MY= PALSY > ARE HERE!}© 2002 Times Media Private United © 2003, 2007, 2014 Marshal Cavendish Intemational Singapore) Private Limited {© 2014 Marshal Cavendish Education Pte Utd (armerly known os Mershol Cavendish Internationa (singapore) Private united) Published by Marshall Cavendish education Times Centre, 1 New Industial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 [Email tmesalesamceducation com Website: warwmeeducationcom Fist published 2002 Second edition 2007 Third edition 2014 Reprinted 2015 Alright served. No pat ofthis publication may be reproduced, stored in a retrieval system transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission af the copytight owner, Any requests for permission should be adresse tothe Publisher ‘marshall Cavendish i a trademark of Times Publishing Limited. ‘uy Pals Are Here! Maths Pupits ok 20 (36) ISN 978-981-01-19355 Painted in SingaporeMY, Pupil’s Book ePALSy ARE HERE!) _f Maths 2BPreface My Pals Are Here! Maths (3rd Edition) is a comprehensive, task-based and learner-centred programme designed to provide pupils with a solid foundation in mathematics and opportunities to become efficient problem solvers. My Pals Are Here! Maths (3rd Edition) continues to make learning mathematics fun and rewarding through the use of engaging illustrations, photographs, hands-on activities and games that help reinforce and consolidate learning for pupils of different abilities. For the Teacher: NeW! Introduce concepts through @ Time ‘short tasks that involve the y NEW! use of manipulatives and ‘ther concrete materials in Sep peaane siesend Leam. atthe end of each scenarios pupiss can task, pose thought-provoking relate to in the chapter questions to help develop ‘openers to capture their pupils’ creative and critical interest, provide an thinking skis, engaging introduction to the topics and jump-start learning. Carry out Hands-on Activity Tet {0 promote active and Riese collaborative learning. Where © irscpe ton, aes possible, pupils will complete coat station-based activities in rotating groups fo best utlise cass time. Challenge pupils to solve non-routine questions by applying relevant heuristics cond thinking skils in Put on Your Thinking Cap! Pie |288 For the Parent/Guardian: sno aero mnt ‘Make mathematics come alive by using the tips found in 4 25e to apply mathematical concepts to everyday scenarios in and around the home. —=a—_—_ — chi hina For the Pupil: Perform investigative activities with, Let's Explore! Discover exciting and interesting ways to hove fun learning mathematics with Soe! 9 ct Oem spstonre men Oxi: en ory. _ ‘ ot =e Outen eg © ewteimmrrcre Share your thoughts with @rsontnctrerneneere tam your teachers, create ta oem your own mathematics seomfanenn, questions and become iw ‘aware of your own ‘ae fat ‘mathematical thinking in ~ Moms Sherr! ee a Enjoy learning mathematics with My Pals Are Here! Maths (3rd Edition)!CONTENTS @ Two-Step Word Problems: Addition and Subtraction Lesson 1 Two-Step Word Problems oO Mass Lesson 1 Getting to Know Mass Lesson 2 Measuring in Kilograms Lesson 3 Measuring in Grams Lesson 4 Addition and Subtraction of Masses Lesson 5 Multiplication and Division of Masses @ Money Lesson 1 Counting Dollars and Cents Lesson 2 Changing Cents and Dollars Lesson 3 Comparing Amounts of Money Lesson 4 Word Problems © Two-Dimensional and Three-Dimensional Figures Lesson 1 Shapes and Two-Dimensional Figures Lesson 2 Solids and Three-Dimensional Figures Lesson 3 Making Patterns © Fractions Lesson 1 Understanding Fractions Lesson 2 More Fractions Lesson 3 Comparing and Ordering Fractions Lesson 4 Addition and Subtraction of Like Fractions 46 62 75 81 84 90© Time Lesson 1 Reading and Writing Time Lesson 2 Learning a.m. and p.m. Lesson 3 Time Taken in Hours and Minutes @® Picture Graphs Lesson 1 Reading Picture Graphs with Scales @ Volume Lesson 1 Getting to Know Volume Lesson 2 Measuring in Litres Lesson 3 Addition and Subtraction of Volumes Lesson 4 Multiplication and Division of Volumes 98 103 105 N2 126 130 134 137Two-Step Word Problems: Addition and Subtraction We are going to buy two tickets with a $50 note. _ How much change will we receive? —si2+si2=s24 512 Saturday, 5 July 2014 od aCe) ES er om E Loi Monday to Thursday Friday, Saturday, Sind, Eve of and PI Two-step addition and subtraction word problems can be solved @ Two-Step Word Problems using models.wo-Step Word Problems Solving two-step word problems Take some i. Ask your partner to take 13 more Il than you did. How many cubes do you and your partner have altogether? There are 26 boys and 19 girls in a class. How many children are there in the class? 264+19=45 45-19 =26 There are 45 children in the class. 45-26 =19 The answer is correct. Then, 7 children leave the class. How many children are there in the class now? 45-7=38 38+7=45 There are 38 children in the class now. The answer is correct.Mr Fong has 24 black markers. After buying another 12 red markers, Mr Fong has 14 markers more than Miss Chua. © How many markers does Mr Fong have altogether? | First, find the number of markers Mr Fong has altogether. — 24412 = 36 Mr Fong has 36 markers altogether. ¥. © How many markers does Miss Chua have? 36 vuho/hae more marker) ——___—___________ Who has more ee Mr Fong ———e | MeFong or Miss cu Miss Chua i N\\ ea 4 6 36 -14=22 Miss Chua has 22 markers. Rd Chapter 10 Two-Step Word Problems: Addition and SubtractionWeibang has 88 m of cloth. After using 15 m to make a dress, Weibang has 19 m of cloth less than Carine. How much cloth does Carine have? “First, find the length |. of cloth Weibang ec | has left. = 88-15 =73 Weibang has 73 m of cloth left. 73 19 a —_—— a ? 73 +19 =92 Carine has 92 m of cloth. Lesson 1 Two-Step Word Problems >0 There are 22 boys and 16 girls in Vicky's class. There are 5 more children in Joshua's class than in Vicky's class. © How many children are there in Vicky's class? © How many children are there in Joshua's class? . «| & @Ogs-c There are{ _ children in Vicky's class. Are there more or fewer | _ children in Vicky's class? Vicky @en-@ There are ( children in Joshuo’s class. SP / Chapter 10. Two-Step Word Problems: Addition and Subtraction6 Mr Ng had a 620 m long fence. His fence was 279 m longer than Mr Chng’s fence. What was the total length of fences altogether? | Whose fence was | longer, Mr Ng's : | or Mr Chng's? [foo a 2 Mr Chng - a : = ean -G Mr Chng‘s fence was m long. Mr Chng i C= OGR-a The total length of fences was( > m altogether Lesson Two-Step Word Problems ep‘2 Maths Sharing Use these words and numbers provided to write two addition and two subtraction word problems. 8 Ask your classmates to solve the word problems. ap wv sells stickers) Joe) > stamps Sally inall aa Kevin 468 buys ——€€ Chapter 10 Review Peijuan and Shini have some ribbons. Peijuan’s ribbon is 165 cm long. Her ribbon is 48 cm longer than Shini’s ribbon. What is the total length of ribbon they have altogether? oem There are 56 Mathematics books and 78 English books in a tall bookcase. There are 39 fewer books in a short bookcase. How many books are there in the short bookcase? ES 6 There are 235 boys and 172 girls in a tuition centre. 45 new pupils join the tuition centre. How many pupils does the tuition centre have now? (5) ee’ Chapter 10 Two-Step Word Problems: Addition and Subtraction@ Justin ran 147 m in the morning. He ran another 33 m in the afternoon. Kevin ran 66 m less than Justin on the same day. How far did Kevin run on that day? (©) m © 2th bought 245 red beads and 370 blue beads. She bought 437 more beads than Lea How many beads did Lea buy?) © Kenny had 315 marbles. After winning another 223 marbles in a game, he had 245 marbles more than Sally. How many marbles did Sally have? (~~) @ Susie had 762 game tokens. After losing 537 of them in a game, she had 169 fewer game tokens than Audrey. How many game tokens did Audrey have? () | Workbook B: Maths Journal, page 7 and | Performance Task, page ——€@ut on Your Thinking Cap! William had 5 fewer coloured pencils than Zoe. Zoe had 10 more coloured pencils than Serene. How many more coloured pencils did William have than Serene? | Draw models | to help you \ Chapter 10 Two-Siep Word Problems: Addition and Subtraction \agp,Ingredients: 100 grams of grapes “What do we need to make a fruit salad? ) J L A 100 grams of strawberries 100 grams of Weigh the correct amount pineapple of ingredients and put them into a mixing bowl. 80 grams of yogurt ‘Mix the ingredients well — Place the mixing bow! in the refrigerator for about A hours. ' ye \ Ascale can be used @ Getting to Know Mass to measure and ® Measuring in Kilograms compare masses in © Measuring in Grams kilograms and grams. © Addition and Subtraction of Masses © Multiplication and Division of MassesGetting to Know Mass Comparing two masses Take a packet of flour and a box of blueberries. Which is lighter? The watermelon The papaya is heavier than is the papaya. watermelon rr block of butter =—F— [theegg i ) egg than the butter. The opple is GS(naEWyGS @ 2 the lemon. a ‘Mass is a measure of how heavy an object is. Lesson 1 Getting to Know Mass \ lyOo “A big object may be lighter ) { than a small object. J oe” wa. soft toy metal ball © Which is heavier? The é _ is heavier. © Which is lighter? The ES is lighter @ Is abig object always heavier than a small object? Ge Palle ele Catia Guess which object is heavier in each group. Use a balance to check your answers. i ae box of stapler eraser pencil paper clips Group 1 Group 2 eo sharpener crayonComparing more than two masses Take a packet of milk, a box of cereal and a packet of sweets. Which is the heaviest? The bag of sugar is lighter than the bag of flour. The bag of rice is heavier than the bag of flour. The bag of sugar is the lightest. The bag of rice is the heaviest. Arrange the items from lightest to heaviest. sugar, flour, rice e papaya pear : papaya The durian is [ than the papaya. The pear is Pp than the papaya. The (7) is the lightest. The = is the heaviest. Arrange the fruits from heaviest to lightest. “Workbook 8: Gp a heaviest } pages 1-12 Lesson Getting to Know Mass a> eoeocoLook at a packet of flour. How heavy is the packet of flour? Ts it heavier or lighter than 1 kilograrn? The packet of flour is as heavy as the 1-kilogram mass. The mass of the packet of flour is 1 kilogram. The kilogram is a unit of mass. We write kg for kilogram. We read 1 kg as one kilogram. We use kilograms to measure the mass of heavier objects. rice sugar ( ‘ | The bag of rice is as heavy _ as the bag of sugar. _ How heavy are they? (can you name some objects that are about 1 kg?butter se The mass of the block of butter is less than 1 kg. watermelon The mass of the watermelon is more than | kg. oO Look at the picture. Bag A Bag B Bag C © The mass of Bag) is 1kg. © The mass of Bag CP is less than 1 kg. © The mass of Bag (7) is more than 1kg. f Lesson 2 Measuring in Klograms wajands-on Activity @ Hold a 1-kilogram mass in one hand and a packet of flour in the other hand. @ Guess if the packet of flour is heavier or lighter than 1 kg. Place the packet of flour on the kitchen scale. Read the measurement. Did you guess correctly?Measuring masses of heavier objects Place a sack of rice on a balance. What would you do to find the mass of the sack of rice? Arrange the items from heaviest to lightest. carrots, apples, cabbage 6 roasted turkey The roasted turkey weighs about (kg. Lesson 2 Measuring in Klograms >6 papaya sugar rice tt C kg GBs Arrange the items from heaviest to lightest. heaviest @ Get your classmate to stand on a bathroom scale. Read the measurement. Did you guess correctly? 6 Repeat @ and @ with another classmate. Get your child to guess if the masses of objects around the house weigh 1 kg or PE rrorertess than 1 kg. Allow him/her to use the kitchen scale to find the actual masses. / Chapter 1 Mos BH) crop isMeasuring masses of lighter objects Place an eraser on a balance. What would you do to measure the mass of the eraser? What unit of measurement do you use? These are some items that are lighter than 1 kilogram. 1 pencil The mass of the paper clip The mass of the pencil is about 1 gram. is about Cp grams. The gram is a unit of mass. We write g for gram. We read 1 g as one gram. We use grams to measure the mass of lighter objects. pencil case muffin light bulb ( El 4 ich markin 9 stands for 10 g. | 300g 40g 450g Arrange the items from lightest to heaviest. muffin, pencil case, light bulb Lesson 3 Measuring in Grams a>The mass of the parcel is Gis. @ bottle cookies Arrange the items from lightest to heaviest. lightest / chapter) Ma: Gow cue eiscookies oe tissue box Arrange the items from heaviest to lightest. heaviest 9.) Maths Shai Work in pairs. Which unit (g, kg) would you use for each item? Why? ° ® apple school bag ccd = What is the mass of L four school bag? SY A sd Try out a recipe with your child. Get him/her to measure the mass of the required ingredients using the kitchen scale. Lesion 3 Measuring in Grams wpSolving word problems involving addition and subtraction of masses Is a bag of rice or a bag of flour heavier? How much heavier? Do you add or subtract to find each answer? A grocer has 78 kg of potatoes. He sells 12 kg of potatoes. How many kilograms of potatoes does he have left? 12kg 78 kg 78-12 = 66 He has 66 kg of potatoes left. Draw a model to solve | | the word problem.0 {1 can lift | 2 kilograms. | Ican only lift | 9 kilograms. —————_ Ican lift 10 kilograms | 2kg [ more than Junxiong! eee) eB hes kg Junxiong Beth Nathan © How many kilograms of the weight can Beth lift? © How much less weight can Junxiong lift than Nathan? ° 2kg 10 kg Junxiong | i ? GD OC -ap Beth can lift Ga kg of the weight. 8 2kg ? Junxiong : 9kg GS © Gs - Gp Junxiong can lift Ge kg less than Nathan. Lesson 4 Addition and Subtraction of Masses \@ Mum has 880 g of flour. She uses 320 g on Monday and 140 g on Tuesday. How much flour does she have left at the end of Tuesday? 320g 140g SO ? 4 6 Ga -&] She uses ee g of flour on Monday and Tuesday. 880 g Ss 6 GB - She has Gp g of flour left at the end of Tuesday.Solving word problems involving multiplication and division of masses Take three & What is their total mass altogether? Raj buys 5 boxes of oranges. The mass of each box of oranges is 4 kg. What is the mass of 5 boxes of oranges altogether? 5x4=20 The mass of 5 boxes of oranges is 20 kg altogether. 3 tins of milk powder weigh 24 kg. Each tin has the same mass. What is the mass of each tin of milk powder? 24+3=8 Each tin of milk powder weighs 8 kg Lesson 5 Mulplication and Division of Masses ea0 A sweet weighs 9 g. What is the mass of 3 such sweets? ee OG - EP The mass of 3 such sweets is GS g. @ Peiling buys 35 kg of tomatoes. Each bag of tomatoes weighs 5 kg. How many bags of tomatoes does Peiling buy? Peiling buys () bags of tomatoes. / chapter 1 Mass——E Chapter TI Review. @ © Look at the pictures. Choose lighter or heavier. pineapple pineapple The apple is than the pineapple. The watermelon is than the pineapple. © Arrange the fruits from heaviest to lightest. heaviest watermelon e potatoes beancurd burgers The burgers weigh ( )g. Which is the heaviest? ( Arrange the items from heaviest to lightest. heaviest ooo Chapter 11 Moss \ 78 strawberry The strawberry weighs about g. oO Choose kg or g. : °@ toaster 5S onions canned food 0 30 2 6 The total mass of a mini cupcake and a slice of cheesecake is 80 g. The slice of cheesecake weighs 61 g. What is the mass of the mini cupcake? GB 9g © A chicken weighs 2 kg. A turkey is 5 kg heavier than the chicken. What is the total mass of the chicken and the turkey?(__) kg A teacher puts some green beans equally into 5 bags. The mass of each bag of green bean is 10 g. What is the total mass of the 5 bags of green beans? aS g / chapter 11 Mass 280 / cooper6 A grocer buys 18 kg of sugar. He repacks the sugar equally into some bags. Each bag of sugar weighs 2 kg. How many bags of sugar are there’ f Workbook i Maths Journal, page 37 and i } Performance Task, page 38 : __ Sut on Your Thinking Cap! @ The picture shows some blocks on a scale. Simplify the problems to help you. © Which is heavier, Box A or Box B? i Workboo! © How much heavier? Welk 8: Ft on aMoney © - Thave $200. How much change Money can be shown ~ and counted using @® Counting Dollars and Cents notes and coins, @ Changing Cents and Dollars ~ © Comparing Amounts of Money © Word ProblemsFinding the value of a group of notes and coins Take a and How much money is this? How can we write this amount? Alif has some money. | Count on from the note of the greatest value. | 10, ... 15 dollars, 20, ... 30, ... 35 cents. | | 15 dollars and 35 cents! We can also write this amount as $15.35. The dot in $15.35 separates the dollars = ~~ from the cents. 7 ——.. + @ Lesson 1 Counting Dollars and Cents ea,Muthu paid this amount of money for a bookshelf. Count on from the note of the greatest value. 100, ... 150, ... 160, ... 170, 180, ... 190, ... 195, ... 197, ... 199 dollars! f We write 199 dollars | | as $3199 or $199.00. | Mellin has some money. “ counto on from the coin of the | greatest value. Db @ @ @ @ 2 or an. 50, ... 70, ... 80, ... 90, ... 95 cents! , We write 95, cents | LZ “(Gs 95¢ or $0.95. oO Count the money and write the amounts in two ways. O@@e@ee (SP dollars and (35) cents° eel, HE), ip, S88) (TZ dollars (BP cents sm °@e@e@¢c<«aceoa Ge dollars and C#@) cents $00) Work in pairs. Choose an item in an advertisement. Cut it out and paste it on acard. @ Read the cost of the item. Then, write it in two ways on the other side of the card. 6 Use &@ to show the cost of the item. @ Repeat @ to © with four other items in the advertisement.Changing cents and dollars Take two ® anda How much is the amount in cents? How do we write the amount in dollars? Mrs Lim gives her child 100¢ on Monday. ‘10e=$1.00 @®@ee-@ | So, 2006 = 5200, She gives her child 270¢ on Tuesday. ce 270¢ = 200¢ + 70¢ / * a =$2+70¢ = $2.70 Bala saved $1 on Friday. me + @@OS000080@ He saved $9.65 on Saturday. $1.00 = 100¢ ] @ ®@ So, e. 200¢. $9.65 = $9 + 65¢ = 900¢ + 65¢ = 965¢ aay! Chapter 12 Money <oO Write the amount in dollars. © 610c=s" © 8=S e Write the amount in cents. © %4=0 ¢ © 3905=( ¢ Work in groups of four. 1) Show $1 in different ways using . @ Write $1 in two different ways on your whiteboard. 6 In how many ways can you show $1? @© Repeat @ to @ for $2, $5 and $10 Lesson 2. Changing Cents and Dollars weUsing dollars and cents tables to compare amounts of money Bring out some &. How much do you have? Compare this amount with your classmate’s. Who has more? Compare. Which item costs more? Adress costs $29.50. : A shirt costs $32.20. toy feTe | Ceti $32.20 is more than $29.50. ( Compare the doflars._| $29.50 is less than $32.20. 32 is greater than 29. So, the shirt costs more than the dress. ca hm / Chapter 12 Mor 36 vapter ney@O Compare. Who has less? “ Thave $20.25. | | Thave $20.40. 4 Loe) Coley | Leth First, compare the dollars. pole) TLE | (eT 2% | 0 ) $(7 is more than$(. i They are the same. | $(7 is less than sa. Then, compare the cents. | J | 40 is greater than 25. X\ = \\ N So, (7) has less money than (>. 6 Compare. $(Jis the greatest amount. So, the dress costs the most. $(_ Vis the smallest amount. So, the T-shirt costs the least. Arrange the amounts from smallest to greatest. __ sD sa. smallestSolving word problems involving addition and subtraction of money Acamera costs $299 and a mobile phone costs $198. You have $500. How much do you have left after buying both items? Rani had $27. She spent $19 on a storybook. How much money did Rani have left? $27 - $19 = $8 Rani had $8 left. Candy bought an eraser and a pencil. The eraser cost 50¢. The pencil cost 80¢. How much did she pay altogether? ————— / 100¢ = $1.00 4 50¢ + 80¢ = 130¢ = $1.30 ee She paid $1.30 altogether. / Chapter 12 Mon 38 wapter eyoO Ben has $1. Helen has 70¢. How much money do they have altogether? $= Me 2 Mmem-oxr Ll ie “ s@ip $1 70¢ They have $(— >) altogether. e Maggie has 50¢. Her mother gives her 50¢ more. © How much money does Maggie have altogether? © Maggie spends 35¢. How much money does she have left? oe 50¢ q+: - Se: = Maggie has $(—_> altogether. s1=( De @:- @:-@: Maggie has Gm: left. incon Word Bribie aay, y6 A DVD player costs $168. The DVD player costs $75 less than a camera. A computer costs $300. How much more does the computer cost than the camera? $168 $75 ? ‘S :@--a The camera costs sq. | First, find out how much | | the camera costs. | sm Camera = -:p--@ The computer costs ry | more than the camera. } Chapter 12 Money aorGreer @ In groups of four, set up a toy shop. Bring your own toys. Write how much each toy costs in dollars. @ One of you will be the shopkeeper. The rest will be the customers. 6 Each customer will be given to buy the toy(s) that he/she likes. Each customer can only buy up to two toys. oe The shopkeeper has to give the correct change to the customers. @e Take turns to be the shopkeeper and the customers. Solving word problems involving multiplication and division of money 3 sets of coloured pencils cost $21. How much does 1 set of coloured pencils cost? How much do you need to pay if you buy 5 sets of coloured pencils? Lucy gives $3 to each of her 5 children. How much money does Lucy give her children altogether? 228), | SB), | 38) ! @©@ee@e@ ®@ 5x $3 = $15 Lucy gives her children $15 altogether. Lesson 4 Word Problems wy aTim saved $20 in 4 days. He saved an equal amount each day. How much did Tim save each day? $20+4=$5 Tim saved $5 each day. 6 Lina spends $2 each day. How much does she spend in 8 days altogether? DOs --\ Lina spends $(_) in 8 days altogether. oe 6 movie tickets cost $60. How much does each movie ticket cost? 53 OGD GD Each movie ticket costs $7. / Chopter 12 Money GO) 02 0Work in groups. Each pupil will bring a supermarket advertisement. Create word problems using the advertisements for other groups to solve. Use only the items in the advertisements that are in dollars or cents. Example Yvonne bought a bottle of orange juice and a carton of apple juice. How much did she pay altogether? $1+$2=$3 She paid $3 altogether. ——E Chapter 12 Review oO Write the amounts in dollars. ° 6s ox 3 dollars and 85 cents 4 dollars = = @ Write the amounts in dollars. © %=8— © 705¢=s— 6 Write the amounts in cents. © $045=( © 33.18=( ¢6 Compare. $62.90 $69.00 $62.35 © Which is the smallest amount? $( © Whichis the greatest amount? $( 6 Wayne has 95¢. He has 20¢ more than his sister. How much money do Wayne and his sister have altogether? $1 © Ali bought some books for $16. Each book cost $4. How many books did he buy? Gea @O Raj spends $3 each day. How much does he spend in 7 days? sap f Workbook B: ‘Maths Journal, page 60 and Performance Task, pages 61-62 —_ Sut on Your Thinking Cap), Peter saves $10 in his coin bank. His money is in $2 notes and $1 coins. How many $2 notes and $1 coins does he have in his coin bank? (Hint: There is more than one answer.) ~~ Use iL help you. Hl Chapter 12 Aa wapter 2 Money6% Two-Dimensional and SS Three-Dimensional Figures A basketball is a sphere. Asphere is a solid. Can you find other solids in this picture? @® Shapes and Two-Dimensional Figures @© Solids and Three-Dimensional Figures © Making Patterns Shapes and solids can be identified and classified. They can be combined to make figures. Sy yGetting to know more shapes Take a circular piece of paper. Fold it into quarters. What shape do you have now? How many of these shapes make a circle? These are shapes you know. corer corner 27 corner side circle triangle square rectangle curve ‘straight line straight line straight line 1 Using square grid paper to draw figures Take a piece of square grid paper. Draw a figure on the paper. Share your figure with your partner. Can you draw your partner's figure on your paper? Eugene draws these four shapes on square grid paper. Draw lines to make the shapes. \\ oO Draw these figures on square grid paper. T 1 Ld oa / Chopter 13 Two-Dimensional and Three-Dimensional FiguresGetting to know solids Take a football. What solid is this? Look at these solids and objects. Solids PST eels) (rad cube flat surface «— edge corner HR ¢— corner edge — wy —— flat surface edge flat surface \ corner —+ Lesson 2 Solids and Three-Dimensional Figures \ebyErle «comer Examples of Objects corner , flat surface" \tat surface cylinder flat surface — flat surface | Does a sphere have any | 2, flat surfaces, edges | 7 or comers? | @ Which of these objects are cubes? A Se! Chapter 13 Two-Dimensional and Three-Dimensional Figures@ which of these objects have only flat surfaces? (TI) nS /[ crayon straw ae tissue box marble Palit eee Chi Station 1 Work in pairs. A bag contains five solids — a cube, a cuboid, a cone, a cylinder and a sphere. @ Take turns to feel one of the solids without looking into the bag. @ Describe the solid to your partner. 6 Your partner will guess what the solid is. | Trhas no flat surfaces | | and no corners. ! Isa sphere! | oe Show the solid to your partner to check the answer. Lesson 2. Solids and Three-Dimensional Figures \Station 2 Work in pairs. Use &. @ Look at each solid. Which solids can roll? @ Pick two solids. Describe the two solids to your partner. Example @ 4 Difference: A sphere has no corners. A cone has one corner. & sg Similarity: A cuboid and a cube have flat surfaces. 6 Sort the solids in different ways. Tell the rest of the class how the solids are sorted. Example | Bothasphere | | Acone, acuboid | _/ andacylinder | anda cube have | /~| have no corners. |_| comers. oe) Chapter 13 Two-Dimensional and Three-Dimensional FiguresWork in pairs. Look around your school. Find two objects that have these solids. © cwbel © cuboid © cylinder © sphere Share your findings with your class. @ cone) Example eS tissue box The tissue box is a cuboid. Building figures with solids Take a cuboid and a cube. Form a figure using these two solids. —— a | Ican make the letter ‘L’ using a cuboid and a cube. Lesson 2 Solids and Three-Dimensional Figures >‘Tcan also make a ro rocket | . using a cone and a acone anda 1 cylinder. [ Tcan make a tower using f | acone and a cuboid. Ican also make a castle “— using 2 cylinders, 2 cones, \ a sphere and a cuboid. hh ae) ceo 9 wo Sere snt 2 Sno6 Name the solids that make up the figures. ° Work in pairs. @ Take turns to build a figure using &. Example @ Name the solids in the figure.Making patterns with shapes Make a pattern using squares of different colours. Can you explain what the pattern is? “Icon make a pattern using | ~—. circles of different sizes. This is repeated in | the pattern. Na "Ican make a pattern | — using different shapes. Aa@nAaO@EAa® on! Chapter 13 Two-Dimensional and Three-Dimensional Figures| Ican make a pattern using . * h ; triangles of different colours. t AAA AAAAAAA Ican make a pattern by “| turning the shape like this. POD EOS FO 7 >was G. ren 0 Study each pattern. What comes next? 9000080888: There is a change in(__) in this pattern. ° see Bee? ew There is a change in ( in this pattern. Laon’ nates >,Making patterns with shapes that change in more than one way Make a pattern using shapes of different sizes and colours. Can you explain the pattern? There isachange —— in size and colour. @>@ 00<0 “This pattern is made ) with two shapes! ) 4 By f tt isalso made by ‘ _ turning the triangles. | e Study the pattern. What comes next? n@.n@.n@.; W@W oe) Chapter 13 Two-Dimensional and Three-Dimensional FiguresWork in pairs. Use scissors, crayons, glue, string, three strips of paper, a clothes hanger and shape cut-outs. @ Trace these cut-outs onto a piece of paper. ov ollac @ Colour and cut out the shapes. 86 Arrange the cut-outs to make three different patterns. e Glue the patterns onto the strips of paper. @e Tie the three strips of paper to the clothes hanger. Now, you have your own pattern mobile! ins Share and explain your patterns to the class. Lesson 3 Making Patterns By aMaking patterns with solids Make a pattern using cones with different colours. Can you explain what the pattern is? Tan make a pattern using cuboids of different sizes. | | | This is repeated { in the pattern. | Ican make a pattern using different solids. 66 | Chapter 13 Two-Dimensional ond Three-Dimensional FiguresIcan make a pattern using cylinders of different colours. Ican make a pattern by turning the solid like this. i Ca 6 Study each pattern. What comes next? 9G osGGsGGe. @O@s) © pQIeQIeQ Ie, Swi) Lesson 3 Making Patterns \ 67, yMaking patterns with solids that change in more than one way Make a pattern using solids of different sizes and colours. What is the pattern? Look at these patterns. There is a change in the size and colour of the cubes. | This pattern i is made with | || tis also made by two different solids. | turning the cuboids. FZ @O stucy the pattern. What comes next? isGisGisGis. Ooo 68 / Chapter 13 Two-Dimensional and Three-Dimensional FiguresWork in groups of four. Your teacher will give each group these solids. ob & . oe @ Use the above solids to make a pattern. @ Invite other groups to guess the next solid. ——E Chapter 13 Review @ This is a quarter circle. Which is a straight line? Which is a curve? Chapter 13. Two-Dimensional and Three-Dimensional Figures \Weay,@ Look at the figure. Tt is made up of different shapes. How many different shapes can you find?) e Draw these figures on dot grid paper. ee Chapter 13 Two-Dimensional and Three-Dimensional Figures6 Name the solids that make up this figure. co @ Study each pattern. What comes next? a ealacslacaba: olaldl Barada. Ne ‘Maths Journal, page 95 and Performance Task, page 96 4 Chapter 13 Two-Dimensional and Three-Dimensional Figures Ne——¢@put on Your Thinking Cap! This is a tangram. Tt is a square made up of seven pieces. Put this tangram on a sheet of paper. Cut along the lines like this: aa Xe Now, mix up the pieces. wd, Put them back into the original shape of a square. Rd Chapter 13 Two-Dimensional and Three-Dimensional FiguresNow, use the tangram to form these figures. aN we \> wv A wa 4 24 OW,Fractions | fof my paper | | iscoloured. > -, I coloured ; | of my paper too. @ Understanding Fractions © More Fractions : © Comparing and Ordering Fractions © Addition and Subtraction of Like FractionsUsing fractions to describe equal parts of a whole Take a square piece of coloured paper. How can you divide it so that the 2 parts have the same size? Can you divide the square into 2 equal parts in another way? This is a pie. Ttis Jake cuts the pie into 2 equal parts. Each part is a half circle. We write it as 4. tis 1 out of 2 equal parts. Jake cuts the pie further into 4 equal parts. Each part is a quarter circle. We write it as + t is 1 out of 4 equal parts. and + are examples of fractions. A whole describes an entire figure. It is equal to 1. Lesson Understanding Fractions ep,r y 1 > numerator (ave the paris equal? $ | ere ~ denominator do V The numerator shows the number of f equal parts of the whole that are shaded. The denominator shows the number of equal parts the whole is divided into. Use three rectangular pieces of paper that have the same size. @ Fold each rectangle into © 2equalpars. @ 3equalpars. © 4 equalparts. For each rectangle, shade 1 of the equal parts. What fraction of the whole is each equal part? 9. Maths Sharing Work in groups. Think of examples of fractions used in real life. Share them with the class. Example Late 2 parts out of 8 equal parts of a chocolate bar. Tate z of the chocolate bar. ) Chay ‘14 Fractions 16 evenNaming the parts of a whole Take a circular piece of coloured paper. Fold it in half. Then, fold it in half again. What fraction is 1 part of the circle? The pizza shows one whole. Ben cuts the pizza into 2 equal parts. 2 halves make 1 whole. 1 whole = 4 Ben cuts the pizza into 4 equal parts. 4 quarter circles make 1 whole. 1 whole = + He eats 3 parts out of 4 equal parts. He eats 3 of the whole pizza. He has + of the pizza left.The circle shows one whole. © The circle can be divided into 2 equal parts. 1 part out of the 2 equal parts is shaded. zat the circle is shaded. - of the circle is not shaded. ©® The circle can be divided into 4 equal parts. 1 part out of the 4 equal parts is shaded. zat the circle is shaded. - of the circle is not shaded. © The circle can be divided into 3 equal parts. 1 part out of the 3 equal parts is shaded. fof the circle is shaded of the circle is not shaded. © The circle can be divided into 8 equal parts 5 parts out of the 8 equal parts are shaded. 3 of the circle is shaded. 2 of the circle is not shaded. 78 / Chapter 14 Fractions <oO What fraction of each figure is shaded? oO () parts out of the () equal parts are shaded. 6 of the figure is shaded. oO (™) parts out of the (™ equal parts are shaded. é of the figure is shaded. 8 What fraction of each figure is not shaded? 0 (parts out of the ep equal parts are not shaded. L of the figure is not shaded. © (™) parts out of the Ge equal parts are not shaded. f& of the figure is not shaded. Lesson 1 Understanding Fractions \Fraction Lele LiCl) Read As & 1 one whole Q® 4 one-seventh q) + one-half &) t one-eighth ® BE one-third Q® a ‘one-ninth 3 9 oa 1 | one-quarter & + | one-tenth 4 10 ® $ one-fifth ®& 7 one-eleventh a one-sixth a one-twelfth 6 12 X PE Encourage your child to write the fractional parts, based on the table above aor! Chapter 14. FractionsMaking a whole 3 How can you show 3 using @ This circle shows a whole with 2 equal parts. 1 part is red and 1 part is yellow. tof the circle is red. tof the circle is yellow. Fand + make 1 whole. 1 whole is the same as +. @O The circle shows one whole divided into equal parts. ae © Now, complete the sentence. @ | | ( and ( make 1 whole. Lesson 2. More Fractions a> yExpressing fractions in terms of unit fractions Take a rectangular piece of coloured paper. Fold it in half. How many halves are there in the whole? The circle shows a whole with 3 equal parts. Each partis 1 out of 3 equal parts J of the circle is yellow. = is read as two-thirds. d 3 of the circle is white. WIN wl o|ro cfr and zt make 1 whole. @ Express the shaded parts of each figure in terms of unit fractions. om) oma TT) “0-6-6-6 «-8:0 6 and ( make 1 whole. 2 and E- make 1 whole. als wa ay) Chapter 14 Fractionsuse @). @ You will be given a part of a ®. @ Find friends to make a whole with your @. 6 Use ® to divide the circle into equal parts. Write a sentence for the number of parts that equal 1 whole. oe Colour a few parts. Write two sentences to describe the coloured parts in fractions. Practice 2, } pages 107-108 Lesson 2 More Fractions yComparing fractions 1 1 Take ® for Tz and > Compare the fractions. Which fraction is greater? David eats + of a sandwich. Sam eats t of a similar sandwich. Who eats more? David 1, 1 7s greater than r David eats more. @o John eats + of a fruit bar. liza eats 4 of a similar fruit bar. Who eats less? - is Ee than + (—™ eats less. any) Chapter 14. FractionsComparing and ordering fractions 1] 1 Take ® for Ta and e Compare the fractions. Which fraction is the smallest? Arrange the fractions from smallest to greatest. There are three paper strips of the same size. Jamal colours + of the first paper strip. Sally colours 4 of the second paper strip. Edwina colours + of the third paper strip. Who colours the most? Who colours the least? | Jamal colours more than Sally. Sally colours more than Edwina. 14, 1 | y's greater than ro | ; is smaller than and | So, Edwina colours less | than Sally and Jamal. Jamal colours the most. Edwina colours the least. Lesson 3. Comparing and Ordering Fractions epClaire, Peiling and Rani each have a piece of paper of the same size. Each girl divides her paper into eight equal parts. Claire colours 3 of her paper. Peiling colours 2 of her paper. Rani colours 8 of her paper. Who colours the most? Who colours the least? 3 8 5 So, Peiling colours more than Claire. 8 a 4 | § 8 So, Rani colours more than Peiling. \ \\ Rani 3) B all | 3's smaller than = and 5. Rani colours the most. Claire colours the least. / Chopter 14 Fractions omShade the parts to show the fractions. #_T TT 4 Artange the fractions from smallest to greatest. smallest ol ni= Shade the parts to show the fractions. | ale ols ain Arrange the fractions from greatest to smallest. 866 greatest Lesson 3 Comparing and Ordering Fractions \“ary,Station 1 Which fraction is smaller? Use ® to find out. Circle your answer. 1 1 1 1 ] 1 1 1 O7s O77, Or OTS Example o& i 3 From your answers, what do you notice? Station 2 Which fraction is greater? Use ® to find out. Circle your answer. 6 oS 4 2 9 8 5 gy 10 O57 OFA © 5% 2" 2 From your answers, what do you notice? » ‘ A y hy ! choy 14 Fractions 807 / ce