We are working with Cambridge Assessment International Education towards endorsement of this title ✓ 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 Mary Wood & Emma Low M This resource is endorsed by Cambridge Assessment International Education Workbook For more information on how to access and use your digital resource, please see inside front cover Primary Mathematics SA • Practice activities to help learners apply their knowledge to new contexts • Three-tiered exercises in every unit get progressively more challenging to provide all learners with appropriate points to access the topic • 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 Mathematics 9781108760027 Wood and Low Primary Maths Workbook Stage CVR C M Y K Packed with activities, including puzzles, ordering and matching, this workbook helps your students practise what they have learnt Specific questions develop thinking and working mathematically skills Focus, Practice and Challenge exercises provide clear progression through each topic, helping learners to start at a level that matches their confidence 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 Mary Wood & Emma Low 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 PL E Cambridge University Press is part of the University of Cambridge 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/9781108760027 © 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 Dubai by Oriental Press M A catalogue record for this publication is available from the British Library ISBN 978-1-108-76002-7 Paperback with Digital Access (1 Year) Additional resources for this publication at www.cambridge.org/9781108760027 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 Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education NOTICE TO TEACHERS IN THE UK 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 and the number system 8 1.1 1.2 1.3 Counting and sequences More on negative numbers Understanding place value Time and timetables 24 PL E 14 18 2.1 Time 2.2 Timetables and time intervals 24 30 Addition and subtraction of whole numbers 34 3.1 3.2 3.3 Using a symbol to represent a missing number or operation Addition and subtraction of whole numbers Generalising with odd and even numbers 34 39 45 M 4 Probability 50 4.1 Likelihood Multiplication, multiples and factors 58 SA 5.1 Tables, multiples and factors 5.2 Multiplication 50 58 65 2D shapes 71 6.1 2D shapes and tessellation 6.2 Symmetry 71 77 7 Fractions 84 7.1 7.2 Understanding fractions Fractions as operators 84 88 8 Angles 92 8.1 8.2 8.3 Comparing angles Acute and obtuse Estimating angles 92 97 101 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 Comparing, rounding and dividing 106 9.1 9.2 Rounding, ordering and comparing whole numbers Division of 2-digit numbers 106 110 10 Collecting and recording data 115 10.1 How to collect and record data 115 PL E 11 Fractions and percentages 123 11.1 Equivalence, comparing and ordering fractions 11.2 Percentages 123 129 12 Investigating 3D shapes and nets 136 12.1 The properties of 3D shapes 12.2 Nets of 3D shapes 136 141 13 Addition and subtraction 147 13.1 Adding and subtracting efficiently 13.2 Adding and subtracting fractions with the same denominator 147 152 14 Area and perimeter 157 M 14.1 Estimating and measuring area and perimeter 14.2 Area and perimeter of rectangles 157 165 15 Special numbers 173 SA 15.1 Ordering and comparing numbers 15.2 Working with special numbers 15.3 Tests of divisibility 173 177 183 16 Data display and interpretation 186 16.1 Displaying and interpreting data 186 17 Multiplication and division 198 17.1 Developing written methods of multiplication 17.2 Developing written methods of division 198 204 18 Position, direction and movement 209 18.1 Position and movement 18.2 Reflecting 2D shapes 209 217 Acknowledgements 225 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 very hard Each exercise is divided into three parts You might not need to work on all of them Your teacher will tell you which parts to You will also find these features: M Important words that you will use SA Step-by-step examples showing a way to solve a problem There are often many different ways to solve a problem These questions will help you develop your skills of thinking and working mathematically 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 Contents PL E Thinking and Working Mathematically There are some important skills that you will develop as you learn mathematics Specialising is when I choose an example and check to see if it satisfies or does not satisfy specific mathematical criteria SA M Characterising is when I identify and describe the mathematical properties of an object Generalising is when I recognise an underlying pattern by identifying many examples that satisfy the same mathematical criteria Classifying is when I organise objects into groups according to their mathematical properties 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 compare and evaluate mathematical ideas, representations or solutions to identify advantages and disadvantages Improving is when I refine mathematical ideas or representations to develop a more effective approach or solution SA M Conjecturing is when I form mathematical questions or ideas Convincing is when I present evidence to justify or challenge a mathematical idea or solution 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 Numbers and the number system 1.1 Counting and sequences Worked example The numbers in this sequence increase by 30 each time 10, 40, 70, The sequence continues in the same way Which number in the sequence is closest to 200? M List the terms in the sequence The next terms in the sequence are: 10 +30 40 +30 70 +30 100 +30 130 +30 160 +30 190 +30 220 SA 200 190 220 Work out which term is closest to 200 Answer: 190 is closest to 200 difference linear sequence negative number non-linear sequence rule sequence spatial pattern square number term term-to-term rule 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 Counting and sequences Exercise 1.1 Focus Hassan shaded in grey these numbers on a hundred square The numbers form a pattern 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 M PL E SA a What is Hassan’s rule for finding the next number? b What is the next number in his pattern? The sequence 10, 16, 22, continues in the same way Write the next two numbers in the sequence , 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 18 Position, direction and movement Continued y-axis Next use the y-axis to find the vertical position of the X The X is squares up 0 y-axis (3, 5) The point where the lines cross has coordinates (3, 5) M x-axis Write the number as coordinates: (horizontal position, vertical position) PL E 4 x-axis SA Answer: The position of X on the grid is (3, 5) compass coordinates quadrant 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 18.1 Position and movement Exercise 18.1 Focus Complete the compass directions N W S PL E N E S SA M Describe the direction of the path from flag to flag using compass directions N Start Finish 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 18 Position, direction and movement Draw an arrow from the coordinates to the cross in the correct position Remember, the first number (x) is how far horizontally, the second number (y) is how far vertically (↔, ↕) y-axis (2, 6) PL E (4, 4) (1, 2) (5, 3) (3, 0) x-axis Mark the coordinates below on the grid Join each coordinate to the next and then join the last coordinate to the first to make a polygon across and up (2, 3) across and up (4, 1) across and up (5, 2) across and up (3, 6) SA M across and up (2, 5) What is the name of the polygon you have made? y-axis 0 x-axis 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 18.1 Position and movement Practice This is a map of the town where Halim lives Map of Halim’s Town key: N W E Bank PL E S Halim’s home Café Museum Park School Shop 200m Travel agent M a What compass direction should Halim follow to get from his home to: the shop? SA i ii the school? iii the park? b What is the compass direction from the café to the bank? c What is the compass direction from the bank to the café? 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 18 Position, direction and movement Write the letter that is at each of these coordinates Rearrange the letters to reveal a word about the coordinates y-axis A B C D E F G H M N O P Q R S T U V W X Y Z K L x-axis (2, 2) (4, 5) (1, 5) (2, 3) (3, 2) (6, 3) (1, 5) (5, 3) The word is: M J PL E I 7 a Mark the coordinates listed on the grid A (3, 4) B (0, 6) C (3, 6) D (0, 4) y-axis SA 0 x-axis Join the four coordinates in order with a ruler Join the last coordinate to the first b What polygon is made? 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 18.1 Position and movement Challenge Complete this compass with the compass directions, and write the number of degrees turn that each direction is from North N degrees PL E NE 45 degrees S 180 degrees • M Label the coordinates of each y-axis , SA , , , , x-axis 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 18 Position, direction and movement 10 Plot these coordinates on the grid A (4, 0) B (0, 1) y-axis M PL E C (1, 5) 1 SA x-axis A, B and C are three vertices of a square Complete the square What is the last vertex of the square? 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 18.2 Reflecting 2D shapes 18.2 Reflecting 2D shapes Worked example mirror line reflection Reflect this shape in the mirror line on the grid 1 y-axis C 7 10 11 12 x-axis M PL E y-axis This is a horizontal mirror line One edge of the shape is along the mirror line D B SA A A’s reflection The vertices A and E are touching the mirror line Their reflections will also touch the mirror line E E’s reflection 0 10 11 12 x-axis 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 18 Position, direction and movement Continued y-axis C B A3 A’s reflection 3 E E’s reflection 2 C’s reflection 1 D’s reflection y-axis C A3 A’s reflection Join the vertices to make the reflection of the whole shape E’s reflection D’s reflection 10 11 12 B’s reflection x-axis SA Answer: E M The vertex B is one square from the mirror line Its reflection will be one square from the mirror line, on the other side of the mirror C’s reflection 1 2 x-axis 2 B 10 11 12 D 1 PL E D 1 The vertices C and D are both three squares from the mirror line Their reflections will also be three squares from the mirror line, on the other side of the mirror y-axis C B A3 A’s reflection 2 C’s reflection D 1 1 E E’s reflection D’s reflection 10 11 12 B’s reflection x-axis 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 18.2 Reflecting 2D shapes Exercise 18.2 Focus Complete the reflection of these shapes in the mirror line y-axis 11 PL E 10 1 10 11 x-axis M Complete the reflection of these shapes in the mirror line y-axis SA 11 10 0 10 11 x-axis 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 18 Position, direction and movement y-axis 0 PL E x-axis a What are the coordinates of the vertices of the triangle? ( , ) ( , ) ( , ) Tip Remember (↔, ↕) b Reflect the triangle in the mirror line by counting the squares c Write the coordinates of the reflected triangle ( , ) ( , ) ( , ) Practice M d What shape is made by the original triangle and the reflected triangle together? SA Reflect these shapes in the mirror line y-axis 11 10 0 1011 x-axis 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 18.2 Reflecting 2D shapes Reflect these shapes in the mirror line 11 10 PL E y-axis 10 11 x-axis 6 a List the coordinates of the square on the grid M y-axis SA ( ( ( ( , , , , ) ) ) ) 0 x-axis b What shape will be made by combining the square with its reflection in the mirror line? c Draw the reflection of the square in the mirror line to check your answer to question (b) 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 18 Position, direction and movement Draw a rectangle on the grid that will make a square when combined with its reflection in the mirror line y-axis PL E Challenge x-axis Reflect these shapes in the mirror line Count half a square where the edge of the shape is halfway between the grid lines M y-axis 11 10 SA 0 10 11 x-axis 222 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 18.2 Reflecting 2D shapes Reflect these shapes in the mirror line y-axis 10 PL E 7 10 11 x-axis 10 Answer questions (a) and (b) before you draw the reflection of the shape y-axis M SA 0 x-axis a What shape will be made by combining this pentagon with its shape reflected in the mirror line? b List the coordinates of the vertices of the reflected shape c Draw the reflection of the shape on the grid and check your answers for (a) and (b) 223 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 18 Position, direction and movement 11 Draw a pentagon on the grid that will make a hexagon when combined with its reflection in the mirror line y-axis PL E 1 x-axis SA M 224 Original material © Cambridge University Press 2021 This material is not final and is subject to further changes prior to publication ... 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76... numbers What is the hidden letter? 41 6 636 232 861 220 657 1 54 32 41 2 PL E 50 198 42 3 53 6 54 110 851 825 730 40 4 53 676 595 358 206 45 2 94 687 590 M 682 566 742 1 74 552 Work out these calculations:... to Newlands? mins 40 mins Use a time line Work out the time from 15: 14 to 15:20 and then from 15:20 to 16:00 60 – 14 46 M 15: 14 15:20 16:00 + 40 = 46 minutes Or, subtract 14 minutes from 60 minutes