Cam Bridge Primary Mathematics Teacher S Resource 6 Emma Low Cambridge University Press Public

CAMBRIDGE PRIMARY 6
Mathematics
Teacher’s Resource
Emma Low
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Contents
The ethos of the Cambridge Maths project v 7 Area and

perimeter (1) 61
Introduction vii 7.1 Making a
model house 62
Teaching approaches x 1C: Geometry and
problem solving
Talking mathematics x 8 2D and 3D shape
(1) 69
Resources, including games x 8.1 Identifying
polygons 70
8.2 Properties
of 3D shapes and their cross-sections 74
8.3 Nets
76
Term 1 9 Angles in a
triangle 81
9.1 Angles in a
triangle 82
1A: Number and problem solving
10 Shapes and
geometric reasoning 87
1 The number system (1) 1
10.1 Describing
translation 88
1.1 Place value 2
10.2 Reflecting
shapes 92
1.2 Ordering, comparing and rounding numbers 4
10.3 Rotation on
a grid 94
2 Multiples, factors and primes 9
2.1 Multiples and factors 10
2.2 Odd and even numbers 14 Term 2
2.3 Prime numbers 16
3 Multiplication and division (1) 21 2A: Number and problem
solving
3.1 Multiply and divide by 10, 100 and 1000 22 11 The number
system (2) 103
3.2 Mental strategies for multiplication 24 11.1 The number
system (1) 104
4 More on number 27 11.2 History of
number (1) 106
4.1 Addition of decimals 28 12 Decimals
109
4.2 Dvision (1) 32 12.1 The decimal
system 110
4.3 Number sequences 34 12.2 Operations
with decimals 114
1B: Measure and problem solving 12.3 Decimals in
context 118
5 Length 37 13 Positive and
negative numbers 121
5.1 Working with length 38 13.1 Positive
and negative numbers 122
5.2 Drawing lines 42 14 14 Multiples,
factors and mental strategies using them 127
6 Time (1) 49 14.1 Common
multiples 128
6.1 Timetables 50 14.2 Mental
strategies for addition and subtraction 130
6.2 Calendars 55 14.3 Mental
strategies for multiplication 132
iii
15 15 Multiplication and division (2) 137 25 Addition and
subtraction 227
15.1 Divisibility rules 138 25.1 Addition and
subtraction (2) 228
15.2 Multipication 140 26 Multiplication and
division (3) 231
15.3 Division (2) 144 26.1 The laws of
arithmetic 232
16 Special numbers 149 26.2 Fraction and
division 234
16.1 Special numbers 150 27 Fractions
237
2B: Measure and problem solving 27.1 Fractions
238
17 Mass and capacity 153 27.2 Mixed numbers
and improper fractions 242
17.1 Measuring mass and capacity (1) 154 28 Fractions, decimals
and percentages 245
17.2 Measuring mass and capacity (2) 156 28.1 Fractions and
decimals 246
18 Time (2) 165 28.2 Percentages
248
18.1 Converting times 166 29 Ratio and
proportion 253
18.2 Time zones (1) 168 29.1 Using ratio
and proportion 254
19 Area and perimeter (2) 173 3B: Measure and problem
solving
19.1 Calculating area and perimeter 174 30 Metric and imperial
measures 259
2C: Handling data and problem solving 30.1 Capacity and
mass 260
20 Graphs, charts and tables 181 30.2 Distance
264
20.1 Tables and line graphs 182 31 Time (3)
273
20.2 Pie charts 184 31.1 Times zones
(2) 274
21 Statistics 189 31.2 Leap years
278
21.1 The three averages 190 32 Area and preimeter
(3) 285
21.2 Using statistics to persuade 194 32.1 Rectangles
286
32.2 Irregular
shapes 290
3C: Geometry and problem
solving
Term 3 33 2D and 3D shape (2)
297
33.1 Quadtrilateral
prisms 298
3A: Number and problem solving
33.2 Regular
polyhedra 300
22 Probability 203
34 Locating 2D shapes
309
22.1 Language of probability 204
34.1 Classifying
shapes 310
23 The number system (3) 207
34.2 Transforming
polygons 312
23.1 The number system (2) 208
35 Angles and
triangles 319
23.2 History of number (2) 212
35.1 Drawing and
measuring angles 320
24 Mental strategies 217
24.1 Addition and subtraction (1) 218
24.2 Multiplication and division 222
iv
The Ethos of the Cambridge Primary Maths project
Cambridge Primary Maths is an innovative combination of To

get involved visit www.cie.org.uk/cambridgeprimarymaths
curriculum and resources designed to support teachers and
learners to succeed in primary mathematics through best-
practice international maths teaching and a problem-solving
2
approach.
1
Cambridge Primary Maths brings together the world-class Cambridge
Primary mathematics curriculum from Cambridge International
Examinations, high-quality publishing from Cambridge University Press 3
and expertise in engaging online eFment materials for the mathematics
curriculum from NRICH.
Cambridge Primary Maths offers teachers an online tool that maps

resources and links to materials offered through the primary mathematics
curriculum, NRICH and Cambridge Primary Mathematics textbooks and
e-books. These resources include engaging online activities, best-practice 4
5
guidance and examples of Cambridge Primary Maths in action.
The Cambridge curriculum is dedicated to helping schools develop learners

who are confident, responsible, reflective, innovative and engaged. It is 1 You
can explore the available resources on the Cambridge Primary
designed to give learners the skills to problem solve effectively, apply
Maths website by curriculum framework, scheme of work, or teacher
mathematical knowledge and develop a holistic understanding of the subject.
resources. In this example, the ‘Teacher resources’ tab has been selected.
2 The
drop-down menu allows selection of resources by Stage.
The Cambridge University Press series of Teacher’s resources printed books 3
Following selection of the ‘Teacher resource’ and ‘Stage 1’, the chapters
and CD-ROMs provide best-in-class support for this problem-solving in
the Cambridge University Press textbook ‘Teacher’s resource 1’ are
approach, based on pedagogical practice found in successful schools
listed.
across the world. The engaging NRICH online resources help develop 4
Clicking on a chapter (‘2 Playing with 10’ in this example) reveals the
mathematical thinking and problem-solving skills.
list of curriculum framework objectives covered in that chapter. Clicking
on
a given objective (1Nc1 in this example) highlights the most relevant
The benefits of being part of Cambridge Primary Maths are:
NRICH activity for that objective.
• the opportunity to explore a maths curriculum founded on the values of 5 A
list of relevant NRICH activities for the selected chapter are revealed.
the University of Cambridge and best practice in schools
Clicking on a given NRICH activity will highlight the objectives that it
• access to an innovative package of online and print resources that can
covers. You can launch the NRICH activity from here.
help bring the Cambridge Primary mathematics curriculum to life in the
classroom.
v
The Teacher's Resource is a standalone teaching textbook that can be used
independently or together with Cambridge Primary Maths website. The free
to access website maps the activities and games in the Teacher's Resource
to the Cambridge Primary curriculum. It also highlights relevant online
activities designed by the NRICH project team based at the University of
Cambridge.
The additional material that the Cambridge Primary Maths project provides
can be accessed in the following ways:
As a Cambridge Centre:
If you are a registered Cambridge Centre, you get free access to all
the available material by logging in using your existing Cambridge
International Examinations log in details.
Register as a visitor:
If you are not a registered Cambridge Centre you can register to the site as
a visitor, where you will be free to download a limited set of resources and
online activities that can be searched by topic and learning objective.
As an unregistered visitor:
You are given free access an introductory video and some sample resources,
and are able to read all about the scheme.
vi
Introduction
The Cambridge Primary Maths series of resources covers the entire content
of misconception. A section called ‘More activities’ provides you with
of the Cambridge Primary Mathematics curriculum framework from
suggestions for supplementary or extension activities.
Cambridge International Examinations. The resources have been written
based on a suggested teaching year of three, ten week terms. This can be
The Teacher’s Resource can be used on its own to completely cover the
amended to suit the number of weeks available in your school year.
course. (The Learner’s Book and Games Book should not be used without
the associated teacher resource, as they are not sufficient on their own to
The Cambridge Primary Mathematics framework provides a
cover all the objectives.)
comprehensive set of learning objectives for mathematics. These objectives
deal with what learners should know and be able to do. The framework is
The accompanying CD-ROM contains:
presented in five strands: the four content strands of Number (including
a Word version of the entire printed book. This has been supplied so
mental strategies), Geometry, Measures and Handling Data are all
that you can copy and paste relevant chunks of the text into your own
underpinned by the fifth strand, Problem Solving. Problem solving is
lesson plans if you do not want to use our book directly. You will be
integrated throughout the four content strands. Whilst it is important to be
able to edit and print the Word files as required but different versions
able to identify the progression of objectives through the curriculum, it is
of Word used on different PCs and MACs will render the content
also essential to bring together the different strands into a logical whole.
slightly differently so you might have some formatting issues.
Questioning – This document outlines some of the different types

This series of printed books and CD-ROMs published by Cambridge
of question techniques for mathematics and how best to use them,
University Press is arranged to ensure that the curriculum is covered whilst
providing support for teachers.
allowing teachers flexibility in approach. The Scheme of Work for Stage 6
Letters for parents – a template letter is supplied along with a
has been fully covered and follows in the same ‘Unit’ order as presented by
mapping grid to help you to write a letter per Unit of material in
Cambridge International Examinations (1A–C, 2A–C and then 3A–C) but
order to inform parents what work their child is doing, and what they
the order of objective coverage may vary depending on a logical pedagogy
can do to support their child at home.
and teaching approach.
Photocopy masters – resources are supplied as PDFs, and as Word
files so that you can edit them as required.

The components of the printed series are as follows:
• Teacher’s Resource (printed book and CD-ROM)
• Learner’s Book (printed book)
This resource covers all the objectives of the Cambridge framework
This resource is supplementary to the course. As the ethos of the
through lessons referred to as ‘Core activities’. As a ‘lesson’ is a subjective
Cambridge Maths Project is to avoid rote learning and drill practice,
term (taking more or less time depending on the school and the learners)
there are no accompanying write-in workbooks. The Learner’s
we prefer to use the terms ‘Core activity’ and ‘session’ to reinforce that
Book instead combines consolidation and support for the learner
there is some flexibility. Each Core activity contains the instructions for
with investigations that allow freedom of thought, and questions
you to lead the activity and cover the objectives, as well as providing
that encourage the learner to apply their knowledge rather than just
expected outcomes, suggested dialogue for discussion, and likely areas
Introduction vii
remembering a technique. The investigations and questions are written
series. It can be used alongside the Teacher’s Resource as a source of
to assess the learner’s understanding of the learning outcomes of the
additional activities to support learners that need extra reinforcement,
Core activity. Learners can write down their answers to investigations
or to give to advanced learners as extension. Each game comes with a
and questions in an exercise book in order to inform assessment.
‘Maths focus’ to highlight the intended learning/reinforcement outcome
The overall approach of the Teacher’s Resource accompanied by the
of the game, so that the book can be used independently of any other
Learner’s Book allows a simple way for you to assess how well a learner
resource. For those who are using it as part of this series, relevant
understands a topic, whilst also encouraging discussion, problem-
games are referred to by title and page number in the ‘More activities’
solving and investigation skills.
section of the Teacher’s Resource. The accompanying CD-ROM
contains nets to make required resources; it also contains a mapping

At Stage 6, each Learner's Book page is designed to help learners
document that maps the games to the other resources in the series for
to consolidate and apply knowledge. Each section associated with a
those who require it. Please note that the Games Book does not cover
Core activity starts with an introductory investigation called “Let's
all of the Cambridge objectives on its own; it is for supplementary
investigate”, which is an open-ended question to get the learners
use only.
thinking and investigating. These are often ‘low threshold, high ceiling’
so that learners can approach the question at many levels. This is
Each chapter in the Teacher’s Resource includes
followed by a series of questions and/or activities to develop problem-
solving skills and support learning through discovery and discussion.
• A Quick reference section to list the title of each of the Core activities
New vocabulary is explained, and where possible this is done using
contained within the chapter. It provides an outline of the learning
illustrations as well as text in order to help visual learners and those
outcome(s) of each Core activity. (See page vii and later in this list, for
with lower literacy levels. Hints and tips provide direct support
a reminder of what is meant by a Core activity.)
throughout. Ideally, the session should be taught using the appropriate
• A list of the Objectives from the Cambridge Primary Mathematics
Core activity in the Teacher's Resource with the Learner's Book being
curriculum framework that are covered across the chapter as a whole.
used at the end of the session, or set as homework, to consolidate
Please note that this means that not all of the listed objectives will be
learning.
covered in each of the chapter’s Core activities; they are covered when
the chapter is taken as a whole. The objectives are referenced using sub-
There is generally a double page in the Learner’s Book for each
headings from the framework, for example ‘1A: Calculation (Mental
associated Core activity in the Teacher’s Resource for Stage 6. The
strategies)’ and the code from the Scheme of Work, for example,
Teacher’s Resource will refer to the Learner’s Book page by title and
‘2Nc3’.
page number, and the title of the Core activity will be at the bottom
of the Learner’s Book page. Please note that the Learner’s Book
Please be aware that the content of an objective is often split across
does not cover all of the Cambridge objectives on its own; it is for
different Core activities and/or different chapters for a logical
supplementary use only.
progression of learning and development. Please be assured that
provided you eventually cover all of the Core activities across the whole
• Games Book (printed book and CD-ROM)
Teacher’s Resource, you will have covered all of the objectives in full.
This resource is complete in its own right as a source of engaging,
It should be clear from the nature of a Core activity when parts of an
informative maths games. It is also a supplementary resource to the
viii Introduction
objective have not been fully covered. For example, a chapter on length
Teacher-led whole class activity
will list ‘Measure’ objectives that also include weight, such as ‘1MI1’
The main narrative represents work to be done as a whole class.
(Compare lengths and weights by direct comparison…) but the weight
Teacher-Learner discussion
aspect of the objective will not be covered in a chapter on length(!);
“Text that is set in italics within double-quotation marks represents
that part of the objective will be covered in a chapter on weight. Or
suggested teacher dialogue to instigate Teacher-Learner disccusion.”
a chapter focussing on understanding teen numbers as ‘ten and some
Learner-Learner interaction
more’ might cover the action ‘recite numbers in order’ but only up to 20
Group and pair work between learners is encouraged throughout and is
and therefore only partially cover objective ‘1Nn1’ (Recite numbers in
indicated using a grey panel behind the text and a change in font.
order … from 1 to 100…)). But please be reassured that, by the end of
the Teacher’s Resource, all of objectives 1MI1 and 1Nn1 will have been
The right-hand (narrow) column provides,

covered in full; as will all objectives. The Summary bulleted list at the
the vocabulary panel

end of each Core activity lists the learning outcome of the activity and
side-notes and examples

can add some clarity of coverage, if required.
a Look out for! panel that offers practical suggestions for identifying
• A list of key Prior learning topics is provided to ensure learners are
and addressing common difficulties and misconceptions, as well

ready to move on to the chapter, and to remind teachers of the need to
as how to spot advanced learners and ideas for extension tasks

build on previous learning.
to give them
• Important and/or new Vocabulary for the chapter as a whole is listed.
an Opportunity for display panel to provide ideas for displays.

Within the Core activity itself, relevant vocabulary will be repeated
• A
Summary at the end of each Core activity to list the learning
along with a helpful description to support teaching of new words.
outcomes/expectations following the activity. This is accompanied by a
Check up! section that provides quick-fire probing questions useful for
The Core activities (within each chapter) collectively provide a
formative assessment; and a Notes on the Learner’s Book section that

comprehensive teaching programme for the whole stage. Each Core
references the title and page number of the associated Learner’s Book
activity includes:
page, as well as a brief summary of what the page involves.

• A list of required Resources to carry out the activity. This list includes
• A
More activities section that provides suggestions for further
resources provided as photocopy masters within the Teacher’s Resource
activities; these are not required to cover the objectives and therefore
printed book (indicated by ‘(pxx)’), and photocopy masters provided
are optional activities that can be used for reinforcement and

on the CD-ROM (indicated by ‘(CD-ROM)’), as well as resources
differentiation. The additional activities might include a reference to

found in the classroom or at home. ‘(Optional)’ resources are those that
a
game in the Games Book. You are encouraged to also look on the
are required for the activities listed in the ‘More activities’ section and
Cambridge Maths Project website to find NRICH activities linked to

thus are optional.
the Cambridge objectives. Together, these activities provide a wealth of

• A main narrative that is split into two columns. The left-hand (wider)
material from which teachers can select those most appropriate to their
column provides instructions for how to deliver the activity, suggestions
circumstances both in class and for use of homework if this is set.

for dialogue to instigate discussions, possible responses and outcomes,
as well as general support for teaching the objective. Differences in
formatting in this section identify different types of interactivity:
Introduction ix
We would recommend that you work through the chapters in the order
It is important that learners develop mathematical language and
they appear in this book as you might find that later chapters build on
communication in order to (using Bloom’s taxonomy):
knowledge from earlier in the book. If possible, work with colleagues
and share ideas and over time you will feel confident in modifying and
Explain mathematical thinking (I think that . . . because . . .)
adapting your plans.
Develop understanding (I understand that . . .)
Solve problems (I know that . . . so . . .)

Teaching approaches
Explain solutions (This is how I found out that . . .)
Ask and answer questions (What, why, how, when, if . . .)

Learners have different learning styles and teachers need to appeal to all
Justify answers (I think this because . . .)
these styles. You will find references to group work, working in pairs and
working individually within these materials.
There is advice on the CD-ROM about the types of questioning you can
use to get your students talking maths (Questioning).

The grouping depends on the activity and the point reached within a series
of sessions. It may be appropriate to teach the whole class, for example,
Resources, including games
at the beginning of a series of sessions when explaining, demonstrating
or asking questions. After this initial stage, learners often benefit from
Resources can support, assist and extend learning. The use of resources
opportunities to discuss and explain their thoughts to a partner or in
such as Ten frames, 100 squares, number lines, digit cards and arrow cards
a group. Such activities where learners are working collaboratively are
is promoted in the Teacher’s Resource. Games provide a useful way of
highlighted in the main narrative as detailed in the previous section.
reinforcing skills and practising and consolidating ideas. Learners gain
High quality teaching is oral, interactive and lively and is a two-way
confidence and are able to explore and discuss mathematical ideas whilst
process between teacher and learners. Learners play an active part by
developing their mathematical language.
asking and answering questions, contributing to discussions and explaining
and demonstrating their methods to the rest of the class or group. Teachers
Calculators should be used to help learners understand numbers and the
need to listen and use learner ideas to show that these are valued. Learners
number system including place value and properties of numbers. However,
will make errors if they take risks but these are an important part of the
the calculator is not promoted as a calculation tool before Stage 5.
learning process.
NRICH have created an abundance of engaging and well-thought-out

Talking mathematics
mathematical resources, which have been mapped to the Cambridge
Primary scheme of work, and are available from the Cambridge Primary
We need to encourage learners to speak during a maths session in order to:
Maths website. Their interactive and downloadable activities can provide
• communicate
an alternative learning style or enrichment for some of the core concepts.
• explain and try out ideas
• develop correct use of mathematical vocabulary
• develop mathematical thinking.
x Introduction
1A 1 The number system (1)
NOTE: the objectives that form the basis of this chapter revise, consolidate and
extend number work covered in Stage 5. We suggest that you ask your
learners what they know already and use this information to target work
appropriately. You could give the learners a list of the objectives covered in this
chapter and ask them to produce a poster showing what they know. Alternatively, you
could ask them to complete the The Number System photocopy
master (CD-ROM) as means of formative assessment.
Quick reference
Number
Ordering, comparing and rounding numbers
Place value
Let’s investigate
Core activity 1.1: Place value (Learner’s Book p2)
Vocabulary
There are 1187 students in a large city school.

Do not attempt
Let’s investigate
million: equal to one
to work out an
Raphael has eight digit cards.

thousand thousands There are 42 classes in the school.
accurate answer.
and written as
1 000 000. Approximately, how many students are in
Learners revise and consolidate work on place value up to 1 000 000 and down to two
each class?
1 3 4 5 6 8
1 million ! 10 " 10 "
2 7
10 " 10 " 10 " 10 Explain to a friend how you made your
decision.
He uses the cards to make two four-digit numbers.
decimal places.
1 Draw a line 10 centimetres long. Mark 0 and 10 000 at the end points.
He uses each card only once.
Think about the largest
He finds the difference between his two numbers.

and smallest numbers 0
10 000
you can make.
What is the largest difference he can make?

Estimate the positions of the following numbers.
Mark each one with an arrow and its letter:
6000 marked A
1 Write the numbers shown on these charts in words and figures.
3500 marked B
(a) 100 000 200 000 300 000 400 000 500 000 600
000 700 000 800 000 900 000
9050 marked C
Core activity 1.2: Ordering, comparing and rounding numbers (Learner’s Book p4)
10 000 20 000 30 000 40 000 50 000 60 000

70 000 80 000 90 000
1000 2000 3000 4000 5000 6000

7000 8000 9000
100 200 300 400 500 600

700 800 900
2 Round these numbers to the nearest hundred.
10 20 30 40 50 60
70 80 90 (a) 45 678 (b) 24 055
(c) 50 505
1 2 3 4 5 6 7
8 9
0.1 0.2 0.3 0.4 0.5 0.6

0.7 0.8 0.9 3 Round these numbers to the nearest thousand.
Learners revise and consolidate work on ordering and rounding. Work in this chapter
0.01 0.02 0.03 0.04 0.05 0.06

0.07 0.08 0.09
(a) 147 950 (b) 65 507 (c) 157 846

(b) 100 000 200 000 300 000 400 000 500 000 600
000 700 000 800 000 900 000
10 000 20 000 30 000 40 000 50 000 60 000

70 000 80 000 90 000
4 Order the following sets of numbers from smallest to largest.
1000 2000 3000 4000 5000 6000

7000 8000 9000 (a) 54 754 55 475 55
547 54 775 55 447
100 200 300 400 500 600

700 800 900
(b) 45 054 45 540 45 504 45 045 45 500
concentrates on whole numbers as the objectives are repeated later in the year when
10 20 30 40 50 60
70 80 90
1 2 3 4 5 6 7
8 9 (c) 456 065 450 566 455 656
456 565 450 666
0.1 0.2 0.3 0.4 0.5 0.6

0.7 0.8 0.9
Use any of the numbers in part (c) to complete these inequalities.
0.01 0.02 0.03 0.04 0.05 0.06

0.07 0.08 0.09
? ! ? ? " ?
decimals are the main focus.

2 Unit 1A: Core activity 1.1 Place value
4 Unit 1A: Core activity 1.2 Ordering, comparing and rounding numbers
Prior learning Objectives* – please note that listed objectives

might only be partially covered within any given chapter but are
covered fully across the book when
taken as a whole
This chapter builds on 1A: Numbers and the number system
the work done in Stage 6Nn2 –Know what each digit represents in whole
numbers up to a million.
5 on five- and six-digit 6Nn3 –Know what each digit represents in one- and
two-place decimal numbers.
numbers. 6Nn8 –Round whole numbers to the nearest 10, 100 or
1000.
6Nn10 –Make and justify estimates and approximations
of large numbers.
6Nn12 –Use correctly the symbols for >, < and =.
6Nn13 –Estimate where four-digit numbers lie on an
empty 0–10 000 line.
–1A: Problem solving (Using techniques and
skills in solving mathematical problems)
6Pt5 –Estimate and approximate when calculating
e.g. use rounding and check working.
1A: Problem solving (Using understanding and
strategies in solving problems)
6Ps9 – Make, test and refine hypotheses, explain and
justify methods, reasoning, strategies,
results or conclusions orally.
*for
NRICH activities mapped to the Cambridge Primary objectives,
please visit www.cie.org.uk/cambridgeprimarymaths

Vocabulary
million
Cambridge Primary Mathematics 6 © Cambridge University Press 2014

Unit 1A 1
Core activity 1.1: Place value
LB: p2
Resources: Place value grid photocopy master (p7); large version for class
display. (Optional: Match the numbers photocopy master (CD-ROM);
The Number System photocopy master (CD-ROM).)
Display the Place value grid photocopy master for the whole class to see,
Vocabulary
and write the number 2002.2 so that everyone can see it.
million: equal to one thousand thousands;

Mark it on the grid and say, “Two thousand and two point two.”
1 000 000 = 10 × 10 × 10 × 10 × 10 × 10
200 000
Ask questions about each digit in turn:
20 000
• “What is the value of this digit?”
2000
Look out for!

• “How many times larger or smaller is the value of this two than this two?”
200
• Learners who do not read decimal numbers
20 correctly. Explain why the number, for example,

When discussing place value in terms of how many times larger or smaller
2 1.23, is read as ‘one point two three’ and NOT as

one digit in the number is relative to another digit, the learners may find
0.2 ‘one point twenty three’; it is because the digits 2

it easier to visualise it as follows:
0.02 and 3 represent two tenths and 3 hundredths NOT

× 1000
2 tens and 3 units. Similarly, 1.02 is read as ‘one
Th H T U • t h
point zero two’.
2 0 0 2 . 2
• Learners who may use different notation for
÷ 10
writing large numbers. For example, 1 million is
written as 1 000 000 or 1,000,000 in different parts

Repeat with other numbers up to two decimal places, for example 3003.33 and
also with of the world.
numbers that don’t have the same digit repeated e.g. 2450.12.
“What is the largest number I can show on this chart?” (Answer: 999 999.99)
Opportunities for display!

“How do I read this number?” (Answer: nine hundred and ninety nine thousand,
nine hundred
Learners collect examples of numbers from

and ninety nine point nine nine.)
newspapers, magazines and other sources for

“What happens if I add 0.01 to this number?” (Answer: I get one million (accept
‘1 and six display. Each number could be written in words and
zeros’); learners might not be familiar with the term ‘million’ even if they
can identify that the figures and displayed on a place value chart.
answer will be a 1 followed by six digits, if this is the case, introduce them
to this terminology.)
“How do I write this number?” (Answer: 1 000 000)
2 Unit 1A 1 The number system (1)

Summary
• Learners use a place value chart for numbers up to a million and down to two
Check up!
decimal places.
• Read this number, 1234.05. “What is the value of

• They read and write numbers and recognise a million written in figures.
the digit 1; and the digit 5?”

• They understand that the position of a digit affects its value.
• “Write the number six hundred and fifty six point

• They read decimal numbers correctly.
six in figures.”
Notes on the Learner’s Book
Place value (p2): contains examples that provide practice in reading and writing
numbers up to
1 million. Further work related specifically to decimals can be found on pages 109
to 119 (starting
with The decimal system, (chapter 12).
More activities
Match the numbers (pairs)
You will need the Match the numbers photocopy master (CD-ROM).
Cut out the cards from the activity sheet and lay them face up on the table.
Learners work in pairs. They take turns to pick up two matching cards and say
the number. Their partner checks the answer. Repeat until all the cards have been
used. This will act as a check to see that learners have understood how
to say large numbers.
Self assessment (individual)

You will need The Number System photocopy master (CD-ROM).
This is a self assessment sheet where learners practise the skills from the core
activity. They identify skills that they can do and which they need help on.
They identify what they want to get better at.
Games Book (ISBN 9781107667815)

Place value challenge (p1) is a game for two players. It gives practice writing
(and reading) large numbers.
Core activity 1.1: Place value 3

Core activity 1.2: Ordering, comparing and rounding numbers
LB: p4
Resources: Blank number lines photocopy master (p8); large version for
class display. (Optional: 0–9 spinner (CD-ROM).)
Display the Blank number lines photocopy master, so that the whole class can
see the empty Always ask, “How did you decide?” giving learners
number line marked from 0 to 10 000.
the chance to explain their methods using correct
mathematical vocabulary.
0 10 000
Ask learners what number goes in the middle of the line? (Estimate the halfway
mark, and
mark 5000 on the line.) “How did you work it out?” (Learners should know, or be
able to reason Look out for!
from previous work, that 5000 is half of 10 000.)
• Learners who do not know the conventions for
rounding. To round to the nearest thousand look

Mark and label other divisions on the line: start with by marking and labelling
every 1000.
at the hundreds digit:

Then ask learners to show the position of some four-digit numbers, for example
4500, 4200
• if it is less than 5 round down

and 4800.
• if it is 5 or more round up.

4500
to the nearest thousand
213 241 213 000
• To round to the nearest hundred look at the tens

0 4000 5000 10 000
digit:

Ask learners to order the following numbers starting with the smallest: 4300,
4500, 4800, • if it is 5 or more round up.
4100, 4200; they can use the number line for help if they need to. (Answer:
4100, 4200, 4300, to the nearest hundred
4500, 4800)
213 241 213 200
• To round to the nearest ten look at the units digit:

Ask learners to use two of the numbers from the list above to complete the
number sentences

below, then read them aloud:
• if it is 5 or more round up.

> <
to the nearest ten
213 241 213 240
Repeat with other sets of numbers.

Using the number line ask learners to round each number (4300, 4500, 4800, 4100,
4200) to the nearest thousand. (Answer: 4100, 4200, 4300 round to 4000 and 4500
and 4800 round to 5000.)
Emphasise how a number line can help learners to visualise, for example, 4200 is
nearer to 4000 than to 5000. Repeat with other sets of numbers
Ask where they would place the number 4155 on the number line. (Answer: just over
half way between 4100 and 4200.)
Support learner to:

• round 4155 to the nearest thousand (Answer: 4000)
• round 4155 to the nearest hundred (Answer: 4200)
• round 4155 to the nearest ten. (Answer: 4160)
Repeat with other numbers.
Draw a new number line from 0 to 1000000. Tell learners that 1000000 is 1 million,
which is 1 thousand thousands. Ask learners to discuss what number they think
would be positioned in the middle of the number line and to justify their answer
(Answer: 500000, 5 hundred thousand). Mark 5000000 on the number line. Ask
learners to suggest some other six-digit numbers and to estimate where those
numbers would be placed on the number line. Suggest the number 843791. Ask
some of the learners to mark with a dot where they think the number would be
positioned, and ask the other learners which dot they think most accurately places
the number and justify their answer. Encourage learners to use rounding and
approximation to help their estimate and reasoning.
Core activity 1.2: Ordering, comparing and rounding numbers 5

Summary
• Learners confidently round numbers to the nearest 10, 100 or 1000 using
Check up!
mathematical conventions.
• “Round 512 345 to the nearest thousand. How did you work
• They use a number line when appropriate to position numbers and understand
out your answer?”
that a number line may be useful when ordering or rounding numbers.
• “Order this set of numbers: 41 325 43 521 45 123
• They use the signs < and > to compare numbers.
43 324 43 512. What did you look for when making your
decisions?”
• “Use < or > to complete this inequality: 45 123 45 213”

Ordering, comparing and rounding numbers (p4): the investigation challenges
learners
to use their knowledge to answer a different type of question and explain their
decision to a partner. They should round each number to work out an
approximation,
for example: 1200 ÷ 40 = 30
Questions 1 to 7 provide practise related to the Core activity. Part (c) of

question 8
requires learners to think about all the numbers that could round according to
two criteria.
More activities
Rounding up (pairs)
You will need 0–9 spinner (CD-ROM).
Player one ‘spins the spinner’ five times to create a 5-digit number. The
player chooses which of the five digits to put in each box.
Player two rounds the number to the nearest thousand.

• If the number ‘rounds up’ player two scores a point.
• If the number ‘rounds down’ player one scores a point.
• The first player to score five points is the winner.

More or less (p1) is a game for two players. It provides an opportunity to use
the symbols < and > using one place decimals.

Place value grid
100 000 200 000 300 000 400 000 500 000 600 000
700 000 800 000 900 000
10 000 20 000 30 000 40 000 50 000 60 000
70 000 80 000 90 000
1 000 2 000 3 000 4 000 5 000 6 000
7 000 8 000 9 000
100 200 300 400 500 600
700 800 900
10 20 30 40 50 60
70 80 90
1 2 3 4 5 6
7 8 9
0.1 0.2 0.3 0.4 0.5 0.6
0.7 0.8 0.9
0.01 0.02 0.03 0.04 0.05 0.06
0.07 0.08 0.09
Instructions on page 2
Original Material © Cambridge University Press, 2014
Blank number lines
0
10 000
0
10 000
0
10 000
Instructions on page 4 Original Material © Cambridge

University Press, 2014
1A 2 Multiples, factors and primes
Quick reference
Multiples and factors Vocabulary
Odd and even numbers Vocabulary
Prime numbers
Vocabulary
Let’s investigate factor: a

whole Let’s investigate
odd: odd numbers Let’s investigate
prime number: a
Core activity 2.1: Factors and multiples (Learner’s Book p6)
The sequence below uses the numbers 1 to 4 so that number

that divides You need 13 counters and a 5 by 5 grid.
are not divisible by Look at this statement. Every
even number prime number has
exactly into another

2. They end in 1, 3, 5, greater
than 2 is the sum of exactly two different
each number is either a factor or a multiple of the
number. For example,

7 or 9. For example, Here are two examples: two
prime numbers. factors; itself and 1.
previous number.
1, 2, 3 and 6 are the

7689 is an odd
NOTE: 1 is not a prime
factors of 6.
number. 6"3#3 (3 is a prime number)
number. It has only
Learners consolidate previous learning related to multiples and factors.

4
2 1 3
1!6"6 2!3"6
factor factor factor factor
multiple: a number
even: even numbers
are divisible by 2.
They end in 2, 4, 6,
8 or 0. For example,
12 " 5 # 7 (5 and 7 are prime numbers)
Check if the statement is true for all the even
numbers to 30.
one factor (1).
Examples of prime
numbers: 2, 3, 5, 7,
11 …
Each number is used once only.

6578 is an even
Use cards that
that can be divided Place 13 counters on the grid so that

there is an odd Can you find an even
number that does not satisfy
number.
Find a similar sequence that can be easily exactly by

another number of counters in each row, column and on both
the rule? Try some numbers greater than 30.
moved around. number is a multiple
uses the numbers 1 to 6.

diagonals. Only one counter can be placed in each cell.
of that number. Start Place 10 counters on the grid so that

there is an
Core activity 2.2: Odd and even numbers (Learner’s Book p8)
at 0 and count up
1 List all the prime numbers between 10 and 20.
even number of counters in each row,
1 Which of these numbers are multiples of 8? in steps

of the same column and on both diagonals. Only one
There is more 2 Identify these prime numbers
from the clues.
18 24 48 56 68 72 size and you

will find counter can be placed in each cell. than
one answer.
(a) It is less than 30.
numbers that are
2 Which of these numbers are factors of 30? multiples

of the step
The sum of its digits is 8.
Learners extend their work on odd and even numbers as they explore rules related
size. For example, 1 Which of these numbers are even?
(b) It is between 30 and 60.
4 5 6 10 20 60
#3 #3 #3 #3
9 11 26 33 57 187 2002
The sum of its digits is 10.
3 Use each of the digits 5, 6, 7 and 8 once to
Explain to a partner how you know.

3 Copy and complete these number sentence by placing
make a total that is a multiple of 5. 0 3

6 9 12
a prime number in each box.
to addition, subtraction and multiplication.
3, 6, 9, 12 . . . are 2 Andre makes a three-digit number.
? ? + ? ?
All the digits are odd.
? ! ? ! ? " 30
multiples of 3.
The sum of the digits is 7.
4 Find all the factors of:

? ! ? ! ? " 50
What could Andre’s number be?
(a) 24 (b) 32 (c) 25.
? ! ? ! ? " 70
3 Ollie makes a three-digit number using the digits 2, 3 and 6.
5 My age this year is a multiple of 8.
His number is odd.

4 Identify the prime numbers represented by ? and ? .
My age next year is a multiple of 7.
The hundreds digit is greater than 2.

(a) ? 2
" 49 (c) ? # 2 " 52
How old am I?
Core activity 2.3: Prime numbers (Learner’s Book p10)
What could Ollie’s number be?
(b) ? # 1 " 2 ! 9 (d) ? # ? " 20
6 Unit 1A: Core activity 2.1 Multiples and factors
8 Unit 1A: Core activity 2.2 Odd and even numbers
10 Unit 1A: Core activity 2.3 Prime numbers
Learners are introduced to prime numbers and the definition of a prime number,
and can recite the prime numbers less than 20.
please note that

listed objectives might only be partially covered within any given chapter but are
covered fully across the book
Prior learning Objectives* – when taken as a
whole
• This chapter builds on previous 1A: Numbers and the number

system
work on odd and even numbers, 6Nn6 –
Find factors of two-digit
numbers.
multiples and factors. 6Nn7 –
Find some common multiples
(e.g. for 4 and 5).
• Prime numbers have not been 6Nn17 –
Recognise odd and even numbers
and multiples of 5, 10, 25, 50 and 100 up to 1000.
formally introduced in previous 6Nn18 –
Make general statements about
sums, differences and multiples of odd ad even numbers.
Stages, so this might be the first 6Nn19 –
Recognise prime numbers up to
20 and find all prime numbers less than 100.
time learners have encountered 1A: Problem solving (Using
understanding and strategies in solving problems)
the definition. 6Ps3 – Use logical reasoning to
explore and solve number problems and puzzles.
6Ps9 – Make, test and refine
hypotheses, explain ad justify methods, reasoning, strategies, results or
conclusions
orally.
*for NRICH activities mapped to the

Cambridge Primary objectives, please visit www.cie.org.uk/cambridgeprimarymaths
Vocabulary
factor • multiple • odd • even • prime number

Unit 1A 9
Core activity 2.1: Factors and multiples
LB: p6
Resources: There are no specific resources required for this activity.
Revise learners’ knowledge of factors and multiples by creating a whole class

‘Mathematical
Vocabulary
orchestra’. Sit five learners on chairs facing the class. Number these
learners 1 to 5, and
inform them that they are members of the mathematical orchestra. Each learner
has their multiple: a number that can be divided exactly by
own part in the orchestra. Explain that you are the conductor and your job is
to slowly another number; start at 0 and count up in steps of the
count the beat with up/down movements of your hand.
same size and you will find numbers that are multiples
of the step size. For example,

Instruct learner ‘number 1’ to stand and immediately sit down on each beat,
then instruct
+3 +3 +3 +3
learner ‘number 2’ to stand and immediately sit down on beats 2, 4, 6 … (the
multiples of 2).
Then tell learner ‘number 3’ to stand on beats 3, 6, 9 … (the multiples of 3),
learner ‘number
4’ to do so on beats that are multiples of 4, and learner ‘number 5’ to do so
on beats that 0 3 6 9 12
are multiples of 5. Practise together first so that you are confident the
learners understand. 3, 6, 9, 12 . . . are multiples of 3.
Practise the count to 8 beats, or beyond. If you were counting 8 beats, the
learners would
factor: a whole number that divides exactly into

stand/sit as per the diagram below on beat 1, 2, 3, 4, etc, to beat 8.
another number. For example, 1, 2, 3 and 6 are the

stand stay seated
factors of 6.
1: 2: 3:
4: 1×6=6 2×3=6
5: 6: 7:
8: factor factor factor factor
Direct questions to the rest of the class such as:

general statement: a statement that does not use
particular examples, e.g. ‘Two odd numbers added

• “Can you predict how many learners will stand on count 10?” (Answer: 3)
together give an even number’.
• “Which numbers do they represent?” (Answer: 1, 2, and 5)
counter-example: an example that shows a general

• “What is the relationship between these numbers?” (Answer: they are factors
of 10.)
statement is wrong.
Establish the definitions of multiple and factor, then issue a challenge,
“When is the first time
four learners will stand together?” (Answer: 1, 2, 3 and 4 will stand on 12.)
Act out with the
mathematical orchestra to demonstrate this. You could try similar challenges
that are also
possible to act out with the mathematical orchestra.
10 Unit 1A 2 Multiples, factors and primes

Ask learners from the orchestra to sit back down and ask the class to discuss in
groups, “When is the The ‘Mathematical orchestra’ activity can be adapted
first time all five learners will stand together? How do you know?” (Answer: 60; it
is a multiple of 1, for use with the whole class by:
2, 3, 4 and 5.) Discuss answers and reasons as a class.
• having more learners in the row.
Tell learners that it can be useful to know all the factors of a number. Ask
learners what • having groups of learners seated around tables with
strategies they would use to find all the factors of 24. If the learners cannot
come up with each table representing a number. An alternative
ideas of their own, then suggest the following:
to standing up and sitting down is to wave arms up
• “Start with the lowest number, 1 is always a factor of a whole number.”
and down.
• “What is the ‘partner’ of 1?” (Answer: 24) “The number itself will also always be
a factor.”
• “What about 2?” (Answer: It must be a factor because 24 is an even number.)
• “What is 2’s ‘partner’?” (Answer: halve 24 to get 12.)
Look out for!

• “What about 3?” (Answer: 24 ÷ 3 = 8 so 3 and 8 is another factor pair.)
Learners who confuse factors and multiples
• “Continue in this way to find all possible pairs.” (Answer: 1 & 24, 2 &12, 3 & 8,
4 & 6.) (a common error). Remind these learners of the
• “Is there any point in continuing any further? Why not?” (Answer: 5 is not a
factor, 6 has definitions and give them some examples of factors
already been found.)
and multiples, particularly where a factor is not also
• “Record the results systematically, for example, {1 24} then {1, 2 12,
24} and so on a multiple. For example, 2 is a factor of 8 but is
until you reach the ‘middle’.”
not a multiple of 8.
If necessary, remind them of factor bugs (Stage 5, chapter 4).

Ask groups of learners to discuss the general statement, ‘The larger the number,
the more factors it

has.’ Ask them to consider some test pairs, for example 16 and 27, 12 and 20.
Learners should first
predict which number will have the most factors, and then they can calculate all
the factors for each
Ensure that the words ‘multiple’ and ‘factor’ are

number to test the statement.
clearly displayed with their definitions. Add the
posters made in the More activities section to the

Discuss the results as a class. Is the general statement correct? Or did someone
find a display
counter-example?
Summary
Learners revise and extend previous work on multiples and factors, using them to
solve Check up!
puzzles and problems.
• “Here are four numbers: 3, 4, 7 and 12. Which of
these numbers are factors of 12?” (Answer: 3, 4
Multiples and factors (p6): learners are presented with a selection of straight-
forward and 12.)
questions and puzzles. The puzzles involve both multiples and factors together, so
learners • “I am thinking of a number between 20 and 40. It is a
have to think about the definitions of the words. Useful links are made with data
handling multiple of 5 and a multiple of 7. What number am
objectives, as both Carroll diagrams and Venn diagrams are used in questions 6, 7
and 9. I thinking of?” (Answer: 35)
• “How can you be sure you have found all the factors
of a number?”
Core activity 2.1: Factors and multiples 11

More activities
Make a poster (individual)
Learners design a poster about factors and multiples, remembering to include
the definitions of each word.
Puzzles (pairs)
Solve these puzzles, then write similar puzzles for your partner to solve:
1. What is my number? It is even, a multiple of 4, a factor of 24, and between
10 and 20 (Answer: 12)
2. What is my number? It is a factor of 24, a factor of 40, and a factor of 52
but is not the number ‘2’ (Answer: 4)

Factors in a row (p5) is a game for two players. The game provides practice in
finding all the factors of 2-digit numbers.

Blank page 13
Core activity 2.2: Odd and even numbers
LB: p8
Resources: Blank 3 by 3 grid photocopy master (p18).
By Stage 6 learners should be confident of what is meant by odd and even

numbers but if
Vocabulary
necessary, reinforce that odd numbers cannot be divided by 2 without leaving a
remainder.
This point is important because some learners might be confused by previous
work on odd numbers: are not divisible by 2 without a
division where odd numbers were divided by two to leave a remainder.
remainder; they end in 1, 3, 5, 7 or 9. For example,
4689 is an odd number.

Show an example of how you can arrange the numbers 1, 2, 3 and 4 in a 2 by 2
grid so
that the sum of the numbers horizontally and vertically is odd and the sum of
the numbers even numbers: are divisible by 2, without a remainder;
diagonally is even. One solution is:
they end in 2, 4, 6, 8 or 0. For example, 7578 is an even
number.
2 1 odd
3 4 odd
even even
odd odd
Ask learners to find a different solution.
Display the rules for:
As a class, discuss the different solutions learners found. Ask, “How did you
decide where to put • adding odd and even numbers:
the numbers? Can you give us any rules about adding odd and even numbers?”
(Answer: either two even + even = even
evens or two odds need to go along the diagonal (based on the rules: even +
even = even and odd odd + odd = even
+ odd = even); then the other two numbers can be placed to fill the gaps so
that in all rows and even + odd = odd
columns there will be one odd and one even number (based on the rule, even +
odd = odd.) odd + even = odd
• subtracting odd and even numbers:

Learners work in pairs on a different investigation. Ask them to place the
digits 1, 2, 3, 4, 5, 6, 7,
even - even = even

8 and 9 in the 3 by 3 blank grid photocopy master so that each line
horizontally, vertically and
odd - odd = even

diagonally add up to an odd number.
even - odd = odd

Review work and arrive at the rules for adding three numbers that gives the
following odd - even = odd
pattern for solutions to the problem:
• multiplying odd and even numbers:
E O E
even × even = even
O O O
even × odd = even
E O E
odd × even = even
odd × odd = odd.

(Answer: either three odds have to add together or two evens and an odd.)

Move on to discussing multiplying odd and even numbers, asking, “What are the rules
for
multiplying odd and even numbers?”
Allow the learners thinking time then collect their ideas. (Answer: odd × odd =
odd, even × odd
= even, even × even = even.)
Summary
• Learners work confidently with odd and even numbers.
Check up!
• They find and use general statements and solve increasingly challenging puzzles.
Mira says, ‘I can add three odd numbers to get a total
of 30.’
“Is she right? Explain your answer.”
Odd and even numbers (p8): learners are familiar with odd and even numbers so the
questions
are designed to encourage them to think about the properties of odd and even
numbers (with
the exception of question 1). Links are made with place value, multiples and
calculation.
Learners who need support could work in pairs.
More activities
Squirrels nut store (pairs)
Squirrels hide nuts to eat in the winter. Three squirrels hide 25 nuts altogether.
Each of them hides a different odd number of nuts.
How many nuts did each squirrel hide? Find as many different ways as you can.
(Answer: There are 10 different solutions. [1, 3, 21] [1, 5, 19] [1, 7, 17] [1, 9,
15] [1, 11, 13] [3, 5, 17] [3, 7, 15] [3, 9, 13] [5, 7, 13] [5, 9, 11])
Core activity 2.2: Odd and even numbers 15

Core activity 2.3: Prime numbers
LB: p10
Resources: Sieve of Eratosthenes photocopy master (p19).
Remind learners of the definition of a multiple and a factor.
Vocabulary
Give each learner a copy of the Sieve of Eratosthenes photocopy master.
Learners will use prime number: a prime number has exactly two
this to explore patterns for the 2, 3, 4, 5, 6 and 7 times tables. First they
should cross out the different factors, 1 and the number itself. For example,
number 1, then they should cross out the multiples of 2 except 2, the
multiples of 3 except 3, 2, 3, 5, 7, 11 are all prime numbers.
the multiples of 4, the multiples of 5 except 5, the multiples of 6 and the
multiples of 7 except NOTE: 1 is not a prime number; it has only one factor (1).
7. Before they cross out the multiples of each number, they should try to
predict what patterns
might emerge and try to explain the patterns they’ve found after doing the
crossing out.
You could use the following questions as a guide:

Look out for!
• (2× table) “What do you notice? Can you explain what you see?” (Every other
number is Learners who think that 1 is a prime number.
crossed out, because consecutive numbers have a pattern of odd-even-odd-
even-odd etc. and Emphasise that prime numbers always have two
all multiples of 2 are even numbers.)
different factors and 1 only has one factor.
• (3×table) “Can you predict what will happen? Will you shade any numbers that
are
already shaded? If so, which ones?” (Even multiples of 3 will already be
crossed out as they
are also multiples of 2.)
• (4× table) “Do you need to shade these multiples? Why not?” (No, because all
multiples of 4
are also multiples of 2; they are all even numbers.)
• (5× table) “Can you explain the pattern?”
• (6× table) “Do you need to shade the multiples of 6? Why not?” (No, because
all multiples of
6 are even and therefore are also multiples of 2.)
• (7× table) “Which numbers were not already shaded in?” (49, 77, 91)
At the end they should look at the grid and say what is special about the
numbers that they
haven’t crossed. Establish that they are the prime numbers: 2, 3, 5, 7, 11,
13, 17, 19, 23, 29,
31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97. Explain what is
meant by a prime
number. Explain that the method they just carried out is called the ‘Sieve of
Eratosthenes’
and was devised by a historical mathematician, called Eratosthenes, to
identify all the prime
numbers less than 100.

Repeat the mathematical orchestra activity from Core activity 2.1. You might wish
to add extra
multiples: 6, 7 . . . Ask learners which ‘beats’ had two people standing together
(Answer: beats 2,
3, and 5) and what is special about these numbers? (Answer: prime numbers.)
Summary
Learners know the definition of a prime number and can recite the prime numbers
less than 20. Check up!
“Which of these are prime numbers?”

11, 21, 31, 41, 51, 61

Prime numbers (p10): the investigation links work on odd and even numbers with
prime
numbers. This is followed by examples focusing on identification and use of prime
numbers.
More activities
Eratosthenes (individuals or pairs)
The ‘Sieve of Eratosthenes’ is the 10 by 10 grid that learners used to find all the
prime numbers less than 100. The mathematician who devised the sieve was
Eratosthenes. Learners find out as much as they can about his life and work.
Core activity 2.3: Prime numbers 17

Blank 3 by 3 grid
Instructions on page 14 Original Material © Cambridge University

Press, 2014
Sieve of Eratosthenes
1 2 3 4 5 6 7 8 9
10
11 12 13 14 15 16 17 18 19
20
21 22 23 24 25 26 27 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 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
81 82 83 84 85 86 87 88 89
90
91 92 93 94 95 96 97 98 99
100
1. Cross out the number 1.
2. On the grid, cross out all the multiples of 2 except 2.
• What do you notice? Can you explain what you see?
3. On the same grid, cross out all the multiples of 3 except 3.
• Can you predict what will happen? Will you cross out any numbers
that are already crossed out? If so, which ones?
4. Explore what happens for multiples of 4, 5, 6 and 7.
• (4× table) Do you need to cross out these multiples? Why not?
• (5× table) Cross out all the multiples of 5 except 5. Can you explain
the pattern?
• (6× table) Do you need to cross out the multiples of 6? Why not?
• (7× table) Which numbers were not already crossed out?
Now look at your grid. What is special about the numbers that
you haven’t crossed out?
20 Blank page
1A 3 Multiplication and division (1)
Quick reference
Multiplying and dividing by 10, 100 and 1000
Vocabulary Mental strategies for multiplication
near multiple of 10:
Core activity 3.1: Multiply and divide by 10, 100 and 1000 (Learner’s Book p11)
Let’s investigate
Let’s investigate
Cheng is thinking of a number.

a number either side Find different ways of completing
this calculation.
of a multiple of 10.
What number is Cheng thinking of?
For example, 20 is
? ! ? ! ? " 24
a multiple of 10, so
I multiply my number by 100, then divide 19 and 21 are near
Learners multiply and divide whole numbers by 10 and 100, extending to multiplying
and dividing
by 10, then multiply by 1000. My answer is one
multiples of 10.
hundred and seventy thousand.
1 Use the given fact to derive a new fact and then explain your method.
1 Copy and complete this set of missing numbers.

Copy and complete the table, the first one has been done for you.
by 1000.
25 ! 100 "
? ! 10 " 2500
? ? # 100 " 250
250 # 10 " ?
a
Fact
7 ! 9 " 63
7 ! 3 " 21
5 ! 7 " 35
Derived fact
7 ! 18 " 126
70 ! 3 "
50 ! 70 "
Method
18 is double 9 so double the answer
2 What is the missing number?
d 6 ! 8 " 48 6 ! 16 "
100 ! 10 " 10 000 # ?

e 8 ! 13 " 104 4 ! 13 "
3 A decagon has 10 sides.

f 6 ! 7 " 42 6 ! 70 "
Core activity 3.2: Mental strategies for multiplication (Learner’s Book p13)
g 5 ! 9 " 45 5 ! 91 "
h 6 ! 9 " 54 6 ! 89 "
i 4 ! 7 " 28 39 ! 7 "
j 3 ! 9 " 27 30 ! 91 "
Learners develop and refine mental strategies for multiplication, including working
with multiples
2 Use table facts to help you work out the following:
(a) 30 × 70 (b) 50 × 9 (c) 20 × 6
(d) 50 × 80 (e) 8 × 90 (f) 70 × 60
What is the perimeter of a regular decagon with sides
17 centimetres long?
3 Work out the following using a mental strategy:
and near multiples of 10, halving and doubling.

4 Milly says, “Every multiple of 1000 is divisible by 100.”
Is she right?
Explain your answer.
(a) 29 × 6
(d) 21 × 8
(b) 41 × 5
(e) 49 × 6
Explain to your partner how you worked out the answers.
(c) 19 × 7
(f) 51 × 4
For more questions, turn the page ...
Unit 1A: Core activity 3.1 Multiply and divide by 10, 100 and 1000
11 Unit 1A: Core activity 3.2 Mental strategies for multiplication
13
please note that listed

objectives might only be partially covered within any given chapter but are covered
fully across the book
Prior learning Objectives* – when taken as a whole
This chapter revises 1A: Numbers and the number system
work done in Stage 6Nn4 – Multiply and divide any whole number
from 1 to 10 000 by 10, 100 or 1000; explain the effect.
5 when learners 1A: Calculation (Multiplication and
division)
multiplied and divided 6Nc8/6Nc14 – Multiply pairs of multiples of 10, e.g.
30 × 40, or multiples of 10 and 100, e.g. 600 × 40.
whole numbers by 10 6Nc15 – Multiply near multiples of ten by
multiplying the multiple of ten and adjusting.
and 100, and worked 6Nc16 – Multiply by halving one number and
doubling the other, e.g. calculate 35 × 16 with 70 × 8.
on mental strategies 1A: Problem solving (Using techniques
and skills in solving mathematical problems)
for multiplication. 6Pt1 – Choose appropriate and efficient mental
or written strategies to carry out a calculation involving addition,
subtraction, multiplication or
division.
1A: Problem solving (Using
understanding and strategies in solving problems)
6Ps1 – Explain why they choose a particular
method to perform a calculation and show working.
6Ps4 – Use ordered lists or tables to help
solve number problems systematically.
6Ps6 – Make sense of and solve word problems
and represent them.
*for NRICH activities mapped to the Cambridge Primary

objectives, please visit www.cie.org.uk/cambridgeprimarymaths
Vocabulary
near multiple of 10

Unit 1A 21
Core activity 3.1: Multiply and divide by 10, 100 and 1000
LB: p11
Resources: True or false multiplication and division cards photocopy master

(p26).
Start the session by revising work on multiplying and dividing by 10 and 100.
Learners work in pairs using the True or false multiplication and division
cards cut from the photocopy
master. They take a card in turn and say whether the statement is true or
false.
• If the statement is true they explain how they know.
• If the statement is false they give the correct answer.
Review work done, reminding learners of the following rules:

Tth
Th H T U
To multiply by 10, move each digit one place value
to the left. Zero may be needed as a place holder.
3 4
To multiple by 100, move each digit two place

3 4 0
values to the left; 0 might be needed as Tth
Th H T U
a place holder.
3 4
“Following this pattern, how can I multiply by 1000?” 3

4 0 0 0
(Answer: move digits three places to the left e.g. 34 × 1000 = 34 000)
Emphasise that multiplying by 1000 is equivalent to multiplying by 10, then 10

again, then
Example:
10 again.
• To divide by 10, move each digit one place value

Repeat for division by 10, 100 and 1000. Ask, “Following this pattern, how can
I divide by to the right.
1000?” (Answer: move digits three places to the right, e.g. 58 000 ÷ 1000 =
58) Emphasise that • To divide by 100, move each digit two place
dividing by 1000 is equivalent to dividing by 10, then 10 again, then 10
again. values to the right.
22 Unit 1A 3 Multiplication and division (1)

Tth Th H T U
5 8 0 0 0
5 8 0 0 58 000 ÷ 10
5 8 0 5800 ÷ 10 (58 000 ÷ 100)
5 8 580 ÷ 10 (58 000 ÷ 1000)
Work with learners to complete these number sentences, asking each time for an
explanation:
34 × 1000 =
× 78 = 78 000
63 000 ÷ 1000 =
36 000 ÷ = 36
Summary
Learners confidently multiply and divide any whole number by 10, 100 or 1000 and
explain the effect. Check up!
• “What is 48 000 ÷ 1000? How did you
Multiplying and dividing by 10, 100 and 1000 (p11): learners apply their knowledge
of multiplication and work it out?”
division by 10, 100 and 1000 to problems set in different contexts. Ensure that
learners understand that • “Complete these number sentences:”
to multiply by 1000 they can multiply by 10, then 10 again, then 10 again or they
can multiply by 10 and × 42 = 42 000 ÷ 1000 = 6
100 in either order. The investigation and questions 4 and 7 can be used to
illustrate this relationship.
More activities
Make a poster (individual)
Design a poster that shows how to multiply and divide by 10, 100 and 1000.
Illustrate it with examples, including drawings, pictures or photographs.
• 1 metre is 100 times as long as 1 centimetre.
• 1 cent is 100 times smaller than 1 dollar.
Core activity 3.1: Multiply and divide by 10, 100 and 1000 23
Core activity 3.2: Mental multiplication strategies
LB: p13
Resources: Large sheet of paper; one per pair of learners.
Ensure learners are confident with mental strategies for multiplication by

revising methods they Spend a few minutes every day revising mental facts
used in Stage 5.
and developing mental strategies.
“I’m going to start with a multiplication fact and use different strategies
Vocabulary
to find out other related facts.” Write 7 × 8 = 56 for the whole class
to see.
near multiple of 10: a number either side of a
multiple of 10. For example, 20 is a multiple of 10

Ask what other facts can be found.
7 × 8 = 56 so 19 and 21 are near multiples of 20.
Take one response, for example, 7 × 4 = 28 (4 is half of 8 so

halve the answer).
Learners work in pairs with a large sheet of paper to work out as many facts
as they can for ‘7 × Use ‘spider diagrams’ to show related facts.
8 = 56’ in a few minutes.
Review work done, recording facts on a ‘master’ diagram. Ensure that the
following strategies
are covered:
• doubling
Examples: 14 × 8 = 112 (double 7); 7 × 16 = 112 (double 8)
• halving
7 × 4 = 28 (halve 8); 7 × 2 = 14 (halve 4)
“What happens if I double one number and halve the other?”
(Answer: the answer stays the same, e.g 7 × 8 = 56 so 14 × 4 = 56)
• using multiples of 10
7 × 80 = 560 (multiply 7 × 8 by 10)
70 × 8 =560 (multiply 7 × 8 by 10)
70 × 80 = 5600 (multiply 7 × 8 by 10 and 10 again, or by 100)
24 Unit 1A 3 Multiplication and division (1)

• using multiples of 10 when the calculation involves near multiples of 10
“How could I use 7 × 80 = 560 to find 7 × 81?”
(Answer: add another 7 so 7 × 81 = 560 + 7 = 567)
“How could I use 7 × 80 = 560 to find 7 × 79?”
(Answer: subtract 7 so 7 × 79 = 560 − 7 = 553)
Say that, “We refer to numbers like 79 and 81 as near multiples of ten – in this
case it means a ‘near to 80’, which is 10 × 8.”
Remind learners that building up a store of table facts and using mental strategies
can often help work out multiplication calculations.
Summary
• Learners revise their store of multiplication strategies to Check up!
include doubling, halving and using multiples of 10. • ‘“I know
that 7 × 13 = 91. How can I work out 14 × 13?”
• They understand how to adapt answers of multiplying by (Answer:
double the answer as 14 is double 7.)
10 to multiplying by a near multiple of 10. • “I know
that 8 × 11 = 88. What is … ? How do you know?”
Notes on the Learner’s Book … 80 × 11?
(Answer: 880; multiply answer by 10 as 80 is ten times larger than 8.)
Mental strategies for multiplication (p13): learners develop … 8 × 110?
(Answer: 880; multiply original answer by 10 because 110 is ten times
their mental strategies through oral work, best done frequently larger
than 11.)
a little at a time. The learner book therefore contains a limited … 80 ×
110? (Answer: 8800; multiply either of the previous answers by 10.)
number of examples. • I know
that 40 × 7 = 280. What is …? How do you know?”’
… 41 × 7?
(Answer: 287; add 7 to the original answer, so 40 × 7 = 280 + 7 = 287)
… 39 × 7?
(Answer: 273; subtract 7 to the original answer, so 40 × 7 = 280 – 7 = 273)
More activities
Mental mathematics (whole class)
Ensure that you do frequent oral activities to revise and consolidate the various
strategies of mental multiplication.
Create spider diagrams (individuals or pairs)
As per the start of the core activity, start with a multiplication fact and derive
other facts.

Domino multiplication (p5) is a game for two or four players. Learners practise
multiplying multiples of 10 and 100.
Core activity 3.2: Mental multiplication strategies 25

True or false multiplication and division cards
789 × 10 = 7890 610 ÷ 10 = 61 407 × 100 = 40 070
4350 ÷ 10 = 435 675 × 10 = 6705 21 × 100 = 2100
4010 × 10 = 410 866 × 10 = 860 150 × 10 = 1050
1940 ÷ 10 = 194 4500 ÷ 10 = 45 6000 ÷ 100 = 6
5200 ÷ 100 = 520 302 × 100 = 30 200 45 600 ÷ 100 = 456
Instructions on page 22 Original

Material © Cambridge University Press, 2014
1A 4 More on number
Quick reference
Addition of decimals
Division (1)
Number sequences
Vocabulary
Let’s investigate
Let’s investigate
Let’s investigate
sequence: an ordered
Core activity 4.1: Addition of decimals (Learner’s Book p14)
Arrange the numbers 0.1, 0.2, 0.3, 0.4, 0.5 and 0.6 in the
Choose different starting numbers to make sequences set of
numbers, shapes
Abdul was asked how old he was.
circles so the sum along each side of the triangle is 1.2.

that have a rule ‘add 5’. or
other mathematical
objects arranged
If my age is divided by 2
Is it possible to make a sequence where
according to a rule.
or 3 or 4 there is 1 left over.

the rule is ‘add 5’ and the terms are: For
example,
Learners revise previous learning on adding decimal numbers. They extend their
If my age is divided by 7
Try using numbers on

3, 6, 9, 12, 15 …
cards or small pieces of there is no remainder.

multiples of 5? 1, 4, 9,
16, 25 …
paper, that you can move
around.
multiples of 10? !"#!"#!
How old is Abdul? List the

multiples of 7. all odd?
step: the ‘jump size’.
knowledge to add decimals including with different numbers of decimal places.
include 24 and 39? You will need to try For

example, in the
different starting numbers.
1 Vincent wants to put 75 photographs in an album.

are not whole numbers? sequence
A full page holds 6 photographs. What is the smallest

60 110 160 210
+50 +50 +50
number of pages Vincent uses?

1 Here is the beginning of a sequence of the
step is ’!50’.
1 The answers to the following questions are in the grid.

numbers: term: one
of the
2 Which number on the grid can be
Find which answer goes with which question.

67 72 51
divided by 8 with a remainder of 1?

numbers in a
8, 16, 24, 32, 40 ...
Which number is not one of the answers?

sequence.
42 73 64
Core activity 4.2: Division (1) (Learner’s Book p17)
The sequence continues in the same way. rule: a

rule tells you
8.28 4.3 2.05
60 20 69
how things or numbers
7.8 5.41 12.18

Will 88 be in the sequence? Explain how
13.95 4.98 12.21

you know. are
connected. For
3 Complete these calculations:
example, the numbers
(a) 4.61 ! 0.8 (b) 0.45 ! 1.6 (c) 3.7 ! 4.58 (d) 6.1 !
7.85 (a) 78 ! 4 (b) 68 ! 7 (c) 98 ! 6
2 A sequence starts at 200 and 30 is 3, 7,
11, 15, 19 … are
Learners revise division methods when there is a remainder by dividing two- and
(e) 4.3 ! 0.68 (f) 7.5 ! 4.68 (g) 4.25 ! 7.96 (h)
3.45 ! 0.85
subtracted each time. connected
by the rule
4 Copy the grid. Shade the squares
41 ÷ 4 47 ÷ 9 48 ÷ 5
‘add 4 to the previous
2 Kiki has two pieces of rope. One piece is 93.7 metres long and the other
that have a remainder in the
200, 170, 140 ...
answer.
number’.
piece is 125.9 metres long. What is the total length of her rope?
14 ÷ 4 25 ÷ 5 31 ÷ 3
What are the first two numbers in the
What letter have you made?
3 Find the sum of all the numbers less than 5.5 in this list.
sequence that are less than zero?
three-digit numbers by single-digit numbers.
55 ÷ 6 27 ÷ 6 50 ÷ 7
5.05 5.55 5.15 5.5

5 Complete these calculations:
(a) 132 ÷ 6 (b) 146 ÷ 9 34 ÷ 7 48 ÷ 6 54 ÷ 9
(c) 147 ÷ 2 (d) 107 ÷ 4 60 ÷ 8 54 ÷ 6 49 ÷ 7
(e) 156 ÷ 8 (f) 148 ÷ 9
14
17 18
Core activity 4.3: Number sequences (Learner’s Book p18)
Unit 1A: Core activity 4.1 Addition of decimals

Unit 1A: Core activity 4.2 Division (1)
Unit 1A: Core activity 4.3 Number sequences
Learners consolidate previous learning using the vocabulary related to sequences

with precision. They work increasingly with sequences involving fractions and
decimals.
please note that listed

objectives might only be partially covered within any given chapter but are covered
fully across the book when taken
Prior learning Objectives* – as a whole
This chapter builds on 1A: Numbers and the number system
work in Stage 5 where 6Nn15 – Recognise and extend number sequences.
learners worked on 1A: Calculation (Mental strategies)
number sequences and 6Nc1 – Recall addition/subtraction facts for
numbers to 20 and pairs of one-place decimals with a total of 1,
continued to develop e.g. 0.4 + 0.6.
and refine mental and 6Nc10 – Divide two-digit numbers by single-digit
numbers, including leaving a remainder.
written strategies for the 1A: Calculation (Addition and
subtraction)
four operations: addition, 6Nc11 – Add two and three-digit numbers with the
same or different numbers of digits/decimal places.
subtraction, multiplication 1A: Problem solving (Using techniques
and skills in solving mathematical problems)
and division. 6Pt1 – Choose appropriate / efficient mental or
written strategies to carry out a calculation involving addition, subtraction,
multiplication or division.
6Pt3 – Check addition with a different order
when adding a long list of numbers; check when subtracting by using the inverse.
1A: Problem solving (Using understanding
and strategies in solving problems)
6Ps1 – Explain why they choose a particular
method to perform a calculation and show working.
6Ps6 – Make sense of and solve word problems and
represent them.
*for NRICH activities mapped to the Cambridge Primary objectives,

Vocabulary
please visit www.cie.org.uk/cambridgeprimarymaths
sequence • step • term • rule

Unit 1A 27
Core activity 4.1: Addition of decimals
LB: p14
Resources: (Optional: 0–9 digit cards photocopy master (CD-ROM).)
Start by challenging the learners to solve the following number puzzle:

0.2
“Complete the diagram (on the right) so that each line of numbers totals
1.”
Get feedback from the class about how learners solved the puzzle. Suggestions
might include
completing the bottom line first as a good starting place: they could add
together the two
existing numbers, then subtract them from 1, or use number pairs to 1 (for
example 0.1 + 0.4
= 0.5; learners know that 5 and 5 is a number pair to 10 and therefore that
0.5 and 0.5 is a 0.1 0.4
number pair to 1, so the third number must be 0.5). As they now have two
numbers on both
of the other lines, they can add and subtract from 1 (or use number pairs to
1) as before.
As a class, practise some decimal additions where both numbers have one
decimal place, e.g.

“What is 0.3 + 0.7?” (Answer: 1)
“What is 1 − 0.9?” (Answer: 0.1)
Posters with different addition methods shown for a
(Again, number pairs can be useful here).
given sum.
Move on to decimal addition where the numbers have different numbers of digits
and
decimal places, for example ask:
Addition and subtraction strategies from Stage 4 that
“How could we work out 0.7 + 0.51?” (Answer: 1.21)
could be adapted for adding decimal numbers:
• Counting on/back in hundreds, tens and ones.

Gather information from the learners on what we need to think about when we
are adding
• Using near doubles and compensating.

numbers with different numbers of decimal places. Make sure this includes the
importance
• Using number pairs of 10 or 20.

of place value: tenths must be added to tenths, hundredths must be added to
hundredths
• Partitioning into hundreds, tens and units.

and so on.
• Rearranging the order of the addition, e.g. largest

Learners may suggest a variety of methods including:
to smallest numbers; or adding the 20 to 30 first to
• partitioning (in this case into tenths and hundredths)
make 50, then doubling 50.
0.51 = 0.5 + 0.01
• Adding or subtracting near multiples of 10 to or
0.7 + 0.5 = 1.2
from a three-digit number.
1.2 + 0.01 = 1.21
• Adding three numbers where the sum of two of the
numbers is a near multiple of 10.
• Subtraction by finding the difference.
28 Unit 1A 4 More on number

• using a number line
+0.1 +0.1 +0.1 +0.1 +0.1 +0.1

+0.1
0.51 0.61 0.71 0.81 0.91 1.01

1.11 1.21
• using a vertical addition

0.70
+ 0.51
1.20 (+ 0.5)
1.21 (+ 0.01)
• using a standard written method:

In this standard written method, the learners work
from right to left, starting at the hundredths. They add

0.70
vertically down the place value column and write the

+ 0.51
answer below. In the tenths column 7 + 5 = 12, so they

1.21
write ‘2’ down and carry the ‘1’ (a unit) over to the
1
next column to the left.

When using either ‘vertical’ method, encourage learners to write 0.7 as 0.70 so
that all
numbers have the same number of decimal places.
Learners should use whatever method works best for
them. Support learners by asking them to consider

Practise the methods discussed by asking learners to choose the best method to
answer the whether their method is:
following:
• Checkable
2.45 + 4.3 (Answer: 6.75)
• Accurate
34.61 + 1.92 (Answer: 36.53)
• Reliable
82.03 + 230.8 (Answer: 312.83)
• Efficient.
Gather answers from the class and ask learners which method they chose. Leaners
should
also tell you if they got the answer wrong in order to identify where it went
wrong. Did other
learners calculate the answer using a different method?
Core activity 4.1: Addition of decimals 29

Summary
Learners add two- and three-digit numbers with the same or different numbers
of decimal Check up!
places using an appropriate mental or written strategy.
• “Add 1.46 and 0.9. Explain your method.”
• “Ahmed has made a mistake in the calculation:

0.7 + 0.41 = 0.48

Addition (p14): a variety of questions focusing on the addition of decimals in
and out of
How would you help him avoid making the same

context. Question 5, 6, 7, 9 and 10 ask the learners to solve puzzles by
applying what they
mistake again?”
know about adding decimals.
More activities
Add the cards (pairs)
You will need 0–9 digit cards photocopy master (CD-ROM).
Each player will need a set of 0–9 digit cards and two decimal points. Each
player shuffles their cards and then
deals out six digit cards together with the two decimal points. Arrange the
cards like this:
+ •
Complete the calculation. The winner of the round is the player with the
highest total. Play more rounds.
You can vary the game by choosing different arrangements for the cards, for
example:
• •
+ • + •

Blank page 31
Core activity 4.2: Division (1)
LB: p17
Resources: (Optional: 0–9 digit cards photocopy master (CD-ROM).)
Learners work in pairs to solve the three word problems in any way they like:
1. Three boys share 56 marbles. How many marbles does each boy get and how
many are left over? (Answer: 18 r2)
2. 72 cubes are arranged in groups of five. How many groups are there and how
many are left over? (Answer: 14 r2)
3. Zina needs 172 stickers. They are sold in packs of six. How many packs must
she buy? How many extra stickers will she have?
(Answer: 29. She will have 2 extra)
Review work done ensuring that the following points are covered:
1. Division can be thought of as sharing or grouping.

12 flowers shared 12 cubes in
between four people. groups of four.
2. There are a number of ways of performing a division calculation, for

example, 159 ÷ 7. (Answer: 22 r5)
These include:
• using a number line to count back from 159:
−7 −7 −70 −70
0 5 12 19 89 159
• using a number line to count on from 0:

+70 +70 +7 +7
0 70 140 147 154 159

• using repeated subtraction:
159
70− (10 × 7)
89
70− (10 × 7)
19
14− (2 × 7)
5
• using short division:
2 2r5
7 1519
3. Remainders can be thought of as ‘a number left over’ but in word problems the
remainder must be dealt with in the context of the problem, and the
learner must decide if they can keep the answer as a remainder or if they need
to round the answer up or down. For example, for puzzle 3, Zina’s
stickers, 172 ÷ 6 is 28 packs with a remainder of 4, so she must buy 29 packs.
4. Always use the most appropriate and efficient way to perform each calculation.
(Teachers may need to discuss this with individuals, groups or the whole
class.) (Is their method Checkable, Accurate, Reliable and Efficient?)
Summary
• Learners confidently divide a two- or three- digit number by a single-digit
number in and out of context. Check up!
• When dealing with contextual problems, learners treat any remainder
appropriately; as a remainder or Ask learners questions such as:
by rounding up or down to the nearest whole number.
• “Write a word problem for 15 ÷ 4. What is
an appropriate answer to your problem?”
Division (1) (p17): the investigation is set in a context of division but is really
about using table facts, so • “What method would you use to divide 113
it might provide an opportunity to remind learners why it is important to aim for
recall of multiplication by 7? Explain why you chose this method.”
(and division) facts. The five questions provide practice of division, focusing on
remainders.
More activities
Divide the cards (pairs)
You will need 0–9 digit cards photocopy master (CD-ROM).
Each player needs a set of 0–9 digit cards. Shuffle the cards and deal four cards
to each player. The players choose how to ÷
arrange their cards in to this layout:
Each player works out the answer. The winner of the round is the player with the
smallest answer.
Core activity 4.2: Division (1) 33

Core activity 4.3: Number sequences
LB: p18
Resources: There are no specific resources required for this activity.
Ensure that learners are confident in finding the rule for number sequences by
carrying out a Vocabulary
series of activities.
consecutive: numbers increase from smallest to largest

Write the numbers 20.1, 20.3 and 20.5 for the whole class to see. Say, “These
are three one after the other, without any gaps. For example, 1,
consecutive terms in a sequence.” Ask learners what you mean by the words
‘term’ and 2, 3, 4, 5 . . .
‘sequence’, and remind them what we mean by ‘consecutive’ if you need to.
sequence: an ordered set of numbers, shapes or other
Continue the sequence forwards (20.7, 20.9, 21.1 . . .) and backwards (19.9,
19.7, 19.5 . . .) mathematical objects arranged according to a rule.
“What is the step size?” (Answer: the ‘jump’ is 0.2)
For example,
“What is the rule?” (Answer: add 0.2)
3, 6, 9, 12, 15 . . .
Ask learners what you mean by ‘step’ and ‘rule’.
1, 4, 9, 16, 25 . . .
Repeat for other sequences, for example:
∆ ∆
1 1 3
step: the ‘jump size’. For example, in this sequence
14, 12, 14, 2 . . .
the step is +50,

1.25, 1.5, 1.75 . . .
60 + 50 110 + 50 160 + 50 210 + 50

Ask, “If I start at 3, and my steps are 0.25 what will the 5th term of my
sequence be?”
term: one of the numbers in a sequence.

Allow thinking time, then ask learners to share their strategies (write the
sequence out: 3, rule: tells you how things or numbers are connected.
3.25, 3.5, 3.75, 4 . . . ).
For example, the numbers 3, 7, 11, 15, 19 . . . are
Ask learners to suggest a start number and step size, then find the sequence
as a class. connected by the rule ‘add 4 to the previous number’.
Ask learners to work in pairs to complete the following sequences:
10 25 70 (add 15; 10, 25, 40, 55, 70, 85)
−6 −4 −2 (add 2; –10, –8, –6, –4,–2, 0)
0.9 1.1 1.3 (add 0.1; 0.8, 0.9, 1.0, 1.1, 1.2, 1.3)
Review the work done and then ask questions in a different format, for
example:
“These numbers form part of a sequence 1.4, 1.7, 2 . . .
• If 1.7 is the middle term in a sequence of five numbers, what are the start
and finish numbers?
(Answer: 1.1 and 2.3)
• If 1.4 is the third term what would the first term be? (Answer: 0.8)
• If 1.4 is the fifth term what would the tenth term be?” (Answer: 2.9)
Summary
• Learners revise work on sequences using ascending and descending sequences
involving Check up!
positive and negative numbers, fractions and decimals.
• “Complete these sequences:
• They use the language (sequence, step, term, rule) with precision.
first term 4, rule add 5
first term 0.5, rule subtract 2.”

• “A sequence starts at 100 and 40 is subtracted each
Number sequences (p18): learners find missing numbers in sequences or continue
sequences. time. What is the first term less than zero?”
They might be given the rule or have to work out the rule. Questions 4 to 7 use the
vocabulary
introduced in the unit (step, term, rule).
More activities
Generating sequences (small groups or whole class)
The first player is given a starting number and the rest of the group take turns to
continue the sequence, following a given rule with the leader choosing the
next player. Start with a low number and a simple rule, for example, start at 5 and
add on 2. Extend to include negative numbers, fractions and decimals.

Sequence trail (p8) is a game for individuals or pairs. It gives practice in
finding missing terms in sequences.
Answers (start anywhere in the loop):
−60 → −35 → 6 → 65 → 1210 → 1025 → 1046 → 8 → 22 → 17 → 120 → 12 → 15 → −2 → 7 →
162 → 3 → 1027 →
Core activity 4.3: Number sequences 35

36 Blank page
1B 5 Length
Quick reference
Measure
Drawing length
Measuring length
1 Accurately draw straight lines that measure:
Core activity 5.1: Working with length (Learner’s Book p20)
Vocabulary
(a) 9.6 cm
Let’s investigate
millimetre (mm): a (b) 122 mm
Your pencil should be sharp.
Nicola needs to put up bunting around a whole room

unit for measuring Check
the scale on your ruler. If
(c) 0.129 m necessary convert the length into the
for a party. The room is 4 m long and 3 m wide.

length. units
shown on your ruler.
(d) 5.1 cm
Learners select and use standard units of length. They convert between km, m,
She has lots of 70 cm lengths of bunting. Every time

centimetre (cm): a Find
‘0’ and the point on the scale
(e) 26 mm you need to make the correct length
she ties two pieces together she needs to use 50 mm

unit for measuring before
starting to draw the line.
of each piece of string for the knot. How many pieces

length.There are 10 (f) 0.088 m
of 70 cm long bunting does she need to go right mm

in 1 cm. 2 Curves and patterns, such as those below, can be
around the room?

metre (m): a unit for made by careful measuring and drawing straight
lines.
cm and mm. They use measuring instruments with different scales.
measuring length. Use your ruler to check that all the lines drawn
on the
First work out the
There are 100 cm in designs are straight.
perimeter of the room.
Choose to do the 1 m.
calculation in mm, cm
or m and make all the kilometre (km): a unit
measurements have the for measuring length.
same unit. You could There are 1000 m in
take, or imagine, three or
four pieces of string and 1 km.
tie them together
Core activity 5.2: Drawing lines (Learner’s Book p22)
to better understand
the problem.
1 Eric has lost his umbrella. At the Lost Property Office he looks at the list of
umbrellas that have been handed in. The person who has filled in the
Learners practise drawing lines accurately to the nearest millimetre. They are
reminded
Lost Property log seems to have confused the units of length.
Object Date Handed in Colour Length
umbrella 12 September Black 218 m

of the importance of using a sharpened pencil for greater accuracy.
umbrella 25 October Blue (with flowers) 84.9 m
umbrella 26 October Red 895 cm
umbrella 5 November Black 97.2 mm
umbrella 19 November Pink 527 cm
umbrella 20 November Silver 1.05 cm
20 Unit 1B: Core activity 5.1 Working with length
22 Unit 1B: Core activity 5.2 Drawing lines
please
note that listed objectives might only be partially covered within any given
chapter but are covered fully
Prior learning Objectives* – across
the book when taken as a whole
• Read, choose, use and record standard 1B: Measure

(Length, mass and capacity)
units to estimate and measure length, 6Ml1 – Select and use
standard units of measure. Read and write to two and three decimal places.
mass and capacity to a suitable degree of 6Ml2 – Convert between
units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals
accuracy. to three places,
e.g. recognising that 1.245 m is 1 m 24.5 cm.
• Convert larger to smaller metric (units 6Ml3 – Interpret readings
on different scales, on a range of measuring instruments.
decimals to one place) e.g. 2.6 kg to 2600 g. 6Ml4 – Draw and measure
lines to nearest centimetre and millimetre.
• Order measurements in mixed units. 2A: Numbers and
the number system
• Round measurements to the nearest whole 6Nn16 – Recognise and use
decimals with up to three places in the context of measurement.
unit. 1A: Problem
solving (Using techniques and skills in solving mathematical problems)
• Interpret a reading that lies between two 6Pt2 – Understand
everyday systems of measurement in length, weight, capacity, temperature and time
unnumbered divisions on a scale. and use these to
perform simple calculations.
• Compare readings on different scales. 6Pt5 – Estimate and
approximate when calculating, e.g. use rounding, and check working.
• Draw and measure lines to nearest 1B: Problem
solving (Using understanding and strategies in solving problems)
centimetre and millimetre. 6Ps4 – Use ordered lists
or tables to help solve problems systematically.
*for NRICH activities mapped
to the Cambridge Primary objectives, please visit
www.cie.org.uk/cambridgeprimarymaths
Vocabulary
millimetre • centimetre • metre • kilometre

Unit 1B 37
Core activity 5.1: Working with length
LB: p20
Resources: Measuring length poster photocopy master (p44). Car insurance

lengths resource sheet photocopy master (p45). Measuring straight lines
group resource sheet photocopy master (p46). Measuring curved lines resource
sheet photocopy master (p47). Tape-measures, metre sticks, rulers. Small
pieces of paper, or sticky notes. String. Pens. Dice. (Optional: four cones
(or other large place markers).)
Units of length
Vocabulary
In small groups, ask learners to list, or draw a diagram such as a
cluster/cloud diagram, to show
millimetre (mm): a unit for measuring length.

what they know about length and the equipment and units used for measuring
and communicating
centimetre (cm): a unit for measuring length.

length. Display the groups’ lists alongside the Measuring length poster.
Encourage learners to refer
There are 10 mm in 1 cm.

to the poster and their lists during the following activities.
metre (m): a unit for measuring length.

[Note: the poster only shows metric measures of length but some learners may
be familiar There are 100 cm in 1 m.
with imperial measures. At this stage, don’t try to convert between the two
systems but see kilometre (km): a unit for measuring length.
if they know the following relationships: 12 inches = one foot (the length of
a standard There are 1000 m in 1 km.
classroom ruler), three feet = one yard (one yard is a little bit less than a
metre) and 1760
yards = one mile (one mile is about 1.6 km).]
Display the learners’ diagrams/lists about lengths

Tell the learners that people often need to fill in some details about their
car for the
and measuring equipment.

insurance company, or for taking it on a ferry. Show them the Car insurance
lengths resource
sheet. Look at the first example together. Ask learners to briefly discuss in
pairs which pieces
of information are unrealistic. Tell learners that some of the information has
been given with Look out for!
the correct numbers, but the incorrect units. Ask them to say what the units
should be. Use Learners who don’t understand the difference
a tape measure to demonstrate the difference between values in metres,
centimetres and between measuring in a unit and measuring to
millimetres, and the importance for using the correct units. Learners should
correct the the nearest whole unit. Give an example, such as:
second example themselves.
a measurement given in metres could be measured
(Answers: Ciorda; units of length and height should be m, distance units
should be km. Mutsui; to the nearest metre (2 m), the nearest centimetre
length should be 3.97 m, height units should be m, distance units should be
km.) (2.45 m), or the nearest millimetre (2.453 m). In
the case of a car, measuring to the nearest metre

Get permission from members of staff for learners to measure the length and
height of
would usually not be accurate enough and measuring

their cars and, if possible, find out the distance travelled and the average
fuel consumption.
to the nearest millimetre would be unnecessarily too

(If necessary use an internet search or a conversion chart to convert miles
into kilometres
accurate.
or, for a close approximation, multiply the miles by 1.6 to get the
kilometres.) Before
38 Unit 1B 5 Length
learners measure the cars, ask them to explain and discuss how accurate they think
their Use observations of this activity to inform teaching in
measurements need to be, e.g. to the nearest metre, centimetre or millimetre.
Learners can the next activity, where learners will learn and practise
use the blank table to complete the information about the car they have measured.
measuring with greater accuracy to the nearest
millimetre.
Measuring Length
Tell learners that their challenge is to increase their accuracy in measuring and
drawing lines
to the nearest millimetre, which they started to do in Stage 5.
Give groups, of approximately six learners, the Measuring straight lines group
resource sheet. Ask
each member of the group to secretly measure line A. They should write their
measurement to the
nearest millimetre on a small piece of paper or sticky note. Once all the members
of the group have
measured the line they should compare their measurements and reach an agreement
about the true
length of the line, to the nearest millimetre. Ask the members of the group who
have measured the Look out for!
line most accurately to support less accurate members to measure the line again,
watching out for Learners who make some of the common mistakes
learners:
listed on the left. Whilst encouraging learners to
• starting their measurement from the end of the ruler, rather than the start (0)
of the scale self and peer diagnose problems with measuring, it
• moving the ruler as they measure
could be useful to show some individuals what has
• reading the scale incorrectly
gone wrong, for example, have two rulers that have
• rounding incorrectly, to the wrong division.
different ‘gaps’ at the end.
Groups should carry out the same activity with the other lines.
Ask learners to reflect on whether they think that the group activity has improved
their
measuring, and on how they have improved their measuring technique.
Draw a large, simple curve on the board. Demonstrate to learners how to measure the
line
using a piece of string and a partner (one of the learners or an additional adult).
Hold the
end of the string at the start of the line and lay the string over the line until
it reaches the
end of the line. Mark the string with a pen where it meets the end of the line.
Measure the
string from the start to the marked point using a ruler or metre stick. Tell
learners that when
they measure a curve to make sure that they measure the piece of string that they
used to
measure the line, and not the end of the string.
Give pairs of learners the Measuring curved lines resource sheet, some string and a
pen. Ask them
to work together to measure each line.
Discuss together successful measuring techniques and advice for others trying to
improve
the accuracy of their measuring.
Core activity 5.1: Working with length 39

Summary
• Learners have selected and used standard units of length.
Check up!
• They have converted between km, m, cm and mm.
Ask learners to measure the length of the classroom
• They have used measuring instruments with different scales.
and to give the measurement in kilometres (to the
• Learners have improved their accuracy in measuring lines to the nearest
millimetre. nearest metre), metres (to the nearest centimetre),
centimetres (to the nearest millimetre) and in

millimetres. Ask them to suggest which units they

Length (measuring) (p20): learners correct measurements written in the wrong
units and
think would be best for giving to someone laying a

order lengths. They estimate the lengths of lines, to the nearest cm, and
measure them to the
new floor for the classroom, and why.

nearest mm.
More activities
Circuit (whole class or small groups)
You will need four cones (or other large place markers). Tape-measure.
Learners place four cones in an outside space to mark out a running circuit.
Ask learners to measure the length of one complete circuit and calculate
how many times they would need to run around the circuit to complete a 1 km
run. Ask them to mark where the start and finishing lines would be on the
circuit.
Unit conversion (individual)

Ask learners to work out how many millimetres there are in a kilometre.
Challenge them to write 1 mm in kilometres.

The ordering lengths game (p59) is a game for two to four players. Learners
race to order lengths given in km, m, cm and mm.
40 Unit 1B 5 Length
Blank page 41
Core activity 5.2: Drawing lines
LB: p22
Resources: Dice.
Drawing lines
Tell learners that they will be trying to improve the accuracy of their line
drawing. Remind Look out for!
learners that when a pencil is sharpened it has a tip that is less than one
millimetre in width, Learners who have difficulty drawing to the nearest
when it is blunt it could be more than two millimetres wide. Explain that the
objective for this millimetre. Gather these learners in a group and give
activity is for the learners to draw lines accurately to the nearest
millimetre. If the learners’ instructions verbally to help them understand
the
pencils tips are wider than a millimetre they will not be able to draw the
lines as accurately. process of accurately drawing lines, and avoiding
common mistakes:
Tell the learners that they are going to draw a line that is 43 mm long, ask
the learners how 1. “Check whether your ruler measures in centimetres
many centimetres that is. (Answer: 4.3 cm) All the learners will draw the line
on plain paper. or millimetres.”
Tell the learners to pass their line to a partner for them to check that the
line measures 43 mm. 2. “Find ‘0’ on the ruler.”
3. “Find ‘4.3’ on the ruler if it measures in

Ask learners what advice they can remember that helps them to accurately draw
a line to the centimetres, or 43 if it measures in millimetres.”
nearest millimetre. Ask the learners to apply this advice to draw a line of
38 mm/3.8 cm, which their 4. “Place the ruler on the paper where you wish to
partner will measure. Encourage learners to reflect on their accuracy and
whether they need further draw the line.”
support to improve their accurate drawing.
5. “Hold the ruler down firmly with the hand you do
not write with.”

Remind learners that they are measuring and drawing lines to the nearest mm,
not exactly 6. “Mark a dot on the paper next to the ruler at the
that length as they should understand the continuous nature of measure. Ask
learners to positions ‘0’ and ‘43’ or ‘4.3’.”
1
7. “Still pressing firmly on the ruler with the non-
mark a mm subdivision between 3 mm and 4 mm marks on a ruler with a sharp
pencil. Ask
2
writing hand, put the tip of your pencil on the
them what measurements would round, to the nearest half millimetre, to 3.5 mm.
Discuss
dot by the ‘0’ then run the pencil in one smooth

with learners what the range of measurements would be that would round to 3.5
mm
movement along the ruler, stopping exactly on the

(3.25 mm to 3.74 mm).
other dot.”
42 Unit 1B 5 Length
Give pairs of learners two dice. They throw the dice and record the two 2-digit
numbers made by Opportunities for display!
the numbers shown on the dice, for example, if a 1 and a 4 are thrown the 2-digit
numbers are
Display the instructions in ‘Look out for!’ as a poster

14 and 41. Each partner draws one line to match one of the 2-digit numbers made in
millimetres.
for learners to refer to when they are drawing lines.

Partners check the length of each other’s lines. They calculate the difference
between the lengths of
the two lines in centimetres, then mark the length of the shorter line on the
longer line and measure
the remainder of the line to check the accuracy of their drawing, measuring and
calculation.

Ask learners to create a picture or pattern using one each of these lines:
Display the pictures and patterns made with the
• 16 mm
lines. Ask learners to identify which line is which.
• 25 mm
• 39 mm
• 40 mm
• 51 mm
• 73 mm
• 100 mm
Summary
Learners will have improved their accuracy in drawing lines to the nearest
millimetre. Check up!
Ask learners to measure the length of an object, less

than 20 cm, to the nearest mm. They should draw a

Length (drawing) (p22): learners draw lines to the nearest mm, converting from
other
line of the same length then place the object next to

units of length. Learners use careful drawing of straight lines to produce
interesting and
their line to check their accuracy in measuring and

colourful patterns.
drawing. If their line does not match the length of the
object, ask them to find out whether their measuring,
drawing, or both, were not accurate.
More activities
Spiral (individual)
Learners can make a spiral pattern by drawing a 4 mm line, rotating the ruler
slightly and adding an 8 mm line to the end of the original line at an angle,
and then continuing by drawing a line 4 mm longer each time the ruler is rotated.
The length competition game (p59) is a game for three players. Players compete to
draw the most accurate lines, to the nearest millimetre.
Core activity 5.2: Drawing lines 43

Measuring length poster
Some of the units length is measured in are kilometres, metres, centimetres and
millimetres.
There are 1000 metres (m) in 1 kilometre (km).
There are 100 centimetres (cm) in 1 metre (m).
There are 10 millimetres (mm) in 1 centimetre (cm).
There are 1000 millimetres (mm) in 1 metre (m).
You can use decimals to show part of a whole unit.

Examples:
1.69 km = 1690 m 2.85 m = 285 cm 1.235 m = 123.5
cm 3.9 cm = 39 mm
0.78 m = 78 cm = 780 mm
A tape measure for measuring around curves. A ruler for

measuring straight lines.
© l Nata-Lia/Shutterstock; r SmileStudio/Shutterstock
Instructions on page 38
Original Material © Cambridge University Press, 2014
Car insurance lengths resource sheet
Make of car Ciorda
Type of car Hatchback
Number of seats 5
Length of car 4.272 mm
Height of car 1.5 km
Colour Silver
Distance driven 30 000 cm
Average fuel consumption 7.9 litres to 100 km
Make of car Mutsui
Type of car Convertible
Number of seats 2
Length of car 397 km
Height of car 1.3 cm
Colour White
Distance driven 58 000 mm
Average fuel consumption 9.4 litres to 100 km
Make of car
Type of car
Number of seats
Length of car
Height of car
Colour
Distance driven
Average fuel consumption
Measuring straight lines group resource sheet
Instructions on page 39 Original Material © Cambridge University Press,

2014
Measuring curved lines resource sheet
A
B
C
D
Instructions on page 39 Original Material © Cambridge University
Press, 2014

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CAMBRIDGE PRIMARY 6

of the United Nations Convention on the International Sale of Goods.

The ethos of the Cambridge Maths project v 7 Area and

Cambridge Primary Maths is an innovative combination of To

Cambridge Primary Maths offers teachers an online tool that maps

The Cambridge curriculum is dedicated to helping schools develop learners

Questioning – This document outlines some of the different types

files so that you can edit them as required.

contains nets to make required resources; it also contains a mapping

The right-hand (narrow) column provides,

the vocabulary panel

side-notes and examples

and addressing common difficulties and misconceptions, as well

as how to spot advanced learners and ideas for extension tasks

an Opportunity for display panel to provide ideas for displays.

outcomes/expectations following the activity. This is accompanied by a

formative assessment; and a Notes on the Learner’s Book section that

page, as well as a brief summary of what the page involves.

are optional activities that can be used for reinforcement and

differentiation. The additional activities might include a reference to

Cambridge Maths Project website to find NRICH activities linked to

the Cambridge objectives. Together, these activities provide a wealth of

circumstances both in class and for use of homework if this is set.

Solve problems (I know that . . . so . . .)

Ask and answer questions (What, why, how, when, if . . .)

use to get your students talking maths (Questioning).

NRICH have created an abundance of engaging and well-thought-out

Ordering, comparing and rounding numbers

Core activity 1.1: Place value (Learner’s Book p2)

There are 1187 students in a large city school.

Raphael has eight digit cards.

1 000 000. Approximately, how many students are in

He uses the cards to make two four-digit numbers.

Think about the largest

He finds the difference between his two numbers.

you can make.

What is the largest difference he can make?

Mark each one with an arrow and its letter:

1 Write the numbers shown on these charts in words and figures.

10 000 20 000 30 000 40 000 50 000 60 000

1000 2000 3000 4000 5000 6000

100 200 300 400 500 600

2 Round these numbers to the nearest hundred.

0.1 0.2 0.3 0.4 0.5 0.6

0.01 0.02 0.03 0.04 0.05 0.06

(a) 147 950 (b) 65 507 (c) 157 846

10 000 20 000 30 000 40 000 50 000 60 000

4 Order the following sets of numbers from smallest to largest.

1000 2000 3000 4000 5000 6000

100 200 300 400 500 600

(b) 45 054 45 540 45 504 45 045 45 500

0.1 0.2 0.3 0.4 0.5 0.6

Use any of the numbers in part (c) to complete these inequalities.

0.01 0.02 0.03 0.04 0.05 0.06

decimals are the main focus.

Prior learning Objectives* – please note that listed objectives

please visit www.cie.org.uk/cambridgeprimarymaths

Cambridge Primary Mathematics 6 © Cambridge University Press 2014

million: equal to one thousand thousands;

Look out for!

• Learners who do not read decimal numbers

20 correctly. Explain why the number, for example,

2 1.23, is read as ‘one point two three’ and NOT as