MY= PALS? >» ARE HERE!(© 2002 Times Media Private Limited © 2003, 2007, 2014 rash Cavendish ntesnational (Singapore) Private Limited (© 2014 marshall Cavenish Education Pte ttd (formely known 05 atashal Cavendish iaernationa! (Singapore) Private umited) Published by Marshall Cavendish Education Tienes Contra, 1 New industrial Road, singapore 536195 Customer Service Hotine: (65) 6213 9444 Ema tmessies@meeducation com Wiebste: wnwinceducation com Fist published 2002 second edion 2007 ‘ideation 2014 Reprinted 2015 Al sights reserved. ‘No part ofthis publication may be reproduce stored in aretioval system ‘or transmitted, a any fr or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior peimission ‘ofthe copyright owner. Any requests fr permission should be _acdessed tothe Publish, ‘marshal Cavendish isa ademaik of ties Publishing inited ‘My Pals Ae Here! Maths Pups Book 2 (3) 189 978-987-01-1935-5 Printed in SingaporeMY. Pupil’s Book .PALS’ SARE HE HERE!) eae 2B 3rd Edition Dr Fong Ho Kheong Chelvi Ramakrishnan * Michelle Choo Marshall Cavendish é UA} Education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 short tasks that involve the New! use of manipulatives and other concrete materials in Use poetns:sioresond Learn, Al the end of each sepnotios PU oon, task, pose thought-provoking relate to in the chapter questions to heb develop ‘openers to capture their pupils’ creative and critical interest, provide an thinking skils. engaging introduction to the topics and jump-start learning. Carry out Hands-on Activity to promote active and collaborative learning, Where possible, pupils will complete slation-based activites in rotating groups to best utilise dass time, Challenge pupils to solve non-routine questions by opplying relevant heuristics cond thinking skis in Put on Your Thinking Cap!For the Parent/Guardian: ‘Make mathematics come alive by using the tips found in 4 to opply mathematical concepts fo everyday scenarios in and around the home. For the Pupil: ; . Perfoim investigative ‘activities with Discover exeting and Interesting ways 10 have fun learning mathematics wih Gone! —e © 0 2 ye Sree Pn ton ata tyre © rssmsstnioy ei, ‘Share your thoughts with Dm toe rcs mor ea ta your teachers, create Sst aati: your own mathematics: ‘questions ond become ‘wore of your own mathematical thinking in Maths Sharing! 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 O 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 i 4 19 25 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 iwo tickets with a $50 note. _ How much change will we receive? — $12+$12=$24 $12 Sia Fl | SU RER PUY Monday to Thursday Friday, Saturday vay, aan Eveot Ph Two-step addition and subtraction word problems can be solved using models.Solving two-step word problems Take some I. Ask your partner to take 13 more [li 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? 26+19=45 45-19 = 26 There are 45 children in the class. aaa = TF The answer is correct. Then, 7 children leave the class. How many children are there in the class now? 45-7=38 384+7=45 There are 38 children in the class now. The answer is correct. Lesson 1 Two-Siep Word Problems ve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 LY Mr Fong has 36 markers altogether. Liaw © _ How many markers does Miss Chua have? ——__ 36 Who hos more markers, ‘<0 as ? 4 36 -14= 22 Miss Chua has 22 markers. ee’ 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 ind the length | of cloth Weibang “has left PSS 88-15 =73 Weibang has 73 m of cloth left. 73 19 SF ee , 73419 =92 Carine has 92 m of cloth. Union To sep arene Wy >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? ° E e Qec-c There are children in Vicky's class. Are there more or fewer - children in Vicky's class? — o 2 Vicky & as COm-o There are children in Joshua's class. G6) cr wos dishonest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? | longer, Mr Ng’s | or Mr Chng's? MrChng | | i — @ew-e Mr Chng’s fence was m long. Sem -e The total length of fences was | m altogether. Lesson 1 Two-Step Word Problems ep9.) Maths Shai @ Use these words and numbers provided to write two addition and two subtraction word problems. 8 Ask your classmates fo solve the word problems. 327 sells stickers stamps sally inall Kevin 468 buys ——& Chapter 10 Review Peijuan and Shini have some ribbons. Peijjuan’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? cm 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 3) 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? Gc» So’ Chapter 10 Two-Step Word Problems: Addition and SubtractionoO 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 6 Ruth bought 245 red beads and 370 blue beads. She bought 437 more beads than Lea. How many beads did Lea buy? () 6 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 ——¢@put 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-Step Word Problems: Addition and Subtraction weWhat do we need to Ingredients: make a fruit salad? 100 grams of grapes 100 grams of f : strawberries Steps Weigh the correct amount aoe a of ingredients and put them Info a mixing bow 80 grams of yogurt Mix the ingredients well. ——— Place the mixing bow! in the refrigerator for about 3) A scale can be used ) ‘@® Getting to Know Mass. fo measure and @® Measuring in Kilograms compare masses in ©® Measuring in Grams kilograms and grams. ©® Addition and Subiraction of Masses © Multiplication and Division of Massesting to Know Mc Comparing two masses Take a packet of flour and a box of blueberries. Which is lighter? Th a The watermelon \e papaya is heavier than si. | ihepeeya papaya / watermelon \ ava ee re block of butter ; —F— [theeggis lighter tig than the butter The apple is as heavy as the lemon. ~ B lemon “9 ‘Mass is a measure of how heavy an object is. Lesson Getting to Know Mass teA big object may be lighter _ than a small object. metal ball © Which is heavier? The (~ is heavier. © Whichis lighter? The (is lighter. @ Is abig object always heavier than a small object? (—_) Guess which object is heavier in each group. Use a balance to check your answers. im => box of stapler paper clips 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 th The bag of rice is the heaviest. Arrange the items from lightest to heaviest. sugar, flour, rice papaya durian papaya The durian is GE than the papaya. The pear is Ge than the papaya. The (7) is the lightest. The (7) is the heaviest. Arrange the fruits from heaviest to lightest. heaviest O0eo0c0x Look at a packet of flour. How heavy is the packet of flour? Is it heavier or lighter than 1 kilogram? 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? CO | Can you name | some objects that | are about 1 kg? SThe mass of the block of butter is less than 1 kg. watermelon wo The mass of the watermelon is more than 1 kg Oo Look at the picture. Bag A Bag B Bag C © The mass of Bag is 1kg. © The mass of Bag (7) is less than 1kg. @ The mass of Bag (>) is more than 1 kg. f Lesson 2 Measuring in Kilograms ua y@ 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. 6 Place the packet of flour on the kitchen scale. Read the measurement. Did you guess correctly? e Choose another object. Repeat @ to © with this object. } mM 4 Chapter 11 Mass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? The bag weighs about 2 kg. SO carrots apples cabbage Every 10 markings PP’ 2 _ stand for 1kg. Tkg Arrange the items from heaviest to lightest. carrots, apples, cabbage The roasted turkey weighs about Gm kg. Lesson 2 Measuring in Kilograms ep,6 papaya sugar rice Ds Ws Arrange the items from heaviest to lightest. heaviest acolo Se oui CNGL 1) Guess the mass of your classmate. @ 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 “APR erheca ht Wp Aw Tieton td chon Stabe tnd fo ued as, 1BH/ crepter vos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) grams. The gram is a unit of mass. We write g for gram. We read 1g as one gram. We use grams fo measure the mass of lighter objects. pencil case muffin light bulb Fach maiing = a stands for 10 g. 300g 409 4509 Arrange the items from lightest to heaviest. muffin, pencil case, light bulb vetson 3 Mecsuingn crams \ WAG,The mass of the parcel is Gs. 6 bottle jam cookies @s Arrange the items from lightest to heaviest. lightest / Chapter 11 Mm Rd apter 11 Masscookies 0 tissue box Arrange the items from heaviest to lightest. heaviest 9.) Maths sha Work in pairs. Which unit (g, kg) would you use for each item? Why? ° ® apple school bag ( whet is the mass of \_ your school bag? dip set cpa tyre te itr csi iar oe np using the kitchen scale. Lesion 3 Macsutnginrons \ WT,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. ' Chay ‘Mass 22 | cheper0 Tcan lift | 2 kilograms. | Ican only lift | | 9 kilograms. | Ian lift 10 kilograms | more than Junxiong! a 9 kg Junxiong Beth Nathan e How many kilograms of the weight can Beth lift? @ How much less weight can Junxiong lift than Nathan? oe 2kg 10kg Junxiong | i ? 46S -& Beth can lift GP kg of the weight. 8 2kg 2 Junxiong 9kg GD © GS - Gp Junxiong can lift (kg less than Nathan. Lesson 4 Addition and Subtraction of Masses exN 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? 3209 40g CGa-& She uses (es) g of flour on Monday and Tuesday. Geo 2 8a, OS -S2 She has Ge) g of flour left at the end of Tuesday. ! Chapter) MassSolving word problems involving multiplication and division of masses Toke three i. 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? ST 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? fava oa 24+3=8 Each tin of milk powder weighs 8 kg Lesson 5 Mulipication and Division of Masses wea ao@ A sweet weighs 9 g. What is the mass of 3 such sweets? wee G3 OG -&® The mass of 3 such sweets is(—_) 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 ; ic i oe——€ Chapter 11 Review oO © Look at the pictures. Choose lighter or heavier. ae Seis pineapple pineapple The apple is! _ than the pineapple. The watermelonis{ _ than the pineapple. © Arrange the fruits from heaviest to lightest. heaviest © potatoes beancurd burgers. The burgers weigh ( g. Which is the heaviest? ( Arrange the items from heaviest to lightest. 2 eP heaviest ooo watermelon Chapter 1 Mass \’ Zstrawberry The strawberry weighs about g. @ Choose kg or g. ; °@ jam toaster 150 i aS ° , o 5 a onions canned food 07? 300 D> 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? GS 9 © 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? (7) kg 0 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? ( / chapter 11 Mass 28) cree0 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 | Maths Journal, page 37 and { Performance Tast ——€@Put on Your Thinking Cap! @ The picture shows some blocks on a scale. Simplify the problems to help you. What is the mass of the blue block? e © Which is heavier, Box A or Box B? © How much heavier? ‘Workbook B: Put on Your Thinking Cap! | pages 39-40 e \ Chapter 11. Moss \ apter oss\ Wad,@ Money Thave $200. How much change 7 IM Da should I receive? < zy Ii) | LHL ig Money can be shown . and counted using ) @® Counting Dollars and Cents notes and coins. A ©) Changing Cents and Dollars = © Comparing Amounts of Money © Word ProblemsFinding the value of a group of notes and coins Take a [Bq] and a GD). How much money is this? How can we write this amount? Alif has some money. @@ec | Count on from the note of the greatest value. 10, ... 15 dollars, 20, ... 30, ... 35 cents. 4 » "| 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. 4 Lesson 1 Counting Dollars and Cents esp,Muthu paid this amount of money for a bookshelf. “count on from the note of the | greatest value. 100, 0x 150,..=:160 005 120, ise | 180, ... 190, ... 195, ... 197, _ 199 dollars! @ — Wewrite 199 dollars a hh as $199 or $199.00. Meilin has some money. £ a @ @ @ wn | erecta, | Count on from the coin of the We write 95 cents | | as 95¢ or $0.95. | oO Count the money and write the amounts in two ways. ° “abi 228) ("53> dollars and nin cents© EL, 26) cf) 228. (GP) dollars () cents Sere ° @@eeecce (TS) dollars and (38) cents $(0:20) Work in pairs. Choose an item in an advertisement. Cut it out and paste it ona card. @ 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 6 with four other items in the advertisement. LessonChanging cents and dollars Take two (3) and a @). How much is the amount in cents? How do we write the amount in dollars? Mrs Lim gives her child 100¢ on Monday. ; /100¢=$1.00 | 2 e ® @ > @ | So, 200¢ = $2.00. She gives her child 270¢ on Tuesday. 270¢ = 200¢ + 70¢ Bala saved $1 on Friday. @- GOOCOOOOCO He saved $9.65 on Saturday. { $1.00 230) @@ece $9.65 =$9 + 65¢ = 900¢ + 65¢ = 965¢ 885 / chapter 2 MoneyoO Write the amount in dollars. © 610¢ = $/ © 8&=3/ eo Write the amount in cents © %4= ‘¢ © 39.05=( °c alle au. ity Work in groups of four. oO Show $1 in different ways using @. @ Write $1 in two different ways on your whiteboard. 6 In how many ways can you show $1? oe Repeat @ to © for $2, $5 and $10. f Workboo! | Practice 2, pages 49-50 Lesson 2 Changing Cents and Dollars =>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? A dress costs $29.50. : A shirt costs $32.20. | 29 @ Loe} foley Cents $32.20 is more than $29.50. { Compare the dollars. | $29.50 is less than $32.20. 32 is greater than 29. ee. oe So, the shirt costs more than the dress. ! chat ‘12M er pteri2 MoneyoO Compare. Who has less? { Thave $20.40. J Thave $20.25. | bere Tey | cet Pye ae mee LS Lo fo) Cw | a) $(— is more than S@ >. First, compare the dollars. | es They are the same. | $(~ is less than $07). Then, compare the cents. | ) AO is greater than 25. So, (7) has less money than (>. a $(—) is the greatest amount. So, the dress costs the most. $(— is the smallest amount. So, the T-shirt costs the least. Practice 3, ao Lesson 3. Comparing Amounts of Money a> Arrange the amounts from smallest to greatest. sp > ap smallest Workbook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 | So, 130¢ = $1.30. 50¢ + 80¢ = 130¢ J = $1.30 e She paid $1.30 altogether. ) Rd Chapter 12 MoneyoO Ben has $1. Helen has 70¢. How much money do they have altogether? si= Ge ee ee Le 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? oO 50¢ G2: B:- = Maggie has $ Ge altogether.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 sees orf] sp - sp oa | First, find out how much the camera cos camera Costs. The camera costs $(. $300 a nt sn ® sap -:a-: aa The computer costs $7) more than the camera. , aorIn groups of four, set up a . 2 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. @ The shopkeeper has to give the correct change to the customers. @ 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? © 20@ 8'8 6 5x $3 = $15 Lucy gives her children $15 altogether. Lesson 4 word rotioms \ WA yTim saved $20 in 4 days. He saved an equal amount each day. How much did Tim save each day? “2D) °BB) 226i sap) 22: $20+4=$5 Tim saved $5 each day. im he e Lina spends $2 each day. How much does she spend in 8 days altogether? SO: - > Lina spends $(7) in 8 days altogether. 0 6 movie tickets cost $60. How much does each movie ticket cost? ‘OCP Each movie ticket costs $(. ee Chapter12 Money “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$3 She paid $3 altogether. —— Chapter 12 Review @ Write the amounts in dollars. ° §o “aa 3 dollars and 85 cents 4 dollars 3c a 6 Write the amounts in dollars. © %=s5f © 705¢=s— 6 Write the amounts in cents. © 3045=(™ ec © 33.18 Lesson 4 Word Problems \aay,6 Compare. $62.90 $69.00 $62.35 © Whichis the smallest amount? se © Whichis the greatest amount? $() eo Wayne has 95¢. He has 20¢ more than his sister. How much money do Wayne and his sister have altogether? $. Ali bought some books for $16. Each book cost $4. How many books did he buy? @ Raj spends $3 each day. How much does he spend in 7 days? sa 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 Bro L help you. e a oe / chopter12 Money@ Two-Dimensional and 2 / Three-Dimensional Figures —— a A basketball is a sphere. Asphere is a solid. Can you find other solids in this picture? ) @ Shapes and Two-Dimensional Figures Shapes and solids Solids and Three-Dimensional oan 4 @ Figures and classified. They can be combined to © Making Patterns aoier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. corner side corner ide Comer eS a ¢ CT a circle triangle square esas) curve straight line straight line | This isa straight line. | | Thisis a curve. | 46 ! Chapter 18 Two-Dimensional and Three-Dimensional Figures-t-, a 1 1 sy . 1 ¢ @ use a circular piece of paper. Fold the circle into two halves. 8 This half circle is known as a semicircle. straight line curve semicircle Fold the semicircle into two halves. 8 This is known as a quarter circle. straight lines curve quarter circle ‘Can you identify the straight lines and curves around you? Lesson Shapes and Two-Dimensional Figures wary,o Put some yin a box. Tthas 3 sides and 3 corners. | It's a triangle! T [SN // UY 8 Pick a shape from the box and hide it. Describe the shape to your partner. 98 Your partner will guess the name of the shape. o Your partner will get a point if the answer is correct. Se Switch roles and repeat @ to ©). After five rounds, the player with more points wins! ae / chapter 13 Two-Dimensional and Three-Dimensional Figureseae — Work in groups of two or three. Place some & together so that they form a circle. © What shapes do you use? © How many of each shape do you use? © Show two other ways to form a circle. .) Maths Sharing Work in pairs. o Choose any two of the & eo Compare these two & and share it with your partner. Example @ A Difference: A circle has a curve. A triangle has no curves. [| Similarity: A rectangle and a square have 4 straight lines each. © Repeat @ and @ for another two pairs of Bi. Lesson 1 Shapes and Two-Dimensional Figures iCombining shapes to make a figure Take pieces of paper of different shapes. Combine them together to form a figure. Share your figure with the class. Combine smaller shapes to make larger shapes. | Ican combine 4 squares to form _ a larger square. square Combine different shapes to make a figure. Ican make the shape of a hat using a triangle | and a rectangle. triangle = eee rectangle \ oO What shapes make up these eo m= 50" ! Chapter 13 Two-Dimensional and Three-Dimensional FiguresStation 1 oO me in groups of four. Gio make these figures. 0 @ Use & to make other figures. 6 Get other groups to identify the shapes used for each figure. Station 2 @ Use the shape tools on your computer to draw a figure. Use at least four shapes. @ Colour the shapes in your figure. e Print and share your figure with your classmates. Get other groups to identify the shapes that make up your figure. Lesson 1 Shapes and Two-Dimensional Figures ep.2) Look at the pictures. What shapes can you see? o Se) ! Chapter'13 Two-Dimensional and Three-Dimensional FiguresUsing dot grid paper to draw figures Take a piece of dot grid paper. Draw a figure on the paper. How did you do it? Regina draws these four figures on dot grid paper. Each corner is at a dot. Draw the figures by connecting the dots. Lesson 1 Shapes and Two-Dimensional Figures E>,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. oe Draw these figures on square grid paper. Rg / Chapter 13 Two-Dimensional and Three-Dimensional FiguresGetting to know solids Take a football What solid is this? Look at these solids and objects. Bt LST) eel me) ol (ran) flat surface comer edge & edge flat surface corner —+ Lesson 2. Solids and Three-Dimensional Figures eeLouie) = Mele) ef (vary corner «comer A ~ \tat surface flat surface cylinder flat surface —— flat surface r | Does a sphere have any | _Z., flat surfaces, edges _ | or corners? oO Which of these objects are cubes? “4 oer! CChapter3 Two-Dimensional and Three-Dimensional igures@ Which of these objects have only flat surfaces? (7) Nn [| fC crayon straw paper » oe “SS tissue box marble ruler > 9) Hands-on Activity 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. @ Your partner will guess what the solid is { Trhas no flat surfaces | and no comers. tr ‘Sa sa sphere! | a 1 @ Show the solid to your partner to U the answer. Lesson 2. Solids and Three-Dimensional Figures epStation 2 Work in pairs. Use (Gs @ 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, a cuboid | _’ anda cylinder | anda cube have | | have no corners. | corners. r 38 / Chapter 13 Two-Dimensionol and Three-Dimensional Figuresea el Work in pairs. Look around your school. Find two objects that have these solids. © cwbe_ © cubod() @ cone) © cylinder © sphere(—) Share your findings with your class. Example a 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. [ Ican make the letter't’ | | using a cuboid and a cube. Lesson 2. Solids and Three: Dimensional Figures Samy,I can also make a rocket using a cone and a cylinder. Ican make a tower using f aconeandacuboid. | Ican also make a castle ~ using 2 cylinders, 2 cones, b- \ a sphere and a cuboid. 60! Chapter 13. Two-Dimensional and Three-Dimensional Figures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. Lesson 2. Solids and ThreeMaking patterns with shapes Make a pattern using squares of different colours. Can you explain what the pattern is? Ican make a pattern using Circles of different sizes. This is repeated in the pattern. Aa@nAa@EAa® Rd ‘Chapter 13 Two-Dimensional and Three-Dimensional Figures xIcan make a pattern using a h triangles of different colours. Ican make a pattern by turning the shape like this. PRI -w4an |G . Jgeianianiioneygirations : ea bed wdabw 4 a > Oo Study each pattern. What comes next? 9 @00000880: There is a change in in this pattern. ° see eee: e_io} There is a change in ( in this pattern. Lesson 3. Moking Patterns \Weay, »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? Look at these patterns. There is a change in size and colour. O>@ <> 00<0 ( This pattern is made ) with two shapes! a MM | This also made by (fuming the triangles. | i a 6 Study the pattern. What comes next? n@.n@.0@.; GOW on / Chapter 13 Two-Dimensional and Three-Dimensionol 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. onollaa @ Colour and cut out the shapes. 6 Arrange the cut-outs to make three different patterns. o Glue the patterns onto the strips of paper. eo Tie the three strips of paper to the clothes hanger. Now, you have your own pattern mobile! ie, Share and explain your patterns to the class. Lesson 3. Making Pattems \eBy, “4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 | inthe pattern. | Ican make a pattern ys de using different solids. elaebaaba 66 / Chapter 13 Two-Dimensional cnd Threa-Dimensional FiguresIcan make a pattern using cylinders of different colours. Aients GCGuEGRuEER EEE Ican make a pattern by turning the solid like this. ge e Study each pattern. What comes next? ° GeeGGsGGe> GW © sR IeQTeQIeN, oSsio Lesson 3 Making Pattems ea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. J [ \ { This pattern is made with | | Itis also made by _ two different solids. __ turning the cuboids. ia : \! 0 Study the pattern. What comes next? isGisGisGis. we 68 ! Chapter 13 Two-Dimensional and Three-Dimensional FiguresWork in groups of four. Your teacher will give each group these solids. o&@At @ Use the above solids to make a pattern @ Invite other groups to guess the next solid. —— Chapter 13 Review @ This is a quarter circle. Which is a straight line? Which is a curve? Zz Chapter 13 Two-Dimensional and Three-Dimensionol Figures ee,@ Look at the figure. It is made up of different shapes. How many different shapes can you find?( 6 Draw these figures on dot grid paper. aon! Chapter 13 Two-Dimensional and Three-Dimensional Figures6 Name the solids that make up this figure. — 6 Study each pattern. What comes next? * eallaesalaealla: ola BarBarBan., HALA 1 Workbook B: ‘Maths Journal, page 95 and q Performance Task, page 96 : Ghote hee nese gues WAH,——@ Put on Your Thinking Cap! This is a tangram. It is a square made up of seven pieces. Put this tangram on a sheet of paper. Cut along the lines like this: we Xi Now, mix up the pieces. wd, Put them back into the original shape of a square. Se! Chapter 13 Two-Dimensional and Three-Dimensionol FiguresNow, use the tangram to form these figures. 7 an _rat) Fractions t of my paper is coloured. , I coloured t | of my paper too. @® Understanding Fractions Q More Fractions ©) Comparing and Ordering Fractions @® Addition and Subiraction 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. Tisone whole. Jake cuts the pie into 2 equal parts. Each part is a half circle. We write itas +. 4 is 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. Fond = are examples of fractions. Awhole describes an entire figure. Tt is equal to 1. Lesson 1 Understanding Fractions Ne4 > numerator | Geteramcet) Psaenominetor V The numerator shows the number of 4 | equal parts of the whole that are shaded. | The denominator shows the number of equal parts the whole is divided into 9) alee lai Cedi a Use three rectangular pieces of paper that have the same size @o Fold each rectangle into © 2equalpars. @ Sequalpars. © 4 equal parts. @ For each rectangle, shade | of the equal parts. What fraction of the whole is each equal part? ie UC itr) Work in groups. Think of examples of fractions used in real life. Share them with the class. Example Tate 2 parts out of 8 equal parts of a chocolate bar. Tate z of the chocolate bar. ) I’ / chapter14 Fractions N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. at. I whole = 5 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 z of the pizza left. inion Undesonarg rces CABThe circle shows one whole. © The circle can be divided into 2 equal parts. 1 part out of the 2 equal parts is shaded. + of 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. {of the circle is shaded. 3 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. t of the circle is shaded. Lof the circle is not shaded. © The circle can be divided into 8 equal parts. 5 parts out of the 8 equal parts are shaded. S of the circle is shaded. 3 of the circle is net shaded. / chapter 14 Fractions om eee ewO1) What fraction of each figure is shaded? e (MD paris out of the (™) equal parts are shaded. G of the figure is shaded. © (™ parts out of the (™ equal parts are shaded. g of the figure is shaded. e What fraction of each figure is not shaded? eo (™ parts out of the (™ equal parts are not shaded. 8 of the figure is not shaded. oO (™) parts out of the (™ equal parts are not shaded. fe of the figure is not shaded. Lesson 1 Understanding Fractions ex,Lise n | Read As &) 1 one whole &® 4 one-seventh all 1 ei D # one-half Q = one-eighth ® a one-third &® Ji ‘one-ninth 3 9 1 1 QD . one-quarter & io one-tenth ® = one-fifth @& t ‘one-eleventh ] make 1 whole. 1 whole is the same as 4. oO The circle shows one whole divided into equal parts. _ © Nonecechpor a © Now, complete the sentence. and fo _ make 1 whole. Lesson 2 More Fractions Vea 7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 | ] ory. |= A, 2 {3° 3°3 } z of the circle is yellow. ~~ SS z is read as two-thirds. 2_1,1 a 3° 3 zt of the circle is white. 2 and + make 1 whole 3 3 . @ Express the shaded parts of each figure in terms of unit fractions. om) om TT) 6-6-6-6 :-6-8 and @ make 1 whole. Zand t make 1 whole ols on wn ) Chapter 14 Fractions OR) co"= #) atelier erlang use @. @ You will be given a part of a ®. @ Find friends to make a whole with your ®. (3) Use @® to divide the circle into equal parts. Write a sentence for the number of parts that equal 1 whole. e Colour a few parts. Write two sentences to describe the coloured parts in fractions. Practice 2, pages 107-108Comparing fractions 1 1 Take ©) for + ond +. Compare the fractions. Which fraction is greater? David eats + of a sandwich. Sam eats + of a similar sandwich. Who eats more? Li 1 zis greater than zy David eats more. oO John eats + of a fruit bar. Liza eats ¢ of a similar fruit bar. Who eats less? + is()than t (™ eats less. ow) Chapter 14 FractionsSpang and ordering fractions Toke tor}, Fond F. Compare the frets whith fraction is the smallest? Arrange the fractions from smallest to greatest. There are three paper strips of the same size. Jamal colours t 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. MT] yn, 3 is greater than +r caine BDL] Strcotours me non evra C _ i is smaller than and t L | So, Edwina colours less than Sally and Jamal. | Jamal colours the most. Edwina colours the least. Lesson 3. Comparing and Ordering Fractions \eey,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 g of her paper. Who colours the most? Who colours the least? as Peiling estas more than Claire. et | So, Rani colours _ more than Peiling. } 3 8 =o 2 8 oe loo Rani colours the most. a a Claire colours the least. / Chapter 4 Fraction: GPP rn cee@o Shade the parts to show the fractions. LT] a Lt TT] Arrange the fractions from smallest to greatest. smallest RIF ola al- Shade the parts to show the fractions. | ale ols ulin Arrange the fractions from greatest to smallest. 866 greatest Lesson3 Comparing and Ordering Fractions ep,Station 1 Which fraction is smaller? Use ®@ to find out. Circle your answer. 1 1 1 ] 1 ] 1 1 On; O77, ORS Opry Example 1 ) 3H TTT) : A {3 1 [ior . From your answers, what do you notice? a 3 Station 2 Which fraction is greater? Use ® to find out. Circle your answer. Sb o> Aor 2 oy & 5 oy 10 O57 O 505 8 5% 12" 12 From your answers, what do you notice? j / Chapter 14 Fractions QocB = one ‘ou need: oO Hold a facing down. ° (Pan oy Your partner holds oD facing down. (unit fractions only) Take turns to flip over one card and compare the fractions on the cards. The player who gives the correct answer first keeps the cards on the table. ) 8 Repeat @® until one of you have no more cards left. The player with more cards wins.Adding fractions J 2 Take & for 5 and 5 How do you add the fractions together? Dylan ate t of a waffle. Olivia ate 2 of it. 2 4 1 fourth + 2 fourths = 3 fourths | Mt, BS. \ 474 c a ° 1,223 qta=4 di, They ate 3 of the waffle altogether. oe ey’ Chapter 14 Fractions0 Eileen and Huifen bought a pizza. Eileen ate 2 of the pizza. Huifen ate = of the pizza. 2 10 5,2] s3-0 They ate L of the pizza altogether. 4 3 e Add ands. tson Assen ond stron teens \ 9HSubtracting fractions Take @ fort and 2 2, How do you subtract t from 3 Salim bought a cake. He gave ¢ of the cake to his mother. } Po Beda d) 6 6 6 He had 2 of the cake left. / Chapter 14 Fractions Go) =e0 Erin had 2 of a pancake. She ate $ of the pancake. Erin had g of the pancake left. 3 5 6 Subtract g ttom 5. Bin Bie 8 8. Lesson 4 Addition and Subtraction of Lke Fractions way,9.) Maths Sharing oO Look at the picture. Use fractions to tell a story to your friend. 8 Make an addition story and a subtraction story using fractions. Use ® to show the addition and subtraction of fractions. Example 5 Bingxiang had z of a cake. He gave z of the cake to Julie. Bini ao, 8 8 8 He had 3 of the cake left. Chapter14 Fractions ee pter 4 Fra—— Chapter 14 Review @ Which shape is divided into equal parts? me ?¢ @ What fraction of each shape is not shaded? ‘ j \ : GD | i 6 What fraction of each shape is shaded? 6 Arrange the fractions from smallest to greatest. ine es alae fa ° 8°10 5 EEE 6 12h 3319 é6 t smallest smalles! e 11:8 015 A 2° 4'7 a G12: , illest smallest sma Chapter 14 Fractions \ =e ~~6 Add or subtract. O73- © eF}3- © © t-t @ Ofer ene eee) | Maths Journal, page 125 and erformance Task, page 126 =ls ——@ut on Your Thinking Cap! Mandy eats + of Sandwich A. Keisha eats +: of Sandwich B. Who eats more? Why? SandwichA 4 Sandwich B Workbook B: Put on Your Thinking Capt, pages 127-128 jiew 5, ) Chapter 14 Fractic 96 14 Fractions“It’s too hot now, Let's play an hour later. Nes ad : The time of day can be shown in different ways. @ Reading ond Writing Time S @ Learning a.m. and p.m. ia © Time Token in Hours and MinutesSkip-counting by 5 to tell time Take a @. Point the shorter hand at 7 and the longer hand at 3. How many minutes have passed after 7 o'clock? <= minvie hand <@=——_ hour hand There are 60 minutes in 1 hour. The minute hand takes 60 minutes to move around the clock once. The hour hand takes 1 hour to move from 10 to 11. oar! Chopter 15 TimeJiaqi wakes up at six o'clock. We write it as 6.00. She brushes her teeth at five minutes after six. We write it as 6.05. She gets dressed and has her breakfast at fiffeen minutes after six. We write it as 6.15. Her school bus comes at thirty minutes after six. We write it as 6.30. imscat ssosn on i BD,Krishnan and Alvin leave their house at 7 o'clock to go to school. Domo ea Dopome Ne oS 5 minutes later 5 minutes after 7 o'clock 7.05 20 minutes later S ———¥ f I count by 5s. 5, 5, 20, 25, 30, 35,40 @ Find the missing numbers. Skip-count by 5 to help you. 8 o'clock (— minutes after 8 o'clock 00" Chapter 15. Time oe)oO 4.20 o 8.55 Leston 1 Rocking end Wiling Time \“aopHands-on Activity Work in pairs. 1) Use @ to show 3 o'clock fo your partner. Skip-count by 5 while the minute hand moves from one number to the next. 8 Get your pariner to read the time. © 320 © 330 @ 345 ©@ 4.00 Example Tlis 3 o'clock. S minutes after 15 minutes after 3 o'clock is 3.05. 3 o'clock is 3.15. What do you notice about skip-counting? oe Tell your partner what you do at that time of the day in e. Ido my homework al 3.30. eames ms / Chapter 15 Time weUsing the clock and events to tell if it is a.m. or p.m. We have a Mathematics lesson at 8 o'clock in the morning. Do we use a.m. or p.m. to show the time? Krishnan is going for his piano lesson. The lesson starts at twelve fifteen in the afternoon or 12.15 p.m. We use p.m. to talk about time just after noon to just before midnight. He leaves the house for his lesson at eleven forty in the morning or 11.40.a.m._ We use a.m. to talk about time just after midnight to just before noon. { Why must he leave earlier than the time his piano lesson starts? |~ Lesson 2 Leaming am. and p.m. \S103y,0 Use a.m. or p.m. to tell the time. © tis 4 hours after midnight. @ tis 2 hours after noon. The time is 4.0007. The time is 2.00(7 >. Read the time shown on the clock. Use a.m. or p.m. to show the time of the day. Explain your answer. The lights in the park come onat( >. 2) Sri) Choose a day of the week. Using @. describe what you did at these times. OQ 70am. @i01sam E1230pm O 640pm. Example Iwatched a movie with my father at 7.30 p.m. yesterday. / chapter 15 Time a0 por ! pages 141-144Using a clock to find how much time has passed Use a @) Show 4 o'clock. What is the time 30 minutes after 4 o'clock? The Mathematics lesson starts at 9.00 a.m. and ends at 10.00 a.m Start End 9.00 a.m. 10.00 a.m. Lesson Time Th | 10.00 a.m. is 1h after 9.00 a.m. —— The hour is a unit of time. We write h for hour. We read 1 has one hour. Lesson 3. Time Token in Hours and Minules \wos»,Jan got on the school bus at 3.00 p.m. and reached home at 3.30 p.m. Start End Travelling time 30 min 30 min after 3.00 p.m, The minute is a unit of time. We write min for We read 30 min as thirty minutes. 30 min is the same as , / Che 15 Time 106" / crepreroO Faizal and his family arrived at the park at 10.00 a.m. They left the park at 5 They spent ( at the park. (is hatter 10.00 a.m. * 6 Sam took a nap at 5.00 p.m. He woke up 30 minutes or half an hour later. Lesson 3 Time Token in Hours and Minutes \aozy@ rellthe time. © hatter 8.00 p.m. © 30 min after 2.00 a.m The time is GB The time is ea. elite aw Va Look at the programmes shown from 4.00 p.m. fo 10.00 p.m. Programme Schedule WOOO Channel 4 October, Saturday 4.00 p.m. Planet Z 4.30 p.m. Road to Victory 5.30 p.m. Kids Just Want to Have Fun 6.30 p.m. Playhouse Wooo 7.00 p.m. The Reporter 8.00 p.m. Amazing Places 8.30 p.m. Wooo Movies @ Choose two programmes that are each half an hour long. @ Choose two programmes that are each 1 hour long. 6 Show the programmes you have chosen. Programme Start End } tos" Chapter 15 Time N2 Title) Work in pairs. Share with your partner two events that last about 1 hour each and two events that last about half an hour each. Example The Mathematics lesson lasted half an hour. ——€ Chapter 15 Review @ Tell the time. O # (2) Draw the minute hand to show the time. oO 9.45 © 3.20 Lesson 3 Time Taken in Hours and Minutes \ oMr and Mrs Smith went Taufik went to the library for a late-night movie Th after 12.00 noon. at11.50(— >. The time was 1.00 (> They returned home at 130 Gp. Maths Journal, page 150 and | Performance Task, pages 151-152 —_ Gut on Your Thinking Cap! The clock shows half an hour after recess. Recess ends at 10.00. What is the time shown on the clock? Use @ to show the answer. Your Thinking Cap! | pages 153-154 / Chopter 15 Time GI) cree© rire co How many people are at ; each booth? Besides using a picture, how can we show the data more easily? ‘ 1 _ ' Pr psoas ae amare ia Picture graphs use a pictures fo show ) 5 . data about things 2g @ Reading Picture Graphs with Scales cn eeUsing the key on a picture graph How many of your classmates like English? How many like Mother Tongue? How many like Mathematics? How can you show this data using a picture graph? Mrs Lim buys four types of fruits. She uses a picture graph to show the number of each type of fruit she has bought. Types of Fruits r) 1@ stands for 1 fruit. So, we @ can read this picture graph by counting the | e e e e | Strawberry! Pear Apple Banana Each @ stands for 1 fruit. Mrs Lim redraws the picture graph. Now, she uses 1 @ for 2 fruits. Types of Fruits e 1@stands for | e 2 fruits. i e So, we multiply > e e e e@ | the number of @ by 2 toget Strawberry] Pear Apple Banana || thenumber of fruits. J Each @ stands for 2 fruits. ew ! Chapter 16 Picture Graphs en© There are 3 @ for strawberries. 3x2=6 There are 6 strawberries. @® There is 1 more @ for pears than strawberries. 1x2=2 There are 2 more pears than strawberries. © There are 7 @ for strawberries and pears. 7x2=14 There are 14 strawberries and pears altogether. © Mrs Lim buys 4 pieces of this fruit. 4+2=2 There are 2 @ for this fruit. She buys 4 apples. © There are 2 fewer @ for apples than pears. 2x2=4 Mrs Lim buys 4 fewer apples than pears. It is easy to compare data using a picture graph. ) are —_ \ Lesson 1 Reading Picture Graphs with Scales ‘GEThe picture graph shows the number of bookmarks five children have. Number of Bookmarks & ae e a ee a & a | mH a | & ee e& ee eo & Andy Iman Manu Leon Xiufen Each <&* stands for 3 bookmarks. © How many bookmarks does Andy have? There are 9 << for Andy. 9x3=27 Andy has 27 bookmarks. AAW) crore HvacHow many bookmarks does Iman have? There are 2 <* for Iman 2x3=6 Iman has 6 bookmarks. How many bookmarks does Xiufen have? There are 3 <2 for Xiufen. 3x3=9 Xiufen has 9 bookmarks. How many more bookmarks does Leon have than Manu? Leon has 1 more <* than Manu. 1x3=3 Leon has 3 more bookmarks than Manu. Xiufen has 6 bookmarks from Mrs Tan. The rest are from Mr Liu. How many of Xiufen’s bookmarks are from Mr Liu? 9-6=3 3 of Xiufen’s bookmarks are from Mr Liv. Lesson 1 Reading Picture Graphs with Scales a.oO This picture graph shows the types of animals a pet shop has. panera on Wl AAAAAA co UW) A A A nn WD) AA AAA Hamster & A ror BG] A A A A tie P| A A A tach AX stands for 4 animals. © The pet shop has E&P birds. © the pet shop has p> cats. © The pet shop has 2007). © There are (7) rabbits and turtles altogether. © The pet shop has (more birds than hamsters. ey Chapter 16. Picture Grophs@ The picture graph shows the favourite sports of a group of children. Types of Sports x wi er \|® * wi we) we] ee Soccer | Softball | Basketball] Baseball | Tennis | Each ily stands for 5 children, © How many children like basketball? There are (7) WW for basketball. @S - @-@ (™ children like basketball. @_ How many children like softball and soccer altogether? There are (TI) WY for softball and soccer altogether @e @e-@ Cr children like softball and soccer altogether. © How many more children like tennis than baseball? There is (7D) more WY for tennis than baseball GP 4D - Gp (™) more children like tennis than baseball. Lesson 1 Reading Picture Graphs with Scales VeaMaking picture graphs to show the number of different items Take a handful of @, Mik, Mond me. How can you make a picture graph to show the number of different items? Mr Wee has a farm. He counts each kind of animal on his farm. He records the number of each kind of animals he has. OF EE 2 Ap Chicken Cow Duck Sheep. Horse {70 2 12 6 4 J usr! Chapter 16 Picture GrophsMr Wee draws a picture graph of his data. He gives his graph a title. He uses a ev to stand for 2 animals. He has 5 types of animals. He has 10 chickens. W+2=5 He draws 5 @ for chicken. He has 2 cows 2+2=1 He draws 1 @ for cow. He continues to find the number of @ for duck, sheep and horse. Types of Animals on Mr Wee's Farm pp Sheep Horse oh Chicken Cow ed | eeeee « £ (| eeeeee Each W stands for 2 animals. Lesson 1 Reading Picture Grophs with Scales \ongy,ei StS i Work in groups. @ Find a picture from the Internet. Example of a picture Count the flowers of each colour in the picture obtained from the Internet. Record your data. Red Yellow Purple Pink @ Use i fo make the picture graph. Types of Flowers Rd | i 2 Yellow Purple Pink Each fi stands for Ge flowers. | Can you show the picture graph in a | different way? vf \ 6 Make a story about the flowers using the information from the graph. tao" Chapter 16 Picture Graphs3) la) o This picture graph shows the weather in April. Weather in April roiny Sp @eeoese ore sunny -C)- | @ @ @ TAN Cloudy gS ee0e Each @ stands for 3 days. Make a story about the picture graph. You may use the following words: as many ... as more _— fewer e Work in groups. Collect data from your class to make a picture graph. Example of data Number of pupils who take the different types of transport to school Lesson Pacing Rete Cops wi Scoks WD,——E Chapter 16 Review oO The picture graph shows the farm animals that 24 children like. Types of Farm Animals Chicken es © cow LES Bi) mt £€ lOO SO Horse ei © Sheep Cs e © Each © stands for 3 children © How many types of animals are there? (7) © How many children like cows? (7) © How many children like ducks? (>) © How many children like sheep? (> © How many more children like chickens than horses? (~) ia Chapter 16 Picture Grophs@ The picture graph shows the number of bottles of drinks sold on Monday. Every child bought 1 bottle of drink. Bottles of Drinks Sold cooeuce | ON Grape juice ida i i nl oogevice | AE EGG da Mnedwor | ff} §— Eo GE Each a stands for 4 bottles. Which was the most popular drink? How many children bought apple juice? ( How many bottles of grape juice were sold? ( 16 girls bought grape juice. How many boys bought grape juice? How many fewer bottles of mineral water than orange juice were sold? © 0 8@0G90 How many more bottles of orange juice than milk were sold? Workbook | Maths Journal, page 162 and | Performance Task, page 163 n Chapter 16 Picture Graphs “123 y——¢@put on Your Thinking Cap! The picture graph shows the fruits Uncle Tan had in his stall at the beginning of the day. Solve. Use 3 to help you. Types of Fruits we 10000 Banana | @ @ Pear | @ reach 194499044 orore 19 0 9 4 4 Each ¢ stands for 10 fruits, © 10 ofthe apples were sold in the afternoon How many apples did Uncle Tan have left? (7) How many peaches did Uncle Tan have to sell so that he had the same number of pears and peaches? (~) 9 © How many oranges did he have to sell so that he had 10 more oranges than bananas? &/ Volume Which container has more water? @ Getting to Know Volume Volume is the amount N @® Measuring in Litres of liquid in a container. — © Addition and Subtraction Litres can be used to of Volumes measure volume. @® Multiplication and Division of VolumesComparing volumes Fill three different glass containers with water. Which container has the greatest volume of water? Each container has an amount of coloured water in it. bowl The amount of water in the container is called the volume of water. Bottles A and B are of the same size. a a Bottle A Bottle B Bottle A contains as much coloured water as Bottle B. Bottles A and B contain the same a“ hz amount of coloured water. 96) Cope vene <Bowls C, D and E are of the same size. Bowl C Bowl D Bowl E The amount of coloured || The amount of coloured — Bow! Chas the most water in Bowl Cismore water in Bowl Eis less amount of coloured water. ‘than the amount of than the amount of Bow E has the least coloured water in Bowl D. | coloured water in Bowl D. _ amount of coloured water. @ Janet pours juice into four bottles that are of the same size. # #1 y H Bottle A Bottle B Bottle C Bottle D Did Janet pour the same amount of juice into each bottle? Cz Which bottle contains the most amount of juice? GH Which bottle contains the least amount of juice? Gap Bottle Gp contains less juice than Bottle D. The amount of juice in Bottle A is greater than the amount of juice in Bottles GE and Ce. lesson Getting io ‘rou vourne QD» Ooe0G00Use five glasses that are of the same size. Pour a different amount of liquid into each glass. Example Arrange the glasses in order. Begin with the glass that contains the least amount of liquid. Using containers to compare volumes Take two small pails that have the same size. Pour different amounts of water into them. Which pail contains less water? All the juice from Jugs A and B is poured into glasses of the same size. Jug A contains less juice e _s v U u than Jug B. Jug B contains more juice — dug A than Jug A. — . O—-cuues bees Jug B tae Chopter 17 Volume xe Norman fills glasses of the same size with all the water from Jugs A, Band C. The jugs are of the same size. Gi — Wwrivery Jug A — WW JugB — WwrrvelTNEY Jug (7) contains the least amount of water. Jug C Jug () contains more water than Jug A. Jug (7) contains less water than Jug A. Jug (7) contains the most amount of water. Arrange the jugs in order. Begin with the jug that contains the most amount of water. most eoe000Using a litre of liquid to compare volumes Take a 1-litre carton of milk. Compare it with the waier in your water bottle. Does your water bottle contain more or less water than 1 litre of milk? ak milk 7 . \ al kay q = | => | | } q es P This measuring cup contains This measuring cup contains litte of milk. less than 1 litre of milk. The litre is a unit of volume. We write @ for litre. We read 1 € as one litre. We use litres to measure a greater volume. © || ° 1 2 These are some containers that These are some containers that hold less than 1 € of liquid. hold 1 € of liquid. R F . These are some containers that hold more than 1 € of liquid. 130" | Chapter 17 Volume x© we | This is a 1-litre | This measuring cup | This measuring cup _ | Measuring cup. “contains less than contains more than | Ttcontains 1 € of water. 1€ of water. | 1€ of water. “Vy 7 1 — | | A ! \ oe Use more than or less than to complete each sentence. ° W ° iD This measuring cup contains — This measuring cup contains (™) 1 € of water. ¢ 1 € of water. ¥.) Maths Sharing Bring a 1-litre container. Fill it with 1 € of water. Form groups of three or four and look at the different 1-litre containers. Share with your group members what you can say about the volumes and the shapes of the containers. Lesson 2 Measuring in Lires \GspyWork in pairs. oO Make 3 markings on a transparent pail. Fill a 1-litre container with coloured water. Pour the coloured water into the pail. e Guess how many litres of water are needed to reach marking A on the pail. My Guess BUM ol MMe Solty About a € Sp: Marking B | About & € a £ { marking c | About( ¢ a: 8 Fill the 1-litre container with coloured water and pour it into the pail. Repeat this step until the coloured water reaches marking A. Count the litres of water as you pour. Marking A oO Record the actual volume. © Repeat @ to © for markings B and c. / chapter 17 VolumeMeasuring volumes Fill a pot with some water. How much water is there in the pot? Container A has more water than Containers B and C. Container C has more water than Container B. Container A Container 8 Container c ; 2€ anange the containers from the a to the smallest volume. A CB °@-ssace Container A ‘Container A eS has 5 ¢ of water, 8 SG - Container B S ma Container C © Container Bhas (~~ £ of water. © Container Chas (>) ¢ of water. © Arrange the containers from the {Workbook greatest to the smallest volume. Practice 2, CR. = i ‘Pages n-74 greatest Lesson 2 Measuring in LitresSolving word problems involving addition and subtraction of volumes Take a 1-litre carton of apple juice and a 1-litre carton of orange juice. How much juice is there altogether? Raju’s family drank two bottles of orange juice in a week. One bottle had 2 € of orange juice. The other bottle had 4 € of orange juice. How much orange juice did Raju’s family drink altogether? 2£ 4e 2+4=6 Raju’s family drank 6 € of orange juice altogether. oO A tank has 34 € of water. George pours 17 ¢ of water more into the tank. How much water does the tank have now? ve The tank has | € of water now. Chay 17 Volume a) 00@ Mr Gopal had 98 € of milk on Sunday. He sold 15 ¢ of milk to Mr Lim and 42 € to Mr Lee. @ How many litres of milk did Mr Gopal sell altogether? © How many litres of milk did Mr Gopal have left? QO é 42€ ? GS © GS -& Mr Gopal sold (7) ¢ of milk altogether. 8 Mr Gopal had (7) € of milk left Lesson 3 Addition and Subtraction of Volumes. Nea,6 Factory A used 64 ¢ of oil in a week. Factory B used 29 € of oil less than Factory A. How many litres of oil did they use altogether? First, find the volume ] of oil Factory B used. | 2 290 2éa-=] Factory Bused(_) € of oil. O4€ 2 Se: Factories Aand B used (—_) € of oil altogether. ) oie? Voom 136Solving word problems involving multiplication and division of volumes Take three 2-litre cartons of mango juice. How much mango juice is there altogether? Priya’s family uses 5 € of water a day to water the plants. How many litres of water does her family use in 7 days to water the plants? TxSis35. Her family uses 35 € of water in 7 days to water the plants. At a party, there are 18 ¢ of fruit punch. Xiaoyan pours all the fruit punch equally into 3 containers. How many litres of fruit punch are there in each container? isa) JID 18+3=6 There are 6 £ of fruit punch in each container. Lesson 4 Multiplication and Division of Volumes. ‘a7,Oo Class A collected 9 pails of rainwater. Each pail contained 3 € of rainwater. How many litres of rainwater did Class A collect? Class A collected () ¢ of rainwater. e A painter bought some tins of paint. Each tin contained 2 ¢ of paint. He used 14 € to paint a flat. How many tins of paint did the painter use? The painter used (fins of paint. 6 Amy drinks 4 € of grape juice each week. How many weeks does she take to drink 20 ¢ of grape juice? Amy takes (~) weeks to drink 20 € of grape juice. / chopter17 volume 1980 crepe——E Chapter 17 Review. oO Look at the pictures. Then, complete the sentences. Container A Container B Container C Container Ahas (> € of water. Container Bhas(> € of water. Container C has (> ¢ of water. Container (> has more water than Container C. eo38seGc0 Arrange the containers from the greatest to the smallest volume. Sse & greatest e On Saturday, the Tan family used 32 € of water. The Lim family used 28 ¢ of water on the same day. How much more water did the Tan family use than the Lim family on Saturday?(€ 6 Peter had 80 ¢ of orange juice. He sold 32 € on Monday and 17 € on Tuesday. How much orange juice did Peter have left atthe end of Tuesday?() & Chopter 17 Volume \ 139» yoO Dave has 3 fish tanks of the same size. He needs to fill each tank with 9 ¢ of water. How many litres of water does Dave need altogether? ( 6 Agnes had 16 ¢ of water to fill some vases. She filled each vase with 4 € of water. How many vases did Agnes fill ——@Put on Your Thinking Cap! Tank X contains 8 € of water. A similar tank, Tank Y, contains 6 € of water. Jason pours more water into Tank Y until the volume in Tank Y is 1 £ more than the volume in Tank X. How many litres of water does he pour into Tank Y? Tank ¥ 40"Acknowledgements The publisher wculd Ike to acknowledge the fllowing who hove kindly given permission for the use of copyright materi ‘Asian gi © Suefe/Oreamstme com on Preface and pp. 6,7, 1,12, 19,26, 31, 92, 34, 96,40, 4, 44-45, 53,58, 60, 67-54, 66-68, 61, 90, 97. 103, 107. 112. 126, 127. 131. 133: Schoolboy © Hungchungchih/Dreamstime.com on Preface ond pp. 4, 11, 17, 22. 29. 31, 32, 42, 47, 50. 59, 60,62, 69,64, 66-68, 74,82 85, 36,88, 100, 12, 127, 128, 18,186; Young gl © TmogePaclSleckphota com on Preface ond pp. 4 5, 9,1, 21 25, 3, 96,37, 36, 45,46, 50,58, 56, SE, 60, 62,64, 66,68, 76,82 85,86, 8, 92, 15-107, M,N, 11, 125, 127,131, 133,10, Yellow Cube © Marshall Cavendish ibrar on p18, Green cube © Marshol Cavendish Library an Prelace and pp. NB, 20: ue cube © ‘Marshal Cavendish ibror on pp. 3, 18, Red cube © Masha Covenlsh library on gp. 3, 18; Popayo © Wnrend/Dreamstime com on 8.1, 18,18; Apple © Marshall Covencich Librory on Praiece and pp. 1, 21,27; Watermelon © Marshal Cavendich Library on pp. 1,15, 27, Ber © Twoeis/Oreamstme com on BP. 1,15; £99 © Marshal Covencsh Urery np. 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Wile every effort has been made to contac the copyright holders of material reproduced, we have been unsuccessfulin some instances, Te these copyright holders, we oer our sincere apologies and hope they wil ke our liberty in good faith, We welcome any Information which would enable us te contact tha copyright holders/owmers inohes.Pied ee (8rd Edition) is c widely adopted series in Singapore schodls. 11 is written in line with the Singapore Ministry of Education's 2013 primary mathematics syllabus. Drawing from extensive research and feedback from teachers and pupils, the 3rd edition has evolved to further strengthen mathematical concept development through the inclusion of new features to meet the needs of educators, pupils and parents Th this edition, emphasis is given to the three clusters of mathematical processes. Reasoning, communications and connections * Chapter opener jump-starts learning in a fun and engaging way through poems, stories and common scenarios meant to capture pupils’ interest. ‘+ Maths Sharing offers opportunites for self-reflection. ‘= Review consolidates concepts taught within a chapter and offers further opportunities for self-reflection. Applications * Hands-on Activity and Game reinforce skils, concepts and problem-solving strategies through cooperative learning, * Let’s Explore provides opportunities to carry out investigative activities to apply learning. Thinking skills and heuristics Learn introduces concepts through short tasks that involve concrete materials, and poses thought-provoking questions to help develop pupils’ thinking skils. ‘+ Puton Your Thinking Cap! challenges pupilsto solve non-routine questions. The direct correlation of the Workbook to the Pupil's Book allows for practice, ‘assessment and development of problem-solving and thinking skills Performance Tasks and Reviews consolidate learning PAD (rd Edition} comprises: * Pupits Book in 2 parts * Workbook in 2 parts For more information, visit www marshallcavendish.com/education.