A COMPLETE MATHS PROGRAMME A C O M P L E T E M AT H S P R O G R A M M E

FOR PRIMARY SCHOOLS F O R P R I M A RY S C H O O L S

P L A N E T M AT H S 3 R D C L A S S
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.

3
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 rd

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

folensonline.ie

Sue-Anne
Synnott
A COMPLETE MATHS PROGRAMME
FOR PRIMARY SCHOOLS

Sue-Anne Synnott
Author: Sue-Anne Synnott
Editor: Donna Garvin
Design: Liz White Designs
Layout: Niamh Carey, Liz White Designs
Cover Design: Marian Purcell
Cover Illustrations: Brian Fitzgerald, Jeremiah McAuliffe
Illustrators: Pip Sampson (GCI), James Walmesley (GCI)
Photographs: Alamy, Thinkstock, iStock, Inpho, Sportsfile,
Dreamstime, Photocall Ireland

ISBN: 978-1-84741-782-4

© Folens Publishers, 2011

First published in 2011 by: Folens Publishers,
Hibernian Industrial Estate, Greenhills Road, Tallaght, Dublin 24.
Produced in Ireland by Folens Publishers.

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.
 Introduction for Parents and Teachers iii

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

Let’s Look Back................................................5 Marvin the Great!........................................100

1 Place Value.............................................8 Mental Maths 4...........................................102

2 Addition................................................13 17 Fractions 2...........................................104

3 Time.....................................................18 18 Multiplication 3....................................109

4 Lines and Angles....................................23 19 Weight.................................................114
Maths in a Stadium!.......................................28
20 2D Shapes............................................119
Mental Maths 1.............................................30
Emma’s Kitchen...........................................124
5 Super Subtraction...................................32
Mental Maths 5...........................................126
6 Fantastic Fractions..................................37
21 Number Patterns and Sequences..........128
7 Groovy Graphs.......................................42
22 Symmetry.............................................133
8 Mighty Multiplication.............................47
23 Area.....................................................138
Fright Night....................................................52
24 Division 3.............................................143
Mental Maths 2.............................................54
The Playground...........................................148
9 Division ................................................56
Mental Maths 6...........................................150
10 Deadly Decimals....................................61
25 3D Shapes............................................152
11 Money...................................................66
26 Capacity...............................................157
12 Problem Solving.....................................71
27 Time 2.................................................162
Day at the Funfair!.........................................76

Mental Maths 3.............................................78 Revision.......................................................167

13 Length....................................................80 The All Stars Circus......................................170

14 Multiplication 2......................................85 Mental Maths 7...........................................172

15 Division 2...............................................90 Glossary.......................................................174

16 Chance..................................................95 Tables..........................................................176
 Let’s Look Back 5

A Warm-up. Listen to your teacher. Adding and subtracting.

1. 5 + 9 = ___ 2. 8 + 8 = ___ 3. 8 + 6 + 4 = ___ 4. 5 + 9 + 4 = ___
5. 10 – 6 = ___ 6. 16 – 4 = ___ 7. 19 – 7 = ___ 8. 20 – 5 = ___

B In a Magic Square every line must add to the magic number: across, down and from
corner to corner.

5 8 6
4 3
7 4 1 4 4
The magic The magic The magic
12 15 9
number is number is number is

C What numbers are shown in the notation boards below?

1. 2. 3. 4.
T U T U T U T U

D Write the nearest ten to these numbers. E Write these numbers in numerals.
Example: 34 is nearest to 30. 1. Sixty-four
1. 29 2. 57 3. 24 2. Thirty-four
4. 75 5. 91 6. 63 3. Ninety-seven
7. 9 8. 87 9. 35 4. Fifty-nine

Revision Strand All
Objectives

Strand Unit All

 6 Let’s Look Back
A 1. What time is it?
(a) (b) (c) (d) (e)

2. Draw hands on clocks to show each time.

1 1
(a) 1
2 past 8 (b) 7 o’clock (c) 1
4 to 4 (d) 4 past 11 (e) 4 to 12

B What fraction of each shape is shaded?

1. 2. 3. 4.

C Name these 2D shapes (e.g. square, circle, oval, triangle, rectangle).

1. 2. 3. 4. 5.

__________ __________ __________ __________ __________

D How much money does each purse contain?

What coins would you need to make the following amounts?

E
(a) 40c (b) 25c (c) 60c (d) 32c (e) 53c

Revision Strand All

Objectives

Strand Unit All

 Let’s Look Back 7
A Adding and subtracting.
1. TU 2. T U 3. T U 4. T U 5. T U 6. T U 7. T U 8. T U
68 52 66 17 65 58 92 42
+31 +25 +24 +49 – 14 – 15 – 53 – 17

9. 45 + 63 = ___ 10. 47 – 15 = ___ 11. 9 + 64 = ___

12. 85 + 13 = ___ 13. 19 + 72 = ___ 14. 91 + 41 = ___

Back to school.
1. Mr Murphy sold 34 Maths books on Saturday and 27 on Sunday.
How many did he sell altogether over the weekend?
2. What time is it on the clock above?
3. What fraction of the clock is green?
4. Sophia’s mum bought a pencil case for 60c. What 2 coins did she use to pay for it?
5. Laura bought 2 packets of colouring pencils. If there were 24 pencils in each packet,
how many colouring pencils did she have altogether?
6. All schools go back in September. How many months are there from then until the end
of the year?
7. 84 people went into Mr Murphy’s shop on Saturday and 56 went
in on Sunday. How many more people were in the shop on Saturday?
8. If Mr Murphy opens his shop for 8 hours each day of
the week, for how many hours is the shop open each week?

Revision Strand All

Objectives

Strand Unit All

 ow the
8 Place Value oal
is to
kn
igit within
1 g
My e of a
u
d
i t number.
val two-dig
a

A Warm-up. Listen to your teacher.

Every digit has a value. You know a digit’s value
H T U by its position within a number.
2 has the highest value. It is worth two hundred or 200.
2 7 5
7 has the second highest value. It is worth _ _ _ _ _ _ _ or 70.
5 has the lowest value. It is worth _ _ _ _ or _.

B Write the values of these notation boards.

T U T U T U

C Draw the numbers on the notation boards.

T U T U T U

37 19 48

D How many tens and units? E Write the value of the underlined
1. 35 = ___ tens + ___ units numeral? (E.g. 45 = 5)
2. 52 = ___ tens + ___ units 1. 47 2. 92 3. 63 4. 68
3. 17 = ___ ten + ___ units 5. 47 6. 46 7. 81 8. 47
4. 55 = ___ tens + ___ units 9. 67 10. 90 11. 82 12. 35
5. 91 = ___ tens + ___ unit 13. 76 14. 18 15. 94 16. 61

3001 Explore and identify place value in whole numbers, Strand Number
Objectives

0–999. Strand Unit Place Value

 Topic 1: Place Value 9
A 1. Write the number where 5 has the highest value. Example
(a) 251 527 385 (b) 356 975 541 5 Hundreds
or 500
562 2 Units
or 2
2. Write the number where 2 has the lowest value.
6 Tens or 60
(a) 248 582 921 (b) 562 120 239

B What is the value of the underlined number? (E.g. 325 = 2 tens or 20)
1. 345 2. 712 3. 375 4. 134 5. 945 6. 376
7. 256 8. 209 9. 471 10. 210 11. 789 12. 390
13. 164 14. 257 15. 941 16. 594 17. 205 18. 600
19. 812 20. 462 21. 172 22. 362 23. 791 24. 674

C What is the greatest number you can make for each set of numerals?

4 9 0 8 9 4 8
2 0
5 3 5
7 1 7 1 6 5

D Listen to your teacher. Play the Waddle and Slide game.

If you get t
he w
answer slid ro n
1 2 3 4 5 6 7 8 9 10 e b g
2 plac a
es! ck
11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50
If you get the cor
rec
51 52 53 54 55 56 57 58 59 60 answer waddle fo t
rwar
5 place d
s!
61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

3002 Read, write and order three digit numbers. Strand Number
Objectives

Strand Unit Place Value

10 Topic 1: Place Value
A Place the following numbers in order starting with the highest.
1. 45, 67, 17 67, 45, 17 2. 89, 21, 20 3. 90, 50, 120
4. 573, 245, 572, 356 5. 98, 4, 67 6. 12, 56, 65
7. 134, 34, 267 8. 200, 222, 202, 2001 9. 91, 41, 19, 107

B Write how many hundreds, tens and units are in each of these numbers.
1. 156 = 1 hundred, 5 tens and 6 units 2. 345 = ___ hundreds, ___ tens, ___ units
3. 672 = ___ hundreds, ___ tens, ___ units 4. 251 = ___ hundreds, ___ tens, ___ unit
5. 906 = ___ hundreds, ___ tens, ___ units 6. 524 = ___ hundreds, ___ tens, ___ units
7. 840 = ___ hundreds, ___ tens, ___ units 8. 122 = ___ hundred, ___ tens, ___ units

C Answer the questions.

1. What’s the greatest number that you can make using the digits 9, 5 and 1?
2. Which number is greater, 761 or 999?
3. In the number 567, what digit is in the tens place?
4. In the number 562, the five is in the ___ place.
5. What’s the least number you can make using the digits 9,7 and 4?
6. Write the number: six hundred and thirty-six.
7. In the number 789, which digit has the greatest value?
8. What is the value of the eight in the number 845?
9. Write the number: nine hundred and two.

Rounding to the nearest ten

1 2 3 4 5 6 7 8 9

Round down Round up

1 Round down  61 becomes 60 5 Round up  85 becomes 90
2 Round down  32 becomes ___ 6 Round up  76 becomes ___
3 Round down  53 becomes 50 7 Round up  27 becomes ___
4 Round down  84 becomes ___ 8 Round up  18 becomes ___
9 Round up  9 becomes ___

D Round each of these numbers to the nearest ten.

1. 12 2. 23 3. 39 4. 48 5. 52 6. 64 7. 47
8. 45 9. 111 10. 248 11. 427 12. 315 13. 619 14. 737
3002 Round whole numbers to the nearest ten. Strand Number
Objectives

Strand Unit Place Value

 Topic 1: Place Value 11
Rounding to the nearest hundred 50 Round up  350 rounds ___ to 400
10 Round down  112 rounds down to 100 60 Round up  268 rounds ___ to ___
20 Round down  325 rounds down to 300 70 Round up  576 rounds ___ to ___
30 Round down  234 rounds down to 200 80 Round up  182 rounds up to ___
40 Round down  548 rounds down to ___ 90 Round up  97 rounds up to ___

A Round each of the following numbers the nearest hundred.

1. 104 2. 198 3. 143 4. 145 5. 172
6. 155 7. 202 8. 289 9. 360 10. 450
11. 797 12. 256 13. 526 14. 817 15. 369
16. 620 17. 70 18. 159 19. 913 20. 279

B Round each fish to the nearest hundred. Then match each fish to the correct penguin.

138 210
341
100 200
600

300 551 875

900 r work
Pai

C Mystery number. What number am I?

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

1. I am between 15 2. I am an even 3. I am an odd 4. I round to twenty.

and 20. I’m an number. I round number. I round I am even. My
odd number. down to ten. I up to 10. I only first digit is the
I’m closer to 15 am not the answer have one digit. I same as my
than 20. to the sum 7+7. am 5 more than 4. second digit.

D Answer the questions.

1. Marco was given €100 for Christmas. He wants to buy DVDs
in a sale. Each DVD costs €8.99. How many can he buy?
2. Shane’s sticker album has 100 pages. Each page holds 10
stickers. If Shane gets 9 stickers in a pack each week, after
6 weeks, approximately how many pages of his sticker
book will be filled?

3002 Round whole numbers up to the nearest ten or Strand Number

Objectives

hundred. Strand Unit Place Value



12 Check Up!
1
A Explain it!
Using cubes and the place value mat, discuss and explain place value.

B Do it!
1. (a) 45 = __ tens, __ units (b) 78 = __ tens, __ units
(c) 235 = __ hundreds, __ tens, __ units (d) 708 = __ hundreds, __ tens, __ units
2. What is the value of the underlined number?
(a) 34 (b) 89 (c) 134 (d) 546 (e) 943
3. What is the largest number you can make with the following digits?
(a) 9 3 4 (b) 1 4 2 (c) 4 1 6 (d) 0 7 1 (e) 2 5 1
4. Put the following numbers in order starting with the smallest.
(a) 127, 87, 692, 507 (b) 701, 452, 89, 387 (c) 451, 39, 647, 3
5. Round the following to the nearest ten.
(a) 28 (b) 42 (c) 94 (d) 65 (e) 12
6. Round the following to the nearest hundred.
(a) 123 (b) 645 (c) 789 (d) 250 (e) 517

C Solve it! Make up your own place value puzzle or questions, then swap with a partner.

D Say it!
1. 742 is the _l _ _ _ _ _ _ number you can make with these digits: 2, 7 and 4.
2. 67 _r _ _ _ _ _ _ to the nearest ten is 70.
3. The 4 in 43 is 4 _ _ _ _.
s
4. 578 rounded to the n
_ _ _ _ _ _ _ hundred is 600.

E Shar
e it! 552
472 347
These are the numbers that Clodagh, Naomi, Maria, 568 954
Ciara and Sinéad wore when they ran in a marathon.
Each of the 999 runners in the marathon wore a different number. The first person to sign in
for the race got number 1 and the last person to sign in got number 999.
Can you work out each girl’s number using the following clues?
• Clodagh had the lowest number. • Maria was last to sign in for the race.
• The digit in the tens place on Ciara’s • Sinéad and Ciara’s numbers were
shirt is one more than the digit in the closest to each other in line.
tens place on Clodagh’s shirt. • Naomi’s number is lower than Ciara’s.
 m b er s
goa
l is
to add nu
n 100. Addition 13
My
to
m or
e tha 2

A Warm-up. Listen to your teacher.

turqu
bla
ck bei
ge e llow ois
y e

8 9 11 5

br
e
blue

red

ow
whit
10 6 7 10

n

5 11 9 8

rple

na v
ra

gre
12 7 n
u

ge
5 12

y
p

n pin vio

g ee m let
k crea

B Warm up.
1. 3 + 6 = ___ 2. 3 + 3 = ___ 3. 4 + 4 = ___ 4. 4 + 4 = ___

5. 6 + 6 = ___ 6. 5 + 5 = ___ 7. 7 + 8 = ___ 8. 6 + 6 = ___

9. 9 + 6 = ___ 10. 7 + 7 = ___ 11. 5 + 7 = ___ 12. 8 + 8 = ___

13. 8 + 3 = ___ 14. 9 + 9 = ___ 15. 9 + 4 = ___ 16. 8 + 5 = ___

17. 9 + 3 = ___ 18. 10 + 10 = ___ 19. 11 + 11 = ___ 20. 12 + 12 = ___

21. 4 + 6 + 8 = ___ 22. 4 + 5 + 2 = ___ 23. 3 + 8 + 4 = ___

24. 4 + 5 + 7 = ___ 25. 6 + 9 + 7 = ___ 26. 2 + 6 + 8 = ___

C Complete the Magic Squares so that each vertical, horizontal and diagonal line add to
the same number.
1. 2. 3.
9 4 5 10 10

2 10 7 11 0 16

8 4 14

4. 5. 6.
5 6

6 5 8 4 0

7 2 8 10 3 7

• 305a Add without renaming within 999. Strand Number

Objectives

• 306a To know and recall addition facts. Strand Unit Operations

14 Topic 2: Addition
A Adding tens and units.
1. TU 2. T U 3. T U 4. T U 5. T U 6. T U 7. T U 8. T U
48 35 26 38 47 53 65 13
+21 +34 +43 +15 +27 +27 +34 +81

9. T U 10. T U 11. T U 12. T U 13. T U 14. T U 15. T U 16. T U

15 26 18 28 39 16 5 24
23 31 26 13 16 18 67 31
+18 +34 +38 +26 +44 +49 +11 +43

B Answer the questions.

1. The children have counted the books they
have read. How many books altogether Rang Rang a Rang
a Dó hAon a Trí
have been read by the three classes?
29 pupils 25 pupils
2. The principal treated the children in 1st, 27
2nd and 3rd classes to an apple each. pupils
How many apples did she buy if she also
33 books 31 books 35 books
bought one for herself and the teachers?

C Adding above 100. Estimate and then add the following.

1. HTU 2. H T U 3. H T U 4. H T U 5. H T U
Example
HTU 56 82 73 94 31
87 + 73 + 36 + 68 + 56 + 89
+ 151 6
143 6. H T U 7. H T U 8. H T U 9. H T U 10. H T U
28 59 58 69 45
38 73 52 7 63
+ 48 + 47 + 80 + 46 + 39

11. Gina had 27 photos, Tina had 36 photos 12. How many pages are
and Mena had 41 photos. How many in three books if each
photos have they altogether? book has 76 pages?
13. 63 + 97 + 4 = ___ 14. 82 + 17 + 77 = ___

305a Add with and without renaming within 999. Strand Number
Objectives

Strand Unit Operations

 Topic 3: Addition 15
A Adding hundreds. Estimate and then add.
Example 1. H T U 2. H T U 3. H T U 4. H T U 5. H T U
HTU 153 240 357 159 238
396 +286 +183 +426 +550 +294
+ 514 2
938 6. H T U 7. H T U 8. H T U 9. H T U 10. H T U
176 328 414 515 425
+335 +388 +496 +285 +132

11. Captain Jack has been counting his treasure. 158 gold coins
(a) How many coins has he? 257 silver coins
(b) How many jewels has he? 394 pearls
78 rubies
12. HTU 13. HTU 14. HTU
135 216 247
208 181 193
+146 +341 +156

B Match the answers to the

correct colour bulbs.

368 + _159 _+ _208 _= 735

1482735065
215 + _318 _+ _147 _= ___
2568074563
127 + _176 _+ _199 _= ___
5206205023
108 + _147 _+ _184 _= ___
3439584249
413 + _ 73 _+ _265 _= ___ 0862347751
213 + _507 _+ _225 _= ___ 2357945372
147 +_ 258 _+ _469 _= ___ 2287484736
305a Add with and without renaming within 999. Strand Number
Objectives

Strand Unit Operations

16 Topic 2: Addition
A Round each number to the nearest ten and add.
x a m p l e 37 + 62 + 11
E 40 + 60 + 10 = 110

1. 31 + 35 = ___ 2. 41 + 81 = ___ 3. 58 + 68 = ___

4. 47 + 54 = ___ 5. 62 + 88 = ___ 6. 89 + 75 = ___
7. 13 + 54 + 69 = ___ 8. 46 + 36 + 88 = ___ 9. 95 + 56 + 45 = ___

B Round each number to the nearest 100 and add. Example

Example: 260 + 320 + 188 300 + 300 + 200 = 800 Round 837 to the nearest ten.
837 is rounded to 800.
1. 460 + 320 = ___ 2. 180 + 280 = ___ 800 850 400

3. 710 + 66 = ___ 4. 801 + 141 = ___

5. 85 + 185 = ___ 6. 287 + 287 = ___ 7. 123 + 227 + 368 = ___

C Number puzzle 2 39 11 24
1. Find two green numbers that add to 30.
2. Find two blue numbers that add to 90.
27 43 6 13
3. Find the numbers on the square to finish the sum. 47 5 35 25
___ (b) 40 = 9 + ___ (c) 60 = 47 + ___
(a) 20 = 11 + 18 31 48 9
4. Find a blue and a green number that add to:
(a) 20 (b) 50 (c) 30 (d) 40 (e) 60
5. (a) List all of the even numbers in the square.
(b) What is the total of the even numbers?

D More than
1. Amy has 60 cards. Ben has 15 more than Amy.
(a) How many cards has Ben?
(b) How many cards have they altogether?
2. Con has 80c. Natalie has 20c more than Con.
(a) How much has Natalie?
(b) How much have they altogether?
3. Mr T sent 260 text messages last year. Mrs T sent 55 text more than that.
How many text messages did they send altogether?
307a Solve word problems involving addition. Strand Number
Objectives

Strand Unit Operations

 Check Up! 17
2
A Explain it!
Little Johnny has lost his memory. Can you help him to understand what addition is?
Use cubes to help you!

B Do it!
1. 7 + 11 = ___ 2. 9 + 8 = ___ 3. 3 + 7 + 10 = ___ 4. 12 + 35 + 22 = ___

5. 5 6 6. 3 8 7. 5 8 8. 2 5 9. 23 10. 35 11. 1 4 6 12. 5 6 7

+23 +61 +37 +55 14 11 173 245
+26 +27 +267 + 123

13. Round to the nearest 10 and add.

(a) 34 + 67 (b) 65 + 16 (c) 14 + 59 (d) 49 + 37
14. Round to the nearest 100 and add.
(a) 460 + 270 (b) 385 + 270 (c) 135 + 504 (d) 642 + 201

C Solve it!
1. Laura read 16 pages of her book on Monday night, 15 on Tuesday and 27 on
Wednesday. How many pages did she read altogether over the three days?
2. Jane was in school 167 days this year, Sarah was in 22 more days than her.
For how many days was Sarah in school?
3. Emily has 356 stickers in her sticker collection. Her brother has
89 more than her. How many stickers does her brother have?
4. Jimmy owns a farm. He has 145 sheep, 45 chickens, 8 pigs,
15 horses and 167 cows. How many animals has he altogether?

D Say it!
Write an addition word problem for the following words:
add more than altogether total

E Share it! 14 3
Using any number as many times as you
want, make each line add to make 20.
Can you find more than one way to do it?
4 9
Make up your own puzzle!
18 Time oa l
is to
tell the
3 My
g
to t
he ne
ar es t
s.
e e
tim minut
five

Warm-up. Listen to your teacher. Minutes past

A
What time is it Mr Wolf? 5 minutes past
10 minutes past
1
B How many minutes are in one hour? 4 past
How many seconds are in one minute? 20 minutes past
How many minutes are in two hours? 25 minutes past
Half past
How many seconds are in 3 minutes?
How many hours are in one day? There are 5 minutes between each
number on the face of a clock
How many days are in one leap year?

D Write the time to the nearest five minutes.

C The ‘minutes to’ The ‘minutes past’ 1. 2. 3.
side side

4. 5. 6.

A clock is split into two sides.

1. (a) What fraction of this

shape is shaded?
Is it 14 or 12 ? ___
(b) When the big hand
E Listen to your teacher.
points here, is it 12 or 14 past? Play the Human Clock game.
2. (a) What fraction of this
shape is shaded?
Is it 14 or 12 ? ___
(b) When the big hand
points here, is it 12 or 14 past?

3. What fraction of this

shape is shaded?
Is it 14 or 12 ? ___

• 355.5 Consolidate and develop further sense of passing time. Strand Measures
Objectives

• 345 Read time in five-minute intervals on analogue clocks. Strand Unit Time
 Topic 4: Time 19
A Write the times.
1. 2. 3. 4. 5.

___ ___ ___ ___ ___

6. 7. 8. 9. 10.

___ ___ ___ ___ ___

B Draw clock faces to show the times.

1. 20 past 6 2. 10 past 6 3. 25 past 8 4. 1
4 past 7 5. 20 past 4
1 1
6. 2 past 2 7. 20 past 7 8. 4 past 11 9. 25 past 12 10. 10 past 8

Minutes to C Write the times.

1. 2. 3.
5 minutes to
10 minutes to
1
4 to
20 minutes to ___ ___ ___
25 minutes to 4. 8. 9.

___ ___ ___

D What time comes ten minutes before and after these times?
1. 3 o’clock (a) 10 to 3 (b) 10 past 3
2. 10 past 5 (a) ___ (b) ___
3. 20 to 11 (a) ___ (b) ___
1
4. 4 past 8 (a) ___ (b) ___
1
5. 2 past 6 (a) ___ (b) ___

• 356 Read time in five-minute intervals on analogue Strand Measures

Objectives

clocks. Strand Unit Time

• 358 Record time in analogue form.
20 Topic 3: Time
The digital clock
On a digital clock, the day begins at 00:00 (midnight).

The number of hours that The number of

have passed since midnight. 6 10 minutes after the hour.

A Write the digital times. One is done for you.

1. 1 o’clock = 1:00 2. 5 past 4 = ___:05 3. 10 past 3 = 3:___
1
4. 4 past 8 = ___:15 5. 20 past 6 = 6:___ 6. 25 past 2 = ___:25
1
7. 4 past 9 = 9:___ 8. 25 to 5 = ___:35 9. 20 to 11 = 10:___

Write each of the following in digital time. One is done for you.
B
1. 5 past 6 = 6:05 2. 10 to 3 = ___ 3. 20 past 11 = ___
1 1
4. 2 past 10 = ___ 5. 2 past 5 = ___ 6. 25 to 6 = ___
1
7. 25 past 2 = ___ 8. 4 to 7 = ___ 9. 20 past 8 = ___

C Which is the correct digital time?

1. 2. 3.

___ ___ ___

4:00 11:00 7:30 5:30 3:00 7:30 5:00 5:30 9:00

D Show the same time on both clocks.

1. 2.

11 10

3. 4.

7 20

• 356 Read time in five-minute intervals on digital clocks. Strand Measures

Objectives

• 358 Record time in digital form. Strand Unit Time

 Topic 3: Time 21
A In the zoo
1. What time does Paul’s party start?
You are invited to a party,

2. Is the party in the morning or the a wild time is waiting for you!

afternoon? Come join us to celebrate

Paul’s party in the zoo!
3. Where is Paul’s party?
Date: Saturday 16th October
4. How long will Paul’s party last?
Starting time: 2 o’clock
5. If it takes 15 minutes to get to the Finishing time: 5:30
zoo from Paul’s house, what time Meeting at Paul’s house!
will they arrive at the zoo?
6. Remembering that it takes 15
minutes to get to and from the zoo, how long will they spend PRICES
in the zoo if they get back to Paul’s house at 5:30? Child: €4
Adult €6.50
7. What animals would you like to visit if you went to the zoo?
Put them in order with your favourite first?
8. How much would it cost for 5 children and 2 adults to get into the zoo?

B Answer the questions.

1. A football match started at 11:10am. It lasted for 35 minutes. What time did it end?

2. During a test, Max answered one question every 5 minutes. How long did it take him
to answer 10 questions?

3. Hannah baked a birthday cake for her mum. She put the cake into the oven at 2:30
and left it to cook for 40 minutes. What time was it when she took out the cake?

C
Challeng 1. Eva runs one lap of the school track in 4 minutes.
e

How long will it take her to run 3 laps?

Yo
u
2. If Jason runs a lap 2 minutes faster than Eva,
r s e lf !
by how many minutes will Jason beat Eva?
3. One day, Eva, Jason and their classmate Sarah
decided to race each other. Eva ran the race in 4 minutes. Jason did
it in half that time. Sarah beat Eva by 2 minutes and 30 seconds.
Who won the race? By how much did they win the race?

360 Solve and complete practical tasks and problems Strand Measures
Objectives

involving times and dates. Strand Unit Time

22 Check Up!
3
A Explain it!
Using a clock to help you, pretend you are teaching
your younger brother or sister to tell the time.

B Do it!
1. What time does each clock show?
(a) (b) (c) (d)

2. Draw hands on clocks to show each time.

(a) 10 past 5 (b) 14 to 6 (c) 5 to 11 (d) 20 past 10
3. Write the following times in digital. The first one is done for you.
(a) 10 past 3 = 3:10 (b) 20 to 7 = ___ (c) 25 past 9 = ___ (d) 1
4 to 12 = ___
4. Show the same time on both clocks.
(a) (b)

7 20

C Solve it!
Roberto has a lot to do on Sunday. Match the times to
each event that he has planned.
• He will walk the dog first.
• He will call for a friend when the minute hand is on 6.
• 15 minutes after one event he will play.
• He will eat lunch at noon.

D Say
it!
1. There are 24 ________ in one day.
1
2. 4 of an hour is ________ minutes.
3. It takes 30 ________ for the minute hand to travel from 12 to 6.
4. A ________ clock begins at 00:00.
5. An analogue clock has two hands. It has an hour and a ________ hand.
6. There are 15 minutes in a quarter of an ________.
7. There are 60 ________ in a minute.
 to learn
y goa
l is
para
llel lines Lines and Angles 23
M
t
tha side by si
de. 4
run

A Warm-up. Listen to your teacher. Simon Says.

Parallel lines
Parallel straight lines are lines that run side by side and never meet, e.g. a railway track.

B Mark the parallel lines on the picture.

1. 2. 3.

C Which ones are parallel lines?

1. 2. 3.

4. 5. 6.

7. 8. 9.

D Count the parallel lines in the picture.

I found ___ sets of
parallel lines.

344 Identify, describe and classify parallel lines. Strand Shape and Space
Objectives

Strand Unit Lines and Angles

24 Topic 4: Lines and Angles
Horizontal lines
This is a picture of the horizon.
This is where we get the word ‘horizontal’ from.
Horizontal line

Vertical line
Horizon

A Tick the correct boxes for each picture.

1. Parallel 2. Parallel
Horizontal Horizontal
Vertical Vertical
3. Parallel 4. Parallel
Horizontal Horizontal
Vertical Vertical
5. Parallel 6. Parallel
Horizontal Horizontal
Vertical Vertical

B Look around you.

1. How many parallel lines can you find?
2. Make a list of all the parallel lines you can see.
3. Make a list of where parallel lines appear in sports.

r work
Pai Puzzle. Are the lines parallel?
C Can you follow your D
partner’s instruction?
Take a pencil and blank piece of a paper.
Your partner will describe a picture to you,
using some of the terms that you have
been learning about. Draw what your
partner describes. When you are finished
drawing, compare the pictures.
How did you do?

344 Identify, describe and classify vertical and horizontal Strand Shape and Space
Objectives

lines. Strand Unit Lines and Angles

 Topic 4: Lines and Angles 25
A Angles
1. Can you find 10 angles on this house?
Colour them in. One is already done for you.
2. Can you add any other angles to the picture
(e.g. birds, car, swing)?

Right angles When we look around there are

This angle is called a right angle. right angles everywhere!
It is made when a vertical line
and a horizontal line meet Shapes Objects
together at a point.
right angle

B Right angles
1. Find at least 4 right angles in each picture.
(a) (b) (c)

(d) (e) (f)

2. In your copy, draw some items in your classroom that have right angles.

C Angle game
1. Use lollipop sticks to create right angles, angles smaller
than a right angle and angles larger than a right angle.
2. Can the children on your table recognise the type of angle it is?

• 345 Recognise an angle in terms of rotation. Strand Shape and Space

Objectives

• 347 Solve problems involving lines and angles. Strand Unit Lines and Angles
26 Topic 4: Lines and Angles
Types of angles
Right angle Less than a right angle Greater than a right angle

A Write the names of these angles.

1. 2. 3. 4.

B Angles
1. How many angles can you see inside each shape?
(a) (b) (c) (d) (e) (f)

2. Which of the above shapes have right angles?

3. (a) number of angles ___
(b) number of angles ___
number of right angles ___ number of right angles ___

(c) number of angles

___ (d) number of angles ___
number of right angles ___ number of right angles ___

C Use a ruler to draw 7 or 8 lines joined together.

1. How many angles can you find?
2. Colour in your design with different colours for parts
that are side by side.

D Circle the fish with right angle mouths!

346 Classify angles as greater than, less than or equal to a Strand Shape and Space
Objectives

right angle. Strand Unit Lines and Angles

 Check Up! 27
4
A Explain it! Create a fact page.
Explain to the reader all they need to know about lines and angles. Use diagrams and
examples to help you. Swap with your friend and see if theirs is helpful.

B Do it!
1. Write whether these lines are horizontal, vertical and/or parallel.
(a) (b) (c)

2. Draw a shape in your copy with 4 right angles.

3. Draw the shapes:
(a) right angle (b) larger than a right angle (c) smaller than a right angle

3
C Solve it!
1. Line 1 and line 2 are parallel. True or false?
2. Line 1 is vertical. True or false? 1
3. Where line 3 meets line 1 a right angle is made. True or false?
4. Line 3 is horizontal. True or false?
2
5. Line 2 is horizontal. True or false?
6. Line 5 is vertical. True or false? 4
7. The angle at 4 is smaller than a right angle. True or false?
8. Line 3 is vertical. True or false? 5

D Say it! Read the clues and figure out the answers.
1. Straight lines that run side by side and the same distance apart. _ _ _ _ _ _ _ _
2. When two straight lines meet at a point or a corner. _ _ _ _ _
3. Often seen in 2D shapes, this is also known as a square angle. _ _ _ _ _
4. This line runs in the same direction as the horizon. _ _ _ _ _ _ _ _ _ _
5. This line runs in the opposite direction to the horizon. _ _ _ _ _ _ _ _

E Share it!
oupwor
Gr k

Draw a real-life picture using the following lines and angles.

28 Maths in a Stadium!

Action from the match

1. How many players can you see in the main picture?

2. What is the total if you add up all the jersey numbers that you can see?
3. How many right angles would you find in one goal area of a football pitch?
4. The stadium has 50,000 seats. 7,653 are empty. How many spectators are at the match?
5. It took Mr Stitch 20 minutes to sew one number onto a footballer’s jersey. How long
would it take him to sew 3 numbers on?
6. The license plate number of Mr Stitch’s car is 11-D-675. What is the value of the numeral
7 in his license plate number?
7. Joe bought a plastic football costing €2 in the football souvenir shop. He handed the
shopkeeper €5. How much change should he get back?
8. How much money would a family of four save by getting
the special offer on
Shopping for
tickets?
soccer fans!
9. How much would it
have cost the same
family if there was no
special offer?
10. The match started at
2 o’clock. Look at the
scoreboard and work
out what time it is now.
11. Who do you think will
win this match?
 Maths in a Stadium! 29

d ium
Sta
va
i
Av

Look! Special offer

on tickets today!
Adult: €30
Child: €10
Family of 2 adults and
2 children: €70

12. On Tuesday, 200 tickets were

sold for the North Stand,
78 tickets were sold for the
South Stand and only 9
tickets were sold for the East
Stand. How many tickets
were sold altogether on
Tuesday?
13. The match lasts for 90
minutes, with another
15 minutes in the middle for half time. What time will
the match be over? (Tip: Look back to question 10!)
14. The car park holds 670 cars. How many cars are parked there now?
15. If there were 785 people in a stadium that could hold up to 999 people,
how many seats would be empty?
30 MENTAL MATHS 1
A 1. 6 + 3 + 9 = ___
2. What is the value of the 6 in 763?
3. What 3 coins are needed to make 80c?
4. What time does it show on the clock?
5. Sam has 20c. She buys a rubber costing 8c.
How much change does she get?
6. What fraction of the shape is shaded?

7. What must be added to 15 to make 21?

8. What is the difference between 20 and 50?
9. Make the biggest number possible using the following digits 1, 4 and 2. ___
10. What is the missing number? 2, 4, 6, ___, 10, 12. 10
___________. (horizontal, diagonal, vertical).
B 1. This line is
2. What is the sum of 5, 7 and 3?
3. What is 11 more than 9?
4. What time is it half an hour after 2 o’clock?
5. Elena bought 4 sweets costing 5c each.
How much did they cost altogether?
6. Name this shape.

7. Take 15 from 25.

8. What change does Jerry get from 50c if he buys a pencil for 20c and a pen for 20c?
9. What is 12 of 10? ___
10. A triangle has ___ sides. 10