OLD GUILDFORD PUBLIC SCHOOL Mathematics: Week 1 – Term 2 ...€¦ · Mathematics: Week 1 – Term...

OLD GUILDFORD PUBLIC SCHOOL Stage 2 Learning at Home Activity

Prepared by: Randolf Frankson

Mathematics: Week 1 – Term 2

Activity 1. Word bank. • Students write down as many words and symbols as they can link to multiplication and division

. • They are creating a language chart that can be added to at the beginning or end of each lesson.

• Use the expected language check list to check the students language chart to encourage the use of the

expected language when consolidating. An expected language check list is attached.

Activity 2. Skip Counting.

• Students skip count orally by fours, sixes, sevens, eights and nines. • A hundreds number chart in front of them will help them to follow along.

Number bouncing – Students can use a number line or ruler to skip count.

• Hundreds chart patterns (4,6,7,8, 9).

Introduce students to multiplication facts by showing them the patterns they make on a hundreds chart. • Starting with the 4 times tables, students skip count by 4 and colour each number on the hundreds chart

to form a pattern. • Individually or in pairs the students discover the patterns in the ones and tens columns. • Name and write down a few things that are counted in 4s, 6s, 7s, 8s and 9s.

eg 4 wheels on a car, 6 legs on an insect, 7 days in a week, 8 legs on an octopus, $9 a tin of paint.

Activity 3. Multiplication grid.

• Using an excel document, students can enter the answer to each of the multiplication facts from zero to twelve. (see activity sheet).

Activity 4. • Use of the term ‘product’ to describe the result of multiplying two or more numbers, eg ‘The product

of 5 and 6 is 30’. • Students multiply 2 single digit numbers/ (roll dice and multiply the numbers) to find the

answer/product. • a. 2x3 =? b.. 3x4 =? c. 5x4 =? d. 6x3 =? e. 7x3 =? f. 4x6 = ? g. 5x5 =? h. 4x9 =? i. 7x4 =? • Students who are unsure of their answers can use the multiplication grid to check their answers.

Knowing the properties of odd and even numbers helps when checking accuracy. Complete each sentence about multiplication of odd and even numbers.

a. When two even numbers are multiplied together the product is always an ---------- number.

b. When an odd and an even number is multiplied together the product is always an ----------- number.

c. When two odd numbers are multiplied together the product is always an ----------- number.



Activity 5. Using mental strategies to build multiplication facts to at least 10 x 10, including:

• The commutative property of multiplication, eg 7 x 9 = 9 x 7 a. 3x9 = 9x3 =? b. 5x9 =? c. 6x4 =4x6 =? d. 3x11 = 11x3 =? e. 6x7 =7x6 =?

Making arrays/ grouping eg 5 x 3 = 5 rows of 3 items, or 3 rows of 5 items (paddle pop-sticks, counters, array charts.) Students make arrays using the dot paper provided for the above (a-e ) multiplication facts - Array extention – Give students a number, eg 27. Students create many different arrays as they can to show this number. You could pose real-world problems to make this more meaningful, eg ‘I have 27 cupcakes. How can I arrange them for the cake stall?

Activity 6. Using known facts to work out unknown facts, eg 5 x 7 = 35, so 6 x 7 is 7 more, which is 42 Students use the above strategy to solve the following problems:

a. 3 x 4 = 12 - 4 x 4 = b. 4 x 7 = 28 - 5 x 7 = c. 2 x 2 = 4 - 3 x 2 = d. 6 x 6 = 36 - 7 x 6 = e. 4 x 5 = 20 - 5 x 5 =



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Activity1. a) What is Temperature? Brainstorm a list of temperature words. Place these words along the attached thermometer from hottest to coldest. b) Complete the following cloze on temperature: Temperature is a measure of how h………or c………………something is. You measure temperature using scaled units called d……………………C……………………. You write everyday temperatures using the symbol……… The tiny circle stands for ‘……………………..’ The capital C stands for the first letter in the name C…………………. You always leave a space between the number and the ⁰C symbol. (50 ⁰C) Celsuis was a famous Swedish a……………………………who developed t………………………………..scales.

Cold, temperature, Celsuis, hot, degrees, astronomer, ⁰C, degrees Celsuis

Activity 2. Coldest to Hottest. Estimate the order of temperature for each object from 1 to 6. See attached sheet Paddle pop ice-cream b. ice-cubes c. a cooldrink d. hot coffee e. a salad sandwich f. a heated pie

Activity 3. Complete by matching the left with the right to make each statement true.

• The boiling point of water - is cool to warm weather • 35 ⁰C to 45 ⁰C - is cold weather • 25 ⁰C to 35 ⁰C - is 100 ⁰C • 15 ⁰C to 25 ⁰C - is 0 ⁰C • 5 ⁰C to 15 ⁰C - is warm to hot weather • The freezing point of water - is very hot weather • The temperature of the sun - is 37 ⁰C • Antarctica is the coldest place on earth. - (-68 ⁰C to 37 ⁰C) was recorded in Siberia, Russia. • The world’s hottest place - is hotter still at 41 ⁰C • The normal body temperature of a human - is the Lut desert in Iran with 70.6 ⁰C • The normal body temperature of a dog - It can reach -89 ⁰C • The normal body temperature of a budgerigar (bird) - is about 6.5 million ⁰C • The world’s greatest temperature range 105 ⁰C - is a little bit hotter at 38 ⁰C • The special coloured liquid/mercury in a thermometer - at about 165 ⁰C • A cake is baked in an oven - expands when hot (goes up) and contracts when it cools (goes down)

Activity 4. Match the temperatures to the pictures. Pg 94 Blakes Maths guide



Activity 5. Appliances and scales. Find appliances at home that have their own temperature scales. Use the example below. Appliance Scale (settings) 1. Toaster 1-2-3-4-5-6 2. 3. 4. 5. 6. 7.

Activity 6. Thermometers. What is a thermometer? It is a device that helps you to m……………………….. t…………………… There are many different types of thermometers. Can you name a few? (See attached pictures) Three thermometers using various scales are showing temperature. Compare the scales and complete each activity.

a. Write the temperature scales equal to 3. ------------------------- -------------------------- b. What is the highest scale on each thermometer? ---------------- ----------------------- ------- c. What is the lowest scale on each thermometer? ----------------- ---------------------- --------

Use activity sheet 8(b) to show your own different scales. Use the unscaled thermometers to show an estimated temperature level for: a. Today’s temperature b. Glass of tap water c. Milk in a refrigerator pg 21 Time for maths

Activity 7. a. What temperature is shown on each thermometer? (a-h). Read temperatures to the nearest scale mark. Pg96 signpost maths b. Thermometers (a-h) are measuring the temperature of water. Which three thermometers show: 1. that the water is hot? 2. that the water is cold? Which two thermometers show that it is warm? Extention: Use the temperature chart of a weekly temperature to graph the results.



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Activity1. What is Mass? Mass is a measure of the heaviness of an object. You measure the mass of shopping items, parcels, cooking ingredients or your own mass. When you go shopping, you can divide up all your items into different bags so that one bag is not too heavy to carry. You pay more to post a heavy parcel than a light one. Remember that things are only heavy or light when you compare them. A small pebble is heavier than a small leaf, but the same small pebble is lighter than a book. You heft to compare two masses by holding them in each hand to feel the mass. One mass will feel lighter than, the same as or heavier than the other.

a) Write down 6 objects that are heavy or light in the table below:

Heavy Light

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

Activity 2. Measuring Mass. The standard metric unit is the kilogram. One kilogram always has a mass of 1 kilogram, even if it is feathers. The symbol for kilogram is kg. Mass is measured in g…………….. and kilo………… . 1000 grams = 1 kilogram 1000 g = 1 kg 1/2kg = ? Remember that there is a space between the number and the unit of measure eg 750 g

a) Write the unit of measurement used for the following objects. Pg12 time for maths

b) Which unit of measurement (g or kg) has been left off each item? Signpost pg 103/104



Activity 3. Grams and kilograms 1 kg = ………….g ½ kg = ………….g ¼ kg = …………..g How many grams in 3 kg? In 3½ kg? In 3.5 kg? By how much is 2400 g greater than 2 kg

a) List at least 10 items that are measured in grams and kilograms which you can find at home. Grams(g) Kilograms(kg) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Activity 4. Ordering Mass in grams and kilograms Answer questions related to Mass at the market. Pg 128/129 Targeting maths

Activity 5. Recording masses using kilograms and grams a) Use the short form to write:

pg 103/104/105/106signpost b) How many grams are there in:

c) How many Kilograms are there in:

d) Finding the total mass pg96 time for maths



Activity 6. Measuring mass (Kilograms and grams) You can measure mass using:

1.An equal arm balance. 2. A rocker balance. 3. A kitchen scale. 4. a bathroom scale (See attached pictures)

• Can you give an example of what could be measured with each of the above mass balance devices.

a) Read the scales to record the masses in kilogams pg119maths plus b) Record the mass shown on each set of scales c) Draw a needle on the scales to show the masses

Activity 7. Using Scales

• Read and then write the mass showing on each kitchen scale. The scale is in kilograms and 100 gram intervals. Pg 12/96 time for maths

• Look at the bathroom scales and then write the mass shown on each.

• Use a set of scales to measure and compare the mass of objects: a) that are less than 1 kg - b) that are more than 1kg-



50




Activity 1. Finding missing numbers. Students complete a worksheet which includes the 4 basic operations of mathematics. P. 57 sp T Use partitioning / place value to find the answers. eg 9 + ? = 12 To square a number, multiply it by itself. eg ? squared = 64 / 8 x 8 = 64

tens ones

9

3

1 2

Activity 2. Finding missing numbers when adding and subtracting 2 -digit numbers.

a) Students use the inverse operation to complete number sentences. eg ? + 55 = 83 / 83 – 55 =? (28) ? - 15 = 19 / 19 + 15 = ? (34)

b) Students justify/show how they solved the problem.

Eg ? + 55 = 83 - (50 + 30 =80)/ ( 30 + 55 = 85)/ (30 – 2 + 55 = 83) / 28 + 55 = 83 ? – 15 = 19 - (20 + 14 = 34) 34 – 15 = 19 Students solve the following number sentences using the inverse operation for addition and subtraction. They also need to show how they achieved their solutions.

1. ? + 27 = 62 2. 38 + ? = 64 3. ? + 58 = 73 4. 14 + ? = 69 5. ? + 52 = 88 6. 34 - ? = 16 7. ? – 38 = 22 8. 83 - ? = 26 9. ? – 38 = 12 10. 75 - ? = 38

Activity 3. Finding missing numbers involving operations of addition or subtraction on both sides of the equals sign. eg 8 + ? = 6 + 7 - 8 + ? = 13 - 8 +(2 + 3) =13 34 - ? = 5 + 7 - 34 - ? = 12 - 12 + 12+ 10 = 34 - 34 – (12 + 10) = 12 Students use the above example to find missing numbers in the problems below:

1. 6 + ? = 8 + 7 2. 9 + ? = 10 +7 3. ? + 15 = 19 +9 4. ? + 16 = 15 +15 5. 18 + ? = 18 + 6 6. 27 - ? = 6 + 7 7. 33 – ? = 8 + 5 8. 25 - ? = 8 +9 9. 35 - ? = 8 + 8 10. 26 - ? = 3 + 8



Activity 4. Investigating and using the properties of even and odd numbers. The combination of odd and even numbers have fixed results. Pg 78 time for maths Find the rules for operating with two even numbers.

a) 6 + 14 = 20 (even + even) = even b) 32 – 14 = 18 (even – even) = even c) 2 x 8 = 16 (even x even) = even d) 24 ÷ 6 = 4 (even ÷ even) = even

Students complete an odd and even numbers worksheet. Pg.82 Signpost Extention: Adding 3 digit odd and even numbers. pg.10 time for maths.

Activity 5. Investigating number sequences involving multiples of 3, 4, 6. 7, 8, and 9. Students generate number patterns using 3, 4, 6, 7, 8, and 9. What’s the rule? eg 3, 6, 9, 12, -----,------,-----, 24 (Rule- Add 3) pg84 Signpost 27, 24, 21, 18,--------,----------,-----------,6----------,0 (Rule minus 3)


Prepared by: Mr Quan

MATHEMATICS (Position): Week 5: 25-29 May 2020

Before the start of each

activity

• Describe to someone how you made it from your bed to breakfast this morning eg “I woke up and rolled off the LEFT side of the bed. I turned RIGHT and walked STRAIGHT ahead. I passed my desk which is BESIDE the bookshelf and reached my bedroom door. I walked THROUGH the door and turned RIGHT. I walked STRAIGHT ahead passing the toilet on my LEFT hand side and my brother’s room on the LEFT until I reached the dining table which is NEXT to the kitchen”

• Look outside your window or front door and find something interesting. Describe the location of that thing using positional language eg “The black magpie is sitting on TOP of the branch of the tree. The tree is ABOVE the grass and BESIDE the flower bed. On the LEFT hand side of the tree is the mailbox”

• Left Hand Right Hand Brain Break: Start by making an “I” using your pinky finger on your left hand an “L” using your index finger and thumb on your right hand. On the count of three, switch the “I” to your right hand and the “L” to your left hand. Try to repeat this until you can do it quickly without making a mistake.

Activity 1 (Compass Rose)

Compass Rose Learning Intention: We are learning to identify compass directions. Complete the Compass Rose using the words in the table below:

South North

East West

North West

South East

South West

North East



Activity 2 (School Map)

School Map Learning Intention: We are learning to describe the position of places using a compass rose. Using the School Map below, mark the location of your classroom. In your math books, describe the position of your classroom compared to other places in the school. For example, you could say “The 4Q classroom is to the WEST of Woodville Road. The 4P Classroom is to the EAST of the 4Q classroom.”

Activity 3 (House Map)

House Map Learning Intention: We are learning to use directions to interpret a basic map. On a blank piece of paper, create a map of your house. Make sure to include a KEY or LEGEND to show the important locations and objects. Once you have finished creating your map, write down the directions to get to the bathroom from your front door. Example



Activity 4 (Measuring

distance on a map)

Distance on a Map Learning Intention: We are learning to calculate the distance between two points on a map. Using a cm ruler, measure the distance between the following points on the “Our Community” Map. Write down your answers below in metres if the scale is 1cm:1m. Try come up with a few measurements of your own.

1. School to Simon’s House: ______________ 2. Brooke Park to School: ______________ 3. Supermarket to Playground: ______________ 4. Police Station to Restaurant: ______________

Activity 5 (Compass Rose

Directions)

Compass Rose Directions Learning Intention: We are learning to use the directions on a compass rose. Looking at the compass rose, complete the Compass Directions activity. You have a choice of three different activities. Complete at least one of them or try all three.

Additional Activities

Zoo Coordinates: Complete the Zoo Coordinates worksheet. Design a Theme Park: Design and sketch your own theme park. Include a start point where people enter the park. Use grid paper or draw a grid for your map, and use positional language to describe things in your park in relation to other structures or pathways. Use a compass rose to indicate directions. Use the grid worksheet attached.



Design A Theme Park




Activity1. Money • An amount of money can be made in different ways Students complete the table below to show Australian money.

notes coins $ 100

$2

Activity 2. We usually use the highest value notes and coins.

• Use the highest value notes and coins to make each amount. eg $ 296.50 = $100 x 2 + $50 + $20 x 2 + $5 + $1 + 50c pg 70 sp

• Write the number of notes needed to make each statement true. • Read the problem and answer. Pg 86 tfm

Activity 3. Counting Change. To give change, we count on from the price paid. Example: What is the change from $ 100 if the cost is $ 23.90?

• Count on from $ 23.90. $24… $25…$30…$50…$100 10c + $1 + $5 + $20 + $50 change = $ 76.10

Students: • Count on and write the change given in coins and notes. • Find the change from $50 using only the boxes you need. • Show three different ways of giving change from $50 if the cost is $41.95

Pg71 • Calculate change pg 86 tfm



Activity 4. Rounding Money. When paying by cash, the price is rounded to the nearest 5 cents. Example: 48c/49c/51c/52c is rounded to 50c 53c/54c/56c/57c is rounded to 55c 58c/59c/61c/62c is rounded to 60c Students: 1. round amounts to the nearest 5 cents eg 87c = 90c 2. find the total rounded cost of items. pg 83 Sp 3. Complete the table

Activity 5. Explore a shopping Receipt. Using a shopping receipt, students can explore the information typed onto the docket.

• store name and date • total purchase • rounding • discounts • amount given for payment • change received • decimal number showing dollars and cents.

Using the receipt, students can choose two items and their prices to: • add the prices • subtract the total of the prices from $5, $10 or$20 • give a discount to each item (20c off) • buy two of each item.

Students can use mental, written or calculator strategies




Activity 1. Polygons. Polygon is a Greek word meaning “many angles”

• A polygon is a figure made of 3 or more straight sides. • In a regular polygon, all the angles and all the sides are equal. • Diagonals are lines drawn from one vertex/corner to another, across a polygon.

1. Draw in all the diagonals for each shape below.

a. b. c. d. e. F. What are the names of the polygons in a, b and c? ____________________________________ g. Which of the polygons above has right angles? _______________________________________ h. How many diagonals has a triangle? ______________________________________________

i. Are the polygons regular or irregular? ______________________________________________

2. Complete this table.

Regular Shape Number of sides Number of angles Number of Diagonals

Triangle

Square

Pentagon

Hexagon

Octagon

3. Draw in all the axes of symmetry for each regular polygon below.

a. b. c. d. e.

4. Compare the number of sides and the number of axes of symmetry for each shape in Question 3.



• Predict the number of axes of symmetry for a regular figure/shape with:

a. 10 sides _________ b. 12 sides___________ c. 20 sides_____________ Activity 2. Joining and splitting shapes

• Record the shapes that have been used to form each hexagon.

a. b. c. d. ___?____Triangles __? ___S ___________ __?____________ _?_________________ ? ___?____rectangles ___?___T___________ __?_______________ _?_________________

• What shape is formed when these shapes come together?

a. b. c. d. a.________________ b._____________________ c. _________________ d. ________________________

• Try drawing an octagon that is made up of 5 squares and 4 triangles.



Activity 3. A shape can often be cut into other shapes.

• Manipulate the shape to form other shapes.

a. 2 triangles b. A square and a rectangle c. A triangle and a rectangle d. 5 squares

• Draw lines from the vertices (corners) to make 3 triangles.

a. b. c. d.

• Show how the shape can be cut into:

4 triangles and a square a triangle and 3 squares 3 rectangles and a triangle

Activity 4. Tessellations Identical shapes tessellate if they fit together without gaps or overlaps.

• Peter wanted to tile his parents’ bathroom. He used dot paper to draw the two tile patterns.

• Use a rectangle and kite pattern to draw tiles using the dot paper provided.

• Do the tiles tessellate.? _______



Activity 5. Parallelograms and properties. A parallelogram is a special type of polygon. The opposite sides are parallel. They will never meet.

• Colour the parallelograms in this group of shapes.

a. b. c. d. e.

Opposite sides of a parallelogram are___________________________.

• Name each shape and mark parallel lines on each one.

a.______________ b. _______________ c._______________ d. _______________ e.___________________

pentagon rectangle trapezuim octagon rhombus

• Record the number of sides and angles for each polygon. Name each one a, angles b. angles c. angles

sides

sides sides



d. angles e. angles f. angles sides sides sides

• a. Which shape has two sets of parallel lines? _________________________

b. Which shape has no parallel lines? ________________________________

c. What shape has five sides and five angles? _______________________

d. What shape has more than two sets of parallel lines?



Mathematics: Week 9– Term 2

Activity1. Mental strategies to build multiplication facts.

• Skip count by: fours, sixes, sevens, eights and nines – one number a day

• Use doubling and repeated doubling to multiply by 2, 4 and 8. Multiplying a number by 2 is doubling. 6 x 2/ 6 + 6 = 12 (repeated addition)

a. 5x2 = b. 9x2= c. 7x2 = d. 8x2 = e. 4x2 = f. 13x2 =

Multiplying a number by 4 is doubling the double. 6 x 4 = 6 x 2 x 2 = 12 x 2 /6 + 6 + 6 + 6 = 24

a. 5x4 = b. 9x4= c. 7x4 = d. 8x4 = e. 4x4 = f. 13x4 = Multiplying a number by 8 is double the number, double again and then double again. eg 6 x 8 = 6 x 2 = 12 , 12 x 2 = 24, 24 x 2 = 48/ 6+ 6+6+6+6+6+6+6 = 48

a. 5x8 = b. 9x8= c. 7x8 = d. 8x8 = e. 4x8 = f. 13x8 = Students complete the number facts above in their maths book.

Activity 2. Relationship between multiplication facts. The multiplication facts for 6 are double the multiplication facts for 3. When multiplying by 6 first multiply by3 and then double the answer

• Complete the following multiplication facts using the above strategy. a. 6x9 =? b. 6x7 =? c. 6x12 = ? d. 6x11 =? e. 6x6 =? f. 6x8 = ? g. 6x5 = ? h. 6x13 =?



Activity 3. Factors. Remember the factors are numbers multiplied together to give a product. 2x6 (factors) =12 (product). 3x4 (factors) =12 (product) and 1x12 =12, therefore, factors of 12 are 1,2,3,4,6,12. Factors of 18: 1x18, 2x9, 3x6, 6x3, 9x2, 18x1 Factors are not repeated so the factors of 18 are:1, 2, 3, 6, 9, 1

Number Factors 16 24 8 32 20 9 1, 3, 9 36

Activity 4. Here are a set of factors to help you find the “ mystery” multiple.

a. 1,2,4,8, 16,____ b. 1,2,3,5,6, 10,15,______ c. 1, 2, 3, 6, 9, _____ d. 1,2,4,5,10,_____ e. 1, 2, 4, 7, 14, _____ f. 1, 2, 3, 4, 6, 8, 12, _____ g. 1, 2, 3, 4, 6, ____ h. 1, 2, 3, 4, 6, 9, 12, 18, ____ .



Activity 5. Factorising one number. Example: 5x8 is the same as 5x2 x4 which becomes 10x4. Using the above example solve the multiplication facts that follow:

a. 7x8 =? b. 3x8 =? c. 9x8 =? d. 6x8 =? e. 4x8 =? f. 12x 8 =? g. 8x13 =? h. 8x14=? i. 8x20 =? j. 8x30 =? ____________________________________________________________________________________ Activity 6. Strategies when multiplying by 9.

Examples: a. 2x9 =18 = 2x10 = 20 -2 =18

b. 9x7 =10x7 =70 -7 =63

c. 12x9 = 10x9 = 90 + 9 + 9 = 108

• Use the strategies above to find the product of : a. 9x8 =? b. 9x6 =? c. 11x5 =? d. 12x5 =?

e. 8x11 =? f. 8x12 =? g. 9x9 = ? h. 12x7 =?

______________________________________________________________________________________________



MATHEMATICS (Consolidation): Week 10: 27 June – 3 July 2020

Before the start of each

activity

• Skip counting catch/bounce: Throw a soft ball in the air or against the wall. Each time you throw it, skip count by a given number eg “4, 8, 12, 16, 20…”. Play this game until you reach the tenth bounce or catch. Change the number you start with each day.

• Counting Money Problem: I have $10 in my wallet. Draw a combination of coins and notes that could make up the total amount of money I have eg $5 note + $5 note, 4 x $2 coins and 2 x $1 coins. Think of a different combination each time you do this activity.

Activity 1 (Multiplication

& Division)

Learning Intentions: We are learning to recall multiplication facts up to 10x10 Can you guess what image it will make? Solve the multiplication problems and colour each square based on the answers below:



Activity 2 (Length)

Learning Intentions: We are learning to compare temperatures in degrees Celsius.

Technology: If you have a device, check the highest and lowest temperature for the weather in your suburb today and record the answers below: Highest Temperature (Max): ______ Lowest Temperature (Min): ______

Activity 3 (Patterns)

Odd and Even Numbers Learning Intentions: We are learning to identify the properties of odd and even numbers.



In your maths books, write down what you noticed about multiplying odd and even numbers.

Activity 4 (Length)

Measuring length, height and width Learning Intention: We are learning to measure and compare length, height and width in centimetres and metres. Using a ruler or tape measure, measure the height of each person in your family. Remember to start at the zero and keep the measuring tape straight. Record your measurements below (or use your maths book if you need more): Family Member Estimate (Height) Measurement (Height)

Can you order your family height from shortest to tallest? Extension: How tall is your entire family put together? (eg add up the height of all your family members).



Technology: If you have a device, record a picture or video of you completing this activity using Seesaw and share it with the class.

Activity 5 (Addition &

Subtraction)

Calculating Change Learning Intention: We are learning to calculate change to the nearest 5c. Draw the coins you would receive as change if you bought these items with the money shown.



Additional Activities

• Shapes Problem Solving:

• Missing Digits:

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