Cambridge Primary Mathematics LB5 2nd Edition-Hodder

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Cambridge Primary Endorsed for full syllabus coverage
Mathematics
Second Edition
Learner's
Book 5 Steph King
Josh Lury
Series editors:
Mike Askew
Paul Broadbent
G HODDER
Bööst EDUCATION
Contents
How to use this book 4

Term 1
Unit 1 Number 6
Unit 2 Angles and shapes 21
Unit 3 Calculation 30
Unit 4 Time
Unit 5 Statistical methods 50
Unit 6 Fractions, decimals, percentages and proportion 57
Term 1 Review 74
Term 2
Unit 7 Number 75
Unit 8 Probability 88
Unit 10 Location and movement 108
Unit 12 Angles and shapes 130
Term 2 Review 138
Term 3
Unit 13 Number 140
Unit 14 Location and movement 151
Unit 16 Statistical methods 169
Unit 18 Time 186
Term 3 Review 192
Mathematical dictionary 193
Thinking and working mathematically (TWM) skills vocabulary 200
3
1 Number
Introducing decimal numbers

Explore
This athlete has jumped further than seven metres.

How far could the jump be?
5 6 8
Where is 7.5 on this number line?

Maths words
Which two whole numbers is 7.5 positioned between?
metre whole
tenths ones
decirmal represent
6
Unit 1 Number
Lenm
Look at this number line. Where can vou see whole numbers?
01 0.2 07
10 10
There are 10 equal parts between the whole numbers 0 and 1.

Each part is one-tenth of the whole. Tenths are 10 times as small as ones,
10s 1s
1+100
We can write one-tenth as the fractionor as the decimal 0.1
Look at the decimal number 2.6 on the place value chart. We read it as two point six.
105
"6
How many ones are there?

The number also has 6 tenths after the decimal point.
We write 6 tenths as the decimal number 0.6.
How can the shapes below also represent the decimal number 2.6
Can you explain why 2.6 is made up of 26 tenths?

Make a sketch to show where 2.6 is positloned ona number line.
Practise
Read these decimal numbers. Then write them in words.
Sketch number lines to help you show your partner the position of each decimal number.
a 4.7 b 7.4
d 44 We use the word zero to help
74.9 f 94.7 us say numbers that indude
the digit Oin the ones position.
7
Unit 1 Number
******************
Practise (continued)
Look at the decimal numbers in question 1. Represent each number on a place value chart.
a Ifanumber has a digit 4, write the value of this digit each time.
b Ifa number has a digit 7, write the value of this digit each time.
c The digit 4 appears twice in the number 44. How many times as large is the value
of the first digit 4 than the second digit 4?
The letters on the number line represent the positions of four decimal numbers.
What number does each letter represent?
C D
-1 2
Look at these divisions. What is the same and what is different about each pair?
What can you show to convince others of your thinking?
a 530+ 10-? 53 + 10 ?
b 49+10 =? 50 +10 =?
Try this
Guss is representing the decimal number 3.5 in different ways.
Critique what he has done so far. What improvements will you make?
35
three point five

1
)1)01
3.5
1)(1)0.1) 0.1 35 tenths
3100 10s
Now represent the number 2.9 in different ways.

What apparatus or sketches can you make? Use your skills of specialising.
Unit 1 Number
*******e****
Composing, decomposing and regrouping

Explore
Here is a Gattegno chart.
is different about this and thee place value chart in Learn below?
widt sderent
What is the same and what
What is the largest number you can compose on this Gattegno chart?
100000 200000 300000 400000 500000 600000 700 000 800000 900000
10000 20000 30000 40000 50 000 60000 70000 80000 90000
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 00 500 600 700 800 900
10 20 30 40 50 60 70 BO 90
1 7 8 9
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
Which place value parts do you need to build the nunber 45 043.4?
Make up at least five numbers that are greater than 5 but less than 6. Maths words
compose
decompose
Learn regroup
Read each nurnber represented on this place value chart.
100000s 10000s 1000s 100s 10s 1s 105
5 0
We can see that the digit 4 appears in each number. What is its value each time?
Which number can we decompose as 40 000+ 5 000 +0+ 40+3?
Now decompose the other numbers
We can also regroup the numbers in different ways
Which number can we regroup in these different ways? Convince your partner.
42 ones and 4 tenths 42 +0.4 4 tens and 24 tenths
Unit 1 Number
********
Practise
1 Look at the counters on the place value chart.

10s
10 0
0.1 01
01
Think about the place value positions. What nunber is represented?

2 Here are some more sets of counters. What is the value of each set?
You can use a place value chart to help you.
a
10 00010000 1000 1000 1000 10000 10000 10000 10000 10
100 100 10 10 10 100
10 10 0.1 Sketch counters

to represent the
number 52.5.
10 10 01 0.1 0.1
3 Decompose each number to show the place value parts.

a 3745 739 b 374 573 37 d 37.4
4 Find at least four ways to regroup each number. Look at the examples in Learn to help you.
a 458 399 b 45 45.8
Try this
Use a pencil and paperclip, as shown, to use this spinne.

Spin the paperclip. Note the number it lands on, to see
how many parts you must use to regroup the number 347.5.
Record your regroupings.
They must be different each time.
Remember to check that each regrouping
Is still equal in value to 347.5.
10
Unit 1 Number
*****
Multiplying and dividing whole numbers

by 10, 100 and 1 000
Explore Maths words
The children are exploring what happens when whole nunbers multiply
are multiplied or divided by 10. quantity
divide
Scale
thousands hundreds tens ones tenths
Say the value of each digit in the number 538

What will be the new value of each digit when we multiply 538 by 10?
Where should each child move to show that the value of their digit is now 10 times as large?
How can Elok help to show the new nurmber?
Now describe what the children must do to showS 380 divided by 10. Explain why
What must they do when 538 is divided by 10? Use your generalising skills.
11
Unit 1 Nurnber
Leam
100 000s 10000s 1000s 100s 105 1s
472 10
0 472 100
0 472 1 000
4 7 2 472+ 10
We can multiply by 10 to make a quantity ten times as large.
Aquantity is how much

there is of something.
It can be an amount, a
number or a measurement.
We can multiply by 100 to make a quantity one hundred times as large.

We can multiply by 1 000 to make a quantity one thousand times as large.
We can divide a number by 10 to makea quantity ten times assmall
or one-tenth of the size
Use your critiquing skills. What do you notice about the way the digits
move each time to show how 472 has been scaled?
To scale means to increase or decrease in size by multiplying or dividing.
Rermermber that zero plays

an important role because it
keeps the other digits in the
number in their correct places.
12
Unit 1 Number
**************
Practise
Solve the calculations. Work down the columns. Look at the example.
a
3682 x10 36 820 4561 x 100 36 820+ 10
3682 100 4 561 +10 36 820 + 100=
3 682 * 10 %10 = 4 561 * 1 000 36 820 + 10+ 10
3 682 x 1 000 - 45 610 + 100 - 36 800+1000 =
a Choose a number from the top row and an operation from the row below it. Do the
calculatio Do ten or more calculations, using each number and operation at least once.
3 470 3 479 6 750 6 705 67 500 67 050
10 * 100 *1000 10 + 100
b The answer to Banko's calculation is 670.5.

What could his calculation be? Is there more than one possibility?
Let's talk
How can you use the Gattegno chart to help you multiply and divide whole numbers
by 10, 100 and 1 000?
100000 200000 300000 400 000 500000 600000 700000 800000 900000
10000 20000 30000 40000 50000 60000 70000 80000 90 000
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 5 6 7 8 9
0.1 0.2 0.3 0.4 0.5 06 07 0.8 0.9
Try some numbers of your own, such as 741.

What do you notice? Use your skills of generalising.
13
Unit 1 Number
Try this
The answer to a calculation is 3 600.
Use your skill of generalising to make the same answer

in at least elght ways.
Choose your own whole number and one or more of these operations.
* 10 +10 100 -100 x1 000
Now try to make calculations with the answer 12 000.
Counting on and back

Explore
Maths words
equal
50
Ihave been counting on negative
and back in equal steps on
40 the thermometer. This is a
30 temperature in my count.
20
10
-10 Ihave been counting on and back in equal steps

on a number line. This is a nunber in my count.
100 110 120 130 140 150
Iused an array to help me count on and back in equal steps.

Iadded or subtracted rows or colurnns.
This nurnber of dots is in my count.
Could Banko have been counting back in steps of 5 degrees from 15'C?
What counting could each child have been doing?
14
Unit 1 Number
*******
Try this
The answer to a calculation is 3 600.
Use your skill of generalising to make the same answer

in at least eight ways.
Choose your own whole number and one or more of these operations.
10 - 10 * 100 + 100 x1 000
Now try to make calculatlons with the answer 12 000.
Counting on and back

Explore Maths words
equal
Ihave been counting on negative
and back in equal steps on
the thermometer. This 0s a
30 temperature in my count.
20
10
-10 I have been counting on and back in equal steps

on a number line. This is a number in my count.
100 110 120 130 140 150
I used an array to help me count on and back in equal steps.

Iadded or subtracted rows or columns.
This number of dots is lin my count.
Could Banko have been counting back in steps of 5 degrees from 15'C?
What counting could each child have been doing?
14
Unit 1 Number
Ledn
The frst nurnber in a counting

pattern is a negative numbe.
It is positioned to the left of zero on the number line.

We read number as negative twenty-seven.
What is the step size?
30 -20 -10 10 20
What are the next two numbers in the count?

Do you think 108 will also be in the count? What about 270?
Practise
Write the first five nurmbers you say in each count.
a Count back in tens from 18
b Count on in fives from 22
c Count back in sevens from 91
d Count on in tenths from -0.4
e Count back in steps of 200 from 462
Count on in steps of 10 000 from 9 999
15
Unit 1 Nurnber
************ee*.
Look at these numbers.
56 160 84 224 -16 198
a Which numbers will you say when you:

count back in steps of 8 from 240?
count on in steps of 7 from -14?
count back in steps of 20 from 304?
b What number from above has not been used?
Write and complete these sentences to show two counts that this number will be in.
Count on in steps of 9 from
Count back in steps of 300 from
Let's talk
Look at my counting pattern.

I am counting on in steps of 12!
-23 -11 13 25 37 49
Use your skils of specialising, conjecturing and generalising

to make up your own counting patterns. Choose different step sizes.
All your counts must include two negative numbers.
16
Unit 1 Number
*****************
Linear sequences
Explore
Maths words
What patterns do you notice? linear sequence
difference
How many books were used to make the first six piles?
term
How can you work this out quickly without counting all the books? rule
recursion
sequence
Use your skills of conjecturing.
critiquing and convincing.
17
Unit 1 Number
Practise
Find the rule and the values of the missing terms for each linear sequence.
a 3. ,11, 19,
b 23, 13. 3,
.15, ,29.
d 7. 22 37
e 260. 100,
2 Look at this linear sequence.

25 1,
The difference between 25 and 1 is 24.

So there are 3 jurmps of 8!
a Do youagree with Elok? Explain your thinking.

b Find the missing numbers in the sequence.
Find the recursion rule for each linear sequence. Write the values of the missing terms.
a 13. 17.
b 70, 170 ,270
c 9, 36
d 11, 77
Let's talk
Look at the sequences of numbers in Practisequestion 3.

Can you find a way to work out theors10th
of
term in each sequence without writing every term?
you t Convince others vour idea.
19
Unit 1 Nurmber
e*******.
Quiz
1 What are the values of the underlined digits?

a 24.9
b 29.4
c 94.2
d 294.3
e -4.9
2 Decompose these numbers to show the place value parts.

a 365 091
3 650
c 36.5
d 365.9
3 Copy and complete the bar models to show regrouping.

46.2
3C
465.8
360 O.8
4 True or false? Correct any that are false.

a 467 1 000 - 467 000
b 3790x 100 37 900
c 125 +10-1 250
d 532 700 +1 000 -532.7
e 401 x 10 40100
5 Write the first six numbers in each count.
a Count back in steps of 7 from 38.
b Count on in steps of 8 from -32.
c Count on in steps of 2 from 3.45.
6 Find the rules and the missing terrns for these linear sequences.
a 20, 12.
b 2 000, 11 000,
20
2 Angles and shapes
Symmetrical patterns
Explore
Maths words
Copy these designs. Reflect in the line of symmetry to complete them. symmetry
b horizontal
vertical
diagonal
symmetrical
What do you notice?
Learn
We know that lines of symmetry can be horizontal and vertical.

They can akso be diagonal. Look at the stages of this symmetrical pattern.
When it is complete, we can see two lines of symmetry.
Which pattern has two lines of symmetry? Use your skills of conjecturing.
21
Unit 2 Angles and shapes
Practise
Which patterns show the symmetry correctly?
Copy these patterns.

Colour in three more squares so that each pattern has two lines of symmetry.
Try this Let's talk
Copy and complete this

pattern so that it has Use your
four lines of symmetry. generalising skills.
Use your improving sklls. How can you create
a pattern with three
lines of symmetry?
Talk about your ideas.
Then test them on a grid.
22
Identifying and reasoning about angles

Explore
Turns and angles
An angle maker
A reflex angle is An acute angle

qreater than a is less than a
half turn, but less quarter turn.
than a whole turn.
A half turn is
An obtuse angle is an angle of
greater than a right 180 degrees
angle, but less than
a half turn.
Make your own angle maker. Use a split pin to join two strips of card.
Or, simply use a strip of card or paper and fold it in half. Maths words
Show a whole turn. Show a half turn.
Show an acute angle. angle
Show an obtuse angle. reflex angle
Show a reflex angle. Show a right angle.
acute angle
Draw a copy of each angle and mark the angle correctly. obtuse angle
Use the correct marking for a right angle. right angle
23
Learn
The angle on a straight line is 180 degrees.

This is equivalent to a half turn clockwise or anticlockwise.
180° clockwise 180 anticlockwise
Use this fact to calculate the missing angles below.
145°
60
180 60? 180-145 -7

The missing angle is 20 The missing angle is ?°.
Practise
Look at these angles. Classify them into three groups:

acute angles, obtuse angles and fox angles.
24
Try this
Angle x is twice as big as angle y.
Calculate angle x.
Let's talk
I drew two angles on a straight line with the labels a and b.
Use your classifying and generalising skills to help

Pia work out which sentences could be true.
Angles a and b are both acute.
b Angles a and b are both obtuse.
Angle a is acute and angle b is obtuse.
Angle ais obtuse and angle bis acute.
Angle a is a right angle and angle b is an acute angle
f Angle a is a right angle and angle b is an obtuse angle.
26
Triangles
Explore
Maths words
Symmetrical triangles length
isosceles
scalene
equilateral
tessellate mirror line
Measure the side lengths of these symmetrical triangles.

What do you notice?
27
************. *************
Learn
We can identify different triangles by looking at their properties:

Scalene triangles - all three sides are a different length.
Isosceles triangles - two sides are equal in length.
Equilateral triangles- all three sides are equal in length.
Look at the markings that we use to show equal lengths on triangles:
Use
e you
conjecturing skills.
Scalene isosceles equllateral

Which triangles have one line of symmetry?
Which triangles have more than one line of symmetry?
Investigate this with different triangles.
Which triangles do you think will tessellate?
Practise
1 Measure the sides of these triangles. Then answer the questions.

A B
a Which triangles are scalene? b Which are isosceles? c Which are equilateral?
Draw three isosceles triangles.
Mark the equal sides and draw the line of symmetry. Label any equal angles.
3 Elok and Pia investigate tessellating triangles by cutting out templates.
Pia creates a tessellation using an equilateral triangle like this.
Cut out different triangles.

Predict which triangles will and will not tessellate.
Then use your specialising skills to explore fully.
28
Try this
Draw an isosceles triangle with two sides of 6 cm. Use your skills of
How many acute angles are there? classifying and
Can you find an isosceles triangle with an obtuse angle? generalising.
Can an isosceles triangle have a right angle?
Let's tallk
Banko and Jin discuss isosceles triangles. There are equal sides.
I wonder if there are
any equal angles?
I cut out isosceles
triangles and fold them
to find symmetry.
Investigate the angles of Isosceles triangles by folding them along the mirror line.
Use your conjecturing skills to explain what you notice.
Quiz
1 How many lines of symmetry 2 Calculate the missing angle.

does this pattern have?
859
3 Draw an isosceles triangle. Label the equal sides.

Which angles are equal?
3 Calculation
Calculating with positive and negative numbers

Explore This is 20 degrees warmer than last night.
Sanchia and Jin are recording
termperatures for a science project
Use your conjecturing skills.

What could the temperature
have been last night?
What could it be in the first picture?
So, what ternperature could it
be in the second picture?
Find at least three solutions.
Use the words positive, negative
and difference.
Maths words
positive The temperature has
negative dropped by 15 degrees!
difference
Learn
We can use a number line to help us solve additions and subtractions with negative numbers.
Look at these calculations. Why do we need to cross, or bridge, zero for both examples?
We can use number facts for 9 to help us bridge zero.
-4+9# 5-9
-5 4 -3 -2 -1 0 1 2 3 45 6
-5 4 -3 -2 -1 01 2 3 4 5 6
5-5-4 4
49
What number facts for 9 will you use for these calculations?
-7+9-? and 3-9-7
30
Unit 3 Calculation
Practise
What calculations do these number lines show?
-7 -6 -5 -3 -2 -1 0 1 2 3 45 6 789 10
-6 -5 -3-2 - 1 0 1 2 3 45 6 7
Do these calculations. Use a number line to help you.

b
-8+15= 7-16 -5+18 =
-9+16 = 8-17 = 13-18 =
-10+ 20 10-20 = -15+ 28

-11 + 21 11-21 13-28
A tower block has floors numbered from4to 20.
Which floor will you be on ea
each time?
You go up seven floors from-2) bYou go down ten floors from(6)

You go up eleven floors from (-3). dYou go down fifteen floors from (13).
Try this
Use each number once to make all the calculations correct.
The nurmnbers on the blue cards must go in the positions shown in the additions.
15 1 -8 -7 7 12
O0::
O-0::
31
Unit 3 Calculation
**********************
Addition and subtraction

Explore
Maths words
Estimate how many metres each team Team Yellow
estimate
has left to row. total
Which two rowers in Team Yellow have a total mass Rower 1:88 ko kilogram (kg)
in kilograms (kg) that Is a multiple of ten? Rower 279 ka mass
Pouer 3.Q6 ko add
What is the total mass of Team Yellow? Rower 4:81 kg subtract
sum
Start
A
495 m
950 m B
C
1 600 m
D
1950 m
2495 m
3 000 m
Finish
32
Unit 3 Calculation
Learn
Start with the number 4 653.
1 000s 100s 10: 1s
Add 3 000 to 4 653. Then subtract 499 from the new answer.
Then subtract 2 4486 and finally add 32. What is the answer?
Which of these calculations could you do mentally? Why?
When did you need to use a written method?
Now look at these calculations: 346 + 1 750 +250 1572-99- 372

We can regroup or reorder parts of the calculation to help us find the sum when adding.
Can you remember why?
Do we always need to subtract numbers in the order they are given?
Practise
Solve these. Think about the order you will use to calculate.
a 94+ 2328 +306 = b 6345-90- 255 =
2003 + 5 325 = d 7519-398-123 =

Pick a nurnber from the triangle and one frormn the circle to add together each tirme.,
298
75
4625 3000
2350
182 600 Let's talk
4318 400
1573 492 999
Compare the calculations
you made up for question
Use the numbers to make five calculations 2 in Practise
to solve mentally or with jottings.
b Make up five calculations to solve Convince your partner
using a column method. of your choices.
33
Unit 3 Calculation
*******e******...
Learn
The children are adding and subtracting numbers.

Iestimate that the
subtraction answer
2 785 +811 +4524 9165-3 982-894 will be less than 4000.
Iestimate that the addition answer

will be more than 8 500.
Critique the children's estimates. Then suggest any improvements Banko and Elok could make.
Practise
Complete these calculations. Make estimates fhrst.

onee
WIll the gctunl wers be more or less than your estimates?
a 3 804 +2 043 b 7832-2 067 c 5653 +832 + 4298 d 9523-2 745 - 121
Jin has been adding and subtracting numbers.

Use estimates to help critique his work.
Make any corrections needed.
Let's talk
3244 14875336
7024- q78- 6026 Draw a diagram like this.
248 753 + 261 + 234 = 46
488 1273 + 57 - 188
2878- 293- 7|| 1a74
Place the numbers below in your diagram,

Remember that you can as follows:
also use a calculator to Each set of three numbers, joined by a
check your calculations. horizontal line, must total a number that
rounds to 2 600 to the nearest 100.
All pairs of numbers, joined by a vertical
line, must have a difference that rounds
to 100 to the nearest 100.
819 S04 908 1095 1191 639
34
Unit 3 Calculation
********
Missing number problems

Explore Maths words
The children are thinking about what items they can buy at inverse
the toy shop. symbol
unknown quantity
Ican buya spinning top I can buy a train set with

and a toy car for $20. $20 and get change.
TRAIN SET TRAIN SET
TRAIN TRAIN SET
TRAIN TRAIN SET

eTRAWO) TRAIN SET
Ican buy two spinning

tops for $16.
Ican buy a train

set and a skipping
rope for S25.
What is the cost of each of these?

One toy car One spinning top One train set One skipping rope
How might using what you know about inverse operations help you here?
35
Unit 3 Calculation
Learm
Look at the items in the two shopping bags.

Can you explain what is happening with shopping bag 2?
Use your skills of conjecturing.
15
15
$15
We can use symbols to represent unknown quantities.

-$15
S20 -$2
The first number sentence has two unknown quantities.
So, it is easier for us to look at the second sentence.
We can use related facts to help find the total value of the three trucks.
S20-$2 $18 so the three trucks must total $18.
If we know that 3 trucks total S18, then one truck must be $18+3$6.
We now know that A+$6- S15 or we can use the inverse to write the sentence
as $15-$6 -
The cost of the model airplane is $9.
Practise
1 You can buy the items in each question for a total of $36
Work out the unknown prices. Use symbols to represent each problem.
999 999
36
Unit 3 Calculation
******ene*************
Practise (continued) Remember to think

about how you can use
Find the price of each item. Use both calculations to help you. related facts and inverse
Write a missing number sentence for each problem. operations to help you.
What symbols will you use?
a $5 $2 $1
$2 $1 - - $0.50
$20 $T $15
*$17.50 $5 = $2.50
Work out the value of each symbol. Rernember to look at both number sentences.
b 40 100 27 - 2
200 O . 19 49
Try this
The shapes on the scale have a total mass of 100 q.
Use symbols to represent the problem.

What are the possible masses of the and
Find at least six solutions
What is different about thissproblem?

p
100 g Use your skills of special
critiquing and i m 9 .
37
Unit 3 Calculation
*******e************
Simplifying multiplications
Explore
Maths words
BUZZ distributive
BEETLEs
cOCARZ multiplication
product
commutative
associative
factor
521
19 1
19 5
-(20 5)s
20
How much will it cost to buy five copies of each game?
Explain how the array shows that S19 x 5 is $5 less than S20 x 5.
How could you change the array to show $21 x 5?
How much will it cost for 10 copies of each game?
Lecrn
We used the distributive law in Explore to regroup 19 as 20-1.

How did we regroup 21?
We can simplify multiplications in different ways to help us find the product:
25 x33 x 4=25 x 4x 33 462x5? We can also use factors to help us:

100 33 90 x 409x 10 x4x 10
- 33 100 46 x 10 = 460 -9 x4x 10x 10
3 300 We can use the -36 x 100
We can use the commutative associative law -3 600
law to reorder the factors. to group2 x5. Did we also use the commutative law?
Why might you not use factors to simplify the first two calculations?
38
Unit 3 Calculation
********************
Practise
1How will you these multiplications?

simplity thesemP
Find the answers and convince a partner that you are correct.
b 3529
I wonder ifIcan also
a 35 x 18 - use a decomposing
method to help me?
234 101 d 23499=
46 7 m
2 Use factors to help you calculate the products.

a 700 x6 b 60 x 70 =
800 20 = d 27 x 8
Solve these. Which laws will you use to help you?

a 5x 86x 20 = b 23 x45=
4x7 25 - d 11 x 36 9-
e 5x7S4. 73 50 2
Try this
Spaces available at diierent car parks
C
D
Key: F
O represents 80 cars
a How many spaces are available at each car park?

Car park F has 720 spaces. Look at the key.
How many car symbols will you use to show this on the pictogram?
39
Unit 3 Calculation
*************.****.
Multiplying numbers up to 1 000

Explore
Maths words
estimate
multiply
product
400 coins
30 coins
6 coins Use your skills
of conjecturing.
One jar holds only 5c coins. Another jar holds only 50c coins.
The remaining jar holds only S1 coins (100c).
Estimate how much money could be in each jar.
What is the largest total of the three jars? Muitiply to find the products.
What is the smallest total of the three jars?
Learn
Here are two representations for the calculation 234x3.

Look at each part.
100s 10s 1s
100100 10) 10 10 2 3 4
3
7
100) 100 10 10
000 1 1
2
100 100 10
Unit 3 Calculation
Learn (continued)
Now look at the calculation 34x 13.
Where can you see each part of the calculation this time?
34 13= 100s 10s 1s
3
30 1 3
1 2
10 300 40
4
3
3 90 12 m 4 2
1
Practise
Copy and complete these calculatlons. Talk about any patterns you notice.
a 27 x 10 b 43 x20 c65 x30 d 32 40.
27 x12 43 x22 65 32 32 x 42
2 a Work out these calculations. Make an estimate first.
252 × 3 345 3
252 x 4 = 345 44 Imade the estimate
600 4 2400 for 597 ×4.
252 x6 345 x6 Will the actual answer be
larger or smaller than 2 400?
252 x7 - 345 7
597 3
597 x4
597 ×6
597 x7
b Add the products of 234 4 and 345 4.
Why is the answer the same as the product of 579 x 4?
Do the other calculations work in the same way?
41
Unit 3 Calculation
Choose numbers from each shape to multiply together. Use your

specialising
skills.
28 B4 52
46 53 73 27
32 16 12 64
a How many calculations can you make with a product that is less than 1 000?
b How many calculations can you make with a product that is greater than 2 000?
Wse rounding
r to make sfirst.
Try this
These bottles of juices are arranged in the four crates below.
360 ml 495 ml
275 mi)
Work out how many millilitres of juice there are in each crate.
42
Unit 3 Calculation
*********
Quiz
1 Copy and cormplete.
a 5+7. b 3-11
c -12+24 -[ d 8-16
2 Copy and complete these calculations. Make estimates first.
a 376+ 849 b 784-215 =
c 274+99+126
-] d 5832-600- 232 -
3 Find the value of each symbol.
50
100 -80
4 How can you simplify these multiplications? Work out the answers.
a 26 19
b 6007
c 20 36×5
5 Copy and complete these multiplications.

a 300x 4=
b 323 x 4 -
c 23 x 40 =
d 23 46
43
4 Time
Measuring time
Explore
The running event on the left shows a 100 mnetre sprint. The other shows a marathon.
Estimate the time to complete each race. Is it minutes, seconds or hours?
In a running event, more than one runner may cross the finish line at the same time.
To record exact finishing times, timekeepers use timers that show vsmall units ofof time.
Top class athletes sometimes fnishSn only millieeend
onlv niiseconds nds gpartl
of even nanoseconds
A millisecond is a andth of a sec nanosecond is a thousand-millionth of a second!
Explore the world record times for the following running events:
100 m, 200 m, 400 m, 1 500 m, a marathon. Maths words
minute second
hour millisecond
Learn nanosecond week
year day
I walked to school Is that 5 minutes

in 0.5 hours. or 50 minutes?
You can use decimals to record time: 0.5 is equivalent to

So, Guss took half of one hour to walk to school.
Both of Pia's predictions are incorrect.
Half of one hour is 30 minutes. How long is 0.5 minutes?
44
Unit 4 Time
********
Practise
Estimate the length of each event. Choose from these times.

Convince a partner that your estimates are correct.
1.5 seconds 1.5 hours 1.5 weeks 1.5 minutes
Aholiday b Watch a film

Jump and land d Write three sentences
2 Copy and compBete each statement.

0.5 days : hours 0.5 hours = minutes
0.5 minutes = seconds 1.5 days = hours
1.5 hours = minutes 1.5 minutes = seconds
2.5 days hours 2.5 hours = minutes
25 minutes seconds days 108 hours
minutes 330 seconds hours = 630 minutes
Here are the times for some exercise sessions.

Session Start End
Swimming 11:45 13:15 Use your conjecturing

skills to find ways to
Badminton 13:15 13:45
answer the questions.
Soccer 13:45 14:40
Tennis 14:40 15:10

Gym 15:10 16:40
a Which two sessions last 0.5 hours?

b Which two sessions last 1.5 hours?
Which session lasts more than 0.5 hour but less than 1.5 hours?
Try this
How long is 2.5 weeks? How long is 1.5 years? Iwill try to work
First work out the days. Can you be even more exact? out how many
Use your skills of improving. hours for each one.
Unit 4 Time
*************.
Calculating time intervals

Explore
Estimate the duration
of the different
journeys shown in
each plcture
How long do you think
each journey would
take? Would it be
seconds, minutes,
hours or days?
Maths words
duratlon
interval
46
Unit 4 Time
Learn
Anumber line is a useful way to think about calculating time intervals.

What is the same and what is different about the methods for calculating these time intervals?
Why does each method use a different number of jumps?
53 minutes
07:04 07-57
Start
57-4- 53
There are 53 minutes
from 07:04 to 07:57.
3 minutes 4 minutes
07:57 08.00 08.04

Start Finish
3 minutes 2 hours 4 minutes
07:57 08:00 10:00 10.04

Start Finish
Calculate the time interval between each start and finish time.
Practise
Look at this list of television shows.
Start time TV show Calculate the duration of each of these shows:

Garden World
09:45 Garden World
Cartoons
c Music Special
10:35 Cartoons
News
11:05 Music Special
12:30 News
13:15 Sports Focus
47
Unit 4 Time
***********
2 Calculate the interval between each pair of times.
a Stat: End
(a.m.) IS:05
b Start: End
(p.m.) 03:05
c Start: End
(a.m.) 03.05
Try this
Bus A Bus B Bus C Bus D
Bus station 07:47 09:38 11:26 15:40
City centre 08:14 10:03 12:02 16:08
Railway station 08:56 10:40 12:46 16:51
Airport 09:28 11:12 13:24 17:20
a Pla catches Bus Aat the City centre. How long will it take her to get to the Airport?
b Elok catches the bus from the Bus station at 20 minutes to 4 in the afternoon.
How long will it take her to reach the City centre?
cBanko catches Bus Bfrom the Bus station to the Airport.
How long does each stage of his Journey take?
d Which bus makes the quickest journey from the Bus station to the Airport?
Let's talk
Look at the bus timetable in Try this again.

Use your specialising skills to think of six different questions to challenge your class:
" two easy questions .two medium questions . two tricky questions.
48
Unit 4 Time
Quiz
1 Sort these times from shortest to longest:
2.5 days 0.5 hours 45 minutes
2.5 seconds 30 hours
2 Suggest an activity for each length of time in question 1.
3 Ajourney starts at 11:23. It ends at 13:15.
Start time 9 End time
Is the journey longer or shorter than 1.5 hours?

By how much?
49
5 Statistical methods
Bar charts and dot plots

Explore
Dot plots
Dot plot of the number o
This Dot plot shows the number of sunny
davsseachh month. Study and discuss it. sunny days in each month
15
How do you read the information it shows?
What is the same and what is different
about a dot plot compared to a bar chart?
A bar chart shows data that we can
compare clearly. 10
A dot plot shows us trends or patterns. Kjuanbay
What pattern can you see in this dot plot?
The dot for March represents 4 days.

There is only one dot but it is level with &
Tne le The dot for
on n e scale.
fe
April is le el with
5
9 on the scale, so that represents 9 days.
Maths words Maich April May June July August

dot plot
data Month
trend
Learn
Bar chart of the number
of visitors in each month
ANature Garden decides to investigate 7001
the question:
Do more people visit in sunny weather? 6004
A data collector collected data about the s004
number of sunny days from March to August. 3 4001
She presented the information in the dot 3004
plot in Explore. 2 200
Another data collector collected data about
the number of visitors in those months. 1001
What can we see from the results?
Use your critiquing skills. March April May June July August
Month
50
Unit 5 Statistical methods
****************
Practise
1 Acompanywants to encourage cycling to Month Frequency

work to be more environmentally friendly.
They investigate: What affects how many June 25
people cycle to work?
July 60
The table on the right shows how many
employees cycle to work in each month. August 70
Present the data so that it is clear and
easy to compare. Choose a suitable chart. September
October 45
November 15
Look at each tally chart of information.

Number of rainy days in each month Number of power cuts in each month
Month Tally Month Tally
June June
July July
August August
Septenber September
October HH October
Novernber Novernber
Critique which table of data you think is relevant (relates most) to this question:
What affects the nurmber of people who cycle to work?
Present the relevant data from question 2 in a chart that shows the information clearly.
Try this
Use your conjecturing skills to discuss how the data in Practise question 1 answers this
question: What affects how many people travel to work by cycing?
Let's talk
Critique what data you would collect to investigate:

What affects how learners travel to your
51
Frequency charts
Explore
A Stage 5 class collected information |Distance to schoolFrequency
about how far they travel school.
They recorded the information 0-1 kn 8
in this table.
Exarmine the table and discUss what 1 km-2 krn 1
information it tells you.
Why do you think the frequency is given 2 krm-3 km 6
for a range (group) of distances?
In which row would you record someone who 3 krm-4 km 5
travels exactly 1 km to school?
4 km-5 km 2
Learn
Maths words
A frequency chart looks likea bar chart, but there are frequency
important differences. range
Frequency charts show data that is collected in groups. frequency chart
Each rectangle shows the frequency for a range of distances.
Study the chart. Notice that there are no gaps between the bars.
How many learners travel between 1 km and 2 krm?
Can the chart show how many learners travel exactiy 0.5 km or exactly 2.3 km to school?
Distance to school Frequency

0-1 km 8
1km-2 km 12
2 km-3 km
3 km-4 km
4 km-5 km 2
0-1 -2 2-3 3-4 4-5

Distance to school (krn)
52
*********************************
Practise
Here are the distances that learners in a Stage 2 class travel to school:
1.5 km 3.1 km 2.4 km 2.1 km 48 km 0.2 kn 5.1km
0.4 km 0.8 km 1.1 km 2.3 km 4.1km 3.8 km 5.3 km
4.1 km 2.5 km 3.8 krn 41 krm 2.7 km 4.3 km
Complete a frequency table like this 2 Draw the frequency chart

to show the inforrmation above. for the inforrnation.
Distance to school Frequency

0-1 km Think carefully about
the axes and the scale.
1km-2 kn
2 krn-3 kn
Use your chart to answer these questions about the Stage2 dass.
a What range is the most common?
b How many learners travel between 3 kn and 5 km to school?
c How many learners travel 3 krn or less to school?
d How many learners live within 1 kn of the school?
Now answer questions 1 to 3again for the Stage S class in Explore and Learn.
Describe the similarities and differences between the Stage 2 and Stage 5 classes.
Try this Let's talk

Collect data about the
distance people travel Discuss how to collect data this for your class or the
to your school. whole school.
egencychart
Use
What research would you need to do?
to p the data.
How best could you arrange to collect the data accurately?
53
Unit 5Statistical methods
Line graphs
Explore
A balloon ride Balloon ride
Study the graph. 180

This is a different chart to the
graphs you have seen so far. 160
Try to tell the story of the data Height140

(m)
that the chart is presenting. 120
E 100
Maths words
line graph 2
continuous data
collect and organise 18:00 18:30 19:00 19:30 20.00
X-axis
Time
y-axis
Learm
We use line graphs to represent continuous data Continuous data is often data about change
over a period of time. It is measured and has a continuous scale, such as height or volurme.
Below are two different line graphs. One shows Sanchia's water usage over time.
The other graph tries to show the number of visitors to a skate park.
Look at what 11:30 shows as the number of visitors. What is the problen?
Sanchia's water usoge Visitors to skate park
for handwashing
12
40
20
1
5 10 15 20 25 10am 11 am 12 am, 1pm 2pm 3pm kapm 5pm

Day Time
54
*********************************.
Practise
Use the line graph about Sanchia's water usage for handwashing over time in Learn
to answer these questions.
a What was her water usage on day 5?
b What was the difference in water usage between day 5 and day 20?
c Between which days was the water usage greater than 25 e?
d What is a good estimate for the water usage recorded on day 12?
The table gives information about maximum temperature. Represent this in a line graph.
Choose a suitable scale and labels for your line graph.
Day 1 2 34 5
Temperature C 17 2315 9 20 26
Try this Let's talk

Use your conjecturing
How will you investigate the and classifying skills.
following question?
How will you collect and Look at this line graph.
Whatt story does
organise your data? Tu to use the
How does my heart rate change information
understand I
on the
with exercise? graph to ut what
whot happened
at different staqes.
Collect and organise data
gbout begrt rote and exerrike
What decisinnd exercise Graph showing height of a candle
decisions will you need
to make? 10
Represent the data on a line

graph.
Use the X-axis for Time and
the y-axis for your Heart rate.
Think about a sensible scale
for your X-axis to show clear
measurerments.
How can the data help you to

20 60 80 1004
answer the original question? Minutes
55
Quiz
1 Explain the similarities and differences between bar charts and dot plots.
2 What sort of data is presented in a frequency chart?
3 a Which of these would be best shown on a line graph?

Nurnber of pets for each person
Most common names
Level of water in a pond
b Explain your reasons.
56
6 Fractions, decimals, percentages
and proportion
Fractions and division
Explore
Maths words
Guss and Sanchia are working on an art project in their dassroom. equal
fraction
divide
unit fraction
nerat
denomingtor
Guss cuts one sheet of art

paper into a number of
equal pleces.
How many equal pieces could
there be?
Name the fractions each time.
What do you notice?
Sanchia cuts the other three
sheets of paper and puts an equal
amount on each of four tables in
the classroom.
What fraction of a whole piece of
paper does she put on each table?
Learm
What happens when we divide one sheet of art paper into 10 equal parts?
1 1
10 0 We can show one whole divided into ten equal parts as
1 1 the division 1 + 10. We represent it as
10
1
10 10 10-is a unit fraction because the numerator is 1.
Why is the denominator 10?

10 10
1 1
10
57
Unit 6 Fractions, decimals, percentages and proportion
Learn (continued)
What happens when we cut three sheets of art paper into 10 equal parts each?
We can show three wholes divided into ten equal parts as the division 3 10.
1 1 1 1
10 10 10 10 10 10
1 1 1 1 1
10 10 10 10 10 10
10 10
1 1 1 1
11 10 10 10 10 10
1 1 1
10 10 10 16 10 10
Each whole is divided by 10, 50 one of these ten equal parts is of the whole.
There are 3wholes here so we need to think about of each whole, which is in total.
So, 3 + 10 is
Can you divide each of the three sheets of paper into 10 equal parts in a different way?
Practise
| a What fraction of one litre of water will be in each container when it is divided
equally between:
6 containers? 8 containers? 9containers?
10 containers? 100 containers?
b Writea division sentence to match each example

2 Banko and Elok make some fruit pies. Each pie is the same size.
They share different numbers of pies equally among ten plates.
What fraction of a whole pie is on the plates each time?
Complete a table like this.
Number of fruit pies 2 4 7 8 10
Fraction of a whole pie

on egch of the 10 plates
58
Divide each of the following amounts into 100 equal parts.
$10 $18 $25 $50 $75
a What fraction of a dollar is one equal part each time?

Now write each answer in cents.
Try this
Idrew these bar models to help

me solvea division problem.
Use your
1 specialising skills.
The shaded parts represent the answer to Elok's problern.

What is the answer?
What could the problem be?
Make up at least three problems.
59
Equivalent fractions
Explore
The children are busy representing different fractions of the same shape.
What is the same and what is different about the three fractions that
the children have represented so far?
How many parts should IS
Sanchia colour in so that she also represents
others?
a fraction that is equivalent to the
Banko decides to represent another equivalent fraction. What could he do?
Maths word
equivalent
60
Learn
and are equivalent fractions and share

the same position on the number line.
Unlike the shapes in Explore, the shapes above look different but the same proportion
of each whole is shaded.
Equivalent fractions represent the same proportion of a whole but may not look the same.
Practise
Use two colours of pencils or crayons and grid paper. Look at each shape.
What fraction of each shape is blue? What fraction of each shape is pink?
Shade squares to make other shapes that are equivalent to each fraction represented.
Next to each shape, write the fraction that represents each colour
b
Use your
specialising skills,
61
************.
Which fraction is the odd one out each time? Use your skils of classifying.
Then convince a partner that you are correct.
10 5 25 15
Use what you know
h10 20 5 15
12' 24 6 20 about equivalent
144 28 21
fractions to help you.
3 6 9
20 12 24 32
In a group of 15 people, five people are wearing hats.
In a second group, an equivalent fraction of people are also wearing hats.
How many people could be in the second group?
How many people are wearing hats?
Find at least four solutions.
Let's talk
Share your solutions for Practise question 3.
Convince your partner that your solutions are possible.

Guss conjectures that a solution with denominator 100 is not possible.
Do you agree? Explain.
Make upa similar problem for others to solve.
Try this
The children are comparing the amount of pocket money they spent at the fair.
Ispent of $16. My fraction

Ispentof my $20 is equivalent to .5o I spent
pocket money. the same number of dollars
as you, Gussl
Elok has made a mistake. Can you explain why?
What can you tell Elok about equivalent fractions?
62
Improper fractions and mixed numbers

Explore
Pia is waiting for her
friends to join the picnic.
They wil share each plate
of fruit equally.
What fraction of fruit
will each child get
only one friend comes
to the picnic?
What if a different
nurmber of children
come to the picnic?
What fraction of fruit
could each child get?
Use your conjecturing
and generalising skills.
Maths words
improper fraction
mixed number
proper fraction
equivalent
Learn
We say that is an improper fraction because the numerator is larger than the denominator.
Wecansay that is equal to +or1

We can write this as the mixed nunber 1
Amixed number has a whole number part and a proper fraction part.
Use your skills of convincing to explain why the mixed number 1 is equivalent to
the improper fraction
63
***************ee***********e*******eee..esss.....
Practise
Convert these improper fractions to mixed numbers.

Draw fraction bars to help you.
Convert these mixed numbers to improper fractions.
Example: 2+
1 1 2
3 Match these numbers to the letters on the number line.
2
D
1 2 3 6 10
Let's talk
Ibought 1 kg of kiwis, 3 kg of apples and 2kg of oranges.

Which amount of fruit is the heaviest? Which is the lightest?
Convince a partner of your thinking.
Work together to make up other puzzles like this.
64
***********************..es.
Fractions as operators
Explore
The museurm shop sells many different items.
|ANIMAL POSTCARDS
Dinosaut
Models
Car Models
Solder Models $30 p bor f 10
S16 per box of &
$5)
$5
MACNE
aNEIS
MUSEUM LAGS PENGI

SHOP
PENCILS
LVBADGE
Maths words
equals
divide
multiply
whole
What different fractions can you see? fator pair
65
*s******
Learm
We can use what we know about division to find whata unit fraction of an amount equals.
To calculate the cost ofof

10 a box of magnets, we divide $5 by the value of the denominator.
oof $5 -$5+10
We can use place value to help us
$S
divide by 10, so of S5 - $0.50
or 50 cents.
10
This bar model represents of $5.
50c
How can we use it to findof $5?
We can calculate of $5 by first dividing $5 by 10 to find -
Then we multiply by 3 to give the value of three of these tenths.
We can also calculateof $5 by first multiplying $5 by the numerator and then dividing
the product by 10.
The answer S1.50 is less than the $5 we started with. Can you explain why?
Practise
Find the cost of these items in the museum shop.

a of a full box of dinosaur modets
Dinosaut
of afull box of dinosaur models Models
Car Models
Seldar Models
of a full box of soldier models 8
SI6 per bor of
of afull box of soldier modes
of a full box of car models

n of a full box of car models
66
The table shows the fractions of visitors at each museurn talk on Monday.
In total that day, there were 400 people at the museum talks.
Dinosaur talk Inventions talk Ancient Lands talk Farming talk
8 8
How many visitors went to each talk?
The museum shop sold 200 models on Monday.

of the models were dinosaurs.
of the models were soldiers.

How many more dinosaur models than soldier models did they sell?
Let's talk
Use four of these digit cards once each time to make the staterment true.
1 2 3 4 6 8
10s 1s Rernernber to think about

equivalent fractions.
12 Use your specialising
skills.
Find all the solutions.

Convince your partner that each solution is possible.
67
*********************.
Learn
The cost of of the whole set of animal postcards in Explore on page 65 is 40 cents.
Whole set ? cents
8
1
There are in a whole.

We can find the cost of a whole set of animal postcards by multiplying the cost of by 8.
40c x 8 = 320c
Rermernber that we can use factor pairs to

help us find 40 x 8 as 10 x 4x8 or 4x8* 10.
The cost of the whole set of animal postcards is 320 cents.
Practise
1 The bar models show the cost of a fraction of a set of different items at the gift shop.
What is the cost of a whole set each time?
1set of flags =? cents b 1 set of badges ? cents
75c 60c
1set of pencils =?cents 1 set of pens ? cents

11 11 1 11 1 11
10 10 10 10 10 10 10 10 10 10
30c
68
Pla, Banko and Jin each spend 30 cents of their total money at the gift shop.
Ispent of my money.
I spentof my money.
Ispentof my money.
How much money did each child have to begin with?
Try this
Guss and Elok each spend of their total money at the gift shop.
Guss spends twice as much as Elok.
Use your
How much could each child have spent? specialising and
generalising skills.
What could their total amounts of money have been?
Use tables like this to record at least five solutions.
Name of child:
Money spent
Total money
69
Adding and subtracting fractions

Explore
These are the books on a shelf at the school library.
What fraction of the group of books standing up is about animals?
Convince a partner that

your solution is correct
Swimming
Wildlife
What fraction of the same group is about sport? Think of an addition sentence to show
what fraction of the group of books standing up is about animals and sports in total.
What other addition sentences with fractions can you make? What about subtractions?
Learn
We can add and subtract fractions that share the same denominator:
The fractions in the addition + do not share the same denominator, but 10 is a muitiple of 5.
We can use equivalent fractions to help us.
10
Maths words
ndd
10 subtract
There are seven tenths in total, so the numerator is 7:+ denominator
multiple
numerator
70
Unit 6 Factions, decimals, percentages and proportion
*********
Learn (ontinued)
Now look at the subtraction-What do you notice this time?

We can also use equivalent fractions to help with subtractions.
There are five-eighths left when two-eighths are subtracted.
Practise
Write addition or subtraction calculations to match the fraction bars.

Predict which addition will have a total that is greater than one whole.
Calculate the answers.
xxxx>x
Use equivalent fractions to help you complete these calculations.
You can sketch bar models to help you.
71
Solve these problems. Write the calculations you use.

Banko uses kg of flour to bake cakes. He uses~ kg of flour to bake cokies.
How much flour does he use in total?
Pla has of a litre of water in a jug. She uses of a litre of water to add to orange mix.
What fraction of a litre of water is left in the jug?
Let's talk
Use estimates to sort these additions and subtractions into the groups below.
Do not calculate. You will need to use your skills of classifying and generalising.
19 3
10 10
Add your own calculation to go in each group.

Answer is less than Answer is greater than 1 Answer is greater than; but less than 1
Try this
Pia's uncle lives in Africa forof the year.

He spends the rernainder of the year living in Spain.
What fraction of the year

does my uncle live in Spain?
Use your specialising skills.
What can you show to justify your answer?
72
**************************************************************
Quiz
1 Find the missing numbers.

c 18+100 =100
2 Which of these measures is not equlvalent to km?

800
m m 1000 km
3 Write the mixed number and improper fraction that each diagram represents.
b
4 Whidh is larger each time?
a o 20oof 20 bof s50 or of s40 of s0kg or of120kg

5 Complete each set of calculations.
10 6
10 10
73
Term Review
1
Units 1-6
1 Decompose these numbers to show the place value parts.
a 6243 081 b 624 308 c 624.3 d 623.4
2 Count back in sixes. Write the missing numbers.

17 11
3 Work out these calculations.
a-912 - b 7-15
c 2 364 +1728+ 136 = d 2 785- 999
4 Solve these. What method will you Use?

a 3519 b 70 x 80
c 25 29 x4 d 257 x6=
5 Which fraction is not equivalent to the others?
6 Try these.
11
a Writeos a mixed number. b Write 2;as an improper fraction.
cWhat is of $60?
7 One angle of a triangle is acute.
One angle is obtuse.
What information can you say about the third angle?
8 Write two clock times that have a difference of 1.5 hours.
9 Explain the main similarities and differences of these.

A bar chart
A dot plot
A frequency chart
Aline araph
74
Number
Decimal numbers
Explore
Maths words
The ribbon is a whole metre.
whole
It is 1 metre long. decimal
tenths
hundredths
ones
The feather is
one-tenth of
a metre, so it
is 10 times
as short. It is
0.1 metres
long.
The children are measuring.

What can Elok say about the width of her finger? What is its measurement in metres?
Learn
1.25 is a decimal number. We read it as one point two five.

How many ones are there? What makes 1.25 a decimal number?
1s
100 Where is 1.25 positioned on a number line?
1 " 2 5
Make a sketch to show your teacher.
The number has 2 tenths and 5 hundredths after the decimal point.
Tenths are 10 times as small as ones We write 2 tenths as the decimal 0.2.
Hundredths are 100 times as small as ones.
We write 5 hundredths as the decimal 0.05.
75
Unit 7 Number
Learn (ontinued)
Here is another representation of 1.,25. We cgn see one whole and part of a whole
The part represents 2 tenths and 5 hundredths

of a whole. The 2 tenths are made up of 2 of the
10 equal rows, and the 5 hundredths as 5 of the
100 equal small squares. We write this as 0.25.
Can you explain why the decimal 0.25 is
equivalent to the fraction?
Can you explain why we can also say that 1.25
is equal to 125 hundredths?
Practise
1 Read these decimal numbers. We use the word zero to

Then write them in words. help us say numbers that
a 75. b 7.35 include the digit 0 in
c 0.75 d 90.48 the ones position, or in
a decimal position.
e 94.08 f 940.8
2 The diagram shows the two whole numbers that the decimal number
75.3 is positioned between on a number line.
75 75.3 76
Sketch your own diagrams like this for the other five decimal numbers in question 1
Write the value of each underlined digit. Lok at the example done for 15.54.
a 155.4 b 52451 100s 10s 1s
c 254.15 d 425.01
1 5 4
e 152.24
44 Pia makes sketches on grid paper to represent two decimal numbers.
a Which decimal numbers are they?
76
Unit 7 Number
**************
b Which letter represents the two numbers in part aon this number line?
A B
Two of the letters on the number line are left over. What numbers do they represent?
Make sketches on grid paper (such as those in part a) to match each number.
Try this
Guss is sorting these decimals numbers.
62.5 4.16 3.66 5.62

Do you agree with what
-5.6 3.45 -0.66 Guss has done so far?
Complete a Venn diagrarm like this so that all numbers are in the correct places.
6 tenths 6 hundredths
Write your own number
in each section.
62.5 4.16
Let's talk
Work together to measure different objects in your cdassroon that are shorter than
1 metre or longer than 1 metre
Write each measurement in metres, for example: 45 cm as 045 m, or 150 cm as 1.5 m.
Describe the measurements, forrexample:
ex 1.5 m is one whole metre and five-tenths of ametre.
Classify the measurements under these headings:
Shorter than 1 metre Longer than 1 metre
77
Unit 7 Number
Place value
Explore
Maths words
Use your specialising skills and the digits on the balloons to make decimal
as many decimal numbers between 0 and 20 as you can. hundredths
tenths
regroup
7 5
3 5
What is the smallest number? What is the largest number?

Say the value of each digit.
How many different 5-digit whole numbers can you make?
Learn
Guss and Pia also use the digits on the balloons in Explore to make decimal numbers.
Ican regroup my number as

I decomposed my number 15 ones and 73 hundredths.
into these place value parts: What number did I make?
10+5+0.3+0.05.
What number didI make?
How many tenths are in Pia's number?

How else couid Pia regroup her number?
Use your critiquing and improving skills to explain
whyshe could not regroup it as: 10+5.7 +0.3
78
Unit 7 Nurmber
*******
Practise
Decompose each number to show its place value parts.

a 3692 b 369.2 c 36.92
d 234 045 e 23 404.5 2 340,45
These counters have been used to represent a number.
10 10 0.1 O01 0.01
10 001 0,01
a Show how the number has been decomposed.
b Now regroup the number into three parts.

Find at least two ways.
Choose which numbers you will use to show regrouping.

23 0.2 0.25 0.5 20
a 23.45 - b 120.7 =
c 0.75 = d 143.5 -
23.95
Try this Let's talk

Pia makes a 5-digit whole
number with the digits on the 4.3 30.45 19.7 25.38 16.02
balloons in Explore.
Use the following words to describe different ways
She regroups her number as some to regroup these numbers, for example:
hundreds and 57 ones. 43 as 3 ones and 13 tenths.
What could Pia's number be?
tens Convince a
Use your skills of specialising to find ones
partner that
all the possible solutions. your solutions
Say the regroupings as hundreds tenths hundredths
are corect
and 57 ones each time.
79
Unit 7 Number
Rounding to the nearest whole number

Explore
Maths words
round
Whales can be very different in length. whole number
Here are some of the measurements.
Use your conjecturing skills to answer
the questions below,
Human (1.7m)
Blue whale (30 m)
Pygrny right whale (6.5 m)
Northern bottlenose (9.8 m)

Sperm whale (18 m)
River dolphin (24 m)

Harbour porpoise (1.5 m)
Is the length of the Northern bottlenose whale closer to nine or ten metres?
How many of the mammals have lengths that round to 2 m to the nearest netre?
What else do you notice? Convince a partner that you are correct.
80
6:19 PM 4G
itatl 37)
Cambridge Primary Mathematics Learner's Book 5 Secon...

Term 2
Unit 7 Number
Leam
When we round to the nearest whole number, it is important to identify the previous
whole number and the next whole number.
We can use this diagram to help us round 4.8 to the nearest whole number.
4.8
Halfway
Round down Round up

4
Previous Next
whole whole
number number
Should you round 4.8 up to 5 or down to 4? Explain how you know.
Now use the diagram to explain how you know that 4.1 rounds down to 4.
Will a number with 5 tenths round up or down to the nearest whole number?
Practise
1 Round these decimals to the nearest whole number.
a 3.4 b 9.9 23.5

3.5 - 9.3= 235.5 =
3.6 9.1 = 2 355.5 -
Use all four digits each time to make the numbers. Use your specialising
and conjecturing skills.
2 8
a Two decimal numbers that both round up to the next whole number:
and
b Two decimal nunbers that both round to the same whole number:
and
81
Unit 7 Number
********************
Use your classifying skills. Which value is the odd one out each time?
0.9, 0.5, 1.5 and 1.2 round to 1
3.2 cm, 2.4 cm, 2.8 cm and 3.4 cm round to 3 cm
10.4 kg. 9.8 kg. 9.6 kg and 10.5 kg round to 10 kg
15.1 215.5 2, 16.3l and15.7e round to 16 2
Sanchia buys abag of apples.

okato
the
Use your classifying
s mass rounds
nearest
kilogram and 9.3 kg to the nearest tenth
and convincing skills.
of a kilogram. What could the mass of
Sanchia's bag of apples be?
Try to find all the possibilities.
2.2? kq
Try this
I'm thinking of a decimal number. It rounds to 7.

Iadd two-tenths to my number. It now rounds to 8
What could Banko's decimal r r be?

What decimal number could it not be?
Can you work out a rule?
82
Unit 7 Number
Multiplying and dividing decimals by 10 and 100

Explore
Pia and in have been multiplying
and dividing decinal numbers
by 10 or 100.
Use your specialising skills to 326 45.92

answer these questions.
What could the children's starting
numbers have been?
Which calculation could they each
have done?
Is there more than one solution?
Maths words
multiply
divide
Learn
These place value charts show how the positions of digits change when we multiply or divide
numbers by 10 or 100.
10s 1s0 100$ 10s 1s To0

3 4 8
5.3 10 048 4.8+ 10
8 4
S.38 10 048 48+ 100
We can write 5.3 1053 and 5.38 10 53.8

53 Is 10 times as large as 5.3 and 53.8 is 10 times as large as 5.38.
What is 5.38 Explain your thinking.
What do you notice about the digits when 4.8 is divided by 10? Why does this happen?
Describe what happens when 48 is divided by 100.
83
Unit 7 Number
Practise
1Copy and complete.

b
000 O00
4.3 x 10 0.43 x 10 12.08 x 10
4.3 x 100 = 0.43 x 100 = 12.08 x 100
4.3+10 = 43+ 100 = 12.8 -10 =
2 Find the missing numbers for each number chain.
+10 100 10
9.7
x10 +100 x100

02
100 +10 10
36
3 A truck is carrying a load with a total mass of 775.3 kq.

Avan is carrying a load with a total mass of 77.53 kg.
Use multiplication to describe the relationship between the different masses.
Now see if you can also use division.
Let's talk
A tree is 100 times as tall as a flower.

A bush is 10 times as short as the tree
A flower is between 0.2 m and 0.3 m tall.
at could ththe
What heights of the flower, bush and tree be?
Use your specialisingng skills to fnd otat lonct E
least five solutions.
Write the calculations you use each time.
84
Unit 7 Number
Patterns and sequences

Explore
Pia and Banko are using straws to make sequences.
They have made the first three termns in their sequence.

What is the same and what is different each time? Maths words
Describe the term-to-term rule. terms
What will the next term look like? How many straws will there be? difference
Will a term with 20 straws be in the pattern? How do you know? linear sequence
Learn
The difference between the terms in a linear sequence always stays the same.
Look at the number of straws the children used in Explore for each term in a
new sequence: 30, ?.2. 18
What is the term-to-term rule? 12
What are the missing values?

How can we find the value of the sixth term?
By looking at the sequence on the number line, 30 18
ethat i WO ump of 4 less than
the unle of the fourth term
85
Unit 7 Number
********************
Practise
1 What are the missing values in each sequence? Write the rules.
g 12
b 12
C 12,
100 400, 700
100 ,400 700
2 Here is a linear sequence that the children made with straws. Some of the terms are missing.
a What is the term-to-tern rule?

b How many straws did they use for eadh missing term?
c Predict how many straws they will need for the seventh term.
Try this
What is the term-to-term rule for this sequence, which has been made with straws?
k*******
Use your generalising skills to work out the value of the tenth term.
Do you need to work out the value of the ninth term first or can you use a different way?
Let's talk
Guss and Pia are trying to find out the rule for this sequence:
The rule is add 60, so the value
160, 400
of the second term is 200.
The rule is add 120, so the

value of the second term is 280.
Critique the children's ideas. Do you agree?

Justify your thinking and explain why any mistakes have been made.
86
Unit 7 Nurnber
Quiz
1 Decompose these decimal numbers to show their place value parts.

a 23.4 b 42.3
c 34.25 d 53.42
2 The bar models show how each number is regrouped.

What are the missing values?
6.08
5 ?
b 12.9
10.5
24.75
13.6 1.05
3 Sort these nurmbers intoa table with the headings, as shown.

q 9.1 75 85 8.8 8.2
Round to 8 to the nearest whole number Round to 9 to the nearest whole number
4 True or false? Corect any that are false.

a 45.65 10 =455.6
b 18.6+ 10 = 186
100.75 100 -10 075
d 32 kg + 100 = 3.2 kg
e 14.6 metres x 10 - 1.46 metres x 100
5 Find the rule and the value of the missing terms for each linear sequence
a 80, 110
b 14,
c 90. 10.
87
8 Probability
Equally likely, more likely, less likely

Explore
Iam thinking of a
1 2 3 4 number on this grid.
6 8 9 10
11 12 13 1 15
16 17 18 19 20
Iguess that your
Dumber ends in a zero.
21 22 23 24 25
I guess that your

number is odd. Iquess that your
number is even.
I quess that your number

is less than three.
Iguess that your number

I quess that your
is greater than ten. Maths words
chance
number is eleven.
probability
likelihood
impossible
unlikely
Use your skills of critiquing and improving to work out: equally likely
Who has made the best guess? Order the guesses from likely
best chance to worst chance of guessing Maris's number. certoir
88
Unit 8 Probability
Learn
Elok plcks a bal from each bag without looking.

The probability scale describes the likelihood of picking a green ball from each bag.
impossible unlikely equally likely likely certain
Zara picks a ball from one bag and replaces it. She does this 10 times.
This tally chart shows her choices.
Blue Which bag do you think she was picking from?
Green How sure can you be?
Practise
Write the likelihood of picking each of these from the bags below.
a Ayellow cube b A blue cube
EHE
A
C D
89
Unit 8 Probability
*******n**
2 Jin has these coins in his money box.
1c 100
6
5 5
One coin falls out
Use the language of probabilityy to say the likelihood of whether:

a a 5c coin falls out
b a5ccoin does not fall out
Ca 25c coin falls out
d a coin that represents an even number of cents falls out
e a coin that is not worth 10c falls out.
Try this
Look around your school or home.

Think about the different types of materials and packaging.
What happens to all the packaging after taking it off the product?
a Use the lanquage of probability to make predictions about how the different materials and
packaging will be recycled, reused, or wasted, and how this will affect the environment.
b Use your findings to discuss what actions your school could take to improve the
environmental impact.
Let's talk
Use the language of probabilityy to discuss situations in everyday life.

When do events seem randorn or unplanned?
When are you certain of what will happen?
Can you think of anything that is equally likely or not likely to happen in the next week?
What mistakes do you make when thinking about what might or might not happen?
90
Unit 8 Probablity
Probability experiments
Explore Maths words
Aspinner generates random numbers. random

We do not choose random numbers. We let chance select them. even number
IfI spin six times, I will

Score each number once.
It is hardest to score
a 6, because that is
It is more likely that I will score an the highest number.
odd number than an even number.
Iscoreda1 last time, so

this time it will be higher.
You are better at

Scoring a6 than mel
Try to come up with your own random numbers.

Use a spinner, a random number generator, or pick nurmber cards without looking.
Make sorme predictions and check by experimenting.
91
Unit 8 Probability
************
Learn
Each card has a square, a triangle or a circde.
Banko picks a card at random, then retutns it.

Pia shuffes the cards and Banko picks again.
They do this 20 times. These are the results:
Use your skills of

Square conjecturing, convincing
and generalising.
Circle
Triangle
Banko thinks there are more squares than circles in the pack.
He also thinks there is only one triangle in the pack.
Do you agree with Banko?
Practise
1 Makea set of five cards. Draw either a cirde, a triangle or a square on one side of each card.
You may choose the number of cards you have of each shape.
Take turns to play a game. Say to your partner:

" Plck a card at random for five tests and put it back. Record what was on them.
"Predict how many squares, triangles and circles are in the whole set.
" Repeat picking, recording and predicting for five tests, then five more, up to 50 tests.
How accurate were each of your predictions?
92
Unit 8 Probability
2 Predict the likelihood of the events below.
1 2 I wonder how many times

I would need to spin the
9 3 spinner to get a 4 or a 1?
8 4
7
6 Ithink you will need to
spin it four times to get
4 and once to get 1.
a Spinning an even number
b Spinning a number qreater than 5
c Spinning a number less than
d Spinning a number greater than 3
e Spinning a number that is not a multiple of 5
Maris, you could be right, but you could also be wrong.

Record your results each time to see.
Use your skills

Now try experimenting witha spinner of your own. of conjecturing
Spin five times. and convincing.
Compare the experiment with your probability predictions.
oin ton times.
Spin te Compare again.
Spin a total of 50 times.
Now compare the results of the experiment with your predictions.
Try this
Experiment with a situation that has equally likely outcomes, for example,
tossing a coin for heads and tails.
Repeat the experiment more than 20 times. Record your results.
Do your results turn out exactly equal?
Compare your results with other pairs or groups.
93
Unit 8 Probability
Let's talk
When we learn about the world, we use probability to understand the events.
For exarmple, if your friend is often 10 minutes late, you might make a judgerment of the
probability that your friend will be on time to meet you tormorrow.
What other probability judgements do you make in everyday life?
Quiz
1 Abag contains three red balls and three yellow balls.

a What is the likelihood of taking a blue ball from the bag?
b Describe the likelihood of taking a yellow ball from the bag.
2 Jin tosses a coin 25 times to see if he gets heads or tails.
I will score heads

exactly half of the time.
Do you agree with Jin? Explain.
3 Imagine that you spin this spinner 10 times.

What results would
you expect to see?
1 2
94
Calculation
Addition and subtraction
Explore Maths words

The temperature inside the station is 12'C. estimate regroup
Outside it is 17 degrees colder. commutative addend
What is the temperature outside?
Platform
17:45 12 °C
PRSSERSERS RT OUR
STATION S0 FRR TOORY
3506
Tea 99c
Coffee145c
Hot
Chocolate195c
At 15:00, the sign showed that the number of passengers was 732 less.
What did the sign show at 15:00?
What other addition and subtraction problems can you ask about the picture?
95
Unit 9 Calculation
Learn
What would be a useful estimate for each calculation?

Will the actual answers be larger or smaller than your estimates?
3250-1 759 -? 1972 + 2 853+ 28?
I think the answer for the addition will be

between 4 000 and 5 000.
How do you thinkI made my estimate
Use your conjecturing and critiquing skills.
Think about how you will solve each calculation.

Will you use a mental method or a column method?
How might you use regrouping for subtraction?
How miqht the commutative law help with the addition?
Addends are the

What do you notice about numbers to be added in
the addends 1 972 and 28? an addition calculation.
Practise
Copy and complete.
-5+120 = b 5-160
-6+120: 5-170
-15+ 220 - 25-160:

-16+ 220 - 25-170 -
2 How will you regroup 654 each time to complete these calculations easily?
a 4350 + 654 = b 3554-654 -
2 846+ 654 = d 9 504-654 =
96
4G
6:20 PM O 37
Cambridge Primary Mathematics Learner's Book 5 Secon..

Unit 9 Calculation
Unit 9 Calculation
Can you make any of these calculations easier?

Estimate first. Then work out the answers.
a 4531 - 485-31
b 5891 + 109 +400
c6843+999 Use your estimates to check
d 4632 + 875+ 125 your answers.
e 7 203- 450- 550 You can also use a calculator.
f 4386-2432+116
The cost of a room in a hotel for a week is S275.

What is the total cost for the flights and the hotel with each holiday company?
Holiday company Sunny Dreams Fly Away Happy Holidays Travel Time
Flight cost $399 S299 $249 $295
Try this
The difference between the numbers in each pair of vertical boxes is 208.
The sum of the numbers in each row of four boxes is the same
Arrange all the numbers to make this true.
96 406 397 503 295
97
Unit 9 Calculation
Adding and subtracting decimal numbers

Explore Maths words
whole
The yellow rectangle represents one whole, or 1. decimal number
What does the second rectangle show? tenth
decimal place
Explore other ways to

show decimal pairs
that total one whole.
Can you write
0.1 0.1 0.1 0.1 0. an gddition or
subtraction to match?
0. 0.1 0. 0.1 0.1
Learn
We can use known facts and place value to help us calculate with decimal numbers.
Look at the addition 3.4+2.3.
We can decompose the numbers to show their place value parts.
3.4 + 2.3 - 3+0.4+2 +0.3
-5 +0.4+0.3
-5.7
Remember that 0.4 is 4tenths
and 0.3 is 3 tenths, so there
are seven tenths in total!
We can show the same calculation on a number line:
+0.1+0.1+0.1
3.4 54
Now try the subtraction:6.8-2.5
98
Unit 9 Calculation
Practise
Write the calculation for each diagram. Work out the answers.
2 Estimate. Then calculate.

I used what I know about
a 4.8+3.1 - b 4.8+ 2.9 - odnding to the nearest
whole number to help me
c 9.3-3.7 d 12.9-5.2 make estimates. What
estimates can you make?
3 Here are three ribbons and their lengths.
25.6 cm
13.4 cm
16.8 crmn
a How many different total lengths can you make? Record your solutions.
b What is the difference in length between the longest and shortest ribbon?
c What other differences can you find?
Let's talk
The mass of each shape is recorded to one decimal place, 10 ka

for example, 4.3 kg.
The cube is heavier than the sphere.
The difference between their masses is less than 4 kg.
Use your generalising skills to write at least five ways to make this true.
What is the greatest mass that the cube can be?
99
Unit 9 Calculation
****.*.*****.*******.
Multiplying by a 2-digit number

Explore
Can you estimate the total number of seats:

If there are 48 rows with 65 seats in each row?
" If there are 52 rows with 68 seats in each row?
Math1ss words
estimate
product
Learn
These calculations involve multiplying a 3-digit number by a 2-digit number.

10 247 26
247 iculate?
is easiest to calculate? Which is hardest? Explain your thinking.
Look at some of the methods we can use to calculate each product.

What knowledge and skills hve been used?
247 × 10 200 40 7
1000s 100s 10s 1s
1000s 100s 10s 1s 2 4 7
20 4000 800 140 2 6
4 7 4 2
6 1200 240 42
7 2 4 0
4000 + 800+ 1 200+ 140
1 2
+ 240 +42 =6422 1 4 0
8
247 20 247 2 10 4 0 0 0
494 10
- 4940
6 42 2
100
Unit 9 Calculation
Practise
Use your classifying skills.

a Use estimates to sort these multiplications into the following groups.
45 x 30 175 x 20 63 x 37 253 x 11 47 x 18
Products are Products are greater than Products are

less than 1 000 I 000 but less than 3 000 greater than 3 000
b Now complete each calculation. What method will you use?

Use your estimates to check.
Look at these calculations.
|249 33 62 x 45
Iestimate that the product will
be between 6 000 and 7 000!
192 x 33 476 x 12
a Which calculation is Jin estimating? Explain how you know.

b Use the column method to complete the calculations.
Make estimates the way Jin did.
3 Abag of marbles has a mass of 354 g.

How much heavler in total are 45 of these bags than 23 of them?
Let's talk
Use estimates to help you critique Elok's calculations. a 43 20 - A62
b l69 x 44 -7 I72
Use a calculator to check any that you think are incorrect. l95 %46 l0 030
uke any improvements
Aoke nY
What hints might you give to Elok about multiplication? d 213 x 32 =5 996
68 x 986 664
10
Unit 9 Calculation
Division
Explore
The children are going on a school trip. They sit in rows of four on the buses.
How many
rows do 124
children need?
How many
rows do 182
children need?
Maths words
Use your conjecturing skills: rernainder divisor
Are more ewer rows needed if the children sit in rows of five?
divide fraction
Learn
Here are two representations for the calculation 694 +3

231 1 Look at each part of the
369 4
100 10o 100 1010)(10)
D00 calculation. What can you
see that is the same?
1
100 100 There is a remainder of 1
because we cannot make
(10 another group of the divisor 3
So: 694 +3 = 231 r 1
Practise
What is the value of the shaded bar each time?
655 496
192 328
102
Unit 9 Calculation
Complete these divisions. Make an estimate first.

a 182:3. b 254+5= c 364 +6=
d 327+8 - e 546+9=
3 Solve these word problems.

a Each of 237 children needs a ribbon for the carnival.
Ribbons come in packs of eight. How many packs does the school need to buy?
b The farmer packs 375 cabbages into boxes of six
i How many full boxes can the farmer pack?
ii How many boxes does he need, to pack all 375 cabbages?
Let's talk
Use your
specialising skillsl
On sports day, 248 learners sort themselves into teams of equal size.
Three learners are left over. How many are in each tean?
Now the 248 learners make teams of equal size in a different way.
This time five learners are left over. How many are in each team?
Learn
Here are two representations for the cakculation 85 + 4 with 4 as the divisor.
21r1
485 1
We get adivide
remainder of m
the r e one because
c a we cannot make another groug of four 'ones'
We ne remainder of 1 by 4 butut the answer will be a fraction.
We can represent this in two ways. One way is to share one whole into four equal parts.
The other way is grouping, to show 1 out of a group of the divisor 4.
1+4 So 85 +4 21
We can use multiplication to check the answer toa division.
21 4=84. Add the remainder 1 to give 85.
103
Unit 9 Calculation
**************
Practise
prete these
t calculations. Convert any remainders into fractions of the divisor.
emultiplication to check each calculation.
a 65+3 b 66+4=
c 66 +5 = 68+7 =
e 69+ 8 Willyou need to round

the answer or convert any
2 Solve these word problems. remainders to fractions?
a Balls come in boxes of 25. Pia puts them in bags of four.
How many bags of four balls are there?
b Guss cuts a 48 m length of rope into five equal pieces.
How long is each plece?
c Jin divides 78 ml of water equally between eight containers.
How many millilitres of water are in each container?
d There are six eggs in a box.
How many boxes does the farmer need for 94 eggs?
e Abasket holds 48 strawberries. Five children each eat an equal number.
How many strawberries are left in the basket?
Let's talk
Iconverteda remainder to a fraction

for the answer to my division.
O-0-O:
Use your conjecturing and generalising skills:
Help Pia to find at least five ways to make this true.
Look for any patterns in your solutions.
Write a rule that you can use to find other possible solutions.
104
Unit 9 Calculatlon
Order of operations
Explore
The children are solving calculations.
) 2 +3 x 4
2) 3 x 4 +2
3) l0 - 3 x 2 I got a different
4) 20 +5-2 answer to Elok.
My answer is 14.
5) 5 + 20 + 5
The answer to
question 1) is 20!
The answer to
question 3) is 14 I got a different answer Maths words
to Guss. My answer is 4.
inverse
What did each child do to get their answer? multiplication

division
Do you think there should be two answers to the same calculation? addition
ethere rules to help us? subtraction
What do you notice about all the calculations on the board?
order of operations
105
Unit 9 Calculation
Learn
What is the same and what is different about these calculations?
10+5-3 10 6+ 2 5+62 10-6+2
The calculations all use a mix of operations but the first two involve inverses.
When you change the order of 10+ 5-3 to 10-3 +5 the answer remains the same.
Elok conjectures that the same is true for 10 6+2 and 10+2 x 6. Explain why she is corect.
The other calculations are different. The order in which we carry them out is important.
In calculations with no brackets, multiplication and division always have priority over addition
and subtraction. We do them first. We call this the order of operations.
In the calculation 5 +6* 2, we find 6 × 2 first because multiplication has priority.
Then we add 5. Explain why the answer to 10-6+ 2 is 7 and not 2
Practise
1 Complete these. Remember to think about the order of operations.

a 6x 4-9 b 9+6 x 4= C36 + 4-5=
d 8x4+2 = e 30-6 3 = f 35 + 12-5
True or false? Improve any that are false.

a 15-10 +5- 13 b 20 +2x5- 30 c 6x7-9-33
d 20-3 x 10 = 170 e 12 +30 6 7
Let's talk
Use two operations and three numbers each time to make this number sentence true.
O12 7 10
20
Find at least six solutions.
Convince other pair that your solutions are possible.
106
Unit 9 Calculatlon
Quiz
1 Copy and complete.

a -84 80 b 25-100 -
c 2672-999-672 d 6729+725+1 275
e 1215-221+106 -
2 Which calculation is the odd one out? Explain why.
1.4+0.3 0.9+0.8 24-0.7 3.2-1.6 2.5-0.8

a 36 x 20 = b 36 23 -
c 236 20 d 236 × 23 -
4 True or false? Correct any that are false.

a 26 +4 62 b
38 +7.5
c 324 +6- 54 d 324 + 8 = 40r 2

a 6+4x 2= b 20-10 +2 =
c 4x2+6= d 25-3x5
107
10 Location and movement
Translations
Explore Maths words

translation
Shape A was moved to be ina new position, labelled shape B. translate
How was it moved? Use your critiquing and conjecturing skills to explain. vertex
parallel
A It has moved 2 squares

right and 1 square down.
B
Ithink it is a
diagonal movel
No, I think it is 5 squares
Learn
We can move a shape in a straight line without changing the size or angle.
We call this anslation.
Describe how far left or right, then how far up or down the shapes have moved.
Each vertex of shape Ahas translated 4 squares left and 1 square down to the new
position of shape B.
Describe how to translate shape Cto shape D.

Why is shape C not a translation of shape A?
108
Unit 10 Location and movement
Practise
Describe each translation.
a Original position to position A

b Original to position B
Original c Original to position C
position d Position Ato position B
e Position Bto position C
f Position C to position
2 Describe the translations below.
a Xto Y, and Yto X

b XtoZ and Z to X
c Yto Z and Z to Y
Use your convincing skills to
explain what you notice.
109
Try this
Parallelogram P is translated to Q.
Measure the distance from each vertex to its translated vertex.
What do you notice?
These lines are parallel.

Iwonder if that's
because these shapes
are parallelogramns?
Q
Use your generalising skills to investigate more translated shapes like this.
See if the lines are always parallel and equal length when a shape is translated in any direction.
Let's talk
Use your skills

of specialising
Original and critiquing.
position
Which shape has been translated from the original position?

Why are the other shapes not translations?
Convince a partner that you are correct.
110
*****************************
Shapes on a coordinate grid

Explore
Maths word
Missing grid! coordinate
Point X has been labelled. But

The grid lines have not been drawn, and the axes are not numbered.
Can you predict the coordinates
of points A, B, C and D?
Use your critiquing skills.
DO
B
(10, 4)
AO
Learn
Below are three vertices of a rectangle Below are two vertices of a square.
Find the final vertex and give its coordinates. Find the two remaining vertices.
There are three solutions.
1 2
Convince a partner that your solutions are correct.
111
*******.
Practise Try this

Plot the three vertices of each rectangle. Below are two coordinates of an isosceles
Find the fourth vertex and write triangle: (4, 3). (6, 3)
its coordinates.
a (1,3). (S, 3), (5, 4), Plot these coordinates on a grid.

b (2, 2),. (2, S). (4, S), .
Then find the possible coordinates for
the third vertex.
c (4, 2). (4,0). (0, 2).
d Look at these three coordinates Find three or more possible solutions.
of a rectangle: What is the same and what is different
about each solution?
(6, 3). (6, 7), (8, 3), ..
Predict the coordinates of the
fourth vertex of the rectangle. Explain by thinking
Then draw the rectangle to check about the properties
your prediction. of the shape.
Find at least two solutions to complete

a square on this coordinate grid.
y
(4 3)
7
(4 11 S
1 3 4 5 4
Use your skills

of specialising.
1 2 3 4 S 6 7 &8
112
Unit 10 Location and mnovement
Let's talk
Read out these coordinates toa partner.

(0. 2), (1,4), (2, 6), (3, 8), ...
Use your
jecturing and
conjec
Discuss the pattern you think these coordinates specialisino sskills.
would make when you plot then on a grid.
What coordinates would continue the pattern?
Agree, then plot the points to test your idea.
Quiz
1 Shape A is translated 5 right

and 2 up to shape B.
Describe the translation

of shape B to shape A.
2 These are the coordinates of

10
two vertices of a rectangle:
(10, 10). (2,9) 9
8
7
Give two coordinate points
to complete the rectangle. 6
5
4
3
2
1
1 2 3 45 6 7 8 9 10
113
11
Fractions, decimals, percentages
and proportion
Percentages
Explore
The large square represents one

whole. The whole is divided into 1%1x|1x1%1%1%1%1%1%1%
1
100 equal parts. Each part is o0 1%1x1%1%1x1%|1x1%1%1x25%
Apercentage is also a way 1x|1%1x1x|1%
to represent a proportion of
a whole. The word percent
means per hundred (or one 100% *1001%1xls1%1%1x1%|1%1%1%10% 100
10
part in every hundred), so we
can write all percentages as a
fraction with denominator 100.
What other percentage and 1%1%1 %1%1%1%1%1%1%1%

20%
fraction equivalents can you find? 1%1%1%1%1%11%1x1%1%
Learm
Look at these shapes. What fraction is shaded each time?
One small square represents 1 per hundred or o Or 1%.

10
Ten small squares represent 10 per hundred or nor 10%.
Can you explain whyis equivalent to 10%? Maths words
percentage
The third shape is a little different. Seven hundredths are shaded. denominator
equivalent
Seven hundredths 7% hundredth
114
Practise
1 Find the missing values. Copy and complete the table.

Percentage 20% 25 % 8 %
60 15
Fraction with denominator 100 100 100 10
What fraction of each shape is shaded? Convince a partner that your solutions are correct.
b
Now write each fraction in question 2 as a percentage
Try this
This whole shape is 10 squares

by 10 squares.
What percentage of the whole shape
does each colour represent?
Convince a partner
that your solutions
are correct.
What percentage is left unshaded?

Write the percentage as a fraction with
denominator 100.
Can you write it as a fraction
in a different way?
115
Equivalent fractions, decimals and percentages

Explore
Maths words
The whole picture shows 100 symbols. percentage
fraction
Each symbol representsoof the whole. equivalent
What does each symbol represent as a percentage? decimal number
What other fraction and percentage equivalents can you find?
116
Leam
of the whole is shaded.

We can use what we know about dividing by
10 to help us find as a decimal number.
10s 1s
1
1+10
s equivalent to 0.1
1
100
We can represent a percentage as a fraction
with denominator 100.
1%
There are 10 lots of 1 % in 10%.

There are 10 lots of i n
100
10% or 0.1
10% -1O
100
10
So: 10% 0000.1
What equivalents can you find for pn?
1% 1% 1x 1% 1%1x 1x 1% 1% 1%
117
t*******
Practise
1 Writea fraction, percentage and a decimal number to match each diagram.
Identify the value in each group that is not equivalent to the others.
Explain your thinking.
a 50%,0.5 b30%, 0.3. T.
50 90
d90%, 0.09. 100
c6%,0.6. n 10
a Use qrid paper. Draw a shape and shade squares so that:
0of the shape is blue 20% of the shape is yellow 0.4 of the shape is red.
b What fraction of the shape is left unshaded?
Now write these as a percentage and as a decimal number.
Try this
Each child uses the following fraction of a metre of ribbon for their kite.
Banko Elok Jin Pia Guss
1
50% 0.3 100
10 100
Which children use an equivalent fraction of a metre of ribbon?

Who uses the smallest fraction? Show how you know.
Guss uses a larger fraction ofa metre of ribbon than Jin.
What percentage of the metre of ribbon could Guss use?
Find all the possible solutions.
118
Comparing and ordering quantities
Explore
The children are ordering quantities.
0 0.5 1
10
07
o.1|0.90.2|| 1
Where should Guss and Elok position all their number cards? Maths words
One card is face down. quantity
2
Its value is positioned between and 0.5 on the number line. compare
equivalent
What could it be? Convince a partner of your thinking. order
119
*********
arn
We can use the syrnbols <and >to show how we compare quantities.
0.9> 0.4 20% <50% 2.1 > 1.5
Critique why it is easy to compare these pairs of values.

You can use what you know about equivalent values to order and
compare quantities that are shown in different ways.
Which is larger, 0.9 or 50%?
What makes it more difficult to compare these values?
Practise
Order these quantitles from smallest to largest.

20%,90%,40%,80%
d 0.2, 0.5, 0.3, 0.7 1.6, 0.9, 1.3, 0.6, 1.9
U_e the symbols < or > to make each statement true.

Ican use my answer
50 % 0.4
10 for part dto help me
30% 0.8 0.5 40% decide ifis less than
or greater than 50%1
1 4 0.7 Can you explain why?
Order each set from smallest to largest. Convince a partner that the order is correct.
02. 0.8 b50%.o 90%. 10

c 80%, 0.3, 10%, 0.5, 40 % o 0.2, 70%. 0.6, 40%
Try this
Use each number card once to make all three statenents true.
2 5
100. 0%
Can you find more than one solution? Use your specialising skills.
120
Explore
ORANGESs LEMONS
PINEAPPLES
ORANGES KIWIS LEMONS
PINEAPPLES
KIWIS
ORANGES LEMONS
KIWIS DPLES
VTLTC
? per kg 4006 per kg

$8 per box 180c per box
APPLES
180c per kg
What different fractions can you see?
Explain why sorme fractions are equivalent.
Is the cost of one lemon more or less than the cost of one apple? Maths words
What is the cost of two pineapples? Describe two ways to find the cost dividing
of one pineapple. Convince a partner that your solutions are correct. muitiplying
Leam
Iwill calculate seven-tenths of
What is the cost of n of a box of the kiwis in Explore? four hundred by first multiplying
four hundred by the numerator
I will calculate seven tenths and then dividing the product
of four hundred by dividing
by ten to find one-tenth
and then mutiplying by
seven to find seven-tenths.
Do you agree? Use your critiquing skills to explain your thinking.

Which method was easier for this example?
121
Practise
The bar models show the cost of different fractions of a kilogram of vegetables.
What is the cost of a kilogram of each of the vegetables?
1 kg onions ? cents 1 ka potatoes = ? cents
75c 60c
d 1kg carots ? cents
1 kg leeks ? cents
1 1 1 1 1 1 1 11 1
10 10 10 10 10 1o 10 10 10 8
75c 30c
The cost of of the box of oranges is 60 cents.

Use your critiquing skills. Then convince a partner that your solutions are correct.
a Which of these calculations shows how to find the cost of the whole box?
60 x7 80 x6 60 8 60 x 10
b Now calculate the cost of the whole box of oranges.
Try this
Copy and complete these fraction chains. Make up your own fraction
chain for others to solve.
of128
of 64 is
122
Unit
****
*.**. and proportion
Leam
We can use what we know about dividing by 100 to help us find o0 of an amount.
1 kg of a spice costs $30. Look at this place value chart.
10s 1s0 100 T06
100 kg of a spice costs $0.30 or 30 cents.
3
3 30 + 100 Explain how you can find the cost of s06 kg.
Practise
Use a place value chart to help you find o0 of each mass.

a Skg 20 kg 12 kg d 8kg
Copy and complete.

5
o 10g of $200 100 of $900 100 of $20
d 1ogof S90 Tog of $2000
Solve this problerm.
The cost of nkg of herbs is 25 cents. What is the cost of 1kg of herbs?
Give your answer in cents and then in dollars.
Let's talk
I've spent 100 of my money!
Both children have spent the same amount of money.

I've spent o of my money!
How much money could they each have had to start with?
Use your conjecturing and generalising skills to find at least five solutions.
123
Ratio and proportion

Explore
We sel We sel
pples bananas oranges We sell carrota caulitlower
lemens pineapples grapes potatoes Carrots beans potatoes
oniona turnips
We sel
pies bregds biecuita
We sel We sell
lemons limes mangoes kvis
pineapples guavas melong pineapples
We sell
broccoli cauliflower
beans cabbages
We sell
breads ies
We sell
cakes biscuits bread cakes buns
We sell:
apples (green and red)
banands cherries plums
Maths words
fraction proportion
What is being sold at this market?
What different fractions can you find? whole percentage
ratio
124
Lean
Like fractions, we can use proportion

to compare a part to the whole.
In this group. six of the ten fruits are oranges.
We can show proportions as fractions.
Here, the proportion of oranges is
We can describe the proportion 0
as the percentage 60%.
What proportion of the whole are
Can you explain why?
the apples?
Practise
Here are some boxes of fruit.
a Write the proportion of apples in each box as a fraction.

b Write the proportion of bananas in each box as a fraction.
Look at the box with the most fruits. Write the proportion of each fruit asa percentage.
Use grids like this and a coloured pencil. Shade squares to show the proportions below.
Write the proportion

of unshaded squares
each time as a
50% b 70% fraction of the whole.
20% 90%
125
Unit 9 Calculation
Division
Explore
The children are qgoing on a school trip. They sit in rows of four on the buses.
How many
rows do 124
children need?
How many
rows do 182
children need?
dcns words
Maths v
Use your conjecturing skills:
remainder divisor
Are more or fewer rows needed if the children sit in rows of five?
divide fraction
Learn
Here are two representations forthe calculation 694+ 3.

2 3 1 r 1 Look at each part of the
100 100 100
calculation. What can you
369 4 see that is the same
There is a remainder of 1
because we cannot fmake
10)10)(10) another group of the divisor 3.
So: 694 +3 = 231 r1
Practise
What is the value of the shaded bar each time?

655 496
192 328
102
Unit 9 Calculation
Complete these divisions. Make an estimate first.
a 182 + 3 = b 254 +5 C 364+6=
d 327 ÷8 = e 546+9=
Solve these word problems.

a Each of 237 children needs a ribbon for the carnival.
Ribbons come in packs of eight. How many packs does the school need to buy?
b The farmer packs 375 cabbages into boxes of six
How many full boxes can the farmer pack?
ii How many boxes does he need, to pack all 375 cabbages?
Let's talk
Use your
specialising skills!
On sports day, 248 learners sort themselves into teams of equal size.
Three learners are left over. How many are in each team?
Now the 248 learners make teams of equal size in a different way.
This time five learners are left over. How many are in each team?
Leam
Here are two representations for the calculation 85 4 with 4 as the divisor.
211
48 5 1
We get a remainder of one because we cannot make another group of four 'ones.
We can divide the remainder of 1 by 4 but the answer will be a fraction
We can represent this in two ways. One way is to share one whole into four equal parts.
The other way is grouping, to show 1 out of a group of the divisor 4.
1+4} So 85+4 21
We can use multiplication to check the answer to a division.
21 484. Add the remainder 1 to give 85.
103
Unit 9 Calculation
Practise
Complete these calculations. Convert any remainders into fractions of the divisor.
Use multiplication to check each calculation.
a 65 3 = b 66+ 4=
c 66+ 5 d 68 7=
e 69 +8.
Will you need to round
the answer or convert any
2 Solve these word problems remainders to fractions?
a Balls come in boxes of 25. Pia puts them in bags of four.
How many bags of four balls are there?
b How
Gusslong
cuts isa each
48 mpiece?
length of rope into five equal pieces.
c Jin divides 78 ml of water equally between eight containers.
How many millilitres of water are in each container?
d There are six eqgs in a box.
How many boxes does the farmer need for 94 eggs?
e A basket holds 48 strawberries. Five children each eat an equal number.
How many strawberries are left in the basket?
Let's talk
I converted a remainder to a fraction

for the answer to my division.
Use your conjecturing |and generalising

ge skills:
Help Pia to find at least five ways to make this true.
Look for any patterns in your solutions.
Write a rule that you can use to find other possible solutions.
104
Order of operations
Explore
The children are solving calculations.
) 2 +3 x 4
2) 3 x 4 + 2
3) l0 - 3 x 2 I got a different
4) 20 + 5-2 answer to Elok.
My answer is 14.
5) 5 + 20 + 5
The answer to
question 1) is 20!
The answer to
question 3) is 14 got a different answer
Maths words
to Guss. My answer is 4.
inverse
multiplication
What did each child do to get their answer? division
Do you think there should be two answers to the same calculation? addition
Are there rules to help us? subtraction
What do you notice about all the calculations on the board? order of operations
105
Unit 9 Calculation
*******ee***aneni
Learn
What is the same and what is different about these calculations?
10+5-3 10x6+2 5+62 10-6+2
The calculations all use a mix of operations but the first two involve inverses.
When you change the order of 10+5-3 to 10-3+5 the answer remains the same.
Elok conjectures that the same is true for 10 6+2 and 10 + 2 * 6. Explain why she is correct.
The other calculations are different. The order in which we carry them out is important.
In calculations with no brackets, multiplication and division always have priority over addition
and subtraction. We do them first. We call this the order of operations.
In the calculation 5+6x 2, we find 6 x2 first because multiplication has priority.
Then we add 5. Explain why the answer to 10-62 is 7 and not
Practise
Complete these. Remenber to think about the order of operations.

a 6x4-9 b9+6 4= c 36+ 4-5=
d 8x4+2 = e 30-6 x3 = f 35+ 12-5
True or false? Improve any that are false.

a 15-10 +5-13 b 20+ 2S 30 c 6x7-9 - 33
d 20-3 10 - 170 e 12+ 30 +6-7
Let's talk
Use two operations and three numbers each time to make this number sentence true.
=12 )) 2 4 7 10
6 20
Find at least six solutions.
Convince another pair that your solutions are possible
106
Unit 9 Calculation
Quiz

a 8+ 80 = b 25- 100
c 2672-999-672 = d 6729+725 +1 275

e 1 215-221+106 -
2 Which cakculation is the odd one out? Explain why.
|1.4+0.3 0.9 +0.8 2.4-0.7 3.2-1.6 2.5-0.8

a 36 x 20 b 36 x23 -
c 236 x 20 = d 236 x 23 =
4 True or false? Corect any that are false.

a 26+4 =6 b 38+7-s
c 324 +6-S4 d 324 + 8 -40r2

a 6+4 x2 - b 20-10+2
c 4x2+6 d 25-3x5
107
Translations
Explore Maths words
translation
Shape Awas moved to be ina new position, labelled shape B. translate
vertex
How was it moved? Use your critiquing and conjecturing skills to explain.
parallel
A It has moved 2 squares
B right and 1 square down.
Ithink it is a
diagonal movel
No, I think it is 5 squares
Learn
We can move a shape in a straight line without changing the size or angle.
We call this a translation.
Describe how far left or right, then how far up or down the shapes have moved.
B D
Each vertex of shape A has translated 4 squares left and 1 square down to the new
position of shape B.
Describe how to translate shape Cto shape D.

Why is shape Cnot a translation of shape A?
108
Practise
1 Describe each translation.
a Original position to position A

Original to position B
Original Oriqinal to position C
position Position A to position B
e Position Bto position C
PositionC to position A
Describe the translations below.
Xto Y, and Yto X

b Xto Zand Zto X
Y to Z and Z to Y
Use your convincing skills to
explain what yoU notice.
109
*******
Try this
Parallelogram P is translated to Q.
Measure the distance from each vertex to its translated vertex.
What do you notice?
These lines are parallel.

I wonder if that's
because these shapes
are parallelograms?
generalising skills to investigate moreettranslated shapes like this.

See Vour
Use
If lines are always parallel and equal length when a shape is translated in any direction.
Let's talk
Use your skills

of specialising
Oriqinal and critiquing.
position
Which shape has been translated from the original position?

Why are the other shapes not translations?
Convince a partner that you are correct.
110
Shapes on a coordinate grid

Explore Maths word
Missing grid! coordinate
Point Xhas been labelled. But.

The grid lines have not been drawn, and the axes are not numbered.
Can you predict the coordinates

of points A B, C and D?
DO
B
(10,4)
AO
Learn
Below are three vertices of a rectangle. Below are two vertices of a square.
Find the final vertex and give its coordinates. Find the two remaining vertices
There are three solutions.
2 3
2
Convince a partner that your solutions are correct.
111
Practise Try this

Plot the three vertices of each rectangle Below are two coordinates of an isosceles
Find the fourth vertex and write triangle: (4, 3). (6, 3)
its coordinates
a (1,3), (5, 3), (5, 4), Plot these coordinates on a grid.
Then find the possible coordinates for
b (2, 2), (2, 5). (4. 5),. the third vertex.
c (4, 2), (4,0). (0, 2).
d Look at these three coordinates Find three or more possible solutions.
What is the sarne and what is different
of a rectangle:
about each solution?
(6, 3), (6, 7), (8, 3),.
Predict the coordinates of the
fourth vertex of the rectangle. Explain by thinking
Then draw the rectangle to check about the properties
your prediction. of the shape.
Find at least two solutions to complete

a square on this coordinate grid.
8T
(43)
7
(4. 1)
1 4
Use your skills

of specialising. 1
2 3 45 6 7
112
Unit 10 Location and movernent
*********
Let's talk
Read out these coordinates to a partner.

(0,2), (1, 4), (2, 6). (3, 8), Use your
conjecturing and
Discuss the pattern you think these coordinates specialising skils.
would make when you plot then on a grid.
What coordinates would continue the pattern?
Agree, then plot the points to test your idea.
Quiz
1Shape Ais translated 5right

and 2 up to shape B.
Describe the translation

of shape B to shape A.
2 These are the coordinates of

10
two vertices of a rectangle:
(10, 10), (2,9) 9
Give two coordinate points 7
to complete the rectangle. 6
3
2
1
12 3 45 6 7 8 9 10
113
and proportion
Percentages
Explore
The large square represents one
whole. The whole is divided into x1%|1%1x1x|1%1x1%|1%|1%x
100 equal parts. Eoch part is o0 1x1%1%1%|1x1%1x|1%|1%1% 25%
Apercentage is alsoa way 1%|1%1%1%1%
to represent a proportion of
a whole. The word percent
means per hundred (or one 100%100 10
part in every hundred), so we 100 1x1x1%|1%1*1%|1%1%1%|1% 10% =100
can write all percentages as a
fraction with denominator 100.
What other percentage and 1%1%1x1%|1x1 %1%1%|1%|1% 20

20% =
fraction equivalents can you find? 1%|1%|1%|1%1%|1%|1x|1%1%1%
Learn
Look at these shapes. What fraction is shaded each time?
1
One small square represents 1 per hundred or on or 1%.
Ten smal squares represent 10 per hundred or 10 or 10%.
Maths words
Can you explain whyn is equivalent to 10%? percentage
The third shape is a little different. Seven hundredths are shaded. denominator
Seven hundredths=007% equivalent
hundredth
114
Practise
1 Find the missing values. Copy and complete the table.

Percentage 20% 25 % 8 %
5 60 15
Fraction with denominator 100 100
What fraction of each shape is shaded? Convince a partner that your solutions are correct.
Now write each fraction in question 2 as a percentage.
Try this
This whole shape is 10 squares

y10 ssquares.
What percentage of the whole shape
does each colour represent?
Convince a partner
that your solutions
are correct.
What percentage is left unshaded?

Write the percentage as a fraction with
denominator 100.
vou write it as a fraction
in a different way?
115
Equivalent fractions, decimals and percentages

Explore
Maths words
The whole picture shows 100 symbols. percentage
fraction
Each symbol represents of the whole.
equivalent
What does each symbol represent as a percentage? decimal number
What other fraction and percentage equivalents can you find?
116
Learn
of the whole is shaded.

We can use what we know about dividing by
10 to help us find as a decimal number.

10 1s
"1 1+10
o is equivalent to 0.1
We can represent a percentage as a fraction

with denominator 100.
1%
100
There are 10 lots of 1% in 10%.

There are 10 lots of in o
10% or 0.1
10
10% 100
So: 10% 00.1
What equivalents can you find for
1% 1%1% 1%1% 1% 1% 1% 1% 1%
117
r*********************************
**************e******.
Practise
Write a fraction, percentage and a decimal number to match each diagram.
Identify the value in each group that Is not equivalent to the others.
Explain your thinking.
a50%,0.5. b30%,0.3, .
90
c6%,0.6. 050 0 d90%,0.09, 100 10
a Use grid paper. Draw a shape and shade squares so that
6of the shape is blue 20% of the shape is yellow 0,4 of the shape is red.
b What fraction of the shape is left unshaded?

Now write these as a percentage and as a decimal numnber.
Try this
Each child uses the following fraction of a metre of ribbon for their kite.
Banko Elok Jin Pia Guss
1 50
50 0.3 10 100 100
Which children use an equivalent fraction of a metre of ribbon?

Who uses the smallest fraction? Show how you know.
Guss usesa larger fraction of ametre of ribbon than Jin.
What percentage of the metre of ribbon could Guss use?
Find all the possible solutions.
118
Comparing and ordering quantities

Explore
The children are ordering quantities.
0 0.5
0.7
o.1 0.902io
Where should Guss and Elok position all their nurnber cards? Maths words
One card is face down. quantity
Its value is positioned between n and 0.5 on the number line. compare
What could it be? Convince a partner of your thinking. equlvalent
order
119
Learn
We can use the syrnbols < and >to show how we compare quantities.
0.9> 0.4 20% < 50% 2.1 > 1.5
Critique why it is easy to compare these pairs of values.

You can use what you know about equivalent values to order and
compare quantities that are shown in different ways.
Which is larger, 0.9 or 50%?
What makes it more difficult to compare these values?
Practise
Order these quantities from smallest to largest.

341 5 b 20%.90%,40%,80%
d 0.2, 0.5, 0.3, 0.7 1.6,0.9, 1.3, 0.6, 1.9
2 Use the symbols < or > to make each statement true.

Ican use my answer
10 S0 % b 0.4 10 forrpart d to help me
30% 0.8 0.5 40%

decide if ¿isless than
or greater than 50 %!
1.4 0.7 Can you explain why?
Order each set from smallest to larqest. Convince a partner that the order is correct.
0.2. 08 b 50%, 90%. 0
80 %, 0.3. 10%. 0.5, 40% To 0.2, 70%.i0.6, 40%
Try this
Use each number card once to make all three statements true.
2) 4 5
%<0. J0%
Can you find more than one solution? Use your specialising skills.
120
Unit 11 Fractions, decimals, percentages and proportion ****
Explore
ORANGES LEMONSs
PINEAPPLES
ORANGES KIWIS LEMONS
KIWIS
PINEAPPLES
ORANGES LEMONS
KIWIS wDpLEsS
VTLATe
? per kq
APPLES
$8 per box 180c per box
180c per kq
What different fractions can you see?
Explain why sorme fractions are equivalent.
Is the cost of one lemon more or less than the cost of one apple? Maths words
What is the cost of two pineapples? Describe two ways to find the cost dividing
of one pineapple. Convince a partner that your solutions are correct. multiplying
Leam
I will calculate seven-tenths of
What is the costof of a box of the kiwis in Explore? four hundred by first multiplying
four hundred by the numerator
I will calculate seven tenths and then dividing the product
of four hundred by dividing
by ten to find one-tenth
and then multiplying by
seven to find s tenths.
Do you agree? Use your critiquing skills to explain your thinking.

Which method was easier for this example?
121
Practise
1 The bar models show the cost of different fractions of a kilogram of vegetables.
What is the cost ofa kilogram of each of the vegetables?
1kg onions ?cents 1kg potatoes ? cents
75c 60c
d
1 kg leeks ? cents 1 ka carrots = ? cents
111 1 1 1 1
10 10 10 10
10 10 10 10 10 1o 10
75c 30c
The cost of of the box of oranges is 60 cents.

Use your critiquing skills. Then convince a partner that your solutions are correct.
a Which of these calculations shows how to find the cost of the whole box?
60 7 806 60 8 60 10
b Now calculate the cost of the whole box of oranges.
Try this
Copy and complete these fraction chains. Make up your own fraction
chain for others to solve.
of 12 s
of 64 is
122
Leam
We can use what we know about dividing by 100 to help us find 100 of an amount.
1kg of a spice costs $30. Look at this place value chart.
10s
1s05 1005 T0 kg of a spice costs $0.30 or 30 cents.
"3 30 + 100 Explain how you can find the cost of 100kg.
Practise
1Use a place value chart to help you find 1o0 of each mass.
a 5kg 20kg 12 kg d 8kg
Copy and complete.

a gof $200 of $900 og of s20
d10gof S90 100 of $2000
Solve this problern.

The cost of ng kg of herbs is 25 cents. What is the cost of 1kg of herbs?
Give your answer in cents and then in dollars.
Let's talk
1
I've spent 100 of my money!
I've spent o of my money!

Both children have spent the same have
amount of money.
Dwmuch
How m money vcould they each have had to te
had to start Witn
Use your conjecturing and generalising skills to iat least five solutions.
123

Explore
We sell We sell
apples bananas oranges We sel carrots cauliflower
lemens pineapples gropes potatoes carrots bean potatoes
turnips
We sel
pies breads biscuita
We sellE We selE
Larr
lemons mes
mango Kovis
pineapples guevas melons pineapples
We selI
broccol caulitlower
bedne cabbages
We sel
bregds pies We sell
cakes bisouits breag cakes buna
apples grereen and ped)

herries plums
Maths words
What is being sold at this market? fraction proportion
whole percentage
What different fractions can you find? ratio
124
Lean
Like fractions, we can use proportion

to compare a part to the whole.
In this group, six of the ten fruits are oranges.
We can show proportions as fractions.
Here, the proportion of oranges is 10
We can describe the proportion 0
as the percentage 60%.
Can you explain why? What proportion of the whole are
the apples?
Practise
1 Here are some boxes of fruit.
a Write the proportion of apples in each box as a fraction.

b Write the proportion of bananas in each box as a fraction.
Look at the box with the most fruits. Write the proportion of each frult as a percentage.
Use grids like this and a coloured pencil. Shade squares to show the proportions below.
Write the proportion

of unshaded squares
each time as a
a 50% b 70% fraction of the whole.
20% d 90%
125
3 The table shows the number of boxes of fruit a farmer sells at the market.
The farmer sells 100 boxes in total.
Apples Bananas Cherries Plums
20 50 10
a For each fruit, write the proportion of the total number of boxes as a percentage.
b Now write each proportion as a fraction.
Try this
Ithink the boxes of bananas I think that the boxes of cherries

represent of the total boxes sold! represent og of the total boxes sold!
Do you agree?
Use your critiquing skills and improve each child's statement if needed.
126
Loorm
Ratio is a way of comparing two quantities.

We can use the lanquage for every to talk about ratio. For example:
In this pattern of boxes, for every one box of limes there are three boxes of lemons.
limes lemons lermons lemons limes lemons lemons lemons
We can describe another pattern of boxes as, for every two boxes of grapes there are three
boxes of oranges.
Which of the two patterns below is it? Explain how you know.
grapes grapes grapes orangesoranges grapes grapes grapes orangesoranges
grapes grapesoranges orangesoranges grapesgrapes oranges orangesoranges

Use for every to describe the other pattern.
Practise
Use for every to describe these ratios.
oranges lemons lemons lemons lemons
oranges oranges grapes
grapes limes grapes limes grapes
d
lemons lemons
grapes lemons grapes
lemons lemons
127
Unit 11 Fractions, decimals. percentages and proportion
Use your specialising skills to show the following ratios on grid paper.
Use yellow and blue pencil crayons to make the patterns.
a For every one yellow square there are two blue squares.
b For every two yellow squares there are five blue squares.
c For every three blue squares there are four yelow squares.
Let's talk
Take turns to pick up a small handful of two different types of coins.

Without your partner seeing. look at your coins and think about the ratio.
Use the words for every and your specialising skills to describe the ratio of
the two types of coins to your partner.
Your partner must then use coins to represent your ratio.
For every three 10c coins

there are five 1c coins.
10c
10 100
1C 100
128
Quiz
1 What percentage does each shape represent?
a 0*
6
b079
3 True or false?
6 70
a 50% >0 100<0.8 c 0.3<0
d 100%» 30 %<0.4
100
4 Find the fraction of each quantity.
a of $40o0 of $400
3
c T00 of S400 d 1o0 of $400
a Write the proportion of triangles in the whole group as a fraction.

b Write the proportion of squares in the whole group as a percentage.
c Describe the ratio of triangles to squares in the pattern.
129
12 Angles and shapes
Perimeter and area
Explore
Each shape is a reqular polygon.
Maths words
Measure the perimeter of each shape. perimeter
How efficient or accurate can you be? compound
area
130
Leam
Calculate the perimeter of compound shape A

Now try to calculate the perimeter of shape B. What makes this more tricky?
4 A
Now calculate the area of each shape. Discuss different methods you can use.
Practise
Measure the lengths accurately and calculate the area and perimeter of each shape.
b
These diagrams show the rectangles from question 1, but are not drawn to scale.
Draw them accurately using a ruler and grid paper.
Calculate the area and perimeter of each of these compound shapes.
131
3 Examine these shapes. These are all different shapes,

so the areas must be different.
I wonder if shapes
with different
areas can have
equal perimeters.
Measure the lengths accurately to calculate the area and perimeter.

What do you notice?
Do you agree with Banko and Jin?
Use your skills of critiquing. specialising and generalising.
132
**************s*********.***)
4 Arectangle has these dimensions.
4cm
12 cm
a Pia cuts the rectangle into two new shapes

Then she cuts a copy of the rectangle differently.
Predict the area and perimeter of each shape.
Calculate to check your estimates.
A
D
B
b Find the area and perimeter of the new shapes below.

Compare your results to the original rectangle.
What do you notice?
95cm
Y
X
Q 21 mm
(Not drawn to scale)
Try this
Make several rectangles with the same dimensions

as the original rectangle in Practise question 4
Cut each rectangle into two shapes, as follows. Use your improving skills!
Find a way to cut one of the rectangles so that the area of
one of the new shapes has double the area of the other.
Cut another rectangle so that the area of one shape is triple
the area of the other shape.
Explore how to cut your rectangle so that one new shape has
half the perimeter of the other new shape.
133
Try this
The yellow triangle is an equilateral triangle.

It has a perimeter of 45 cm.
Use your specialising skills

to calculate the perimeter
of each compound shape.
Let's talk
Discuss how to calculate the area of the pink compound shape part of the whole shape.
How many different methods can you find?
9 cm
7 cm
6 cm
134
*********************************
3D shapes
Explore
Maths words
Open and closed shapes net
cube
sketch
cuboid
+
The blue net folds to form an open cube.
The pink net folds to form a closed cube.
Explore and sketch different nets for open and closed cubes.
Can you sketch the net for a cuboid?
Use your conjecturing and convincing skills.
What open and cosed shapes will these nets make?
135
Learn
Follow these steps to sketch a cube.

You can use dotty paper like this to help you, or try it on blank paper.
Practise
1 Explore how to draw cubes and cuboids of different sizes and shapes.
Try copying these examples. Then experiment with your own designs.
2 Maris has sketched some 3D shapes from different angles. Identify each shape.
3 Sketch different 3D shapes. Explore sketching the shapes from different angles.
136
*******.
Try this
Try sketching shapes with curved surfaces,

such as a cylinder, a cone, or a sphere.
Let's talk
Guss has sketched the view of some 3D shapes by looking at them from above.
What shapes do you think they are?
Quiz
1 Draw two rectangles with the same perimneter as this rectangle, but with different areas.
2 Draw a compound shape and a rectangle with the same perimeter.

3 Sketch a net for an open cube and a net for a closed cube.
137
Term Review
2
Units 7-12
1 Round these numbers to the nearest whole number.
a 3.4 b 11.9 c 6.5 d 14.2

a 3.45 x10 = b 345 100 =
c 4.3 x 100 d 43 10 =
3 Try these.
a 4.6+ 1.2 b 3.8 1.2
c 4.6+ 2.5 d 11.3-2.6 =
4 Calculate these.
423 30 = b 423 x 34
c 146 + 5 d 272 +8 -
e 83 + 9 = (Convert the remainder into a fraction.)
5 Order these quantities from smallest to largest.

3 70
10% 0.4 60%
10 100
6 Look at these shapes.
a Describe the ratio of squares to circles.

b What proportion of the group is squares?
138
Term 2 Review
7 A bag has four red balls and two yellow balls.

Describe the likelihood of picking the following fron the bag.
a A red ball
b A yellow ball
c A biue ball
8 Three vertices of a rectangle are at these coordinates:
A
3. 9) (9, 10)
3, 3)
What are the coordinates of the fourth vertex?
9 Draw two different shapes with an area of 20 cm2.

Predict which shape has the greater perimeter.
Then measure or calculate to check.
139
13 Number
Square numbers
Explore
15
What patterns do you notice?
Use your generalising and conjecturing skills. 13
11
Can you see any 7

square numbers?
Maths words
pattern 3
square number
consecutive
Learn
Look at these two sets of patterns. What is the same and what is different about them?
Use your critiquing and generalising skills. Hint: Look at the number of small squares.
1+3+5 -9 1+3+5+7=16
1*1-1 2x2=4 3 x3 =9 4x4=16
Both patterns are made up of the first four square numbers. Consecutive numbers follow
each other in order. They go
We can make a square number by multiplying a factor by itself: from smallest to largest.
4x4 16, so 4 and 4 are a factor pair of 16.
We can also write 4 4 as 4', so 4' is also equal to 16.
What happens when we add consecutive odd numbers, such as 1+3 +5 - 9?
140
Unit 13 Number
*******sst*****
Practise
a Use different-coloured counters or cubes to make the two patterns from Learn.
Challenge yourself to go up to 10
b Record the matching number sentences for each pattern.
and
Use factor pairs to show whether these are square numbers or not.
Circle the factor palr which shows that the number is a square number.
For example: 4’1and 4,2 and 2
a9
19
25
36
f 64
True or false? Use your critiquing skills. Correct any that are false using your improving skills.
a 5xS s2
25 is the square of 4
77 48
49- 72
9 9 x8
81 is the square of 9
Look at this sequence of square numbers.
1 4
a What is the value of the 8th term?

What is the value of the 10th term?
Which term will 6² be in the sequence? th
Try this
A gardener marks out two large vegetable plots.

Each plot has sides measured in whole metres.
Plot A has an area of 64 m'.
Plot B has an area of 48 m².
Which area could be square?
Convince others of your thinking.
141
Unit 13 Number
**************.
Triangular numbers
Explore
Sanchia and Guss are using cones
toomark different target games.
What patterns do you notice?

How many cones has each child used?
Elok also wants to make a target game
that follows the same pattern.
How many cones should she use?
Maths words
pattern
triangular number
consecutive number
Learn
This time the children make the target games with blocks.
10
The total number of blocks each time belongs to numbers called triangular numbers.
Can you think why? Use your critiquing skills.
How many blocks should the children use next? Explain how you know.
What do you notice about the way we use consecutive numbers to make triangular numbers?
142
Unit 13 Number
*******
Practise
Use counters or coins to make the first ten trianqular numbers in the sequence
Use a table like this.
Term 1 2 3 4 6 8 9 10
Pattern
Number
1 3
of dots
Show how to find triangular numbers by adding consecutive numbers.

Use the patterns from question 1 to help you.
a6-1 +
=1+
1+2+
d 66 1 +
100 counters
e 91 = 1
Banko arranges some of the counters to represent

a square number. He then rearranges the sane number
of counters to represent a triangular number.
How many counters could he have used?
Is there another number of counters that Banko can use?
Convincea partner that your solution is correct.
Let's talk
I noticed that the first two

triangular numbers total
Inoticed that the first a square number because
triangular number is 1+3 =4.
I think I can also find more
also a square number!
square numbers by adding
pairs of triangular numbers
Test Sanchia'ss conjecture. What do y
you notice?
nid
What generalisations can you make?
143
Unit 13 Number
Tests of divisibility
Explore
Jin and Pa are tidying the classroom. What do you notlce?

Use your generalising and conjecturing skills.
How many of the sports equipment bins are equal in length

to the two tables2
Maths words
How many whole centimetres (cm) could each item measure?
Could the two tables measure 200 cm in total? centimetre (cn)
divisible
How about 300 crn?
test of divisibility
144
Unit 13 Number
Learn
1736 2618 32 416
All the numbers above are divisible by 2 because the digit in the ones position is even.
Let's look at the number 1 736. Is it divisible by 4 or by 8?
We can regroup the number as 17 hundreds and 36 ones.
Remember that 4 x 25 100, so every hundred must be divis1ble by 4.
Therefore, 17 hundreds must be divislble by 4.
We must then check to see if the last two digits are divisible by
36 is divisible by 4 (4 *9 36), so 1 736 must be divisible by 4.
To check that a number is divisible by 8, we only need to check the last three digits.
Every thousand is divisible by 8 because 8 x 125 - 1 000.
1 736 is divisible by 8 because 736 + 8 - 92.
We can use these tests of divisibility to identify

any number that is divisible by 2, 4 or 8.
Practise
1 a Use the tests of divisibility to classify which numbers are divisible by 4, 8 or both.
Copy and complete the table below.
2 976 9 352 1 200 4324
1 426 1642 4 164 15 336
Divisible by 4 Divisible by 8
Some numbers are left over.

Explain how you know that they are not divisible by 4 or 8.
145
Unit 13 Number
e*******
Look at this number line.
2 000 3 000 4 000 5 000 6 000
Use your specialising skills to help you write five numbers each time that you can position
in the shaded part. The numbers must be:
a divisible by 2
b divisible by 4
Cdivisible by &
Decide if these statements are always true, sometimes true or never true.
a Multiples of 2 are also divisible by 4
b Odd numbers are divisible by 8.
c Numbers that are divisible by 8 are also multiples of 4.
d Multiples of 8 are divisible by 8.
e Numbers that are divisible by 4 are also divisible by 8.
Try this
Banko adds two 4-digit numbers together. Use your specialising skills.
The total is 3 652.
One of the numbers is divisible by 8, the other is divisible by 4 but not by 8.
What could the two numbers be?
Find at least five different solutions.
Let's talk
Work with a partner.
Compare the decisions you made about the statements in e question 3.

Ho can you convince your partner that you decisions correct?
What will you say, draw or show?
146
Unit 13 Nurmber
Prime numbers
Explore
Eratosthenes, an Ancient Greek mathematician, invented a way of finding prime numbers.
It is called the sieve of Eratosthenes.
Use a 100 grid to explore this for yourself! Use your generalising skills.
2 3 5 6 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 38 89 90
91 92 93 94 95 96 97 99 99 100
Start by crossing out 1, as it is not a prime numnber.

Then circle the next number, 2, but cross out all other muitiples of 2.
Next, circle 3, but cross out all other multiples of 3 that are left on the 100 grid.
Why do you circle 5 next and leave out 4? Now find all the prime numbers up to 100.
Maths words
prime number muitiple divisor Composite number
147
Unit 13 Number
Learn
What do you notice about these factor pair diagrams?
17
7
e 117
17)
Some numbers have exactly two divisors: 1 and the number itself.
We call these prime numbers.
1is not a prime number because it has only one divisor.
Are the numbers above all prime numbers? Do they have any other divisors?
Numbers that have two or more divisors are called composite numbers.
7
71
1x7 I've spotted a pattern in the factor

pair diagrams above: 7, 13, 17, 23.
I think 27 must also be prime because
it comes next in the pattern.
Do you agree? Use your critiquing skils.
Practise
Elok uses arrays to show why the nurnber 3 is a prime number.

1
Use your
specialising skills.
She writes 3 + 3 1 and 3 +1 3

Use arrays to show why each of these numbers is prime. Show the two divisors each time.
a 2 b 13 c 17 d 23 e 31
2 Which of these numbers are definitely not prime numbers?

Explain how you know.
44 19 11 35 100
148
Unit 13 Number
*******e*******e***e.
Guss wants to place these numbers on a Venn diagram.
15 53 29 1 36 81
Should he place each number in section A, B, C or D?
Prime Odd
Use your
classifying skills!
A B C
Try this
Jin conjectures that all prime numbers are odd.

Pia conjectures that all odd numbers are prime
Do you agree? What can you write or draw to justify your thinking?
Let's talk
The bars show all the different divisors for the numbers 6, 2, 7 and 11.
Which nurnber is the odd one out?
3 3 1 1 1 1 1 1 1 1
2 2 2
1 1 1 1 11 11
1 1 1 1 1 1 1 1 1 11
Work together to represent the following numbers as bars: 9, 19, 29, 39.
Use your diagrams to explain which numbers are prime and which are composite.
149
Unit 13 Number
...........
Quiz
Which numbers are square numbers?
16 25 39 49 61 64 81
2 Continue this sequence of triangular numbers up to the 10th term. Use grid paper like this.
1 3 10
3 Use all four digit cards each time to make the numbers.
2
a A number that is divisible by 2 but not by 4

b A number that is divisible by 4
c A number that is divisible by 8
4 Sort these numbers into the following groups.
23 45 19 72 100 61 37
Prime numbers Composite numbers
150
Reflection and translation
Explore If you reflect an isosceles triangle,

is the reflection atso isosceles?
Reflected triangles
Use your critiquing skills to

investigate other triangles.
Maths words
reflection vertical horizontal
Learn
The shapes are reflected in the vertical mirror lines.
Use your generalising and conjecturing skilts to describe how to complete

the horizontal reflections.
151
****************.***.*
Practise
Copy and complete the reflections in two mirror lines.
Predict the properties or names of the shapes that you can create by completing
the reflections. Then draw the reflections to check your predictions.
Pia translates a shape. Then she draws

lines to join the original and new vertices.
Guss reflects a shape. Then he draws
lines to join the original and new vertices.
Use your conjecturing skills to
investigate the properties of lines by
translating and reflecting different
shapes. Then draw lines to join the
original and new vertices.
The lines I drew are all

parallel and of equal length.
C
Iwonder if the same is true
for the lines I have drawn?
152
******e*.* *******.ee**.
Try this
For each of these shapes, is it possible or impossible to form it by reflecting a smaller shape
in two mirror lines? Use your skills of classifying.
Let's talk
What is the sarne and what is different

about reflection and translation?
Use your classifying skills to prepare
short statement about what you think
to present t class,
I think the triangle

has been translated.
I think it has
been reflected.
153
******e***
Quiz
1
Copy and then
reflect the pattern
in two mirror lines.
2 Which of these can be formed using one, two or more lines of symmetry?
h
154
15 Calculation
Missing number problems

Explore
Maths words
symbols
We ate 7 cookies frorn the blue tin. unknown quantity
There are only 13 cookies left in
the tin now!
800ml
Four full glasses B0cookies

PLUMS KiWIS We have 15 pleces
filled the jug! of fruit in totall
How much water does each glass hold?

What was the total number of cookies before any were eaten?
How many plums and kiwis could there be? Use symbols to represent the problems.
155
Unit 15 Calculation
Learn
We have used symbols to represent the unknown quantities or missing numbers

in these problems.
95
-D-0:O
Can you use the words: double, half, triple, sum and difference to help you describe what you
know about the missing numbers?
Now find the missing numbers. How can related facts and inverse operations help?
Practise
Write missing number sentences to mnatch the problem. Then find the missing values.
I can buy an
apple with a 50 For
bu
S2, 1can
buy three apples
cent coin and get and an orangel
5 cents changel
2 Find the unknown quantities.
?cm - 120 cm
Tri-Sicor Tri-Sh@ce
50 - $14
$?
ml 700 ml 500 ml - 100 ml
156
Unit 15 Calculation
Find the missing numbers. Remember to think about related facts and inverse operations.
50 - 40
O:O:C 100
80
c 45
Look at this missing number problem.
= 30
What are the possible values of the flower and the leaf?
Find at least eight solutions. Record your solutions in a table.
Explain why this question is different to questions 1, 2 and 3.
Let's talk
Use addition and subtraction facts up to 100 to make up your own missing number
problems for your friends to solve.
Think about the

syrnbols you witl use.
Use your skills of
generalising.
157
Unit 15 Calculation
Order of operations
Explore
Maths words
You can make different calculations from this puzzle. order of operations
All calculations follow this pattern of joined shapes in the grid:
= 20
Use the order of
operations to help you.
How many answers
can you find?
Learm
Critique Pia's work. 4+6x3= 30

What can you tell Pia about the order 12 +3 x4= 16
of operations to help her improve
her work? 23 -8 x 3 =45
19-10 + |l =20
15 +45 +9 =7
158
Unit 15 Calculatlon
Practise
|1 Solve these.
9 10 +5 b 9+ 10 +5
20-3 x 3 36- 18 + 17
5 x3-6 6-5 x 3
2 Order the calculations first, so that you will write the answers from smallest to largest.
40-18 + 6 27 4 +7x5
20+1+3 50 -8 x 4 23 + 15 -13
Write matching number sentences

Is there more than one possibility for each?
a Banko buys three apples that cost 30 cents each.
How much change does he get from 100 cents?
b Sanchia has 100 ml of apple julce
She pours 800 ml of fizzy water equally between four glasses.
She adds the apple juice to one of the glasses of fizzy water.
How much fizzy apple drink does she have?
Let's talk
Use your specialising skills to

make up your own puzzle like the
one in Explore for others to solve.
Use numbers frorn 1 to 20 only.

Think about where you will position the operations and numbers to make as many different
answers as possible.
Think about numbers and their factors to help you decide where to place division symbols.
159
Unit 15 Calculation
Multiplication and division

Explore Maths words
product multiply
The Harmony of the Seas made her malden voyage in May 2016. divisor remainder
At the time, she was the largest cruise ship in the world. divide
It took workers 33 months to build the ship.
Estimate how many days that is.
Harmony of the Seas Is the length of four football fields.

361 m
70 m
What is the length of one football field?
Loarn
Elok and Banko are solving this problem: How many days are there in four years?
They each use bar models to represent the problem.
Banko's model is incorrect. How do you know?
1 year 365 Why do you think both children

add 1 to their answer?
4years 365 365 365 365+1 Elok
Make estimates fhrst.
1year 369 Then calculate.
4 years +1 Banko What method will you use?
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Unit 15 Calculation
**************
Learn (continued)
We can use the column method to find the product when we multiply larger numbers.
Look at the two methods we can use to show the number of days in 24 years.
What is the same and what is different about them?
Expanded Compact
1 000s 100s 10s 1s 1000s 100s 10s 1s
3 6 3 6 5
2
0 1 4 6
2 2
1 7 3
1
1
2 8 7 6
0
8 7 6 0
Why do we need to place a zero in the ones column when multiplying by the tens digit?
Banko predicts that we will need to add on six days for the leap years. Do you agree?
Practise
Look carefully at the following number of days. How many full weeks are there?
Will you use a mental method or a written method?
497 days
350 days
371 days
695 days
e 58 days
Complete these multiplications using the column method.

Remember to make estimates first.
b 273 x 28
73 x 28 Use your estimates
or a calculator to
536 7 check your work.
536 37
36 37
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*************
The cost of an adult ticket for an overnight boat trip is $124.
The cost of a child's ticket for the same journey is $67.
How much does it cost in total for a group of 8 adults and 19 children?
4a Calculate the mass of each shape on the weighing scales.

Use the inverse to check your answers.
744 q 648g 560
b Use what you know about the mass of one yellow shape in parta to find the total mass
of each set of shapes below.
Try this
Let's talk
Guss hasa length of string that is 72 cm.
He cuts it into fewer than 10 equal pleces. Look at each calculation. Decide if there
There is no string left over. will be a remainder after dividing.
What are the possible lengths of one equal Make estimates.
piece of string? Find then all. Convince your partner of your thinking.
Remember to write your answers
with fractions when needed. 164+ 4 498+ 4 985 + 5
How does the length of one 361 + 2 328 + 8 553 + 5

equal piece change with the
size of the divisor? What Now complete each calculation to see if
generalisations can you make? you were correct.
162
Unit 15 Calculatlon
*******s*s***..*.***.
Adding and subtracting decimal numbers

Explore
s1.13 $1.75 $1.13|
$O.80
$1.87
Which two prices can you easily add mentally?

Which three prices can you easily add mentally?
How about four item prices? Maths words
decompose
Can you think of a possible price for oranges that you could tenths
also easily add mentally with the other items listed here? hundredths
Learn
Look at the addition 1.35 + 1.24

We can decompose the numbers to show their place value parts.
1.35 +1.24 =1 +0.3 +0.05+1+0.2 + 0.04
- 2+ 0.5 +0.09
- 2.59
Look at the way the two numbers have been represented here.
Where can you see tenths? Where can you see hundredths?
We can regroup 1.35 as one and 35 hundredths or 1 +0.3S
We can regroup 1.24 as one and 24 hundredths or 1 +0.24
35 hundredths + 24 hundredths 59 hundredths or 0.59
Now try: 3.86 - 1.53
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Unit 15 Calculation
e****
Practise
1 Look at the nurmber represented here.
Start with this number each time and

add or subtract the following amounts.
Use the diagram above to help you.
Write the matching calculations.
a Add 1.25 b Subtract 1.32 c Add 2.47
d Subtract 1,43 Add 1.69 Subtract 0.62
Solve these. Will you use decomposing or regrouping to help you?

Regrouping: 3.85+1.27 34085+140.27 85 hundredths + 27 hundredths
= 4+ 1.12 112 hundredths. That's the
same as one and 12 hundredths!
- 5.12
a 4.35 + 2.21 b 421+2.35 4.35 + 2.77

d 6.48 -3.25 e 648-3.29 6.25-3.48
3a Make each of these lengths 1.45 m longer.

2.32 m 3.25 m 4.58 m 2.73 m
b Make each of these masses 2.6 kq lighter
5.6 kg 6.9 kq 7.3 kq 4.1 kq
4 Sanchia and Guss are comparing the litres of rainwater collected over three weeks.
Week 1 Week 2 Week 3 Total
Guss 6.35 litres 842 litres 3.65 litres X
Sanchia 5.85 litres Y 6.97 litres 20.16 litres
a What are the values of Xand Y?
b Use the information to make up some addition and subtraction staterments about the
water collected. For exarmple: Guss collected 2.07 litres more in Week 2 than in Week 1.
Try this
$O.99 $0.23 $0.60 $1.25

Add three or four numbers together each time.
$2.75 $1.01 $1.25 $1.63 Find at least five different totals to make this statement true
S1.25 $0.37 $1.40 $0.99 $3.70 < <$4.50
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Unit 15 Calculation
*******
Multiplying decimal numbers

Explore
Pia has been making a picture using giants of different sizes.
1st 2nd 3rd 4th
Use your conjecturing and specialising skills:

How tall could each giant be?
Try some measurements with one decimal place, Maths words
for example: 2.1 metres. multiply product
tenth estimate
165
nit 15 Calculaion
Unit
Learn
What is the same and what is differernt about these arrays?

What numbers can we multiply to represent the arrays?
01 0.1
4 rows
01 01 01 0.1
The arrays show four rows of 6 and four rows of 0.6.

We can write these arrays as 6 x 4 (6 ones x 4) and 0.6 x 4 (6 tenths x 4).
We can use the multiplication facts and place value to help us
For example: 0.6 is ten times as small as 6, so the product of 0.6 x 4 is ten times as small as
the product of 6 x 4.
6 ones * 4 = 24 and 6 tenths x 4 = 24 tenths or 2.4.
Practise
What Tultiplications are shown here? Write each one as:

tenths x tenths or
o1Xo1o1 Xa1Xa1)
o1 Xo1)\.1 Xa1) a Xo1 Xon)a1 1 1)Xo1)a1)

o1)01)01)Xo1) a1 o1)a1)o1Xo1 o1 o1)a1)
(a1)a o1)o1)
Solve these multiplications. What patterns do you notice?
What generalisations can you make? Convince your partner of them.
3x5 c 6x8 d9x7 e 12 x 2
0.3 x5 0.7 x4 0.6 x 8 0.9x7 1.2 x 2
5x3 4x7 8x6 7x9 24 x 2
0.5 x3 0.47 0.8 x6 0.7 9 2.4 2
166
Unit 15 Calculation
Look at the three

bottles of cooldrinks.
True or false? Makes estimates first.

b
Try this
Use estimates to sort these calculations into the groups below. Do not calculate yet.
0.5 x6b 1.4x3 0.9x 2 1.5 x 2 0.4 x7 0.8 5 1.6 x 3
Product is less than 3 Product is more than & Product is a whole number
Now calculate. Improve any estimating errors you made.

Write another multiplication to go in each group. Convince a partner that you are correct.
Let's talk
Use what you know to think about how you can complete these multiplications.
14.2 *3 152×9 18.6 2 13.8 5 17.1 x 4
What hints would you give to others about multiplying these decimal numbers?
167
16 Statistical methods
Mode and median
Explore
David has some spellings to learn.
He sorts them into a Venn diagram to help him. I thought Venn
Have a double letter
diagrams were
End with -ly only for Maths,
not other subjects.
middie hopefully definitely

carefully quietly
accommodate awfully anxiously
These diagrams help

me to rermember
different facts.
courageous
What spelling patterns can you spot? Use your classifying skills.
Do you aqree with Pla?
Learn
Maths words
Every day, David tests himself on a list of 20 spellings. mode
Here are his scores: median
Monday Tuesday Wednesday Thursday Friday

2 2 11 12
We can use the mode and the median to summarise this data.
The mode is the score that comes up most often.
Here are the scores for each day:
2 2 11 9 12
David scored 2 more often than any other score, so we can say that 2 is his mode score.
To find the median, we first write the scores in order from least to greatest:
2 2 9 11 12
The score 9 is the middle value: there are 2 scores greater and2 scores less than9.
Do you think the mode or the median best describes David's knowledge of these spellings?
What reason could you give to explain the difference between the mode and the median?
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**************.******
Practise
1 Here are Pia's spelling scores. Find the mode and median of her scores.
Monday Tuesday Wednesday Thursday Friday
8 7 10 9 1C
Compare the mode and the median for David and Pla.
What could explain any similarities or differences?
2 Class Number of siblings Elok and Jin collect data about the number
A 1, 1, 0, 2, 4, 1, 3, 3. 0, 1, 1
of siblings that learners in two classes have.
Which class has the highest value for the mode?
0,1, 0, 0, 0, 1, 2, 5, 2, 3, 1, 1, 1Which class has the highest median value?
3 Use your specialising and generalising skills to find the mode and median of each
set of numbers
a 3,4, 3 b 4,3, 4 c 3, 4,3, 4, 3, 4, 3
d 4,3, 4, 3, 4, 3, 4, 3, 4. 3, 4 e 0,3, 4, 0, 4, 3, 0
4 This data shows the ages of two groups of people:
Group A-5, 11, 8, 8, 36. 61. 88
Group B 10. 10. 11, 10, 11, 11, 10, 10, 10
Use your critiquing skills to think about the data sets.
Can you suggest what groups could have been used for the different data?
Try this
Write a set oof five numbers for each of these challenges:
The median and mode are equal.
b The mode is 10 greater than the median. Use your skills of improving
c The median is odd and the mode is even. and convincing!
d The median is even and the mode is odd.
e The median is 100 less than the mode.
Now try to solve each challenge using only three numbers for each set. What do you notice?
Let's talk
Use your skills of conjecturing. Imagine that you collect data for a business such as
for a shop, sports team or veterinarian. What data might you need to collect?
When would it be helpful to know the mode or the median?
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******e*e************ *****
Proportion of the whole

Explore
Maths words
The class takes a vote on a cdass pet. waffle diagram
proportion
whole
10
9
ofvotes
Number
25% of the class
want a guinea
pig as a class pet
More than half the class

want a hamster, than all
the others put together.
Guinea Fish Hamster Rabbit Penguin

pig
Do you agree with Banko and Jin? Use your critiquing skills.
Learn
This waffle diagram shows the votes for the class pet in Explore.
Waffle diagrams are charts that help to show
the proportions of the whole.
One block represents one vote.
We can see that no pet received more than

Cor
half the votes..Compare hie diagram
dieo with the
bar chart in Explore.
Work out which colour represents each choice.
There are 20 squares in the waffle diagram.
So, we can say that one square is 5% of the
whole. Three of 20 squares have been shaded
for fish. So, 15% voted to have fish as pets.
Work out the percentages for the other votes.
171
Practise
The class collects data about thelr favourite hobbies.
Hobby Frequency
Swimming 5
Video games 2
1
Skate park
Reading 2
Soccer 10
a Draw a waffle dlagram to represent the data.

b What proportion of the class likes soccer best?
c What hobby does 25 % of the class like best?
d Can you name any other proportlons from this diagram?
This waffle diagram shows the results of a survey for parents about homework.
Parents were asked if they agree that homework should be increased.
Key:
Strongly agree
Agree
Disagree
Strongly disagree
Use the key to

help you read
the information
in the diagram.
a What proportion chose each of these options?

Strongly agree
Agree
Disagree
Strongly disagree
b Overall, were parents for or against increasing homework?
Explain how you decided.
3 Ask your classmates the sarne question as in question
Then draw a waffle diagram to represent the results.
Compare your proportions with the parents opinions.
172
*******e***
Try this
Use a waffle diagram to represent the results of a probability experiment.

For example, here are the results from an experiment of taking coloured beads from a bag.
Key:
Yellow bead
Green bead
Blue bead
Red bead
What statements can you say about the probability of picking the different colours of beads
from the bag?
Let's talk
Icollected information from 29 people.

I want to show the results in a waffle
diagram but I can't get the shape right.
What problem is Pia having?

What other numbers might cause a problem like this?
Can you think of a useful solution?
Quiz
1 Write a set of five numbers with a median of 10 and a mode of 20.
2 a Explain the difference between a bar chart and a waffle diagram.

b When is a waffle diagram more useful than a bar chart?
173
17
Fractions, decimals, percentages
and proportion
Greater than, less than, equal

Explore Maths words
Find the equivalent percentages for the values in each row. equivalent
compare
0.2 3 08 9
order
10 10 16
0.1 0.3 3 0.7

50 70 20
100 0. 100 100 0,4
0. 0.3 100
Now use the letters to find the mystery words in each row.
10% |20% 30 % 40% 50% 60% 70% 80% 90% 100%
R M |A E H
What other maths words can you find? Make up clues to match. Use your convincing skills.
Learn
Which of these diagrams show equlvalent quantities? Explain why.
111111L111
10 10 0 10 10 10 10 1o 10 10
10 1s 5 1005
1 "2
0,4 0.7
We can compare some of the values as: 0.7 > 0.7 < 1.2 40% = 0.4
100
We can write them in order,
like this: 40%.0.7, 1.2 What order are these quantities in?
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Unit 17 Fractions,decimals, percentages and proportion
Practise
Write different equivalent values to match each shape. Look at the example given in part afirst
05 50%
Compare each pair of quantities. Use the symbols < and > to show what you found out.
a 0.8 and 1.3 b70% and j00 and 0.6
d7% and oo ¿and 50 %

Banko has been ordering quantities from smallest to largest.
Use your critiquing and improving skills to correct his work.
a 06.13, b03. l4 25 IO%, 30%,270%
d0.4, 50%, 0.7, I00%, 12 e30%,70%
Let's talk
With your partner, use your specialising skills.

You need a blank 100 grid, two different colours of
pencil crayons anda spinner.
Take turns to spina number and colour in your number
of hundredths on the 100 grid.
Write the fraction as 100and the percentage equivalent.

The next player spins and colours in this number of hundredths.
What fraction and percentage of the square is now shaded?
Score a point if you complete a row and can say the decimal equivalent.
What percentage of the whole square is shaded after you have both had six turns?
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Adding and subtracting fractions

Explore
Maths words
Find a path through the maze by connecting equivalent fractions. equivalent
Is there more than one path you can take? denominator
Use your conjecturing and generalising skills.
18
36
16
Start
16
6 24
10 6
18
18
16
20
Fini_h
How can you use equivalent

fractions to help you solve o0?
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Learn
Equivalent fractions are useful when adding and subtracting fractions that do not share the
same denominator.
I'm going to use
Nine is a multiple
denominator 27,
of three, so I will
change the addition so I will change the
18 15
to, + addition to -
Why do you think Pia chose 27 as the denominator? What conjecture can you make?
Will both children get an answer with an equivalent value? Will the answer be more than 1?
Complete the additions and check them using your critiquing skills.
Now use the children's methods to complete the subtraction. Whose method is easier?
Practise
Copy and complete.
2 We can use diagrams to help us add and subtract fractions.

a What addition is shown here? What is the answer?
1
1
6
b What subtraction is shown here? What is the answer?
Sketch diagrams to help you complete these calculations.
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a Elok useslitre of water. Banko uses litre of water.

How much did they use in total?
b The rabbit eats io of the farrmer's carrots.
The farmer then sels of the carrots at the market.
What fraction of the carrots is left?
Let's talk
Banko and Pla both use denorminator 12 to make equivalent fractions for their additions.
One of my fractions
has denominator 2,
so I multiplied this
by the denominator
of my other fraction!
Only one ofof my

fractions has
denominator 12.
What could Jin's addition be?

What could Pia's addition be?
Will any of the additions have the same totals?
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Multiplying and dividing unit fractions

by a whole number
Explore
Elok. Jin and Pia are baking cakes.
They are packing half of the cakes from each tray into boxes to sell at the fair
0000
They share the other half of the cakes on each tray equally into bags.
What fraction of the whole tray of cherry cakes will be in each of four bags Maths words
What fraction of the whole tray of strawberry cakes will be in each fraction
of three bags? divide
What fraction of the whole tray of carrot cakes will be in each of fve bags? multiply
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Learn
Look at this division problem:

After baking, the three children share half a bar of chocolate equally.
What fraction of a whole bar do they each get?
We can use the diagrams to explain why each child gets
First, we show half of the bar. Then we divide it by three.
We can write the problem as the division:
So, half a bar of chocolate divided by three

qives each child one-sixth of a bar.
Practise
Use your skills.

Write a division sentence to match each diagram. Find the dnswes. specialising
Say, divided by gives of the whole.

b
1
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Practise (continued) Try this

2 Sketch diagrams to help you Pia draws this diagram to help her complete
complete these divisions.
the division ~+5.
+2
1
24
Critique her work and

explain any improvements
+6 she should make.
3 Solve this problem.

Jin cuts metre of ribbon
into five equal pleces.
What fraction of a whole
metre is each piece?
Learn
Look at this multiplication problem:

Elok has three jugs. Each contains of a jug of water.
She pours all the water into one jug.How full is the jug?
We can use diagrams to explain why the jug is i full.

First we show the three jugs that are full.
Then we multiply by three.
We can write the problem as the multiplication:3

So, of a jug of water multiplied by three gives three-quarters of a jug of water in total.
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Practise
Write a multiplication sentence to match each diagram.

Find the answers.
2Sketch diagrams to help you complete these multiplications.

2
Solve this problem.

David uses kg of lemons to make a bottle of lemonade.
What fraction of a kilogram of lemons does he use to make five bottles of lemonade?
Let's talk
When I multiply a unit fraction by a whole

number, the numerator in my answer is the
same as the whole number that I multiplied byl
Is Jin's generalisation always true, sometimes true or never true?

Use examples to justify your decision and convince a partner.
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Explore
I started my design
by using two colours.
How can you describe the ratio of the colours?

How will Sanchia continue her pattern?
Describe the proportion of each colour in
the completed design.
Maths words
ratio
proportion
Learn
Here is another pattern.
For every two red counters there are three blue counters.
We can use the symbol (:) to write the ratio of red to blue counters as: 2:3
The order in which we write the ratio is important.
Why do you think we do not write the ratio of red to blue counters as 3:2?
What is the ratio of blue to red counters?
We can describe the proportion as two counters in every five are red
We can write this proportion as red or 40% red. Can you explain why?
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Practise
1 Look at these patterns.
a
OO0OOD
Use the words for every and the ratio symbol () to describe each ratio.
b Use the words in every and write fractions to describe each proportion.
Use your classifying skills. There are ten numbers in each box.
136 207 41 62 17 78 -13 18 0 We can compare three parts

in a ratio.
12 99 338 59 24 199 1 24 19 -5 94 We can write:
77 150 93 25 11 81 0-10 15
odd
even positive
prime zero
even
square negative
a Write the ratios each time.

For example:odd to even numbers and
b Write the proportion each time as a percentage.

3 The table shows the spelling test results for a group of six children.
Child 1 Child 2 Child 3 Child 4 Child S Child 6
12 14 15 10 16 11
a What proportion of the group scored less than 13 in the test?

b What proportion of the group scored more than 13 in the test?
c There are a total of 20 spelings in the test.
Write each child's Score as a proportion of the whole test.
Try this
The proportion of nine-year-old boys in a class of 30 is
Nine girls in the class are also nine years old.
What proportion of the class is made up of children who are not nine years old?
Write this as a fraction and as a percentage.
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34

Quiz
1 Find the missing numbers to make each staterment true.

%
b 60%00
c 80%
d
2 Copy and complete these calculations.
-
3 Solve these multiplications and divisions.
a3 b3
4 Look at this bag of shapes.
a Use the symbol (:) to write the ratio of

triangles to pentagons to octagons.
b What proportion of the bag is octagons?
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Unit 18 Time
18 Time
Time zones
Explore
Maths words
The world is divided into 24 time zones. time zone
Stocholm Moscow
Calgary Toronto London
Chicago Poris Beijing
Los Angeles New York Tokyo
Karachi
Cairo Delhi
Mumbai BangkokGuangzhau
Lagos
ORia de Janelo Capeohannesburg

Perth
Town Sydney
PBuends Aires
-11-10-9-8-7 -6-54-3 -1 0 +1 +2 +3 +4 +5 +6+7 +8 +9+1o+1112
Where do you live?

What do you notice about the time in the time zones next to yours?
What other places are in the same time zone as you?
Which countries have many time zones?
Why do you think we use time zones around the world?
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Unit 18 Time
Unit 18 Time
Learn
Time zones mean that the time is not the same time in every part of the world.
+5 hours nelhi
Lagos
Lagos Delhi
The time difference between Lagos and Delhi is 5 hours.

When it is midday in Lagos, it is 5 p.m. in Delhi. Delhi is 5 hours ahead of Lagos.
When it is midday in Delhi, it is 7 a.m. in Lagos. Lagos is 5 hours behind Delhi.
- 4 hours +5 hours
Use your skills of critiquing
and convincing
Buenos Aires Lagos Delhi
What is the time in Buenos Aires when it is midday in Lagos?

What is the time in Delhi when it is 2:30 p.m. in Buenos Aires?
Practise
Copy and complete the table.

-5 hours + 8 hours Time in New Time in Time in
York Lagos Perth
12:00
New York Lagos Perth 12:45
13:45
09:00
09:30
23:30
22:45
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Unit 18 Time
Unit 18Time
2 What is the time?
a In Rio de Janeiro when it is 11:45 in New York
b In New York when it is 11:45 in Rio de Janeiro
c In Sydney whern it is quarter past 8 in the morning in Moscow
d In Sydney when it is quarter past 8 in the evening in Moscow
In Tokyo when it is half-past ten in the morning in Chicago
f In Chicago when it is half-past ten in the morning in Tokyo
3 If it is 3 p.m. in Guangzhou. Find places where it is:
a midday
9 a.m.
c 3 a.m.
d midnight.
Look back at the

map on page 186.
4a When it is 7 a.m. in Sydney on 13 July, name three cities with a different date.
Write the date and time for those cities.
b When it is 7 p.m. in Los Angeles on 31 March, name three cities where it is
a different month.
Try this Let's talk
Research time zones for cities and countries

around the world.
What is the time where you are?
Add the cities to a world map.
Use your conjecturing skills to create a Where in the world is it night time?
range of questions to challenge the class. Where will people be brushing their teeth?
Make upa few: Where will people be having a meal or
easy questions doing homework?
medium questions In which other countries would the
children be at school?
tricky or difficult questions.
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Unit 18 Time
Unit 18 Time
Calculating start and end times

Explore
Elok has circled her birthday on the calendar.

It is 20 days until her birthday. On what date did Elok mark the calendar?
APRIL
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

30 31 1 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 19
20 21 22 23 24 25 26
27 28 29 30
How many days until your next birthday?

Think about today. What is the date? Use your convincing skills.
What date will it be:
10 days from now " in 100 days 1000 days from now?
Learn
Atime interval is a period of time between a start time and an end time.
ATV show lasts 30 minutes. It starts at ten to 7 in the evening. When does it end?
+30 minutes +10 minutes +20 minutes
Start tirme
700 pm. End time
650 p.mn 700 p.m, 7:15 p.m,
6:50 p.m.
The end time will be after 7 p.m.

Afilm lasts 90 minutes. It ends at 8:1S in the evening. What time did the film start?
60 minutes 15 minutes
Maths words
Start time 7:00 pm. 8:00 p.m. End time 8:15 pm. calendar
time interyal
Complete the calculation to find the start time. start time
end time
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Unit 18 Time
Unit 18 Time
Practise
1 Each lesson lasts for 45 minutes. Copy and complete the table.
Lesson Start time End time
Art 09:30
Maths 11:20
PE 13:15
Science 14:05
History 14:20
Computers 16:15
What is the time 59 minutes before and 59 minutes after each time?
a 9:30
b 21:30
10:35 Use your skills of generalising
d 22:35 and conjecturing for question 2.
11:50
f 23:50
Explain what you notice.
Write the date and time now. What will the date and time be in:
a 10 days, 10 hours and 10 minutes
b 100 hours and 100 minutes
1.5 days
d 1.5 weeks?
What was the date and time:
e 5.5 days ago
f 55 days and 55 minutes ago?
Try this
I es 111 hours to fly fro Jonannesburg to Rio de Janeiro
The fight loner 18:45 from Johannesburg.
What is the time in Rio de Janeiro when it lands? Use your skills of specialising.
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Unit 18 Time
Let's talk
Banko and Jin use different nurmber lines to find the tirme 1.5 hours after 13:45.
Guss uses a mental method.
+1 hour +15 minutes +15 minutes
Banko's method
13:45
+15 minutes +60 minutes +15 minutes
Jin's method
13:45
I added two hours, then I

subtracted half an hour
Use your skils of critiquing.

Check that all methods produce the same answer.
Which method do you prefer? Discuss your reasons.
Quiz
1 Jin begins a race at 11:45.

He completes the race 110 minutes later.
What time does he finish the race?
2 What is the time In Cairo when it is 9:30 a.m. in New York?
191
Term Review
3
Units 13-18
1 Sort these numbers into the Venn diagram.
9 25 6 Square numbers Triangular numbers
36 10
16
2 a Draw arrays to show why 7 is a prime number.

b Draw arrays to show why 8 is a composite number.
822 34 200 548 727 2616
Which of these numbers are divisible by 4?

b Which numbers are also divisible by 8?
4 What are the values of the unknown quantities?
45 100

4.36 + 1.47 - 6.75 - 1.53
b 7x4: 0.7 4 0.4 x7 =
6 Answer these.
7 Drawa pattern that has a vertical and a horizontal mirror line.

8 Here are the ages of trees in a small woodland:
12 years 20 years " 16 years 25 vegrs 12 yeas.
What is the median and what is the mode of the data?
Abus journey lasts for 1 hour and 20 minutes. It begins at 11:55. What time does it finish?
192
Cambridge Primary
Mathematics
Second Edition
Learners Book 5
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tasks and activities rooted in the mastery approach.
"Get learners thinking and working mathermotically with engaging activities
designed to focus on key concepts ond principles
"Embed knowiedge ocross oll areas of learning, enabling students to make
connections between different areas of mathematics.
" Develop vocabulary with probing questions designed to encourage learners
to use accurate lanquage to describe how they solve particular problems
U
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How to use this book 4

Introducing decimal numbers

This athlete has jumped further than seven metres.

Where is 7.5 on this number line?

There are 10 equal parts between the whole numbers 0 and 1.

How many ones are there?

Can you explain why 2.6 is made up of 26 tenths?

three point five

Now represent the number 2.9 in different ways.

Composing, decomposing and regrouping

1000 2000 3000 4000 5000 6000 7000 8000 9000

100 200 300 00 500 600 700 800 900

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

Read each nurnber represented on this place value chart.

100000s 10000s 1000s 100s 10s 1s 105

1 Look at the counters on the place value chart.

Think about the place value positions. What nunber is represented?

100 100 10 10 10 100

10 10 0.1 Sketch counters

3 Decompose each number to show the place value parts.

Use a pencil and paperclip, as shown, to use this spinne.

Multiplying and dividing whole numbers

thousands hundreds tens ones tenths

Say the value of each digit in the number 538

100 000s 10000s 1000s 100s 105 1s

We can multiply by 10 to make a quantity ten times as large.

Aquantity is how much

We can multiply by 100 to make a quantity one hundred times as large.

Rermermber that zero plays

3682 100 4 561 +10 36 820 + 100=

3 682 * 10 %10 = 4 561 * 1 000 36 820 + 10+ 10

3 682 x 1 000 - 45 610 + 100 - 36 800+1000 =

3 470 3 479 6 750 6 705 67 500 67 050

10 * 100 *1000 10 + 100

b The answer to Banko's calculation is 670.5.

Try some numbers of your own, such as 741.

The answer to a calculation is 3 600.

Use your skill of generalising to make the same answer

* 10 +10 100 -100 x1 000

Now try to make calculations with the answer 12 000.

Counting on and back

-10 Ihave been counting on and back in equal steps

100 110 120 130 140 150

Iused an array to help me count on and back in equal steps.

The answer to a calculation is 3 600.

Use your skill of generalising to make the same answer

10 - 10 * 100 + 100 x1 000

Now try to make calculatlons with the answer 12 000.

Counting on and back

-10 I have been counting on and back in equal steps

100 110 120 130 140 150

I used an array to help me count on and back in equal steps.

The frst nurnber in a counting

It is positioned to the left of zero on the number line.

What are the next two numbers in the count?

Write the first five nurmbers you say in each count.

a Count back in tens from 18

b Count on in fives from 22

c Count back in sevens from 91

d Count on in tenths from -0.4

e Count back in steps of 200 from 462

Count on in steps of 10 000 from 9 999

Look at these numbers.