Cambridge Primary ace } Second Edition tel tla) Book 2 | [cua or oS 4 1 A x ea - (a ¢ | l yes |“The Cambridge Primary Mathematics series consists of a Leamer’s Book, Boost eBook, Workbook and Teacher's Guide with Boost Subscription for each Cambridge Primary stage. Learner's Books Boost eBook Workbook Teacher's Guide with Boost Subscription Stage 1 ae) 9781393300903 9781398300934 9781398301153 9781398300781 Ste? 9781393300941 9781398300972 «9781398301177 9781398300798 (ages 6-7) Roe 9781398300989 9781398301016 «9781398301184 9781398300804 (ages 7-8) on 9781398301023 9781398301054 «9781398301207 9781398300811 (ages 8-9) Stove 5 9781398301061 9781398301092 «9781398301221 9781398300828 (ages 9-10) Stage 6 Re foany 9781393301108 9781398301139 s7et398301245 9781396300835 * Age ranges are for guidance only ‘To explore the entire serie, vsit www.hoddereducation.com/cambridgeprimary-maths The audio files are FREE to dawnload from: www.hoddereducation.com/cambridgeextras feoeayacts Crea oa Pea Re aT Nest oe Activity box 1 What numbers can you see? 2 How many odd numbers are there? 3. What is the biggest number you can see? 4 How many football boots can you see? 5 David scored 2 goals. Zara scored 4 more than David. How many goals did Zara score? 6 Half a match was 10 minutes long. How long was the whole game?cuse _. : Cambridge Primary tion / e Ue ar erate itary . Second Edition f a Rola Moony 28 Josh Lury Sores oes elle Mike Askew Book 2 / Steph King f atts, (HODDER Boost ST PUEATON‘cambyidge Intemational copylght materia inthis publications eproduced under icence and ‘emoins the nlectual propery of cambridge Assessment Internationa Eaton. “Thi party webstes and rescues referred ton ths publication have nt been endorsed by Cambridge Assessment Interotionl Eacaton Registered Cambridge Intretinal Schools benef fam bigh- quality programmes, assessments ‘anda wide onge of supports that teachers can effectively delverCombsdge rma. Vist ww combsdgeinemat oral orgprimary to ind at more The ou fles are fie to dounload at ww hodeereducationcomicambridgeestias. 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Telephone td (0)1238 827827, Ema education@hacrettecouk Lines ae open fam Sam. t95 pm, Monday to Fay You can alo order ough our webste: ‘wanwhoderedveaton com 10K 978 1 3983 00941 (© Catherine Casey, Steph Ki, Josh Lury 2021 Fist published in 2017 Thseton published in 2021 by Heder Eduection, ‘An Hochette Uk Company Carmelite House 50 Victoria Embankment London Eca¥ 002 whoddteducaton om Impression umber 109.87 65.43.21 Year 2025 2024 2023 2022 2021 [Allright reserved, Apart rom ony we permitted under UK copyight ow, no pat ofthis publication may be reproduced of wansmitted in any form or by any mean, eectonic or ‘echaneal, including photocopying and recording, or held within any Information storage {nd retrieval sytem, uithou: permission n wing fom the publisher or under ence Irom ‘the Copyright icensing Ageney Limited. Futter deta of such heences oe eprostephie ‘epraduclon] may be obtored frm the Copyright Licensing Agency Lined, we. cOuk ‘Cover ilystration by Usa Hur, The Bight Agency Thatrtion by Jomes Hearn, Naale and Tamsin Hinichsen, Val Myburgh Ven Oeofsen “Typeset in FS Albert 17/19 10 Publishing CC Printed in aly ‘catalogue record or his tite is available frm the British brary Mix Pape trom rweponie sources ESS Fsc- c1ca7ao 7How to use this book Term 1 Unit 1 Numbers to 100 Unit 2 Addition and subtraction Unit 3. Shapes, direction and movement Unit 4 Statistical methods and chance Unit 5 Multiplication and division Unit 6 Time and measurement Term 1 Review Term 2 Unit 7 Addition and subtraction Unit 8 Money Unit 9 Number patterns and place value Unit 10 Time and measurement Unit 11 Shapes, direction and movement Unit 12 Fractions Term 2 Review Term 3 Unit 13 Statistical methods and chance Unit 14 Number patterns and place value Unit 15 Addition and subtraction Unit 16 Multiplication and division Unit 17 Fractions Unit 18 Time and measurement Term 3 Review Mathematical dictionary ; es Thinking and Working Mathematically (TWM) skills vocabulary 0° 78%OHow to use this book This book will help you to learn about mathematics. Explore the picture smn This icon shows or problem. . ; you that the ‘What do you see? activity links with What can you find? other subjects in your school Understand new curriculum. Maths words. The Mathematical dictionary at the back of the book can help you. Leon new Tew hanes olay mathematics skills rreens Sopa with your teacher. Mad ee Look at the pictures —$ to help you. a _,__ The shaded questions show you what you need to do. Remember to write any answers in your notebook, not in this textbook.Do the Practise activities to learn more. Work like a mathematician. Try this activities make you think carefully about. mathematics. For Let’s talk activities, talk about your ideas. Do each Quiz to find out how much you have learnt. Eplankow you nowt mang abe > Gums ow many ese ain joc Cotto This star shows you the activities Sesion TT that require you to Think and Work a Mathematically. This icon shows you that audio material is available. Listen and you will learn.Numbers to 100 Reading and writing numbers to 20 Look at the picture of a night sky. Can you see different groups of stars? Say how many stars are in each group. Count them to check. Are there different ways to count each group? Do you need to count one by one? One ten frame is full. count The other ten frame has 9 counters. twenty | ee e e@ e estimate is 10 and 9 more. Now take 18 counters. Show the different ways you can make 18 on 2 ten frames.Unit 1 Numbers to 100 Practise b (3) G3) c 2 a Find the matching pairs. (20) (12) 7) @) 7) b Which card does not match? 3 How many cubes are there? Estimate. Then coun’ Copy the table and write your answers. 4 Make these numbers on ten frames. Draw each pattern you make. 14) (twelve | (seventeen) | four_| (fourteen } | eleven [twenty } seven } t to check. Lestimated ... I counted ... Draw a space picture. Show groups of stars that add up to 20. Then add some other space objects. Challenge a partner to estimate how many stars there are in each group in your space picture. (Then count the groups of stars together aloud.Unit 1 Numbers to 100 Reading and writing numbers to 100 exa—_—_______.. Maths words Look at the hundred (100) number grid. 1}2/,3/4|5/6/}7|8]9 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 51 | 52 | 53 | 54| 55 | 56 | 57 | 58 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 50 | Which numbers do you know? 60 | Can you see any 70 | number patterns? alulr|win o\olo/o So 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 80 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 90 [91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 100 Point to and say each numeral on the number track. Find the matching words. 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 | 100 (hundred Now practise counting from 21 to 29. 21| 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 Twenty-one, twenty-two ... How do I go on?dreary 1 Say each number aloud. 1 Numbers to 100 31 32 | 33 | 34 | 35 36 | 37 | 38 | 39 | 40 2. Write the missing numbers in words and numerals. alfa | | 43 [44 | 45 a7 [sy] b 4 51 [sz] Esai o 3 Which numbers are wrong? 7 48, 49 se | [58 | 59 61 62 | 63 | 65 | 64 66 | 67 | 68 | 69 | 70 71 ARE |e 7S) 76 | 77 | 78 | 79 | 80 81 82 | 83 | 84 | 85 86 | 87 | 88 | 98 | 90 91 92 | 93 | 94 | 95 97 | 89 | 99 4) x5 Use 2 of the cards below to make a number. How many different numbers can you make? I made thirteen. (3 Lo} 7) I made seventy-three. Anumeral is a figure or symbol that. t stands for a number. q ) You need a large 100 grid and counters. Play with a partner. Take turns to cover 5 numbers on the 100 grid. Write the hidden numbers in words and as numerals. Score a point for each correct word or numeral.Unit 1 Numbers to 100 Estimating and counting to 100 David and Zara are counting to 100. . F 7 3 7 I see a pattern in the Thirty-eight, thirty-nine, thirty-ten, ... numbers. This helps Iam lost! Please help me. me to count correctly. @ The paperclips fell out of the box. Discuss the children’s estimates. Then count to check. Ican see alot | Is it nearly 100? - more than 10. ” Haas WRIK 1 Use a 100 grid to practise these counting patterns. a Start on 1.Count up to 50. 6 Start on 63. Count up to 83. c Start on 25. Count up to 45. d Start on 100. Count back to 1. aKUnit 1 Numbers to 100 Practise (continued) 52. Estimate, Then count to check. Make your own number grid. Invent a different pattern for placing the numbers. Challenge your classmates to count on your number grid. Work in a group. Use 100 cubes or counters. Place some of the cubes or counters in a circle. All group members must estimate how many there are. Then count together to check.Unit 1 Numbers to 100 ‘1 Make these numbers on ten frames. a Seven b Twelve ‘¢ Seventeen 2 a Write the missing numbers. 1 2 3 4 5 41:) 12) 13:| 14 | 15 21 | 22 | 23 | 24 | 25 | 26 31 32) 33: | 34 | 3536 | 37 4 43) 44) 45 46) 47 51 52 53 | 54) 55 56 57 61 62 63 64) 65 66 67 71:| 72) 73) 74 | 75 | 76 | 77 | 78 81 | 82 83 84 | 85 | 86 | 87 | 88 94) 95 | 96 99 92 91 98 93 97 b Explain how you know what the missing numbers are. 3. Estimate how many people are in your class. Count to check. 4 a Estimate how many books are on a shelf. Count to check. b Estimate how many pencils are in the class. Count to check.The relationship between addition and subtraction Wien L PA aie Ud , 2 friends join you in the line to buy lemonade. How many children are in the line now? When the first 3 children have paid for their lemonade, how many are left in the line? What do you notice? In the Explore box above: 5 + 3 = 8and8-3=5. +3 children @leleieie(sieial | | 0 1 2) 3 4 5 6 7 8 9 10 =3 children @\@\@|O\|OTs| His 0 1 2 ay 4 5 6 7 8 9 10 When we add 3 and then subtract 3, we go back to the start. Addition and subtraction are inverse operations because one operation undoes the other.1 Give the addition and subtraction sentences to match each pair of number lines. ele) | | 012345678910 p @1@1@/8/@/0/@/%| 4) | 01234567 8 910 ©/0|0/0/0/0/e\e\ 0! 012345678910 2 Copy these inverse addition and subtraction wheels. Look at the example and then complete them. Write the matching addition and subtraction sentences. add 3 a aad( ) > aia Sed) aN ~ ye a G) @MQO subvet’3 —subweet) beet subtoe(_) O-O ees Teo JL 0-0 O-O What could the missing numbers be in this set of related facts? CL | OO OO Share your ideas with the group. Have you all picked the same numbers? Why?Unit 2 Addition and subtraction Addition and subtraction facts for 10 Maths words Look at the children’s total \ amount number cards! complement What are the missing numbers? 2+( js10 [J +6=10 10=2+[ 1o-{ \+6 What other totals of 10 can you make? We can use the addition number facts for 10 to find the subtraction facts. eeeee ejejeee elelejeie|°**""° elejeleie°-*-° When we take away 4 from 10, it leaves 6. The number line shows that we subtracted the same amount that we added. 6+4=10 @101\0101'010'8\'0/'0/e o 1 2 3 4 5 6 7 8 9 10 10-4=6| Write the addition and subtraction facts. o $esss += 10 » SO-C-O < SSO» « SEBIO-O-O 2 Look at the hands. Te an addition and puuaetion fact, we we by 8+2=10 {. }=10 { }+10 10-2=8 et) ie 3 Here are 2 number facts for the flowers. 29 , 2+8=10and10-8=2 Write 2 number facts for each row of flowers. “EE SS ee ee es ‘ES eS ese 2s ES Ss 28 eeesoo We say that two numbers that total 10 are complements of 10. How many complements of 10 can you remember? 2 Addition and subtraction Show a friend how you answered these questions using number facts for 10. a Annay has 10 stickers and gives away 3. How many does he have left? © There are 10 cars in the car park and 8 drive away. How many are left? c Viti has 10 cents. She spends 5 cents. How many cents does she have left? Pairs that total 20 Zara and Annay want to put 20 pencils in a pot. Which 2 packs of pencils can they put together to make 20? Which other pairs of pencils make 20? Can they fill 5 pots?Unit 2 Addition and subtraction We can use what we know about complements of 10 to help us find complements of 20. Look at the examples. & What do you notice? What is the same? What is different? 20 is 10 more than 10. 16 is 10 more than 6. What number is 10 more than 4? Can you use this to make another complement of 20? 1 Find the missing numbers to complete the complements of 20. eo oo Oo Ow YOO OC BO ® 2 a Complete the number sentences. 12+( J=20 34( J=20 [ |+6-20 2+{ |=20 13+{ |-20 [ \+16=20 b What patterns do you notice? =. What should you look for when finding complements of 20? Make up some rules that will help others.ion and subtraction Addition and subtraction with numbers to 20 ex Maths words Zara and Jack play a game. part-part-whole model They number 20 stones from 1 to 20. regroup Zara always adds the two numbers that she turns over. Jack always subtracts the smaller number that he turns over from the larger number. Who will make a number more than 10? Who will make a number less than 15? What numbers did the children make? What other numbers could they make on their next turn? Play the game with a partner. On her first turn, Zara adds 9 and 4. She uses a number line to help her. +1 +3 OT 2 3 (GF SCE Sage apo tele oa ee) She adds 1 and then she adds 3. Why do you think she does this? The part-part-whole model also shows Zara’s addition: Zara makes a 10. She can regroup Co: (1) f (3) =13 (break up) the 4 into 1 +3 because she knows that 9 and 1 is a complement of 10. 10and subtraction 1 Complete these additions. Draw number lines or part-part-whole models to help you. a M44=[ | b 12442[ | ¢ 8+7=(_ | 49+10=( | 2 Complete the additions. How will you regroup the red sticks of cubes to help you make a 10? a b cw n | , | | | , | 3 a Abag of stones is 6 kg heavier than a 13kg bag of sand. What is the mass of the bag of stones? b Acrayon is 5cm shorter than a pencil. The crayon is 8cm long. How long is the pencil? Oh look, 7 + 6 is a bit more than 6 + 6. We say that 7 + 6 is a near double. Can you spot any other near doubles in the questions? X Which additions have totals greater than 15? Do not calculate. (8+5 }(13+1)( 948 |[16+4)| 5+6 |(3+13](6+10] Explain to a partner how you know. 20Unit 2 Ad Jack subtracts 6 from 14. He uses a number line to help him. =2 -4 jt te i = | 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 He subtracts 4. Then he subtracts 2. Why do you think he does this? 1 Complete these subtractions. Draw number lines or part-part-whole models to help you. a 2-72( | b 15-6= =7 Annay has $17. Maris has $16. Annay spends $4 on a book and then $8 on a ball. Maris spends $12 on a game. Who has more money left? How much more? Jack continues to play the 1 to 20 stones game from Explore on page 19. He says he must always regroup (break up) the smaller number to help him subtract it from the larger number. Do you agree? Can you think of other methods you could use? Give some examples.Adding small numbers Zara and David want to buy some balloons. Which balloons can the children buy? Can they buy 2 balloons each? Can they buy 3 each? How will you add the numbers to check? I want my balloons to have a total of more than 15 but less than 20. When we add small numbers, it helps to look for pairs that total 10 first. 2 total 10. 10 and 6 total 16,s08+2+6=16 I want my balloons to have a total of less than 15. Can you see a pair that totals 10 in this example? Remember that we can add in any order. +44 10 Can you also see a double?1 Complete these additions. Draw number lines or part-part-whole models to help you. Vm + ST + a+ we a + a Make an estimate first. Will the total RS + Sy + be greater than 10 (i + (iii + Seach time? Will it Use ten frames and counters to add these. First find a pair that totals 10. a 4+6+72| | © B+149=| | be less than 20? How do you know? b 34+34+7= Maris has some ribbon: 7 metres of red, 8 metres of blue and 3 metres of yellow. How many metres of ribbon does she have in total? Rewrite these additions to show the order you will add them. 34+4+6= Sometimes you will not find a pair of numbers that total 10 straight away. What can you do to help you complete these additions? 34443 74+2+1 34+2+5 6+8+6 Share your ideas with a partner. Can you make up some other examples that you might add in a similar way?Nand subtraction Adding multiples of 10 Annay is exploring patterns. He makes rows of circles and triangles. How many circles do I use in each pattern? How many triangles? How many shapes altogether? What other patterns can you make with the rows? Talk about the number of circles and triangles each time. There are 10 shapes in each row of Annay’s patterns. We can count the rows in tens. Anumber that can be counted in tens is called a multiple of 10. There are 10 rows of ten in each pattern. 10 tens is equal to 100. Look at the diagrams below. They show other number facts to 10 to help you add multiples of 10. BEBE + (0) - Se 4ones + 3ones= 7ones 4tens +3tens = What is the same about these additions? What is different? 4tensisequalto 40. 3 tens is equal to 30. 7tensisequalto70. So, 40 + 30= 70. PAComplete the matching number sentences each time. 1 Here are some more of Annay’s patterns. tens + O) tens = C) tens +, \=100 tens + C) tens = C) tens +{ |=100 + tens + [tens = C) tens + )=100 (} ones + C) ones = C) ones So, O) tens + C) tens = C) tens and OC) + C) = CO) eo ones + C) ones = C) ones So, C) tens + (tens = C) tens and OX) + C) 5 O)Unit 2 Addition and subtraction Practise (continued) C) ones + OC) ones = C) ones So,{ | tens + C) tens = O) tens and (+ ()- C) 3 Complete these additions. | a 30+40=( |b 204702 | © S04{ | =60 | 40+30=( | 70+20- | 1o+{ |=60 50+30-| | 70+30-| | [| }+80-70 4 A farmer planted 70 seeds. 20 seeds grew into plants. How many seeds did not grow? Sort these calculations into sets by their totals. | 20+60 | 90+10 }) 40+60 || 10+80 | 50+40 | 20+80 | Total is 90Addition and subtraction Complete these number sentences: a 4+7=11s0(_ J-(_ J=4 b5+6=1s0( ]-6-(_ } c 8+3=1150( ]-(_ J-(_} 2 Write the addition and subtraction facts for each of these. GQ) © @) © GQ) @ 3 True or false? a 12+8=20 b 14+5=20 c 7+12=20 d 8+12=20 4 Complete these additions and subtractions. =a; 211 There are 14 goats on the mountain. Five more goats arrive. How many goats are on the mountain now? Complete each number sentence. a 345=8,5030+50-(_ | b 443=7,3040+{ ]=70 c 5+5=10,so(_ J+(__}=100 d8+2=10,s0( ]+(_ = 100Shapes, direction and movement le) let @ Maths words corner curved side face Look at the pictures that the children are holding. They show different shapes! Name the 2D shapes that you can see. Name the 3D shapes that you can see.This table shows the features of 2D shapes. Unit 3 Shapes, direction and movement Object Name of shape Description/features © Circle | O corners 1 curved side Triangle 3 corners 3 sides Square 4 square corners 4 sides of equal length Rectangle 4 square corners 4 sides Opposite sides of equal length Hexagon 6 corners 6 sides This table shows the features of 3D shapes. Object / Name of shape Cone Cuboid Description/features 1 circle face, 1 curved surface 8 corners, 6 faces, 12 edges o v Sphere 1 curved surface L H Cylinder 2 circle faces, 1 curved surfaceUnit 3 Shapes, direction and movement Circles are all around us. A circle has a centre point. The distance from the centre to any point on the curved side is always the same. The table below shows one way to sort these shapes. cosaumleee@ Shapes that have 4 corners |Shapes that do not have 4 corners emf «2.@00 ‘| Which shapes are circles? a b c d @O'e 09 @Unit 3 Shape: Practise (continued) 2 Complete a table like this. Shape Number |Number Number of edges of corners |of faces Cylinder i 0 3 2 Cuboid fl Triangular- based prism Triangular- based pyramid 3 Write two = features of each shape. (ibe) b . ae = comers 4 sides 4 What 2D shapes are the faces of these 3D shapes? woot Some 3D shapes have different face shapes.n and movement Practise (c tinued) 5 Sort each set of shapes into 2 groups. Explain your groups. ‘On@OOzZ0 (bicyclewheel) (textbook) (cartyre] [clock } [window | (button | ‘#408 .806 square based (phere cube cone cuboid } [cylinder pyrami c \ © gee 3 Js. (cardboard box) (ball of string } (box of tissues) (golf ball) (traffic cone) { football) 6 This shape has This shape has straight sides. straight sides. It has 3 corners. It has 4 corners. a What is the same about the shapes? b What is different about the shapes? > ___© > Jack and Maris are playing draughts. Look at the shapes How many around you. How many squares can circles can you find? you see? Explain the features of a circle to a partner. _)direction and movement Jack and Annay are decorating bags. They have printed patterns. How are the patterns different to each other? Maths words Patterns and sequences are made from shapes pattern or numbers repeating. sequence What shape is next? What is the pattern that is repeated? What shape is next? What is the pattern that is repeated?What 2D shapes can you see? What 3D shapes can you see? R This picture shows a jungle model that Elok made! What 3D shapes can you see? What 2D shapes “a can you see? wgNand movement Draw the next shape in each sequence for questions 1 and 2. GOGO OOLOOn _ ©@@ACCA 2: @@ne0en }§= len hosmlems 3 What shapes do you see in the picture? 1a Use modelling clay to make 3D shapes. Can you make an animal from your shapes? enh 7S eT What is the pattern?irection and movement a Which 2D shapes is the robot made of? b How many sides does each shape have? How many corners does each shape have? 2 a Write the name of each shape, Aand B. How many faces does each shape have? How many edges does each shape have? How many corners does each shape have? / 4 Sort these shapes in 2 different ways. Ema®eo.Ocus@ 4 Copy the pattern and draw the next shape each time. "@001A00 0.) "e@@e@oe ) ange wStatistical methods and chance Maths words Tally chart Fishing tH = a , I BD inthe sea HIE What is the most popular activity? Flying akite ||| Which activity do you like best? Look at the tally chart. Have you used one? Reading ||Unit 4 Statistical methods and chance Zara asked her friends what their favourite colour is. She made a tally. The picture shows you how she did this. _ ee Whatiayowtvoureecaer?|| Record or keep track of Blue each person as a line. Remember that the fifth line goes across the first four lines, IH AT II Zara used the information or data to draw a block graph and a pictogram. A block graph to show children’s A pictogram to show children’s favourite colours favourite colours 10 9 8 Blue $s 7 6 6 Red 3s 3 4 E | Orange 2 2 : a cm |9OOe Blue Red Orange Green Favourite colours Key: 2 = 1 person What is different about the block graph and the pictogram?David asked his friends what their favourite fruit is. Fruit |Numberof | 1 Write the totals. [children 2 Use your results to draw a block graph. 3 Answer these questions about the block graph. a How many children like mangoes? b How many children like oranges? c Which is the most popular fruit? d Which is the least popular fruit? e How many more children like oranges than mangoes? f How many children did David ask? Ask your friends what their favourite fruit is. Create a block graph. How will you collect the data? Which categories * or types of fruit will you choose? You have looked at tally charts, block graphs and pictograms. Which do you like best? Why? Use your critiquing skills. Which is most useful? When would you use each one?Unit 4 Statistical methods and chance Venn diagrams and Carroll diagrams a$$ —@@ 69 [Matths words h h h : Venn diagram How have these shapes been sorted? Carroll diagram What could the sorting labels be? We use Venn diagrams and Carroll diagrams for sorting numbers or objects. For example, look at these numbers: 2 a 14 10 25 6 15 20 12 35 Which numbers are even numbers? Which numbers are multiples of 5? The numbers have been sorted in these diagrams. Venn diagram Carroll diagram Even numbers Multiples of 5 Even Not even 7 \ numbers numbers 10 is 15, 20 25 35 Not multiples 2 6 of 5 1214 Where would you put the number 30? Where would you put 21? What do you notice about the diagrams?Unit 4 Statistical methods and chance 1 Complete a Ver a Venn diagram like this. Use these numbers: (da numbers numbers J (utes Itiples of 5 ) QD 2 Complete a Carroll diagram like this. Use the numbers given: 3.5 12 20 17 13 2 8 10 or bigger Not 10 or bigger Even Not even eo—£$@—@________ Use a handful of 2D shape tiles. A = +; Choose a shape and place it into a blank Venn diagram. Repeat. How many shapes can you put into the Ve Venn diagram before your partner guesses your rule? = Use your critiquing skills. What is different about Venn diagrams and Carroll diagrams? What is the same about them?Unit 4 Statistical methods and chance 1 This tally chart shows children’s favourite animals. Use the tally chart to draw a block graph. Elephant | JHf| Write the most popular animal. Zebra JAIN Write the least popular animal. How many children like lions the most? Rhino tll How many more children like zebras Lion JIL than rhinos? 2 Complete a Venn diagram like this. Use these numbers: [ssorbaoe }, (Een Choose 12 numbers to complete a Carroll diagram like this. 20 or bigger Not 20 or bigger Even numberI’m going to buy a - I’m going to buy some strawberries! some pineapples! } Passion Fru ‘Seach When Annay visits the market in Explore, he buys 6 oranges. We can count in fives to help us find out how much he spends. ee ee 0 5 10 15 20 25 30 Annay also buys 3 passion fruits. How much does he spend in total?Learn (continued) How much change = will Annay get We can carry on counting in fives from 30. from 50 cents? 30 35, 40 45 Annay spends 45 cents in total. Look at Explore on page 43 to answer questions 1 and 3. 1 How much do the fruits cost in total? Use counting to help you. a 7 strawberries b 3 passion fruits and 4 oranges c S pineapples d 5 pineapples and 3 bananas e 7 strawberries and 2 more strawberries 2 Answer these. Count back to zero each time: a. in fives from 25; how many fives did you count? b in tens from 90; how many tens did you count? cin twos from 16; how many twos did you count? 3 Maris has 80 cents. She buys 6 passion fruits and 4 oranges. How much money does she have left? = David counts in twos from zero. Zara counts in fives from zero. Which of these numbers will the children say: 40 24 20 15 21 10 9? Which numbers will they not say? Can you think of other numbers they will not say? Convince your partner.ee Unit 5 Multiplication and division Multiplication as repeated addition At the animal sanctuary, the helpers pack boxes of fruit for the animals to eat, 1 box has: 1 watermelon 2 melons 3 grapefruits 4 plums Spineapples 6 passion fruits 7 bananas 8 kiwi fruits 9 mangoes 10 guavas How many of each fruit are needed for 2 boxes? What patterns do you notice? _ There are 2 melons in each box. We can count in twos to find _ how many melons we need for more than 1 box. +2 +2 +2 +2 +2 +2 +2 +2 +2 +2 1 L 1 Ll i 1 L i 1 1 012 3 45 6 7 8 9 1011 12 13 1415 16 17 18 19 20 | For 2 boxes, we need 4 melons. ) We can write this as a repeated addition: 2 +2 =4 For 3 boxes, we need 6 melons. We can write this as a repeated addition: 2+2+2=6 What patterns do you notice? Write a repeated addition sentence to show the number of melons for 4 boxes. Maths words repeated addition multiplicationUnit 5 Multiplication and division Use the number line 1 Each box has 2 melons. Write the in Learn to help you. repeated addition for how many in: a 6 boxes? b 7 boxes? c 9 boxes? d_ 10 boxes? 2 Abox has 5 pineapples in it. a Draw a number line to show the count of 5 up to 50. b Fill in a table like this. Number of boxes | Repeated Total number of addition sentence pineapples 2 5+5=10 10 5 6 10 3 Abox has 10 guavas in it. a Draw anumber line to show the count of 10 up to 100. b Complete a table like this. Number of boxes | Repeated Total number of addition sentence | guavas ON EN __ I think: 24+2+24+2+2+2+2=15 Do you agree with David? _—‘_ I don’t need to check Viti’s addition. Explain your thinking. I know she has made a mistake.4 boxes have 20 pineapples because: 5+5+5+5=20 ONY OY A A 5 is the size of each group. 4 is the number of groups. oe 20 is the total number SSeEee of pineapples. We can write this using the We can also say that | 2 multiplication (x) sign as: 5 multiplied by 4 is 20. » / 5x4=20 Lact How many pineapples? Write a repeated addition sentence and a multiplication sentence each time. ° aA AE A” AE AE AEE i“ ime 2 True or false? a 2+2+2=2x3 b 24+2+24+2=2x5 c 2+24+24+24+24+2+2=2%6 L d 24+24+24+2+24+2+24+2+2=2%9 Jack’s multiplication sentences show what fruit to pack in boxes. 5x6=30 2x8=16 10x7=70 5x9=45 Which digits show the group size? Which show the number of groups? Write the repeated addition sentences to match. Why do you think Jack wrote multiplication sentences?These stamps were designed to celebrate the Olympic Games. How can you find the total number of stamps in each set? Is there a different way? = What do you notice about the = way the stamps are arranged? Maths words} |" 2“ How can this help you? array j equal An array has equal rows and columns. This array has 3 rows of 5. We can also see 5 columns of 3. e We can write: 34+34+34+3+3=3x5 ©0000 3x5=15and5x3=15 We write:5+5+5o0r5 x3 How many counters in total? 3x5=5%3 481 Complete the addition and multiplication sentences for each array. Look at the example. Think about the number of groups | @@ and the group size each time. 2 Write 2 multiplication sentences for each set of stamps. we