The document is a list of pronouns in Maltese. It includes the singular first person pronoun "Jiena", second person "Inti", third person masculine "Huwa", third person feminine "Hija", first person plural "Ahna", second person plural "Inthom", third person plural masculine "Huma", and the verb "to work" conjugated with each pronoun.
The document is a list of pronouns in Maltese. It includes the singular first person pronoun "Jiena", second person "Inti", third person masculine "Huwa", third person feminine "Hija", first person plural "Ahna", second person plural "Inthom", third person plural masculine "Huma", and the verb "to work" conjugated with each pronoun.
The document lists and defines common irregular verbs. It provides the present, past, and past participle forms of many irregular verbs, asking the reader to fill them in. Some examples given are blow/blew/blown, break/broke/broken, and catch/caught/caught. It also notes that the past participle form of verbs needs helping words like have, has, or been. A list of helping words is provided. Finally, it advertises various exercises and games for practicing irregular verbs.
Prepositions are words that indicate location and placement, such as on, with, under, in, between, across, near, over, into, behind, and from. Examples are provided to demonstrate how prepositions are used before nouns to describe where things are located in relation to other objects, such as the teaspoon being beside the saucer, the bag being full of chips, and Baby Jesus being in the manger.
The document lists and defines common irregular verbs. It provides the present, past, and past participle forms of many irregular verbs, asking the reader to fill them in. Some examples given are blow/blew/blown, break/broke/broken, and catch/caught/caught. It also notes that the past participle form of verbs needs helping words like have, has, or been. A list of helping words is provided. Finally, it advertises various exercises and games for practicing irregular verbs.
Prepositions are words that indicate location and placement, such as on, with, under, in, between, across, near, over, into, behind, and from. Examples are provided to demonstrate how prepositions are used before nouns to describe where things are located in relation to other objects, such as the teaspoon being beside the saucer, the bag being full of chips, and Baby Jesus being in the manger.
This document provides information on direct and indirect speech in writing. It discusses how direct speech uses quotation marks and maintains the same verb tenses, while indirect speech does not use quotation marks and usually changes verb tenses. Examples are given of using direct and indirect speech to report what different speakers have said in different situations.
This document discusses adverbs and how they are formed. It provides examples of adverbs formed from adjectives by adding "-ly" or changing the ending from "y" to "i" if the adjective ends in "y". It then provides multiple sentences demonstrating the use of adverbs to describe various verbs.
There are 6 apples on a tree. 2 fall off, leaving 4 apples remaining.
At a party, 57 balloons fly down. 19 of them burst, leaving 38 balloons remaining.
The shopkeeper has 32 Easter eggs. He sells 17 eggs, leaving 15 eggs remaining.
The poem recited to children asks "What's the time?" in each stanza and provides the time in 15 minute increments from 8:15 AM to 11:15 AM. As the poem progresses, it describes the children's activities at each given time, such as doing a mime at 9:15, being tired and hungry at 1:15, and finishing homework to be free at 3:15.
The document discusses lines of symmetry in shapes and objects. It provides examples of different types of shapes and the number of lines of symmetry each shape contains, such as one with one horizontal line, one with one vertical and one horizontal line, and one with eight lines of symmetry. The document is teaching about the concept of lines of symmetry and providing students with examples of different symmetrical shapes and objects.
The document discusses lines of symmetry in shapes and objects. It provides examples of different types of shapes and the number of lines of symmetry each shape contains, such as one with one horizontal line, one with one vertical and one horizontal line, and one with eight lines of symmetry. The document is teaching about the different ways that lines of symmetry can divide a shape or object into equal parts.
This document describes various solid shapes including cubes, cuboids, cylinders, cones, spheres, and prisms. It provides details on the number of faces, edges, and vertices for each shape. Specifically, it notes that cubes and cuboids both have 6 faces, 12 edges, and 8 vertices, while cylinders have 3 faces, 2 edges, and no vertices. Cones have 2 faces, 1 edge, and 1 vertex, and spheres have 1 face and no edges or vertices. Prisms have 5 faces, 9 edges, and 6 vertices.
This document discusses place value with decimals. It provides examples of writing numbers in expanded form such as 2354.3 as two thousand three hundred fifty-four and three tenths. It also shows fractions as decimals by dividing the numerator by the denominator such as 7/10 as 0.7. Several problems ask the reader to identify what fraction is represented by a decimal such as 0.46 = 46/100.
The document contains examples of numeric patterns involving multiples of 2, 5, and 10. It then provides challenges to identify multiples before and after given numbers for multiples of 3, and later extends the challenge to other multiples.
Este documento presenta una tabla de multiplicación del 6 y ejercicios de multiplicación simples utilizando números del 1 al 12. Luego, hay ejercicios adicionales que involucran encontrar productos como 5x6, 9x6 y 10x6. Finalmente, hay ejercicios con raíces cuadradas.
This document introduces fractions and their key concepts:
1. A fraction represents a part of a whole and is written with two numbers - the numerator on top and the denominator on the bottom.
2. Fractions can be equivalent if the numerator and denominator are multiplied or divided by the same number.
3. Fractions can be proper if the numerator is less than the denominator, or improper if the numerator is greater than the denominator. Improper fractions can be converted to mixed numbers.
4. Having a common denominator makes it easier to compare, add, and subtract fractions.
The document defines fractions including proper fractions, improper fractions, and mixed numbers. It provides examples of fractions written in fractional form with numerators and denominators. Key terms are introduced such as the numerator, denominator, proper fractions which are less than 1, improper fractions which are greater than 1, and mixed numbers which are a combination of a whole number and a fraction. Examples of adding and converting between proper, improper, and mixed numbers are also included.
The document provides information about calculating the areas of different shapes using squares or square units. It includes examples of finding the areas of rectangles, triangles, letters of the alphabet, and irregular shapes by counting whole and half squares. Various area formulas are presented, such as Area = length x breadth. Word problems demonstrate calculating areas of real-world objects like fields, stadiums, and ponds.
This document discusses measuring the perimeter of shapes. The perimeter is the distance around a shape. It is found by adding up all the length and breadth measurements of the sides. For a rectangle, the perimeter can be expressed as "twice the length plus twice the breadth" or written as 2 x l + 2 x b. Other shapes like squares also have a simple formula to calculate the perimeter without measuring every individual side.
This document discusses measuring the perimeter of shapes. The perimeter is the distance around a shape. It is found by adding up all the length and breadth measurements of the sides. For a rectangle, the perimeter can be expressed as "twice the length plus twice the breadth" or written as 2 x l + 2 x b. Other shapes like squares also have a simple formula to calculate the perimeter without measuring every individual side.
Dividing by powers of 2 involves repeatedly halving the number. Dividing by 4 involves halving twice, by 8 involves halving 3 times. Dividing by numbers like 6 and 12 that are products of 2 and 3 involve first halving then dividing by 3, or halving twice and then dividing by 3.
This document discusses multiplying and dividing by 10 and 100. It explains that when multiplying by 10, a 0 is added to the end of the number, and when multiplying by 100, two 0s are added. For division, it states that when dividing by 10 the last 0 is removed, and when dividing by 100 the last two 0s are removed. Examples are provided to demonstrate these rules.
1. This document discusses place value and rounding numbers. It explains that in the number 5,624: thousands place is 5, hundreds is 6, tens is 2, and units is 4.
2. When writing numbers with thousands, there should always be 3 digits after the thousands place. For example, 5,624.
3. When writing numbers with millions, there should always be 6 digits after the millions place. For example, 5,000,000.
The document then provides examples of rounding 874 to the nearest 10 (rounds down to 870) and nearest 100 (rounds up to 900), explaining the rules for rounding down or up based on the digit in the tens or hundreds