MQ QLD 1 TSB - Prelimscatalogimages.johnwiley.com.au/Attachment/07314/0731400836/Pa… · MQ QLD 1 TSB - Prelims Page 7 Friday, February 6, 2004 8:06 AM Black process 45.0° 120.0

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Introduction

2004 John Wiley & Sons Australia, Ltd.

This fully photocopiable teacher support book contains all the material published in the student homework book plus extra teacher support materials. The homework book section contains worksheets and a student reflection grid. The worksheets relate to the 12 chapters provided in the Maths Quest for Queensland 1 student textbook. The grid provides students with a record of worksheets completed.Each chapter consists of five worksheets:

Worksheet 1

Homework sheet

Worksheet 2

Homework sheet

Worksheet 3

Enrichment task

Worksheet 4 Code puzzleWorksheet 5 Code puzzle

Homework sheets

There are two homework sheets of similar format for each chapter. Each sheet begins with six manageable skills practice questions that cover concepts taught prior to Year 8. The main body of each homework sheet contains questions related to the content covered in the student textbook. These questions are designed to include a variety of skill and application problems. Each homework sheet covers a specific section of a chapter, and the relevant textbook pages are shown at the top of each sheet. The writing mathematically section encourages students to explain mathematical concepts in their own words. Each homework sheet concludes with a Maths Quest challenge. Students will practise working mathematically by solving a variety of problems linked to the chapter’s content and extend their problem-solving skills.

Enrichment tasks

Each chapter includes an enrichment task that allows students to practise working mathematically. These enrichment tasks provide a selection of problem-solving skills with links to ‘real-life’ situations, and encourage different levels of thinking by employing many open-ended questions. Some of the activities permit group work, and there are many ‘hands-on’ tasks. Teachers may allow students to complete these tasks as class activities or as homework assignments.

Code puzzles

There are two fun activities called code puzzles for each chapter. Half have been taken from the student textbook, and the others are additional puzzles that students will not have seen before. Each code puzzle shows textbook page references so that students may revise the required skills or knowledge.

Student reflection grid

Students can record details of their homework tasks in the student reflection grid on the following two pages. This grid also contains a section for students to reflect on their performance, and communicate any of their concerns with their teacher.

MQ QLD 1 TSB - Prelims Page 5 Friday, February 6, 2004 8:06 AM

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TEACHER SUPPLEMENTARY MATERIALThe supplementary material comprises assessment sheets, a syllabus grid, activities and answers.

Assessment sheets

The teacher support book contains 12 assessment sheets, one for each chapter. The questions are designed to assess student achievement in the relevant core content linked to the level 4 and 5 core learning outcomes for the Queensland Mathematics Syllabus. Codes for each core learning outcome are written in bold type beneath each question so teachers can see which outcomes are being assessed.

Syllabus grid

The syllabus grid displays the core content and core learning outcomes for the five Mathematics strands and their associated topics at levels 4 and 5 (and, where relevant, level 6). It displays the core learning outcome codes and where the questions for each level are located.

Activities

The six extra activities are worksheets for teachers to use at their discretion, or at times when it is difficult to organise lesson preparation.

Answers

The answers section in the teacher support book contains the answers for all questions in the student homework book, the assessment sheets and the extra activities.




for Queensland11 Student reflection grid


Name: ...................................... Class: .................. Teacher:................................................

Worksheet Issue date

Due date

Comments/reflections

Chapter 1Whole numbers

Homework sheet 1.1

Homework sheet 1.2

Enrichment task 1.3

Code puzzle 1.4

Code puzzle 1.5

Chapter 2 Common fractions

Homework sheet 2.1

Homework sheet 2.2

Enrichment task 2.3

Code puzzle 2.4

Code puzzle 2.5

Chapter 3Decimal fractions

Homework sheet 3.1

Homework sheet 3.2

Enrichment task 3.3

Code puzzle 3.4

Code puzzle 3.5

Chapter 4Positive and negative numbers

Homework sheet 4.1

Homework sheet 4.2

Enrichment task 4.3

Code puzzle 4.4

Code puzzle 4.5

Chapter 5Patterns and functions

Homework sheet 5.1

Homework sheet 5.2

Enrichment task 5.3

Code puzzle 5.4

Code puzzle 5.5

Chapter 6Equivalence and equations

Homework sheet 6.1

Homework sheet 6.2

Enrichment task 6.3

Code puzzle 6.4

Code puzzle 6.5




Worksheet Issue date

Due date

Comments/reflections

Chapter 7Length, area and volume

Homework sheet 7.1

Homework sheet 7.2

Enrichment task 7.3

Code puzzle 7.4

Code puzzle 7.5

Chapter 8Time and mass

Homework sheet 8.1

Homework sheet 8.2

Enrichment task 8.3

Code puzzle 8.4

Code puzzle 8.5

Chapter 9Chance

Homework sheet 9.1

Homework sheet 9.2

Enrichment task 9.3

Code puzzle 9.4

Code puzzle 9.5

Chapter 10Data

Homework sheet 10.1

Homework sheet 10.2

Enrichment task 10.3

Code puzzle 10.4

Code puzzle 10.5

Chapter 11Shape and line

Homework sheet 11.1

Homework sheet 11.2


Code puzzle 11.4

Code puzzle 11.5

Chapter 12Location, direction and movement

Homework sheet 12.1

Homework sheet 12.2


Code puzzle 12.4

Code puzzle 12.5



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Homework

sheet

1.1

Name: ............................................................................

Class: ..................... Due date: ..................................

Parent/Guardian signature: .......................................

Teacher feedback:


Chapter 1 | Whole numbers

pages 17–28

1

Calculate 7

×

5.

2

Half of 24 is .

3

Add 78 to 20.

4

How many 10-cent coins are in $1.40?

5

Insert the correct operator sign (

+

,

−

,

×

or

÷

) into the box to make a true statement.

45 25

=

20

6

Write the next three terms of the following number pattern.

55, 50, 45, 40, , , .

7

The diagram shows an advertisement for the sale of a new car. Write in words and digits the value of the 5 in the price.

8

Complete the table below to show the place value of each column.

9

Use your place value table to write 29 821 in expanded notation.

Skills

practice

Number

MillionsHundred thousands Thousands Tens Units

1 000 000 10 000 1000 100

MQ QLD 1 TSB - 01 Page 1 Friday, February 6, 2004 7:56 AM


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10

Re-write the following group of numbers in ascending order (smallest to largest).2345, 2534, 255, 234, 2154, 2255

11

What does this sign represent?

Answer the following two questions by setting them out in columns; then add or subtract as required.

12

1287

+

9842

+

234

13

90 652

−

8511

14

On census night in 2001, there were totals of 1 803 810 males and 1 851 329 females in Queensland. What was the total population of Queensland on census night 2001?

15

Sophie has saved $44 and wants to put it towards a new bike. If the bike costs $220, how much more does she need to save before she can buy the bike?

16

How is a number written in expanded notation?

17

Describe how numbers should be lined up when they are being added or subtracted.

Writing

mathematically

MA

TH

SQUEST

C H A L L

EN

GE

MA

TH

SQUEST

C H A L L

EN

GE

a Matchsticks can be used to create Roman numeral sums. Move one matchstick to make a true statement.

b How can a true statement be made without moving any of the matchsticks?



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Homework

sheet

1.2

Name: ............................................................................

Class: ..................... Due date: ..................................


Teacher feedback:


Chapter 1 | Whole numbers

pages 29–41

1

The difference between 20 and 8 is .

2

Increase 46 by 12.

3

Double 200.

4

How much is $8.50 plus $2?

5

Write three thousand, six hundred

6

What is the place value of and eight in numerals. the 5 in 3254?

Complete each of the following without using a calculator.

7

5

×

4

=

8

19

×

3

=

9

8

×

5

×

2

=

10

Use short multiplication to calculate 432

×

5.

11

Use long multiplication to calculate 1873

×

24.

12

Use mental strategies to calculate 50

×

17

×

2.

13

Aaron purchases his golf balls by the dozen. How much will three dozen balls cost him?

Calculate each of the following using short division.

14

12 432

÷

4

15

7

)

74 263

Skills

practice

Number

operations



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16

Calculate the following using long division. Write the remainder as a common fraction.

15

)

34 580

17

Kellie paid off her entertainment system with monthly payments over 8 months. If the system cost her $1160, what were her monthly repayments?

18

Mark’s teacher returned a homework sheet to him with a question marked incorrect as shown.Explain where Mark made an error and what the answer should be.

Following the order-of-operation rules, calculate each of the following.

19

60

−

5

−

5

×

2

20

66

−

[(12

×

5)

+

3]

21

What is a ‘short cut’ when multiplying a number by a multiple of 10?

22

What is the order we must follow in calculations that involve more than one operation?

Writing

mathematically

12 + 3 × 2 =

MA

TH

SQUEST

C H A L L

EN

GE

MA

TH

SQUEST

C H A L L

EN

GE

Consider numbers with two identical digits multiplied by 99. Work out:11 × 99 22 × 99 33 × 99

Can you see a pattern? Explain it.

Without using a calculator or long multiplication, write down the answers to:a 44 × 99 b 55 × 99 c 66 × 99 d 77 × 99 e 88 × 99 f 99 × 99



for Queensland11 Enrichment task 1.3

Name: ............................................................................

Class: ..................... Due date: ..................................


Teacher feedback:


Chapter 1 | Whole numberspages 17–28

In the cartoon series The Simpsons, Homer is a very keen tenpin bowler. Have you been tenpin bowling? Do you know how to score?The method for scoring is described below.

• A game consists of 10 frames.

• There are 10 pins to knock down in each frame.

• You bowl two balls in each frame unless your first ball is a strike — all 10 pins down with one ball.

• If you get all 10 pins down with your 2 balls, this is called a spare.

• If you don’t get all 10 pins down with 2 balls, you just score the number you knocked down.

• A strike scores 10 points plus the pins you get with your next 2 balls.

• A spare scores 10 points plus the pins you get with your next ball.

• If you get a strike in the 10th frame, you are entitled to 2 bonus balls.

• If you get a spare in the 10th frame, you are entitled to 1 bonus ball.

The score is totalled progressively from frame to frame.

Below is a copy of one of Homer Simpson’s games.

Frame 1: Homer knocked down 6 pins with his first ball and then 3 pins with his second ball — a total of 9 points.

Frame 2: Homer knocked down 7 pins with his first ball and 1 pin with his second ball. The overall total is now 9 + 7 + 1 = 17 points.

Frame 3: Homer knocked down 8 pins with his first ball and the last 2 pins with the second ball. As he knocked down all 10 pins with 2 balls, this is called a spare, and is marked as / on the scorecard. We cannot calculate his points until he bowls his next ball.

Frame 4: With his first ball, Homer knocked down 7 pins. Now we can calculate his total at the end of Frame 3 as 17 + 8 + 2 + 7 = 34 points. The second ball hits two pins. His total at the end of Frame 4 is 34 + 7 + 2 = 43 points. Notice that he scores the 7 points twice.

Tenpin bowling



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Frame 5: Well done, Homer! All 10 pins down with one ball. For a strike, marked as X on the scorecard, we need to wait until Homer bowls the next 2 balls before we can calculate the points for Frame 5.

Frame 6: Homer knocks down 6 pins then 2 pins. His total at the end of Frame 5 is 43 + 10 + 6 + 2 = 61 points. We can now calculate the score at the end of Frame 6. The score is 61 + 6 + 2 = 69 points.

It is now your turn to explain the rest of Homer’s scorecard.

1 Explain what has happened and what the total score is at the end of each frame for Frames 7, 8, 9 and 10.

2 What does — represent on a scorecard?

3 Why are there 3 boxes for recording the results in Frame 10?

4 What is the highest score possible in a game of tenpin bowling?

Below are two actual scorecards from a Brisbane bowling alley.

5 Fill the totals into the scorecard at the end of each frame.

6 Write a sentence to explain who won the game and by how many points.

7 Design a new scoring system for tenpin bowling. Think carefully about your system and write down your instructions. Comment on the differences between your design and the actual scoring system for tenpin bowling.



for Queensland11 Code puzzle 1.4

Name: ............................................................................................................ Class: ......................



Answer the questions below.If the number in the bottom left corner is different from

your answer, shade in the rectangle containing the question,your answer and the letter beside the questions. The letters

remaining when all questions have been answeredwill spell out the number of bones.

Your skeleton holds you up and protects important organs in your body. How many

bones are there in your skeleton?



for Queensland11


Code puzzle1.5Name: ............................................................................................................ Class: ......................


7 + 6 ÷ 2=

C 15 – 9 + 6=

D 8 x 7 + 5=

E 2 + 9 x 4=

G 3 x 4 x 5=

H 15 + 21 – 6=

I 8 ÷ 2 + 2=

M 100 ÷ 5 x 2=

N 7 x 9 + 12=

O 63 – 18 ÷ 2=

P 90 – 20 + 15=

R 10 + 20 x 2=

S 63 ÷ 9 x 7=

T 20 x 5 – 14=

U 400 ÷ 20 ÷ 4 =

12 + 8 + 9=

A 47 – 12 – 4=

D 6 x 12 + 18=

E 75 ÷ 5 + 7=

G 5 x 6 x 7=

H 120 – 40 – 10=

I 45 ÷ 5 + 7=

M 8 + 37 – 3=

N 128 – 48 x 2=

O 5 + 38 + 16=

P 72 – 13 + 6=

R 82 ÷ 2 + 2=

S 8 x 12 ÷ 4 =

T 13 x 4 – 4=

W 250 ÷ 5 + 18=

A 30 x 20 – 520=

D 79 ÷ 1 + 8=

E 12 x 2 x 3=

H 19 – 8 ÷ 4=

I 71 – 52 + 8=

N 8 x 9 x 0=

R 80 ÷ 4 ÷ 5=

S 42 ÷ 6 + 6=

T 90 ÷ 18 + 3=

W 54 x 2 – 12=

A 3 + 7 x 9=

D 15 + 16 x 2=

E 18 ÷ 9 + 5=

H 5 + 8 – 7 + 14 =

I 73 x 1 ÷ 1=

N 8 – 18 ÷ 6 + 10=

S 69 – 13 + 8=

T 5 + 20 ÷ 2 x 3=

E 8 + 21 ÷ 7 – 9=

H 12 x 11 – 33=

I 200 ÷ 5 + 15=

S 1 + 16 x 7 x 0=

T 13 + 7 x 7=

E 8 + 17 + 9 – 1=

H 11 x 3 + 6=

I 48 ÷ 8 + 5=

S 34 x 2 + 6=

T 15 x 5 + 14=

E 6 x 8 ÷ 4 – 9=

E 14 ÷ 2 ÷ 7 + 8=

16 8 6 24 35 17 22 39 60 20 33 49 6227

29 73 0 61 64 85 7 2 4 9 54 3 87 43 12 9047

32 72 96 70 66 40 65 74 99 50 38 5 13 3155 ’

80 86 42 48 68 10 1 30 15 210 89 59 7511 ’.

The letter beside each question and its answer gives the puzzle solution code.

What’s special about the speed 370 km/h?

WA



MQ QLD 1 TSB - Prelimscatalogimages.johnwiley.com.au/Attachment/07314/0731400836/Pa… · MQ QLD 1 TSB - Prelims Page 7 Friday, February 6, 2004 8:06 AM Black process 45.0° 120.0

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