FoR Wy. d0 DLO) o Em as ri CAMBRIDGE NE Mathematics ae Learner’s Book .) eat ele Mel ie Betas CryCAMBRIDGE PRIMARY Mathematics Skills Builder Name: Contents Three-digit numbers (1) 4-5 Length, capacity, weight and time’... 46-48 Addition and subtraction (1) nensnsnnnnn 6-7 ESHIMGHING veseceeenne 49 DOUDIING snus 8-9 Sorting and representing data... 50-51 Addition and subtraction (2) 10-11 Ordering “ents 52 Multiplication (1) ss swe 1213 Multiplying by 10 es Order of operations, 14-21 Adgition and subtaction (4) cnc BABS Hundreds and fens .annnnnnemennn 22-23 Fractions cao 2D shapes and symmetry... 24-27 Doubling and halving (2) esses 58-59 Position.. 28-29 re ypa1 CoMPlEMENES 10100... rs rnnsnsenrnn BOOT Tme (1), 32.33 Multiplication and dlivision wn 62-63 Estimating lengt egg TMC ersrnnnenennnenn 6A Three digit numbers (2) osu 36 COPACHY a rnsnnnnnnnnnsnnnnnnnn OS Multiplying by 10 (1)... sommennennn? Time (8). 66-67 Ordering, estimating and rounding 38-41 Money 68-69 Doubling and halving (1) 42 Weight seonn 70-73 Addition and subtraction (3) 43 Photocopiable resources ...nsennnn TAD Multiplication (2) 44-45 Answers sos 92-95 CAMBRIDGE Cherri Moseley and Janet Rees UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS ‘University Printing House, Cambridge cp2 8s, United Kingdom (One Liberty Plaza, 20th Floor, New York, Nr 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 4843/24, 2nd Floor, Ansari Road, Daryagan), Delhi ~ 110002, India 79 Anson Roa, #06-04/06, Singapore 079906 ‘Cambridge University Press is part ofthe University of Cambridge. Ik furthers the University’s mission by disseminating knowledge inthe pursuit of ‘education, earning and research a the highest international levels of excellence, worwcambridge org Information on ths tide: education cambridge. ory/9781316509159 ‘© Cambridge University Press 2016 ‘This publication is in copyright. Subject to statutory exception and othe provision of relevant collective licensing agreements, ‘no reproduction of ay part may take place without the writen permission of Cambridge Univesity Press. Fst published 2016 2019 18 17 1615 1413 1211 10987654321 Printed in Great Britain by CPI Group (UK) Lud, Croydon CRO 4YY ‘A catalogue record for this publication is available from the British Library 1sux 978-1-316-50915-9 Paperback ‘Cambridge Uaiversty Press has no responsibility forthe persistence or acuracy ‘of URLS for external or third-party internet websites referred to in ths publication, and doesnot guarantee tha aby content on such websites i or wil emai, accurate or appropriate Tesla to eprodace any par of his work in materi orm including photocopying and electronic Morage) except under the following cieumtance: (0) where you are abiding cence granted to your school ot instttion bythe Copyright Licensing Agency; (where no suchicence exit or where you wish to exceed the ermsofalicense, tnd you have gined the writen permitson of Cambridge University Press (i where you ar allowed to reprodce without permison ender the provisions ‘of Chapter 3 of the Copyright, Designs and Patents Act 988, which covers, for ‘example the reproduction of short passages within certain types of ection Anthology and reproduction forthe parposes of sting examination questions. NOTICE TO TEACHERS IN THE UK ‘The photocopy masters inthis 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 inthe copyright ‘of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution. ‘This book spat ofthe Cambridge Primary Mats projet. ‘Thisis an innovative combination of curriculum and resources designed to support teachers and learners to succeed in primary SGMIGIEE) mathematics through best-practice international maths teaching GRALEIS' and problem-solving approach, Math: ‘To get involved, visit ‘wwwccie org uk/cambridgeprimarymaths.Introduction "This Skills Builder activity book is part ofa series of 12 write-in activity books for primary mathematics grades 1-6, Itcan be used as a standalone book, but the content also complements Cambridge Primary Maths. Learners progress at different rats, 30 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. ‘The Skis 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, How to use the books ‘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 ‘+ questions with more than one possible answer + activities requiring resources, for example, dice, spinners or digit cards + activities and games best done with someone ese, for example, in class or at home, which give the opportunity to bbe fully involved in the childs learning + 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 ofthe 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’ first language. Learners should read through the key vocabulary with an adult and be encouraged to clarify understanding. ‘Hints prompt and assist in building understanding, and steer the learner in the right direction. ‘You will need gives learners, teachers and parents alist of resources for each activity. Photocopiable resources are provided atthe 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’ 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 asa calculation tool before Stage 5. Note: ‘When a ‘spinner is included, put a paperclip flat on the page so the ‘end is over the centre ofthe spinner. Place the pencil point in the centre ‘of the spinner, through the paper Hold the pencil firmly and spin the paperclip to generate a result ‘Tracking progress Answers to closed questions are given at the back of the book; these allow teachers, parents and learners to check their work, 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 7/X or red/ ‘green colouring system to record their self-assessment anywhere ‘on each activity page. ‘These assessments provide teachers and parents with an understanding of how best to support individual learners! next steps,Marehing ants 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 3 represents 300, the 2 represents 20 and the 7 represents 7 ones. Hint: Think about where to place 1 when making a high number How will that change when making a low number? Use place value cards to support reading each number. Unit 1A Number and problem solving (GPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher's Resource 1.1, 1.3 You will need: resource 1, pages 74-76, a 1-6 dice, a counter Vocabulary hundreds, tens, ones, units, place value, digit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. Complete one score card at a time. The highest number I made was The smallest number I made was These are all my numbers, in order. smallest highest Score cards ae Highest Sa ® Blwlyol|a Smallest 1 2 [3 | 4 Unit 1 Number and problem solving CPM Framework SNn2, 3Nn6, 3Ps3; CPM Teacher's Resource 1.1, 1.3Making chains Remember You will need: resource When you add or subtract 10 from a two-digit or 1 es 74-76 three-digit number, the ones digit does not change. » Pag For example, 152 + 10 = 162 152-10 = 142. Vocabulary hundreds, tens, ones, Complete each chain. units, add, subtract, digit I started on 23 and ended on Unit 44 Number and problem solving GPM Framework 3Nn2, 3Nn3, 3Nn5, 3Nn6, 3Nc9, SPH, 3Ps3, 3Ps6; CPM Teacher's Resource 2.1Write + 10 or — 10 to make your own chain. Then complete this chain. Hint: Use place value cards to make the numbers. Change the tens card to add or subtract 10. I started on 56 and ended on Make a chain for your friend. You can add or subtract 10, 20 or 30 but you must know the answer! Unit 14 Number and problem solving CPM Framework SNn2, 3Nn3, 8NnS, @Nn6, 3Nc8, SPt1, 3Ps3, SPs6; CPM Teacher's Resource 2.1x Robot doubles Remember : B 2 There are different ways to double a ee ject resource 2, Pages number. You can add it to itself (4 + 4) or each Bod you can multiply it by 2 (4 x 2). Vocabulary double, twice, add, multiply Hint: Use cubes or Base 10 apparatus to help you work out the double. Unit 1A Number and problem solving (CPM Framework 3Nc3, 3Nc8, 3Nc7, SPtt, 3Ps6; CPM Teacher's Resource 4.1This is a game for two players Cut up the cards and put them in the feely bag. Take turns to take a card from the feely bag Work out the answer. Put a counter on the answer on your robot. Discard the card. The first player to cover all 20 numbers on their robot is the winner. If your answer has already been covered up by a counter, miss a go. Unit 1 Number and problem solving (CPM Framework SNc3, SNo8, 3Nc7, 3Pti, 3Ps6; CPM Teacher's Resource 4.1iricky triangles Remember When you add several single-digit numbers, look Seep for number pairs for 10, near pairs, doubles Bose and near doubles to help you. Make tens then add the tens and ones to find the total. Vocabulary For example 6+3+1+4=(6+4)+3+1 ten, ones, number pairs or =10+4=14 bonds for 10, near pais, Or B+N+4+6=84+6=14 doubles, near doubles, add, 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. 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. Find a different way to do it. Put the numbers 1-9 in the circles so that the numbers along each side have the same total. Senda fh, Find a different way to do it. Now for a challenge! Put the numbers 1-12 in the circles so that the numbers along each side have the same total. Unit 1A Number and problem solving (CPM Framework Net, 3Nc12, 3NcT6, SPtt, SPs3, 3Ps6; CPM Teacher's Resource 3.1Xe Coie faites Remember Fact families are 3 numbers that are related. 4, 6 and 10 are related: 6 + 4 = 10, 4+6=10,10-4=6and 10-6=4. Vocabulary ‘add, subtract, fact family, related, number sentence You will need: cubes, counters There is a fact family living in each of the houses in this row. Complete each house. 10|-| 3 J=| 7 q|- = - = = = - = -|4]= - = - = Write a different fact family in each house. | Hint: Use counters or cubes to check that each number sentence is correct. Use the numbers 1 up to 20. OS ZENS Use multiplication to check the answers to divisions. Unit 1A Number and problem solving (CPM Framework Ne21, 3Nc22, 3NC25, 3Nc26, 3Ptt, SPt3, SPs@; CPM Teacher's Resource 6.2, 63Now make up some towers of your own. Unt 1A Number and problem sing 17 CPM Framework 3NE21, N22, N25, sNe2E, SPH, SPE, P85; CPM Teachers Resorea 62 63Remember You can multiply numbers in any order to get the same answer. When you divide one number by another you need to think about the order carefully. 6 + 3is not the same as 2 + 6. Bigger or smaller? You will need: two 1-6 dice Vocabulary multiply, multiplication, divide, division, total, calculations Use any two of these numbers to make each calculation correct. You can use the numbers more than once. 6 3 4 5 10 x = | 60 36 = x =| 25 30 = x = | 30 25 = x = | 12 18 = x = | 16 60 = Unit 1A Number and problem solving Ise your knowledge of times tables to help you find the answer. (CPM Framework 3Nc21, 3Nc25, 3NC26, SPH, 3PI3, 3Ps2, P38; CPM Teacher's Resource 62, 6.3Let’s play a game! This is a game for two players. Take turns to throw two dice. Multiply the numbers and write the answer in the box. When you have written a number in each row, add them together to give you a final score. The winner is the player with the higher final score. Play again. You could change the rules so that the winner is the player with the lower final score. If you do this, you can choose to multiply or divide the numbers you throw. Player 1 Player 2 Final score Final score Player 1 Player 2 Unit 1 Number and problem solving (CPM Framework SNe21, SN625, 3Nc26, SPH, SPI3, 3Ps2, P38; CPM Teacher's Resource 62, 6.3the four rules of number Remember You will need: number cards for When you add numbers you can 4, 6, 6 and 8, several cards for each put them in any order, the answer of the symbols +, —, X, + will be the same. (for manipulation), a calculator for checking answers (optional), stopwatch There are lots of different ways of making a number by adding, subtracting, multiplying and dividing, Find five different ways to make 24. You can only choose from the four numbers 4, 6, 6 and 8 each time. You do not have to use them all. You can use the 6 twice, but the others only once. Unit 1A Number and problem solving (CPM Framework 3Nn3, 3Nc5, SPt1, SPt3, 3Ps3; CPM Teacher's Resource 2.1,Which is quicker? This is a game for two players. Choose one of the experiments below. Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Which is quicker, counting up to 20 in ones or counting up to 140 in tens? Which is quicker, counting up to 10 in ones or counting up to 100 in tens? Carry out the experiment you have chosen. Use a stopwatch to time yourself or each other. When you have timed yourselves, discuss the reasons for your results. Then think up some more experiments you could try for yourselves. Predict your results and then try them out to test your prediction. Unit 1A Number and problem solving (CPM Framework @Nn3, 3NcS, 3Pt1, 3P13, 3Ps3; CPM Teacher's Resource 2.1Hundreds and fens Remember You will need: a 1-6 dice, at Use what you know about three-digit least 10 counters for each numbers and place value to work out player (a different colour for the answers. each player), a calculator for checking answers (optional) Vocabulary _. hundreds, tens, ones, place This is a game for two players. Patetcimencotnionacd Each choose a grid. Each place a counter on Start. Take turns to throw the dice. Move that number of spaces around the track. Work out the calculation. If the answer matches one of the numbers on your grid, place one of your other counters on that number in the grid. The winner is either the player who covers all of their numbers first or the player with the greater number of counters on their grid when both players have gone round the track once. Player 1 Player 2 588 439 103 522 268 577 546 704 823 When subtracting or adding 10 only change the tens When adding or subtracting 100 only change the hundreds digit. Unit 24 Number and problem song Framework 3Nn8, 2Nc9, 3Nc10, NotS, SPtt; CPM Teacher's Resource 12,1and problem solving Dk} Unit 2A Number: (CPM Framework Nn3, 3No8, 8Nc10, 3No1S, 3Ptt; CPM Teacher's Resource 12.1A Siraw models Remember Squares and rectangles have four straight sides and four right angles. Cubes have six square faces. Cuboids can have square or rectangular faces. A net is what a 3D shape makes when it is opened out flat. Cut some straws into 3 cm lengths. (EEA GOGAT Gar CAAT Cut some straws into 5 cm lengths. Cut some straws into 8 cm lengths. Cerrar a TTT (2eeeaeT TTT Cerrar aTTTT Crew You will need: art straws, pipe cleaners (or modelling clay or dough), ruler, scissors Vocabulary square, rectangle, cube, cuboid, right angle Hint: Join 6 identical squares together to make a cube. Use 3 pairs of rectangles or squares to make a cuboid. Make different-sized squares and rectangles with your straws. Can you make a pentagon, or a hexagon? How many sides do they have? 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. Can Carefully open your cubes to see the nets. Now, join six squares together so that this net will not make a cube. Find more than one way to do this. Unit 1B Geometry and problem solving CPM Framework 3Gs1, 3Gs2, 3Gs9, 3Gs4, aPt8, SPt9; CPM Teacher's Resource 7.1, 7.2,7.3squares, squares and more squares Remember You will need: resource A line of symmetry splits a shape or pattern into 4, page 80 two halves that are mirror images of each other. Shapes and patterns can have more than one line of symmetry. Vocabulary ( symmetry, symmetrical, line of symmetry a Hint: Use a mirror to find and check the lines Use four tiles from resource 4 to make a 2 by 2 square. | of symmetry. What symmetrical patterns can you make? The first one has been done for you. Draw the line or lines of symmetry for each 2 by 2 square. Which patterns have: 1 line of symmetry 2 lines of symmetry more than 2 lines of symmetry? Use six square tiles to make a 2 by 3 rectangle. What symmetrical patterns can you make? Draw the line or lines of symmetry. 1 2 3 4 Unit 1B Geometry and problem solving (CPM Framework 8Gs5, 3Ps3; CPM Teachers Resource 8.1Cross the river Remember Ina regular polygon, all the sides are the same length and all the angles are the same. rw In an irregular polygon, the sides and angles are different sizes. hf Ald Player 1 Starting rock Unit 1B Geometry and problem solving (CPM Framework 82, 3Pt8; CPM Teacher's Resource 7.1 You will need: resource 5, page 81, 12 red counters, 12 yellow counters Vocabulary triangle, square, quadrilateral, pentagon, hexagon, polygon, regular, irregular Hint: Copy the shapes in the river. Label each shape with the number of sides. Check your shapes each time you use the spinner.This is a game for two players. Each choose three animals and your own coloured counters. Place your animals on your chosen starting rock. Take turns to spin the spinner. The shape you spin tells you which shape you can land on. Place a counter on the correct shape, next to the riverbank on your side of the river. When you place a counter on a shape, tell the other player if the shape is regular or irregular. Continue, building 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. When you complete your path, take one animal across the river. The other player can challenge you by asking a question about one of the shapes in your path. Remove the counters from 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. Player 2 Starting rock Unit 18 Gere and problem sohing 27 (CPM Framework 3Gs2, 3Pt8; CPM Teacher's Resource 7.1Building the wall Remember Position words tell you where something is or where to place something. You will need: resource 6, page 82, a set of brick cards for each player, a set of position cards to share Vocabulary under, middle, edge, above, between, up, below, next to, down, top, beside, left, right, bottom, side Unit 18 Geometry and problem solving (CPM Framework 3Gp1, 3Ps3; CPM Teacher's Resource 82This is a game for one or two players. 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 Continue until the wall is complete. 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.” Unit 1B Geometry and problem solving CPM Framework SGp1, SPs3; CPM Teacher's Resource 8.2Collecting money A Remember You will need: a collection of There are 100 cents in every dollar. 10-cent, 50-cent and dollar coins or notes, a 1-6 dice, a tray or dish to use as a bank This i t li . is is a game for two players. Vocabulary Place all the money in the bank. cent, dollar, money, coins, value Each put your counter at the beginning of the track. Take turns to roll the dice and move that number of spaces. Tf 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. When you have collected 100 cents, exchange them for a dollar from the bank. The winner is the player with more money at the end of the track. START 30 Unt 18 Geometry an probl soving Pir Framework on, aN Net, Mt, 4, 9Pe; CPM Teachers Resource 81How much money did you collect? Hint: Put 10 cent coins in piles of 10 Player 1 I collected $. Player 2 I collected $. and cents. | to make a dollar. Two 50-cent coins d ; ang cents. | rake a dollar. Unit 1B Geometry and problem solving (CPM Framework 3Nn3, 3Nc9, Net8, 3Mm1, SPtt, 3Ps6; CPM Teacher's Resource 9.1 |Maich the time Remember You will need: counters in 2 different colours At o'clock times, the minute hand points to 12 on an analogue clock and a digital | clock shows 00 minutes. At quarter past, the minute Vocabulary hand points to 3 on an time, clock, analogue clock and a digital analogue, digital, clock shows 15 minutes. o'clock, half past At half past, the minute hand points to 6 on an analogue clock and the digital clock shows 30 minutes. At quarter to, the minute hand points to the 9 on an analogue clock and the digital clock shows 45 minutes. This is a game for two players. Take turns to spin the spinner. Place one of your counters on the matching analogue time and another on | Hint: Move the hands the matching digital time. on a geared clock or . . Paper plate clock to If there are no clocks left showing that time, miss a match the time on the turn. spinner. Find a clock with the minute hand in When all the clocks have a counter on them, the winner ws the same position. is the player with more counters on the clocks. Unit 1¢ Measures and problem solving (CPM Framework SMt2, SPt2; CPM Teacher's Resource 10.1Unit 1© Measures and problem solving (CPM Framework 3Mt2, 3Pt2; CPM Teacher's Resource 10.1 KK)Miniature garden Remember When estimating a length, use what you already know about measures. 1 cm is about the width of your finger; 10 cm = a tens stick from place-value Vocabulary apparatus. You will need: a ruler height, length, tall, long, short, centimetre, cm with O on the ruler. Unit 1© Measures and problem solving (CPM Framework SMI, 3MI3, SPt2; CPM Teacher's Resource 11.1, 11.2Estimate the height of each plant. Now use a ruler to measure the height of each plant. ole Compare your estimates and measurements. My estimate was the same as the measurement for My estimate was longer than the measurement for My estimate was shorter than the measurement for alo w/e lala wi This stick insect is 4 cm long. te — _ D 2 Draw three stick insects, 6 cm, 9 cm and 12 cm long. Unit 16 Measures and problem sting EY] (CPM Framework MI, SM, SP2; CPM Teachers Resource 113, 112Abacus numbers Remember An abacus uses beads to Vocabulary represent numbers. place value, hundreds, tens, ones Each stick has a different value. On these abacuses, they are hundreds, tens and ones. Hint: Count the beads ‘on the abacus. Make sure you have used all 6 Draw six beads on each abacus to make a three-digit | beads every time. 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? ee aie oA) te ea i Te Eig. Ex. ©) Pe te 3) Fel) Hee 1 Hor smpnvom nnn (CPM Framework 3Nn2, 3Nn5, SPt3, 3Ps3, 3Ps6; CPM Teacher's Resource 12.1. EES Remember When you multiply by 10 the digits move one place to the left. The value of every digit becomes 10 times bigger. You will need: two 1-6 dice, counters Vocabulary add, subtract, multiply, Bs ‘orget your digits 1°] 27] 0 zero place holder. Choose whether you want to travel vertically ~, or horizontally <> across the board. Throw both dice. 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. Hint: Play the game with a friend. Use different-coloured counters. The first player to make a path from top to bottom or side to side is the winner. Unit 24 Number and problem song 37 CPM Framework hn, ONT, SNE, P1, OP, BPeO OPM Teachers Resource 128Washing line Choose a shirt to put at the beginning of the washing line. You will need: Pick an instruction card at random. Follow the instructions to resource 7, find the next shirt to put on the washing line. page 83 When the washing line is full, put the shirts in order from smallest to largest. Vocabulary digit, odd, even, Repeat with the second washing line. Choose a different shirt less than <, for the beginning of the washing line. greater than >, When your line is full, take the shirts off and play again. ee Draw your washing line when you finish. int: When looking at three-digit numbers look at the number in the hundreds place first. When looking at two-digit numbers, look at the tens digit firs Unit 2 Number and problem solving (CPM Framework 8Nn6, nt 1, NnT2, SNe, SNeS, 3Ps3, PS; CPM Teacher's Resource 12.1, 12.2Spots, squares and stars Remember Estimating means making a sensible guess that is close to the correct number. An estimate is not expected to be the exact, correct number. You will need: rubber stamps, stickers or something else to make a shape picture for a friend Vocabulary How many shapes are there? moO Estimate then count in different ways. Wig CMs te | eM, Use stamps, stickers or a computer drawing programme to make a shape picture. Ask a friend to estimate then count how many shapes there are in the picture. Draw a ring around groups of 2, 5 or 10 Use a different coloured pencil for each group Unit 24 Number and problem solving 39 CPM Framework 8Nng, 3No13, 3P85; CPM Teacher's Resource 13.2At the skate park You will need: a 1-6 Remember ; dice, a counter for each When rounding to the nearest 10, if the ones player digit is 1, 2, 3, or 4, then it is closer to the previous multiple of 10 and so round down. If the ones digit is 5, 6, 7, 8 or 9, then it is closer to the Vocabulary next multiple of 10 and so round up. rounding, round up, round down, nearest 10 This is a game for two players. Each place your counter on START. Take turns to roll the dice. Move that many spaces along the track. When you land on a shaded square, round that number to the nearest 10 and move your counter to that number. The winner is the first player to reach 80. Unit 24 Number and problem solving CPM Framework 3Nn5, SNn8, SPAS, 3Ps3, 3 Ps6; CPM Teacher's Resource 13.1Unit 2A Number and problem solving (CPM Framework SNn5, SNn8, SPI3, 3Ps3, 3 Ps6; CPM Teacher's Resource 13.1A Roundabout Remember When you double a number you multiply it by 2 or add the number to itself. When you halve a number you divide it by 2. You will need: counters in 2 colours, a counter of a third colour Vocabulary hai halve, doubl This is a game for two players. arr nove, double Place the third-colour counter on 80 at the top of the circle. Take turns to move this counter to the next number. Decide whether to halve or double that number. Place one of your counters on the answer in the grid. 40 10 6 16 2 60 15 8 100 | 28 24 7 q 40 4 36 (@) The first player to get three counters in a line is the winner. Play five games to find the overall winner. Hint: Use a calculator to check your answers, if you need to. Unit 28 Number ang probiem solving (CPM Framework 3Nn‘4, 3NnZ0, SNC, SNc7, SPt1, SPS, 3Ps8, 3Ps6; CPM Teacher's Resource 14.1Build the bridge Remember Come a Numbers can be added in any order. voae 2 eee paar For subtraction, you need to think about page 84, a set of cubes the order in which to put the numbers. Vocabulary add, subtract, addition, subtraction, Shuffle the number cards. Place them ina pile, “ference belween, estimate face down on the table. Turn over the top two cards. Spin the spinner to find out what to do with the numbers. Find the answer on the bridge and cover it with a cube. Continue until you have built the bridge. Hint: Use a number line or a 100 square to help you with addition and subtraction. Unit 24 Number and problem skin 43 (CPM Framework 3Ne14, Net, SPU, 34, SPU, SPAS, SPs: CPM Teachers Resouee T8118You will need: resource Remember, 4, page 85, black A multiple is the number you get when you multiply a number by another number. 8 is a multiple of 2 because it is 2 multiplied by 4. Vocabulary multiple, odd, times table colouring pencils This is a game for two players. Jack and Jill are laying black and white tiles on the floor. Tn this new floor, white tiles are laid on numbers that are not in the 2, 5 or 10 times tables. Black tiles are laid on numbers that are in the 2, 5 or 10 times table. Take turns to roll the 2, 5, 10 dice. Look in the grid for a multiple of the number you roll. Shade it black. When you have shaded all the multiples of 2, 5 and 10, look at the tile pattern. What can you say about the numbers that have not been shaded? Unit 2A Number and problem solving (CPM Framework 3Nn, 3No3, 3No5, 3NC21, 3PI3, 3Ps3, P36, SPs6; CPM Teacher's Resource 16.1, 16.23/4/5167) 8/9/10 3/14/5|]6|7/81/91/10 6 | 8 | 10] 12] 14| 16] 18] 20 | 12] 15 | 18 | 21 | 24 | 27 | 30 8 | 12] 16| 20 | 24 | 28 | 32 | 36 | 40 50 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 | 60 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63 | 70 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72| 80 Hint: Use the multiples chart to find multiples of 2,5 and 10. B|-2}00)/N Jos |en]| Jew [ro] fae oS a N iS No a w 3 w or S iS rs a BP }00/N) on |u| | || |x. 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 |100 Unit 2A Number and problem solving (CPM Framework 3Nn4, 3Nc3, SNCS, GNc21, GPt3, 3Ps3, 3Ps6, 3Ps6; CPM Teacher's Resource 16.1, 162School sports day Remember You will need: resource 10, pages When adding units of time, remember 86-87, a 1-6 dice, counters that there are 60 minutes in 1 hour. Vocabulary time, minute, hour This is a game for two players. Both place your counters on START. Take turns to roll the dice and move that many spaces. If you land on a drink space, collect a 5 minute card, When you pass or land on an activity space, spin the spinner to find out how long you spent at the activity. Collect a matching time card. Add your times up as you go along. At the end of the game, pass your time cards to the other player so they can check your time. The winner is the player with the shorter time. Spin the spinner and collect a time card. Sack race Spin the spinner and collect a time card. 3 legged race Spin the spinner and collect a time card. Unit 28 Measure and problem solving (CPM Framework Mt, SMt3, SPt2; CPM Teacher's Resource 17.1, 17.2Hint: Remember that there are 60 minutes in an hour. Look for groups of 60 minutes when adding your times together. jump Spin the spinner and collect a time card. Egg and spoon race Spin the spinner and collect a time card. Apple bobbing Spin the spinner and collect a time card. Hopping race Spin the spinner and collect a time card. Spin the spinner and collect a time card. Unt 28 Measure and problem song vy) (CPM Framework Mt, OM, 9Pt; CPM Tachars Resour 1.1, 178Digital siraw times Remembey You will need: The numbers that show digital a 1-6 dice nnn Pees een) times are made up of short paneer time, digital, minute, light bars. All the numbers are lengths to fit on eee elo made with straight lines. eee time interval Hint: There are 60 -— eer =n minutes in every hour so ‘ rc + 4 L bt, ; H iW ‘ ; the number of minutes — = — f at et LS cannot go above 59. lamas] Roll the dice four times. Collect that many light bars on each roll unless you throw a 1. If you throw a 1, collect 7 light bars. Use your light bars to make a time on the first digital clock. Repeat to make three digital times. Order them from earliest to latest. Ce] Ce) ae Count the light bars in each time. Use the same number of light bars to make a different time below each clock. Order your times from earliest to latest. How long is the longest interval between your times? Unit 28 Measure and problem solving (CPM Framework 3Mt2, 3Pt2; CPM Teacher's Resource 17.1, 17.2Estimating length Estimating means making a sensible guess that is close to the correct measurement. An estimate is not expected to be the exact, correct measurement. Estimate the length of each pencil. After you have recorded your estimates, use a ruler to measure the length of each pencil. You will need: a ruler Vocabulary length, measure, estimate, centimetre Hint: Line up one end of pencil with O on the ruler. Keep the ruler still as you read off the length from the other end of the pencil. Compare the measurements with your estimates. Which estimates were within 1 cm oj the actual length? Unit 28 Measure and problem solving (CPM Framework MI, 3MIS, 3M, SPt2; CPM Teacher's Resource 18.1, 18.2Collecting honey Remember Tally marks are a quick way of counting, using groups of five. The first 4 marks are vertical lines like 1. The fifth line is a diagonal line across the 4 lines. ; ol il at You will need: resource 11, page 88, a 1-6 dice, a counter, drawing paper Je ACU EU ML a Put your counter on an empty space. Roll the dice and move that number of spaces around the track. Make a tally mark on your collection chart each time you land ‘on an object. Stop collecting objects when you land on a blank space after you have been round three times. Draw a garden. Use your tally chart to tell you how many of each object to draw in your garden. int: Mark your tally chart after Play again. How is your garden the same? How is it different? every move. ee |e! e Unit 2C Handling data and problem solving (CPM Framework 3Dh2; CPM Teacher's Resource 20.2Honey, bees and butterflies Remember A bar chart shows data as bars of different heights. Frequency is the number of times what you are counting occurs. You will need: a 1-6 dice, coloured pencils Vocabulary bar chart, sort, group, bar Roll the dice. Use the dice key to find out which object chart, frequency you have rolled. Put a tally mark in the matching box. When you have rolled the dice 20 times, use your tally marks to complete a matching bar chart. Start from the bottom of the bar. Colour in the matching number of squares. (:.) & 12 — 104 ta OT eH 7 Fag 00 1 Frequency o L S | | | T T T oF AD X Complete the sentences. There are bees. There are jars of honey. Hint: Check that your tally chart count Compare your bar chart with a friend. matches your bar chart. What is the same? What is different? Unit 2¢ Handling data and problem solving (OPM Framework 3Dh2, 3Ps9; CPM Teacher's Resource 20.2, 20.3x Ordering Remember When ordering numbers, look at the hundreds, then the tens and finally the ones. You will need: resource 1, pages 74-76 Vocabulary is greater than Use a set of place-value cards to create 9 three-digit numbers. Mark your numbers on the number line. T T T T T T T T T > 100 200 300 400 500 600 700 800 900 = 1000 Use your number line to help you write your numbers in order, from smallest to greatest. Use your number line and your list to write 2 number statements using < (is less than), for example, 132 < 647. Write 2 number statements using > (is greater than), for example, 647 > 132. Hint: When you mark numbers on a number line, you are also ordering them from smallest to largest. Unit 28 Number and problem solving (CPM Framework 3Nn2, 3Nn5, 3Nn9, QNnt 1, SNn12, SPt3, SPs3, 3Ps6, 3Ps9; CPM Teacher's Resource 21.1Multiplying by 10 Remember When you multiply by 10 the digits move one place to the left. The value of every digit becomes 10 times bigger. Vocabulary (ett Te: multiply, order, smallest, 12 Don't forget your greatest U1] 2°[ 0: zero place hold Hint: When you Use a set of place-value cards to make a two-digit number. | multiply by 10, each 1 becomes a 10 and each 10 becomes a You will need: resource 1, pages 74-76 Multiply your number by 10. Use place-value cards to help you. Record both numbers in one grid. hundred. 0 [ 0 Order your multiplied numbers from smallest to greatest. Unit 2c Handing data ana problem sting x) (GPM Framework 3Nn2, Nn, aNn7, Sn 8Ps6; CPM Touche Resource 3121. Fa | | en leaves You will need: a counter for each player (different colours), Remember enough extra counters Use what you know about adding and subtracting to cover all the 10 and a hundred from a number. calculations on the leaves, paper to record . calculations and answers, a calculator for checking answers (optional) Vocabulary add, adding, subtracting, subtraction, place value, tens, hundreds Hint: You may want to use a calculator to check the answers. Unit 2A Number and problem solving, Unit 8A Number and problem solving (CPM Framework 3Nn3, 2Nn5, 3Nct5, 3Pti, 3Ps2, SPs3; CPM Teacher's Resource 15.3, 24.2, 24.3This is a game for two players. Cover all the leaves with counters, to hide the calculations. Each player decides whether to to collect leaves from the left side or the right side of the track. Both players place one counter on Start. Walk through the wood, by taking turns to throw the dice. Move that number of spaces around the track. Pick up a counter from a leaf at the space where you land. Work out the calculation. Your partner checks your answer. If you are correct you keep the counter. Keep playing until you reach the café at the end of the track. Each count your counters. The winner is the player with the greater score. This is the number of counters you have collected. Tf you both have the same score, put the counters back on the leaves and play again! Unit 2A Number and problem solving, Unit 3A Number and problem solving CPM Framework SNn3, 3Nn6, 3NC15, 3Pt1, 3Ps2, 3Ps3; CPM Teacher's Resource 18.3, 24.2, 24.3,Broken biscuits Remember A fraction is part oj a ate a 12, page 89, a 1-6 You will need: resource dice, a counter for each player Vocabulary 1 1 whole, half x quarter a three-quarters 3 1 1 third =, hth =. one-third 3, one-eighth 5, 1 one-tenth =, fraction 70:0" This is a game for two players. Mix up all the biscuit cards and biscuit monster cards and share them between players. Each place your counter on IN. Take turns to roll the dice and move that many spaces through the biscuit factory. Tf you land on a biscuit, take a biscuit card from the other player. If you take a biscuit monster, give the other player one of your biscuit cards At the end of the game, sort your biscuits into piles with the same fraction. Add your fractions together. The winner is the player who has collected the most biscuits. Unit 3A Number and problem solving (CPM Framework Na15, 3Nn¥6, 3NN17, SPt1, 3Ps3, 3Ps6; CPM Teacher's Resource 22.1, 22.3,IN © © \ @|6 © [© © OUTReady, steady go! Remember Doubles and halves are part of the same number pattern. If you know one of them you can work out the other one. They are inverses of each other. double OO~ OS OO@ _exrretivere halve Bis double 4. 4 is half of 8 You will need: a 1-6 dice, a counter for each player Unit 3A Number and problem solving CPM Framework 3Nc8, 3Nc7, 8NC19, SPI, 3Ps2, 3Ps3, P36; CPM Teacher's Resource 23.1This is a game for two players. Hint: Use a 100 square Put your counters on START. Take turns to throw to help you calculate. the dice and move that number of spaces. If you land on a shaded number [", double the number you land on and move on to the square with that number on it. If you land on an oil spill, halve the number and move back to the square with that number on it. Who will win the race? Unit 3A Number and problem solving CPM Framework 3Ne8, 3NC7, SNC19, SPt1, SPs2, 3Ps8, 3Ps6; CPM Teacher's Resource 23.1Complements to 100 Remember Hint: Count the For pairs of numbers that make 100, each number is the complement to 100 of the other number. 43 + 57 = 100. 57 is the complement to 100 for 43 and 43 is the complement to 100 for 57. Find the complement to 100 for each number. Draw and label the correct jumps on the number line. The first one is done for you. +4 +60 A -—>- a il 36 40 100 100 36 + 64=100 42+ = 100 —_—_______> 100 27+ = 100 Unit 3A Number and problem sot Cn Framencrk Shins SNeT3, SPIT SPU, SP58; CPM Teacher's Resource 26.1 squares which are not shaded to find the complement to 100 of the shaded amount.« > < > 100 100 71+___ = 100 54+ ___ = 100 Now use your own numbers to complete these grids. + = 100 + = 100 Now use your own numbers without grids to find complements to 100. « ca < i 100 100 + = 100 + = 100 Use your own numbers again to find complements to 100 but now include a number between 1 and 9. > < i 100 100 + = 100 Unit 3A Number and problem solving (CPM Framework 3Nn3, 3NC13, 3Pt1, 3Pt4, 3Ps3; OPM Teacher's Resource 24.1Feed the seals You wit need: resource 13, 5 page 90, Remember —————— two 1-6 dice Multiplication is repeated @ ) @ =) @ vooubulary For example: a @ @ @ Q @ multiply, divide, eee Ceara ee add, subtract, Division is splitting into 15 apples group, more than, equal parts or groups. less than. It is the result of fair sharing. Example: 3 friends want to share 12 strawberries. How do they divide the strawberries? Answer: They should get 4 each. YQ Q The + symbol, or sometimes od & Q& ae the / symbol, means divide. x 12+3=4,12/3=4 a QB & Player 1 Unit 3A Number and problem solving (CPM Framework @Nn19, GNc3, 3No4, 2Nc21, 3Pt1, 3P17, 3Ps2, 3Ps3; CPM Teacher's Resource 25.1, 25.2This is a game for two players Take turns to roll both dice. Add the numbers together. If your total is 7 or 11, miss a turn. For all other numbers, take that many fish. Decide which seal has the correct number of tubs for you to equally share the fish into. The game ends when every seal has fish in all their tubs, The winner is the player who feeds the last seal. Count the fish in each tub. Record the total number of fish each seal has as a multiplication calculation. Hint: Sometimes you can share the same number of fish in different ways. For example if a seal with 3 tubs has 4 fish in each tub, they have 4 x 3 = 12 fish. The winner is the player with more fish at the end. Player 2 Unit 3A Number and problem solving (CPM Framework 3Nat9, 3Nc3, 3Nod, 3Nc21, 3Pt1, 9PI7, 9Ps2, SPs8; CPM Teacher's Resource 25.1, 25.2Remember There are 60 minutes in an hour. Cooking times You will need: an analogue clock with Solve the cooking time questions. movable hands, a digital clock or timer Vocabulary time, minute, hour Cake into the oven at 10:00. Takes 40 minutes. Take cake out at Ao. Bread rolls take 40 minutes. Put in at Take out at 8:40 Small cakes take 30 minutes. Put in at 3:30. Take out at Casserole takes Put in at 5:45. Take out at 7:15 Biscuits take 10 minutes. Put in at 11:55. Take out at Chicken takes 4 hours. Put in at Take out at 1:30. Scones take 20 minutes. Put in at 2:40. Take out at Apple pie takes Put in at 4:20. Take out at 5:00 Vegetable pie takes 55 minutes. Put it in at Take out at 7:00 Meringues take Put in at 4:50. Take out 7:20 Oven chips take 25 minutes. Put in at Take out at 5:30 Cheese straws take 10 minutes. Put in at 6:10. Take out at #: Count forward or back an analogue or digital clock to find the missing time: Unit 3¢ Measure and problem solving (OPM Framework 3Mt2, 3M, SP%2, 9Ps3; CPM Teacher's Resource 29.1, 29.2Cans of lemonade Remember 1000 millilitres = 1 litre Vocabulary Ton 4 Litre, millilitre, quarter ie half. z three-quarters a Label each set with the total amount of lemonade 4 cans hold 1 li Unit 3¢ Measure and problem solving (CPM Framework @Nn15, GNn17, SMI, 3MI2, SMIS, 3MIS, 3Pt2, 3Ps3; CPM Teacher's Resource 31.1Go for a walk = how long does it take? Remember You will need: resource 14, page 91, a 1-6 dice, 60 seconds = 1 minute, a counter for each player 60 minutes = 1 hour, 24 hours = 1 day Vocabulary time, add, total, second, minute, hour This is a game for two players. Play with an adult helper. Shuffle the time cards and place face down on the table. Each place your counter on START. Take turns to roll the dice and move that many places. Each time you meet a creature, take a time card. Keep a note of every time amount you land on. When you reach Finish, total all your times. The player with the shortest amount of time is the winner. Unit 36 Measure and problem solving (GPM Framework Mt, SMt2, SM, 2Pt2, 3Ps2; CPM Teacher's Resource 28.1, 29.2Keep a running total of your time as you play the gam chart or table (seconds, minutes, hours) to keep a record of your times. Unit 26 Measure and problem song 67 CPM Framework Mt, OMK2, 3M, SP, GPs2 CPM Teachers Resource 231,202. Pocket money Remember : 1 dollar is worth 100 cents. ecu lneed ale aufol none, , including coins and banknotes, Half a dollar is worth 50 cents. " 1-6 dice, counter for each player, 10-minute timer This is a game for two players. Play with an adult helper. Start with $2 each. Roc omulayy cent, dollar Each put your counter on START, Monday. Start the timer. Take turns to roll the dice and move your counter that number of spaces. Follow the instructions on the track. When you are given money, take it from the bank. When you spend money, put it into the bank. When the timer runs out, the winner is the player with more money. Monday Tuesday Wednesday Thursday Fi Grandma gives | buy an apple, s you 50 cents | spend 5 cents A S10» & Saturday buy a HUGE spend $1.50 spend $2.00 ona game Thursday Wednesday Tuesday mone™ Unit 3¢ Measure and problem solving CPM Framework SMm1, 3Mm2, SPUt, 3Pt3, 3Ps3; CPM Teacher's Resource 20.1Thursday it’s your birthday, get $10.00 Tuesday Wednesday saturday get pocket spend $1.20 money, $1.00 ona puzzle Saturday Friday Thursday Wednesday Sunday Hint: Use the ways of making $1 that are shown in the centre of the board. This will help when you have to change what you have, so that you can spend or give money. Unit 3¢ Measure and problem solving (OPM Framework SMmt, 3Mm2, 9Pt1, 9Pt3, 3Ps3; CPM Teacher's Resource 30.1 Aopuns Aopinyos ADpuowRemember Vocabulary 1000 g = 1kg grams, kilograms, weight, scales Read the scales and answer the questions. Mum cooked 350 g of rice. How much rice was left? If the apple weighs 70 g, what does the pear weigh? If the skin weighs 850 g, how much melon can be eaten? BD Ee BD y {0} Unit 36 Measure and problem song (CPM Framework Mia, OMI, 22, SPs; CPM Teache's Resource 321,22If one parcel weighs 900 g, what does the other parcel weigh? If the peel and top weigh 350 g, how much pineapple can be eaten? If the bowl weighs 220 g, what is the weight of the grapes? Unit 3¢ Measure and problem solving y | CPM Framework Ml, 3M, P12, 3°55; GPM Teacher’ Resource 32.1, 522Baking You will need: a ruler Remember Vocabulary Look carefully at the scales when measuring. weight, weigh, measure, It is very important to read scales accurately. heavy, light, litres, millilitres, grams, centimetres Nadia is making some muffins, some cookies and a large sponge cake. She has a very large oven and can bake them all at the same time. First she measures the liquids that she needs for each. Write how much is in each container. sponge cake ml muffins ml cookies ml Next, Nadia has to weigh the flour. How much does she need for each? sponge cake 9 muffins 9 cookies g +P Unit 26 Numer an problem sl CPat rameter MSSM! CPN Teachers Resource 291,811,922Now Nadia needs to get the cake tins ready. The sponge cake needs the biggest tin. The muffins need the next biggest tin. The cookies need the smallest tin. Draw a line from the name of the cake to the correct length of tin as shown on the ruler. TENT TT a The sponge cake os + s ¢ Mes A a — A The muffins crs UU The cookies . The sponge cake tin is long The muffin tin is long. The cookie tins is long. At last they are all cooked. Time for a delicious feast! You can make your own cakes, muffins and cookies. Ask a grown-up to help you. real understanding of measure: Unit 9¢ Number and problem solving (CPM Framework MIS, SMS; CPM Teacher's Resource 28.1, 31.1, 92.2 73Resource 1 Place-value cards SREPhotocopiable resourcesv9 Photocopiable resources © Cambridge University Press 2016Resource 2 Number cards double 1 double 2 double 3 double 4 double 5 twice 1 twice 2 twice 3 twice 4 twice 5 141 242 343 444 545 2x1 2x2 2x3 2x4 5x5 double 6 double 7 double 8 double 9 double 10 twice 6 twice 7 twice 8 twice 9 twice 10 6+6 7+7 8+8 9+49 10 +10 2x6 2x7 2x8 2x4 2x10 (© Cambridge University Press 2016 Photocopiabl resources 77double 11 double 12 double 13 double 14 double 15 twice 11 twice 12 twice 13 twice 14 twice 15 11411 12412 13 +13 14414 15415 2x11 2x12 2x 13 2x14 2x15 double 16 double 17 double 18 double 19 double 20 twice 16 twice 17 twice 18 twice 19 twice 20 16 +16 17+17 18+ 18 19419 20 + 20 2x16 2x17 2x18 2x19 2x20 vA) Photocopiabl resources © Cambridge University Press 2016Resource 3 Number sirips 1 PEERED Pr PEPE EPP leaps 1[2]3[4[s]e[7[s]4fro[rfi2 eee eee PeerSquare tiles i Cc) ©) — =) ce) 7) ® & (© Cambridge University Press 2016 INAS KS WW IS IS ISIS ISIS KY AN AS KY AWS AS AS AS INAS WNISISS ISIS SSIS KY AS AS KN AS ASISKS ISAS KY ANS AS WW IS ISISISIS AS KN ASS IWISISISSSS SASS KY AN AS IWISISISISISS IS . ISSN VV Vi VVas WANS NOASSAAN :Resource 5 Animal cards Elephant Parrot Snake Giraffe Monkey Tiger © Cambridge University Press 2016 —— aSResource 6 Brick and position cards up left next to under middle edge above between below next to down. top beside right bottom side above below Photocopiable resources © Cambridge University Press 2016Resource 7 Fooiball shirts and humber cards A number > your last number A number that is | A number that is more than your last} greater than your A number < your last number number last number A number that is | A number that is less than your last | fewer than your | Tresmallest | The greatest number last number e umer The largest number An even 2-digit An even 3-digit An odd 2-digit number number number An odd 3-digit number A multiple of 5 | A multiple of 2 A multiple of 3 A multiple of 10 An even number An even number less than 50 more than 50 An odd number more than 40 ‘© Cambridge University Prass 2016 Photocopiable resources 83Resource 8 Number cards 0=20 Choose a number Choose a number ol ean — poner Choose a numberResource 9 Dice template ! 2 10 2 10Resource 10 Race cards and Time cards ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes 1) 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes Oo 5 minutes ® 5 minutes ® 5 minutes 1) 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes M5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes eo 10 minutes &) 10 minutes em 10 minutes ® 10 minutes e 10 minutes P10 minutes em 10 minutes eo 10 minutes e 10 minutes (P10 minutes e 10 minutes eo 10 minutes > Procopae msouces (© Cambridge University Press 2016eo 10 minutes P10 minutes eo 10 minutes P10 minutes P) 10 minutes om 10 minutes eo 10 minutes P10 minutes @ 15 minutes (B15 minutes ae 15 minutes (B15 minutes ae 15 minutes C 15 minutes (B15 minutes (B15 minutes ea 15 minutes (B15 minutes @ 15 minutes ae 15 minutes (A815 minutes (B15 minutes (9815 minutes SS (B15 minutes C 15 minutes ae 15 minutes (B15 minutes (15 minutes @ 20 minutes (® 20 minutes . (© 20 minutes (® 20 minutes (© 20 minutes (® 20 minutes a 20 minutes (© 20 minutes (© 20 minutes (® 20 minutes @ 20 minutes (& 20 minutes @ 20 minutes (© 20 minutes (® 20 minutes a 20 minutes @ 20 minutes a 20 minutes (& 20 minutes a 20 minutes (© Cambridge University Press 2016 Photocopiable resources tyResource 11 Collection tally charts oD | @a,|3¢/Q<) | BD GA |-4¢/@e 3] oo | i 3 (© Cambridge University Press 2016RELL Cor) 1/2 Fraction wall, Cookie cards, Biscuit monster cards NI= NI FIs Ia I= ols = 00 | _ l= Io Coe 001 @ o © Cambridge University Press 2016Gy) pa ) ©) — =] Ce) yy) ® [a4 Fish cards LOL LOO LOO LLC. LOO OLS LOC LL CL LOLOL LC LEO LLCS. LOSSLESS jab resources LOLOL SS LOS LLCS LOS OO LL ‘Cambridge University Press 2016Resource 14 hime cards 5 seconds 10 seconds 15 seconds 20 seconds 25 seconds 30 seconds 35 seconds 40 seconds 45 seconds 50 seconds 55 seconds 1 minute 5 minutes 10 minutes 15 minutes 20 minutes 25 minutes 30 minutes 35 minutes 40 minutes 45 minutes 50 minutes 55 minutes 60 minutes 1 hour 2 hours 3 hours 4 hours 5 hours 6 hours 7 hours 8 hours 9 hours 10 hours 11 hours (© Cambridge University Press 2016Answers are not supplied for open-ended activities and games. Page 6 Making chains | started on 18 and ended on 48. ee & 8. £ 8, I started on 23 and ended on 93. 234334434534 63-4 73-4 83-4 93-4 83-4 93-4 103-493 ooeees SO QO OO © ob Page 10 Tricky triangles 8 (1) £ 2, gS 8, Kx O© ot dk OE) oO © (5) @ (3) Pose Fact families sod aa 0 9 7A] (A) £2. 5a, Talo) Ce }+Le]La 3 |+[7 ]=[10 4 |+[5 ]-[9 Jk ) 10}-| 3 J=L7 9 |-L5 j=, 4 CHD C-®) wl) Gh House 3 House 4 db Sk A O=@® © @ (ep GOOOGOOH Ee Ee +[8 ]- +[5]- (7) 8 |+[5 ]-[3 s]+[e]-[1 13]-[8 ]-[5 11)-[e ]-[5 () @ 13]-Ls J-Ls u1J-[s ]-Le - =Pages 14-15 Number triangles Pages 22-23 Hundreds and tens ‘Answers depend on where the learner puts the numbers. Pages 16-17 Building towers 48 40 w]x]4 10] x | 4 3]x}a}x]a s|x}2]|x]2 2 4 6] +] 3 als] 2 wle/3af+|a go} +|10] +} 5 The remaining answers depend on the numbers the leamers start with. Pages 18-19 Bigger or smaller? 6x10 = 60 or 10x 6 = 60 6=6 100r30=1 Pages 20-21 The four rules of number There are over 60 ways of finding 24. Here are some examples, Page 24 straw models) 4464648224 Squares: 3 em by 3 em, 5 cm by 5 om, 8 cm by 8m 6464844224 Rectangles: 3. cm by 5 om, 3 cm by 8 cm, 5m by 8em 7 Cubes: 3 om by 3 cm by 3 cm, 5m by 5m by Som, cm by 8 om by 8cm ‘Cuboids: 3 em by 3.cm by 5 cm, 3.cm by 3.cm by Bom, 5m by 5 cm by 3 om, cm by 5m by 8 cm, 8cm by 8 cm by 3.cm, 8 om by 8.cm by 5 cm, 3 om, by Scm by 8om (6x8) - (4x6) = 24 8x6-6x4=24 8x6-4x6=24 6xPage 25 Squares, squares and more squares The children may need to discuss why these two are the same and the answer number 5. ISIS Patter Lines of symmetry Page 34 Miniature garden Heights: 4om 14cm shom Sem 12em 2em bom 9em Tem Tom --szea70e00c0 Page 36 Abacus numbers These numbers can be made: 600, 501, 510, 420, 402, 411, 330, 303, 321, 312, 222, 231 213, 204, 240, 105, 160, 114, 141, 123, 132, 033, 042, 024, 051, 015, 006 Page 39 Spots, squares and stars 48 Answers Pages 44-45 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, ” Encourage the children to look at the pattern when thinking of a reason, Page 49 Estimating length Penola [bc |¢@ |e Jf Estimate [Leamers’ own estimates Measure [126m [106m [15em] 9em] som 14cm, Pages 54-56 Fallen leaves See the answers on the opposite page. Pages 60-61 Complements to 100 36 + 64 = 100; 42 + 58 = 100; 85 + 15 = 100; 27 + 73 = 100; 71 4+ 29 = 100; 59+ 41 = 100 Learners’ own answers Page 64 Cooking times 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 1 hour 30 minutes of 1% hours. Put in ct 5.45, Take out at 7.15. Biscuits take 10 minutes. Put in at 11.55. Take out at 12.05. Chicken takes 1% 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 2 hours 30 minutes or 2 % 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, Page 65 Cans of lemonade 750 mi 1500.mi 250m! 3000 mi 4500 mi 3 1 1 1 a ai 3h ah Pages 70-71 Weight 650 g rice ear weighs 90 g 2k 150 g of melon can be eaten parcel weighs 2 k 100g 600 g of pineapple can be eaten grapes weigh 430 g