CAMBRIDGE UNIVERSITY PRESS CAMBRIDGE Primary MathematicsYour Access Code This code gives you acess to your digital rasaure, Please seatchthe panel lightly to reveal the code beneath (a coin is ideal for this): —___ EE How do | ectivate my digital resource? «Please log in at cambridge.org/ge and then click on ‘Add new resources’ to use the sceass code above + Need to register? Create your account at cambridge.org/go and then sick on ‘Add new i 9 resources’ to use the access code above, ‘Terms and conditions: This access code wil give you 1 year’s (12 months’) access tothe digital resource starting from the day you frst use the code. + This code can only be used once, is personal to you, and cannot be reused by anyone else ‘+ Full terms and conditions are available at: cambridge.org/go/terms_of useCAMBRIDGE UNIVERSITY PRESS CAMBRIDGE Primary Mathematics Workbook 4 Mary Wood & Emma LowCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB? 88S, Unit Kingdom (ne Liberty Plaza, 20th Floor New York, NY 10008, USA 4477 witiomstown Reod, Part Nelboume, VIC 3207, Austria 514-321, 3 Foor, Pot 3, Splendor Forum Jose Dist Centre, New Debi 110025, neta 79 Anson Read, 06-0406, Singapore 073306 Combe Universty Presse part ofthe Univers of Cambridge. refurthers the University mission by disseminating wwe inthe pursuit of education, teeming one research atthe highest intamotiona ives of excellence wrwcombregeors Information on th le: wor cambridge crg9781308760027 © combriage University Press 2021 “This pubteaion is in copyright Subject to statutory exception {nd tothe provion of relevon ealective feensing agreements, fo reproduction af ony port may take place without He writen permission of Combrage University Pres. First published 2014 ‘Secon ection 2028, 20 19 16 17 16 15 44 1312 11 10987654321 Printed in Dbl by Oriental Pres. ‘Acotalogue record for this publcatin is ovllabe fom the British brary ‘SBN 978-1-108-76002-7 Paperback with Digal Acces (1 Year) ‘ditional resources fo this publication at wow cambridge org/9788108760027 CCombridige Univesity Press has na responsibility forthe persistence or accuracy tons for exemol er third-party itemet webster refered tin thi publication haldoes nt gurantee thot any content on such websites, of wil remcn, ‘Seeurste orappropriste Inermaton regarding pce, travel timetables ord ater ‘Scuctinformton ven inthis works coractt the time of frst printing out Cambridge Unnerty Press doesnot guarantee the accuracy ef such infomation thereon cambigeiterotonol copyright materia inthis publication ie reproduced under eence ‘Sad remoln the intellectual property of Cambricge Assessment Itemationl Eucaton ———— EE NOTICE TO TEACHERS INTHE UK Its tegal reproduc ony part of thie workin material form ¢neuding photocopying and electron storage except under the folowing creumstences (9 where you are abiding by aleance gronted to your school or Inston by the Copyright Licensing Agency, (@)winer no such cen ents, or where you wish to exceed the terms of aeence, eefhove goind the writen permission of Cambri University Press {uy where you ae cllowed to reproduce without permission under the provisions SW etebter Sorte copyright Designs ond Petents Act 1088, which overs, for cSt. the reproduction of short passages within certain types of eductional SAStUiay and aprocucton forthe purpore of ating examination questions,Contents How to use this book ‘Thinking and Working Mathematically 1 Numbers and the number system 1.1 Counting and sequences 1.2 More on negative numbers 13. Understanding place value 2 Time and timetables 24° Time 22 Timetables and time intervals 3. Addition and subtraction of whole numbers 3.1 Using @ symbol to represent « missing number or operation 32 Addition and subtraction of whole numbers 33 Generalising with odd and even numbers 4 Probability 4a Likelihood 5 Multiplication, multiples and factors 5.1 Tables, multiples and factors 52 Multiplication 6 2Dshapes 6.1 2D shapes and tessellation 62. Symmetry 7 Fractions 7.1 Understanding fractions 72 Fractions as operators 8 Angles 8.1 Comparing angles 8.2 Acute and obtuse 83 Estimating angles Contents eee 92 92 97 101St Contents > 9 Comparing, rounding and dividing 106 9.1 Rounding, ordering and comparing whole numbers 106 9.2 _ Division of 2-cigit numbers 110 10 Collecting and recording data 115 10.1 How to collect and record date 15 11 Fractions and percentages 123 111 Equivalence, comparing and ordering fractions 123 112 Percentages 129 12. Investigating 3D shapes and nets 136 32.1 The properties of 3 shapes 136 122 Nets of 3D shapes 141 13 Addition and subtraction 147 121 Adding ond subtracting efficiently 147 152 Adding and subtracting fractions withthe same denominator 152 14 Area and perimeter 157 142 Estimating and measuring area and perimeter 157 142 Area and perimeter of rectangles 165 15 Special numbers 173 15.4. Ordering and comparing numbers 173 152. Working with special numbers 17 153 Tests of divisibilty 183 16 Data display and interpretation 186 16. Displaying and interpreting dato 186 17 Multiplication and division 198 17. Developing written methods of multiplication 398 172 Developing written methods of division 204 18 Position, direction and movement 209 18.1 Position and movement 209 18.2 Reflecting 20 shapes 217 Acknowledgements nsHow to use this book w to use this book » 00k provides questions for you to practise what you have in dass. There is a unit to match each unit in your Learner’s Book. se is divided into three parts: 1s: these questions help you to master the basics these questions help you to become more confident in ‘what you have learned lenge: these questions will make you think very hard. ise is divided into three parts. You might not need to all of them. Your teacher will tell you which parts to do. Be nen eee oe py-step examples a ‘away to solve mane instore ‘There are often many different ways), | 22s oe 10 0B two wo Be a0 19 solve a problem. questions will help you YOUF skis of thinking———F_~t "rrr anon rking mathematically. =‘Thinking and Working Mathemeati ly Thinking and Working Mathematically There are some important skills that you will develop as you learn mathematics. Specialising is when I choose an example and check to see if it satisfies or does not satisfy specific mathematical criteria Characterising is when I identify and describe the mathematical properties of an object. Generalising is when I recognise an underlying pattern by identifying many examples that satisfy the same mathematical criteria. Classifying is when I organise objects into groups according to their mathematical properties.>> Ting and Worn Meteo Critiquing is when I compare and evaluate mathematical ideas, representations or solutions to identify advantages and disadvantages. Improving is when I refine mathematical ideas o” representations to develop a more effective approach or solution. Conjecturing is when I form mathematical questions or ideas. Convincing is when I present evidence to justify or challenge a mathematical idea or solution.a, Numbers and the number system > 1.1 Counting and sequences “The numbers in this sequence increase by 30 each time. 10, 40, 70, The sequence continues in the same way. Which number in the sequence is closest to 200? isis nanaD nse EE ASSES EES EISSSSS List the terms in the sequence. ‘The next terms in the sequence are: 10 2 40 “x 70“ > 1002s 130 “> 160 “2 190 “2 220 290 i ert which terms 53 as doses to 200 Answer: 190 is closest to 200. een difference linear sequence negative number non-linear sequence rule sequence spatial pattern square number term term-to-term rule— Exercise 1.1 Focus 41 Hassan shaded in grey these numbers on a hundred square. The numbers form a pattern. 414. Counting and sequences 1 2 3 4 5 6 7 8 10 11 2 13 14 15 16 v7 18 19 20 21 22 23 24 25 26 7 28 29 30 31 32 33 34 35 36 37 38. 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 5a 55. 56 87 58 59 60 61 62 63 64 65 66 67 68 69. 70 71 72 73 74 75 76 7 78 79 80 a1 82 83 84 85 86 87 38 89 90 91 92 93 94 95 96 97 98 99) 100 a What is Hassan's rule for finding the next number? bb Whatis the next number in his pattern? 2 The sequence 10, 16, 22, ... continues in the same way. Write the next two numbers in the sequence.11 Numbers and the number system 3. The rule for a sequence of numbers is ‘add 3" each time. 1,4,7, 10, 13, The sequence continues in the same way. Circle the numbers that are not in the sequence. 2 2 33 40 4 Assequence has the first term 2020 and the term-to-rerm rule is ‘add 11" White the first five terms of the sequence. 5 Write the next four terms in these linear sequences. a 10,74, b -9,-7, © 1095, 1060, 1025, Remember that ~9 is less than ~7. 10 Practice 6 Here is part of a number sequence. ‘The numbers increase by 25 each time. 25,50, 75, 100, 125, Circle oll the numbers below that willbe in the sequence. 355 750 835 900 9951141 Counting and sequences J 7 Amy mokes a number sequence. ‘The first term of her sequence is 1. Her term-to-term rule is ‘add 7° ‘Amy says, ‘lf |keep adding 7, | will reach 77. Is Amy correct? Explain your answer. 8 Hereis part of a number sequence. The first number is missing. Tip Remember to work backwards. 5 5 + > 297 > 292 > 287 Write the missing number. 9 sequence has first term 1004 and last term 1044. ‘The term-to-term rule is ‘add 5: Write down all the terms in the sequence. 10 Each number in this sequence is double the previous number. Write the missing numbers. 3,6, 12, 24, 48, _ Chaitenge XY _ 1 Wit the missing number n this sequence, 1,3,6, 10, Explain how you worked it out. qt41 Numbers and the number system 12 The numbers in this sequence increase by 10 each time. 4,14, 24, . You might find ‘The sequence continues in the same way. ftusetul to. ‘Write two numbers from the sequence that make a total of 68. continue writing the terms of —_d ——_. the sequence. 13 Describe each of the sequences below. Is the sequence linear or non-linear? ‘What is the first term? ‘What is the term-to-term rule? ‘What are the next two terms in the sequence? a 5,9, 13,17, b 3,11, 18,24, © 3,6, 12,24,14 Write a sequence containing these numbers. ‘Your sequence must have at least one number between the two given numbers. Describe the rule you use. There could be different answers. a tand10 4.4 Counting and sequences You could choose a linear ora non-linear sequence. b Gand 20 © 3ond15 4 Lend 1004 Numbers and the number syster > > 1.2 More on negative numbers an Liveitiriitiiiitee Mark the position of this temperature on the scale with an arrow. Each division on the number line represents 2 units. 1° below freezing is ° and itis half way between ~2 and 0. Answer: -10 fo 10 Exercise 1.2 Focus 1. Heres a thermometer. The arrow is pointing to 10°. 19° | -10 0 10 20 30 40 Draw an arrow on the thermometer pointing to -5 * 4 >1.2 More on negative numbers 2. Here are some temperatures. 4 -3°C 5 OC -2°C a Which is the warmest temperature? | | b_ Which is the coldest temperature? 3. Look at the number line. “10-9 -8 -7 -~6 -5-4-3-2-10 1234567 8 9 10 Write where you would land on the number line after these moves. : © © © °-@ © __+© © __ 4. Circle the larger number in each pair. Find the difference between the two numbers. Use the number line to help you. “10-9 -8 -7 -6-5-4-3-2-1012345 67 89 10 -2 Difference: b -3 -1 Difference: ¢ 4 -4 Difference: 15CeO Practice 5. Here is part of a number line. Write the missing numbers in the boxes. L 1 ‘to 0 10” 6 The thermometer shows a temperature of -8 °C, -10 ° 10-2030 40°C Draw arrows on the thermometer to point to these temperatures. -4°C 14eC-1°C | 7 White the missing numbers in these sequences. } aq ~12,-8, ___, 0, 4,8, ___ b -15, +75,0,5, __, 8 The temperature outside when Soraya arrived at school was ~1 °C. By lunchtime the temperature had risen by 8 °C. What was the temperature at lunch time? Challenge 9 Put these numbers in order on the number line. aA 1 2 4 0 eerriiitiii iii, 16 >1.2 More on negative numbers 10 The temperature in Amsterdam is 2°C. ‘The temperature in Helsinki is -7 °C. | How many degrees warmer is itin Amsterdam than in Helsinki? LA Here is a fridge freezer. /¢— The temperature in the freezer is -15°C <— The temperature in the fridge is 4°C the difference in temperature between the fridge and the freezer? 12 Here is part of « number line. ‘Write the missing numbers in the boxes. 1 L « > 0 00 AY 12 Nira counts onin tes strting at =13. She says, f tarot 13 and keep adding 3,1 wll each O° Ie Mia corect? Explain your answer. 17ee ————EE———————————————————————— 4 Numbers and the number system » 18 > 1.3 Understanding place value Which number is 10 times smaller than seven thousand and seventy? 7700 707 7007 «770 ©7070 When you divide by 10, all the digits move one place tp the right. 1000s] 100s | 10s | 4s compose decompose equivalent hundred thousand million place holder regroup ten thousand thousand Exercise 1.3 Focus 1 The distance from London in England to Budapest in Hungary is 1450 km. Write the number 1450 in words. 2. Circle the number that is five thousand and five. 50005 5050 5005 50050 5550113 Understanding place value 3. The table shows the number of visitors to a sports centre during four months. Month Number of visitors Jonuary 6055 February 6505 March 6500 ‘pai 6550 Which month had the most visitors? 4 Complete this decomposition. 305 469 =| +5000 + + +9 5 Heidi's password is @ 5-digit number. 1. isin the ten thousands place 2 isin the ones place 3. isin the hundreds place 4. isin the thousands place 5. isin the tens place What is Heidi's password? Write your answer in words and in figures. 194. Numbers and the number system > 6 Fillin the missing numbers. x10 +10 00 a> aa — Practice 7. Tick the largest number that can be made using these four digit cards. 158 Nine thousand nine hundred and three Nine thousand and thirty-nine Nine thousand nine hundred and thirty Nine thousand and ninety-three 8 Wite in digits the number that is equivalent to 130 thousand + 3 tens. 20 >1.3 Understanding place value 9 Here are four number cards. A eight hundred and fifty | [B | five hundred and eight € | five hundred and eighty] | b | fity eight Write the letter of the card that is the answer to: @ 85x10 b 5800+10___ c_ 5800+ 100__ d 58x10 e: 580210. f_ 5000+ 100__ 10 Four students decompose the number 29 292. Here are the results. One answer is incorrect. ‘A [9000 + 90 + 20000 + 200+ 2 B | 20000 + 9000 + 200 +90+2 C ]2+200 + 20000 + 90 + 9000 D [2+ 200+ 20000 + 90 + 900 Which answer is incorrect? __ Challenge 111. Write in words the largest number that can be made using all the digits 3,1,0,9,7.and 5, 21he 22 4. Numbers and the number system > 12 Use the clues to solve the crossword. T ‘Across 2. The digit in the ones place in the number 742793, 5, Seven groups of ten. 6, The digit in the ten thousands place in 842 793. Down 4, The name for 0, 1, 2,3,4,5,6,7,8and 9. 2. The digit in the hundred thousands place in the number 814 682. 4, This digits used to hold an empty place in a number. 13 Fill in the missing numbers. a 358% 100 = b 3000+ 100 =| © 29x} |=2900 d_ 2700+ e +100 = 3040Sle io umber cards. 10 MY i Here are six card more than once. Use two cards to complete each calculation. You can usea=e Time and timetables “The analogue clock shows half past two, but it could bein the middle of the night or early afternoon. 2:30 is a 12-hour digital time, 02:30 a 24-hour digital time in the middle of the night. 14:30is a 24-hour digital time in the afternoon. You ore specialising when you choose a digital time and check to see if it satisfies the criteria that itis the same time as the analogue clock, 24 >2a Time m. analogue clock digital clock hour minute pm. second Exercise 2.1 Focus 1 Write the missing numbers. a Sminutes = __ seconds b 4hours = __ minutes © 3 weeks = days d ___months = 2 years @ 120 seconds = minutes f 600 minutes = hours 2. Match each time to the correct digital clock. half past four Atclock half past three 3. Find the time intervals for each pair of dates. @ | 2 February 2020 23 February 2020 waa b | tJonuary 2002 31 December 2008 — ¢ [ 1March 2009 30 November 2010 months 252 Time and timetable 4. Circle the digital time that shows the same time as this analogue clock. 345 3:45 a5 9:45 5 Complete the following table using the information given. ‘Spoken time, Digital clock, ‘Analogue clock 12-hour 24-hour ‘eight thirty am! ‘half past eight in the morning) 26 >2a Time 6 Joe says, ‘To change any time after midday from 12-hour to 24-hour time you just add 12 to the minutes. Is Joe correct? Explain your answer. Practice 7 Write the missing numbers. a 2years = __ weeks 10 hours 30 minutes = __minutes © —__hours=2days 14 hours d_ ___months= 6 years 8 Complete the table to show the times shown by these docks. Use 12-hour clock time with a.m. or p.m. Clockletter | Time of day | 12-hour clock time A evening 8 night c evening D morning 272 Time and timetables 9 Match the times to the digital clocks. Time quarter past 7 in the evening ‘twenty past ten in the morning half past two in the afternoon quorter to eleven in the morning 10 Write these times as 24-hour clock times, @ 10am,—_ b 6pm. © 11pm, —__ d 8am. Y_ 11 Convert the times in this sequence to 24-hour digital times. ‘What is the next term in the sequence? Quarter to four in the aftemoon ~> 4.45 p.m. + 17:45 + 15 minutes to seven in the evening >? Challenge 12 Complete the table to show the 24-hour digital clock times. ten past four in the aftemoon quarter past seven in the morning quarter to ten at night 28 >2A Time ite these times as 12-hour clock time with a.m. or pam. 1510 ____ b 2355 __ [ 41:10 ___ 03:05 __ Jeoves home atthe time shown on this analogue clock. arrives at school 20 minutes later. te the time he arrives at school in 24-hour digital time. (V) the time which is closest to 3 o'clock in the aftemoon. pm| 13:05) 03:15) 15:25 3.35am| girls run a race. fere are their times. 85 seconds minute 34 seconds 91 seconds minute 28 seconds 100 seconds Place the girls in order at the end of the race. Ast 2nd 3rd ath Sth 2913 Write these times as 12-hour clock time with a.m. or p.m. b 23:55, 4 03:05, He arrives at school 20 minutes later. Write the time he arrives at school in 24-hour digital time. 15 Tick (v) the time which is closest to 3 o'clock in the aftemoon. 3.35 pm, TY 15 Fre ite Here are Sora ly Ingrid Petra Neve Place the girs in order at the end of the race. Ast 13:05 03:15 15:25 3.35am,| run a race. their times. 85 seconds AL minute 34 seconds 91 seconds A minute 28 seconds 100 seconds 2nd 24 Time 2930 2 Time and timetables > 2.2 Timetables and time intervals calendar leap year Here is part of a bus timetable. Bergsig 1200 | 1416 | 1430 | 1616 time interval Greenside | 1242 | 1458 | i514 | 1658 timetable Newlands | 13:22 | 1535 | 1600 | 17:36 Pablo catches the 3.14 p.m. bus at Greenside, How long does it take him to travel to Newlands? 6 40 mins Use a timeline. Work out the oo time from 15:14 to 15:20 and 1544 1520 1600 then from 15:20 to 16:00, 6+ 40 = 46 minutes 60 Dr, subtract 14 minutes from “ 30 minutes (the number of ‘rinutes in an hour) 46 Answer: It takes him 46 You are critiquing when you identify advantages and disadvantages of each method to help you choose the best method to use. inutes, Exercise 2.2 Focus 1 Write how many minutes are between each pair of times. a [ oga5 08:40 ceatiey b [1005 1055) minutes: © 16:20 1655) Pies2.2 Timetables and time intervols 2. Write the number of minutes between each of these times: a minutes b ‘Twenty-five past eight in the morning minutes 3. Here is a train timetable. ‘Train timetable Train 1 Train 2 Train 3 Hightown g.tdam. | 10.05am, | 11.00am, Newbridge | 925am. | 1020am. | 11.15am. Bridgetown | 950m. | 1045am. | 11.40am. Donbury 10.00am. | 1055am. | 1150am. How long does it take to travel from Bridgetown to Donbury? _ minutes bb How long would you have to wait for the next train if you arrived at Hightown station at 10.30a.m2? ___ minutes © What time is the latest train you can catch at Newbridge to arrive ‘at Bridgetown by 11.207 3132 2 Time and timetables Practice 4. Write how many minutes are between each pair of times. a 11.05) 14:20 rae » [1308 13:28, minutes © 1408) 1440) minutiae 5 @ Bashir hires a bike. He must return it by 4 p.m. Itis 3.25 pm. now. How many minutes does he have left? minutes Vijay hires a bike for 45 minutes. He takes the bike out at 3.10 p.m, ‘At what time must he return the bike? 6 Alana wants to travel from Paris to London by train. ‘She wants to arrive in London by 5.30 p.m. Paris (depart) | 12:13 | 1313 | 1443 | 1613 | 1613 London (arrive) | 14:30 | 15:39 | 17:02 | 1739 | 1839 What is the latest time she can leave Paris? 7. Here is the morning timetable for Ollie's class. Time Monday | Tuesday | Wednesday | Thursday | Friday 00-1030 | English | maths | English | Maths _| English 1030-1100 | Break | Break _| Break Breck | Break 12,00-1200 | Maths | Science | Maths Science | Maths ‘What is the total number of hours spent doing Science in one week?2.2 Timetables and time intervals Challenge 8 Tora takes 25 minutes to walk from home to school. She arrives at school at 9.00 a.m. What time did Tara leave home? Sq 9 Teck hs been elected in ior. a What time does the clock show? b_ Bruno looks at the clock as he sets off walking to meet Leroy. He meets Leroy at 1.00 p.m. How long was Bruno walking? 10 Heidi goes swimming every Saturday. She goes swimming on Saturday, 1 December. Altogether, how many times does Heidi go swimming in December? AY_ 11 Abuses rom the bus statin tthe away station tke the same amount of tine Fin te mpty bores to complete the metede. Bus timetable Bus station 02am. | 905am. | icotem, | 1103am, Shoppingcentre | 812am. | 915am. | 1Citom Prk a36am | 939am Railway station | @54am. | 97am 33ED Addition 34 and subtraction of whole numbers > 3.1 Using a symbol to represent a missing number or operation ‘Write the missing number. a5+| |=200 ‘Always check whether the box represents only one digit or a complete number. You need to find the difference between 85 and 200. Method 4: Count on from 85. 415 +100 85 100 200 Method 2: Subtract 85 from 200. 200-85 = 115 Method 3: Use known facts. 85+ 15= 100 so 85 +115 =200 Answer: 85+ 115= 2003.1 Using a symbol to represent @ missing number or operation Exercise 3.1 Focus 4 Write the missing number. 374) = 100 2 Write the missing number so that the scales balance, 850 | 150 Y 3 Wiite the missing digits. 4 * 4 |=100 4. Write the missing number. |B = 505 AY. Herero number quar th to missing numbers. The numbers long each edge mist add up 180. Wate themising numbers. 353 Addition and subtraction of whole numbers Practice 6 Write the missing number. +74+8=28 7 Write the missing number. ~ 250 = 1000 8 Write the missing number. 43- = 26 9 The numbers in the two circles add up to the number in the square. Cn Use the same rule to find these missing numbers. 100 R9 en 10 Aand(Jare single digits A-O=4 Write all the possible answers for A and] 36 >Aq 31 Hera sig cords 3.1 Using a symbol to represent a missing number of operation 1 aE Use four of the cards to make this calculation correct. =40 Challenge 12 Complete the number sentence. 304s 13 Break the 4-digit more than 296. 65-58 ib 41-2 =12 a 67- 8=39 abe a ‘code to open the treasure chest. Write one digit in each lettered box.“Y_ 14 Heres «number wiangle with some numbers ming 3 Adéition and subtraction of whole numbers ‘The numbers along each edge must add up to 90. Use the numbers 30, 40, 50 and 60 to complete the number triangle. ‘You could use number counters and move them around until you find the right answer. 15 Here are five number discs. OOOO Use each number once so the total across is the same as the total down. Find different ways.3.2 Addition ond subtraction of whole numbers > 3.2 Addition and subtraction of whole numbers Calculate 367 + 185, Estimate: 367 is less than 400, Use any method thot ou feel you can use 195 is less than 200 you feel y quickly and efficier So 367 + 185 is less than 600 auickdy ntly Calculate: You can use jumps along +100 +40 ‘a number line starting from the bigger number. Oryou can set out the calculation vertically. Show as much working 300 + 100 ayou need. 60+80 7453 Addition and subtraction of whole numbers ee Calculate 325 ~ 58. Estimate: 325 is 330 to the nearest 10 58 is 60 to the nearest 10 330 - 60 = 270 Calculate: -60 ———— 265) 267 325 325 -_s8 267 200+ 110+ 15 -___ 50+ 8 300+ 60+ 7 Answer: 325 ~ 58 = 267 compose decompose difference regroup Use any method that you feel you can use quickly and efficiently. You can ‘count back’ (on a number line. You ‘can count back 60 and forward 2 or count back 50 and then another 8. Or you can set out the calculation vertically. You will need to decompose the hundreds ond tens in 325. Show as much working 19s you need,3.2 Adeltion and subtraction of whole numbers Exercise 3.2 z.. Bie tito custo a eee Be 5 a rns Z = eee eee ey ie eo SN. = ey — a is 413 Addition and subtraction of whole numbers 3. Complete the calculation 749 + 568. 749=| 700 |+ + 568, + +] 8 4 +] a7 4. Use the most efficient method you can to complete these calculations. o 102448 b 154-140 Practice 5 The number in each brickis the sum of the numbers on the two bricks below it. 60 You will need to.se addition 31 29, cond subtraction to.complete 8 18 ab the walls. qe+11=29 42>3.2 Additin and subtraction of whole numbers Complete these number walls. 2 42 28 19) 6 Complete the calculation 786 + 498. 1 |4 | Add the ones 7 Use the most efficient method you can to complete these calculations. a 543 +219 b 543-219 433 Addition ond subtraction of whole numbers 8 Calculate the difference between 983 and 389, Challenge 9. Circle three numbers that total 750. 50 150 250 350 450 J8 Use all four cards to make this calculation correct. 10 Here are four digit cards. + = 100 11 Circle the number that is closest to 900. 925 got 11 808 950 12 Write the missing a b igits to complete the calculations,3.3 Generlising with odd and even numbers 43 Naomi has six number cards. J—BRAaA ‘She makes two 3-digit numbers and adds them together. a What is the largest total Naomi can make? b What is the smallest total she can make? > 3.3 Generalising with odd and even numbers Is it always, sometimes or never true that when you add two numbers together you will get an even number? 142=3 which is odd 244 = 6 which is even Try to write a general statement, ‘Test some examples by adding two numbers together. ‘Answer: Itis sometimes true because when you add two numbers together the ‘answer may be odd or even. You are generalisi when you look to find a rule. 4513 Addition ond subtraction of whole numbers Exercise 3.3 Focus 1 Shade all the odd numbers. | 416] 636] 50 | 22 412 ‘What isthe hidden letter? 232 | 261 | 220] 687 | 154 198] 423] 8 | 53 [esa so] 5 |es1|825|730 404] 52 | 676] 595 | 358 206| 45 | 294 | 687| 590 682 | 566 | 742} 174] 552 2 Work out these calculations: Seis 2341 101+5= Each one is the sum of two odd numbers. Use your answers to help you complete this general statement. ‘The sum of two odd numbers is always 3 Here are some statements about odd and even numbers. Join each calculation to the correct answer. odd + odd = even odd + even odd3.3 Gene-alisng with odd and even numbers 2.3 Generalsing with odd and even numbers 11 Here are four statements about odd and even numbers. ‘One statement is wrong. Put a cross (x) in the box by the wrong statement. ‘The sum of three even numbers is 24. ‘The sum of three odd numbers is 22. ‘The sum of two odd numbers is 20. ‘The sum of two even numbers is 18. 12 Is it always, sometimes or never true that the sum of four even numbers will divide exactly by 4?(EZ Probability > 4.1 Likelihood ‘Whats the likelihood of the spinner landing on grey? Use the language of chance. Step 1: Check if the outcome is impossible. An impossible Itis possible forthe spinner to land on grey, so the Fe sf fet outcome has ‘no chance’. likelIhood cannot be described as ‘no chance’ Step 2: Check the outcome The spinner could also land on black or white, so the likelihood cannot be described as ‘certain: Are there more outcomes that are grey, or more ‘outcomes that are not grey? Step 3: ‘There are more outcomes that are grey than not grey, so its likely the spinner will land on grey. ‘Answer: There is a good chance that the spinner will land on grey. certain even chance good chance likely likelihood maybe no chance outcome poor chance4.1 Ukeinood Exercise 4.1 Focus 1 Match the event to the description of its likelihood. ‘The first one is done for you. you al comin cts Perce as You will breathe today. You will turn left today. Good chance You will become famous tomorrow. Certain 2. There are 3 balls in a bag: one white ball and two blackballs. ‘Write one of these colours in each space to make the sentences correct. red whit black ‘There is a good chance of taking a __ ball from the bag. ‘There is a poor chance of taking a ___ ball from the bag. possible to take a ball from the bag.4 Probability 3. Ben used a website to simulate rolling a die 20 times. These are the outcomes. OQUGKEE) OEE) QEWUE) EJ EJEC) Use a website or a real die, Roll the die 10 times. Draw the outcomes here. L L) ‘Complete this table to show OUUU OUUU the total rolls for you ond Ben. Number Total 1 alalelolr Complete the sentence: ‘There is no chance of rolling a number 52 >4.1 Likelihood Practice 4. Malik takes a sock without lool Circle whether the sentences are ‘true or false. 4. tis certain that the sock will be striped. True / False b There is no chance of taking a plain sock. True /False There is a good chance of taking a sock that is not spotty. True /False 1d There is « poor chance of taking a sock that is not checkered. True / False € There is an even chance of taking a striped sock. True / False f Maybe Malik will take a spotty sock. True / False Write a true sentence of your own about taking a so:k without looking. Use the language of chance. Taking the ball with the star wins the game. Which bag has the greatest chance of winning? “ms F Ms we? xA gE E aN & & &) @ oa 5354 4 Probability 6 > Rose used an online random number generator to pick 20 numbers from 1 to 10, ‘These are the outcomes. 4 6 4 @ 3 3 8 17 9 4 2 0 9 5 2 t 0 3 6 Use a random number generator to choose 10 more numbers. {If you cannot use an online random number generetor you could make number cards 1 to 10 and pick one without looking 10 times.) ‘Complete the table to show the outcomes for you and Rose. T rr czy z % @ 3 3 a a us me 5 5 we 6 6 co 7 7 7 e rT me z ry @ 70 20 7 Complete the sentences. Use words from the vocabulary box at the start of this unit to help you. a Thereis___of getting 11. b_ tis certain to be a number less than © Thereisa_____ of getting a 2.4.1 Likelihood Challenge 7. Malik takes a T-shirt from this rail without looking. Write sentences using the language of chance about which colour T-shirt will be taken from the rail a Use no chanee in your sentence. b Use certain in your sentence. © Use poor chance in your sentence. d__Use likely in your sentence. @ Use even chance in your sentence. 55Y_ 8 Toking the ball with the star wins the game. Put these bags in order from the greatest to the least chance of winning. ame oe ~ cm * % A @oe oa @ Go Sey ee oe * e~S Ge & * O & eo Greatest chance Least chance E — —_ — A 9 Look at the words and phrases you have been using to describe likelihood in this Workbook and in your Learner's Book. ‘Write the words and phrases you feel confident using in this box. Write the words and phrases that you need to imprave your use of in this box. 56 >4.1 Liketinood Draw some different-coloured balls in this bag. White sentences about the likelihood of taking different-coloured balls from the bag to practise using the words and phrases you need to improve. ‘Ask someone to check your use of the words and phrases. 57zz» Multiplication, multiples and factors > 5.1 Tables, multiples and factors ork mp Write the missing factors of 20. Factors of 20 = 1, 20 Here is a factor bug, 1 20 2 10 Instead of a factor 4 5 bug you could draw different rectangles Itis important to find all the factors of a number, Using 20 squares, ‘50 you need to be systematic. ‘The factors are the You can write the factors of 20 on the factor bug's legs lengths and widths. » Start with 1. 1% 20=20 * Try2. 2% 10=20 + Ty3. 20 +3 leaves a remainder so 3 is nota factor of 20 . WW, 4x5=20 ‘+ There are no more numbers to try os you have already included 5. Answer: Factors of 20 = 1, 2, 4,5, 10, 20 ‘array factor inverse operations multiple product 5B >5,1 Tables, multiples and factors Exercise 5.1 Focus 4 On the hundred square: + colour all the multiples of in one colour ‘+ colour all the multiples of 5 in a different colour. ‘+ colour all the multiples of 7 in a different colour. What do you notice about the multiples of 107 1]2]3]4][sle]7]s]o]ro a1] 12] 13] 14] 15] 16 | 17 | 18] 19 | 20 21| 22 | 23| 24] 25] 26 | 27 | 28| 29| 30 a1 | 32| 33 | 34] a5 | 36 | 37| 38] 39 | 40 41] 42 | 43] 44] 45] 46 | 47 | 48] 49] 50 51 | 52| 53 | 54] 55 | 56| 57 | 58] 59 | 60 61 62| 63 | 64] 65 | 66 | 67] 68] 69| 70 71| 72| 73 | 74| 75 | 76 | 77 | 78] 79 | 80 a1 | 82] 83| 4] 85] 86 | 97 | 8a] 89 | 90 91| 92] 93] 94] 95] 96 97 | 98] 99 | 100] 2 Write the missing numbers in this multiplication grid see las. 5 2| 6] 8 | 10 18 30 5960 '5 Multiplication, multiples and factors 3 Complete this cross number puzzle. 7 3 ; 3 ; 3 cross bow 4 me tacorpoe of: 7 ~ § vel oc pts ot | 2] ~5 Complete the factor bugs for 36 and 45, f Practice 6 The number in each brick is the product of the two numbers below it. 36 '5.1 Tables, multiples and factors 6 5 3 2 6 5 42 7 9 4 6 7 Usethesesigns: = << > Write the correct sign in each box. a 3x8 5x5 b 6x4 4x6 © 7x8 6x9 d 4x4 2x8 615 Multiplication, multiples and factors 8 Circle all the numbers that are not multiples of 7. 7 7 wm 3 47 87 oF 77 BF 87 9 Shade any multiples of 7 on this grid. 37 | 38 | 39 47 | 48 | 49 57 | 58 | 59 TY 10 Here is « hexagon maze ‘You need to go from the centre to one of the outside hexagons in two steps. a[ufe 25 | 10 [stort] 14 [ 3 + Stortin the centre, +The next hexagon must be multiple of 2 + Thenext hexagon must be a multiple of 5. ‘What are all the possible paths you could take? 11 Circle al the factors of 12. 1 2 3 4 6 & 12 2% 3% 72 62 >5.1 Tables, multiples ond factors Challenge 12 Complete these multiplication triangles, ‘The product of the two circles on each line is the number in the square. 28 20 7 an 13 Complete the multiplication grids. xfal7]e]«]2 x]3 10 5 9 12 25 6 49 16 6 36 8 100 63'5 Multiplication, multiples and factors 14 Here are four digit cards. JEG Use each card once to make a total that is a multiple of 7, a 15 Cross out two numbers so that the sum of the remaining numbers in each row ‘and column is a multiple of 5. 1/2] 4/8 sfel2]3 7/7]afa 2;elale XY 18 Sori thinking of two dtferent numbers. They are both factors of =2. ‘The difference between the ‘two numbers is 4. 00 ‘What are Saira’s numbers?5.2 Multiplication > 5.2 Multiplication Estimate: Estimate first by rounding The onswer will be less than 350 x 10 = 3500 345 to 350 and 9 to 10. Grid method: Colculate 345 x 9. Decompose 345 into hundreds, tens and ones. Multiply 300 by 9, 40 by 9 and 5 by9. Add the products to give the answer. 2700 360 45 2700 + 360 + 45 = 3105 Answer: 3105 3-digit numbers by 1-digit numbers as you did for muttiplying 2-digit numbers by 1-digit numbers. Exercise 5.2 Focus 1 Complete this calculation. 6x15=6x5x3 20 65'5 Multiplication, multiples and factors 2 The numbers in the circles are multiplied together ta give the numbers in the squares between them. Fill n the missing numbers. 3. What is double 787 4. Find the product of 58 and 9. TY 5 Here are some number cards. | Use each card once to make three products with the same answer. 66 >5.2 Multiplication Practice 6 a Emmaand Astrid calculate 9 x 2« 5, Complete their calculations. Who chose the better method? Emma's method Astrid's method 9x25 9x2x5 b. Mario and lan calculate 2 x 5 x 7. Complete their calculations. Who chose the better method? Mario's method lar’s method 2x5x7 2x8x7 755 Multiplication, multiples and factors 7 Work out these calculations. Show your methods. Remember to estimate first. a 25x8 b 6x6 © 76x9 @ Circle all the products equal to 2400. 900 «3 3008 600 x 4 300 x7 400 x 6 8003 9 Pierre uses the grid method to work out his calculations, but then spills ink on his work. What numbers are under the ink bots? 147 x3= x|100| 407 _ 3| 300 [ae] 21 * SY 10 write what the missing gts could be. x =750 How many different answers can you find? 68 >5.2 Multiplication challenge 11 Amy and Heidi work out 6 « 15, Amy's method Heidi's method 6x15=6x5x3 6x15=3%2%15 =30x3 30 =90 0 Which method do you like best? Explain why. Write two other methods for calculating 6 x 15. 12 Estimate the following first, then calculate. Show your werking. a 318x2 b 426x3 © 512x7 13 Adah is thinking of a number. She divides the number by 3 and her answer is 234. What number is Adah thinking of?5 Multiplication, multiples ond facto » 14 Write the same digit in each box to make the calculation correct. 3 6 305 6 4 TY 15 Use the digits 3, 6, 7 and 8 to make the largest product.2D shapes > 6.1 2D shapes and tessellation Li Tessellate this shape. 0 ‘The shape has 6 sides and 6 vertices. Itis a hexagor. Make a template of the shape by tracing it onto card. Draw around the template. Move the template so that the edge lines up with the shape you have already drawn, Draw around the template Continue until you have filled the space with the tessellating shape, ‘The hexagon tessellates on its own without ‘any gops. Be5ee 2D shape parallel polygon. regular tessellation ) 716 20 shapes Exercise 6.1 Focus ZY. Frnt your way though he plygon maze Ony trae trough squares mareed wit polygon, Ony travel erty erhoraontaly between suares ‘eucould we the pebon checkist te hp you fr the paygons Enter t © SAW <|AI\loa © O > Oj BO Oo Q a) L <> t Polygon checklist Apolygon: + isa.2D shape + isa closed shape ‘+ has only straight sides and no curved sides.6.1.20 shapes and tesellation 2. Colour the pieces of the tangram you could use to make each shape. | Xx] | 3. Trace this regular triangle and make a template of it from card, L\ Use your template to tessellate the triangle in the space below. 73Practice 4. Colour the pieces of the tangram you could use to make each shape. ‘The shope is o different way round from how it appears in the tangram. Name the shapes used to make the new shape. You might want to use tracing paper to copy the shape ‘and lay it on Describe the new shape. the tangram. ‘The new shape | Name the shapes used to make the new shape. Describe the new shape. Include the number o' right angles ‘and pairs of parallel sides the shape has. The new shape6.1.20 shapes end tessllation Name the shapes used to make the new shape. Describe the new shape. Include the number of right angles ‘and pairs of parallel sides the shape has, ‘The new shape 5 Trace the two shapes in this tessellating pattern. Use your tracing ‘and a pencil and ruler to continue the pattern to fill the space below. ‘What two shapes make the tessellating pattern? 7516 20 shapes Challenge 6 How can the pieces of the tangram be rearranged so that they fit exactly into the grey shape? You could trace Draw lines on the grey shape to show how the pieces fit. cond cut out the pieces. White four things to describe the properties of the grey shape. The grey shape: 7 Trace the shapes in this tessellating pattern. Use your tracing and a ruler ‘and pencil to continue the patter to fil the space below. VK \7>625ymmetry > 6.2 Symmetry Find all ofthe lines of symmetry in this pattern. How many lines of symmetry does the pattern have? horizontal line of symmetry Put your mirror onto the pattern. ‘The base of the mirror must go through the middle of the pattern. Move the mirror around the shape until the reflection shows exactly the same pattern os is, on the shape behind the mirror. Try placing the mirror along the possible vertical ‘and horizontal ines of symmetry first. Then try diagonal lines. ‘When you find a line of symmetry, remove the ‘mirror and draw the line onto the pattern. Continue moving the mirror and checking for lines of symmetry until you have found all of them. Count the number of lines. ‘Answer: The patter has 4 lines of symmetry. 7I Exercise 6.2 Draw the lines of symmetry onto the paper with a ruler. 2. Each of these shapes has one line of symmetry. Find and draw the line of symmetry onto the shapes. JID YX 78 >62 :Symmetry 3. Thisis a square. It has four lines of symmetry. Draw all of the lines of symmetry onto the square. 1es of symmetry on this square mosaic design, a ree aa How many lines of symmetry does it have? 796 20 shapes TY _ 5 Copy and complete the table for the octagons. SY 6 Lines of symmetry hove ben raw on thi shop. A GS Octagon Number of lines of symmetry A B c D One of the lines is wrong. Circle the line that is not a line of symmetry.62Symmety Challenge r aaa This square mosaic design has a line of horizontal symmetry and a line of vertical symmetry. a Draw any other lines of symmetry on the mosaic that you can find. H- b_ How many lines of symmetry does the mosaic pattem have? ¢ If apattern has a horizontal line of symmetry and a vertical line of symmetry, will it always also have a diagonal line of symmetry? Explain your reasoning. 818 This rectangular mosaic design has a line of horizontal symmetry and line of vertical symmetry. I leh eh Draw any other lines of symmetry on the moscic that you can see. b_ How many lines of symmetry does the mosaicpattern have? 9 a Drawany lines of symmetry on the mosaic that you can see.6.2:symmetry 10 Draw all of the lines of symmetry on these regular polygons. on Name of shape: Name of shape: Number of tines of symmetry: Number of lines of symmetry: | - Name of shape: Number of lines of symmetry:Fractions 84 > 7.1 Understanding fractions z examp| Tick (¢) all the fractions that have 4 shaded. A B c > a Answer: A 8 A / 1partout of 4 equal parts is shaded, iG * BX The4 parts are not equ. C ¥ The 2 shaded parts are equal to. Large rectangle. c > D ¥ The shaded square is one quarter of the total area. v v denominator fraction numerator >7.4 Understanding fractions Exercise 7.1 Focus SY 1 THU) the shapes which have $ shaded. 2. Here is part of a number line. Write the missing fraction. ° 4 t 1 3. The diagrams show fractions with a numerator of 2. The denominators are different. Aa t Biel ls A ais) Write fractions to complete the number sentences. is greater than is less than Write the fractions in order, starting with the smallest. 857 Fractions Practice “Y 4 Which shapes have been divided into quarters? 5. Zina has a jug of water. a What fraction of a litre of water is in the jug? b_ How much water does ina need to add so that the jug contains 1 litre? 6 Look at the number wall. It is not complete. Litre Pearce 1 Use it to help you complete the number sentences. Use the signs > or <. 1 1 a 6 a 12 on7. Understanding fractions Challenge 7. Shade the given fraction of each of these shapes. rade “ fhe - A c ‘What do you notice about the fractions of F, G and H? 8 Here is a number line. B A erat) ear ey 0 White the value of A as a fraction. Write the value of B as a fraction. 877 Fractions 9 Is the following statement always, sometimes or never true? If you divide a shape into four parts you have splitit into quarters. Explain your answer. > 7.2 Fractions as operators aoa operator There are 40 pages in Bruno's book hema He reads ofthe book on Monday How mony pages does he have leftio read? forao=40+5 Workout how many pages Bruno ra reads on Monday. So Bruno has read 8 pages 4-8=32 Subtactto workout how many pages ore left. ‘Answer: Bruno has 32 pages left to read.7.2 Fractions as operators Exercise 7.2 Focus 1 Her oe 15 counters. Draw ang around of them ©0000060 @@00000 2. What is one sixth of 242 Sg 2. Drow one om each ceelation tothe caret box. of 20 ‘Answer less than 10 tot 6o ‘Answer equal to 10 Jor32 [Answer more than 10 of30 4 Leo takes $40 ona shopping tip. He spends of hs money How much money does he spend? 5 Useths strip to help you find of 56. You can use the cagrom to help you. 56 =< 897 Fractions Practice 6 Jamil has 16 cards. He gives a quarter of his cards to his friend. How many cards has Jamil got left? 7 Find $of 26m 8 Each number in this sequence is a quarter of the number before. 512 > 128 4 32 Witte number nthe final box. AY 2 Find te od one out a 1, 2 2 tots tore boris ort ‘Show working to explain your answer. 10 Divide the rectangle into four parts. 1 The pisces mustbe J 1 4. and J of the rectangle. ‘They must not overlap. 90 >7.2 Fractions as operators Challenge 41 Parveen has a packet of 20 balloons. of the balloons are red. How many balloons are not red? q 12 Nasreen has a packet of coloured beads, The packet contains 5 orange beads, 5 red beads and 10 blue beads. Nasreen says, ‘Half the beads are blue. ‘She is correct. Explain how you know. 13 Look at this pattern. tot a= Lote= opi2=3 —> hotd=1—» lote=2—+ Lof12=3 Write the next three numbers in the sequence. 114 What is the missing number? AY_ 15 Hossan say, 1 would rather have of $36 thon 4 of $€0 because is bigger than Do you agree with Hassan? Explain your answer. o1ED Argies > 8.1 Comparing angles ce! Which of these angles is smaller? Jse tracing paper and a ruler. Trace one of the angles with the tracing paper and a ruler. ian B Place the traced angle over the other angle to see which angle w 8 Notice that the length of the | Match one line and the lines and the thickness of \ points of the angles the lines do not change | Answer: Angle Ais smaller than angle B the angle. 92 >‘8:1 Comparing angles Exercise 8.1 Focus 1. Circle the angle that is greater in each pair. L£\ \ : : 4 a ae x A e o~ Le Lo eS & é = 2. These angles ae in order from smallest to greatest. ‘One angles in the wrong place, Circle the angle in the wrong place. oe Ab 938 Angles Lk hel Practice 3. Use tracing paper to find out which angle is mea Circle the smaller angle. 221 \ ee LL 4 Which pair of angles was the most difficult to compare in question 3? Explain why. 94 >8.1 Comparing angles 5 Use a ruler to draw an angle that is greater than the first angle ‘ond smaller than the last angle. | L chatense By rut thes ones ior rm eat graces, : 8 : ° : 957 Put these angles in order from smallest to greatest. E A 8 Explain in your own words how to compare the sizes of two angles.182 Acute and obtuse > 8.2 Acute and obtuse Is this angle acute or obtuse? An acute angle is less than 90 degrees, its less than a right angle or quarter tum. Compore the angle to a right angle. ‘The angle is greater than aright angle so t cannot be acute Fe o™é Two right angles Compare the angle to two grees ~~ 180 degrees” tight angles. Anobtuse angle is: greater than a right angle ‘+ less than two right angles. The angle is less than two right angles, or half turn. Answer: The angle is obtuse. 97Ty Exercise 8.2 Focus 1. Find the angle words in the word search. f t s AY 2 Cecio ofthe acute ones awaxo ec i me qs avgae ~o3 e a x2 e030 b <3ree ek NL 3. This shape has some acute angle comers and some obtuse angle corners, Write obtuse or acute to label the other angles of the shape. Obtuse ~=a_ acute angle ‘compare degrees estimate greater obtuse right smaller Qa8.2 Acute and obtuse Practice + Use aruerto craw fe anges in each box thot match the heading. ‘Acute angles Obtuse angles Aq 5 The numbers in this grid are all degrees of tum between 0 and 180. Colour a path from the ‘start’ to the ‘end! of the maze. Only pass through squares with a number of degrees that is an obtuse angle, Only move vertically er horizontally. start 120 | 43 | 69 | 20 | 50 | 20 | 100 | 130 16s | 100 } 175 | 70 | 20 | 150] 165 | 70 35 | 70 | 130] 40 | 160 | 110] 10 | 60 65 | 80 | 145] 20 | 70 | 50 | 60 | 30 20 | 150 | 160 | 70 | 150 | 120} 100] 40 50 | 100} 60 | 20 | 110] 40 | 160] 80 10 | 170| 30 | 40 | 135] 70 | 110 | 145 end 71 30 | 155 | 125 | 105 | 170 | 60 | 30 | 155 99"7 8 Angles » challenge 6 Drowa tangle that hos thre oat angles b Draw a triangle that has a right angle. ¢ Draw a triangle that has an obtuse angle. 4 Label each angle in your tangles acute ‘btue'orvght ance SY 7 Witeobtuse oF cute'to complete te sentences @ An_____angleis between 90 and 180 degrees. b An angle of 59 degree: \ ¢ An______angle is smaller than a right angle. d_ An angle of 100 degrees is © An_____ angle is between 0 and 90 degrees.8.3 Estimating angles > 8.3 Estimating angles You can use this decision tree and diagram to help you estimate the size of angles. Is the angle greater than 90 degrees? ao Ro x N Is the angle closer to 180 Is the angle closer to 90 degrees than 90 degrees? degrees than 0 degrees? Yes No ves No \ ' ! | The angle must be || The angle must be || The angle must be || The angle must be between 135 and || between 90and || between 45 and || between 0 and 45 180 degrees. Look || 135 degrees. Look || 90 degrees. Look || degrees. Look at at the angle at the angle ct the angle the angle diagram diagram to make a || diagram to make a || diagram to make a || to make a closer closer estimate. | | closer estimate. closer estimate. estimate. Aright angle 90 degrees Half a right angle, 45 degrees, 135 degrees Two right angles 180 degrees O degrees 101 >Estimate the size of this angle in degrees. This angle is greater than 90 degrees. Use the decision tree first. Itis closer to 90 degrees than 180 degrees. So, it is between 90 degrees and 135 degrees. Looking at the diagram we can estimate that the Then use the diagram to ‘angle is about 125 degrees. estimate the size of the angle. ‘Answer: The exact measurement of the angle is 122 degrees. ‘A good estimate would be between 110 degrees and 130 degrees. Exercise 8.3 Focus 1 How many degrees are in one right angle quarter turn? 2. Circle the best estimate for each angle. a 45 degrees / 100 degrees b 130 degrees / 80 degrees 102 >8.3 Estimating angles 95 degrees / 85 degrees 30 degrees / 80 degrees ~ 110 degrees / 160 degrees Match the label to the angle by estimating the size of the angles. a | b Sa d e 1Sdegrees 90 degrees «135 degrees 170degrees 45 degrees ‘ Practice 4 a How many right angles do you turn to make a ful circle? b How many degrees are there in « full circle? © How mony right angles do you turn to make three-quarters of a circle? d_ How many degrees are there in three-quarters of a circle? 103 >wil |] —_& state sit oe engin ere a Lo co \o 6 Are you better at estimating acute or obtuse angles? Or are you equally good at both? What can you do to help you make better estimates? 104 >3 Estimating angles Challenge | 7 a Saltumed on the spot 270 degrees. How many right angles is that? bb How many more degrees does he need to turn to be back where he started? 1B Describe the relationship between the number of right angles ‘and the number of degrees in an angle. 9 Use a ruler and pencil to draw angles that you estimate are close to these labels. a 90 degrees b 45 degrees © 20degrees d 135 degrees e 100 degrees f 160 degrees | | | | 105 >wil i 9 3 Comparing, rounding and dividing > 9.1 Rounding, ordering and comparing whole numbers Round 6543 to the nearest 1000. 6543 lies between 6000 and 7000, but itis To round to the nearest thousand, closer to 7000 than to 6000. ‘ook at the hundreds digit: + ifitis less than 5 round dows 6543 rund up 7000 if itis less than 5 round down + ifitis 5 or more round up. 6000 6500 7000 1000s] 100s | 10s | is 6) (en | tans t round up to the next thousand ‘Answer: 7000 ‘compare order round round to the nearest 106 >‘9 Rounding, ordering and comparing whole numbers Exercise 9.1 ‘Focus 4 2505 = 2510 rounded to the nearest 10. 2505 2500 2505 21 Round these numbers to the nearest 10. a 3509=___to the nearest 10. b 3489=____to the nearest 10. © 4655=_____to the nearest 10. 2. Circle all the numbers that round to 90 when rounded to the nearest 10. 85 94 97 82 86 3. Place these numbers in order of size, starting with the smallest. 2 6505 6550 5650 6555 5656 ' b 1234 2134 2413 1432-2341 4. Use <,> or = to make these number sentences correct. a sas (-) aizs —& oat () ons 5 What are the even numbers that can go in the box? 6160< <6170 107 >8 Comparing, rounding and dividing Practice 6 Round these numbers. a 3509=___ to the nearest 100. b 3499 = __ tothe nearest 1000. © 4655 =___ to the nearest 1000. 7 Complete this table. Number Rounded to the Rounded to the Rounded to the nearest thousand | nearest hundred _| nearest ten 4155, 4505, 5455 WY 2 3160< <3190 ‘What are the multiples of 10 that can go in the box? 9. Use the digits 2, 3, 5 and 7 to make five different 4-digit numbers. Use 2, 3, 5 and 7 once in each number. ‘Write the numbers in order, starting with the largest. | 410 The highest pointn the world is Mount Everest in Nepal at 8848 metres above sea level Round 8848 metres to the nearest hundred metres. 108 >{9.1 Rounding ordeing and comparing whole numbers 411 Round these numbers. to the nearest 1000. to the nearest 10 000. < 469543 to the nearest 100 000. Challenge 12 The table shows details of five mathematicians, You could do some research to find out about the lives of famous Name Born | Died A | Leonhard Euler | 1707 | 1783 3 mathematicians born in B | Cart Gauss 1777 | 1955 your country, Cc | Ada Lovelace isis | 1852 D | tsaac Newton 1642 | 1727 | Alan Turing 1912 | 1954 Use the timeline to place the mathematicians in ‘order according to the year they were born. A 1500 1600 1700 1800 1900 2000 2100 Ce b List the mathematicians in order according to how long they lived.ing and dividing 13 Use the numbers in the boxes to complete the number sentences. Use each number once. 91899 897910 100192 455110 686400 485 119>___ 855 900 < 98 150 > 500779 <__ 259.420 > > 9.2 Division of 2-digit numbers The schol cook needs 7 cartons ot ice. | Shia Taceescoreentea gL ASRS How many packs must the cook buy? é year to eeenseaeee eee rece arse rr The first step in both questions is to work out 75 + 4. remainder3 8 lots of 4 10lots of 4 Oye 35 Ea 75+4= 1813 You must round up: 18 packs does not give enough cartons, ‘The cook must buy 19 packs. division divisor remainder round down, round up. “Answer: You must round down: Amy does not have enough money to buy 19 sweets. Amy can buy 18 sweets.9.2 Division of 2-digit ummbers ercise 9.2 Focus 4. Complete the remainder chart for 24, ‘The first one has been done for you. dividedby | 2 | 3 | 4/5 | 6] 7] | 9 [10 jeinder | 0 Describe your results. Aljug holds 2 litres. Ali needs 26 litres of apple juice for her party. How many jugs of apple juice must Ali make? : | TTTTTIT ‘Work out these calculations. Show your method. Remember to estimate before you calculate. a 9127 b 96+8 111 >8 Comparing, rounding and dividing 4. Ali buys 48 tennis balls. The balls are in packs of 3. How many packs does Ali buy? TY 5 Wiite the missing numbers. 822 2 = Practice 6 There are 22 pencils in a pot. How many children can have 3 pencils each? 7 Roz bakes 62 cakes. ‘She packs the cakes in boxes. Each box holds 8 cakes. How many boxes does she need to pack all the cokes? 8 Paul wants to put 52 photos in an album. ‘Afull page holds 6 photos. He fills as many whole pages as possible. How many photos are left over? 112 >9.2 Divison of 2- 10.1 How to collect and record data This data shows the number of bicycles owned by some families. 5, 1,3,2,3,0,2,4,1,2,2,0,0 Record the data using a dot plot. Draw an axis long enough to show all the rumbers in the set of data. Label the axis Itis best to use squared paper SiaOeGaEe coi cto Number of bicycles ane Draw one dot above the number on the axis for each time the number + ‘appears in the data. reaper For example, there are two families with 1 bicycle, so show two dots above 1. Answer: 012345 Number of bicycles 115 >" 40 Collecting and recording data > Exercise 10.1 1. Ingrid counted the birds in her garden each day. Complete the table to show how many days she saw each number of birds. 3,3.4,4,4,5,5,5,5,6,6,7,7,8 Number of birds | How many days? 3 2 In the list there are two days when Ingrid saw 3 birds. ‘The number 2 goes in the table next to 4 5 6 7 8 3 birds, 2 Billy looked in 15 packets of sweets and counted the red sweets he found in each packet. He used a dot plot to record how many red sweets he found. a How many packets had 0 red sweets? tT b_ How many packets had 3 red sweets? © Whats the greatest number of red sweets Cao that Billy found? Number of red sweets in the packet 116 >101 How to collect and record data 4 Billy counted the green sweets in the packets. This is how many green sweets he found in each packet. 1,1,2,2,2,2,3,3,3,4,6,6,6,7,8 Complete the dot plot with the number of green sweets he found in the packets. o 1 2 3 4 5 6 7 8 Number of green sweets in the packets, 4 Complete these sentences and choose the words to plan on investigation to find out how many seeds there are in a packet. ‘Question: How many ___ are there in a packet? | will count / collect how many seeds are in each packet. | will plant / record the number of seeds in a 117 >SS 410 Collecting and recording data » Practice 5 Aron counted the number of cars that passed his window each hour. ‘4 Complete the table to show his results. 10,14, 14, 10, 10, 13, 14, 13, 13, 13, 14, 13, Number of cars | How many hours? b_ Complete the dot plot to show the number of cars that passed each hour. wo Number of 118 >410.1 How to collect and record data 6 Use the table or the dot plot in Question 5 to answer these questions. ‘a For how many hours did Aron see 12 cars? b» What was the greatest number of cars Aron saw in an hour? ¢ Forhow many hours did Aron see less than 12 cars? d_ Did you use the table or the dot plot? Why? 7. You are going to plan an investigation to find out how many cubes your friends can hold in one hand. ‘ Complete the plan. (Question: How many People | will use: 119 >Hlecting ond recording data | will record the data in this table, Number of Number of Carry out the investigation and complete the table. Challenge XY ® Nosren counted the numberof seed in 12 packets of sunflower seeds. This is the numberof seeds in eoch packet. 23, 24, 22, 22, 22, 23, 26, 24, 24, 21, 23, 23 a Draw a table to show how many packets had each number of seeds. 120 >10.1 How to collect and record data b_ Draw a dot plot to show how many seeds are in each packet. | tf} ¢ How many packets had 25 seeds? d_ What was the least number of seeds found in a packet? eHow many packets had more than 23 seeds in them? Reflect on how you answered questions c, d and e. Did you use the table or the dot plot? Why?10 Collecting and recording data > 9 You are going to plan an investigation to find out how many cubes your 122 > friends can connect together in a line in one minute. Complete the plan. Questior People | will use: —_ Equipment | will need; Use the space below to collect your data. Then use the grid below to represent your data in a dot plot.Fractions and percentages > 11.1 Equivalence, comparing and ordering fractions Put the correct sign < or > between this pair of fractions. 3 5 a 8 Change into on equivalent faction in eighth Compare the two fractions and write the correct sign.7 Exercise 11.1 Focus 1. Here is a table. The rows for the 1x table and the 5x table are in grey. x}r]2]}3}4[sfe]{7]e] ofr 1}1]2]/3]4[sle]7]e]o]r0 2/2] 4] 6 | 8 {10/12} 14] 16| 18 | 20 3|3]6 | 9 {12} 15] 18] 21| 24] 27] 30 4|4| 8 |12| 16] 20 24] 28| 32] 36] 40 5 | 5 | 10] 15] 20] 25] 30] 35 40| 45 | 50 6 | 6 | 12] 18| 24] 30 | 36| 42 | 48 | 54 | 60 7 | 7 | 14] 21| 28| 35 | 42 | 49 | 56 | 63 | 70 8 | 8 | 16] 24] 32] 40| 48| 56 | 64] 72| 20 9 | 9 | 18] 27] 36] 45 | 54] 63 | 72] e1| 90 10 | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 |100} You can use the table to help work out equivalent fractions: a 2-2 -LJ_4 LJ. 6 LJ is lJ 0 2 6 10 7 18 |ai 111.1 Equivalenes, comparing and ordering fractions Las | 2 5 Te pee cy 4 s LJ» Lis LI. 9 15 rr 27 Use the fraction wall to help you answer questions 2 and 3. 1 4 a 3 1 a 1 5 3 5 a 3 4 4 4 a 1 a 1 a 1 6 6 6 6 6 6 77212] 21272412 {8/8/8188} 8/8/8 2 Write each set of fractions in order, smallest first. ‘Write down the equivalent fractions you use to work out each answer. 2 a 2.345 aaa8 2547 b 36268 3. Put the correct sign < or > between each pair of fractions. 1 5 of g b 2 sg 3 6 125 >1 i 11 Froctions ond percentages > Proctice 4 Coourin re the squares containing fractions equhalent to 3 Wh eta con you se? Colourin bie the squres contig action equtelent to 3 What letter can you see’ a] s/w] 6 15 | 30 wm | 6 | 27 | 20 | a2 | 2 | % 2 | 10 | ao | ao | we | 3 | a 3 | 12 | 15 | 2 | 24 | i0 | 26 ui}s|nl2l2lxz] 3 a | 9 | 33 | too | te | 36 | 4 w}alalelulals 30 | 2 | 2 | 3 | 2 | ¢ | 4] 2/22] 2 |] 6 | 4 | 6 | «| | 5 | 8 | io | 36 5 Here are three fractions. 2 2 2 30 4°66 Write each fraction in the correct box on the number line. 6 Which is larger? Ferny o oun win roy iw a cu or: 126 >{11.1 Equivolence, comparing and ordering fractions Choose different numbers for each numerator to make this number sentence correct. i 8 "How many different answers can you find? Both fractions must be less than 1, Challenge 8 Find sets of three equivalent fractions. a}s/seleala 4 6 20 m 10 2}a9]/ 6 | wo] a 5 | 2 | 8 | 2 | io 20 4 30} 2 ‘ 24 joo | iz | 3 List your sets here: 127 >Tq & When is the oddone out Explain your answer. 2 20 2 mw 6 3 il Find more than one answer. 10 L\ ana O stand fortwo sterent numbers. q Ly isomutipte ofS Oise mutiple ot what numbers could L\ ond) stan for? 21. Citele the froction that i greater than J bute than 3 3 2 & Z 8 4 8 a SY 12 Alana says, fs greater than: Is Alana correct? Explain how you know. | 128 >> 11.2 Percentages x= a Shade 10% ofeach noe Shade of ech arid in Block a 10% = 10 out of 100 11.2 Percentages percent percentage There are 100 squares in each grid Shade 10 squares grey. Shade 25 squares black. It does not matter which squares you shade as long as you shade the correct number. 129 >Exercise 11.2 Focus 1 Write the percentage that is coloured in grey. ——— 2. Colour these diagrams to show the following percentages. a 50% 130 >411.2 Percentages b 75% 10% 3 Write these fractions as percentages. a 35outof 100=__% b 36 out ef 100=__% © 72outof100=__% d 14outof 100=__% © G7 outof100=__% 131 >11 Froctions and pereentages Practice 4 Colour these diagrams to show the following percentages. a 55% 132 >11.2 Percentages 5 Join pairs of shapes that make a whole circle. ‘You will need to work out the percentage for one of the circles. Pe Q 67% 75% 25% 20% 50% 33% 50% 133 >m | 6 Zhen looks at the label in her coat, The coat is made of wool and cotton. Part of the label is missing. 80% wool % cotton ‘What percentage of the coat is cotton? Challenge 7 Write the percentage of each shape that is coloured in, | he % __% % % 8 Eighty percent of the leamers in Year 4 won a prize for good attitude in all lessons. ‘There are 100 learners in Year 4. How many learners won a prize? 134 >9. The table shows the colours of flowers in a garden. Colour Percentage of flowers red yellow 50% pink white 20% ‘The percentage of red and pink flowers is the same. ‘What percentage of the flowers are pink? 10 Colour 25% of each of these grids. 112 Percentages 135 >n —— ED investigating 3D shapes and nets > 12.1 The properties of 3D shapes Draw arrows from the words to the parts of the shape. LE “ss Edge Vertex ‘Answer: Faces are the flat surfaces of a 3D shape. Face This rectangle is a flat surface on the ZL hexagonal prism, Edge Edges are the lines where two faces meet This line is where two faces meet on the Vertex hexagonal prism, Vertices are the points where edges meet. Three edges meet at this point on the hexagonal prism, cone edge face prism pyramid tetrahedron vertex/ vertices | 136 > M12.1 The properties of 3D shopes Exercise 12.1 Focus 1. Draw arrows from the words to the parts of this shape. 2. Thisis a cuboid. Mark the edges with a green line. Mark the vertices with a red circle. a How many edges are there? _ b_ How many vertices are there? ¢ Howmany faces are there? 137 >32 Investigating 3D shapes ond nets “Y 3 a Thisisc pentagon-based pyramid. SS Name the shaded face, b. Thisis a triangular prism. Name the shaded face. 4 Write the names of the seven faces of a pentagonal prism 138 >12.1 The properties of 3D shapes Practice 5 Complete these sentences about the tetrahedron. A tetrahedron has: faces, _edges and vertices. 6 This is a face from one of these shapes. Tick the shapes it could belong to, A B L\ 7 Nome a 3D shape with more than two triangular faces. 8 Name a 3D shape with a circular face. 139 >12 Investigating 3D shapes ond nets Challenge ~Y_ 2 Complete the table to show how many faces, edges and vertices each shape has. ‘Shape Number of Number of Number of faces edges vertices Cuboid 6 12 ‘Triangular prism 6 Pentagon-based pyramid Hexagonal prism 10 This is a face from one of the shapes in the list. Tick the shapes it could belong to. Cube ‘Triangular prism Tetrahedron Hexagonal prism ‘Square-based pyramid 111. Describe how triangular prisms and triangle-based pyramids are similar and different. 140 >12.2 Nets of 2D shopes > 12.2 Nets of 3D shapes J Workédexcrmple2 ‘What shape does this net make? A. Atetrahedron BA square-based pyramid Cc Acube triangle First label the number of faces tand the shape of the faces. 2 g 2 3 1 2 8a a>? BN |sauare} 27 8 5 7 triangle This net has 5 faces. thas 1 square face and ‘The net cannot make a cube. 4 triangular faces. This net has 1 square face and 4 triangular faces. Check the shape will be a prism The square face must be the base. oF a pyramid. ‘+ Aorism has two opposite faces connected by rectangles. ‘+ Apyramid has a base shape cord all other faces ore triangles that meet at a vertex. ‘Answer: B. This is the net of a square-based pyramid. 141 >2 Investigating 30 shapes and n Exercise 12.2 Focus 1. Circle the net that will make a hexagonal prism. 2 Allof these nets are the same except one. Circle the odd one out. A B c D122 Nets of 3D shapes Circle the shape that can be made with this net.

ae 12 Investigating 30 shapes and nets > 5 Circle the net that will make a triangular prism. A 8 6 Draw lines to match the shape to its net. cube cylinder cone 144 >Tick the shape that can be made with this net. Acube ‘An octagonal prism ‘An octagon-based pyramid Challenge 8 Draw lines to match the shape to its net. Z . LVV/ 8 tetrahedron c heptagonal prism > square-based pyramid 122 Nets of 30 shapes 145 >32 Investigating 3D shapes and nats Se ® Armotd nas raw this nto moke a pentagon-bosed pyramid Explain how you know that ts net wl not make a pentagon-based pyramid 10 Write the name of the shape that this net makes.Addition and subtraction > 13.1 Adding and subtracting efficiently Work out 367 + 185. Method 1: + Write the numbersin columns. pel dee oa + Add the ones, then the tens, then the hundreds. atel? + 745212 + 60+80=14 sTatele 60 +80 =140 a2 + 300+ 100 = 400 + Add these totals te get the answer: s 4 © 400 + 140 + 12is 552 4010 55 2 Method 2: ‘You can write the calelation more efficiently by ‘carrying’ the tens and hundreds pons te «© 7+8is12. ale|7 Record 2 ones and carry 1 ten, + 18 5 + 60+80+ 10is 150, Sena Record 5 tens andecarry 1 hundred ar + 200+ 100 + 100is 500, Record 5 hundreds Answer: 552 147 >13 Addition and subtraction Exercise 13.1 Focus 1. There are 215 girls and 259 boys in the school hall How many boys and girs are in the hall altogether? 7 = as ee _A subtract Do the same for these calculations. a 128-62 b 358-254 © 548-392 ~Y 2 Chloe has three digit cards, |B ‘She makes the largest number she can with the three cards. \ Then she makes the smallest number she can with the three cards. } What is the difference between the two numbers Chloe makes? 148 >13.2 Adding ond subtracting efficient ‘4 649 people go to a concert. 290 people are women, 312 people are men. How many children are at the concert? Practice 5. The table shows the distance in kilometres between five towns in the United Kingdom. Manchester Newcastle London Make sure you can read the Birmingham| Cardiff Birmingham table correctly 5 by finding Coat the distance London from London to Cardiff. You Manchester should find itis Newson 269 kilometres. a Nami travels from Birmingham to Manchester and then from Manchester to Newcastle, How many kilometres does she travel altogether? b_ Raphael travels from London to Birmingham and then from Birmingham to Newcastle. How many kilometres does he travel altogether? 149 >Mt 13. Addition and subtraction > 6 Subtract the largest 2-digit number from 200. Y 7. Use only the digits 4 and 5 to complete You may use the digits more than once. is calculation, + =500 8 Darius spilt ink on his work. His answer is correct. What is the missing digit? yr} aes 413 Challenge 9 Write the missing digits. 5 3 | 10 Use each of the digits 4, 5, 6, 7, 8,9 in each calculation to make these umber sentences true.13.2 Adding and subtracting eficienty 11 What total closest to 800 can you make using two of these numbers? 605| | 402| | 503] | 789 395| |s99| | 901] | 197 412 Last year there were 82 girls and 93 boys in Year 4. ‘This year there are 190 students in Year 4. Of these students, 95 are boys. How many more girls are in Year 4 this year than last year? 13 Find five pairs of numbers that add up to 900. sas | 238 | a6 | 228 96 | 791 | 355 | 601 672 | 109 | 589 | 437 463 | 322 | 814 | 465 One has been done for you. 672 +228 = 900 151 >33 Addition and subtraction > 13.2 Adding and subtracting fractions with the same denominator Find the missing fraction Bit.) [a4 itin*} Fat Calculate 3. ai*ii-it ‘The number sentence can then be written as 44) oad iit) [rat = 10 which can counting on from +4 to 44. So] |=42.which can be found by counting on from z4-to 44 10 ‘Answer: 39 Exercise 13.2 Focus 1 Jamia hos cycled 3 ofthe way tothe gym. ‘What fraction of the distance does she still have te go? 152 >1122 Adding and subtracting fractions with the same denominator 2. Draw lines between two fractions that total 1. Find all the pairs that total 1. ® 4 White the missing numbers. 3, a 6 =2 b §- 7 oe 5. Find the missing fraction. 3 z Brae] FS 153 >I 2» el 13 Addition and subtraction > Practice 6 Write the missing numbers. 2,8 3,32 ata 2,8. ate 6.3. 5 378 7 Searles 4.4 10” i 3-3 7 Write the missing fraction. 8 Draw lines between two fractions that total 19 g Find al the pie that otal 22, 154 >13.2 Adding and subtracting frestions with the same denominator 9. Find different ways to solve this calculation. 10 Write the missing numbers. a J-) |-2 b Challenge 11 Find the missing numbers. 24] |=§ 5 8.) [20 7 7 a 3 9 ates. Zz +222 3°3 8 66 8 s_| |.3 uj) 1.2 5 9 3 2 an Pzed 4.3 5-5 373 155 >13 Adaltion and subtraction TY 22 Find aitferent ways to solve this calculation. 13.0. Wiitetwo factions that havea sum of Z Write two factions that have diference of 3. 15 In the diagram the fraction in each box is the sum of the two fractions below it. Write the missing fractions. 21 20 156 >