We are working with Cambridge Assessment International Education towards endorsement of this title This resource is endorsed by Cambridge Assessment International Education ✓ Provides learner support as part of a set of resources for the Cambridge Primary Mathematics curriculum framework (0096) from 2020 ✓ Has passed Cambridge International’s rigorous quality-assurance process ✓ ✓ For Cambridge schools worldwide Developed by subject experts Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide To find out more visit cambridge.org/ cambridge-international Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary Workbook Cherri Moseley & Janet Rees M For more information on how to access and use your digital resource, please see inside front cover Primary Mathematics SA • Activities take an active learning approach to help learners apply their knowledge to new contexts • Three-tiered exercises in every unit get progressively more challenging to help students see and track their own learning • Varied question types keep learners interested • Write-in for ease of use • Answers for all questions can be found in the accompanying teacher’s resource PL E CAMBRIDGE Primary Mathematics Workbook Mathematics Workbook 9781108746496 Moseley and Rees Primary Mathematics Workbook CVR C M Y K Packed with activities, including identifying lines of symmetry in patterns and completing frequency tables, these workbooks help your students practise what they have learnt Specific exercises develop thinking and working mathematically skills Focus, Practice and Challenge exercises provide clear progression through each topic, helping learners see what they’ve achieved Ideal for use in the classroom or for homework Cambridge Primary Cambridge Primary Mathematics Visit www.cambridgeinternational.org/primary to find out more Second edition Digital access Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title PL E CAMBRIDGE Primary Mathematics Workbook SA M Cherri Moseley & Janet Rees Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge PL E It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence www.cambridge.org Information on this title: www.cambridge.org/9781108746496 © Cambridge University Press 2021 This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2014 Second edition 2021 20 19 18 17 16 15 14 13 12 11 10 Printed in ‘country’ by ‘printer’ A catalogue record for this publication is available from the British Library ISBN 978-1-108-74649-6 Paperback with Digital Access (1 Year) M Additional resources for this publication at www.cambridge.org/9781108746496 SA Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter NOTICE TO TEACHERS It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title Contents Contents How to use this book Thinking and working mathematically Numbers to 1000 Addition, subtraction and money 22 22 27 31 Multiplication and division 36 36 41 45 3D shapes 49 49 Measurement, area and perimeter 55 55 61 67 2.1 Addition 2.2 Subtraction 2.3 Money PL E 1.1 Hundreds, tens and ones 1.2 Comparing and ordering 1.3 Estimating and rounding 8 13 17 M 3.1 Exploring multiplication and division 3.2 Connecting 2×, 4× and 8× 3.3 Connecting 3×, 6× and 9× 4.1 3D shapes SA 5.1 Measurement 5.2 2D shapes and perimeter 5.3 Area Fractions of shapes 74 74 Statistics: tally charts and frequency tables 81 81 6.1 Fractions and equivalence of shapes 7.1 Statistics 8 Time 8.1 Time 87 87 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title Contents More addition and subtraction 9.1 Addition: regrouping tens and reordering 9.2 Subtraction: regrouping tens 9.3 Complements 10 More multiplication and division 108 108 111 115 PL E 10.1 Revisiting multiplication and division 10.2 Playing with multiplication and division 10.3 Extending multiplication and division 92 92 98 103 11 More fractions 120 120 125 130 12 Measures 134 134 141 148 11.1 Fractions of numbers 11.2 Ordering and comparing fractions 11.3 Calculating with fractions M 12.1 Mass 12.2 Capacity 12.3 Temperature 13 Time (2) 157 157 164 14 Angles and movement 173 173 15 Graphs 184 184 195 16 Chance 203 203 17 Pattern and symmetry 17.1 Shape and symmetry 17.2 Pattern and symmetry 210 210 217 Acknowledgements 222 SA 13.1 Time 13.2 Timetables 14.1 Angles, direction, position and movement 15.1 Pictograms and bar charts 15.2 Venn and Carroll diagrams 16.1 Chance Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title How to use this book How to use this book PL E This workbook provides questions for you to practise what you have learned in class There is a unit to match each unit in your Learner’s Book Each exercise is divided into three parts: • Focus: these questions help you to master the basics • Practice: these questions help you to become more confident in using what you have learned • Challenge: these questions will make you think more deeply Addition, subtraction and money You might not need to work on all three parts of each exercise 2.1 Addition You will also find these features: Exercise 2.1 Important words that Focus you will use decompose exchange regroup single Numbers to 1000 Complete each addition Show how you found total Workedeach example M compose 24 + = Step-by-step examples showing a way to solve a problem SA 48 + = Draw beads on the abacus to show this 3-digit number 42 + = 0 100s 10s 1s Draw six beads on the 100s tower to stand for 600 37 + = 1.1 Hundreds, tens and ones 100s 10s 1s There are often What 3-digit numbers are represented below? a many different Complete each addition Show how you found each total ways to solve a 123 + = 153 + = problem These questions will help you + =of thinking develop your254 skills and working mathematically Draw two beads on the 10s tower to stand for 20 100s 10s 1s Draw three beads on the 1s tower for b 100s 10s 235 + = 22 10 1s 100s 623 Together, the beads represent the 3-digit 10s 623 1s number What is the value of the ringed digit in each 3-digit number? 64 23 31 128 52 381 Practice Write the numbers in the next row of the to 1000 strip 351 352 353 354 355 356 357 358 359 5360 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title Thinking and Working Mathematically PL E Thinking and Working Mathematically There are some important skills that you will develop as you learn mathematics Specialising is when I give an example of something that fits a rule or pattern SA M Characterising is when I explain how a group of things are the same Generalising is when I explain a rule or pattern Classifying is when I put things into groups Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title Thinking and Working Mathematically PL E Critiquing is when I think about what is good and what could be better in my work or someone else’s work Improving is when I try to make my work better SA M Conjecturing is when I think of an idea or question to develop my understanding Convincing is when I explain my thinking to someone else, to help them understand Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title Numbers to 1000 Exercise 1.1 PL E 1.1 Hundreds, tens and ones thousand Focus Here is the last row of a 100 square Write the numbers in the next row, which is the first row of the 101 to 200 square 91 92 101 93 94 95 96 97 98 99 100 a M Complete these pieces from a to 1000 number strip b 201 SA 112 c 132 Draw a representation of 316 How will you show the value of each digit? Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 1.1 Hundreds, tens and ones What 3-digit numbers are represented below? a 100s PL E b 10s 1s What is the value of the ringed digit in each 3-digit number? 64 31 52 Practice 23 8 M 1 SA Write the numbers in the next row of the to 1000 strip 351 352 353 354 355 356 357 358 359 360 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 16 Chance Challenge PL E Write two questions for your partner that link with these pictures Use the word ‘chance’ M 8 a If you roll a to dice without looking, how likely is it that you will get a 7? will happen will not happen SA may happen b Write dice questions that have the answers ‘will happen’ and ‘will not happen’ 208 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 16.1 Chance On a separate piece of paper, write and play a game You can use dice or cards or a spinner Draw what you need Write the rules for your game Play your game What did you find out? SA M PL E 209 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17 Pattern and symmetry Exercise 17.1 Worked example PL E 17.1 Shape and symmetry horizontal reflection vertical Each flag has zero, one or two lines of symmetry M Draw the vertical and horizontal lines of symmetry on each flag Write how many lines you found Lines of symmetry Lines of symmetry SA Lines of symmetry If a shape has symmetry, it must match exactly both sides Flag does not have horizontal or vertical symmetry Flag has one vertical and one horizontal line of symmetry Flag has no lines of symmetry Lines of symmetry Lines of symmetry Lines of symmetry 210 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17.1 Shape and symmetry Focus PL E Each flag has zero, one or two lines of symmetry Lines of symmetry Lines of symmetry Lines of symmetry a Draw the vertical and horizontal lines of symmetry on each flag b Write how many lines you found Draw two flags: one has one line of symmetry and one has two lines of symmetry SA M c 2 a Draw the reflection of each of these shapes 211 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17 Pattern and symmetry b PL E Draw two shapes of your own Draw the line of symmetry 3 a Draw the lines of symmetry in these shapes Use a ruler SA M b Draw two lines of symmetry in these patterns c Draw your own symmetrical pattern 212 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17.1 Shape and symmetry Practice PL E Each flag has zero, one or two lines of symmetry Lines of symmetry Lines of symmetry Lines of symmetry Draw the vertical and horizontal lines of symmetry on each flag a Where a flag has zero lines of symmetry, add to the flag the shapes that will give it one or two lines of symmetry b Draw the new vertical or horizontal lines on those flags 5 a These shapes were made by folding and cutting squares Draw the lines of symmetry where you can SA A M D B C E 213 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17 Pattern and symmetry PL E b Draw three cut-out shapes of your own They must show symmetry SA M Draw the vertical or horizontal line of symmetry on this pattern Use a ruler Use colours to make the pattern symmetrical 214 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17.1 Shape and symmetry Challenge PL E Choose the shape for your flag Choose a design Create a symmetrical flag that has one or two lines of symmetry Use three different colours that are symmetrical too Draw the lines of symmetry on your flag Explain why they show symmetry M SA a Complete the missing half of each shape 215 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17 Pattern and symmetry PL E b Draw two symmetrical shapes of your own that have two lines of symmetry Mark the lines of symmetry SA M This pattern has two lines of symmetry a Label the vertical line Label the horizontal line b Using shapes, make your own pattern with two lines of symmetry Colour it so that the colours are symmetrical 216 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17.2 Patterns and symmetry 17.2 Patterns and symmetry Exercise 17.2 Worked example extend horizontal reflection shorten symmetry PL E Extend this pattern using a constant constant M vertical 15 SA 10 20 To extend the pattern by adding the constant ‘5’, we add five circles each time This pattern goes up in fives 5, 10, 15 The next pattern will have 20 217 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17 Pattern and symmetry Focus 1 a Extend this pattern PL E b The pattern goes up in c Draw the next two patterns This is the constant SA M a Reduce this pattern by subtracting one constant at a time b The pattern goes down in This pattern has one line of vertical symmetry Use colours to show colour symmetry 218 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17.2 Patterns and symmetry Practice This is the constant This is the starting pattern PL E a Extend the pattern by one Do this twice b Complete the number sentences c 3+1= 4+1= Write one thing that you notice M Make an extending pattern of your choice SA This is my starting pattern: This is my constant: This is my extended pattern: Write one thing about your pattern to share with someone else 219 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17 Pattern and symmetry 6 a Draw a picture or pattern with a horizontal line of symmetry to show reflection PL E b How you know that it is symmetrical? Challenge Make an extending pattern using a constant of three different shapes This is my constant: This is my extended pattern: SA This is my starting pattern: M Write the total number of shapes below each extended pattern Write one thing about your pattern to share with someone else 220 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title 17.2 Patterns and symmetry Make a pattern that reduces by one constant each time This is my starting pattern: This is my constant: PL E This is my extended pattern: Write the total number of shapes below each pattern Write one thing about your pattern to share with someone else M SA 9 a Draw a picture or pattern to show vertical and horizontal symmetry b Where did you start? c Explain what you did 221 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication We are working with Cambridge Assessment International Education towards endorsement of this title SA M PL E Acknowledgements 222 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication ... in each 3- digit number? 64 31 52 Practice 23 8 M 1 SA Write the numbers in the next row of the to 1000 strip 35 1 35 2 35 3 35 4 35 5 35 6 35 7 35 8 35 9 36 0 Original material © Cambridge. .. Colour all the multiples of 8 10 11 12 13 14 15 16 17 18 19 20 22 23 24 25 26 27 28 29 30 32 33 34 35 36 37 38 39 40 46 47 48 49 50 21 SA 31 M 41 42 43 44 45 There are six spiders on a plant... 38 1 Practice Write the numbers in the next row of the to 1000 strip 35 1 35 2 35 3 35 4 35 5 35 6 35 7 35 8 35 9 536 0 Original material © Cambridge University Press 2021 This material is not final and is