last?
(b) Mum started watching Z News but
stopped at 1
4 past 6. How many
minutes of Z News did she see?
(c) Dad watched Z Crisis and Z World.
For how long did he watch TV?
(d) All the programmes on Channel Z were delayed
by 8 minutes. Write the new timetable.
Colour the digital clocks to show the time.
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
1. 20 past 12 2.
1
4 past 1 3. 5 past 10 4. 8 minutes to 4
A
B
C
D
Channel Q
5:00 Nuacht
5:10 Sport
5:30 Flitz
5:55 UFO
6:20 Heroes
6:45 Movies
Channel Z
5:00 Z Crisis
5:22 Z Factor
5:59 Z News
6:31 Z World
7:12 Z Movie
8:36 Z End
TV Guide
: : : :

StrandStrand• 472 Read dates from calendars and express weeks as days
and vice versa.
• 473.2 Solve and complete practical tasks and problems
involving dates.
• 472 Read dates from calendars and express weeks as days
and vice versa.
• 473.2 Solve and complete practical tasks and problems
involving dates.
MeasuresMeasures
TimeTime
21Topic 3: Time
Let’s investigate: the calendar.
This is a page of Megan’s calendar.
MARCH
Sun Mon Tues Wed Thurs Fri Sat
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
1. On what day does each date fall?
(a) 2nd (b) 5th (c) 10th (d) 22nd (e) 25th (f) 29th
2. On what day does the last day of February fall?
3. On what day does the 1st of April fall?
4. When is Megan’s maths test?
5. When is Mark’s birthday?
6. What is special about the 17th of March?
7. At what time does the sun rise on March 6th?
8. At what time does the sun set on March 13th?
9. What’s unusual about sunrise and sunset on March 20th?
10. How many hours and minutes of sunlight are there on March 27th?
11. On what date does Seachtain na Gaeilge begin?
12. How many days does it take the new moon to become a full moon?
Multiple choice. Tick the correct answer.
1. How many
days are in a
leap year?
2. How many
months have
31 days?
3. How many days
altogether in April,
May and June?
4. How many hours
from noon today to
midnight tomorrow?
364 days 4 89 days 12 hours
none of these 7 92 days 48 hours
A
B
New Moon
Not visible
Sunrise 7:03
Sunset 6:13
Sunrise 6:44
Sunset 6:26
Sunrise 6:33
Sunset 6:33
Sunrise 6:10
Sunset 6:51
Full Moon
Bright
1st quarter
3rd quarter
Millie’s
Party
Maths
Test
Training
4:00pm
Mark’s
birthday
Dentist
St. Patrick’s
Day
Seachtain
na Gaeilge
TREE
WEEK

Explain it! How would you explain to an alien how to read a clock?
Do it!
1. What time is shown on each clock?
(a) (b) (c) (d) (e)
2. Write the time that is 15 minutes earlier than:
(a) 1
2 past 4
(e) 10 to 12
(b) 20 past 7
(f) 20 to 8
(c) 9 o’clock
(g) 25 to 6
(d) 1
4 past 11
(h) 5 past 3
3. Write the time that is 15 minutes later than:
(a) 1:15
(e) 8:25
(b) 2:05
(f) 12:25
(c) 7:30
(g) 3:50
(d) 9:45
(h) 5:59

Solve it!
When are you more likely to do each of these: am or pm?
2. go home from school
4. eat breakfast
6. meet your friends at first break
1. come to school
3. eat dinner
5. do your homework
Say it!
What might you do at each of these times?
1. Monday 8:00am
4. Thursday 4:00am
2. Tuesday 8:00pm
5. Friday 11:30am
3. Wednesday 4:00pm
6. Saturday 11:30am
Share it!

(You will need a watch with a second hand or a digital clock.)
1. Wait until the second hand reaches 12 and then
say ‘go!’ Your partner says ‘stop’ when he or she
thinks exactly one minute has passed. Tell your
friend whether the estimate was too short, exactly
right or too long. Now swap!
2. How many words can you think of in 1 minute?
Choose a theme such as sport, school or hospital.
In exactly one minute, how many words
connected with that theme can you say or write?
See if you can beat your partner.
A
C
D
E
B
22
3 Check Up!
Pair work
Hospital

StrandStrand450 Identify, describe and classify oblique and
perpendicular lines.
450 Identify, describe and classify oblique and
Shape and SpaceShape and Space
Lines and AnglesLines and Angles
23
4 Lines and Angles
Lines
1. Find sets of parallel lines and sets of perpendicular lines in each photo below.
2. Find any vertical, horizontal and oblique lines.
1. Write 3 examples of horizontal and vertical lines in the world around you.
Try to think of unusual examples.
2. Write or draw 3 examples of parallel and perpendicular lines.
3. Draw a shape and its diagonals.
4. Is there something in the classroom that is oblique to the floor?
5. Is there something in the yard that is oblique to the ground?
6. What might happen if a builder built the wall of a house oblique to the ground?
B
C
My goal is to learn
about different types of
lines and angles.
A
Pair work
perpendicular
vertical
parallel horizontal oblique
not perpendicular
diagonal

StrandStrand450 Identify, describe and classify oblique and
450 Identify, describe and classify oblique and
24
Topic 4: Lines and Angles
Parallel and perpendicular lines
1. Colour the 4 lines
that are parallel
to one another.
2. Colour the
lines that are
perpendicular to
the green line.
3. Colour the
lines that are
perpendicular to
the green line.
4. Hold your
book upright.
Then colour the
horizontal lines.
5. Hold your book
upright. Then
colour the
vertical lines.
6. Colour the lines
that are oblique
to the green line.
7. Colour the
diagonals of the
square.
8. Colour the lines
that are both
parallel and
vertical.
Perpendicular and parallel lines
Let’s investigate
1. Use a set square to draw perpendicular lines.
2. Use a set square to draw parallel lines.
3. Use a set square to draw the figures in the box. Make some of your own.
A
B
Perpendicular
  
Parallel
Draw a base line
Lines perpendicular to the base line are parallel.A perpendicular line always forms a
right angle with the base line.
Base line

StrandStrand451 Draw, discuss and describe intersecting lines and their
angles.
451 Draw, discuss and describe intersecting lines and their
angles.
25Topic 4: Lines and Angles
Angles
Denis Daredevil likes to change the angle of the ramp. Which ramps do you think he will
be able to cycle without falling off his bicycle?
Straight Angle Obtuse Angle
Right AngleObtuse Angle
Acute Angle Acute Angle
For each of the angles below, say if it is acute, right, straight or obtuse? Is each angle greater
than, less than or equal to a right angle?
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
What types of angles are made by the elbow joints in each puppet’s arms?
1. 2. 3. 4.
A
B
C
1. 2.
3. 4.
5. 6.

StrandStrand452 Classify angles as greater than, less than or equal to a
right angle.
452 Classify angles as greater than, less than or equal to a
right angle.
26
Topic 4: Lines and Angles
Angles
1. Colour the white line where the angle marked shows:
(b) an acute angle (c) an obtuse angle (d) an acute angle (a) a right angle
2. Colour the white line where the angle marked shows:
(b) an obtuse angle (c) a right angle (d) a straight angle (a) an acute angle
Answer the questions.
1. At what type of angle is the aeroplane taking off?
2. Can a plane take off at a right angle?
3. At what type of angle is the skier skiing?
4. If the angle was greater, would the skier ski faster or slower?
5. Is it easier to cycle uphill or downhill?
6. Why must a snooker table be level?
7. Why are walls built at right angles to the ground?
8. Why do most houses in Ireland have a sloped roof?
9. People learning to ski begin on ‘nursery’ slopes. Draw a nursery slope.
10. What skiers do not need a slope?
A
B

Explain it! What is an angle?
Do it!
1. What type of angle is made by the hands of each clock?
2. (a) Make a chart in your copy like the one below:
Has Parallel Lines Has Perpendicular Lines Vertical Line Horizontal Line
A ✓
E ✓ ✓ ✓ ✓
(b) Hold your book upright and look at the letters below.
Fill out the chart for each of the following letters.

F H I L M N R T U V W X Y Z
3. Clockwise and anti-clockwise
(a) Which pictures below show clockwise movement?
(b) Which pictures show anti-clockwise movement?
(c) In what direction do cars move when going
around a roundabout in Ireland?
(d) Draw a windmill showing clockwise movement.
Solve it!
How many right angles can you count in this shape?

Say it!
When standing up, the letter T is made of a horizontal and a vertical line. Name four other
capital letters that are made using only horizontal and vertical lines.
Share it!
Connect two strips of card together like an arm. Rotate one strip to make
acute angles, a right angle, obtuse angles and a straight angle.
A
C
D
E
B
27
4 Check Up!
(a) (b) (c) (d) (e)
Pair work
anti-cloc
kwise clock
wise anti-clo
ckwise clock
wise

28
1. What is Lily’s score?
2. What is Abbie’s score?
3. Who has fewest points?
4. What type of angle is made by the
hands of the clock?
5. What time does the clock show?
6. The show started at 7:15. For how
many minutes has the show been
running?
7. The show ends at 8 o’clock. How many minutes are left?
8. How long does the show last?
9. What prizes can Jake not afford if his score stays the same?
10. Which prizes could each player afford if the scores stay the same?
The Game Show
Players score points! There are four levels of questions,
worth: 1 point, 10 points, 100 points and 1,000 points.
Points appear at the bottom of the player’s abacus.
Examples:
Start of play: 6,437points: 9,999 points:
Th H T U Th H T U Th H T U
Th H T U Th H T U Th H T U Th H T U
Lily Ben Abbie Jake
Host,
Alan Cheese

The Game Show
11. How many points have Lily and Abbie altogether?
12. Are the hands of the clock perpendicular?
13. How many hours and minutes until midnight?
14. At what time will the hands on the clock next make a straight angle?
15. Are there any parallel lines in the pictures on page 28? Where?
16. How many points altogether have the 4 players won so far?
17. How many 10 point questions has Abbie answered correctly?
18. Who answered the greatest number of 1 point questions?
19. Ben could claim two prizes. Which two can he afford?
20. Jake has answered most questions, but he has the fewest points. Why?
29
Fab Prizes!
Mountain Bike
2,000 points
Plasma TV
3,400 points
Laptop
1,400 points
Shopping Spree
1,000 points
Snowboarding Trip
2,300 points

___
10
B
30 MENTAL MATHS 1
A
1. In your mathematical opinion: Which holds more: a cup or a mug?
2. Not counting today, how many days are left in this month?
3. In what year were you born?
4. 23 – 11 = ___
5. What comes next?
6. Which is heavier: 1kg or 1g?
7. If today is Thursday, what day is the day after tomorrow?
8. What change will I get from €1 if I spend 79c?
9. 0.3 + 0.3 = ___
10. 18 + ___ = 21
11. What is the area of the yellow shape?
12.
1
2 +
1
4 = ___
13. Round 483 to the nearest 100.
14. What comes next? 4, 8, 12, 16, ___
15. True or false? Parallel lines are also perpendicular to each other.
1. Which is greater:
1
2 or
3
4?
2. Is this angle acute or obtuse?
3. How many cents in €2?
4. Write
3
10 as a decimal.
5. Round 483 to the nearest 10.
6. How many cm in 1m?
7. What is the area of the yellow shape?
8. Spot the mistake:
Half of a whole is a quarter.
9. What comes next? 85, 90, 95, 100, ___
10. 17 + 4 = ___
11. If this is September, what was the month
before last?
12. Which is later:
1
4 to 4 or
1
4 past 4?
13. A hive has 101 bees. How many are left
in the hive if all but one bee leaves?
14. In your mathematical opinion:
How many times a day do you blink?
15. What comes next?
___
15
___
15

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