20769_Problem_solving_Year_5_Number_and_place_value_Using_units_of_measurement_2

Your partner in education 

YEAR 5 

PROBLEM-SOLVING 

IN MATHEMATICS 

Number and place value/ 

Using units of measurement – 2 

Two-time winner of the Australian 

Primary Publisher of the Year Award

Problem-solving in mathematics 

(Book F) 

Published by R.I.C. Publications ® 2008 

Copyright © George Booker and 

Denise Bond 2008 

RIC–20769 

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FOREWORD 

Books A–G of Problem-solving in mathematics have been developed to provide a rich resource for teachers 

of students from the early years to the end of middle school and into secondary school. The series of problems, 

discussions of ways to understand what is being asked and means of obtaining solutions have been built up to 

improve the problem-solving performance and persistence of all students. It is a fundamental belief of the authors 

that it is critical that students and teachers engage with a few complex problems over an extended period rather than 

spend a short time on many straightforward ‘problems’ or exercises. In particular, it is essential to allow students 

time to review and discuss what is required in the problem-solving process before moving to another and different 

problem. This book includes extensive ideas for extending problems and solution strategies to assist teachers in 

implementing this vital aspect of mathematics in their classrooms. Also, the problems have been constructed and 

selected over many years’ experience with students at all levels of mathematical talent and persistence, as well as 

in discussions with teachers in classrooms, professional learning and university settings. 

Problem-solving does not come easily to most people, 

so learners need many experiences engaging with 

problems if they are to develop this crucial ability. As 

they grapple with problem, meaning and find solutions, 

students will learn a great deal about mathematics 

and mathematical reasoning; for instance, how to 

organise information to uncover meanings and allow 

connections among the various facets of a problem 

to become more apparent, leading to a focus on 

organising what needs to be done rather than simply 

looking to apply one or more strategies. In turn, this 

extended thinking will help students make informed 

choices about events that impact on their lives and to 

interpret and respond to the decisions made by others 

at school, in everyday life and in further study. 

Student and teacher pages 

The student pages present problems chosen with a 

particular problem-solving focus and draw on a range 

of mathematical understandings and processes. 

For each set of related problems, teacher notes and 

discussion are provided, as well as indications of 

how particular problems can be examined and solved. 

Answers to the more straightforward problems and 

detailed solutions to the more complex problems 

ensure appropriate explanations, the use of the 

pages, foster discussion among students and suggest 

ways in which problems can be extended. Related 

problems occur on one or more pages that extend the 

problem’s ideas, the solution processes and students’ 

understanding of the range of ways to come to terms 

with what problems are asking. 

At the top of each teacher page, there is a statement 

that highlights the particular thinking that the 

problems will demand, together with an indication 

of the mathematics that might be needed and a list 

of materials that could be used in seeking a solution. 

A particular focus for the page or set of three pages 

of problems then expands on these aspects. Each 

book is organised so that when a problem requires 

complicated strategic thinking, two or three problems 

occur on one page (supported by a teacher page with 

detailed discussion) to encourage students to find 

a solution together with a range of means that can 

be followed. More often, problems are grouped as a 

series of three interrelated pages where the level of 

complexity gradually increases, while the associated 

teacher page examines one or two of the problems in 

depth and highlights how the other problems might be 

solved in a similar manner. 

R.I.C. Publications ® www.ricpublications.com.au Problem-solving in mathematics 

iii

FOREWORD 

Each teacher page concludes with two further aspects 

critical to successful teaching of problem-solving. A 

section on likely difficulties points to reasoning and 

content inadequacies that experience has shown may 

well impede students’ success. In this way, teachers 

can be on the look out for difficulties and be prepared 

to guide students past these potential pitfalls. The 

final section suggests extensions to the problems to 

enable teachers to provide several related experiences 

with problems of these kinds in order to build a rich 

array of experiences with particular solution methods; 

for example, the numbers, shapes or measurements 

in the original problems might change but leave the 

means to a solution essentially the same, or the 

context may change while the numbers, shapes or 

measurements remain the same. Then numbers, 

shapes or measurements and the context could be 

changed to see how the students handle situations 

that appear different but are essentially the same 

as those already met and solved. Other suggestions 

ask students to make and pose their own problems, 

investigate and present background to the problems 

or topics to the class, or consider solutions at a more 

general level (possibly involving verbal descriptions 

and eventually pictorial or symbolic arguments). 

In this way, not only are students’ ways of thinking 

extended but the problems written on one page are 

used to produce several more problems that utilise 

the same approach. 

Mathematics and language 

The difficulty of the mathematics gradually increases 

over the series, largely in line with what is taught 

at the various year levels, although problem-solving 

both challenges at the point of the mathematics 

that is being learned as well as provides insights 

and motivation for what might be learned next. For 

example, the computation required gradually builds 

from additive thinking, using addition and subtraction 

separately and together, to multiplicative thinking, 

where multiplication and division are connected 

conceptions. More complex interactions of these 

operations build up over the series as the operations 

are used to both come to terms with problems’ 

meanings and to achieve solutions. Similarly, twodimensional 

geometry is used at first but extended 

to more complex uses over the range of problems, 

then joined by interaction with three-dimensional 

ideas. Measurement, including chance and data, also 

extends over the series from length to perimeter, and 

from area to surface area and volume, drawing on 

the relationships among these concepts to organise 

solutions as well as giving an understanding of the 

metric system. Time concepts range from interpreting 

timetables using 12-hour and 24-hour clocks while 

investigations related to mass rely on both the concept 

itself and practical measurements. 

The language in which the problems are expressed is 

relatively straightforward, although this too increases 

in complexity and length of expression across the books 

in terms of both the context in which the problems 

are set and the mathematical content that is required. 

It will always be a challenge for some students 

to ‘unpack’ the meaning from a worded problem, 

particularly as problems’ context, information and 

meanings expand. This ability is fundamental to the 

nature of mathematical problem-solving and needs to 

be built up with time and experiences rather than be 

iv 

Problem-solving in mathematics www.ricpublications.com.au R.I.C. Publications ®

FOREWORD 

diminished or left out of the problems’ situations. One 

reason for the suggestion that students work in groups 

is to allow them to share and assist each other with 

the tasks of discerning meanings and ways to tackle 

the ideas in complex problems through discussion, 

rather than simply leaping into the first ideas that 

come to mind (leaving the full extent of the problem 

unrealised). 

An approach to solving problems 

Try 

an approach 

Explore 

means to a solution 

Analyse 

the problem 

The careful, gradual development of an ability to 

analyse problems for meaning, organising information 

to make it meaningful and to make the connections 

among them more meaningful in order to suggest 

a way forward to a solution is fundamental to the 

approach taken with this series, from the first book 

to the last. At first, materials are used explicitly to 

aid these meanings and connections; however, in 

time they give way to diagrams, tables and symbols 

as understanding and experience of solving complex, 

engaging problems increases. As the problem forms 

expand, the range of methods to solve problems 

is carefully extended, not only to allow students to 

successfully solve the many types of problems, but 

also to give them a repertoire of solution processes 

that they can consider and draw on when new 

situations are encountered. In turn, this allows them 

to explore one or other of these approaches to see 

whether each might furnish a likely result. In this way, 

when they try a particular method to solve a new 

problem, experience and analysis of the particular 

situation assists them to develop a full solution. 

Not only is this model for the problem-solving process 

helpful in solving problems, it also provides a basis for 

students to discuss their progress and solutions and 

determine whether or not they have fully answered 

a question. At the same time, it guides teacher 

questions of students and provides a means of seeing 

underlying mathematical difficulties and ways in 

which problems can be adapted to suit particular 

needs and extensions. Above all, it provides a common 

framework for discussions between a teacher and 

group or whole class to focus on the problem-solving 

process rather than simply on the solution of particular 

problems. Indeed, as Alan Schoenfeld, in Steen L (Ed) 

Mathematics and democracy (2001), states so well, in 

problem-solving: 

getting the answer is only the beginning rather than 

the end … an ability to communicate thinking is 

equally important. 

We wish all teachers and students who use these 

books success in fostering engagement with problemsolving 

and building a greater capacity to come to 

terms with and solve mathematical problems at all 

levels. 

George Booker and Denise Bond 


v

CONTENTS 

Foreword .................................................................. iii – v 

Contents .......................................................................... vi 

Introduction ........................................................... vii – xix 

A note on calculator use ................................................ xx 

Teacher notes ................................................................. 2 

Coloured cubes .............................................................. 3 

Growing cubes ............................................................... 4 

Viewing cubes ................................................................ 5 

Teacher notes ................................................................. 6 

Market days ................................................................... 7 

Teacher notes ................................................................. 8 

Bookworms .................................................................... 9 

Calculator patterns ...................................................... 10 

Puzzle scrolls 1.............................................................. 11 

Teacher notes ............................................................... 12 

The seedling nursery .................................................... 13 

The tropical fruit orchard ............................................. 14 

Animal Safari Park ...................................................... 15 

Teacher notes ............................................................... 16 

Desert adventures ........................................................ 17 

Teacher notes ............................................................... 18 

Abstract art .................................................................. 19 

Time taken .................................................................... 20 


Teacher notes ............................................................... 22 

The school’s records ..................................................... 23 

The town’s centenary ................................................... 24 

Keeping records ........................................................... 25 

Teacher notes ............................................................... 26 

Number patterns .......................................................... 27 

Teacher notes ............................................................... 28 

Magic squares ............................................................. 29 

Sudoku ......................................................................... 30 

Alphametic puzzles ...................................................... 31 

Teacher notes ............................................................... 32 

At the shops ................................................................. 33 

At the delicatessen ...................................................... 34 

The sugar mill .............................................................. 35 

Teacher notes ............................................................... 36 

The fish market ............................................................ 37 

Teacher notes ............................................................... 38 

Designing shapes ......................................................... 39 

Different designs ......................................................... 40 

Using designs ............................................................... 41 

Teacher notes ............................................................... 42 

How many? ................................................................... 43 

How far? ....................................................................... 44 

How much? ................................................................... 45 

Teacher notes ............................................................... 46 

Training runs ................................................................. 47 

Teacher notes ............................................................... 48 

Balancing business ...................................................... 49 

Calendar calculations .................................................. 50 


Teacher notes ............................................................... 52 

Tall buildings ................................................................ 53 

Good sports .................................................................. 54 


Teacher notes ............................................................... 56 

Tank water .................................................................... 57 

Square-deal nursery ..................................................... 58 

Salad days .................................................................... 59 

Teacher notes ............................................................... 60 

Shelley Beach .............................................................. 61 

Solutions .................................................................62–68 

Isometric resource page .............................................. 69 

0–99 board resource page ........................................... 70 

4-digit number expander resource page (x 5) ............. 71 

10 mm x 10 mm grid resource page ............................ 72 

15 mm x 15 mm grid resource page ............................ 73 

Triangular grid resource page ...................................... 74 

vi 


TEACHER NOTES 

Problem-solving 

To use logical reasoning and measurement to solve 

problems 

Materials 

paper to draw diagrams or tables and record times, 

calculator 

Focus 

This page investigates distance and time expressed as 

fractions of the distance around a running track. Logical 

thinking and organisation are needed to see how the 

runners progress, keep track of their positions and 

determine when they will coincide. 

Discussion 

Page 47 

Drawing a diagram to show the oval, the running track and 

the relative positions of the runners may help students. For 

Problem 1, there are 24 markers (one every 10 m) around 

the 240 m track and these show how the relative jogging 

rates of 1-half, 1-fourth and 1-third can be determined. In 

one minute, Heather jogs 120 m, Hannah jogs 80 m and 

Helen jogs 60 m. This information can be organised to 

keep track of how far each has jogged and when each 

reaches the starting line—i.e. has jogged 240 m. One way 

is to place the information in a table to show how far each 

girl has jogged after 1, 2, 3 etc. minutes: 

Time in 

minutes 

Heather Hannah Helen 

1 120 80 60 

2 start 160 120 

3 120 start 180 

4 start 80 start 

5 120 160 60 

After 4 minutes, all of the girls have reached the start at 

least once, but never all at the same time. 

Other ways to find a solution can also be used; for 

example, while the first solution focuses on the distance 

travelled, other students may prefer to work with time, 

using the pattern that Heather reaches the start every 

2 minutes, Hannah every 3 minutes, and Helen every 4 

minutes. Some students may quickly follow a pattern or 

seek a common multiple of 2, 3 and 4 which is 12. 

The second problem can be solved in a similar manner: 

Expressing the relative distances run as written fractions 

may require further thought for some students and this 

problem asks for the distance travelled rather than the 

time taken. 

Possible difficulties 

• Unable to visualise the distance each person jogs or 

the time they take 

• Unable to organise the information to keep track of 

the various criteria 

• Does not coordinate the different times people take to 

get to the start 

• Unable to convert metres to kilometres and vice versa 

Extension 

• Find out how far each of the children would jog if they 

trained for one hour each day. 

• How far would they have jogged if they began 

training for one hour per day four weeks before the 

cross-country meet was scheduled? 

• If each girl wanted to jog for one minute and finish 

together at the original starting line, where would 

they each have to start running? 

• If each boy wanted to jog 2 km, how many minutes 

apart would they each finish? 

• Challenge students to come up with similar problems 

of their own involving other activities. 

46 


TRAINING RUNS 

To prepare for the school’s cross-country run, Heather and her two sisters, Hannah 

and Helen, decide to jog on the oval each morning. The running track around the oval 

is 240 m long, with markers to show the distance every 10 m and a large clock to keep 

track of how they are going. After one minute, Heather has jogged halfway around the 

track, Hannah has run 1-third of the way and Helen has jogged 1-fourth of the distance 

around the track. 

1. If they all continue jogging at the same rate, after how many minutes will they all cross 

the starting line at the same time? 

2. (a) Their cousins, Len, Liam and Lachlan, also have a cross-country race coming up 

and decide to follow a similar training schedule. The running track on their oval is 

300 m long, with markers to show the distance every 10 m. It also has a large 

clock. After 1 minute, Len has jogged 1 2 the track, Liam has jogged 1 5 of the way 

and Lachlan has jogged 1 3 of the distance. If they all continue jogging at the same 

rate, how many kilometres will each of the boys have jogged when they first cross 

the starting at the same time? 

(b) If they start jogging at 7:30 am, what will be the time when they first cross the 

starting line together? 

(c) What would be the next time they cross the starting line together and how far 

would each boy have jogged by then? 


47

SOLUTIONS 

Note: Many solutions are written statements rather than just numbers. This is to encourage teachers and 

students to solve problems in this way. 

TRAINING RUNS ....................................................... page 47 

1. In one minute, Heather jogs 

120 m, Hannah jogs 80 m 

and Helen jogs 60 m. They 

reach the starting line after 

jogging 240 m: 

The table can be continued until after 12 minutes they 

are all at the start together. 

Looking for a pattern in the table—Heather is at the start 

every 2 minutes, Hannah every 3 minutes, and Helen 

every 4 minutes—also shows that they will be at the 

start together after 12 minutes. 

2. (a) The second problem is solved in a similar manner. 

Expressing the relative distances run as written 

fractions may require further thought for some 

students and this problem asks for the distance 

travelled rather than the time taken. Students need 

to calculate the total distances travelled and then 

convert the metres to kilometres. 

Distance jogged Len Liam Lachlan 

1 150 60 200 

2 300 – start 120 400 

3 450 180 600 – start 

4 600 – start 240 800 

5 750 300 – start 1000 

6 900 – start 360 1200 – start 

The table can be continued until after 30 minutes 

they are all at the start together. Looking for a 

pattern in the table – Len is at the start every 2 

minutes, Liam every 5 minutes, and Lachlan every 3 

minutes – also shows that they will be at the start 

together after 30 minutes. Len will have made 15 

laps and jogged 4500 m or 4 km 500 m. Liam will 

have made 6 laps and jogged 1800m or 1 km 800 m. 

Lachlan will have made 10 laps and jogged 3000 m 

or 3 km. 

(b) 8:00 

(c) 8:30 Len 9 km, Liam 3.6 km, Lachlan 6 km 


67

20769_Problem_solving_Year_5_Number_and_place_value_Using_units_of_measurement_2

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