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 5 TH 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

5
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 th

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

Elaine
Burke
A COMPLETE MATHS PROGRAMME
FOR PRIMARY SCHOOLS

Elaine Burke
Author: Elaine Burke
Editor: Sarah Deegan
Design: Liz White Designs
Layout: Niamh Carey, Liz White Designs
Cover Design: Marian Purcell
Cover Illustrations: Brian Fitzgerald, Jeremiah McAuliffe
Illustrators: Alan Batley, Kerry Ingham, James Walmesley (GCI) and Tim Hutchinson
Photographs: Alamy, Dreamstime, Getty, Inpho, iStockphoto, Sportsfile, Stock.xchng,
Thinkstock, Topfoto

ISBN: 978-1-84741-784-8

© 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. Blue teaching boxes introduce new concepts as they arise.
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
16 Time....................................................104
1 Place Value.............................................9
17 Percentages 1.......................................109
2 Operations............................................14
18 Money.................................................114
3 Data 1...................................................19
19 Percentages 2.......................................119
Shopping Online...........................................24
Star Store.....................................................124
Mental Maths 1.............................................26
Mental Maths 5...........................................126
4 Multiplication 1......................................28
20 Area.....................................................128
5 2D Shapes..............................................33
21 Directed Numbers................................133
6 Division 1...............................................38
22 The Circle............................................138
7 Fractions 1.............................................45
23 Rules and Properties.............................143
Bright Star Pizza.............................................50
Bloom’s Garden Centre................................148
Mental Maths 2.............................................52
Mental Maths 6...........................................150
8 Fractions 2.............................................54

9 Lines and Angles....................................62 24 Weight.................................................152

10 Decimals................................................67 25 Number Sentences...............................157

11 Problem Solving.....................................72 26 3D Shapes............................................162

Football Fever................................................76 27 Data 2..................................................167

Mental Maths 3.............................................78 School Tour.................................................172

12 Number Theory.....................................80 Mental Maths 7...........................................174

13 Multiplication 2......................................85 28 Capacity...............................................176

14 Length....................................................90 29 Chance................................................181

15 Division of Decimals..............................95 Let’s Look Back............................................187

Christmaths on Ice.......................................100 Glossary.......................................................191

Mental Maths 4...........................................102 Tables..........................................................193

 revise

My
goal
t
is to
I le
arned
in Let’s Look Back 5
wha th class.
4

A Warm-up.
1. Round the attendances at the most recent concert held in these venues.
(a) To the nearest 10. (b) To the nearest 100. (c) To the nearest 1,000.
Venue Attendance Nearest 10 Nearest 100 Nearest 1,000
O2 Arena 8,454
Olympia Theatre 9,891
T.F. Royal Theatre 3,262
The Black Box 2,777
Odyssey Arena 7,802
Vicar Street 949
2. (a) Which venue had the highest attendance?
(b) How many more people attended the O2 Arena than the Black Box?
(c) How many more people would have needed to
attend the Black Box concert in order to make 3,000?
(d) Which attendance is closest to 8,000?
(e) Write the attendance numbers in order of size starting with the greatest.

B 1. Write the value of the underlined digits in numbers and words.

(a) 307 (b) 158 (c) 286 (d) 459 (e) 1,024 (f) 8,999
(g) 5,674 (h) 2,367 (i) 4,443 (j) 7,621 (k) 6,900 (l) 3,432
2. Peter leaves the bank with 5 money bags, each containing a different amount. Put the amounts
in order, starting with the least.
€9,587
€9,251
€9,002
€9,991
€9,544

C Calculate the following.

1. (a) 3,415 (b) 5,671 (c) 4,309 (d) 6,732 (e) 4,446 (f) 1,650
+ 2,341 – 3,678 – 1,267 – 2,367 + 4,789 + 6,790

2. (a) 853 + 4,560 + 45 = ___ (b) 39 + 2,341 + 675 = ___

(c) 7,865 – 347 = ___ (d) 9,873 – 467 = ___
(e) (2,436 + 951) – 1,340 = ___ (f) (4,500 + 88) – 2,000 = ___

Revision Strand All

Objectives

Strand Unit Revision

 6 Let’s Look Back
A Find the pattern___
in each number sequence and continue them.
___ ___
(a) 2, 4, 6, , , (b) 36, 33, 30, ___, ___, ___
1 1 3 ___ ___ ___
(c) 4 , 2 , 4 , , , (d) 6, 12, 18, ___, ___, ___
(e) 2015, 2010, 2005, ___, ___, ___ (f) 240, 200, 160, ___, ___, ___
1 1 1
(g) 10·05, 20·25, 30·45, ___, ___, ___ (h) 1 2 , 1 3 , 1 6 , ___, ___, ___

B Complete the calculations.

1. (a) 38 (b) 78 (c) 80 (d) 567 (e) 347 (f) 287
x 3 x 4 x 36 x 2 x 27 x 33

2. (a) 74 x 26 = ___ (b) 198 x 41 = ___ (c) 32 x 45 = ___ (d) 154 x 50 = ___

C Divide. Some answers have remainders.

1. (a) 84 ÷ 7 = ___ (b) 40 ÷ 5 = ___ (c) 392 ÷ 7 = ___ (d) 355 ÷ 5 = ___
2. (a) 458 ÷ 9 = ___ (b) 234 ÷ 8 = ___ (c) 357 ÷ 2 = ___ (d) 315 ÷5 = ___

D Now try these.

1 1 1 5 2 2
1. (a) 3 of 15 (b) 4 of 24 (c) 2 of 20 (d) 8 of 64 (e) 5 of 40 (f) 3 of 30
5 3 4 2 6 4
2. (a) 10 = 2 (b) 9 = 3 (c) 10 = 5 (d) 12 = 6 (e) 10 = 5 (f) 8 = 2

E 1. Write each of these amounts using the € sign.

(a) 159c (b) 280c (c) 453c (d) 309c (e) 956c (f) 867c
2. Write each of these amounts as cent.
(a) €2.51 (b) €7.89 (c) €5.56 (d) €3.00 (e) €6.07 (f) €8.99
4. A bus ticket costs €7.45. What change would Tom get
from €10 if he bought one?
5. A schoolbook costs €9.56. Your teacher needs to buy
8 for the class. How much money will she need?

F 1. Add or subtract.
(a) 4 hrs 03 mins + 7 hrs 54 mins = ___ (b) 6 hrs 45 mins + 2 hrs 29 mins = ___
(c) 6hrs 58mins – 4hrs 37mins = ___ (d) 9hrs 08mins – 5hrs 22mins = ___
2. The rock concert that Maria was attending started at 7:45pm. It ended 2 hours and 13 minutes
later. At what time did it end?
3. Liam leaves for school in the morning at 8:15am. He always arrives at the school at exactly
9:03am. How long does the journey take him?
4. Emma was 1hr 17mins late for a 2:45pm appointment. What time did she arrive at?

Revision Strand All

Objectives

Strand Unit Revision

 Let’s Look Back 7
A 1. What fraction of each pizza has been eaten?
(a) (b) (c) (d) (e) (f) (g)

2
2. Ring 5 of the cubes:
3. Find the whole number for each of these fractions.
1 5 1 3 1 1
(a) 3 is 4 (b) 6 is 30 (c) 12 is 12 (d) 8 is 27 (e) 2 is 15 (f) 4 is 6
4. Put each of these sets in order, starting with the greatest.
1 4 1 3 3
(a) 0·25, 5 , 0·3, 5 , 0·9 (b) 2 , 5 , 0·4, 1·0, 4
7 1 1 1
(c) 0·6, 8 , 0·5, 0·75, 4 (d) 0·7, 12 , 6 , 0·2, 0·8
5. Write these fractions in decimal form.
1 9 3 1 1 3
(a) 10 (b) 10 (c) 5 (d) 4 (e) 2 (f) 4
6. Insert the correct sign, < or > or =, between each of these pairs of values.
1 3 3 1 3
(a) 2 ___ 0.55 (b) 0.2 ___ 4 (c) 0.4 ___ 5 (d) 10 ___ 0.01 (e) 0.25 ___ 4
7. Put the numbers in their correct places on the number line.
1 1 7 1
5, 0·6, 2 , 10 , 0·9, 10
0 ___ ___ 0.25 ___ ___ ___ 0.75 ___ 1

B This table shows the results of a survey of 30 pupils in 5th class on their favourite 2D shape.

Shape

Number of votes 3 6 7 4 5 3 2

1. Name each shape in the table.

2. Draw a bar chart representing the data in the table.
3. Fill in the missing words.
(a) I am a triangle that has two equal sides. I am an ________ triangle.
(b) I have four sides that have the same length and I can look like a diamond. I am a ________.
(c) I am a triangle that has no equal sides. I am a ________ triangle.
(d) I am a shape with 6 equal sides. I am a ________.
(e) I am a shape with 8 equal sides. I am a ________.

Revision Strand All

Objectives

Strand Unit Revision

 8 Let’s Look Back
A 1. Write the time for each of the clocks below.
(a) (b) (c) (d) (e)

2. Write the times that are 25 minutes later than each of the times in question 1.
3. Write the times that are 25 minutes earlier than the times shown on the clock faces.
4. Identify the type of angle made on each clockface in question 1.

X 5km
B The image to the right shows the route travelled by Tim
the milkman 5 days a week, starting and ending at X.
2.5km
1. Calculate the distance Tim travels in kilometres each day and 2.5km
each week.
2. Tim starts work each day with 550 litres of milk. At stop 1 he 10km 5km
delivers 60 ¬. At stop 2 he delivers 105 ¬. At stop 3 he delivers
215 ¬. How much does he have left at stop 4?
3. 1 crate of milk, carrying 20 litres, weighs 100kg. How much 2.5km
would (a) 1 litre (b) 5 litres (c) 10 litres (d) 15 litres weigh? 2.5km
4. Write each of these amounts as millilitres. 5km
1
(a) 2 ¬ 300m ¬ (b) 8 ¬ 400m ¬ (c) 5 ¬ 200m ¬ (d) 3 2 litres
1 3 7
(e) 1 4 litres (f) 5 4 litres
(g) 10 litres (h) 6·3 ¬
5. Write each of these amounts as litres using the decimal point.
(a) 2,460m ¬ (b) 8,900m ¬ (c) 450m ¬ (d) 210m ¬
6. Write each of these amounts as fractions of a litre.
(a) 500m ¬ (b) 750m ¬ (c) 300m ¬ (d) 900m ¬ (e) 100m ¬

C These grids show the areas of 3 sports fields.

1. Which field has the bigger area?
2. Calculate the perimeter of each field if each square has a side of 1m.

Revision Strand All

Objectives

Strand Unit Revision

 is to
learn about
Place Value 9
My
goal
thou
sands. 1
ten

A Warm-up. Listen to your teacher.

8,840 1 thousand + 4 tens + 1 unit

Three thousand seven

Th H T U hundred and thirty-eight

6 8 7 3 7 thousands + 3 hundreds
8,637
+ 5 tens + 2 units

B Match the numbers in column 1 to the correct number in column 2.

1. 4 hundreds + 5 tens + 6 units (a) 6,432
2. Six thousand four hundred and thirty two (b) 800
3. 984 rounded to the nearest 10 (c) 78
4. 7 tens + 8 units (d) 1,465
5. 6 hundreds + 5 tens + 4 units (e) 3,246
6. 3,000 + 200 + 40 + 6 (f) 8,000
7. Six thousand five hundred and forty one (g) 980
8. 750 rounded to the nearest 100 (h) 654
9. 2 thousand subtract five hundred and thirty-five (i) 456
10. 7,607 rounded to the nearest 1,000 (j) 6,541

C Write in expanded form and then show the numbers

on a notation board. Th H T U
1. 4,567 = 4 thousands + 5 hundreds + 6 tens + 7 units = 4 5 6 7
2. 3,768 = ___ thousands + ___ hundreds + ___ tens + ___ units
3. 8,643 = ___ thousands + ___ hundreds + ___ tens + ___ units
4. 987 = ___ thousands + ___ hundreds + ___ tens + ___ units
5. 9,087 = ___ thousands + ___ hundreds + ___ tens + ___ units
6. 8,004 = ___ thousands + ___ hundreds + ___ tens + ___ units
7. 9,040 = ___ thousands + ___ hundreds + ___ tens + ___ units
8. 6,800 = ___ thousands + ___ hundreds + ___ tens + ___ units

D Write each of these numbers in words.

1. (a) 450 (b) 1,809 (c) 794 (d) 4,806 (e) 6,081 (f) 9,009

• 501.1 Read, write and order whole numbers. Strand Number

Objectives

• 502.1 Identify place value in whole numbers. Strand Unit Place Value
10 Topic 1: Place Value
“There must have been thousands of people in Croke Park for the
All-Ireland Football Final.”
“No, there were tens of thousands! 82,258 people to be exact!”
Look at this number on the notation board and in expanded form.
T th Th H T U
8 2 2 5 8
8 ten thousands + 2 thousands + 2 hundreds + 5 tens + 8 units
Can you write this number in words?

A Show each of the following numbers on a notation board. Write them in expanded form.
T th Th H T U
E.g. 34,407 = 3 4 4 0 7
= 3 ten thousands + 4 thousands + 4 hundreds + 0 tens + 7 units
1. (a) 21,879 (b) 67,400 (c) 54,065 (d) 20,122 (e) 70,899 (f) 78,000

B Write each of these numbers in words.

E.g. 23,897 = Twenty-three thousand, eight hundred and ninety-seven.
1. (a) 11,877 (b) 27,700 (c) 94,015 (d) 30,132 (e) 80,889 (f) 38,000
2. (a) 53,068 (b) 50,008 (c) 70,408 (d) 40,404 (e) 60,467 (f) 10,000

C Write the value of each of the underlined digits in figures. Then write them in words.
E.g. 34, 678 = 4,000, four thousand 78,450 = 78,000, seventy-eight thousand
1. (a) 12,277 (b) 37,600 (c) 84,045 (d) 10,136 (e) 90,853 (f) 48,000
2. (a) 73,014 (b) 20,009 (c) 90,909 (d) 50,106 (e) 60,717 (f) 45,045

D 1. Put each of these sets of numbers in order, starting with the least.
(a) 14,871 14,178 14,780 41,001 41,708
(b) 49,909 49,901 49,109 49,190 41,990
2. Put each of these sets of numbers in order, starting with the greatest.
(a) 34,367 34,398 34,124 34,766 34,233
(b) 76, 234 76,289 76,266 76,199 76,156

1. How many tens make up each of the underlined numbers?

Challeng
E.g. 53,786 = 300 tens
e

(a) 34,257 (b) 12,736 (c) 31,582 (d) 66,483 (e) 74,331
Yo 2. How many hundreds make up the underlined numbers?
u r s e lf !
(a) 12,000 (b) 28,457 (c) 38,442 (d) 41,720 (e) 57,114
3. How many thousands make up the underlined numbers?
(a) 14,995 (b) 22,268 (c) 87,119 (d) 64,189 (e) 94,769

• 501.1 Read, write and order whole numbers. Strand Number

Objectives

• 502.2 Identify place value in whole numbers. Strand Unit Place Value
 Topic 1: Place Value 11
A Write each mystery number in digits and words.
1. This mystery number has: 4 in the units place, 7 in the ten thousands place, 7 in the
hundreds place, 3 in the thousands place and 5 in the tens place.
2. This mystery number has: 5 in the hundreds place, 9 in the units place, 4 in the
ten thousands place, 0 in the tens place and 1 in the thousands place.
3. This mystery number has: 6 in the tens place, 1 in the thousands place, 0 in the
hundreds place, 9 in the units place and 8 in the ten thousands place.
4. This mystery number has: 3 in the thousands place, 2 in the units place, 9 in the
hundreds place, 7 in the ten thousands place and 2 in the tens place.

B Movie Magic has compiled a list of their most rented DVDs.

Lord of the Masters: 45,732 Hannah Botanica: 38,833
Attack of the Killer Bees: 23,888 Girls of NYC: 44,212
Shallow Dave: 10,657 High School Choir: 77,666
Ghosts: 39,945 Really Strange Siblings: 98,559
Mean Boys: 23,788 Water Girl: 55,732
1. Put the DVDs in order, starting with the one that was rented most often.
2. Which film was twice as popular as Hannah Botanica?
3. Which film had exactly 10,000 rentals less than Water Girl?
4. Which film had 100 rentals more than another film?
5. If another 10 people had rented Ghosts, how many people would have seen it?
6. Due to a computer problem, each total is 1,000 less than it should be. Increase each number
by 1,000.

C Declan sells second-hand cars. The table shows how many kilometres are on the speedometer for
each car.

Ford Toyota Mini Beetle Range Rover BMW Fiat

78,700 90,426 12,344 21,344 24,688 63,700 19,944

1. Put the cars in order, starting with the one that has the most kilometres on the speedometer.
2. Which car has twice as many kilometres on its speedometer than another one of the cars
shown above?
3. Which car had nine thousand fewer kilometres on its speedometer than the Beetle?
4. If Fiat had another one hundred km on the speedometer, how many would that be in total?
5. If each car had been driven for another thousand kilometres, how many kilometres would be
on the speedometer now?

• 501.1 Read, write and order whole numbers. Strand Number

Objectives

• 502.1 Identify place value in whole numbers. Strand Unit Place Value
12 Topic 1: Place Value
Rounding numbers to the nearest 10, 100 and 1,000
To the nearest 10: Look at the digit in the units place.
If it is 5 or greater, round up, otherwise round down.

To the nearest 100: look at the digit in the tens place.

If the value is 50 or greater round up, otherwise round down.

To the nearest 1,000: look at the digit in the hundreds place. If the value is 500 or greater round
up, otherwise round down.

A 1. Round each of these numbers to the nearest 10.

(a) 17 (b) 25 (c) 164 (d) 2,449 (e) 10,387 (f) 26,551
2. Round each of these numbers to the nearest 100.
(a) 68 (b) 134 (c) 788 (d) 1,499 (e) 76,249 (f) 88,367
3. Round each of these numbers to the nearest 1,000.
(a) 645 (b) 1,339 (c) 7,500 (d) 26,540 (e) 89,867 (f) 94,168

B Round off the following distances from

Dublin to the nearest 10km. Letterkenny
Derry
1. Belfast 166km
Belfast
2. Letterkenny 238km
Sligo
3. Sligo 206km Dundalk

4. Limerick 194km
5. Cork 252km
6. Waterford 159km
Carlow
8. Tralee 294km Limerick

9. Carlow 84km Tralee

T
Waterford
Cork
Co
Co
11. Dundalk 85km
12. Derry 234km

C Round the amounts the winners received in a game show in October.

Winner Amount won To nearest €10 To nearest €100 To the nearest €1,000
Julie Jackson €26,678
Pat Leahy €58,477
Vivienne McVeigh €87,800
Mick Sheehy €32,500
Oletta Otanga €21,399
Pauline O’Grady €19,900

• 503.1 Round whole numbers. Strand Number

Objectives

Strand Unit Place Value

 Check Up 13
1
A Explain it!
Explain the value of each digit in 35,681 to the class. You will also need to explain how to round it
the nearest 10, 100 and 1,000.

B Do it!
1. Draw notation boards to show the following amounts. Write each amount as words.
(a) 23,987 (b) 18,658 (c) 45,621 (d) 87,643
2. Write each of these amounts in expanded form.
(a) 32,145 (b) 54,299 (c) 21,110 (d) 30,985 (e) 29,744 (f) 39,055
3. Write the value of the underlined digits in words and in numbers.
(a) 17,654 (b) 56,236 (c) 88,903 (d) 76,768 (e) 19,764 (f) 18,755 (g) 76,432
4. Put these amounts in order, starting with the greatest.
45,673, 46,573, 46,753, 54,753, 46,754, 57,453

C Solve it!
Donal is a pilot with Aer Éire. This is his flight schedule from Dublin Airport for September.
To Distance (km) To Distance (km)
New York 5,116 Perth 14,903
Los Angeles 8,316 Christchurch 18,940
Bangkok 9,896 Tokyo 9,596
Melbourne 17,235 Kuala Lumpur 10,909
Rio de Janeiro 9,202 Santiago 11,477
1. Put the journeys in order, starting with the longest.
2. Each distance shown is a single journey. Calculate the
total number of kilometres per return journey.
3. Round each return journey to the nearest 100km.
4. Round each return journey to the nearest 1,000km.
5. What is the difference in kilometers between the
shortest and the longest return journey?

i
D Say t! E Shar
e it!
1. The number 46,798
(a) Has ___ digits.
(b) Has the number ___ in the hundreds place.
(c) Has the number ___ in the ten thousands place. Áine has forgotten the
(d) Is 46,800 when rounded to the nearest ___. combination to her locker. She
(e) Is ___ when ___ to the nearest 1,000.  knows that no number repeats.
How many different combinations
could there be?
14 Operations goa
l is t
o a dd

2 My
and
sub t
ract
rs.
numbe
- d igit
5

A Warm-up. Listen to your teacher.

5 thousands + 4
hundreds + 2 tens + 8000 + 400 + 1
7 units

ELLERY LAKE 3298

ELEV 9538

Adding big numbers ten ten

thousands thousands
1. Add the units. 9 + 2 = 11. Rename the units to thousands
thousands
1 ten and a unit. Write the ten in the tens column. hundreds hundreds
2. Add the tens. 7 + 4 + 1 = 12. Rename the tens tens tens
units units
to 1 hundred and 2 tens. Write the hundred in
the hundreds column. 4 5, 8 7 9 4 5, 8 7 9
3. Add the hundreds. 8 + 7 + 1 = 16. Rename the
+ 2 6, 7 4 2 + 216,1 71 41 2
hundreds to 1 thousand and 6 hundreds. Write
the thousand in the thousands column. 72621
4. Add the thousands. 5 + 6 + 1 = 12. Rename the thousands to 1 ten thousand and 2
thousands. Write the ten thousand in the ten thousands column.
5. Add the ten thousands. What is your answer? Can you write it in words?

B Add.
(a) 30,101 (b) 32,148 (c) 43,159 (d) 22,008 (e) 2,374 (f) 46 (g) 7,556
19,875 23,049 549 3,205 65,237 6,149 33,000
+ 1,289 + 22,116 + 1,171 + 1,448 + 1,106 + 55,159 + 7

C Add. D Captain Kirsty has 3 SOS calls. Which order

1. (a) 118 + 2,196 + 13,228 = ___ should she answer them in order to have the
(b) 483 + 2,474 + 3,992 = ___ shortest distance to travel?
Hrog
2. (a) 76,312 + 1,048 + 22 = ___ 0km
23,98 5k
m
(b) 5,147 + 3,028 + 847 = ___ 17
,86

7 + 4,772 + 43,699 = ___

m

3. (a)
5k

12,008km
Kirsty Zax
,46

(b) 90,006 + 895 + 14 = ___

19

31
,03

29,0
87km
4. (a) 74 + 48,905 + 433 = ___
6k
m

(b) 76 + 4 + 65,489 = ___ Jules

505 Add and subtract whole numbers and decimals to three Strand Number
Objectives

decimal places, with and without a calculator. Strand Unit Operations

 Topic 2: Operations 15
Subtracting big numbers ten
thousands
1. 7 units take away from 2 units. Rename 1 ten as thousands
10 units. 12 units – 7 units = 5 units. hundreds
2. 6 tens take away from 1 ten. Rename 1 hundred tens
units
as 10 tens. 11 tens – 6 tens = 5 tens. 1 1
8 6 1 1
3. 8 hundreds take away from 6 hundreds. Rename 8 9, 7 2 2 8 9, 7 2 2
1 thousand as 10 hundreds. 16 hundreds – 8
hundreds = 8 hundreds.
– 5 4, 8 6 7 – 5 4, 8 6 7
4. Take away the thousands. 3 4, 8 5 5
5. Take away the ten thousands. What is your answer? Can you write it in words?

A Subtract.
(a) 78,965 (b) 65,409 (c) 34,219 (d) 54,533 (e) 87,899 (f) 61,119 (g) 64,432
– 23,487 – 43,657 – 22,339 – 12,999 – 77,777 – 8,655 – 87

B Add and subtract.

1. (a) 78,996 – 54,623 = ___ (b) 88,769 – 7,633 = ___ (c) 65,041 – 276 = ___
2. (a) 68,900 – 56 = ___ (b) 32,010 – 29 = ___ (c) 80,802 – 7 = ___
3. (a) (8 + 878 + 78,884) – 7,889 = ___ (b) (21,711 + 9 + 28) – 7,854 = ___

B When customers shop in Pete’s shop they earn credits. Customers can spend their credits in Pete’s
shop. Sandra and Tommy had no credits on 30 April.
Pete’s Fashions
Sandra credits earned credits spent Tommy credits earned credits spent
May 21,450 11,770 May 11,200 7,060
June 20,870 15,290 June 14,990 11,110
July 17,620 20,010 July 8,800 10,040

1. Look at Sandra’s account.

(a) How many credits did she earn during the three months?
(b) How many credits did she spend during the three months?
(c) How many credits had she left at the end of July?
2. Look at Tommy’s account.
(a) How many credits had he left at the end of May?
(b) How many credits had he left at the end of July?
3. Sandra used her credits in May to get herself a new scarf and a hat. If the scarf cost 4,399
credits, how many credits did she need for the hat?
• 504 Estimate sums, differences, products and quotients of Strand Number
Objectives

whole numbers. Strand Unit Operations

• 505 Add and subtract whole numbers and decimals to
three decimal places, with and without a calculator.
16 Topic 2: Operations
Sums, differences and estimates
The sum of 1, 2, 3 and 4 is 10. The difference between 10 and 8 is 2.
What operation do you use to find the sum? What operation do you use to find the difference?
Galaxy Cinema sold 256 tickets on Friday night, 427 on Saturday night and 393 on Sunday.
Estimate and then find the total sum of tickets sold over the weekend at Galaxy Cinema.
What strategy is used in this estimate? 300 + 400 + 400 – 1,100 tickets sold.
The numbers are rounded to the nearest 100.
The sum is found by adding all the tickets sold. 256 + 427 + 398 = 1,081

A 1. Estimate and then find the sum of 678, 737 and 121.
2. Estimate and then find the difference between 988 and 109.
3. Estimate and then find the sum of 1,129, 3,489, 4,871 and 92.
4. Estimate and then find the difference between 9,741 and 3,191.
5. Estimate the difference between 17,451 and 8,665.

B Try these calculations.

1. Estimate and find the sum of 15,467 and 80,899.
2. What is the sum of 67,023, 34 and 766?
3. From the sum of 78,344 and 11,888 take 34,229.
4. From the difference between 34,522 and 19,119 take the difference between 76,533
and 51,223.
5. Add the difference between 56,441 and 29,887 to the sum of 19,887 and 21,466.

C This page shows downloads of some popular podcasts.

Pineapple Store 1. Estimate the total number of audio and
video podcast downloads.
Audio Podcasts Price Time Downloads
2. What is the difference between the total
magic for kids free 23 mins 2,165 number of audio downloads and the total
listen to this €1 28 mins 13,058 number of video downloads?
music hits €1 37 mins 14,499
3. How much money did the Pineapple Store
celtic stories free 53 mins 16,007
make from the video downloads?
training your pet free 46 mins 5,280
4. What is the total length of time it would
Video Podcasts Price Time Downloads take to listen to these audio podcasts? Celtic
crazy cartoons Stories, Listen to This and Training your Pet.
€2 54 mins 5,129
olympic golds €2 70 mins 3,442 5. Could you listen to Olympic Golds and
1
fifth class sums €2 48 mins 4,014 Homework Hints in 2 2 hours?
gaa heroes €2 64 mins 4,140
believe it or not free 85 mins 14,410
homework hints €2 79 mins 14,041
505 Add or subtract whole numbers and decimals to three Strand Number
Objectives

decimal places, with and without a calculator. Strand Unit Operations

 Topic 2: Operations 17
Know your calculator
You will need to be able to use the following buttons on
your calculator. Do you know what they all mean?

A Do the following calculations in your copy. Why do we use a calculator?

1. 42 x 12 = ___ 2. 907 – 383 = ___ 3. 246 x 39 = ___ 4. 11,283 – 6,646 = ___

B Do these calculations in your copy or in your head. Then do them again using your calculator.
Did you get the same answer? What buttons did you use?
1. (a) Subtract 18 from 30 (b) Subtract 22 from 50 (c) Subtract 21 from 65
(d) Subtract 43 from 40 (e) Subtract 67 from 94 (f) Subtract 77 from 91
2. (a) Multiply 4 by 14 (b) Multiply 6 by 13 (c) Multiply 9 by 47
(d) Multiply 11 by 23 (e) Multiply 13 by 19 (f) Multiply 17 by 23
3. (a) Divide 442 by 26 (b) Divide 540 by 36 (c) Divide 988 by 54
(d) Divide 425 by 25 (e) Divide 957 by 29 (f) Divide 798 by 42

C Now try these with your calculator. What buttons will you use?
1. (a) (23 + 3) – 17 = ___ (b) (34 – 22) + 19 = ___ (c) (77 – 53) + 19 = ___
2. (a) Make 14 twenty times bigger.
(b) Make 25 fourteen times bigger.
3. (a) Make 312 twelve times smaller.
(b) Make 1,000 twenty-five times smaller.

D Use your calculator to get from the number on the right to the number on the left. You can use
these buttons once only: ÷ x – +
1. (a) 16 4 (b) 2 100 (c) 65 40 (d) 100 1,000 (e) 27 3
2. (a) 6 36 (b) 17 59 (c) 11 94 (d) 300 30 (e) 23 460
3. (a) 99 101 (b) 90 450 (c) 70 280 (d) 60 720 (e) 110 990

Challeng The 7 key on Robyn’s calculator is broken. How can she use her calculator to
add and subtract these numbers?
e

Example: 26 + 37 26 + 36 + 1 = 63
Yo
u r s e lf ! (a) 43 + 47 (b) 1,237 + 77 (c) 127 + 58
(d) 2,159 + 1,270 (e) 45,360 + 70,000 (f) 72,663 + 71,070
(g) 82,760 – 3,254 (h) 57,000 – 7,500 (i) 56,787 – 27,747

505 Add and subtract whole numbers and decimals to three Strand Number
Objectives

decimal places, with and without a calculator. Strand Unit Operations

18 Check Up
2
A Explain it!
Demonstrate how to add and subtract 5-digit numbers with 1-digit, 2-digit, 3-digit, 4-digit and
other 5-digit numbers.

B Do it!
1. Estimate and then find the sum of the following numbers:
(a) 12,768, 78, 5, 875 (b) 89, 34,588, 145, 9,459 (c) 328, 34,876, 21, 9,976
2. Estimate and then find the difference between the following numbers:
(a) 54,661 and 23,871 (b) 98,673 and 3,987 (c) 38,769 and 458
3. (a) 88,800 – (43,600 + 12,250) = ___ (b) 75,120 – (17,650 – 5,804) = ___
(c) 76,901 – (13 + 13,999 + 1,399) = ___ (d) 56,000 – (17 + 456 + 13,987) = ___
(e) 80,801 – (78 + 1,765 + 54,322) = ___ (f) 43,654 + (43,087 – 56) = ___

C Solve it! Look at the scores and answer the questions.

1. Find the total score for each player.
2. Are the players’ scores in the correct
order? If not, put them in order VIDEO GAMES LIVE
starting with the highest score.
Top 10 Scores
3. What is the difference in the scores Name Round 1 Round 2 Total
between the player with the highest Muncher 49,987 45,678
score and the player that came Livinstone 45,678 44,329
second? Harton 38,987 60,767
Lipper 28,799 54,786
4. What is the difference in the scores
Knockon 18,974 24,554
between the player with the lowest
Clipper 64,433 879
score and the highest score? Redivil 41,111 51,010
5. Who had the greatest difference Leaner 8,900 45,000
between their Round 1 and 2 scores? Yeller 71,896 12,321

D Say it!
1. Adding numbers together is the same as finding their ____.
2. Subtracting numbers is the same as finding their ____.
3. The ____ of 12, 13 and 14 is 39.
4. The ____ between 76 and 59 is 17.
5. A good way to ____ a sum is to round the numbers to the nearest 10 or 100.

E Sha
re it!
What are they?
1. The sum of these two numbers is 20. The difference is 10.
2. The sum of these two numbers is 24. The difference is 14.
 understand
goa
l is
to
d use
different Data 1 19
My
rages a
n
f gra ph .
o
3
ave typ
es

A Warm-up. Listen to your teacher.

Students late for college
100 Sports played by 3rd class

Monday baseball
Tuesday 75
football Key: = 10 students

Scale 50
Day

Wednesday
Thursday soccer
Friday 25 hockey
0 5 10 15 20 25 30 35 0 1 2 3 4 5 basketball
Number late

What we like to drink Subject Tally Time spent in GP consultations UK Road Distance Chart.
Switzerland
Mathematics Belgium All distances are in miles.
number of children

Science Netherlands

Birmingham

Edinburgh
Social Studies UK

London
Cardiff
Spain
Phys. Ed

York
Germany
English
Birmingham / 102 290 111 129
Cardiff 102 / 273 150 231
290 373 / 372 186
Key Table
Edinburgh

London 111 150 372 / 194

juice milk cola tea water York 129 231 186 194 /

B Match the descriptions to the answers.

1. I use pictures or symbols to show data. (a) Tally sheet
2. I use a circle divided into sectors to show data. (b) Pictogram
3. I always have a title, scale, labels and bars when I show data. (c) Scale
4. I use marks, grouped in sets of 5 to show information. (d) Bar Chart
5. Instead of bars, I just use lines to show my data. (e) Pie Chart
6. I am used to show the range of values on the frequency axis. (f) Bar Line Graph
7. I give an overview of the information being presented. (g) Title
I’m usually at the top of the graph.

A Look at the bar charts. Answer the questions.

C
Flowers planted in the school
Number of flowers planted

20
1. What is the title of graph A?
15

10 2. What is the title of graph B?

5 3. What is the scale interval for graph A?
0
4. What is the scale interval for graph B?
se

ip

sy

d
di

hi
Ro

ai
Tu
fo

rc
D
af

O
D

Types of flowers 5. Which graph has the wider range of values on its scale?

B Hours worked in Daly’s Shop

6. Could a scale of 10 have been used on graph A?
Give a reason for your answer?
7. What label has the x-axis for graph A?
Week

8. What label has the y-axis for graph B?

9. Which graph is a vertical bar chart?

0 20 40 60 80 100 10. Which graph is a horizontal bar chart?

Number of hours

553 Read and interpret pictograms, single and multiple bar Strand Data
Objectives

charts and pie charts. Strand Unit Representing and Interpreting Data
20 Topic 3: Data 1
Average
Can you use the word average in a sentence? What does it mean?
Here are some interesting averages:
• Cats average 16 hours of sleep a day.
• On average women say 7,000 words per day. Men say just over 2,000.
The average (mean) is calculated by adding up the numbers given and then dividing by the total
number of figures: average = total amount + total number of figures.
E.g. Find the average of 2, 4 and 6. The total amount is 2 + 4 + 6 = 12.
There are 3 numbers so the average is 12 ÷ 3 = 4.

A Answer the questions.

1. Three children in a family are 3, 5 and 7 years old. What is their average age?
2. Four bags of potatoes weigh 1kg, 2kg, 4kg and 5kg. What is the average weight of the bags?
3. The temperature on three consecutive days was 5°C, 7°C and 6°C. What was the average
temperature over the three days?
4. The prices for rides at the local fairground are 60c, 75c and 90c. What is the average price
of a ride?
5. Judy got €4 pocket money in September, €5 in October €3.50 in November and €3.50 in
December. What the average amount of pocket money she received over the four months?

B 1. The Murphy family have created a bar chart to show how much they spent on food during
January.
Weekly Shopping (a) In which week did they spend the most money?
100
90
80
(b) What was the least amount they spent?
70
(c) Over the month of January, what was their average
Money in €

60
50
40 spending on food?
30
20
10
(d) Can you suggest a reason why the Murphys did not
0
week 1 week 2 week 3 week 4 week 5 spend the same amount of money on food each week?
Weeks
2. This bar chart shows hours of sunshine for a year.
(a) How many hours of sunshine were there in October?
Hours of sunshine
12 (b) How many more hours of sunshine were there in
10 September than June?
8
(c) To the nearest hour, what was the average number of
6
hours of sunshine for the year?
Hours

4
(d) How many more hours were there in spring than in
2
autumn?
0
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
(e) Do you think this bar chart shows the hours of
Months
sunshine for Ireland or Australia? Give a reason for
your answer.
• 553 Read and interpret pictograms, single and multiple Strand Data
Objectives

bar charts and pie charts. Strand Unit Representing and Interpreting Data
• 555 Explore and calculate averages of simple data sets.
 Topic 3: Data 1 21
A 1. All the children in Ms Kelly’s fifth class had a vote on their favourite pet. They collected the
results using a Tally Sheet. Put the results from the Tally Sheet into this table:
5th class tally sheet Animal Results
Dogs Dogs 17
Cats Cats
Birds Birds
Turtles Turtle
Fish Fish
Snakes Snake
Total
2. 5th class want to display the results in a bar chart. What parts of the graph are missing? Finish
the graph.
1. Each person had one vote. How many people are in
5th class favourite pets Ms Kelly’s 5th class?
Number of votes for each pet

2. What pets got the most and least amount of votes?

3. How many more people preferred dogs and cats to the
other animals?
4. What was the average number of votes for each pet?
(Look back to page 20 if you can’t remember how to
0 calculate an average.)
s

es

ts

s
og

tle

rd
Fis
Ca
ak

Bi
D

5. What scale did you use on bar chart? Could you have
Tu
Sn

Kinds of pets
used the scale 1:10? Give a reason for your answer.

B Turn the information from this pictogram C Look at the bar chart. Answer the questions.
into a table and then into a bar line graph. Then display the information in a tally sheet
Favourite meal for a group of 22 students and a table.
Children late for school
Curry
Monday
Pizza
Tuesday
Fish &
Day

Wednesday
chips Key
Thursday
Pasta 2 students
Friday
Chinese
food 0 5 10 15 20 25 30 35
Number late
r work
Pai (a) On two days the same number of
D Prepare a tally sheet with the children are late. Which days are these?
names of 5 pop stars. Ask the
children in your class to choose their (b) How many are late on Friday?
favourite one. Complete a results table and (c) On which day are the most children late?
a horizontal bar chart. Write 3 sentences (d) Why do you think that most children are
explaining what the survey shows you. late this day?

• 552 Collect, organise and represent data using Strand Data

Objectives

pictograms, single and multiple bar charts, and simple Strand Unit Representing and Interpreting Data
pie charts. 553 Read and interpret pictograms, single and
multiple bar charts and pie charts.
22 Topic 3: Data 1
A Multiple bar charts. Number of boys and girls in 5th class boys
This bar chart is called a multiple bar chart. 14 girls
It compares information for two groups of
12

Number of children
people: boys and girls. Transform the data from
10
the bar chart into a results table.
8
Years Boys Girls Total 6
Year 1 8 4 12 4
Year 2 2
Year 3 0
Year 1 Year 2 Year 3 Year 4 Year 5
Year 4
Years
Year 5

B The Scouts and Girl Guides did a rubbish collection around their village for the first two weeks in
October. They displayed the results in a pictogram.
Key: stands for 5 bags
Week 1 Week 2
Monday Monday
Tuesday Tuesday
Wednesday Wednesday
Thursday Thursday
Friday Friday
Saturday Saturday
Sunday Sunday

1. Write up a results table to show this information.

2. (a) How many bags of rubbish were collected in Week 1?
(b) How many bags of rubbish were collected in Week 2?
3. What was the total number of bags collected for the fortnight?
4. What was the average number of bags collected each day?
5. Draw up a multiple bar chart showing this information. What scale will you use?

C The children in Ms Smith’s 5th class asked all the Favourite drink 5th 6th
children in 5th and 6th to say what was their favourite Orange Juice
drink. They collected the results using a tally sheet. Cola
1. Display this data using a results table. Lemonade
2. What was the average number of votes for a drink? Milk
3. Display the results using a multiple bar chart. Tea
4. Show the average on the bar chart using a dotted line. Coffee
Ch a l l eng
Collect information using a tally chart about the boys and girls in your class and
e

Yo
u r s e lf !
compare the results using a results table and a multiple bar chart.

• 552 Collect, organise and represent data using Strand Data

Objectives

pictograms, single and multiple bar charts, and simple Strand Unit Representing and Interpreting Data
pie charts. 553 Read and interpret pictograms, single and
multiple bar charts and pie charts.
 Check Up 23
3
A Explain it!
Favourite pizza toppings in Park National School

Cheese

Mushroom

Explain and demonstrate how to convert the information in Sausage

the pictogram into a tally sheet and a horizontal bar graph. Pepperoni

Key: = 5 pizzas

B Do it!
1. Find the average of each of these sets of numbers.
(a) 6, 4, 3, 3 (b) 6, 7, 3, 4 (c) 8, 11, 6, 3 (d) 20, 6, 10, 12
(e) €10, €4, €4 (f) 20cm, 30cm, 10cm (g) 9kg, 7kg, 11kg (h) 50g, 30g, 25g, 15g
2. Draw a vertical bar line chart to show the average temperatures in degree Celsius for one year.
Jan 5°, Feb 5°, Mar 8°, Apr 9°, May 12°, Jun 15°, Jul 18°, Aug 18°, Sept 16°, Oct 13°, Nov 8°,
Dec 6°
3. Draw up a table and a multiple vertical bar chart to show these results of a survey on hours
spent doing homework.
5th class: Sept: 20 hours, Oct: 25 hours, Nov: 15 hours, Dec: 40 hours, Jan: 30 hours
6th class: Sept: 25 hours, Oct: 30 hours, Nov: 10 hours, Dec: 50 hours, Jan: 35 hours

C Solve it! Number of hours spent doing PE
5th class
6th class
Look at the multiple bar chart and answer the questions. 12

1. Why are there no results for July and August? 10

2. Which class spent the most time doing PE? 8

How many more hours did they spend than 6

the other class? 4
3. In which months did 5th and 6th class spend the 2
same amount of time doing PE? 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
4. In which months was most time spent doing
PE by both classes?
5. What was the average length of time spent doing PE during these months?
(a) February (b) May (c) September (d) December

D Say it!
Write a sentence to show the meaning of each of these.
title pictogram scale multiple bar chart tally sheet

E Sha
re it!
Work in groups to design a survey that will find out the favourite pastime, author, computer
console, book or TV programme of children in 4th, 5th and 6th class.
Include the following:
A tally sheet, a results table, a multiple bar chart with: labels, identifiers – a different colour
for each class, a suitable scale
24 Shopping Online
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www.farm-machinery.ie

Machinery Search Member Services Ireland’s Farm Machinery Forum

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€4.99
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 Shopping Online 25
1. Write out each five-digit number in extended form.
79,354 = 7 ten thousands + 9 thousands + 3 hundreds + 5 tens + 4 units
(a) (b) (c)
13 - D - 73954 02 - D - 54756 07 - C - 93378
IRL IRL IRL
(d) (e) (f)
04 - G - 74771 15 - G - 17137 09 - D - 45354
IRL IRL IRL
2. Write the value of the numbers underlined in red in numbers and then in words. The
first one is done for you.
(a) (b) (c)
09 - DL - 41375 09 - G - 97199 09 - D - 45358
IRL IRL IRL
41,375 = 40,000 forty thousand
(d) (e) (f)
10 - D - 79303 01 - DL - 37117 15 - C - 27137
IRL IRL IRL
(g) (h) (i)
15 - G - 17135 15 - DL - 71004 12 - L - 49137
IRL IRL IRL
3. The results table shows the sale of Renault and John Deere tractors over seven years.
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
Renault 40 55 35 35 60 70 55
John Deere 25 45 30 35 50 60 35
4. Put all the machinery displayed in order starting with the least expensive.
5. Round the cost of each tractor to the nearest €1,000.
6. Round the cost of the other machinery to the nearest (a) €100 and (b) €10.
7. Find the cost of buying the following:
(a) John Deere, Bale Wrapper and Cattle Trailer.
(b) New Holland, Silage Trailer and Fertiliser Spreader.
(c) Lamborghini, Round Baler, Fertiliser Spreader and Slurry Trailer.
8. Mick O’Driscoll filled his trailer with the following items. How much will he need to
write a cheque for?
4 x Sheep Feed 001

op
Castlemore Co-
3 x Best-Gro Fertiliser DATE
PAYEE
5 x Champion Fertiliser
PAY
€
2 x Prime Horse Feed
4 x Green Grow Fertiliser
l
3 x Fertiliser Spreader
BANK
123 Easy St
reet Mick O’Driscol
yt ow n, Anywhere
An
- 123
123 - 1234567
001 - 12345 -
26 MENTAL MATHS 1
.
A 1. Is 1 45 closer to 1 or 2? 10. What is the difference between 1 and 2 ?
1
2. Cartoons on TV began at a quarter to ten
11. Write 0.37 as a fraction.
in the morning. Write this time in digital
format. 12. Round 15,876 to the nearest 1,000.

3. True or false. The letter C has a horizontal 13. What is the average age in a family if the
line of symmetry. family members are 12, 16, 46 and 50?

4. What number is twelve times greater than 14. Name this 3D shape.
2.67?
5. Name this 2D shape.

15. How many 20c coins in €12?

5
6. 6 = 12
7. Write 126c using the € sign.
8. How many grams in 0.08kg?
9. What time is three-quarters of an hour ___
earlier than 12:34am?
15
. ___
B 1. 30 – 0 79 = 7. What is the value of the number in red?
2. True or false. This is the correct sequence 16.64
for traffic light colours: Red – Amber – Green 8. Is 17,349 closer to 17,300 or 17,400?
3. How many 250m ¬ bottles can be filled from 9. How many pencils, each costing 15c, can
2 litres of water? you buy with €3?
1
4. How many degrees in a right angle? 10. Write 5 kg in grams.
5. Draw all the lines of 11. A train left Belfast at 12:14pm. It arrived
symmetry for this shape. in Dublin at 2:05pm. How long was the
journey?
1
12. How many 2 s in 24?
13. Are these lines oblique, parallel or
6. Each square stands for 1m². Which shape perpendicular?
has the larger area?

14. What is the difference between 11,356km

and 39,987km?
15. Write the next three terms in the
sequence. ___
1.92, 1.94, 1.96, ___, ___, ___ 10
15
 Mental Maths 1 27
C 1. What are the next three terms in the
sequence?
135, 120, 105, ___, ___, ___
2. True or false. 1 > 0.9
1
3. Paula bought 4 litre of cola. John bought
0.35 litres. Who bought the greatest 8
9. True or false. 10 = 5
4
quantity?
1 1 10. Write this number in words: 13,085.
4. Which fraction is greater? 3 or 6
11. 30 x 70 = ___
5. Which is better value for money? 5 pens at
12. Which letter is symmetrical? A or G
60c or 4 pens at 44c
13. Which number is less? 15,050 or 15,055
6. What must be added to 4.22 to make 5?
1 14. Are the angles in a
7. True or false. 10 2 > 10.55 regular hexagon
8. What is the scale interval of this graph? obtuse or acute?
35

30

25

20

15

10
___
5

0
2
15. Is 3 5 closer to 3 or to 4? 10
15

D Multiple choice
1. 16.77 x 32 = ___ 7. 80 ÷ 5 = ___
536.64, 53.664, 5.366, 0.536 10, 8, 16, 12
2. Name the angle indicated. 8. The value of 0 in 25.08 is ___
0 units, 0 tenths, 0 hundredths, 0 tens
9. 1.55 + ___ = 2
0.5, 0.45, 0.05, 0.55
obtuse, acute, straight, right 10. 27÷ ___ = 9
3. Round 14.29 to the nearest whole number. 2, 3, 4, 5
15, 14, 14.9, 13
4. Which unit would you use to measure the
length of a pin?
metres, millimetres, grams, litres
5
5. Which fraction is equivalent to 8 ?
5 8 10 8
16 , 5 , 16 , 10
6. Name this 2D shape.
rhombus, trapezium,
___
square, circle 10
28 Multiplication oal
is to
mu ltiply using

4 My
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et ho
ls.
u
ds. To m ltiply
a
en decim
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A Warm-up. Listen to your teacher.

30 €1.50 7 16m2 60 700km

29 70mm 144 €4.20 120cm 54

100m 6kg 32 €18.50 10,000 €4

B Mike had a multiplication test. Check his answers and give him a score out of 12.
1. 873 2. 947 3. 888 4. 294 5. 748 6. 943
x 3 x 6 x 9 x 4 x 5 x 5
2,619 4,682 8,092 1,174 5,236 7,145

C Multiply.
1. Make each of these numbers 10 times bigger. What pattern do you notice?
(a) 7 (b) 14 (c) 85 (d) 110 (e) 480 (f) 1,010 (g) 9,900
2. Multiply each of these numbers by 100. What pattern do you notice?
(a) 1 (b) 10 (c) 36 (d) 100 (e) 340 (f) 909 (g) 990
3. Make each of these numbers 20 times bigger. What pattern do you notice?
(a) 5 (b) 20 (c) 120 (d) 300 (e) 420 (f) 800 (g) 1,000
4. Now try these
(a) 40 x 50 = ___ (b) 70 x 90 = ___ (c) 110 x 50 = ___ (d) 300 x 30 = ___
(e) 300 x 90 = ___ (f) 350 x 100 = ___ (g) 400 x 120 = ___ (h) 600 x 110 = ___

D Oakpark Retirement Home needs new furniture. They have €10,000 to spend and they need these
things:
3 of the 5 Piece Living Room Sets FURNITURE SALE
10 of the Meadow Daybeds Meadow Daybed

5 Leather Recliners €199 Save

€50
6 Saturn Sofas Save

7 Pioneer Sofas 5 Piece Living Room Set €999 €500

Pioneer Sofa

2 Micro-fibre Sofa Sleepers €299 Save

Save
€160 €599
€350 Saturn
Leather Sofa
Will they have enough money €699
Micro-fibre
Recliner €299 Save Save
Sofa Sleeper
to buy all the pieces? €80 €200

506 Multiply a decimal, up to three places, by a whole Strand Number

Objectives

number, without and with a calculator. Strand Unit Operations