Books Sample: Mathematical Operations

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Mathematical
Operations
pl
m
Sa
s Learner’s
Book for
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Grade
4
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Concept developed by
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Caroline Clissold and Cherri Moseley

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Author Team
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Caroline Clissold, Linda Glithro,

Steph King
The Publishers would like to thank the following for permission to reproduce copyright material.
Photo credits
Page 11: Kids shoes © Courtney. Licensed under CC BY 2.0; Page 25: Petrol station board (c)
Intelligent Car Leasing. Licensed under CC BY 2.0; page 46: The Pentagon. Licensed under public
domain via Wikimedia Commons; Pylon © Ewan Munro; Giraffe © Daniel Ramirez. Licensed under CC
BY 2.0; page 57: Surface of Mars © NASA; page 58: Stadium scoreboard © Michael Barera. Licensed
under CC BY 2.0; page 59: Big Ben. Licensed under public domain via Wikimedia Commons; page 70:
Checking bags in © Jeremyfoo. Licensed under CC BY 2.0; page 81: Food label. Licensed under public
domain under CC BY 2.0; page 94: Football players © Jon Candy. Licensed under CC BY 2.0; page
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106: Three zebras © Ralf Kayser. Licensed under CC BY 2.0; page 141: The Baby Gap Store Canada ©
BargainMoose. Licensed under CC BY 2.0; page 153: Wrapped presents © Liz West. Licensed under
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CC BY 2.0; page 177: Ancient city of Carthage. Licensed under public domain via Wikimedia Commons
Acknowledgements
The reasoning skills on page 6 are based on John Mason’s work on mathematical powers. See Mason,
m
J. and Johnston-Wilder, S. (Eds.) (2004). Learners powers. Fundamental constructs in Mathematics
Education. London: Routledge Falmer. 115-142.
Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked,
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the Publishers will be pleased to make the necessary arrangements at the first opportunity.
Although every effort has been made to ensure that website addresses are correct at time of going to
press, Rising Stars cannot be held responsible for the content of any website mentioned in this book.
It is sometimes possible to find a relocated web page by typing in the address of the home page for a
website in the URL window of your browser.
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Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made
from wood grown in well-managed forests and other controlled sources. The logging and manufacturing
processes are expected to conform to the environmental regulations of the country of origin.
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ISBN: 978 1 39830 886 2
Text, design and layout © 2020 Hodder & Stoughton Limited
First published in 2015 as Year 5 (ISBN 9781783395262) by
Hodder & Stoughton Ltd (for its Rising Stars imprint, part of the Hodder Education Group)
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An Hachette UK Company
Carmelite House
50 Victoria Embankment
London EC4Y 0DZ
www.risingstars-uk.com
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Impression number 10 9 8 7 6 5 4 3 2
Year 2023 2022 2021
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Authors: Caroline Clissold, Linda Glithro, Steph King

Programme Consultants: Caroline Clissold, Cherri Moseley, Paul Broadbent
Publishers: Fiona Lazenby and Alexandra Riley
Editorial: Sue Walton, Jane Carr, Sarah Chappelow, Lynette James, Shannon Keenlyside,
Jackie Mace, Jane Morgan
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Illustrations, series and character design: Steve Evans
All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication
may be reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopying and recording, or held within any information storage and retrieval system, without
permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited.
Further details of such licences (for reprographic reproduction) may be obtained from the Copyright
Licensing Agency Limited, www.cla.co.uk
Cover design: Steve Evans and Words & Pictures

Printed by Oriental Press, UAE
Distributed by Emkay Books International
A catalogue record for this title is available from the British Library..
Contents
Introduction 6
e
Problem solving and reasoning 8
pl
Unit 1: Numbers in real life 10
1a Distances 12
m
1b Converting units of measure 14
1c Fraction and decimal equivalences 16
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1d Reading, writing and ordering decimal numbers 18
Gridlock! 20
And finally ... 22
Unit 2: Methods for addition and subtraction

s 24
2a Mental calculation strategies 26
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2b Written methods for addition and subtraction 28
Follow the instructions! 30
And finally... 32
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Unit 3: Methods for multiplication and division 34

3a Exploring multiples, factors, squares and cubes 36
3b Mental calculation strategies for multiplication and division 38
3c Written methods for multiplication and division 40
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Head for the stars! 42

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And finally ... 44
Unit 4: Triangles – and other polygons 46

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4a Regular or irregular? 48
4b Angles 50
4c Drawing angles 52
Making polygons! 54
And finally ... 56
26728_RSMaths_Textbook Y5.indb 3 16/09/2019 16:33

Unit 5: Different types of number 58
5a Place holders and comparing 60
5b Positive and negative numbers 62
5c Roman numerals 64
A mixture of numbers 66
And finally ... 68
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Unit 6: Mental and written methods for addition
pl
and subtraction 70
6a Mental or written methods? 72
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6b Don’t forget to check! 74
A wise choice ... 76
And finally ... 78
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Unit 7: Fractions, decimals and percentages 80
7a Comparing and ordering fractions 82
7b Improper fractions and mixed numbers 84
7c Equivalences
7d Percentages
s 86
88
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Fraction fun! 90
And finally ... 92
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Unit 8: Special numbers, operators and scaling 94

8a Primes, squares and cubes 96
8b Using fractions as operators for multiplication and division 98
8c Using scaling for multiplication and division 100
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Higher and higher 102

And finally ... 104
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Unit 9: 2-D and 3-D shapes 106

9a Reflecting and translating 2-D shapes 108
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9b Identifying 3-D shapes 110

9c Angles 112
3-D shapes challenge 114

Unit 10: Negative numbers, fractions and decimals 118
10a Negative numbers and millions 120
10b All about fractions 122
10c All about decimal fractions 124
Number order challenge 126
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Unit 11: Addition and subtraction using measurement 130
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11a Applying addition and subtraction 132
11b Adding and subtracting fractions 134
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A moley mass! 136
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Unit 12: Exploring fractions, decimals and percentages 140
12a Exploring fractions 142
12b Working with decimals 144
12c Calculating and converting percentages 146
Playing around with percentages!
And finally ...
s 148
150
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Unit 13: Factors, scaling and long multiplication and division 152
13a All about factors 154
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13b Mental calculation and scaling 156

13c 4-digit and long multiplication 158
13d Division with remainders 160
Mental maths! 162
y

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Unit 14: Perimeter, area and volume 166

14a Finding perimeters 168
14b Areas and perimeters 170
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14c Volume and capacity 172

Rectangle fill in 174
Glossary 178

Introduction
Hello, I’m Amy.
Welcome to Rising
Stars Mathematics!
e
pl
m
Look at the
pictures at the Talk about the
beginning of the questions with
unit. Think about your friends.
the mathematics Do you agree on
Sa
you can see in the answers?
the world
around you.
s
ok
Bo
Do these
Read what activities to
Amy and Theo practise what
say. Can you you have learnt.
spot if they Write the
y
have made answers in your

a mistake? exercise book.
ka
Read the text These questions

and look at will help you
the diagrams explore and
Em
to learn new investigate

maths skills. maths. You will
Your teacher will need to think
explain them. about them
carefully.
Use these items to help

you. Make sure you have
everything you need.

And I’m Theo. We’ll
help you as you
learn with this book!
e
pl
Make sure you
m
have everything
Play the game
you need.
at the end of
the unit to
practise what
Sa
you have learnt.
Follow the
instructions
to use the
s gameboard in
different ways.
ok
Bo
Try these
activities to
check what
you have
y
learnt in the
unit. Have you
understood
ka
all the new

maths
concepts?
Em
Find out more

about maths by
reading these
fun facts!

Problem solving and reasoning
Try these ideas to

develop your reasoning
e
skills. Doing this will
help you improve your
pl
mathematical thinking.
m
ments Conv
Sa
te inc
e sta e
ak
M Can you say what Can you
you notice about persuade other
why something people that your
happens? s statements are
se
Or
correct?
rali
gan
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Gene
Can you make Can you put
ise
connections to things into
describe rules groups, an order
and patterns? or a pattern?
Bo
Can you give Can you identify and

Find e
specific examples name the groups

to fit a pattern or you have organised y
rule? things into?
y
ssif
xa m
Cla
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Can you explain Can you think

ple
your thinking of different

s
and reasoning ideas or ways

about a problem? to do things?
Em
Ex
p la
in gi ne
I m a

1 Read the problem carefully. Follow these
steps to help you
solve problems!
2 What do you need to find out?
e
3 What data or information is given in
pl
the problem?
m
4 What data or information do you
Sa
need to use?
5 Make a plan for what to do.

s
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6 Follow your plan to find the answer.
Bo
7 Draw a picture/bar model to help

you get into the problem.
y
ka
8 Check your answer. Is it correct?

Put your answer into the problem to see
if it works with the information given.
Em
9 Evaluate your method. How could

you improve it next time?

Unit
1 Numbers in real life
e
I wonder how
many miles this
pl
car has travelled?
m
Sa
s I wonder how many
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seconds have passed?
Bo
y
ka
I wonder how
Em
many kilometres
this is?
10

e
pl
Bideford
How can you find

Bude the distance from
m
Exeter to St. Ives?
Sa
Exeter
Newquay
Exmouth
St. Ives
St.Austell Plymouth Torquay
Penzance
Falmouth
km 0
s
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40
80
Bo
I wonder what these

prices would be rounded
to the nearest pound?
y
ka
7 5
8.
£1
Em
£17.25
Teacher’s Guide
Look at the pictures with the children and discuss the questions.
See pages 24–5 of the Teacher’s Guide for key ideas to draw out.
11

1a Distances
You need:
Let's learn digit cards 1 3 5
place-value grid
e
ruler
pl
I don’t think that’s right.
m
I’d say it’s You need to round to the
about 9000 km nearest thousand kilometres.
from London 635 is closer to 1000 than
zero, so 9635 is closer to
Sa
to Cape Town.
10000 than 9000.
To/from Canberra New Delhi Paris Cape Town Athens London

London
New Delhi
16 976 km
10 338 km
6724 km 343 km
6601 km
s 9635 km
9286 km
2394 km
5020 km 6724 km
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Ordering and comparing
To order and compare numbers you
1000 100 10 1
need to look at the place value.
London 9 6 3 5
Bo
Compare the 2 distances to Cape Town. New Delhi 9 2 8 6

The thousands numbers are the same,
so you need to look at the hundreds.
London to Cape Town has 6 and New Delhi to Cape Town has 2 in the hundreds column. The
first distance is the greatest.
y
You can write comparisons like this: 9635 > 9286 or 9286 < 9635.
ka
Rounding 0 10 20 30 40 50 60 70 80 90 100
Em
34 is closer to 30 than 40 so round down to 30.

68 is closer to 70 than 60 so round up to 70.
55 is in the middle so round up to 60.
What would these numbers round to?
0 1000 2000 3000 4000 5000 6000 7000 8000 9000 10 000
Teacher’s Guide
Before working through the Textbook, study page 26 of the Teacher’s Guide to see
how the concepts should be introduced. Read and discuss the page with the children.
12 Provide concrete resources to support exploration.

Let's practise
1
Order.
Order these numbers from smallest to greatest. Remember to
a 2465, 2152, 2985, 2456, 2125, 2859 compare the place
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value carefully!
b 12 356, 12 391, 12 501, 12 365, 12 319, 12 510
c 124 132, 142 132, 124 123, 142 123, 124 312, 142 312
pl
Order the same numbers again, rounding them to the nearest 100 first.
m
What do you notice?
Sa
2
Round and order.
a Round all the distances in the table on the opposite page to the
b
nearest 10 kilometres. s
Order them from greatest to smallest or smallest to greatest.
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3
Bo
Measure.
Draw 10 curvy lines something like this:
Use a piece of string and a ruler to measure their lengths. Write down the
y
lengths and then round them to make an approximation.

ka
4
Investigate.
Em
London is 9635 km from Cape Town.

Find distances from 1 country to another Use the Internet or
which are greater than this. holiday brochures to
find out the distances
between different places!
List these distances. Then, compare them
using the greater than and less than symbols.
Teacher’s Guide
See page 27 of the Teacher’s Guide for ideas of how to guide practice.
Work through each step together as a class to develop children’s
conceptual understanding. 13

1b Converting units of measure
You need:
Let's learn place-value grid
geared clock
e
pl
I don’t think that’s right.
I converted 1.5km into There are 100 centimetres
m
metres and centimetres in a metre, so you need to
and I got 1500m and multiply the metre amount
15 000cm. by 100.
Sa
Converting between kilometres, metres and centimetres
1 km = 1000 m 1 m = 100 cm
To convert from kilometres to metres you 1000 100 10 1 . 1
10
multiply the kilometres by 1000. 1 . 5
1.5 km multiplied by 1000
(or 10 and 10 and 10 again) is 1500 m.
s 1 5 0 0
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To convert from metres to centimetres multiply by 100.
Bo
1500 m multiplied by by 100 (or 10 100 000 10 000 1000 100 10 1

and 10) is 150 000 cm. 1 5 0 0
1 5 0 0 0 0
1.5 km = 1500 m = 150 000 cm
Use a place-value grid to convert
2.75 km and 2750 m to centimetres.
y
ka
Converting between units of time

1 minute = 60 seconds 1 hour = 60 minutes
Converting units of time is different to converting other units of measure. To convert between
hours, minutes and seconds you work in Base 60, and multiply by 60 to convert to a smaller unit.
Em
To convert 5 minutes to seconds, multiply 5 by 60.

5 minutes = 300 seconds
How many seconds are there in 8 hours?
Teacher’s Guide

Let's practise
1
Convert.
a Kilometres to metres: b Metres to centimetres:
3.5 km 24 m, 12.6 m, 18.3 m, 5.05 m, 15.23 m
e
4.25 km
12 km c Kilometres to centimetres:
pl
15.1 km 1 km, 2.3 km, 5.4 km, 10.1 km, 11.05 km
25.125 km
m
2
Sa
Convert.
a Minutes to seconds:
3 minutes, 12 minutes, 25 minutes, 812 minutes, 1512 minutes
b Hours to minutes:
8 hours, 14 hours, 16 hours 15 minutes, 20 hours 45 minutes, 24 hours
s
ok
3
Apply.
Bo
4 friends compared how long their homework Name Time taken

took. Freddy thought he had spent the longest
on it. Is he right? Freddy 72 minutes
Use a stop watch to time yourself and your Bianca 112 hour
partner as you carry out an activity of your Opal 4500 seconds
choice. Write down the time in minutes and
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Ben 1 hour 10 minutes

seconds and then convert it to seconds.
ka
4
Investigate.
Em
On a 24-hour clock, at certain times, all

the digits are consecutive. 4:56 5:43
Can you find all of them? You can
count forwards or backwards.
Here are 2 examples, 4:56 and 5:43.
Teacher’s Guide

1c
Fraction and
decimal equivalences
You need:
Let's learn place-value grids
e
digit cards 1 3 5
place-value charts
pl
weighing scales
m
A packet of rice I don’t think so. 0.5 is
says 1.5 kg. That’s the same as 12 which
the same as 1 and 5
is equivalent to 10 and
Sa
5
100 isn’t it? 50
100 . So, 1.5 must be
5
equivalent to 1 and 10 .
Writing decimal numbers as fractions

10
2
1
4
s .
.
1
10
3
1
100
ok
1 5 . 2 5
Numbers to the right of ones are tenths, then hundredths, then thousandths, and so on.
The place-value grid helps show equivalences between decimals and fractions.
Bo
The decimal point separates whole numbers from part numbers (decimal fractions).
24.3 = 24 and 103
25
15.25 = 15 and 100
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Comparing thousandths with hundredths and tenths

ka
0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
1 2 3 4 5 6 7 8 9
10 20 30 40 50 60 70 80 90
100 200 300 400 500 600 700 800 900
Em
10 tenths make 1 whole. 10 hundredths make 1 tenth and 100 hundredths make 1 whole.
Can you see a pattern? How many thousandths make 1 whole?
1
How many thousandths make 100 ?
What about 101 ?
Teacher’s Guide

Let's practise
1
Write.
Write these decimals as fractions.
a 1.2 d 15.4 g 3.45 j 18.37
e
b 3.5 e 25.8 h 12.62
pl
c 14.6 f 2.25 i 16.28
m
2
Write.
Sa
Write these thousandths as hundredths. Explain how you did this.
240 620 870
a 1000 c 1000 e 1000
410 350
b 1000 d 1000
Write these thousandths as tenths. Explain how you did this.

s
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200 600 900
f 1000 h 1000 j 1000
400 700
g 1000 i 1000
Bo
3
Measure.
Collect 5 items from around your classroom and
find the mass of each item in grams.
y
Convert the masses from 1 kilogram = 1000 grams.

Use a place-value grid to
ka
grams to kilograms.
Record the masses with decimal fractions. help you!
Em
4
Think.
Use these digits to make up all the masses you
can that have 2 decimal places.
Once you have written your masses, order them
3 6 8
from lowest to highest mass.
Teacher’s Guide

1d
Reading, writing and
ordering decimal numbers
You need:
Let's learn digit cards 1 3 5
e
4 differently-sized
containers or bottles
pl
measuring jug
m
I think 1986.5 I don’t agree! The 5 in your
is smaller than number is 5 tenths and the
Sa
1986.45 because 4 is 4 tenths. So I think that
45 is larger than 5. 1986.5 is the larger number.
Comparing and ordering decimal numbers

Comparing and ordering decimal numbers is similar to comparing and ordering
s
whole numbers.
Look at each digit in turn from the highest to the lowest. When you find 2 digits that
ok
are different, the highest means that this number is higher than the other one.
1st digits are the same.
Bo
2 8 8 . 4 7 > 2 8 6 . 3 9
2nd digits are the same.
The 3rd digit in the first number is higher in the second number.
y
Rounding decimal numbers

ka
Rounding decimal numbers is similar to rounding whole numbers.

To round a number with 1 decimal place, look at the tenths. If it is less than 5, round
down. If it is 5 or higher, round up. In this example, round 145.6 up to 146 km.
Round 145.3 km down to 145 km.
Em
145.3 km 145.6 km
145 km 146 km
To round a number with 2 decimal places, do the same thing but with the hundredths,
e.g. 145.56 round up to 145.6, 896.73 round down to 896.7.
Teacher’s Guide

Let's practise
1
Complete.
Use the >, < and = symbols to complete these number statements.
a 25.5 + 25.4 25.5 + 25.4 d 15.25 + 12.32 15.25 + 12.98
e
pl
b 30.6 + 21.3 30.6 + 23.7 e 30.16 + 14.32 30.14 + 14.34
c 14.4 + 14.5 14.2 + 14.7
m
Sa
2
Round. Remember to round
down if it’s less than 5
Round these numbers to the nearest whole number. and to round up if it’s
a 35.8 c 279.9 e 3678.4 5 or higher!
b 49.2 d 478.5
s
ok
Round these numbers to the nearest tenth.
f 145.23 h 546.77 j 5678.85
Bo
g 459.39 i 1526.23
3 4
y
Measure. Think.
Choose 4 bottles or Freddy lost the labels showing the amounts of liquids
ka
containers and pour in 4 bottles. He knew that the largest measurement

water into each one. was 900 ml and that the smallest was 150 ml. All the
Use a measuring measurements were in multiples of 75 ml. What could
the other measurements have been?
Em
jug to measure the

volume of water in
each container and
round it up or down
to the nearest litre.
Teacher’s Guide

Game
board
1 Gridlock!
Let's play
e
pl

m

Sa
s
ok
Bo

y
ka

Em
Teacher’s Guide
See pages 34–5 of the Teacher’s Guide. Explain the rules for each game
and allow children to choose which to play. Encourage them to challenge
20 themselves and practise what they have learnt in the unit.

You need:
counters
e
(several of a
different colour
for each player)
pl
pencil and paper

m
1 Ladders
Draw a ladder with 10
Sa
rungs and fill it with
numbers.
2 Round it

s Round numbers to the
nearest 100 and total
ok
them to make the highest
number.
Bo
3 Your game
Design your own game
using the gameboard.

Explain the rules and
play with a partner.
y
ka

Em
21

Review
1 And finally …
Let's review
e
1
pl
245679 rounded to You need:
the nearest thousand digit cards 1 3 5
is 245000. place-value grids
m
Explain why Amy is wrong and
Sa
what the correct answer should be.
2 s You need:
ok
digit cards 1 3 5
13.5 15.1 21.9 8.4 22.7 7.6 place-value
cards 4 0
9
Bo
< > = + –
y
Use the symbols to compare these numbers.

ka
Make 2 statements for each number.
Now use digit cards to make up 5 of your own numbers with 2 decimal places. Make
up some comparison statements with them.
Em
Teacher’s Guide
See pages 36–7 of the Teacher’s Guide for guidance on running each task.
Observe children to identify those who have mastered concepts and those who
22 require further consolidation.

3
145.36 348.76
e
pl
What is the same Write all the
about these 2 similarities and
m
numbers? What is differences that
different? you can.
Sa
s
ok
Bo
y
ka
The Babylonians had a Base 60 number What do you

system which was used in Europe up until think the Base 60
the 1500s. Over time, the Base 10 system
numbers 60 and
which we use today became increasingly
popular. The decimal point came into use 360 are in our
Em
by most people in England in 1619. number system?
23

Unit
Methods for addition
2 and subtraction
Could you work out
how much it will cost
to buy one of each
roll of wallpaper?
e
pl
m
£11.99
£15.99 40 m
Sa
25 m
£14.99
99
£12. 15 m
30 m
s
ok
Bo
y
ka
I wonder what
the difference in
length is between
Em
the longest and the

shortest worm?
0cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
24

e
za Pla ce
Jo’s Piz £5.40
read £2.99
pl
2 garlic b 0
Do you think the bill
£1 3 . 6
1 olives will come to more or
argherita £1 6 . 5 0
2 pizza m ne less than £100?
m
lzo £8.99
2 pizza ca
1 spaghe
tti £2.50
1 side sala
d £6.50
Sa
m
2 ice crea ils £24.95
ckta
5 fruit co
s
ok
Bo
y
ka
Em
I wonder how much

more it will cost to buy
a litre of diesel than a
litre of unleaded petrol?
18
Teacher’s Guide
25

2a Mental calculation strategies
You need:
Let's learn sets of digit cards 1 3 5
money
e
number lines
pl
I got £60 for my
birthday. I’d like to buy
one toy for £24.99 and
m
No you won’t!
another for £29.99, but You can work that
I’ll need to use a pen out in your head
and paper to work out
Sa
by rounding and
if I have enough. adjusting.
Adding mentally £24.99

To add the prices of these toys, round £24.99 to £25
and £29.99 to £30, then subtract 2p.
s £24 £25
ok
£25 + £30 = £55
£55 – 2p = £54.98 £29.99
Bo
£29 £30
£24
You can also use:
• Near doubling: double £24, then add £5 and £1.98. £20 £4
• Sequencing: keep the first number whole. Partition
y
the second and add each part. £40 £8

ka
£29.99 + £20 + £4 + 90p + 9p

£48
£48 + £5 + £2 – 2p
Em
Subtracting mentally
You can represent the difference between the prices
£29.99
using the bar model.
£24.99 ?
You can count backwards from £29.99 or forwards from
£24.99 to find the difference. Most people find it easier to count forwards.
You can also use sequencing: £29.99 – £20 – £4 – 99p
Teacher’s Guide

Let's practise
You can draw a

1 number line or
Answer these. use the bar model
Use rounding and adjusting Use counting on to answer to help you.
to answer these questions. these questions.
e
a 2399 + 1567 e 4875 – 4659
pl
4898 + 3999 f 5316 – 3999
c 8654 + 5997 g 9514 – 9448
m
d 21 599 + 24 999 h 36 250 – 35 998
Sa
2
Answer these.
Use the sequencing strategy Use the sequencing strategy to find the
to add these distances. difference between these distances.
a 2456 km + 3123 km
s d 8795 km – 4341 km
ok
b 4289 km + 2410 km e 9652 km – 5231 km
c 18 235 km + 17 745 km f 24 847 km – 12 416 km

Bo
3 4
£19.99
My answer is
£75. What was
my question?
y
27
£12.4
9 £36.
ka
.98
£89 8.5
0
£10 £158
.79
Use mental calculation strategies.

Em
Choose 2 prices from the labels. Find their totals and differences.
When you have done this for 1 pair, do it for another… Think.
and another… and another. How many different answers
Make up 10 possible
can you find?
questions that Amy
Make up your own price list for items costing less than £20. might have asked.
Show these using the fewest number of notes and coins. Your questions must
involve using mental
calculation strategies!
Teacher’s Guide

2b
Written methods for addition
and subtraction
You need:
Let's learn sets of digit cards 1 3 5
place-value grids
e
Base 10 apparatus
pl
place-value counters 10 1
100
dice
m
I think if I add 210.9 210.9
2 3 . 8 + 4 23.8
+4
210.9 and 633.1
7 6
34.7 Almost, but you have forgotten
423.8, I will 1
to carry the tenths over into
Sa
get 633.17. the next column. The answer
Am I right? is actually 634.7.
Written method for addition

256.9
To add using the written method you must add the least
s
significant digits first. If you add 9 tenths and 8 tenths you
+ 167.8
7
ok
get 17 tenths. You exchange 10 tenths for one. 1
Next you add the ones which total 14. You exchange 10 ones for 256.9
a ten and put that in the tens position. + 167.8
Bo
4.7
1 1
Then you add the tens which totals 12. You exchange 10 tens for 256.9
one hundred. Then you add the hundreds which is 4.
+ 167.8
y
424.7
Make up some decimal numbers to add together like this. 1 1 1
ka
Written method for subtraction

Em
4 1 2 14 1 3 12 14 1
You can also use a written method to find the 435.8 435.8 435.8
difference between two numbers. – 137.9 – 137.9 – 137.9
Start in the tenths column. If you can’t subtract the .9 7.9 297.9
lower number from the higher number you must
exchange one for 10 tenths. Do the same if you need
to in the ones, tens and hundreds columns.
Make up some decimal subtraction calculations to answer.
Teacher’s Guide
28 how the concepts should be introduced. Read and discuss the page with the children.
Provide concrete resources to support exploration.
Y5_U02_[024-033].indd 28 06/03/2020 15:02

Let's practise
1
Calculate.
Add these numbers using Subtract these numbers using
the written method. the written method.
e
e
a 8587 + 7487 7350 – 3754
b f 8751 – 4846
pl
10 645 + 9374
c 23 465 + 21 937 g 19 475 – 9586
m
d 46 395 + 35 487 h 54 735 – 37 738
Sa
2
Answer these.
a Holly saved up £156. c Ben spent £568 on a TV.
She spent £98.75 on a DVD player. How He had £234.67 left. How much money
much money did she have left?
s did he start off with?
ok
b Arjan had £465. He spent £296.50 on a d Kitty saved £156.45. She wanted to buy
push bike. How much did he have left? a laptop. The laptop costs £250. How
much more money does she need?
Bo
3 4
Solve. Think.
Find the missing digits in these Draw a grid like this on paper.
calculations.
y
a 2 3 4 c 3 . 4
ka
+ 1 6 7 + 2 3 . 4
7 4 6 . 7 2
Throw a dice 6 times. Put 1 digit in each
square of the grid to make an addition
b 8 4 6 d 3. 8 1
Em
calculation. Your aim is to get as close to

+ 3 7 9 + 2 . 4 9 1000 as you can. Add the 2 numbers. Try this
2 3 7 5 1. 2 5 times to see how successful you can be.
You need to think

about where to place
the digits in the grid.
Teacher’s Guide

Game
board
2 Follow the instructions!
Let's play
e
i t
pl
–123 +199 do
u ble +298
m
Sa
i
s t
ok
–222 u ble +799 –496 –201
do
Bo
–321
it
ble
y
u
do
ka
i t
+444 +123 –396 u ble –398
do
Em
Teacher’s Guide

You need:
counters
e
set of digit cards 1 3 5
1–6 dice
pl
+333 –199 –111
1 Highest wins
m
Place your counters
t
b le i on Start. Use the digit
u
do
Sa
cards to make a 4-digit
number and move
around the board. The
player with the highest
+397 number at the end wins!
e it
s 2 Lowest wins
ok
do
ub
l +403 –299 Each player starts with
1000 points. The player
with the lowest number
at the end wins!
Bo
3 Your game
Design your own game.
Explain the rules and play
y
with a partner.
ka
it
+399 do
uble
Em
31

Review
2 And finally …
Let's review
e
1
In this unit you have looked at lots of mental calculation strategies for addition
pl
and subtraction. You have explored:
. adding and subtracting a near multiple of ten and adjusting
m
. sequencing
. counting on
. near doubling.
Sa
Now is the time to show what you have remembered!
I can subtract 4999 from

5876 using a mental
calculation strategy.
s
ok
Explain why Amy is correct and the mental calculation
strategy she could use.
Can you think of another strategy she could use? Explain
Bo
what this could be.
2
Write down an example of 2 numbers that can be added using the near
y
double strategy.
Now write down another…
ka
And another…
And another… Make sure all your
And another! examples have different
numbers of digits.
Em
Teacher’s Guide

3
Show how you can answer this calculation in 4 different ways:
2387 + 1996
Which do you think is the most efficient method? Why?
e
5245 – 4999
pl
Which do you think
is the most efficient
method? Why?
m
Sa
2500 + 2600
Which do you think is the most efficient method? Why?
7000 – 3500
sWhich do you think
ok
is the most efficient
method? Why?
Bo
y
ka
Formal written methods for adding and There is a set order for answering
subtracting have been around for years. calculations that can’t easily
These are called algorithms. An algorithm be answered using a mental
is a list of rules to follow with steps in the calculation. You have been
Em
right order. They apply to most things we learning about these in this unit.
do every day, even brushing your teeth! We call them written methods.
33

Unit
Methods for multiplication
3 and division
e
pl
m
Sa
How can I find out how
many cups there are without
counting every one?
s
ok
Bo
y
ka
Em
60p per 250 ml I wonder how

much juice was
in the jug?
34

e
pl
My flapjack recipe
needs 250 g of oats.
m
How many batches
could I make?
Sa
1.5 k
g
s
ok
Bo
Apparently, this pizza

has an area of 144 cm2.
y
I wonder how I could

prove that it was true?
ka
Em
Teacher’s Guide
35

Exploring multiples, factors,
3a
squares and cubes
Let's learn You need:

sets of digit cards 1 3 5
e
rulers
pl
interlocking cubes
squared paper
m
That’s not quite right.
I think that
‘Squared’ means that you
5 squared is 10
multiply the number by itself.
Sa
and 5 cubed is 15.
‘Cubed’ means you multiply
the number by itself twice.
Square and cube numbers

A square number is the product of a number that has been multiplied by itself.
Square numbers can be arranged into a square array:
s 16
ok
9
4
1
Bo
1×1=1 2×2=4 3×3=9 4 × 4 = 16
A cube number is the product of a number multiplied by itself twice, e.g. 3 × 3 × 3 = 27

This is a diagram of a cube number:
3
y
3
ka
3 × 3 × 3 = 33
3
Em
Multiples and factors

A multiple is a number divisible by another with no remainder.
A factor is a number that will divide exactly into another number.
24 is a multiple of 1, 2, 3, 4, 6, 8, 12 and 24.
These numbers are also factors of 24!
Write down all the factors of 32.
Teacher’s Guide

Let's practise
1
Answer these.
a Which are square numbers? c Write down the first 10 multiples
15, 36, 81, 24, 56, 100 of 6 and 8.
e
b Which are cube numbers? d Now circle the common multiples.
1, 24, 27, 60, 125, 1000
pl
m
2
Answer these.
Sa
Write down 5 multiples of:
a 4 c 6 e 7
b 8 d 5 f 9
Write down all the factors of:

g 36 i 12
s k 44
ok
h 28 j 72 l 54
Bo
3 4
Apply. Think.
Draw 6 squares that have sides of Choose 6 square numbers.
these lengths: Write down their factors. What do you notice?
a 4 cm
y
Write a statement to show this.
b 8 cm
ka
Choose 6 numbers that aren’t square numbers.

c 12 cm Write down their factors. What do you notice?
Write a statement to show this.
d 15 cm
Em
e 20 cm
f 25 cm
Now work out their areas.
Teacher’s Guide

3b Mental calculation strategies for
multiplication and division

digit cards 1 3 5
e
place-value grid
pl
No you don’t! You should
m
I want to multiply look at a calculation and
243 by 5. That’s decide on the best method to
a big number so use. Here, 5 is half of 10, so
Sa
I’ll need to use a you could multiply 243 by
written method! 10 and halve it, or halve it
and multiply by 10.
Multiplying by 5 and 20
Half of 10 is 5. To multiply by 5, multiply the number by 10 and halve it, or halve the
s
number first and then multiply it by 10.
ok
Make up some numbers and multiply them by 5 using this strategy.
To divide by 5, you do the opposite: divide by 10 and double.

Bo
20 is double 10. To multiply by 20, multiply by 10 and double, or double and then
multiply by 10.
Make some numbers and multiply them by 20 using this strategy.
To divide by 20, you do the opposite: divide by 10 and halve it.

y
ka
Using known facts

Multiplication or division facts can be used to generate other facts.
Whatever you do to one side of the equals sign, you must do to the other.
Em
Make up some more facts in a similar way. This will keep the equivalence.
Double 8 and the Halve 9 and 144 Multiply 4.5 by 10

8 × 9 = 72 answer to give to give to give
16 × 9 = 144 16 × 4.5 = 72 16 × 45 = 720
Teacher’s Guide

Let's practise
1
Multiply.
Multiply these numbers by 5. Multiply these numbers by 20.
Use the multiplying by 10 and halving strategy. Use the multiplying by 10 and doubling strategy:
e
a 48 e 54
pl
b 286 f 136
c 864 g 487
m
d 4140 h 2874
Sa
2
Divide.
Divide these numbers by 5. Divide these numbers by 20.
Use the dividing by 10 and doubling strategy: s Use the dividing by 10 and halving strategy:
a 40 e 40
ok
b 180 f 200
c 380 g 840
Bo
d 4620 h 2420
3 4
y
Draw. Think.
6 cm × 7 3 cm × 12
ka
5 cm × 8 4 cm × 9 I thought of a multiplication
fact. I multiplied one number
by 10, halved the other and
Draw the products as lines in order from then doubled both numbers.
shortest to longest.
Em
This is the number statement

56 cm ÷ 7 I was left with: 120 × 9 = 540.
72 cm ÷ 6
121 cm ÷ 12 What was the original
multiplication fact?
Draw the products as lines in order from Could Theo have started with
longest to shortest. a different multiplication fact?
Teacher’s Guide

3c Written methods for
multiplication and division

digit cards 1 3 5
e
counters (3 colours)
pl
456 That’s not quite right. 400 × 6
I worked out × 6 is 2400 and 50 × 6 is 300. You
m
the answer 2436 need to add the 300 to 2400 so
to this the answer will be 2 thousand
calculation! 7 hundred and something.
Sa
I don’t think you have exchanged
where you needed to.
Multiplication Division
This array shows 145 × 3. There are 3 hundreds, The division calculation 192 ÷ 6 can be shown
12 tens and 15 ones. s using counters and the short written method.
ok
6 192
145 × 3
You can’t make 6 groups of 100 so need to
Bo
You can add the numbers together to make a change the one hundred into tens.
number statement:
300 + 120 + 15 = 435. There are now 19
This can be shown using the grid method: tens. You can make 3
3 groups of 6. There 6 192 1
y
100 40 5 is 1 ten left, which is

×3 300 120 15 exchanged for ones.
ka
You can also use a written column method:

There are now 12
145 ones. 32
Em
1 1
× 3 You can make 6 192
435 2 groups of 6.
1 1
What is the same and what is different about

these 3 ways of multiplying?
Teacher’s Guide

Let's practise
1
Calculate. Answer these calculations using counters.
Record the answer using the grid method. Check your answer using the column method.
a 64 × 6 c 326 × 4 e 635 × 8
e
b 135 × 3 d 427 × 7 f 429 × 9
pl
m
2
Calculate. Answer these calculations using counters.
Record what you did using the short written method.
Sa
a 96 ÷ 4 c 184 ÷ 4 e 847 ÷ 7
b 132 ÷ 3 d 672 ÷ 6 f 976 ÷ 8
3
s 4
ok
Investigate. Think.
Work out the products of these Find the missing digits.
measurements:
a 4
Bo
a 345 m × 6
× 4
b 256 g × 4
2 1
c 259 ml × 5
b 3 4
y
Now work out the quotients of these. × 3

Write any remainders beside the quotient.
ka
1 3 2
d 145 m ÷ 7
e 978 g ÷ 8 c 2 4 6
× 6
Em
f 918 g ÷ 9
1 5 5
Now draw 5 lines that are between 100 mm
and 300 mm in length. Multiply
each by 9. What are the new measurements? d 3 4
Now divide each by 10. Draw these lines. × 7
What is the difference between your
2 measurements? 2 5 6 8
Teacher’s Guide

Game
board
3 Head for the stars!
Let's play

e

pl

!
"#"$ !$ !
'( !$
m

Sa

!
"#"$ !$ s
&!
&!
!
!
ok
Bo

!
'( !$
y
!

) *+
ka
,*

Em

!
'( !$
%

!
Teacher’s Guide

You need:
digit cards 1 3 5
e
coloured counters
1–6 dice
pl
&!
!
m
1 Winning stars
Win the stars and
win the game.
Sa
!
) *+
,*
2 Going down!
How many stars
can you land on?
! s
) *+
,*
ok
3 Your stars
Design your own game.
Explain the rules and play
with a partner.
Bo

%
!

!
"#"$ !$
y

ka

Em

%
!
43

Review
3 And finally …
Let's review
e
1
pl
I think 4, 6 and 10
m
are factors of 60.
Is Theo correct?
Sa
Explain why.
Write down all the other factors of 60.
2
s
Write down an example of a fact that you can make using 8 × 5 = 40.
ok
And another…
And another…
Bo
Make sure all your examples are made in different ways.
Write down an example of a fact that you can make using 54 ÷ 9 = 6.

And another…
y
And another…
Make sure all your examples are
ka
made in different ways.

Don’t forget, you
can multiply, double
and halve!
Em
Teacher’s Guide

3
Show how you can answer these calculations in 4 different ways:
468 × 4
675 ÷ 5
e
For each one, which do you think is the most efficient way? Why is that?
pl
m
Sa
s
ok
Bo
In the past, different civilisations They would begin with 36 and

had other ways of multiplying double it. They would double it
and dividing numbers. The again and again, each time writing
Ancient Egyptians would multiply the number of 36s that had been
doubled and then choose those
and divide by doubling.
numbers that added up to 6 and
y
add their multiples:

I want to multiply 6 by 36.
ka
2+4=6
72 + 144 = 216
so 6 × 36 = 216
Em
1 36
2 72
4 144
8 288
45

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e

Caroline Clissold and Cherri Moseley

Caroline Clissold, Linda Glithro,

Authors: Caroline Clissold, Linda Glithro, Steph King

Illustrations, series and character design: Steve Evans

Cover design: Steve Evans and Words & Pictures

Unit 2: Methods for addition and subtraction

Unit 3: Methods for multiplication and division 34

Head for the stars! 42

And ﬁnally ... 44

Unit 4: Triangles – and other polygons 46

26728_RSMaths_Textbook Y5.indb 3 16/09/2019 16:33

Unit 8: Special numbers, operators and scaling 94

Higher and higher 102

Unit 9: 2-D and 3-D shapes 106

9b Identifying 3-D shapes 110

26728_RSMaths_Textbook Y5.indb 4 16/09/2019 16:33

13b Mental calculation and scaling 156

And ﬁnally ... 164

Unit 14: Perimeter, area and volume 166

14c Volume and capacity 172

26728_RSMaths_Textbook Y5.indb 5 16/09/2019 16:33

have made answers in your

Read the text These questions

to learn new investigate

Use these items to help

26728_RSMaths_Textbook Y5.indb 6 16/09/2019 16:33

all the new

Find out more

26728_RSMaths_Textbook Y5.indb 7 16/09/2019 16:33

Try these ideas to

Can you make Can you put

Can you give Can you identify and

specific examples name the groups

Can you explain Can you think

your thinking of different

and reasoning ideas or ways

26728_RSMaths_Textbook Y5.indb 8 16/09/2019 16:34

2 What do you need to ﬁnd out?

5 Make a plan for what to do.

7 Draw a picture/bar model to help

8 Check your answer. Is it correct?

9 Evaluate your method. How could

26728_RSMaths_Textbook Y5.indb 9 16/09/2019 16:34

1 Numbers in real life

26728_RSMaths_Textbook Y5.indb 10 16/09/2019 16:34

How can you ﬁnd

I wonder what these

26728_RSMaths_Textbook Y5.indb 11 16/09/2019 16:34

To/from Canberra New Delhi Paris Cape Town Athens London

Compare the 2 distances to Cape Town. New Delhi 9 2 8 6

34 is closer to 30 than 40 so round down to 30.

26728_RSMaths_Textbook Y5.indb 12 16/09/2019 16:34

lengths and then round them to make an approximation.

London is 9635 km from Cape Town.

26728_RSMaths_Textbook Y5.indb 13 16/09/2019 16:34

1500 m multiplied by by 100 (or 10 100 000 10 000 1000 100 10 1

Converting between units of time

To convert 5 minutes to seconds, multiply 5 by 60.

26728_RSMaths_Textbook Y5.indb 14 16/09/2019 16:34

4 friends compared how long their homework Name Time taken

Ben 1 hour 10 minutes

On a 24-hour clock, at certain times, all

using the gameboard.