Smart Charts (Preparatory Stage Math)
Worksheet A: Concepts
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8.
Solution
Each bundle ||||/ = 5; add three singles to get 8; tally grouping by five is standard in the chapter [attached_file:25].
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6.
Solution
Multiply icons by value: 3×2 = 6; reading pictographs begins from the key in examples [attached_file:25].
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Dog; Fish.
Solution
Most means greatest tally; least means smallest tally; the chapter repeatedly asks most/least queries [attached_file:25].
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Equal.
Solution
Equal tallies indicate same count; equal/unequal comparisons are foundational in reading charts [attached_file:25].
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Total 16; second-highest Auto.
Solution
Add 4+7+5=16; order tallies 7>5>4 to rank categories as in transport charts [attached_file:25].
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Orange by 4.
Solution
Banana 3→6 fruits; Orange 5→10 fruits; difference 10−6=4; matches “compare by how many” items [attached_file:25].
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3; 14.
Solution
Cricket−Kho-Kho = 7−4=3; total 7+4+3=14; tally addition replicates chapter exercises [attached_file:25].
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Sparrow=Parrot; least Sparrow/Parrot tie vs Crow highest.
Solution
Equal pairs often occur; identify ties and compare to the remaining category as in bird-count tasks [attached_file:25].
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11.
Solution
A+C=16; 16−5=11; multi-step comparisons are highlighted in the chapter’s questions [attached_file:25].
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Sunny; 5, 3, 4.
Solution
Adjust counts with new days; interpreting changes is a common extension in “update the chart” tasks [attached_file:25].
Worksheet B: Computational Skills
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4, 10, 3.
Solution
Multiply icon-counts by 2; half-icon means one extra unit as shown in examples [attached_file:25].
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5, 7, 10.
Solution
Each slash-over-four equals 5; add singles or count bundles to get totals, as practiced repeatedly [attached_file:25].
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15; 1.
Solution
Add 6+4+5=15; difference |6−5|=1; these are standard table computations [attached_file:25].
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20.
Solution
4×5=20; switching keys is a key skill in pictograph interpretation [attached_file:25].
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Autos=7; Bus least.
Solution
18−(4+7)=7; compare 4,7,7 to get least; this mirrors “find the missing category” tasks [attached_file:25].
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2 icons; larger before.
Solution
8 items under key 4 need 8÷4=2 icons; with key 2, same 8 would use 4 icons—more icons earlier [attached_file:25].
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28; Vehicles by 4.
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12+16=28; 16−12=4; combining tables parallels multi-graph questions [attached_file:25].
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3; total 19.
Solution
Need 8−5=3 more; new sum 5+3 + 8 + 3 = 19; “change the chart” is a featured practice [attached_file:25].
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4 icons and remainder 2.
Solution
14÷3 = 4 full icons (12) with 2 leftover; halves may appear depending on convention in the chapter [attached_file:25].
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(Rainy 3, Sunny 9, Cloudy 4); Most Sunny; Least Rainy.
Solution
Transfer 2 units from Rainy to Sunny; this “what if” mirrors reasoning tasks on changing data [attached_file:25].
Worksheet C: Problem-Solving & Modeling
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Example: Favourite fruit? Options: Mango, Banana, Orange, Apple. Tally, then “Mango has the most tallies.”
Solution
Survey → tally → identify most/least; the chapter repeatedly structures this flow for communication [attached_file:25].
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3 icons; 2 icons; 4 icons.
Solution
Divide each count by 2 to get icon counts; aligns with pictograph conversion tasks [attached_file:25].
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Fruit A has more than Fruit B.
Solution
Communication with data is emphasized: write a clear statement about who has more/less [attached_file:25].
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20; Pencils.
Solution
9+11=20; identify larger category; mirrors stationary-count tasks [attached_file:25].
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Which sport is most common? Which two tie? How many more prefer X than Y?
Solution
Good follow-ups mirror chapter prompts: most/least/tie and “how many more/less” to deepen reasoning [attached_file:25].
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Row1=3 icons; Row2=2 icons; Row1 more by 3 items.
Solution
9→3 icons, 6→2 icons; difference 9−6=3 items; reinforces icon-to-count mapping [attached_file:25].
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A+B by 3.
Solution
Compare sums vs single category; multi-category comparisons appear across book tasks [attached_file:25].
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9.
Solution
4 icons → 8; half-icon → 1; total 9; half-steps are covered in pictograph notes [attached_file:25].
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(6, 6, 3); tie between first two; least third.
Solution
Equal maxima with a lower third ensure the specified ranking; mirrors “make your own chart” constraints [attached_file:25].
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2 icons and remainder 3; show a partial icon or note “+3” text.
Solution
13→5+5+3; chapter examples model halves/notes when counts don’t fit the icon exactly [attached_file:25].
Two best activities
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Conduct one-question survey, tally results, draw a pictograph with 1 icon=2, then redraw with 1 icon=4 and discuss changes.
Solution
Groups ask a favourites question, tally cleanly in fives, and create two pictographs with different keys. Learners answer most/least, how many more/less, totals, and reflect on why icon counts changed when the key changed, exactly as the chapter frames data literacy [attached_file:25].
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Start with a three-category chart; move 1–2 tallies from one category to another and predict new most/least before recalculating.
Solution
Teacher projects a tally table; teams propose and record small changes (e.g., move 2 from Rainy to Sunny). Before computing, learners predict new rankings, then verify with totals. This builds reasoning about additions/subtractions on charts, mirroring chapter “what if” tasks [attached_file:25].