TOP

Science

TOP Science
TOP
3
TOP
Workbook

Science
TOP
Science
The TOP Science series is developed to cover the learning objectives of the Author: David Lim Kee Ann • Esmund Chua

Science
Cambridge Primary Science curriculum framework comprehensively. Consultant: John Sadler
Adopting the Inquiry Approach, TOP Science uses engaging visuals and

Workbook 3
presentation formats with well-crafted activities to arouse pupils’ curiosity about
the world around them. This motivates pupils to learn and enables them to
better grasp key scientific concepts. At the same time, emphasis is given on
developing pupils’ inquiry and process skills, critical thinking, as well as 21st
century skills.

The Workbook contains fun activities that consolidate learning,

develop process skills, and test understanding and application.
Simple experiments and projects are included to encourage

David Lim Kee Ann • Esmund Chua

pupils to explore, inquire and seek answers for themselves in an
exciting and interesting way.

Questions are also included in every chapter for pupils’

practice.

TOP Science Stage 3 is comprised of the following

components:
• Textbook Stage 3

3
• Workbook Stage 3
• Teacher’s Guide Stage 3 — Contains
Scheme-of-Work, lesson plans, wraparound
teacher’s notes for Textbook and Workbook,
with additional information and tips on
conducting and delivering effective
Workbook
Science lessons.
John Sadler

Empowering Minds • Improving Lives

This resource is endorsed by
Cambridge Assessment International Education
✓P
 rovides learner support as part of a set of
resources for the Cambridge Primary Science
curriculum framework from 2011

✓ H
 as passed Cambridge International’s rigorous
quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide

Published by Alston Education Pte Ltd

627A Aljunied Road, #07-03, Singapore 389842
enquiry@alstoneducation.com
www.alstoneducation.com

© 2022 Alston Education Pte Ltd

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the
copyright owner.

Version 2022.1

ISBN 978-981-4437-59-2

Publisher: Sim Wee Chee

 Preface
The TOP Science series is developed to cover the learning objectives of the Cambridge Primary
Science curriculum framework comprehensively. Additional materials not covered by the Cambridge
Primary Science curriculum framework are included in this Stage 3 Workbook and are denoted by
* on pages 29, 31, 33, 34, 36 and 37.

Adopting the Inquiry Approach, TOP Science uses engaging visuals and presentation formats with
well-crafted activities to arouse pupils’ curiosity about the world around them. This motivates pupils to
learn, enabling them to have a better grasp of key scientific concepts. At the same time, emphasis is
given on developing pupils’ inquiry and process skills, critical thinking, as well as 21st century skills.

Each chapter in the Workbook contains simple, fun activities to liven up Science lessons.

Activities cover the key learning objectives in the Cambridge

Primary Science curriculum framework. They comprise
challenging questions that consolidate learning, develop process
skills, as well as test understanding. Experiments, investigations
Process skills are highlighted to help pupils and even simple projects are included to encourage pupils to
and teachers identify the process skills to be explore, inquire and seek answers for themselves in an exciting
acquired in the Activity. and interesting way. Teachers can incorporate Activities into
their lessons to complement their teaching.
Their Life Processes
Living Things and
Class: Date:
Name: Living Things and Their Life

4
Processes

Activ ity
Plant Senses! Name:

6
Are pla
nt s Class: Date:
th eir
ve to
sens iti
Process skills: Predict
ing, Inferri ng
surrou
nd ing
s? Activit y
The Amazing Seed
t beside a window in her
Rita placed a potted plan Process skills: Predicting, Communi
diagram below. cating, Inferring
classroom as shown in the
Aim: To find out if a green bean seed is
a living thing.
Window

Plant Materials
• Green bean seeds
• A small dish
• Cotton wool
s what Rita will see
w the diagram that show
a. Put a tick (✓) belo Procedure
a week later.
Step
1 Place some green bean seeds in a
dish containing wet
cotton wool.

Green bean seed Wet cotton wool

Step
2 Leave your set-up beside a window
in your classroom.
ribe the life process
e the statements that desc Predict what will happen after a week.
b. Put a tick (✓) besid
or processes shown in ‘a’. Prediction:
i. Plants can move.
selves.
ii. Plants can reproduce them
ges around them.
Step
Observe the green bean seeds every
Plants can respond to chan
3
iii. 5
day for a week.

ii
Worksheets comprise challenging questions that test
understanding and application. Questions are also included in Sorting Living Things
Date:
every chapter for pupils’ practice. Teachers can use Worksheets Name:
Class:

as homework or for class discussions. Worksh eet

1 Our Alien Friends

to many strange animals. The table

A new planet called Zycon is home
as well as what these groups are
shows some animal groups on Earth,
Living Things and Their Life
Processes called on Zycon.
Name: What the groups are

1
Class: Date:
Animal groups on Earth called on Zycon
Worksh eet
Growing Plants
Hula
Mammals
Rita wanted to find out how light chang Zam
es the way plants grow. Insects
She got two identical pots of plants. Kala
Birds
She made sure each pot had the same Gooloo
amount of soil. She added the same Fish
amount of water to each plant.
the animals on Zycon. Match each
The pictures below show some of [4 marks]
animal to the group they belong to.
Anima l group on Zycon
Animals on Zycon
I have fins.
Hula
She then placed one plant in a
large box and put the lid on it.
The lid has a small hole to allow My body is
a little light through. She placed covered with
feathers. Gooloo
the other plant in a sunny place
in her garden. A week later, the two plants looked
like this:
Rita left the plants in each I have six legs.
Zam
place for one week.
a. Put a tick (✓) beside the variab
les that Rita kept the same to My body is
ensure that her test was fair. covered with Kala
[3 marks] hair.
35
(i) The type of plant

(ii) The amount of soil in each pot

(iii)The amount of water given to each Plant A

plant Plant B

(iv)The amount of sunlight each plant b. Which plant did Rita place in her
received garde n? [1 mark]
15

c. Plant B had grown taller than Plant

A. Why do you think Plant B
grew taller?
[2 marks]
Lead-in questions asked by SMART
characters help pupils identify the
objectives easily, enabling them to stay d. Give ONE other way in which Plant
B looks different from
focused on completing the Activity. Plant A.
[1 mark]

Sorting Living Things

e. Rita then put Plant A by her bedro
Class: Date: om window. After one week, it
had bent towards the window. Why
Name: did this happen? [2 marks]
Activi ty
8 Guess My Type!*
Wh ich
group
do es
ng th ing
Classifyi ng ea ch livi
Process skills: Observing, to?
belon g
of different
The pictures below show parts
each picture to
living things. Draw a shape below 16 Chapter 1
of living thing s each part belongs to.
show which group
for you.
The first one has been done
Fungi Bacteria
Anim al Plant Mark schemes for the questions are
provided to give pupils practice in answering
appropriately. The questions and marks
awarded were written by the authors.

Colourful presentations and pictures are used to

engage and motivate pupils. This enables pupils
to see the relevant details better when answering
the questions or carrying out the experiments and
investigations.
curriculum framework.
Cambridge Primary Science
al materials not covered by the
* This section contains addition
34 Chapter 2

iii
 Contents
What Are Process Skills? pg vii

1
Chapter

Living Things and Their

Life Processes
Activities
1. How Do I Survive? pg 1
2. Move It! pg 3
3. The Toy Test pg 4
4. Plant Senses! pg 5
5. Plant or Animal? pg 7
6. The Amazing Seed pg 9
7. Same but Different! pg 11
8. A Diversity of Things pg 13

Worksheets
1. Growing Plants pg 15
2. Monkey Business! pg 17

2
Chapter

Sorting Living Things

Activities
1. I Love My Pet! pg 19
2. Animal Characteristics pg 21
3. Where Do I Belong? pg 23
4. Bloom or No Bloom pg 27
5. Can You Find My Seeds?* pg 29
6. Spot the Difference!* pg 31
7. Fungi, Bacteria, or Both?* pg 33
8. Guess My Type!* pg 34

Worksheets
1. Our Alien Friends pg 35
2. How Different Are We?* pg 36
3. Try to Find Me!* pg 37
4. My Paper Origami Bird pg 38

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
iv
3
Chapter

Fit for Life

Activities
1. Foods for Health pg 41
2. What’s on Your Plate? pg 43
3. Sandwich for Health! pg 47
4. Let’s Keep a Diary! pg 49
5. My Racing Pulse! pg 51
6. Sweet and Sticky Snacks! pg 53

Worksheets
1. Calcium Craze! pg 54
2. Eating Right! pg 55
3. Staying Healthy pg 56

4
Chapter

Introducing... Roots, Leaves,

Stems and Flowers!
Activities
1. Dear Plant, Let Me Get to Know You! pg 57
2. Where Did I Come From? pg 59
3. Test My Roots! pg 63
4. Leaf Me Alone! pg 65
5. Light Up My Life pg 67

Worksheets
1. What’s My Function? pg 69
2. Pull Me Out! pg 71
3. What Will Happen? pg 72
4. Warming Up pg 73

Note: The Learning Objective ‘Explore human senses and the ways we use
them to learn about our world’ is not included in this Stage 3 workbook. v
 5
Chapter

Materials All Around Us

Activities
1. Materials Everywhere! pg 75
2. Help Tom Catch the Fish! pg 79
3. A ‘Hard’ Test pg 81
4. A Good Conductor pg 83
5. Bend It! Stretch It! Attract It! pg 85
6. Glass or Plastic? pg 87
7. My Super Motorbike! pg 89

Worksheets
1. What’s Missing? pg 91
2. Check Out My Properties! pg 93
3. Know Me, Use Me pg 95

6
Chapter

Pushes and Pulls

Activities
1. Forceful Fingers pg 97
2. Sailboat on Wheels pg 99
3. Size Does Matter! pg 102
4. Hang in There! pg 103
5. Fire Extinguisher! pg 105
6. Collision Course! pg 107

Worksheets
1. Pushes and Pulls pg 109
2. Whose Force is Bigger? pg 111
3. Look What Forces Can Do! pg 112

vi
What Are Process Skills?
Science process skills are skills that are essential for scientific inquiry.
They allow us to conduct investigations and reach conclusions
based on the results.

We use process skills in our scientific experiments, and even in our

everyday life. For example, you may observe that it is hotter on a
sunny day than on a cloudy day. This leads you to predict that ice
cream will melt faster on a sunny day. You can now conclude that
on sunny days, you should finish your ice cream more quickly to
avoid a sticky mess!

You will learn the following process skills through the TOP Science
series:
• Observing
Observation involves collecting and recording information or
data about objects and situations. Observations are made using
all five senses.
• Communicating
Communicating is the process of sharing information with others.
Communication can be spoken or written. Communication
is important in Science, as it allows scientists to learn from one
another’s investigations.
• Measuring
Measuring is the process of making observations that can be
stated in numerical terms. All scientific measurements should be
given in SI units.
• Comparing
Comparing involves assessing the similarities between
two or more objects, events, or outcomes. This allows
scientists to see how objects, events or outcomes that
seem different may have things in common.

vii
 • Contrasting
This skill is a companion skill to comparing. Contrasting involves
assessing the differences between two or more objects, events,
or outcomes. This allows scientists to find the small differences
between objects, events or outcomes that seem similar.
• Classifying
Classifying is the process of putting things into groups according to their
similarities and differences.
• Organising
Organising is the process of arranging information into a logical order.
This makes the information easier to analyse and understand. Organising
may include sequencing, grouping, and classifying data by making tables
and charts, plotting graphs, and labelling diagrams.
• Analysing
Analysing is used to identify the separate parts of a system, to find the
causes of events, to determine how events are related, and to determine
whether information is reliable. Analysing is one of the most important
process skills in Science.
• Inferring
Inferring is the process of drawing conclusions based on reasoning or
past experience.
• Hypothesising
Hypothesising is the process of providing explanations for observations.
Hypotheses can be tested. Testing either supports or refutes a hypothesis.
• Predicting
Predicting is the process of stating an expected result, based on a
hypothesis. An accurate prediction usually supports the hypothesis.

Process skills can be developed over time. As you learn

more Science concepts and practise scientific inquiry,
you will learn how to apply process skills to help you
understand the world around you.
viii
 Living Things and Their Life Processes

Name: Class: Date:

Activity
1 How Do I Survive?
d
yo u n ee
Process skills: Comparing, Evaluating W h at d o
aliv e ?
t o stay
You are given a challenge to survive on a faraway
deserted island for seven days.

You are given a list of things that you can choose to bring with you.

a. Study the things in the table below. Colour the stars according
to how important each thing is in helping you to survive on the
island.
Not important — do not colour any stars
Important — colour one star
Very important — colour two stars

Things you may choose to bring

Pillow Fork and spoon Canned food

A story book 20 litres Extra clothes

of water

My favourite toy A picnic blanket Computer games

Matches and candles A chair Photographs of my family

1
 b. From the table in ‘a’, choose the three most important things that
will help you to survive on the island. Explain why you chose them.

The things I will bring

I chose this thing because...
with me are...
1.

2.

3.

2 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Activity
2 Move It!
ovem en
t
Process skills: Observing, Inferring, Classifying W h y is m g
in
nt for liv
im p or ta
t h in gs?
The pictures below show animals moving for
different reasons.

Animals need to move to:

A. Look for food
B. Look for shelter
C. Escape from danger

For each picture, choose the correct letter from the list above to explain
why the animal is moving. You may use each letter more than once.

The bear needs The snake needs The zebra needs

to move to to move to to move to

The springbucks The giraffe needs The owl needs

needs to move to to move to to move to

3
 Living Things and Their Life Processes

Name: Class: Date:

Activity
3 The Toy Test
Do es a
ed
Process skills: Observing, Comparing, Inferring -o p erat
b a t t er y
e
r y o ut lif
t oy car
s ?
Your teacher has brought a battery-operated pro ces s
e

toy to class.

Your teacher will conduct some tests using the toy.

Complete the table using the sentences below.

• It cannot grow.
• It does not need food to live.
• It is not able to respond to changes.
• It is not able to move on its own.

The battery-operated toy is not

Test
a living thing because...
My teacher says that the toy
has not eaten for a month but it
can still stand firmly on its feet.
When my teacher removes the
battery from the toy, it is not
able to walk around.
When the toy walks to the edge
of the table, it does not stop or
turn around.
My teacher says that the toy is
the same size as when it was
bought some time ago.
4 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Activity
4 Plant Senses!
ts
Process skills: Predicting, Inferring Are plan
ir
e to the
s en s it iv
d in g s ?
s urro un
Rita placed a potted plant beside a window in her
classroom as shown in the diagram below.

Window
Plant

a. Put a tick (✓) below the diagram that shows what Rita will see
a week later.

b. Put a tick (✓) beside the statements that describe the life process
or processes shown in ‘a’.
i. Plants can move.

ii. Plants can reproduce themselves.

iii. Plants can respond to changes around them.

5
BLANK
 Living Things and Their Life Processes

Name: Class: Date:

Activity
5 Plant or Animal?
plant s
Process skills: Observing, Classifying, Comparing H ow are
t f ro m
d ifferen
?
an imals
Instructions:
Take a walk round your school garden. Take note of
the living things you see.

a. List in the box below ten living things you saw.

b. From the list you have made, group the living things into plants and
animals.

Plants Animals

7
 c. Below are some statements about the ten living things you saw. Put
a tick (✓) in the box beside each correct statement.

i. Plants cannot move from place to place but animals can.

ii. Plants cannot take in air but animals can.

iii. Animals and plants can reproduce themselves.

iv. Plants can make their own food but animals cannot.

v. Animals can grow but plants cannot.

8 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Activity
6 The Amazing Seed
Process skills: Predicting, Communicating, Inferring

Aim: To find out if a green bean seed is a living thing.

Materials
• Green bean seeds
• A small dish
• Cotton wool

Procedure
Step
1 Place some green bean seeds in a dish containing wet
cotton wool.

Wet cotton wool

Green bean seed

Step
2 Leave your set-up beside a window in your classroom.
Predict what will happen after a week.
Prediction:

Step
3 Observe the green bean seeds every day for a week.

9
 Results
a. What do the green bean seeds look like after a week? Draw what
you observed in the box below.

b. Write down the changes that you observed.

c. Is the green bean seed a living thing? Give a reason to support

your answer.

10 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Activity
7 Same but Dif ferent!
t
real plan
Process skills: Observing, Comparing, Inferring H ow is a
t f ro m a
d ifferen
lant?
plast ic p
Instructions:
Prepare a potted plant and a plastic plant.

Potted plant Plastic plant

Place the two plants next to a window in your classroom. Give each
plant a little water every day for ten days.

Observe the changes in each plant over ten days. Record your
observations in the table below and on the next page. (Your observations
may include changes in the size or colour of parts of the plants, or the
movement of the plants.)

Potted plant Plastic plant

Day 4

11
 Day 7

Day 10

a. Which life processes did you observe in the potted plant?

b. Which life processes did you observe in the plastic plant?

c. What does this tell you about the difference between real plants
and plastic plants?

12 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Activity
8 A Diversity of Things
gs
liv in g t h in
Process skills: Communicating, Classifying, Comparing H ow are
t f ro m
d ifferen
?
g t h in gs
n on-liv in
Instructions:
Visit the zoo or your school garden. You may also take a walk
around your neighbourhood. Take note of the different things
you see.

a. In the box below, write down eight different things you

saw. They may be living things or non-living things. Draw a
picture of each thing.

13
 b. Group the things you saw in ‘a’ into living things and non-living
things.

Living things Non-living things

c. What can living things do that non-living things cannot? Write down
three points.

(i)

(ii)

(iii)

14 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Worksheet
1 Growing Plants

Rita wanted to find out how light changes the way plants grow.

She got two identical pots of plants.

She made sure each pot had the same
amount of soil. She added the same
amount of water to each plant.

She then placed one plant in a

large box and put the lid on it.
The lid has a small hole to allow
a little light through. She placed
the other plant in a sunny place
in her garden.

Rita left the plants in each

place for one week.

a. Put a tick (✓) beside the variables that Rita kept the same to
ensure that her test was fair. [3 marks]

(i) The type of plant

(ii) The amount of soil in each pot

(iii)The amount of water given to each plant

(iv)The amount of sunlight each plant received

15
 A week later, the two plants looked like this:

Plant A Plant B

b. Which plant did Rita place in her garden? [1 mark]

c. Plant B had grown taller than Plant A. Why do you think Plant B
grew taller? [2 marks]

d. Give ONE other way in which Plant B looks different from

Plant A. [1 mark]

e. Rita then put Plant A by her bedroom window. After one week, it
had bent towards the window. Why did this happen? [2 marks]

16 Chapter 1
 Living Things and Their Life Processes

Name: Class: Date:

Worksheet
2 Monkey Business!

The pictures below show a wind-up monkey, a monkey and a monkey tree.

A wind-up monkey A monkey A monkey tree

Use the words below to fill in the gaps in the sentences. You may use
each word once, more than once or not at all.

grow move from place to place reproduce make food

a. Give ONE way in which the toy monkey and the monkey are
similar. [1 mark]

The toy monkey and the monkey can

when they have energy.
b. Give TWO ways in which the toy monkey and the monkey are
different. [2 marks]
(i) The monkey can but the toy monkey cannot.

(ii)The monkey can but the toy monkey cannot.

c. Give TWO ways in which the monkey and the monkey tree are
different. [2 marks]
(i) The monkey cannot but the monkey tree
can.
(ii) The monkey can but the monkey tree cannot.
17
BLANK
 Sorting Living Things

Name: Class: Date:

Activity
1 I Love My Pet!
p et s
Process skills: Contrasting, Organising W h at d o
e
stay aliv
n ee d t o
lt h y ?
an d h e a
The pictures below show some common pets.

Budgie Goldfish Cat

a. What is your favourite pet? (It may be an animal not shown here.)
My favourite pet is

b. To which group of animals does your favourite pet belong?

c. Name three things you must do to keep your pet alive and healthy.

(i)

(ii)

(iii)

19
BLANK
 Sorting Living Things

Name: Class: Date:

Activity
2 Animal Characteristics
ara ct er
ist ic s
Process skills: Communicating, Organising W h at c h
ups o f
rent gro
d o d iffe
h ave?
an imals
The table below shows five of the six main
groups of animals you have learnt about in this chapter.

a. For each group, fill in the boxes in the table to describe:

i. their body covering
ii. how they reproduce

Two boxes have been filled in for you.

Group of animals Body covering How they reproduce

Amphibians Moist skin

Toad

Birds

Parrot

Fish By laying eggs

Fish

Mammals

Squirrel

Reptiles

Tortoise
21
 b. The group of animals missing from the table is insects.

Complete the following sentences about insects by using the

options in the brackets. You may not use any option more than
once.

(i) Insects have an skeleton. (internal / external)

(ii) Their bodies are made of parts. They have

legs and feelers. (1 / 2 / 3 / 4 / 5 / 6)

c. Draw an insect below. Label the parts of its body. Some parts
have already been mentioned in ‘b’.

22 Chapter 2
 Sorting Living Things

Name: Class: Date:

Activity
3 Where Do I Belong?
we
Process skills: Observing, Classifying H o w c an
?
an imals
clas s if y
Look carefully at the different types of animals
shown on page 25. Classify the animals into the correct groups.
Cut the pictures along the dotted lines and paste them on
pages 23 and 24.

Mammals

Paste your cut-outs here

Birds

Paste your cut-outs here

23
 Fish

Paste your cut-outs here

Insects

Paste your cut-outs here

Reptiles

Paste your cut-outs here

Amphibians

Paste your cut-outs here

Discuss with a friend why you had placed each animal in that
particular group.
24 Chapter 2
 Whale Snake Shark

Newt Ladybird Rabbit

Butterfly Crocodile Owl

Penguin Frog Seahorse

25
BLANK
 Sorting Living Things

Name: Class: Date:

Activity
4 Bloom or No Bloom
Process skills: Observing, Classifying, Communicating nt s
W h ic h pla
w e rs ?
h ave f lo
Instructions:
Take a walk around your school garden or your neighbourhood.
Take note of the different plants you see.

a. Choose four or five plants. There must be at least one

flowering plant and at least one non-flowering plant.
Sketch and name each plant in the correct box below
and the box on the next page.

Flowering plants

27
 Non-flowering plants

28 Chapter 2
 Sorting Living Things

Name: Class: Date:

Activity
5 Can You Find My Seeds?*
W h ic h pla
nt s
Process skills: Inferring, Organising s ee ds
ce f ro m
repro d u ?
h d o n ot
an d w h ic
Plants can be sorted into two groups: plants
that produce seeds and plants that do not
produce seeds.

These main groups can be further divided into smaller

groups as shown below.

Group of plants Description

Cone on a
pine tree Conifers • Have roots, stems and leaves
• Produce cones containing seeds

Ferns • Have roots, stems and leaves

• Produce spores

Flowering • Have roots, stems, leaves and Fern

plants flowers
• Produce fruits containing seeds

Strawberry Mosses • Have simple stems and leaves

plant
• Produce spores

Moss on rocks

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
29
 Use the information in the table on page 29 to complete the
flowchart below. One group of plants has been entered for you.

Plants

can be
sorted into

Plants that Plants that do NOT

produce seeds produce seeds

Ferns

30 Chapter 2
 Sorting Living Things

Name: Class: Date:

Activity
6 Spot the Dif ference!*
Process skills: Analysing, Organising
we
H o w c an
plant s?
clas s if y
You are given the following information on
four different plants.

Name: Staghorn fern

• Gets its name from its unusual fronds
(leaves), which look like the horns of a stag
(male deer)
• Grows on tree trunks
• Has spores on the underside of its fronds
which are carried by winds to many places

Name: Papaya plant

• Has delicious, sweet fruit
• Grows very fast in good soil
• Has large leaves growing from the top of the stem
• Has white or yellow-orange flowers with a pleasant
smell
• Has orange-coloured flesh in its fruit which contains
many small seeds

Name: Water lily

• Grows best in calm freshwater
• Has leaves that float on water surfaces
• Has large, beautiful and fragrant flowers that can
be white, pink, yellow, orange or red
• Has fruit that ripens to release seeds which sink into
the mud

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
31
 Name: Spruce tree
• Is a large conifer that grows on mountains
• Grows in a cone shape
• Produces cones which contain seeds that fall off the
cone as it dries up
• Has wood that can be used to make paper while the
trees are sometimes used as Christmas trees

Classify the plants using the tables below. There must be at least
one plant in each column. For the last table, think of one other
difference you can use to classify the plants into two groups.

Flowering plants Non-flowering plants

Plants that grow on land Plants that grow in water

32 Chapter 2
 Sorting Living Things

Name: Class: Date

Activity
7 Fungi, Bacteria, or Both?*
e the
Process skills: Comparing, Contrasting, Organising W h a t ar
ies an d
s im ilar it
een
ces b et w
d ifferen
The diagram below is called a Venn diagram. f u n g i an
d ba ct e
r ia?

A Venn diagram is used to compare two or

more groups. It shows how the groups are
alike and different.

• The yellow circle represents the characteristics of fungi.

• The blue circle represents the characteristics of bacteria.
• The green part where both circles overlap represents characteristics
shared by fungi and bacteria.

Sort the characteristics below by writing each letter in the correct

space in the Venn diagram. The first one has been done for you.

A. All types of this can only be seen under a microscope.

B. It can cause decomposition.
C. It has three common shapes: spherical, rod-like and spiral-shaped.
D. It reproduces from spores.
E. It may be used in food production.
Fungi Bacteria

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
33
 Sorting Living Things

Name: Class: Date:

Activity
8 Guess My Type!*
o up d o es
Process skills: Observing, Classifying W h ic h gr
g t h in g
ea c h liv in
o?
b elon g t
The pictures below show parts of different
living things. Draw a shape below each picture to
show which group of living things each part belongs to.
The first one has been done for you.

Animal Plant Fungi Bacteria

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
34 Chapter 2
 Sorting Living Things

Name: Class: Date:

Worksheet
1 Our Alien Friends

A new planet called Zycon is home to many strange animals. The table
shows some animal groups on Earth, as well as what these groups are
called on Zycon.

What the groups are

Animal groups on Earth
called on Zycon
Mammals Hula
Insects Zam
Birds Kala
Fish Gooloo

The pictures below show some of the animals on Zycon. Match each
animal to the group they belong to. [4 marks]

Animals on Zycon Animal group on Zycon

I have fins.

Hula

My body is
covered with
feathers.
Gooloo

I have six legs.

Zam

My body is
covered with
hair. Kala

35
 Sorting Living Things

Name: Class: Date:

Worksheet
2 How Dif ferent Are We?*

The pictures below show a mushroom and a plant.

A mushroom A plant

Mushrooms and plants share some characteristics. Put a tick (✓)

beside the common characteristics listed below that are true.
[1 mark]

1. Mushrooms and some plants reproduce from spores.

2. Both mushrooms and plants cannot move from place to place.

3. Both mushrooms and plants can make their own food.

4. Some mushrooms and some plants provide food for humans.

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
36 Chapter 2
 Sorting Living Things

Name: Class: Date:

Worksheet
3 Try to Find Me!*

The picture below shows a type of bacteria, called cyanobacteria, that live in
the sea. They are able to trap light energy from the Sun to make food.

a. In which part of the sea in the diagram below, X or Y, are you most
likely to find this type of bacteria? [1 mark]

Sea

Y
Seabed

Answer:
b. Give a reason for your answer in ‘a’. [2 marks]

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
37
 Sorting Living Things

Name: Class: Date:

Worksheet
4 My Paper Origami Bird
Make a paper origami of a bird by following the steps below.

Step Start with your Step Fold the outside

1 2
paper bottom side corners in towards
up. Fold it in half as the centre line.
shown, and then Press down along
open it out again. the creases.

Step Fold the outside Step Turn the paper over. Step Fold the paper
3 4 5
edges in towards the Raise the bottom half in half as shown.
centre a second time. upwards as shown.
Flatten your model.

Step Rotate the paper as Step Slowly raise the Step Fold down the tip
6 7 8
shown. The longest inside triangle as of the triangle as
edge should now shown. Flatten shown to make
be at the bottom. your model. the head.

Step Fold each wing upward as Great job! Your bird is complete.
9
shown. Then fold the wings back Now give your bird a name, and
down again slightly. Your bird will make it swim or fly!
now sit up, resting on its wings.

38 Chapter 2
Complete the sentences in the information card below.

Information card

My name:
My origami bird’s name:

Special characteristics of birds:

a. All birds have an outer covering of .

b. All birds have . They have no teeth.

Characteristics that birds share with other animal groups:

c. Like reptiles and mammals, birds breathe through their
.

d. Like some insects, some birds can fly. Examples of birds that can
fly are and .

e. Like reptiles, birds reproduce by .

Cut your information card along the dotted lines. You can add illustrations
to it. Display your origami bird and information card in your classroom.

39
BLANK
 Pushes and Pulls

Name: Class: Date:

Activity
1 Forceful Fingers
Process skills: Observing, Comparing Wh at force can
a fin ger exer t?

Instructions:
Play this game with your friends!

First, mark out two lines 60 cm apart on the floor, as shown

below. Place a coin just behind the start line. Take turns to
‘shoot’ the coin across the floor using only one finger. Mark
the final position of the coin for each person.

The person who ‘shoots’ the coin closest to the target line is the winner.
However, the coin must not touch or go beyond the target line!

60 cm

You

Your friend

Mark the final positions of the coin for

each person to see who is the winner!
a. What type of force is needed to move the coin from the start line
to the target line?

b. If the coin goes beyond the target line on your first try, what should
you do on your second try?

97
BLANK
 Pushes and Pulls

Name: Class: Date:

Activity
2 Sailboat on Wheels
Wh at force is
Process skills: Observing, Inferring
a
need ed to m ove
sailbo at?
Materials:
• Four bamboo skewers
• A Styrofoam board 15 cm by 15 cm by 3 cm
• Two drinking straws
• A drink carton 25 cm by 10 cm by 7 cm
• A roll of sticky tape
• A piece of paper 15 cm by 15 cm

Instructions:
Follow the steps below to make a boat with wheels.

Step
1 Poke holes in the drink Step
2 Assemble the wheels as
carton using the bamboo shown.
skewer. Bamboo skewer

Drink carton

Bamboo
skewer Styrofoam cut into circle 5 cm
(diameter) by 3 cm (thickness)

Straw

Make two sets of this.

99
 Step
3 Make the sail. Step
4 Put the wheels and drink
carton together. Stick the
sail on the drink carton
Paper
with sticky tape.

Sticky tape
Sail

Wheel
Bamboo skewers

Drink carton Sticky tape

Step
5 Draw a start line on the floor and place your sailboats in front
of the line.

100 Chapter 6
Step
6 Draw a finish line two metres away.

You are going to have a race with your friends to find out whose
sailboat reaches the finish line first. However, no one is allowed to
touch their sailboats!

a. How would you make your sailboat move without touching it?

b. Name the type of force that will cause your sailboat to move
in ‘a’.

c. Put a tick (✓) beside the variables that must be kept the
same
to make this a fair race.

(i) The time to start the race

(ii) The amount of force given to make each

sailboat move

(iii) The start position

d. What must you do to increase your chance of winning the

race?

Step
7 Start the race with your friends and see who wins!

101
 Pushes and Pulls

Name: Class: Date:

Activity
3 Size Does Matter!
How does the amo unt of
Process skills: Observing, Predicting, Contrasting
force exer ted on an object
affect the distance

Tom carried out an experiment as it travels?

shown below. He wanted to find out how the

weight of a marble would affect the amount of force
it exerts on a toy car.
Marble

Toy car

Ramp

Books

a. What do you think happened to the toy car when it was hit by the
marble?

Next, Tom used a bigger and heavier marble.

b. What do you think happened to the toy car when it was hit by a
bigger marble?

c. Name one variable that must be kept the same to make this a fair test.

102 Chapter 6
 Pushes and Pulls

Name: Class: Date:

Activity
4 Hang in There!
Process skills: Observing, Contrasting, Predicting

Aim: To find out how the length of a rubber band changes when
different forces are exerted on it

Materials
• A retort stand • A rubber band
• A slotted weight holder • A ruler
• Four weights (10 g each)

Procedure
Step
1 Set up the experiment as shown. Measure
the length of the rubber band with a ruler.
Record your reading in the table on the
next page.

Step
2 Hang a slotted weight of 10 g on the
rubber band. Measure the length of the
rubber band again. Record your reading
in the table on the next page.

Step
3 Keep repeating Step 2 by adding another slotted weight of 10 g
each time. Continue until four slotted weights are used altogether.
Measure the length of the rubber band each time. Record your
readings in the table on the next page. 103
 Results
a. Record your results for Steps 1—3.
Number of 0 1 2 3 4
weights added
Length of rubber
band (cm)

b. Plot a bar chart of the number of weights added against length

of the rubber band.
10
9
8
7
Length of 6
rubber band
(cm) 5
4
3
2
1
0
0 1 2 3 4
Number of weights added

c. As the number of weights used increases, how does the length of

the rubber band change?

d. Explain your answer in ‘c’.

104 Chapter 6
 Pushes and Pulls

Name: Class: Date:

Activity
5 Fire Extinguisher!
Process skills: Observing, Measuring, Analysing

Aim:To find out how distance affects the size of the force
needed to blow out a candle

Materials
• A candle • A plastic straw
• Matches • A tape measure
• A small ceramic dish

Procedure
Step
1 Place the dish on a table. Place the candle in the dish. Light the
candle with the matches.

Step
2 Stand about 30 cm away from the candle. Aim the straw at the
candle. Try to blow out the candle by blowing through the straw.

30 cm

Step
3 Try blowing out the candle from different distances. Using the
tape measure, find out the furthest distance away from which
you can blow the candle out. 105
 Results
a. What is the furthest distance you can blow the candle out from?

b. What do you notice about the size of the force that is needed to
blow out the candle as you move further away from the candle?

c. Why are you not able to blow the candle out when you stand
further away than the distance you recorded in ‘a’?

106 Chapter 6
 Pushes and Pulls

Name: Class: Date:

Activity
6 Collision Course!
W h a t ar
e the
Process skills: Observing, Analysing, Inferring s?
o f force
effect s

Instructions:
You will need two rubber balls and six players for this game.

First, draw a circle with a diameter of about 30 cm on the floor.

Sit around the circle as shown below. The players sitting opposite
each other form a team.

Each team takes turns to roll the rubber balls towards the circle. The
team will score one point when the balls collide and remain inside the
circle. The team with the highest score after five tries is the winner.

107
 Write down four effects of forces that can be seen in this game.

A force can:

(i)

(ii)

(iii)

(iv)

108 Chapter 6
 Pushes and Pulls

Name: Class: Date:

Worksheet
1 Pushes and Pulls

A force is a push or a pull. We use pushes and pulls in our daily lives. What
forces do you use for the actions shown in the pictures below?

Fill in the boxes next to each action with the words ‘Push’, ‘Pull’ or
‘Push and pull’. [6 marks]

Action Force or forces used

Pressing a switch

Blowing out a candle

Writing a note
109
 Action Force or forces used

Flying a kite

Brushing teeth

Hammering a nail

110 Chapter 6
 Pushes and Pulls

Name: Class: Date:

Worksheet
2 Whose Force is Bigger?

The examples below show what happens when Ari and Min exert forces of
different sizes on a box.

Complete the statement below each example by filling in the blanks with
the words ‘greater’, ‘smaller’ or ‘equal to’. [3 marks]

The box is not moving in any direction. The force Ari exerts

is the force Min exerts.

The box is moving towards Ari, so Ari is exerting

a force.

The box is moving towards Min, so Ari is exerting

a force.
111
 Pushes and Pulls

Name: Class: Date:

Worksheet
3 Look What Forces Can Do!

Rita cycles to school every day. The pictures below show some things Rita
does when she cycles to school. Match Rita’s actions with the effects of
forces on the right. [4 marks]

Actions   Effects of forces

Rita gets on her A force can stop

bicycle and starts • • a moving object.
cycling.

A force can change

Rita realises she
is late and starts • • the direction of a
cycling more quickly. moving object.

A force can cause

Rita swerves to the
right to avoid hitting • • a stationary object
a cat in front of her. to move.

A force can increase

Rita squeezes her
hand brakes and • • the speed of a
gets off her bicycle. moving object.

When Rita stops cycling, her bicycle slows down. is

causing her bicycle to slow down. [1 mark]

112 Chapter 6
Credits
We would like to express our sincere gratitude to the following organisations and individuals for their kind permission to reproduce
photographs or images in our book.

Prelims:p.vi:Butterflyonflowers,©Countrymama|Dreamstime;Greenleaves,©nico_blue|istockphoto;Gardenplants,©IvonneWierink|Dreamstime;
Seven-spotted ladybug, ©arlindo71|istockphoto; Eurasian red squirrel, ©GlobalP|istockphoto; Dandelions, ©Subbotina|Dreamstime. p. vii:
Oranges, ©Bimarto Sasri|Dreamstime; Strawberry yoghurt, ©Robyn Mackenzie|Dreamstime; Running woman, ©Ariwasabi|Dreamstime; Corn cob,
©Tomboy2290|istockphoto; Bowl of popcorn, ©Elena Elisseeva|Dreamstime; Orange gerber daisy, ©Lijuan Guo|Dreamstime. p. viii: Blue stapler,
©Iloveotto|Dreamstime; Coloured soap, ©Gl0ck33|Dreamstime; Child with spectacles, ©Zurijeta|Dreamstime; Porcelain tea set, ©Alexander
Rozhenyuk|Dreamstime; Girl flying kite, ©Elena Titarenco|Dreamstime.

Chapter 1 p. 1: Red pillow, ©Dmitry Baevskiy|Dreamstime; Portable computer game console, ©Onion|Dreamstime; Lighted candles, ©Raja
Rc|Dreamstime; Matches, ©Gudkova|Dreamstime; Chair, ©Py2000|Dreamstime; Toy tin robot, ©18percentgrey|Dreamstime; Water bottles,
©Steven Crabbé|Dreamstime; Canned vegetables, ©IvonneW|Dreamstime; Stack of books, ©Cimmerian|istockphoto; Picnic blanket,
©Uros Petrovic|istockphoto; Plastic fork and spoon, ©Spe|Dreamstime; Family collage photos, ©Susan Leggett|Dreamstime; Pile of clothes,
©Elinaryzhenkova|Dreamstime; p. 3: Springbucks, ©Duncan Noakes|Dreamstime; Giraffe eating leaves, ©Musat|istockphoto; Bear catching
salmon, ©Robertplotz|Dreamstime; Snake, ©Leigh Warner|Dreamstime; Female lion hunting zebra, ©Mogens Trolle|Dreamstime; Hunting owl,
©Ihor201|Dreamstime. p. 4: Toy robot, ©Matthias Weinrich|Dreamstime; Ripped paper, ©Stefan Hermans|Dreamstime. p. 7: Garden plants,
©Ivonne Wierink|Dreamstime; Butterfly collection, ©Svetlana Larina|Dreamstime; Butterfly on flowers, ©Countrymama|Dreamstime; Tree frog,
©iola666|istockphoto; Green leaves, ©nico_blue|istockphoto. p. 8: Ladybird, ©Mikhail Dudarev|Dreamstime. p. 11: Window with blue sky, ©Svetlana
Larina|Dreamstime; Boxwood, ©esemelwe|istockphoto; Green plant in red pot, ©Albertnowicki|Dreamstime. p. 13: Leaves, ©Macroart|Dreamstime;
Yellow flower in spade, ©wragg|istockphoto; Brown bunny, ©JLewisPhoto|istockphoto. p. 17: Monkey toy, ©Ines Sulj|Dreamstime; Monkey puzzle
tree, ©Melonstone|Dreamstime; Baby monkey, ©Miketanct|Dreamstime.

Chapter 2 p. 19: Young budgie, ©Stefanvonameln|Dreamstime; Goldfish in bowl, ©Orlando Florin Rosu|Dreamstime; Kitten,
©Katseyephoto|Dreamstime. p. 21: Brown toad, ©Shevs|Dreamstime; Blue and yellow Macaw, ©GlobalP|istockphoto; Electric yellow cichlid,
©aluxum|istockphoto; Eurasian red squirrel, ©GlobalP|istockphoto; Herman’s tortoise, ©GlobalP|istockphoto. p. 25: Killer whale, ©Alita
Bobrov|Dreamstime; Seahorse, ©Cristi180884|Dreamstime; Ball python, ©amwu|istockphoto; Eastern newt, ©ABDESIGN|istockphoto; Seven-spotted
ladybug, ©arlindo71|istockphoto; Butterfly, ©Liliboas|istockphoto; Young Nile crocodile, ©vusta|istockphoto; New Zealand owl, ©GlobalP|istockphoto;
Penguin, ©Coldimages|istockphoto; Tree frog, ©mashabuba|istockphoto; Brown rabbit, ©kate_sept2004|istockphoto; Great white shark,
©Jagronick|Dreamstime. p. 27: Dandelions, ©Subbotina|Dreamstime. p. 28: Green fern border, ©Michaela Stejskalova|Dreamstime. p.
29: Great fir cone, ©Spaxia|Dreamstime; Unfurling fern, ©Robyn Mackenzie|Dreamstime; Strawberry with white flower and green leaves,
©Natali572|Dreamstime; Green moss, ©Vitali Dyatchenko|Dreamstime; Giant kelp, ©kjohansen|istockphoto. p. 31: Water lily, ©Soon Long
Tan|Dreamstime; Staghorn, ©Rinelle|istockphoto; Papaya plant, ©tasken|istockphoto. p. 32: Winter mountain landscape, ©Yuriy Brykaylo|Dreamstime.
p. 34: Fish fin, ©Eprom|Dreamstime; Mushrooms, ©Rattanapatphoto|Dreamstime; Dandelion, ©Nixip|Dreamstime; Bacteria closeup,
©Zentilia|Dreamstime; Fungi, ©Richard Griffin|Dreamstime; Tree bark, ©Nicku|Dreamstime; Tortoise shell, ©Judy Worley|Dreamstime; Bacteria
purple closeup; ©cdascher|istockphoto; Rotten apple, ©tanukiphoto|istockphoto; New Zealand tree fern frond, ©Alkalyne|istockphoto; Spiral
tubeworm, ©semet|istockphoto; Fox fur, ©Dmitriy Goo|Dreamstime. p. 36: Single mushroom, ©Zonefatal|Dreamstime; Fern in pot, ©Candace
Hartley|Dreamstime. p. 37: Cyanobacteria, ©Nnehring|istockphoto.

Chapter 3 p. 41: Sweets, ©Uros Petrovic|Dreamstime; Fresh fruits, ©Lamica|Dreamstime; Different cheeses, ©Galina Ermolaeva|Dreamstime; Assorted
breads, ©Richard Thomas|Dreamstime; Assorted nuts, ©Elena Schweitzer|Dreamstime; Cold cuts, ©Andreea Stefan|Dreamstime. p. 42: Sliced
bread, ©Brad Calkins|Dreamstime; Oranges, ©Bimarto Sasri|Dreamstime; Glass of milk, ©Lobacheveb|Dreamstime; Eggs, ©Kethan|Dreamstime;
Salad, ©Artemisphoto|Dreamstime. p. 43: Empty plate, ©Krisvs1969|Dreamstime. p. 45: Fresh orange juice, ©Photostouch|Dreamstime; Baby
carrots, ©Kathy Burns-millyard|Dreamstime; Strawberry yoghurt, ©Robyn Mackenzie|Dreamstime; French fries, ©Johnfoto|Dreamstime;
Fried chicken drumstick, ©Wksp|Dreamstime; Watermelon slice, ©Petar Milevski|Dreamstime; Lollipop, ©Clearviewstock|Dreamstime;
Glass of milk 3, ©Hamsterman|Dreamstime; Grilled salmon, ©Bakelyt|Dreamstime; Smoked chicken wing, ©Elen|Dreamstime; Salad,
©robynmac|istockphoto; Piece of pie, ©tomislz|istockphoto; Fried egg, ©OlgaMiltsova|istockphoto; Jasmine rice, ©AlasdairJames|istockphoto;
Noodles, ©AlasdairJames|istockphoto. p. 47: Sub sandwhich, ©Charlieaja|Dreamstime. p. 51: Checking pulse, ©Koszivu|Dreamstime; Running,
©Thomas Lammeyer|Dreamstime; Girl crouching, ©jaroon|istockphoto. p. 53: Jelly-filled cookies, ©Alexander Bryljaev|Dreamstime;
Bowl of cereal, ©Xaoc|Dreamstime; Milk bottle, ©Oxfordsquare|Dreamstime; Chocolate milkshake, ©Carlos Restrepo|Dreamstime;
French loaves, ©Muhla1|istockphoto; Doughnuts, ©robynmac|istockphoto; Waffles with syrup, ©dehooks|istockphoto; Belgian waffles,
©MarkGillow|istockphoto. p. 54: Broccoli, ©Zonefatal|Dreamstime; Soybean milk, ©Le-thuy Do|Dreamstime; Raisins, ©Rawlik|Dreamstime;
Papaya slice, ©Picstudio|Dreamstime; Slice of Swiss cheese, ©Eutoch|Dreamstime; Yoghurt, ©Niderlander|Dreamstime. p. 55: Chocolate cake,
©Tatiana Belova|Dreamstime; Meatball spaghetti, ©Natalia Mylova|Dreamstime; Orange cocktail, ©Nitr|Dreamstime; Glass of milk 2, ©Kirill
Smirnov|Dreamstime; Two slices of bread, ©Elenamiv|Dreamstime; Doughnut with sprinkles, ©bluestocking|istockphoto; Chicken noodle soup,
©vikif|istockphoto. p. 56: Children brushing teeth, ©Thomas Perkins|Dreamstime; Washing hands, ©Ellobo1|Dreamstime; Unhealthy food,
©Natalie Shmeleva|Dreamstime; Apple and eclaire, ©Jason Stitt|Dreamstime; Sportive woman drinking water, ©Andres Rodriguez|Dreamstime;
Family jogging outdoors, ©kzenon|istockphoto.

Chapter 4 p. 59: Tapioca, ©Shariff Che’ Lah|Dreamstime; Chrysanthemum, ©Sergei Razvodovskii|Dreamstime. p. 60: Aloe vera,
©Renomartin|Dreamstime; Corn cob, ©Tomboy2290|istockphoto. p. 61: Chrysanthemum tea, ©Lobeart|Dreamstime; Bowl of popcorn, ©Elena
113
 Elisseeva|Dreamstime; Fried tapioca chips, ©Shariff Che’ Lah|Dreamstime; Aloe vera gel, ©Lunamarina|Dreamstime. p. 72: Orange gerber daisy,
©Lijuan Guo|Dreamstime. p. 77: Cotton cloth texture, ©Mauhorng|Dreamstime; Metal floor texture, ©Nexus7|Dreamstime; Rubber texture,
©Hoptrop|Dreamstime; Wood grain, ©Barnabychambers|Dreamstime; Empty wine glass, ©Georgii Dolgykh|Dreamstime; Plastic texture, ©Ruslan
Pantyushin|Dreamstime.

Chapter 5 p. 81: Blue stapler, ©Iloveotto|Dreamstime; Green plastic bottle, ©Sergey Ovsyannikov|Dreamstime; Red coffee cup, ©Eugene
Shapovalov|Dreamstime; Wooden ruler, ©Xuanmai2009|Dreamstime. p. 83: Blue coffee mug with spoon, ©Willeecole|Dreamstime. p. 86: Deflated
balloon, ©Juan Moyano|Dreamstime; Plastic drinking straws, ©Newlight|Dreamstime; Coloured paper clips, ©Valentyn75|Dreamstime; Red
handkerchief, ©Twoellis|Dreamstime; Short yellow pencil, ©Alekss|Dreamstime. p. 87: Empty fish tank, ©DonNichols|istockphoto. p. 91: Sheep
with lamb, ©Regien Paassen|Dreamstime; Porcelain tea set, ©Alexander Rozhenyuk|Dreamstime. p. 92: Metal floor texture, ©Nexus7|Dreamstime;
Rubber texture, ©Hoptrop|Dreamstime; Parquet, ©Tatiana Grozetskaya|Dreamstime; Ceramic tile, ©Ana Sousa|Dreamstime; Red satin
cloth, ©Peter Chigmaroff|Dreamstime. p. 93: Coloured soap, ©Gl0ck33|Dreamstime; Toilet paper, ©Kenneth Vaughn|Dreamstime; Glass
bowl, ©Roma74|Dreamstime; Key, ©Cammeraydave|Dreamstime. p. 94: Ping pong ball, ©Carsten|Dreamstime; ©Spanish dagger, ©Rafael
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Woman in raincoat standing in puddle, ©Yuri Arcurs|Dreamstime; Handyman with hammer, ©Edward Bartel|Dreamstime; Canoeing in lake, ©Tyler
Olson|Dreamstime.

Chapter 6 p. 109: Girl blowing candle, ©Denis Babenko|Dreamstime; Pressing a switch, ©Elena Elisseeva|Dreamstime; Writing out a message,
©David Castillo Dominici|Dreamstime. p. 110: Gloved hand with hammer, ©Michael Flippo|Dreamstime; Girl brushing teeth, ©Andrey
Kiselev|Dreamstime; Girl flying kite, ©Elena Titarenco|Dreamstime.

While we have made every effort to trace the rightful copyright holders of reproduced photographs or images, we have been unsuccessful
in some cases. We apologise to these copyright holders, hoping that they will take our liberty in good faith. We would like to hear from
these copyright holders so that we may acknowledge them in future editions of our book.

114
Blank
 Also
available in
. TOP ÷
Maths
this series..

= TOP
Maths +
The TOP Maths series:
• Is endorsed by Cambridge Assessment International Education.
• Covers all the learning outcomes in the Cambridge Primary Mathematics curriculum framework
from 2011.
• Comes with comprehensive coloured Teacher’s Guides that include engaging and effective
lesson plans, schemes of work, and additional resources such as consolidated worksheets, fun
& games, and exam practices. The Teacher’s Guides provide a page-by-page guide to our
Textbooks and Workbooks to enhance teachers’ delivery in the classroom.
• Adopts a Concrete‑Pictorial‑Abstract approach, engaging pupils through concrete manipulatives
and pictorials to develop deeper understanding of mathematical concepts.
• Equips pupils with 21st century skills, with emphasis on problem-solving, critical thinking, creativity,
ICT and mathematical literacy by communicating their reasoning.
• Builds a strong foundation of the subject and confidence in pupils with clearly structured content
and spiral progression across stages. A wide variety of practice questions are provided in our
Textbooks and Workbooks.

The TOP Maths series is comprised of the following components:

• Textbooks

• Workbooks

• In addition to the above, this series also includes accompanying Teacher’s Guides (A and B) and online
resources for each level.
*The online resources have not been through the Cambridge International endorsement process.

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