CAMBRIDGE PRIMARY Skills Builder Activity Book consists of: A full range of activities which support the breadth of the Cambridge Primary Mathematics curriculum framework at Grade Carefully levelled activities which help gently raise a child’s mathematical understanding and performance to match that of their peers For the first time, this flexible resource offers motivational parents the Cambridge way for Maths work at home E Skills Builder Moseley and Rees Helpful guidance and tips to help teachers or parents explain key mathematical methods and concepts before each exercise Mathematics PL The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need extra teaching and learning opportunities in order to achieve success in the Cambridge Primary Mathematics curriculum framework Skills Builder Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the Cambridge Primary Mathematics course This is a flexible and engaging course written specifically for the Cambridge Primary Mathematics curriculum framework Stages to The course offers a discussion-led approach with problem-solving integrated throughout to encourage learners to think and talk about mathematics in place of rote learning and drill practice The language throughout the course is pitched to EAL / ESL learners with illustrations supporting visual understanding and learning CAMBRIDGE PRIMARY SA M Skills Builder Cambridge Primary Mathematics Mathematics Original material © Cambridge University Press 2016 Cherri Moseley and Janet Rees CAMBRIDGE PRIMARY E Mathematics Contents PL Name: Skills Builder Length, capacity, weight and time 36–38 SA M Three-digit numbers (1) 4–5 Addition and subtraction (1) 6–7 Estimating 39 Doubling 8–9 Sorting and representing data 40–41 Addition and subtraction (2) 10–11 Ordering 42 Multiplication (1) 12–13 Multiplication (2) 43 2D shapes and symmetry 14–17 Fractions 44–45 Position 18–19 Doubling and halving (2) 46–47 Money 20–21 Complements to 100 48–49 Time (1) 22–23 Multiplication and division 50–51 Estimating length 24–25 Time (2) 52 Three digit numbers (2) 26 Capacity 53 Multiplying by 10 27 Time (3) 54–55 Ordering, estimating and rounding 28–31 Money 56–57 Doubling and halving (1) 32 Weight 58 Addition and subtraction (3) 33 Photocopiable resources 59–76 Multiplication 34–35 Answers 77–79 Cherri Moseley and Janet Rees Original material © Cambridge University Press 2016 Introduction This Skills Builder activity book is part of a series of 12 write-in activity books for primary mathematics grades 1–6 It can be used as a standalone book, but the content also complements Cambridge Primary Maths Learners progress at different rates, so this series provides a Skills Builder and a Challenge Activity Book for each Primary Mathematics Curriculum Framework Stage to support and broaden the depth of learning University Printing House, Cambridge cb2 8bs, United Kingdom 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 The Skills Builder books consolidate the learning already covered in the classroom, but provide extra support by giving short reminders of key information, topic vocabulary and hints on how best to develop maths skills and knowledge They have also been written to support learners whose first language is not English E www.cambridge.org Information on this title: education.cambridge.org/9781316509159 © Cambridge University Press 2016 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 Printed in India by Multivista Global Pvt Ltd A catalogue record for this publication is available from the British Library isbn 978-1-316-50915-9 Paperback 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 The activities are for use by learners in school or at home, with adult mediation Topics have been carefully chosen to focus on those common areas where learners might need extra support The approach is linked directly to Cambridge Primary Maths, but teachers and parents can pick and choose which activities to cover, or go through the books in sequence The varied set of activities grow in challenge through each unit, including: • closed questions with answers, so progress can be checked SA M 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 license, 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 How to use the books PL First published 2016 notice to teachers in the uk The photocopy masters in this publication may be photocopied or distributed (electronically) free of charge for classroom use within the school or institution that purchased the publication Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution This book is part of the Cambridge Primary Maths project This is an innovative combination of curriculum and resources designed to support teachers and learners to succeed in primary mathematics through best-practice international maths teaching and a problem-solving approach To get involved, visit www.cie.org.uk/cambridgeprimarymaths • Hints prompt and assist in building understanding, and steer the learner in the right direction • You will need gives learners, teachers and parents a list of resources for each activity • Photocopiable resources are provided at the end of the book, for easy assembly in class or at home • Links to the Cambridge International Examinations Primary Mathematics Curriculum Framework objectives and the corresponding Cambridge Primary Mathematics Teacher’s Resource are given in the footnote on every page • Calculators should be used to help learners understand numbers and the number system, including place value and properties of numbers However, the calculator is not promoted as a calculation tool before Stage Note: When a ‘spinner’ is included, put a paperclip flat on the page so the end is over the centre of the spinner Place the pencil point in the centre of the spinner, through the paperclip Hold the pencil firmly and spin the paperclip to generate a result • questions with more than one possible answer Tracking progress • activities requiring resources, for example, dice, spinners or digit cards Answers to closed questions are given at the back of the book; these allow teachers, parents and learners to check their work • activities and games best done with someone else, for example, in class or at home, which give the opportunity to be fully involved in the child’s learning When completing each activity, teachers and parents are advised to encourage self-assessment by asking the students how straightforward they found the activity When learners are reflecting on games, they should consider how challenging the mathematics was, not who won Learners could use a ✓/ ✗ or red/ green colouring system to record their self-assessment anywhere on each activity page • activities to support different learning styles: working individually, in pairs, in groups How to approach the activities Space is provided for learners to write their answers in the book Some activities might need further practice or writing, so students could be given a blank notebook at the start of the year to use alongside the book Each activity follows a standard structure • Remember gives an overview of key learning points They introduce core concepts and, later, can be used as a revision guide These sections should be read with an adult who can check understanding before attempting the activities • Vocabulary assists with difficult mathematical terms, particularly when English is not the learner’s first language Learners should read through the key vocabulary with an adult and be encouraged to clarify understanding Original material © Cambridge University Press 2016 These assessments provide teachers and parents with an understanding of how best to support individual learners’ next steps Marching ants resource 1, pages 59–61, a 1–6 dice, a counter You will need: Remember In a three-digit number, the first digit tells you how many hundreds there are, the second digit how many tens and the third digit how many ones So, for 327, the represents 300, the represents 20 and the represents ones Put your counter on START Throw the dice and move that number of spaces Follow the direction the ants are walking Write the number you land on in any position on your score card Once you have written the digit, it cannot be changed Vocabulary hundreds, tens, ones, units, place value, digit Complete one score card at a time E The highest number I made was The smallest number I made was Hint: Think about where to place when making a high number How will that change when making a low number? Use place value cards to support reading each number _ START SA M highest Score cards Highest hundreds 5 3 ones tens ones Smallest tens 1 smallest PL These are all my numbers, in order hundreds Original material © Cambridge University Press 2016 Unit 1A Number and problem solving CPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher’s Resource 1.1, 1.3 Unit 1A Number and problem solving CPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher’s Resource 1.1, 1.3 [A] Title chains Making Write + 10 or – 10 to make your own chain Then complete this chain resource 1, pages 59–61 You will need: Hint: Use place 56 Remember Remember When you add text or subtract 10 from a two-digit or three-digit number, the ones digit does not change For example, 152 + 10 = 162 152 – 10 = 142 value cards to make the numbers Change the tens card to add or subtract 10 hundreds, tens, ones, units, add, subtract, digit Complete each chain 28 –10 +1 –1 –1 +1 +10 PL 38 +10 +10 SA M 18 +10 I started on 18 and ended on +10 Make a chain for your friend You can add or subtract 10, 20 or 30 but you must know the answer! +10 +1 Unit 1A Number and problem solving CPM Framework 3Nn2, 3Nn3, 3Nn5, 3Nn6, 3Nc9, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 2.1 –1 +10 +10 23 I started on 56 and ended on –10 +10 +1 +10 I started on 23 and ended on E Vocabulary +10 Original material © Cambridge University Press 2016 Unit 1A Number and problem solving CPM Framework 3Nn2, 3Nn3, 3Nn5, 3Nn6, 3Nc9, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 2.1 Robot doubles Remember There are different ways to double a number You can add it to itself (4 + 4) or you can multiply it by (4 × 2) This is a game for two players Cut up the cards and put them in the feely bag resource 2, pages 62–63, a feely bag, 20 counters each You will need: 10 26 32 38 E If your answer has already been covered up by a counter, miss a go SA M 40 22 36 Discard the card PL double, twice, add, multiply 20 Work out the answer Put a counter on the answer on your robot The first player to cover all 20 numbers on their robot is the winner Vocabulary Take turns to take a card from the feely bag 34 18 28 24 16 14 30 12 Hint: Use cubes or Base 10 apparatus to help you work out the double Original material © Cambridge University Press 2016 Unit 1A Number and problem solving CPM Framework 3Nc3, 3Nc6, 3Nc7, 3Pt1, 3Ps6; CPM Teacher’s Resource 4.1 Unit 1A Number and problem solving CPM Framework 3Nc3, 3Nc6, 3Nc7, 3Pt1, 3Ps6; CPM Teacher’s Resource 4.1 Tricky triangles You will need: page 64 resource 3, Put the numbers 1–9 in the circles so that the numbers along each side have the same total Find a different way to it Now for a challenge! Put the numbers 1–12 in the circles so that the numbers along each side have the same total 10 cubes, counters Vocabulary add, subtract, fact family, related, ten, ones, number pairs or number sentence bonds for 10, near pairs, doubles, near doubles, add, There is a fact family living in each of the houses in this row PL Complete each house 10 Hint: Cut up the numbers in the number strip Place the numbers in the circles then move them around to find a solution Start with the corner numbers SA M Find a different way to it You will need: Vocabulary addition, total, strategy Put the numbers 1–6 in the circles on each triangle so that the numbers along each side have the same total Remember Fact families are numbers that are related 4, and 10 are related: + = 10, + = 10, 10 – = and 10 – = E Remember When you add several single-digit numbers, look for number pairs for 10, near pairs, doubles and near doubles to help you Make tens then add the tens and ones to find the total For example + + + = (6 + 4) + + =10 + = 14 Or (3 + 1) + + = + = 14 Fact families 7 + = 10 + = 10 − = − = 13 11 = + = + = + = + = = − = − = − = − = − = + + = − Write a different fact family in each house Use the numbers up to 20 Hint: Use counters or cubes to check that each number sentence is correct + = + = + = + = + = + = + = + = − = − = − = − = − = − = − = − = Original material © Cambridge University Press 2016 Unit 1A Number and problem solving CPM Framework 3Nc1, 3Nc12, 3Nc16, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 3.1 Unit 1A Number and problem solving CPM Framework 3Nc1, 3Ps6; CPM Teacher’s Resource 5.1 11 Can you see the ship? Hint: Look up or down a column or across a row Remember A multiple is the number we get when we multiply a number by another number is a multiple of because it is multiplied by a dice, a counter for each player You will need: to find a multiple of the number you threw Use the multiples chart to find multiples of the spinner numbers multiple, row, column This is a game for two players Move your counter to a number in the row above that is a multiple of the number you spun If there is no number, miss a turn Keep moving towards the top of the mountain 10 4 1 2 3 4 SA M Play the game a second time, but now cover up the multiplication table 10 10 10 12 14 16 18 20 12 15 18 21 24 27 30 12 16 20 24 28 32 36 40 10 15 20 25 30 35 40 45 50 6 12 18 24 30 36 42 48 54 60 7 14 21 28 35 42 49 56 63 70 8 16 24 32 40 48 56 64 72 80 9 18 27 36 45 54 63 72 81 90 100 The first player to reach 100 is the winner × PL You each need to climb the iceberg to find the ship stuck in the ice Place your counters at the bottom of the iceberg Take turns to spin the spinner E Vocabulary 12 20 25 35 27 45 10 24 24 30 14 15 24 50 32 16 PLAYER START 28 16 12 35 70 21 40 15 15 10 45 28 PLAYER START 18 40 10 10 20 30 40 50 60 70 80 90 100 12 Original material © Cambridge University Press 2016 Unit 1A Number and problem solving CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 6.1, 6.2, 6.3 Unit 1A Number and problem solving CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 6.1, 6.2, 6.3 13 Straw models art straws, pipe cleaners (or modelling clay or dough), ruler, scissors You will need: Vocabulary square, rectangle, cube, Cut some straws into cm lengths Cut some straws into cm lengths 4, page 65 SA M Make different sized squares and rectangles with your straws Can you make a pentagon, or a hexagon? How many sides they have? resource Vocabulary symmetry, symmetrical, line of symmetry Hint: Use a mirror to Hint: Join identical squares together to make a cube Use pairs of rectangles or squares to make a cuboid Cut some straws into cm lengths You will need: A line of symmetry splits a shape or pattern into two halves that are mirror images of each other Shapes and patterns can have more than one line of symmetry PL cuboid, right angle Remember E Remember Rememberand Squares textrectangles have four straight sides and four right angles Cubes have square faces Cuboids can have square or rectangular faces A net is what a 3D shape makes when it is opened out flat Squares, squares and more squares find and check the lines of symmetry Use tiles from resource to make a by square What symmetrical patterns can you make? The first one has been done for you Draw the line or lines of symmetry for each by square Use small pieces of bent pipe cleaner (or small balls of modelling clay or dough) to join straws together Use your squares and rectangles to make different-sized cubes and cuboids Carefully open your cubes to see the nets Now, join squares together so that this net will not make a cube Find more than one way to this 14 Which patterns have: line of symmetry lines of symmetry more than lines of symmetry? Use square tiles to make a by rectangle What symmetrical patterns can you make? Draw the line or lines of symmetry Original material © Cambridge University Press 2016 Unit 1B Geometry and problem solving CPM Framework 3Gs1, 3Gs2, 3Gs3, 3Gs4, 3Pt8, 3Pt9; CPM Teacher’s Resource 7.1, 7.2, 7.3 Unit 1B Geometry and problem solving CPM Framework 3Gs5, 3Ps3; CPM Teacher’s Resource 8.1 15 Remember In a regular polygon, all the sides are the same length and all the angles are the same resource 5, page 66, 12 red counters, 12 yellow counters You will need: Vocabulary triangle, square, quadrilateral, pentagon, hexagon, polygon, regular, irregular In an irregular polygon, the sides and angles are different sizes This is a game for two players Take turns to spin the spinner The number you spin tells you the number of sides of the shape Place a counter on the shape with that number of sides, next to the riverbank on your side of the river Continue, building a path with your coloured counters to the other side of the river Miss a turn if the new shape does not join on to your path Hint: Copy the shapes in When you complete your path, take one animal across the river Remove your path and start a new path for the next animal The first player to get all their animals to the other side of the river is the winner PL the river Label each shape with the number of sides Check your shapes each time you use the spinner How many of your shapes are regular? How many are irregular? Compare with your partner PLAYER STARTING ROCK SA M PLAYER STARTING ROCK Choose three animals and a colour each Place them on your chosen starting rock E Cross the river 16 Original material © Cambridge University Press 2016 Unit 1B Geometry and problem solving CPM Framework 3Gs2, 3Pt8; CPM Teacher’s Resource 7.1 Unit 1B Geometry and problem solving CPM Framework 3Gs2, 3Pt8; CPM Teacher’s Resource 7.1 17 Building the wall Remember Position words tell you where something is or where to place something resource 6, page 67, a set of brick cards for each player, a set of position cards to share You will need: Cut out the bricks and position cards Place the position cards in the box above the wall, face down Take turns to take the top position card Place a brick in the matching position in the wall ‘Beside’ could be used to put one brick beside another, beside the edge of the wall or beside the pile of cement Return the position card to the bottom of the pile E Vocabulary This is a game for one or two players under, middle, edge, above, between, up, below, next to, down, top, beside, left, right, bottom, side, Continue until the wall is complete SA M PL In a two-player game, the winner is the player who places the last brick in the wall Hint: Use the position card to say where you are putting your brick – for example, ‘I am putting my brick on the bottom row’ 18 Original material © Cambridge University Press 2016 Unit 1B Geometry and problem solving CPM Framework 3Gp1, 3Ps3; CPM Teacher’s Resource 8.2 Unit 1B Geometry and problem solving CPM Framework 3Gp1, 3Ps3; CPM Teacher’s Resource 8.2 19 Collecting money This is a game for two players Place all the money in the bank Put your counter at the beginning of the track You will need: a collection of Vocabulary 10-cent, 50-cent and dollar Player I collected $ and cents Player I collected $ and cents Vocabulary coins or notes, a Text 1–6 dice, a tray or dish to use as a bank Vocabulary cent, dollar, money, coins, value If you land on an amount of money, take that amount from the bank If you land on a star, take a dollar from the bank PL Take turns to roll the dice and move that number of spaces E Remember There are 100 cents in every dollar Hint: Put 10 cent How much money did you collect? coins in piles of 10 to make a dollar Two 50-cent coins make a dollar 100c 60c When you have collected 100 cents, exchange them with the bank for a dollar The winner is the player with the most money at the end of the track 50c SA M START 10c 70c 10c 70c 70c 20c 40c 20 50c 40c 100c FINISH Original material © Cambridge University Press 2016 Unit 1B Geometry and problem solving CPM Framework 3Nn3, 3Nc9, 3Nc18, 3Mm1, 3Pt1, 3Ps6; CPM Teacher’s Resource 9.1 Unit 1B Geometry and problem solving CPM Framework 3Nn3, 3Nc9, 3Nc18, 3Mm1, 3Pt1, 3Ps6; CPM Teacher’s Resource 9.1 21 Match the time 50 At o’clock times, the minute 10 hand points to 12 on an 45 analogue clock and a digital 40 clock shows 00 minutes 11 45 12 10 25 11 10 35 15 20 25 At quarter to, the minute hand points to the on an analogue clock and the digital clock shows 45 minutes 50 45 40 11 12 30 50 25 30 Vocabulary time, clock, analogue, digital, 50 o’clock, half past 55 11 50 45 12 35 35 15 20 45 50 45 40 When all the clocks have a counter on them, the winner is the player with the most counters on the clocks 11 Hint: Move the hands 12 50 45 40 12 10 35 30 45 15 12 40 25 30 30 25 15 20 12 10 35 30 55 25 15 20 50 45 40 11 12 10 10 35 15 20 25 30 25 40 11 12 10 10 35 30 25 15 20 55 50 45 40 11 12 10 10 35 30 Original material © Cambridge University Press 2016 Unit 1C Measures and problem solving CPM Framework 3Mt2, 3Pt2; CPM Teacher’s Resource 10.1 15 20 35 20 10 10 25 30 20 45 10 10 10 40 15 45 10 50 11 11 50 55 50 35 10 35 55 12 10 40 55 25 If there are no clocks left showing that time, miss a turn 11 50 55 20 on a geared clock or paper plate clock to match the time on the spinner Find a clock with the minute hand in the same position 55 11 25 30 15 Take turns to spin the spinner Place one of your counters on the matching analogue time and another on the matching digital time 55 25 30 25 30 20 quarter to 10 15 20 15 35 40 10 10 12 11 11 10 half past o’clock 12 10 10 This is a game for two players 22 55 0 55 20 10 35 40 15 10 10 40 SA M 30 55 10 40 45 quarter past 45 10 15 20 30 12 50 12 11 35 55 45 40 20 10 15 counters in different colours 25 55 45 10 30 35 50 11 40 At half past, the minute hand points to on an analogue clock and the digital clock shows 30 minutes You will need: 55 50 35 At quarter past, the minute hand points to on an analogue clock and a digital clock shows 15 minutes 12 E 55 PL Remember Unit 1C Measures and problem solving CPM Framework 3Mt2, 3Pt2; CPM Teacher’s Resource 10.1 15 20 25 23 [A] Title garden Miniature You will need: Estimate Measure a ruler Estimate the height of each plant a Now use a ruler to measure the height of each plant Vocabulary b Compare your estimates and measurements height, length, tall, long, c My estimate was the same as the measurement for short, centimetre, cm d E Remember Remember When estimating text a length, use what you already know about measures cm is about the width of your finger; 10 cm = a tens stick from place-value apparatus e Hint: Line up the g PL beginning of the plant with on the ruler f h My estimate was longer than the measurement for My estimate was shorter than the measurement for i j a 24 b c SA M This stick insect is cm long d e f g h i Draw stick insects, cm, cm and 12 cm long j Original material © Cambridge University Press 2016 Unit 1C Measures and problem solving CPM Framework 3Ml1, 3Ml3, 3Pt2; CPM Teacher’s Resource 11.1, 11.2 Unit 1C Measures and problem solving CPM Framework 3Ml1, 3Ml3, 3Pt2; CPM Teacher’s Resource 11.1, 11.2 25 Abacus numbers Remember When you multiply by 10 the digits move one place to the left The value of every digit becomes 10 times bigger Vocabulary Vocabulary place value,Text hundreds, tens, ones H T Hint: Count the beads O on the abacus Make sure you have used all beads every time T O PL Draw six beads on each abacus to make a three-digit number Write the number The first one is done for you What is the smallest three-digit number you can make? What is the largest? H Choose whether you want to travel vertically , or horizontally across the board Throw both dice T 600 O _ H T O _ H T O _ 26 H T O _ H T O _ H H T O _ H T O _ SA M H T O _ H T O _ H T O _ Unit 2A Number and problem solving CPM Framework 3Nn2, 3Nn5, 3Pt3, 3Ps3, 3Ps6; CPM Teacher’s Resource 12.1 H T O _ H T O _ You will need: dice, counters Choose whether to add the numbers or subtract the smaller number from the higher number Multiply your answer by 10 Put a counter on that number in the grid Aim to make a line of counters from side to side or from top to bottom two 1–6 Vocabulary add, subtract, multiply, E Remember An abacus uses beads to represent numbers Each stick has a different value On these abacuses, they are hundreds, tens and ones Hexalines Don’t forget your zero place holder digits 20 80 20 100 70 20 60 30 60 40 90 120 50 60 10 50 90 90 100 120 40 50 120 50 50 40 50 20 100 70 110 20 70 120 30 40 110 110 60 100 90 80 100 10 50 100 60 70 80 70 90 20 60 90 10 80 110 30 120 40 30 100 100 70 Hint: Play the game with a friend Each different coloured counters The first player to make a path from top to bottom or side to side is the winner Original material © Cambridge University Press 2016 Unit 2A Number and problem solving CPM Framework 3Nn5, 3Nn7, 3Nc3, 3Pt3, 3Ps3, 3Ps6 ; CPM Teacher’s Resource 12.3 27 Weight Resource Place-value cards Remember 1000g = kg Vocabulary grams, kilograms, weight, scales 58 _ 950 g If the skin weighs 850g, how much melon can be eaten? kg _ If the peel and top weigh 350g, how much pineapple can be eaten? SA M 160 g If the apple weighs 70g, what does the pear weigh? _ kg _ If the bowl weighs 220 g, what is the weight of the grapes? 650 g _ _ If one parcel weighs 900g, what does the other parcel weigh? PL e R ic kg Mum cooked 350g of rice How much rice was left? E Read the scales and answer the questions Original material © Cambridge University Press 2016 Unit 3C Measure and problem solving CPM Framework 3Ml2, 3Ml5, 3Pt2, 3Ps3; CPM Teacher’s Resource 32.1, 32.2 © Cambridge University Press 2016 Photocopiable resources 59 0 0 0 0 0 0 0 E PL 0 SA M 60 Original material © Cambridge University Press 2016 Photocopiable resources © Cambridge University Press 2016 © Cambridge University Press 2016 Photocopiable resources 61 Resource Number cards 62 double double double twice twice twice twice twice 1+1 2+2 3+3 4+4 2×1 2×2 2×3 2×4 double double double double twice twice twice 6+6 7+7 2×6 2×7 double 11 double 12 E double twice 11 twice 12 PL double double 13 double 14 double 15 twice 13 twice 14 twice 15 11 + 11 12 + 12 13 + 13 14 + 14 15 + 15 5×5 × 11 × 12 × 13 × 14 × 15 double 10 double 16 double 17 double 18 double 19 double 20 twice twice 10 twice 16 twice 17 twice 18 twice 19 twice 20 8+8 9+9 10 + 10 16 + 16 17 + 17 18 + 18 19 + 19 20 + 20 2×8 2×9 × 10 × 16 × 17 × 18 × 19 × 20 SA M 5+5 Original material © Cambridge University Press 2016 Photocopiable resources © Cambridge University Press 2016 © Cambridge University Press 2016 Photocopiable resources 63 10 11 12 10 11 12 10 11 12 10 11 12 PL SA M Resource Square tiles E Resource Number strips 1–12 64 Original material © Cambridge University Press 2016 Photocopiable resources © Cambridge University Press 2016 © Cambridge University Press 2016 Photocopiable resources 65 Resource [A] Title 14 two lines Time cards Answers Answers are not supplied for open-ended activities and games Page Making chains 30 seconds 10 seconds 35 seconds 15 seconds 40 seconds 20 seconds 45 seconds 25 seconds 50 seconds I started on 18 and ended on 48 18 ➞ 28 ➞ 38 ➞ 48 ➞ 38 ➞ 28 ➞ 38 ➞ 48 ➞ 58 ➞ 48 I started on 23 and ended on 93 23 ➞ 33 ➞ 43 ➞ 53 ➞ 63 ➞ 73 ➞ 83 ➞ 93 ➞ 83 ➞ 93 ➞ 103 ➞ 93 56 learners’ choice E seconds 11 minute minutes 10 minutes 15 minutes 20 minutes 25 minutes 30 minutes 35 minutes 40 minutes hours 76 hours hours 55 minutes hours 60 minutes hours hours hours 10 hours 10 11 hours 11 7 12 9 11 6 11 10 4 12 10 © Cambridge University Press 2016 19 23 7 3 + = 10 + = 10 − = − = 10 − = − = House 8 13 + = 9 + = 10 House 21 House 10 House 11 5 + = 13 + = 11 + = 13 + = 11 13 − = 11 − = 13 − = 11 − = 6 Original material © Cambridge University Press 2016 Photocopiable resources 31 11 Page 11 Fact families 30 20 10 12 5 17 3 10 12 29 2 hours SA M hours 50 minutes 45 minutes 12 28 PL 55 seconds Page 10 Tricky triangles 1 Answers 77 Page 24 Miniature garden Squares: cm by cm, cm by cm, cm by cm Rectangles: cm by cm, cm by cm, cm by cm Cubes: cm by cm by cm, cm by cm by cm, cm by cm by cm Cuboids: cm by cm by cm, cm by cm by cm, cm by cm by cm, cm by cm by cm, cm by cm by cm, cm by cm by cm, cm, by cm by cm Page 15 Squares, squares and more squares Heights: cm, 14 cm, cm, cm, cm 31 Pages 48–49 Complements to 100 cm, cm, 12 cm, cm, cm, Page 52 Cooking times Page 26 Abacus numbers These numbers can be made: 600, 501, 510, 420, 402, 411, 330, 303, 321, 312, 222, 231, 213, 204, 240, 105, 150, 114, 141, 123, 132, 033, 042, 024, 051, 015, 006 Page 29 Spots, squares and stars 48 Pages 34–35 Tiles These numbers will be left uncovered: 1, 3, 7, 9, 11, 13, 17, 19, 21, 23, 27, 29, 31,, 33, 37, 39, 41, 43, 47, 49, 51, 53, 57, 59, 61, 63, 67, 69, 71, 73, 77, 79, 81, 83, 87, 89, 91, 93, 97, 99 Encourage the children to look at the pattern when thinking of a reason The children may need to discuss why these two are the same Page 39 Estimating length Pencil a Estimate Learners’ own estimates Measure 12 cm b 10 cm c d Cake into the oven at 10.00 Takes 40 minutes Take cake out at 10.40 Bread rolls take 40 minutes Put in at 8.00 Take out at 8.40 Small cakes take 30 minutes Put in at 3.30 Take out at 4.00 Casserole takes hour 30 minutes or 1½ hours Put in at 5.45 Take out at 7.15 Biscuits take 10 minutes Put in at 11.55 Take out at 12.05 Chicken takes 1½ hours Put in at 12.00 Take out at 1.30 Scones take 20 minutes Put in at 2.40 Take out at 3.00 Apple pie takes 40 minutes Put in at 4.20 Take out at 5.00 Vegetable pie takes 55 minutes Put it in at 6.05 Take out at 7.00 Meringues take hours 30 minutes or ½ hours Put in at 4.50 Take out 7.20 Oven chips take 25 minutes Put in at 5.05 Take out at 5.30 Cheese straws take 10 minutes Put them in at 6.10 Take them out at 6.20 PL 36 + 64 = 100; 42 + 58 = 100; 85 + 15 = 100; 27 + 73 = 100; 71 + 29 = 100; 59 + 41 = 100 Learners’ own answers E Page 14 Straw models e 15 cm cm cm f 14 cm Pattern 78 Lines of symmetry 2 4 SA M Page 53 Cans of lemonade 750 ml 1500 ml 2500 ml 3000 ml 4500 ml 11 l l 21 l 3l 41 l Page 58 Weight kg, 650 g; kg, kg 100 g; 160 g, 90 g; 950 g, 600 g; kg kg 150 g; 650 g 430 g Original material © Cambridge University Press 2016 Answers Answers 79 CAMBRIDGE PRIMARY Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the Cambridge Primary Mathematics course This is a flexible and engaging course written specifically for the Cambridge Primary Mathematics curriculum framework Stages to The course offers a discussion-led approach with problem-solving integrated throughout to encourage learners to think and talk about mathematics in place of rote learning and drill practice The language throughout the course is pitched to EAL / ESL learners with illustrations supporting visual understanding and learning The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need extra teaching and learning opportunities in order to achieve success in the Cambridge Primary Mathematics curriculum framework CAMBRIDGE PRIMARY Mathematics Skills Builder Skills Builder PL E Skills Builder Cambridge Primary Mathematics Mathematics SA M Skills Builder Activity Book consists of: A full range of activities which support the breadth of the Cambridge Primary Mathematics curriculum framework at Grade Carefully levelled activities which help gently raise a child’s mathematical understanding and performance to match that of their peers For the first time, this flexible resource offers motivational parents the Cambridge way for Maths work at home Original material © Cambridge University Press 2016 Moseley and Rees Helpful guidance and tips to help teachers or parents explain key mathematical methods and concepts before each exercise Cherri Moseley and Janet Rees ... solving CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 6.1, 6.2, 6 .3 Unit 1A Number and problem solving CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s... started on 23 and ended on 93 23 ➞ 33 ➞ 43 ➞ 53 ➞ 63 ➞ 73 ➞ 83 ➞ 93 ➞ 83 ➞ 93 ➞ 1 03 ➞ 93 56 learners’ choice E seconds 11 minute minutes 10 minutes 15 minutes 20 minutes 25 minutes 30 minutes 35 minutes... Cambridge Primary Mathematics curriculum framework CAMBRIDGE PRIMARY Mathematics Skills Builder Skills Builder PL E Skills Builder Cambridge Primary Mathematics Mathematics SA M Skills Builder