CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE

Learner’s Book answers

Unit 1 The number system
Getting started 6 20
7 a 345 b 1.68 c 65
1 a 5271 b 109 090
8 580
2 a 6 thousands b 6 tens
58.0
c 6 ten thousands
5800 × 10 0.58
3 a 800 000 + 5000 + 400 + 60 + 9
b 600 000 + 80 000 + 9000 + 500 + 60 + 7 × 100 ÷ 100
58
4 C
÷ 10 × 1000
5 C
6 a 640 b 10 5.8 5800 58 000

c 80 d 100 9 C because in C □ = 3.03 but in all the other

statements □ = 3.3.
Exercise 1.1
1 a 1001.01 b 500 005.9
Think like a mathematician
0.37
c 403 034.66
2 a Three hundred and forty-five point Exercise 1.2
zero nine
1 A 2.6, rounds to 3 B 5.5, rounds to 6
b Five thousand, three hundred and
seventy-eight point one two C 8.1, rounds to 8
c One hundred and fifty-eight thousand, 2 a 66 b 101
and thirty-five point four
c 44 d 56
d Three thousand and thirty point zero three
3 a 3 cm b 9 cm
3 a 7 hundreds b 7 ten thousands
c 7m d 0m
c 7 tenths d 7 hundredths
4 a 4.5 b 5.4
4 a Two hundred and six thousand, three
hundred and two point one 5 No, 0.5 rounds up to the next whole number
so 74.5 rounds to 75.
206 302.1
6 230.6 + 231.4 or 230.7 + 231.3 or
b Nine hundred and ninety thousand, nine
230.8 + 231.2 or 230.9 + 231.1
hundred and nine point nine
990 909.9 7 9.9
c One hundred and twenty-five thousand,
six hundred and twenty-five point four Think like a mathematician
three 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
125 625.43 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6,
5 a 35 800 b 100
6.1, 6.2, 6.3, 6.4, 6.5, 6.6 (36 different numbers)
c 5.6 d 456 000

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Numbers round to 1, 2, 3, 4, 5, 6 and 7 4 B

(7 different numbers).
Think like a mathematician
Check your progress
a Isosceles or scalene.
1 a 3 ones b 3 hundredths
b No triangle can have two right angles.
c 3 tenths
c No triangle can have three right angles.
2 a 103 507.9
One hundred and three thousand, d Sentences describing the possible types of
five hundred and seven point nine angles in different types of triangles.
b 660 606.06 5 a equilateral b isosceles
Six hundred and sixty thousand,
c scalene
six hundred and six point zero six
6 No, it is not possible.
3 a 0.3 b 5.55
4 a 5m b 17 cm Exercise 2.2
c 10 m d 11 cm 1 a 1 b 0 c 0
5 G d 1 e 0 f 3
6 a 20 000 b 5430 2 a 1 b 1 c 1
7 10 d 1 e 5

8 Sofia 0.35 Arun 3.5 3 a Any colour except black.

Marcus 35 Zara 0.53 b Black
c Impossible, the pattern cannot have more
than two lines of symmetry.
Unit 2 2D shape and 4 A orange B blue
pattern C red D purple
E blue F red
Getting started
G green
1 A, D and E
5
2 3
3 Any pattern of tessellating rectangles.
4 4

Exercise 2.1
1 B, D and E
2 a equilateral triangle
b isosceles triangle
c equilateral triangle
d scalene triangle
e isosceles triangle
3 a A triangle with two lines the same length.
b A triangle with no lines the same length.
c Learner’s own answer.

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Think like a mathematician b square numbers

There are 12 different patterns with at least one 4 36 or 96

line of symmetry.
Exercise 3.1
1 a

b 5 8 11 14
c Add 3
d 32 sticks
2 a 1, 12, 23, 34 b 155
3 −5 and −14
4 No. The numbers in the sequence are multiples
of 8 so Pierre will count back to 8, then 0.

Check your progress 5 No, together with an explanation:

1 Drawing of an isosceles triangle with one side Sofia could keep subtracting 7 but it would
longer than the other two sides. take a very long time and she is quite likely to
make errors.
2 A and D
Encourage learners to think about multiples
3 All triangles tessellate (equilateral, isosceles of 7 (7, 14, 21, 28, …). If the sequence ended
and scalene). at 0 it would have to include multiples of 7.
4 3 6 3, 5. Learner’s own answer.
5 a 6 7 1, 6, 11, 16, 21
b 0
Think like a mathematician
6 a Pattern with 0 lines of symmetry.
The sequences are:
b Pattern with exactly 1 line of symmetry.
c Pattern with exactly 2 lines of symmetry. A 1, 5, 9, 13, 17
d Pattern with exactly 4 lines of symmetry. B 20, 17, 14, 11, 8
C −15, −4, 7, 18, 29

Unit 3 Numbers and D 100, 74, 48, 22, −4

sequences E −40, −25, −10, 5, 20

Getting started Exercise 3.2

1 a b 100
1 −2
2 a Add 100
b 916 and 1016
3 a 2 Learner’s own answers.

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3 a 15 and 21 3 4, 7, 10
b triangular numbers 4 No, 77 is a multiple of 7 and Zara’s numbers
4 a are all 1 more than a multiple of 7.
5 17
1 5 10 10 5 1

1 6 15 20 15 6 1
Unit 4 Averages
b 1, 2, 4, 8, 16, 32, 64, 128 Getting started
c The numbers double each time.
1 Green pencil / 5th pencil from left.
5 a 36 b 64 c 81
2 a 1, 3, 4, 5, 7, 8, 9
Think like a mathematician b 14, 41, 104, 114, 144, 401, 414

The smallest number is 10. 3 Sphere, because there are more spheres than
any other shape.
The largest number is 31.
4 25
Exercise 3.3
1 11, 31, 41, 61
Exercise 4.1
They have exactly two factors. 1 a 1 b 29
3
2 49 is the only square number. c 9 d 1
4
19 is the only prime number.
2 5 bananas
3 composite
3 a 3 b 8 c 308
4
4 a 5 b 13 c 453
5 789 g
Square Prime
numbers numbers 6 a The mode is 6 and the median is 5.
b The mode is 11 and the median is 11.
Even numbers 17
c The mode is 3 and the median is 4.
d The mode is 2 and the median is 3.
16 18
19
15 Think like a mathematician
Possible answers include:
5 23 3, 3, 3, 3, 3 1, 3, 3, 3, 5 2, 3, 3, 4, 5
6 a 19, 29 or 59 b 12, 21, 15 or 51 Reflection: I check that the mode is 3 by counting
c 25 d 12 how many times each number occurs to see if 3
occurs the most.
Think like a mathematician I check that the median is 3 by putting the numbers
in order and checking that 3 is in the middle.
5, 23, 67, 89 or 2, 59, 67, 83 or 5, 29, 67, 83
7 a 4 b 3
Check your progress c The shopkeeper should use the mode
because that is the size that is sold the most.
1 C
8 a 0 mm b 4 mm
2 a 7, 13, 19, 25, 31, 37
b 2, 9, 16, 23, 30, 37

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c The median describes the average rainfall Exercise 5.1

in a month better because the mode
is 0 mm. Eight of the 11 months have 1 78.31
more than 0 mm of rain so 0 mm is not
2 a 41.6 b 13.77 c 17.8
typical. The median is 4 mm which is the
middle value. d 14.4 e 75.8 f 26.88
3 3.4 + 1.8 = 5.2. The 1 should be carried to the
Check your progress ones column and added to the other ones.
1 $18.50 6.5 − 2.7 = 3.8. It was incorrect to subtract
the smaller digit from the larger digit in the
2 3m
tenths column.
3 a The mode is 106, the median is 104. Make sure to estimate before calculating and
b The mode is 7, the median is 5. check your answer against the estimate.
c The mode is 32, the median is 30. 4 $22.75
d The mode is 2, the median is 2.
5 a A $4.40 B $14.10 C $13.25 D $6.45
4 a The mode is $9. b $38.20
b The median is $7.
6 a □ = 14    ○ = 9
c The median best describes the average
b ∆ = 9      ○ = 4
because only two people raised $9;
everyone else raised less than that amount. 7 □ = 15    ○ = 6    ∆ = 7
$7 represents the data better.
8
□ in kg ∆ in kg
5 a 4 b 3
c It would be best to use the mode 0.1 1
­because that represents the size that is 0.2 0.7
needed the most and Maryam wants to 0.3 0.4
know which size table is most useful.
0.4 0.1
Although the median is 3, only one
group had 3 people.
Accept other answers that use more than
1 decimal place.

Unit 5 Addition and Think like a mathematician

subtraction This is a version of a magic square but using
decimals instead of whole numbers. Accept different
Getting started orientations. 0.5 will always be in the middle cell.

1 a 63 b 59
0.2 0.7 0.6
2 a 6708; six thousand, seven hundred
and eight. 0.9 0.5 0.1
b One example is 6000 + 700 + 8.
3 Addition: Answer should be 614. In the ones 0.4 0.3 0.8
column, 7 + 7 = 14, but the 1 ten has not been
added in.
Subtraction: Answer should be 224. It was Exercise 5.2
incorrect to subtract the smaller digit from the 1 −10 and 2
larger digit in the ones column.
2 a −3 b 1
4 −5 or −4
c 395 d −29

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3 a −2 b −4 c 2 4 Complete net of a cube drawn.

4 −3 °C  5 °C  −4 °C  −2 °C  0 °C 5 a Cone and cylinder (other possible answers
include hemisphere and truncated cone).
5 a 13 °C b −12 °C Learners may also give ‘sphere’ as an
6 One possible answer is: answer because spheres are projected onto
2D surfaces as circles.
Positive numbers: 4 + 0 = 4   −4 + 5 = 1
b Both of the shapes have a circular face.
Negative numbers: −2 − 2 = −4   4 − 5= −1 Cones, cylinders and hemispheres have at
5 − 7 = −2   −3 − 1 = −4 least one circular face. Spheres appear to
have a circular face when they are drawn as
Zero: −4 + 4 = 0   6 – 6 = 0 2D images.
Accept any other valid choice provided it is c Learner’s answers could be:
clearly explained.
7 a −78 b −105 c −100
d 66 e 310 f 350

Check your progress

1 0.3 cone cylinder sphere
2 20 cents
6 a 0 or 1 depending on learner’s drawing.
3 1.2 metres
b 0, 1 or 2 depending on learner’s drawing.
4 a −5 b −4 c 203
7 a
5 a 98.73 b 7.55

Unit 6 3D shapes
Getting started
b
1 a triangular prism
b cylinder
c cone
d cuboid
e square-based pyramid c

2 2 pentagons and 5 rectangles

3 9

Exercise 6.1
1 a 6
b The faces are all squares.
2 An open cube.
3 B, C and E

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d
Unit 7 Fractions,
decimals and
percentages
Getting started
1 a 1 b 4 c 4
2 $9
e 3 a True b False
c False d True
4 50% and 75%

Exercise 7.1
1 1÷5

2
8 Learner’s cuboid should match shape b, c or d or
in a different orientation.
1 2
Think like a mathematician 4
of a pizza (or
8
of a pizza)
Nets of a cube that can be made with the two 3
pieces are: 3
4

4 a 10 b 18 c 36 d 72
5 Arun has confused multiplication and
division. He should divide by 10 and multiply
by 3. The answer is 6.
Check your progress 6 500 ml
1 Learner’s own answer. 7 Here are some possibilities. There are others.
2 C
3 Learners make a model that matches the
drawing using 12 cubes.

4 8 32
9 100

Think like a mathematician

There are several possible answers, but everyone
3
must have the equivalent of of a cake.
5

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Exercise 7.2 5
1
is the odd one out because all the other three
2
1 a 40% b 1% c 10% numbers are equivalent.
d 70% e 25% f 60% 6 a 12 b 8 c 25
2 a 30% b 70% c 25% 7 0.2, 0.3, 2.3, 2.4, 3.2
3 10% is the odd one out because it is the only 8 a > b = c <
one that can be expressed in tenths as well as
in hundredths. d < e < f =
2 3
10% is the odd one out because it is the only 9 a 0.1     50%     70%
5 5
even number.
3 4
10% is the odd one out because it is the only b   65%  0.7  75%  
5 5
composite (not prime) number.
Other answers are possible. Check your progress
4 a 50% b 25% c 75% 1 Yes. The number is four quarters which
6 60 is four times bigger than one quarter.
5 a or b 60% The number is 6 × 4 = 24.
10 100
3
6 10 2 6
4
2 4
7 20% = 0.2    40% = = = 0.4
5 10 3 a 44% b 75% c 30%
8 Fraction Decimal Percentage 4 Fraction Decimal Percentage
1
0.5 50% 3
2 0.3 30%
10
1
1 10
10 0.1 10% or 0.1 10%
10 100
(or equivalent)
2 20
9 or 0.2 20%
0.9 90% 10 100
10
23
0.23 23%
3 6 100
9 or
6 12 1 25
or 0.25 25%
4 100
Think like a mathematician
7 70
30 are yellow, 10 red, 5 blue and 15 green. or 0.7 70%
10 100

Exercise 7.3 5 0.2     0.3  70%  

1 3
2 6 1 4 4
1 a 1 = (accept 1 )
4 4 2

b 2 =
2
5
12
5
Unit 8 Probability
2 a 2
1
b 1
5
c 5
1
d 3
7 Getting started
4 7 3 10
1 1 a False b False
3 3 is the odd one out because it does not have
4 c True d True
an improper fraction to pair with. e False – there is no chance that you will
4 40 take a shirt with stripes.
4 and
10 100

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2 c Depends on learner’s answer to b.

Tally Total
For example: I drew 1 sphere, 1 cylinder
Heads IIII IIII IIII IIII III 23 and 1 square-based pyramid because there
Tails IIII IIII IIII IIII IIII II 27 must be at least one of each of these in
the bag because Arun saw them. I drew
2 cubes because Arun took more cubes
Exercise 8.1 out of the bag than any other shape.
1 a Arrow pointing to the unlikely section. d Shapes could be taken out of the bag
b Arrow pointing to even chance. more times.
c, d Answers depend on context. 3 a 17 b 33
2 a Arrow pointing to certain. c A coin flip has two equally likely
outcomes. In the simulation odd is
b Arrow pointing to impossible. more likely than even.
c Arrow pointing to unlikely. d There should be the same number of even
d Arrow pointing to even chance. and odd outcomes, for example random
numbers from 1 to 2.
3 Spheres and cubes are equally likely.
4 a 4 b 3
4 a 8 b 4
c–e Learner’s own answers.
c even chance
d S, M (either order) e E Think like a mathematician
5 More than one solution, for example: It is Results and comments will depend on learner’s
unlikely that Sofia will take an S from the bag. simulations.
Or: It is impossible that Sofia will take a B
The learner will see from their generated numbers
from the bag.
that Zara’s statement is wrong. This can be
explained to the learner by saying that, because
Think like a mathematician the numbers are all equally likely, it is probable
Results and comments will depend on learner’s that there will be a similar number of each, but
experiment. each time a number is generated all the numbers
have the same chance of being selected no matter
Exercise 8.2 whether they have been selected before or not.
It would be usual for the numbers not all to have
1 a 0, 1, 2, 3, 4, 5 been generated the same number of times even
b Learner’s own answer. though they are all equally likely to be generated.
The experimental probability will gradually get
c, d Learner’s own answers. closer to the value of the theoretical probability as
e Bar chart of learner’s results. more trials are performed.
f Answer depends on the result of the
learner’s experiment. (The outcomes are Check your progress
not equally likely.) 1 a unlikely b even chance
g Throw the dice and record the results c impossible
more times. Alternatively, write down all
the possible outcomes. 2 Taking a lemon sweet and taking a lime sweet
are equally likely.
2 a i True ii False
iii True iv False 3 a 16 b 10 c 6

b Five shapes including at least one each of d It is likely that a seed will grow.
a cube, sphere, cylinder and square-based
pyramid.

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Check your progress

Unit 9 Addition and
subtraction of fractions 1 a
7
8
b
3
8

Getting started c
3
d
3
8 8
4
1 or 1 2
4
5 2
2 12
3
6
3 a 10
4 b
4
1
4 Yuri has added the numerators together and 3
8
added the denominators together. The correct
1
10 4
answer is . 12
7

Exercise 9.1
Unit 10 Angles
3 3
1 a b Getting started
6 6

7 3 1 B, C and E
2 a b
10 10
2 a Obtuse angles are between 90 degrees and
11 11 180 degrees.
3 a b
10 9 b Acute angles are between 0 degrees and
20 15 90 degrees.
c d
12 12 3 360 degrees
19 9
e f 4 B 130 degrees
20 8

3 4 Exercise 10.1
4 a b
6 15
1 B, D and E
4 1
c d 2 a right angle b acute
12 8
c reflex d obtuse
7 7
e f e reflex
15 12
3
5 3 a b b e
6
6 c b, a, d, c, e
Answer less Answer of 1 Answer
than 1 more than 1 4 a Between (and including) 70 degrees to
89 degrees.
a d c b
b Between (and including) 190 degrees to
7 a 3 b 5 c 7 210 degrees.
c Between (and including) 91 degrees to
Think like a mathematician 110 degrees.
3 1 1 6 1 1 7 1 1
= +     = +     = + d Between (and including) 330 degrees and
8 4 8 10 2 10 18 3 18 359 degrees.
7 1 1
= +
10 2 5

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e Between (and including) 150 degrees to 3 About 4500 times.

170 degrees.
4 2356
f Between (and including) 271 degrees and
290 degrees. 5 The estimate is not a good one. It should be
300 × 60 = 18 000.
5 a = 75°, b = 125°, c = 100°, d = 150°
6 1152 boxes
6 a 90° b 40°
7 Arun multiplied by 1 hundred not 1 ten.
c 110° d 40°
He may have spotted the error if he had
estimated the answer before calculating it.
Think like a mathematician The correct answer is:
a = 105°, b = 75°, c = 40°, d = 140°
2 4
The angles opposite each other are equal.
× 1 2
Check your progress 2 4 0
1 a obtuse b reflex 4 8
c acute d reflex
2 8 8
e right angle f reflex
2 a Between 50° and 70°. 8 925

b Between 160° and 179°. 9 a 11 328

c Between 250° and 269°. b 10 203

3 The angles on a straight line add up to 180°. c 35 532

4 a 80° b 160° Think like a mathematician

c 100° d 50° 34 × 56 = 1904 35 × 46 = 1610
34 × 65 = 2210 35 × 64 = 2240

Unit 11 Multiplication 43 × 56 = 2408 53 × 46 = 2438

43 × 65 = 2795 53 × 64 = 3392
and division 36 × 45 = 1620 63 × 45 = 2835

Getting started 36 × 54 = 1944 63 × 54 = 3402

Largest: 63 × 54 = 3402
1 13 r6
Smallest: 35 × 46 = 1610
2 7461
3 25 × 3 =75 Exercise 11.2
4 54 ÷ 6 because it has the answer 9 and all the 1 a 57 b 124 c 37
other answers are 8. 2 34 days
5 a 5310 b 1350 3 a 127 r3 b 105 r3 c 40 r6

Exercise 11.1 4 List or table showing:

1 a 3600 b 480 Less than 10: 88 ÷ 9

c 2100 d 540 Between 10 and 20: 91 ÷ 9, 94 ÷ 8, 96 ÷ 6

e 3600 f 320 More than 20: 86 ÷ 3, 98 ÷ 4
2 30 × 80, 60 × 40, 120 × 20

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2 2 1 7 a any multiple of 8
5 a 19 b 21 c 14
5 4 7 b any multiple of 20
6 a 92 b 24 c 4
c any multiple of 100
7 3
Think like a mathematician
Think like a mathematician Sometimes true.
Largest: 954 ÷ 9 = 106 Learners will show they are convincing (TWM.04)
Other answers: 459 ÷ 9 = 51 495 ÷ 9 = 55 when they test examples and notice that in some
549 ÷ 9 = 61 594 ÷ 9 = 66 945 ÷ 9 = 105 cases the sum is divisible by 8 (for example
2 + 4 + 6 + 8 = 20 which is not divisible by 8 but
Exercise 11.3 2 + 8 + 10 + 12 = 32 which is divisible by 8).

1 a 366, 234 444, 14 432, 160, 422, 790 124, 146 Check your progress
b 234 444, 14 432, 160, 790 124
1 a 2856 b 1104 c 56
2 632, 488, 784 3 2 5
2 a 19 b 28 c 12
The last two digits are divisible by 4. 5 3 7

3 3
divisible by 8 not divisible by 8

divisible by 4 divisible by 5
even 23 456 62 848 51 466
400 25
304
odd 76 343 97 631
52 205
203
502
4 15 × 30 or 30 × 15
Numbers in the intersection are divisible by 4
and 5.
4 No because 14 is not a multiple of 4.
Unit 12 Data
5 a 152, 156, 160, 164, 168, 172, 176, 180 Getting started
b 152, 160, 168, 176 1 a 11 b 7
6 c There are 28 children in Hexagon Class.
divisible by 4 There are 30 children in Pentagon Class.
d Possible answer: I think that more
children are taller in Pentagon Class than
12 404
in Hexagon Class because the children in
divisible by 8
Pentagon Class might be older. Accept
any other valid choice provided it is
969 696 clearly explained.
43 200
2 25%
56 824
Exercise 12.1
1 a 13 b 2
987 204
24 302 c There is more than one possible answer.
For example: The zoo should aim their new
play area at 2- to 4-year-olds because 37 of
the children at the zoo were 2 to 4 years old.

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2 a 0.6 kg or 600 g b A bar chart showing the number of

visitors each month for Hotel Beachfront
b 0.4 kg or 400 g
c 1.2 kg or 1200 g or 1 kg and 200 g 32
d 1.7 kg or 1700 g 30
28
e Week 5
26
3 a 1 b 0 24
1 22

Number of visitors
c d 50% 20
3
18
4 a Ice cream Frequency Proportion 16
flavour 14
Strawberry 500 25% 12
Vanilla 100 5% 10
8
Mint 400 20%
6
Chocolate 980 49% 4
Blackcurrant 20 1% 2
0
b 51%
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
5 a Months
Hotel Snowy Mountain
Month Tally Number c The number of visitors goes up then
of visitors back down.
Jan IIII IIII IIII IIII IIII IIII 30 d
Feb IIII IIII IIII IIII IIII III 28 A dot plot showing the number of visitors
each month for Hotel Snowy Mountain
Mar IIII IIII IIII IIII II 22
Apr IIII IIII III 13 30
May IIII IIII 10 28
June IIII III 8 26
July IIII III 8 24
22
Number of visitors

Aug IIII III 8

20
Sept IIII IIII 9 18
Oct IIII IIII 10 16
Nov IIII IIII IIII III 18 14
12
Dec IIII IIII IIII IIII IIII III 28
10
8
6
4
2
0
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec

Months

e The number of visitors goes down then

back up.

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f More than one possible answer. For 5 a Cup 1

example, ‘If the hotels are in the Northern 20
hemisphere, Hotel Beachfront attracts 18
more visitors in the summer because it is 16
by a sunny beach. Hotel Snowy Mountain

Temperature (°C)
14
attracts more visitors in the winter because 12
it has winter sports such a skiing.’
10
6 Skiing Not skiing 8
6
Surfing Jen Ari
4
Leo Mai
2
Not surfing Zoe Ron 0
Kai Gia 0 10 20 30 40 50 60
Time (minutes)

Exercise 12.2 b Cup 2

12

Temperature (°C)
1 a 3 b 14 10
c Although 3 runners took between 15 8
and 20 minutes to complete the race, 6
it is possible that none of them took 4
20 minutes to complete the race. 2
0
2 A frequency diagram showing 0 10 20 30 40 50 60
the heights of dogs Time (minutes)
y-axis
7
c The line is flat at the start and then goes up.
6 d The line goes down then is flat at the end.
Frequency

5 e For example: Cup 1 was put in a warm

4 place, cup 2 was put in a cold place.
3 Accept any other valid choice provided it
2 is clearly explained.
1
f Learner’s own answers.
0
30 40 50 60 70 80 x-axis 6 Answers should match the data in the
Height (cm) learners’ investigation.

3 More than one possible answer, for example:

a In frequency diagrams there are no gaps
between the bars. In bar charts there are
gaps between the bars.
b Frequency diagrams and bar charts both
use bars to show frequency.
c Learner’s own answers.
4 a 11 °C b 9 a.m. c 10 °C
d 12 noon and 4 p.m.
Check your progress
1 a Rectangle of 40 squares (for example
8 squares by 5 squares). Key showing
five different colours for the five insects.
Squares in the rectangle coloured
according to the key: beetle 20, butterfly
5, ladybird 3, moth 2, wasp 10.
b 50%
2 a The frequency goes up and then
down again.
b The frequency goes up and then
down again.
c More children in Class B have longer
thumbs. More children in Class A have
shorter thumbs.

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d The children in Class A might be younger 2 a False. 3 out of 4 squares are white.
than the children in Class B. b True
3 A frequency diagram showing the c False. The ratio of white squares to black
mass of parcels to be loaded into a van squares is 3 : 1.
8
7 d True
6
e True
Frequency

5
4 3 a True b False
3
c False d True
2
1 4 a 2:3:5 b 3:5:2
0
0 2 4 6 8 10 3
Mass of parcels (kg) c 5:3:2 d and 30%
10

5 a 2:4:1 b 4:1:2
4 a 18 cm 4
c
b 8 cm 7
1
c 5.5 cm 6
5
d 2.5 hours or 2 hours 30 minutes
7 The diagram shows white circles and
black circles in the ratio 1 : 2.
Unit 13 Ratio and Sofia has confused ratio and proportion.
One in every three circles is white.
proportion Think like a mathematician
Getting started a Approximately 320 cm
6 4 b Fatima
1 a b
8 10
2 4 6 8 12 Check your progress
2 = = = =
3 6 9 12 18
1 a False. The ratio of yellow to blue in the
3 12 green paint is 2 : 1.
4 b False. The proportion of red in the purple
Fraction Percentage 3
1 paint is .
7
50%
2 c True
1 d False. 3 in every 7 parts of purple paint
10 10% are red.
(or equivalent) e True
9
90% 2 Marcus has confused ratio and proportion.
10 He saw one triangle and two circles which is
the ratio of triangles to circles 1 : 2.
Exercise 13.1 It should be 1 out of every 3 shapes is
1 a E.g. a triangle.

b E.g.

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Pink carpet $288

Unit 14 Area and Lilac floral carpet $360
perimeter Grey and white striped carpet $504

Getting started Check your progress

1 The area of the lake is approximately 9 km . 2
1 a Estimate between 10 cm and 18 cm.
2 a 28 cm 2
b 22 cm b 14 cm
3 17 cm2 2 a 6m b 8m
3 a Area 3 km2, perimeter 8 km
Exercise 14.1
b Area 30 m2, perimeter 30 m
1 a 12 cm b 6 cm2
c Area 72 cm2, perimeter 38 cm
c 12 cm d 7 cm2
4 Many possible answers; examples include
e The blue and red triangles have the same a rectangle 4 cm long by 3 cm wide and a
perimeters, but different areas. rectangle 12 cm long by 1 cm wide.
f Rectangle with a perimeter of 12 cm, for
example 5 cm long and 1 cm wide.
g Rectangle with an area of 6 cm2, for Unit 15 Multiplying and
example 3 cm long and 2 cm wide.
2 a Estimate between 14 cm and 22 cm.
dividing fractions and
b 18 cm decimals
Think like a mathematician Getting started
The smallest area is 7 cm , the largest area is
2
3 4
16 cm2. 1 and
6 8
3 a 40 m b 10 mm 2
2
c 4 km d 30 m 9

e 3 cm 3 2

4 a 120 m b 46 mm 4 a 34 b 476
c 38 km d 100 m 5 a 10 b 127
e 62 cm
Exercise 15.1
5 a 10 cm b 14 cm 3
1 . Accept any correct diagram, for example:
c 16 cm d 40 cm 4

6 a B and C b D and F + 14 + 14 + 14

c A and E
0 1 2 3 4
7 a 37 m2 b 46 m2 4 4 4 4

c 42 km2
1 1 1
4 4 4
8 Costs are:
Red carpet $432
Blue dotty carpet $384
Green carpet $312

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6 1 4 a 0.8 × 9
2 or 1 . Accept any correct diagram,
5 5
for example:
8 ÷ 10 × 9
+ 15 + 15 + 15 + 15 + 15 + 15

0 1 2 3 4 5 6 7 =8× 9 ÷ 10
5 5 5 5 5 5 5

1 1 1 1 1
5 5 5 5 5 = 72 ÷ 10

1
5
= 7.2

3 Learner’s preference explained.

4 b 1.3 × 7
4 with suitable diagram.
3
5 Arun has multiplied both the numerator
and the denominator by 5. He should only 13 ÷ 10 ×7
have multiplied the numerator.
1 5
×5 = (= 1)
5 5 = 13 × 7 ÷ 10
1 1 1
6 a b c
10 18 20
1 = 91 ÷ 10
7 bottle
6

Think like a mathematician = 9.1

1 4 4
×4= 4÷2=
2 2 2
5 a 4.2 b 7
1 3 3
×3= 3÷2= 6 3.5 × 7 is the only one with a decimal answer.
2 2 2
1 2 2 (1.4 × 5 = 7, 2.5 × 8 = 20, 1.8 × 5 = 9 and
×2= 2÷2= 3.5 × 6 = 21 but 3.5 × 7 = 24.5)
2 2 2
1 7 107.8
Multiplying by and dividing by 2 give the
2
same answer. 8 a 11.2 b 29.2 c 131
1
Multiplying by is the same as dividing by 3. Think like a mathematician
3
There are many different answers. Look for
Exercise 15.2 learners who work in a systematic way and then
1 1.2 comment on their solutions. For example, the
largest answer is 325.8 (54.3 × 6) and the smallest
2 a 2.8 b 2.5 c 2.7 answer is 136.8 (45.6 × 3).
3 A = 4, B = 3, C = 1 34.5 × 6 35.4 × 6 43.5 × 6 45.3 × 6 53.4 × 6 54.3 × 6
= 207 = 212.4 = 261 = 271.8 = 320.4 = 325.8
34.6 × 5 36.4 × 5 43.6 × 5 46.3 × 5 63.4 × 5 64.3 × 5
= 173 = 182 = 218 = 231.5 = 317 = 321.5
35.6 × 4 36.5 × 4 53.6 × 4 56.3 × 4 63.5 × 4 65.3 × 4
= 142.4 = 146 = 214.4 = 225.2 = 254 = 261.2
45.6 × 3 46.5 × 3 54.6 × 3 56.4 × 3 64.5 × 3 65.4 × 3
= 136.8 = 139.5 = 163.8 = 169.2 = 193.5 = 196.2

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Check your progress 2 a Eduardo

b Francis
5 9 7
1 a b c or 1 c 51.5 seconds, 52.3 seconds, 52.6 seconds,
6 4 7
52.9 seconds, 53.1 seconds, 53.4 seconds
1 1 1
2 a b c
18 56 30 3 a Arun
3 a 11.1 b 14 c 468.9 b Learner’s own answers.
1 4 a
4
10
Number of days 0.5 1 1.5 2 2.5 3
5
× 7 9 4 Number of hours 12 24 36 48 60 72
b
0.5 3.5 4.5 2
Number of hours 0.5 1 1.5 2 2.5 3
0.6 4.2 5.4 2.4 Number of minutes 30 60 90 120 150 180

0.2 1.4 1.8 0.8 c

Number of minutes 0.5 1 1.5 2 2.5 3

Number of seconds 30 60 90 120 150 180
Unit 16 Time 5 a 36 minutes
Getting started b 1 hour and 15 minutes (or 75 minutes)
c 1 hour and 6 minutes (or 66 minutes)
1 a There are 60 seconds in a minute.
d 2 hours and 21 minutes (or 141 minutes)
b There are 60 minutes in an hour.
c There are 24 hours in a day. 6 a 29 minutes

d There are 12 months in a year. b 2 hours and 10 minutes (or 130 minutes)

e The month of April has 30 days. c 21 minutes

f The month of July has 31 days. d 23 minutes

2 a 135 minutes 7 a Train A (10:11) b Train B (12:32)

b 1 hour 35 minutes c Train B (12:32) d Train C (14:23)

3 a 1.50 p.m. or ten minutes to 2 in 8 17:04

the afternoon 9 a 5 hours difference
b 25 minutes b 15 hours difference
c 16:00 or 4 o’clock in the afternoon c 6 hours difference
or 4 p.m.
d 11 hours difference
Exercise 16.1 10 a 14:21 b 18:44
1 Answers will be dependent on the learner’s c 23:03 d 17:18
environment and life experiences. Possible
11 Anchorage
answers include:
a blink
b write my name
c watch an advert on TV
d boil an egg.

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Think like a mathematician 3 a 10 × 2 = 20, 7 × 2 = 14, = 34

00:23 (Marcus) is correct. 14:23 (Sofia) is b 25 × 4 × 9, 100 × 9, = 900

incorrect; she has calculated the time 5 hours 4 (Learners may work differently)
behind rather than 5 hours ahead. 19:23 (Zara)
a 36 × 8 = 30 × 8 + 6 × 8 = 240 + 48 = 288
is incorrect; she has worked out the end-time of
the call for Amy but not taken into account the b 48 × 7 = 50 × 7 − 2 × 7 = 350 − 14 = 336
5-hour time difference. 23:83 (Arun) is incorrect; c 19 × 6 = 20 × 6 − 1 × 6 = 120 − 6 = 114
he has added on 48 minutes without counting on
correctly past the hour. 5 a 50 × 2 × 16 = 100 × 16 = 1600
b 25 × 4 × 17 = 100 × 17 = 1700
Check your progress c 15 × 6 × 17 = 90 × 17 = 1530
1 a 2 hours and 3 minutes 6 a 69 b 0 c 57
b 112 minutes
7 a 4+6÷3=6
2 a 48 minutes
b 5 × 6 – 2 = 28
b 1 hour and 23 minutes
c 5+9÷3=8
c From D to E
d 8 ÷ 2 – 4 = 0 or 8 – 2 × 4 = 0
3 a 6 hours
8 54 × 6 = 324, 22 × 3 = 66, 41 × 5 = 205,
b 13:12, 1.12 p.m. or twelve minutes past 1 19 × 4 = 76, 37 × 6 = 222
c 1 hour and 18 minutes Any method acceptable.
It is likely that 41 × 5 and 19 × 4 will be
done mentally:
Unit 17 Number and 41 × 5 = half of 41 × 10 = 205
19 × 4 = 20 fours – 1 four = 76
the laws of arithmetic 9 a 
Sofia 21  Arun 42  Zara 38
Getting started b Learner’s own answer.

1 a True b False Think like a mathematician

c True d False
The answer is a 4-digit number. The thousands
2 Arun: 19 × 2 × 5 = 38 × 5 = 190 and hundreds digits form the first 2-digit number
Marcus: 19 × 2 × 5 = 19 × 10 = 190 and the tens and ones digits form the second
2-digit number.
Marcus’s method is better because he
multiplied two numbers to give 10 and it is Check your progress
easy to multiply by 10.
1 An explanation showing that the order of
Exercise 17.1 multiplication can be changed to give the
products of 6 × 9 and 5 × 2, for example:
1 Any four calculations multiplying together 6 × 9 is 54 and the other numbers are 5 × 2
2, 5, 6 and 7 in any order. The answer is which is 10.
always 420.
2 Marcus should cross out one column not one
2 a False – the numbers are different. dot. His answer should be 76.
b False – division is not commutative.
3 a 18 b 10 c 54
6
18 ÷ 6 = 3 but 6 ÷ 18 =
18 4 20 × 7 = 140, 4 × 7 = 28, = 168
c True
d False – subtraction is not commutative.
56 − 6 = 50 but 6 − 56 = −50

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6 Three possible solutions:

Unit 18 Position and (2, 2) and (4, 4)
direction (6, 4) and (4, 6)
(0, 2) and (2, 0)
Getting started
7 a Purple triangle A to red triangle B.
1 A (0, 1)
b Red square A to orange square B.
B (2, 6)
c Yellow pentagon B to orange pentagon A.
C (3, 0)
d Purple rectangle A to blue rectangle B.
D (4, 4)
8
E (6, 5)
2 y

B
5
A
4
3
C
2
1
Check your progress
D E
0 1 (4, 1)
1 2 3 4 5 x
2 (0, 5)  (2, 1)  (3, 3)  (4, 0)
3 G 3 (6, 4)

Exercise 18.1 4 2 squares left and 1 square down.

1 a (3, 0) b (0, 2) c (0, 2) 5

d (4, 1) e (3, 1)
2 Sarah
3 C
4 a The position of Z is approximately (5, 8).
Good estimates are (5, 8) (5, 9) (5, 7) (4, 8)
(4, 9) (4, 7) (6, 8), (6, 9), (6, 7).
b Learner’s own answer.
c Learner’s own answer.
5 (4, 3)

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