CAMBRIDGE

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Primary Mathematics
Teacher’s Resource 4
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Emma Low & Mary Wood
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Second edition Digital Access

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 CAMBRIDGE

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Primary Mathematics
Teacher‘s Resource 4
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Emma Low & Mary Wood
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D

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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Cambridge University Press has no responsibility for the persistence or accuracy
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accurate or appropriate.
Cambridge International copyright material in this publication is reproduced under licence
and remains the intellectual property of Cambridge Assessment International Education.
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Test-style questions and sample answers have been written by the authors. In Cambridge Checkpoint tests or Cambridge Progression tests,
the way marks are awarded may be different. References to assessment and/or assessment preparation are the publisher’s interpretation of the
curriculum framework requirements and may not fully reflect the approach of Cambridge Assessment International Education.
Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.
Projects and their accompanying teacher guidance have been written by the NRICH Team. NRICH is an innovative collaboration
between the Faculties of Mathematics and Education at the University of Cambridge, which focuses on problem solving and on creating
opportunities for students to learn mathematics through exploration and discussion. https://nrich.maths.org.

NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including
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(i) where you are abiding by a licence granted to your school or institution by the
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and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
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example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 CONTENTS

Contents
Introduction 1
Acknowledgements 2
About the authors 3
How to use this series 4
How to use this Teacher’s Resource 6
About the curriculum framework 10

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About the assessment 10
Introduction to Thinking and Working Mathematically
Approaches to teaching and learning 11
Setting up for success 19

Teaching notes
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Developing mental strategies 20
1 Numbers and the number system 31
Project 1: Deep water 44
2 Time and timetables 45
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Project 2: Rolling clock 54
3 Addition and subtraction of whole numbers 55
4 Probability 68
5 Multiplication, multiples and factors 74
Project 3: Square statements 83
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6 2D shapes 84
Project 4: Always, sometimes or never true? 92
7 Fractions 93
8 Angles 102
9 Comparing, rounding and dividing 112
Project 5: Arranging chairs 122
10 Collecting and recording data 123
11 Fractions and percentages 128
12 Investigating 3D shapes and nets 139
13 Addition and subtraction 147

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

14 Area and perimeter 157

15 Special numbers 165
Project 6: Special numbers 176
16 Data display and interpretation 177
17 Multiplication and division 183
18 Position, direction and movement 193

Digital resources
The following items are available on Cambridge GO. For more information on
how to access and use your digital resource, please see inside front cover.

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Active learning
Assessment for Learning
Developing learner language skills
Differentiation
Improving learning through questioning
Language awareness
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Metacognition
Skills for Life
Letter for parents – Using the Cambridge Primary resources
Lesson plan template and examples of completed lesson plans
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Curriculum framework correlation
Scheme of work
Diagnostic check and mark scheme
Mid-year test and mark scheme
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End-of-year test and mark scheme

Learner‘s Book answers
Workbook answers
Glossary
You can download the following resources for each unit:
Differentiated worksheets and answers
Language worksheets and answers
Resource sheets
End-of unit tests and answers

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 Introduction

Introduction
Welcome to the new edition of our Cambridge Primary Mathematics series.
Since its launch, the series has been used by teachers and learners in over 100 countries for teaching
the Cambridge Primary Mathematics curriculum framework.
This exciting new edition has been designed by talking to Primary Mathematics teachers all over the
world. We have worked hard to understand your needs and challenges, and then carefully designed
and tested the best ways of meeting them.
As a result of this research, we’ve made some important changes to the series. This Teacher’s
Resource has been carefully redesigned to make it easier for you to plan and teach the course.

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The series still has extensive digital and online support, including Digital Classroom which lets
you share books with your class and play videos and audio. This Teacher’s Resource also offers
additional materials available to download from Cambridge GO. (For more information on how to
access and use your digital resource, please see inside front cover.) teaching pedagogies like active
learning and metacognition and this Teacher’s Resource gives you full guidance on how to integrate
them into your classroom.
Formative assessment opportunities help you to get to know your learners better, with clear learning
intentions and success criteria as well as an array of assessment techniques, including advice on
self and peer assessment.
Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered
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activities, differentiated worksheets and advice about supporting learners’ different needs.
All our resources are written for teachers and learners who use English as a second or additional
language. They help learners build core English skills with vocabulary and grammar support, as well
as additional language worksheets.
We hope you enjoy using this course.
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Eddie Rippeth
Head of Primary and Lower Secondary Publishing, Cambridge University Press
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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Acknowledgements

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 About the authors

About the authors

Emma Low
Emma graduated from University of London with a BA(Ed) in
Education with Mathematics and Computer Studies and holds a MEd in
Mathematics Education from the University of Cambridge. Within her
Masters degree she studied a variety of international education systems
and strategies which she uses in her teaching and writing.
Emma was a primary school teacher and Mathematics and ICT Leader,
then became a Mathematics Consultant for the Local Authority,

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supporting schools through professional development and authoring
publications. Emma has also taught secondary mathematics at an
Outstanding comprehensive school.
Since 2010 Emma has been a freelance consultant and writer. She provides
engaging and inspiring professional development, and supports effective
and creative planning, teaching and assessment. Emma has written
professional development materials as an associate of the National
Centre for Excellence in the Teaching of Mathematics (NCETM). She has
authored many mathematics textbooks, teachers’ guides, mathematical
games and activity books.
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Mary Wood
Mary enjoys travelling and finding mathematics around her, including
tile patterns on the roofs of churches and other buildings to the ‘fat
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policeman’ in Budapest, Hungary. His belt has the number 235 on it and
2, 3, 5 are the first three prime numbers.
Mary has a wealth of mathematical experience from an education
career spanning over forty years. Following many years of classroom
teaching, she has worked in educational consultancy and continuing
professional development in the United Kingdom and overseas. Mary
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is an experienced examiner, which has allowed her to better understand

the needs of teachers and students working in varied contexts. She enjoys
writing and editing primary mathematics books.

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 CAMbrIdgE prIMAry MAThEMATICS 4: TEAChEr’S
TEAChEr‘S rESOurCE

How to use this series

All of the components in the series are designed to work together.

The Learner’s Book is designed for learners to use

in class with guidance from the teacher. It offers
complete coverage of the curriculum framework. A
variety of investigations, activities, questions and
images motivate learners and help them to develop
Cover to come

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the necessary mathematical skills. Each unit contains
opportunities for formative assessment, differentiation
and reflection so you can support your learners’ needs
and help them progress.
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The Teacher’s Resource is the
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foundation of this series and you’ll
find everything you need to deliver the
course in here, including suggestions for
differentiation, formative assessment
and language support, teaching ideas,
answers, tests and extra worksheets.
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Each Teacher’s Resource includes:

• a print book with detailed teaching
Cover to come
notes for each topic
• Digital Access with all the material
from the book in digital form plus
editable planning documents, extra
teaching guidance, downloadable
worksheets and more.

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 hOw TO uSE ThIS SErIES

The skills-focused write-in Workbook provides further

practice of all the topics in the Learner’s Book and
is ideal for use in class or as homework. A three-tier,
scaffolded approach to skills development promotes
Cover to come visible progress and enables independent learning,
ensuring that every learner is supported. Teachers can
assign learners questions from one or more tiers for
each exercise, or learners can progress through each of
the tiers in the exercise.

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Digital Classroom includes digital versions of the
Learner’s Book and Workbook, complete with pop-up
answers, designed for teachers to use at the front of the
class. Easily share the books with the whole class on
your whiteboard, zoom in, highlight and annotate text,
Cover to come
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and get your learners talking with videos, images and
interactive activities.
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The Games Book is a supplementary resource designed
to encourage learners to apply their mathematical
knowledge through games. It consolidates and
Cover to come reinforces learning appropriate to the stage.
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screen grab

A letter to parents, explaining the course, is available to download from Cambridge

GO (as part of this Teacher’s Resource).

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver
the content in our Cambridge Primary Mathematics resources. Some of the material is provided as
downloadable files, available on Cambridge GO. (For more information about how to access and
use your digital resource, please see inside front cover.) See the Contents page for details of all the
material available to you, both in this book and through Cambridge GO.

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Teaching notes
This book provides teaching notes for each unit of the Learner’s Book and Workbook.
Each set of teaching notes contains the following features to help you deliver the unit.

The Unit plan summarises the topics covered in the unit, including the number of learning hours
recommended for the topic, an outline of the learning content and the Cambridge resources that can
be used to deliver the topic.

Topic
A
Approximate Outline of learning content Resources
number of
learning hours
1.1 4 Count forwards and Learner’s Book Section 1.1
Counting and backwards including negative Workbook Section 1.1
sequences numbers. Additional teaching ideas for Section 1.1
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Recognise linear sequences. Resource sheet 1A
Describe term-to-term rules. Resource sheet 1B
Begin to explore non-linear Resource sheet 1C
sequences. Resource sheet 1G
Explore spatial patterns for Digital Classroom: Stick patterns digital
square numbers. manipulative
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The Background knowledge feature explains prior

knowledge required to access the unit and gives BACKGROUND KNOWLEDGE
suggestions for addressing any gaps in your learners’
Before starting this unit, you may want to use the
prior knowledge.
diagnostic check to check that learners are ready
Learners’ prior knowledge can be informally assessed to begin Stage 4. The diagnostic check can help
through the Getting started feature in the Learner’s you to identify gaps in learners’ knowledge or
Book. (See the Assessment for Learning downloadable understanding, which you can help them address
file section for more information.) before beginning this unit.

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 How to use this Teacher’s Resource

The Teaching skills focus feature covers a

teaching skill and suggests how to implement it TEACHING SKILLS FOCUS
in the unit.
Investigations
‘Think like a mathematician’ activities allow learners to
explore mathematical topics. When learners say they are
stuck, it is easy for teachers to give too much help. This
section encourages you to stand back, watch and listen but
not intervene unless absolutely necessary.

Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a learning topic.

At the start of each section, the Learning plan

table includes the learning objectives, learning LEARNING PLAN
intentions and success criteria that are covered in Learning Learning Success criteria

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the section. objectives intentions
It is helpful to share learning intentions and
success criteria with your learners at the start 4Nc.01 • Count on and • Learners can count
of a lesson so that they can begin to take back in steps of on and back in steps
responsibility for their own learning. This also constant size. of tens, hundreds
helps develop metacognitive skills and thousands.

The Language support feature contains

suggestions for how to support learners LANGUAGE SUPPORT
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with English as an additional language.
The vocabulary terms and definitions from the A negative number is written with a minus sign in front, for
Learner’s Book are also collected here. example −7. It is read as ‘negative seven’ not ‘minus seven’.
‘Minus 7’ is an instruction to subtract 7. It might be helpful
to display a definition and example for learners to refer to.
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There are often common misconceptions
Misconception How to identify How to overcome
associated with particular learning topics.
These are listed, along with suggestions for Learners may use Listen to learners Always use correct
identifying evidence of the misconceptions incorrect language; minus counting. language and
in your class and suggestions for how to 1 instead of negative 1 correct any incorrect
overcome them. when counting. terminology.
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For each topic, there is a selection Starter idea books. After 10 minutes, ask
of starter ideas, main teaching ideas learners to swap their books with
and plenary ideas. You can pick out Getting started (20 a partner and then check their
individual ideas and mix and match minutes) partners’ answers while you discuss
them depending on the needs of your Resources: Unit 1 Getting started the questions as a class. After the
class. The activities include suggestions exercise in the Learner’s Book. class have marked their work, walk
for how they can be differentiated or round and check if there are any
used for assessment. Homework ideas are Description: Give learners 10 questions that learners struggled
also provided. minutes to answer the Getting with. You may want to recap
started questions in their exercise particular concepts as a class.

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 CAMbrIdgE prIMAry MAThEMATICS 4: TEAChEr‘S rESOurCE

The Cross-curricular links feature provides suggestions

CROSS-CURRICULAR LINKS
for linking to other areas of the Primary curriculum.
When working with temperatures there are many
opportunities to address issues related to climate
and climate change.
There is also an opportunity for learners to explore
the location of the cities around the world, looking
at maximum and minimum temperatures. They
can consider northern and southern hemispheres
to explain why some cities are hottest in July and
coldest in January while other cities are coldest in
July and hottest in January.

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Thinking and Working Mathematically skills are 4 Bruno says, ‘The largest 5-digit number is 1 less
woven throughout the questions in the Learner’s than a hundred thousand.’ is Bruno correct?
Book and Workbook. These questions, indicated Explain your answer.
by , incorporate specific characteristics that encourage
mathematical thinking.

The teaching notes for each unit identify all of these Guidance on selected Thinking and
questions and their characteristics. The Guidance on
selected Thinking and Working Mathematically questions Working Mathematically questions
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section then looks at one of the questions in detail and Learner’s Book Exercise 1.1, questions 2 and 3
provides more guidance about developing the skill that it Question 2 is a ‘compare and contrast’ activity; it addresses
supports. generalising (what is the same about two sequences) and
specialising (testing the sequences to see if they fit the
generalisation).
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Additional teaching notes are provided for the six
NRICH projects in the Learner’s Book, to help you PROJECT GUIDANCE: PROJECT 1 DEEP WATER
make the most of them. why do this problem?
Projects and their accompanying teacher guidance This task is designed to help learners gain familiarity
have been written by the NRICH Team. NRICH
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with negative numbers on a number line. It gives them

is an innovative collaboration between the Faculties the opportunity to explore calculating with negative
of Mathematics and Education at the University numbers in a context
of Cambridge, which focuses on problem solving
and on creating opportunities for students to learn
mathematics through exploration and discussion.
https://nrich.maths.org.

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 How to use this Teacher’s Resource

Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from
Cambridge GO.
Helpful documents for planning include:
• Letter for parents – Using the Cambridge Primary resources: a template letter for parents,
introducing the Cambridge Primary Mathematics resources.
• Lesson plan template: a Word document that you can use for planning your lessons. Examples of
completed lesson plans are also provided.
• Curriculum framework correlation: a table showing how the Cambridge Primary Mathematics
resources map to the Primary Mathematics curriculum.
• Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the
year.

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Each unit includes:
• Differentiated worksheets: these worksheets are provided in variations that cater for different
abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets
labelled ‘B’ are designed to challenge more confident learners. Answer sheets are provided.
• Language worksheets: these worksheets provide language support and can be particularly
helpful for learners with English as an additional language. Answers sheets are provided.
• Resource sheets: these include templates and any other materials that support additional
activities given in the teaching notes.
•
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End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts
covered in the unit. Answers are provided. Advice on using these tests formatively is given in the
next section.
Additionally, the Teacher’s Resource includes:
• Diagnostic test and mark scheme: a test to use at the beginning of the year to work out the level
that learners are working at. The results of this test can inform your planning.
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• Mid-year test and mark scheme: a test to use after learners have studied Units 1-9 in the
Learner’s Book. You can use this test to check whether there are areas that you need to go over
again.
• End-of-year test and mark scheme: a test to use after learners have studied all units in the
Learner’s Book. You can use this test to check whether there are areas that you need to go over
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again, and to help inform your planning for the next year.
• Answers to Learner’s Book questions
• Answers to Workbook questions
• Glossary

Using the assessment resources formatively

<This section is to come from the Commissioning editors. Title may change. Ideally one page>

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

About the curriculum

framework
The information in this section is based on the Cambridge Primary Mathematics curriculum framework
from 2020. You should always refer to the appropriate curriculum framework document for the year of
your learners’ examination to confirm the details and for more information.
Visit www.cambridgeinternational.org/primary to find out more.
The Cambridge Primary Mathematics curriculum framework from 2020 has been designed to

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encourage the development of mathematical fluency and ensure a deep understanding of key
mathematical concepts. There is an emphasis on key skills and strategies for solving mathematical
problems and encouraging the communication of mathematical knowledge in written form and
through discussion.
At the Primary level, it is divided into three major strands:
• Number
• Geometry and Measure
• Statistics and Probability.
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Algebra is introduced as a further strand in the Cambridge Lower Secondary Mathematics framework.
Underpinning all of these strands is a set of Thinking and Working Mathematically characteristics
that will encourage learners to interact with concepts and questions. These characteristics are
present in questions, activities and projects in this series. For more information, see the introduction
to Thinking and Working Mathematically section in this resource, or find further information on the
Cambridge Assessment International Education website.
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A curriculum framework correlation document (mapping the Cambridge Primary Mathematics
resources to the learning objectives) and scheme of work are available to download from Cambridge
GO (as part of this Teacher’s Resource).
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About the assessment

Information concerning the assessment of the Cambridge Primary Mathematics
curriculum framework is available on the Cambridge Assessment International Education
website www.cambridgeassessment.org.uk

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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 Introduction to Thinking and Working Mathematically

Introduction to
Thinking and Working
Mathematically
Thinking and working mathematically is an important part of the Cambridge Primary Mathematics

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course. The curriculum identifies four pairs of linked characteristics: specialising and generalising,
conjecturing and convincing, characterising and classifying, and critiquing and improving.
There are many opportunities for learners to develop these skills throughout Stage 4. Throughout
the exercises in the Learner’s Book and the Workbook, we have added this icon alongside
questions that can be used by you with your learners to develop the Thinking and Working
Mathematically characteristics. There is a list of these questions and their intended characteristics in
the teaching notes for each unit.
This section provides examples of questions that require learners to demonstrate the Thinking and
Working Mathematically characteristics, along with sentence starters to help learners formulate
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their thoughts. Within the teaching notes for each unit, we have also selected one question from each
exercise and provided further guidance on Thinking and Working Mathematically within the context
of the question to help familiarise you with all of the characteristics.

Specialising and generalising

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Use an example Test an idea

Specialising and
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generalising

Say what would happen

Give an example
to a number if . . .

Specialising
Specialising involves choosing and testing an example to see if it satisfies or does not satisfy specific
maths criteria. Learners look at specific examples and check to see if they do or do not satisfy
specific criteria.
Example:
1 2
Find a fraction that could go in the box. < <
3 3

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Learners show they are specialising when they choose examples of fractions and check to see
1 3 2 4
whether the answer is correct, for example = which lies between and
2 6 6 6

SENTENCE STARTERS
• I could try …
• … is the only one that …
• … is the only one that does not …

Generalising
Generalising involves recognising a wider pattern by identifying many examples that satisfy the same
maths criteria. Learners make connections between numbers, shapes and so on and use these to

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form rules or patterns.
Example:
Put this set of numbers in order starting with the smallest.
−6  6  12  −12  0  −18

Describe the number pattern.

The pattern continues in the same way.
Will 121 be in the pattern? How do you know?
Learners will show they are generalising when they notice that all the numbers in the sequence
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divide exactly by 6 but 121 does not. Alternatively, they could notice that the numbers are all even,
but 121 is odd.

SENTENCE STARTERS
• I found the pattern . . . so . . .
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Conjecturing and convincing
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Talk maths Make a statement

Conjecturing and
convincing

Persuade someone Share an idea

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 Introduction to Thinking and Working Mathematically

Conjecturing
Conjecturing involves forming questions or ideas about mathematical patterns. Learners say what
they notice or why something happens or what they think about something.
Example:
What is the highest possible remainder when you divide by 2?
What is the highest possible remainder when you divide by 5?
What is the highest possible remainder when you divide by 10?
Make a general rule comparing the divisor (the number you are dividing by) and the remainder.
Learners will show they are conjecturing when they offer answers leading to a generalised solution
such as the highest possible remainder is always 1 less than the divisor.

SENTENCE STARTERS

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• I think that . . .
• I wonder if . . .

Convincing
Convincing involves presenting evidence to justify or challenge mathematical ideas or solutions.
Learners persuade people (a partner, group, class or an adult) that a conjecture is true.
Example:
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The time is 9:25 am.
Haibo says, ‘The time is closer to 09:00 than to 10:00.
Explain why Haibo is correct.
Learners will show they are convincing when they do calculations to show that 9:25 is closer to
9:00 than to 10:00.
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The time interval between 9:00 and 9:25 is 25 minutes.
The time interval between 9:25 and 10:00 is 35 minutes.
The time interval between 9:25 and 10:00 is longer than between 9:00 and 9:25.

SENTENCE STARTERS
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• This is because . . .
• You can see that . . .
• I agree with . . . because . . .
• I disagree with . . . because . . .

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Characterising and classifying

Spot a pattern Organise into groups

Characterising and
classifying

Say what is the same and

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what is different

Characterising
Characterising involves identifying and describing the properties of mathematical objects. Learners
identify and describe the mathematical properties of a number or object.
Example:
Sort the angles into different categories. Explain how you sorted them.
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Learners will show they are characterising when they identify a property of the angles which can be
used to sort them, for example, acute, obtuse and right.
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SENTENCE STARTERS
• This is similar to . . . so . . .
• The properties of . . . include . . .

Classifying
Classifying involves organising mathematical objects into groups according to their properties.
Learners organise objects or numbers into groups according their mathematical properties. They use
Venn and Carroll diagrams.

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 Introduction to Thinking and Working Mathematically

Example:
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Tick (✓) each shape that has exactly shaded.
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and those that do not show shaded.
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Learners will show they are classifying when they sort the diagrams into those that show shaded
4
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SENTENCE STARTERS
• . . . go together because . . .
• I can organise the . . . into groups according to . . .
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Critiquing and improving
Find the error Correct the error
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Critiquing and
improving

Critiquing
Critiquing involves comparing and evaluating mathematical ideas for solutions to identify
advantages and disadvantages. Learners compare methods and ideas by identifying their advantages
and disadvantages.

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Example:
Parveen tried to write these temperatures in order starting with the coldest.
0 °C   −2 °C  3 °C  −9 °C
What mistake has Parveen made?
How can you help her correct this mistake?
This question provides an opportunity for learners to practise critiquing when they are asked to
identify the error. Parveen knows that 3 is greater than 2 so 3 °C will be warmer than 2 °C. She has
not taken any notice of the negative signs. She should place her numbers on a number line to help
her correct the mistake.

SENTENCE STARTERS
• the advantages of . . . are and the disadvantages are . . .

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Improving
Improving involves refining mathematical ideas to develop a more effective approach or solution.
Learners find a better solution.
Example:
Find the mistake in this calculation.
Explain what is wrong.
Correct the calculation.
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4 7

× 6

2 4 4 2
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4 7

× 6

2 8 2
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Answer
The 4 tens should be carried.
Learners are improving when they correct the calculation.

SENTENCE STARTERS
• . . . go together because . . .
• I can organise the . . . into groups according to . . .

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 Approaches to teaching and learning

Approaches to
teaching and learning
The following are the key pedagogies underpinning our course content and how we understand and
define them.

Active learning

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Active learning is a teaching approach that places student learning at its centre. It focuses on how
students learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think
hard’, rather than passively receive information. Active learning encourages learners to take
responsibility for their learning and supports them in becoming independent and confident learners
in school and beyond.

Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used
A
to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.
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Differentiation
Differentiation is usually presented as a teaching approach where teachers think of learners as
individuals and learning as a personalised process. Whilst precise definitions can vary, typically,
the core aim of differentiation is viewed as ensuring that all learners, no matter what their ability,
interest or context, make progress towards their learning intentions. Teachers therefore need to be
D

responsive, and willing and able to adapt their teaching to meet the needs of their learners.

Language awareness
For many learners, English is an additional language. It might be their second or perhaps their third
language. Depending on the school context, learners might be learning all or just some of their
subjects through English.
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that students access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Metacognition
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people
from around the globe? To create innovation as technology increasingly takes over routine work?
To use advanced thinking skills in the face of more complex challenges? To show resilience in the
face of constant change? At Cambridge, we are responding to educators who have asked for a

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way to understand how all these different approaches to life skills and competencies relate to their
teaching. We have grouped these skills into six main Areas of Competency that can be incorporated
into teaching, and have examined the different stages of the learning journey and how these
competencies vary across each stage.
These six key areas are:
• Creativity – finding new ways of doing things, and solutions to problems
• Collaboration – the ability to work well with others
• Communication – speaking and presenting confidently and participating effectively in meetings
• Critical thinking – evaluating what is heard or read, and linking ideas constructively
A
• Learning to learn – developing the skills to learn more effectively
• Social responsibilities – contributing to social groups, and being able to talk to and work with
people from other cultures.

Cambridge learner and teacher attributes

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This course helps develop the following Cambridge learner and teacher attributes.

Cambridge learners Cambridge teachers

Confident in working with information and Confident in teaching their subject and
ideas – their own and those of others. engaging each student in learning.
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Responsible for themselves, responsive to Responsible for themselves, responsive to

and respectful of others. and respectful of others.
Reflective as learners, developing their ability Reflective as learners themselves, developing
to learn. their practice.
Innovative and equipped for new and future Innovative and equipped for new and future
challenges. challenges.
Engaged intellectually and socially, ready to Engaged intellectually, professionally and
make a difference. socially, ready to make a difference.

Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Education.
More information about these approaches to teaching and learning is available to download from Cambridge GO
(as part of this Teacher’s Resource).

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 Setting up for success

Setting up for success

Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate student learning.
Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities
to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-
solving skills.
Some ideas to consider to encourage an active learning environment are as follows:
• Set up seating to make group work easy.
• Create classroom routines to help learners to transition between different types of activity

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efficiently, e.g. move from pair work to listening to the teacher to independent work.
• Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
• Start a portfolio for each learner, keeping key pieces of work to show progress at
parent–teacher days.
• Have a display area with learner work and vocab flashcards.

Planning for active learning

Planning learning intentions and success criteria: these are the most important feature of the
1
A
lesson. Teachers and learners need to know where they are going in order to plan a route to
get there.
2 Introducing the lesson: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity where all learners are active from the start of the lesson.
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3 Managing activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged; create opportunities for discussion around key concepts.
4 Assessment for Learning and differentiation: use a wide range of Assessment for Learning
techniques and adapt activities to a wide range of abilities. Address misconceptions at
appropriate points and give meaningful oral and written feedback which learners can act on.
D

5 Plenary and reflection: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have learnt compared to the beginning of the lesson; build on
and extend this learning.

To help planning using this approach, a blank Lesson plan template is available to download from Cambridge GO
(as part of this Teacher’s Resource). There are also examples of completed lesson plans.
We offer a range of Professional Development support to help you teach Cambridge Primary Mathematics with
confidence and skill. For details, visit cambridge.org/education

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Developing mental
strategies
Learners begin to use mental methods in the early stages of learning mathematics, usually starting
with counting objects and progressing to using number lines or squares to help them work out
answers. Later, they are taught to remember and recall number facts and develop the language
necessary to talk about mathematics. As they progress, they learn more sophisticated mental
methods. They may develop some methods intuitively, but some you will need to teach. It is

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important that you provide regular opportunities for learners to explain and discuss their methods
so they share ideas with one another and acquire a range of mental strategies.
At some stage, it can become hard for learners to hold intermediate steps of a calculation in their
heads. At this point, encourage them to make notes or jottings. Not all learners will do a mental
calculation in the same way, but some methods are more efficient and reliable than others. If you
allow time for learners to discuss, explain and compare different methods you can guide them
towards choosing and using efficient methods. Learners will see the need for methods that can be
applied generally and this eventually leads towards using standard written methods.
You should start all mathematics lessons with a counting activity, tables or other mental activity.
The session can be used to:
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• practise and consolidate the rapid and accurate recall of number facts
• revise mental strategies for tackling number problems
• explain and demonstrate new mental strategies
• discuss different ways of solving problems
• reinforce the correct use of mathematical vocabulary.
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This section provides details of starter ideas, main teaching ideas and plenary ideas that you could
use within lessons to develop strategies for mental calculations involving addition, subtraction,
multiplication and division.

LANGUAGE SUPPORT
D

There is a lot of vocabulary associated with the Addition Subtraction

four basic mathematical operations. You may want
add total subtract difference
to display these words in the classroom to help
learners become familiar with them. You should more altogether take away count back
ensure learners are using the correct vocabulary in plus count on minus decrease
discussions and encourage them to use a variety of
terms, perhaps by asking questions such as, ‘How sum increase leave
else could you say that?’ Multiplication Division
lots of multiply share halve
groups of product group
times double divide

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 Developing mental strategies

Starter ideas
1 Reordering numbers (5–10 minutes)
Resources: None.
Description: This activity is good for reminding learners about the commutative and associative laws
for addition.
Ask learners to find the total of 14, 39, 16, 25 and 21 and then discuss the methods used.
If necessary, remind them that they can re-order the calculation to make it easier, for example:
14 39 16 25 21

30 60

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90

90 + 25 = 115

Provide other examples using different vocabulary, for example:

Find the sum of 19, 33, 26, 47 and 21

Answer: 146

Add together 7, 42, 24, 38 and 16

A
Answer: 127

2 Using doubles (10 minutes)

Resources: Calculators.
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Description: Ask learners, ‘What is double 24? Can you explain your method?’ Accept any answer
offered but encourage partitioning (decomposing):
double 20 = 40
double 4 = 8
D

so double 24 = 48
Repeat with other examples allowing learners to explain their strategies. These may depend on the
number, for example:
double 29 is equivalent to double 30 − double 1
Encourage learners to use jottings to support mental calculation.
24 29
20 + 4 30 – 1

40 8 60 2

40 + 8 60 – 2
48 58

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Explain the activity called Double my number, and allow time for learners to play the game as follows.
One student writes down a 2-digit number in secret, they use a calculator to double it then show a
second student the calculator display. The second student has to say what number was doubled.
Calculators can be used as a teaching aid to promote mental calculation and explore mathematical
patterns. With guidance from you, learners will start to understand when it is appropriate to use
a calculator.

3 Table practice – a game for 2 players (5–10 minutes)

Resources: A dice or spinner.
Description: These instructions are given for the three times table; you can adapt them for other tables.
Each player draws a 3 by 3 grid.

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Player 1 rolls the dice, multiplies the score by 3 and records the answer in their grid. Player 2 then
does the same thing. Continue until both players’ grids are full.
Players take turns to roll the dice again. Multiply the dice score by 3. If the answer is on either
player’s grid then they cross out that number. If the number appears more than once, only cross out
one number.
The winner is the first player to have all of their numbers crossed out.
A
4 Darts (10 minutes)
Resources: None.
Description: Draw a dartboard like this:
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treb
ble le
tre
ble dou
ou bl
d

1 2
double

treble
double
treble

6 3
D

5 4
ou
bl
d

ble dou
tr e e
ble bl
tr e

Ask learners to double and treble the numbers on the grid.

Ask learners to imagine throwing three darts and set them challenges to solve in pairs.
Allow thinking time, then take feedback.
• Where would the darts need to land to make the highest score? What is the highest score?
How did you decide?

Answer: treble 6 three times = 54

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 Developing mental strategies

• Where would the darts need to land to make the lowest score? What is the lowest score?

Answer: 1 three times = 3

• How could you score 30? Find different ways.

Answer: double 5 + double 5 + double 5 or double 6 + double 6 + 6 and so on

• How could you score 45?

Answer: treble 5 three times or treble 6 + treble 6 + treble 3 and so on

Main teaching ideas

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1 Using addition and subtraction facts (20 minutes)
Learning intention: Recall addition facts to 10 and 100 and use them to develop strategies for
addition and subtraction.
Resources: Resource sheet A Addition and subtraction strategies.
Description: Ask learners to answer the following two questions mentally.
• Find the missing number: 57 + = 100
• Write the same digit in both boxes to make this sum correct.

4 + 3 = 100
A
Ask learners to share their methods. Establish that when adding two 2-digit numbers to give 100
the ones digits must add to 10 and the tens digits must add up to 90. This fact can help solve similar
problems quickly.
Practise using the following question.
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• Complete the spider diagram so that opposite numbers total 100.
D

45 100

79 36
7

Choose one, or both, of the activities on Resource sheet A Addition and subtraction strategies to
give learners an opportunity to work mentally.
Differentiation ideas: To support learners, provide additional practice working with complements
to 100, then extend to complements to 90, 80 and so on.
Confident learners can use number facts to solve puzzles of the following type.
Arrange the numbers 1, 2, 3, 4 . . . 9 in the circles so that each side of the square adds up to 12.

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Answer
1 9 2

8 7 6

3 5 4

2 Mental methods for addition and subtraction (20 minutes)

Learning intention: Use a mental method to add or subtract whole numbers.
Resources: Resource sheet B Compensation methods.
Description: Display the following diagram and say: ‘There are many ways of adding 23 and 39

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mentally. Here are three of them. Does anyone have a different method?’
Discuss alternative methods, then ask learners which method they prefer and why. Learners will be
critiquing (TWM.07) when they compare the methods to identify advantages and disadvantages of
each one.
A
Abdul said: 23 + 39 Pierre said:

23 add 30 is 53 23 add 40 is 63
53 add 9 is 62 Heidi said: 63 take away 1 is 62
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3 + 9 is 12
20 + 30 is 50
12 add 50 is 62
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Repeat with subtraction.

Keeping a constant difference
As learners understand subtraction as the difference between two numbers, they can investigate what
occurs if both numbers are changed by the same amount. Manipulating numbers in this way allows
learners to create a friendlier problem, for example:
81 − 39 = 82 − 40 (adding 1 to both numbers) = 42
Provide learners with a selection of problems they can solve efficiently using this strategy and ask
them to share their approach.
61 − 29 164 – 119 114 – 89 51 – 26 39 – 17 391 – 146 86 − 47

Answers: 32,   45,   25,   25,   22,   245,   39

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 Developing mental strategies

Compensation methods
This method is useful for adding and subtracting numbers that are close to a multiple of 10, such as
those that end in 1 or 2, or in 8 or 9. The number to be added or subtracted is rounded to a multiple
of 10 plus or minus a small number, for example:
23 + 39 63− 39
= 23 + 40 − 1 = 63 − 40 + 1
= 63 − 1 = 23 + 1
= 62 = 24
Ask learners to calculate the following using this strategy:
161 – 79 164 + 78 114 – 89 51 + 29 327 – 29 391 + 149 856 − 69

Answers: 82,   242,   25,   80,   298,   540,   787

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Differentiation ideas: To support learners with the compensation method, provide them with
Resource sheet B Compensation methods.
To challenge confident learners, ask them to work in pairs to create a set of problems, with answers,
to exchange with their partner.

3 Using mental methods to solve problems (20 minutes)

Learning intention: Use any suitable method to add or subtract whole numbers.
Resources: Resource sheet C Solving number problems
Description: Introduce the problems. Learners work in pairs. They choose which problem to work on
A
and discuss a suitable method to solve it. They each solve the problem and check their answers with
each other.
While they are working, choose learners to share their methods and solutions with the whole class
during a plenary.
Differentiation ideas: To support learners, allow them time to discuss with their partner and,
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if necessary, help them with questions and hints to get them started.
• Question 1: You may find it helpful to use cards that can be moved easily.
• Question 2: Make sure you use a pencil so the line can be erased if you make an error.
• Question 3: Find Alyssa’s number first, then Kim’s number.
• Question 4: It will help you to find all of the answers if you are systematic.
D

Confident learners will be able to tackle more than one problem in the time allowed.

Answers:
1 1, 4, 7, 8 2, 3, 7, 8 3, 4, 5, 8
1, 5, 6, 8 2, 4, 6, 8 3, 4, 6, 7 2, 5, 6, 7
2 Route that totals 200 goes through 10, 12, 37, 69, 45 and 27.
3 Bella 65, Alyssa 27, Tanya 38, Sara 29, Kim 48
4 1, 3, 21 1, 5, 19 1, 7, 17 1, 9, 15 1, 11, 13
3, 5, 17 3, 7, 15 3, 9, 13 5, 7, 13 5, 9, 11

4 Doubling and halving (20 minutes)

Learning intention: Understand and use doubling (multiplying by 2) and halving (dividing by 2).

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Resources: None.
Description: Remind learners that doubling and halving are inverse operations by using ‘Think of a
number’ activities. For example:
• I’m thinking of a number. When I double it my answer is 38. What is my number?
• I’m thinking of a number. When I halve it my answer is 4. What number am I thinking of ?

double halve
? ?
38 4
19 8
halve double

Start with a known fact, for example 6 × 8 = 48, and ask learners to use this fact to work out the
other facts on the diagram. (On the diagrams, D represents double and H halve. You may wish to
add these later as you take feedback.)
Allow a few minutes for learners to find solutions then take feedback.

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D D D D
12 × 8 = 6 × 16 = 12 × 16 =

D H
12 × 4 =
6 × 8 = 48 H
H D
6×4=
A
3 × 16 =
H
3×8=

H H
R
3×4=

Summarise the feedback by listing the strategies.

Using doubling and halving

D

• Doubling one number and halving the other in a known fact leaves the answer unchanged,
for example:
• 6 × 8 = 3 × 16 = 48
• 6 × 8 = 12 × 4 = 48
• Use halving starting from a known fact, for example if you know that 6 × 8 = 48
then halving one of the numbers gives:
• 6 × 4 = 24
• 3 × 8 = 24
• Use doubling starting from a known fact, for example if you know that 6 × 8 = 48
then doubling one of the numbers gives:
• 6 × 16 = 96
• 12 × 8 = 96

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 Developing mental strategies

Differentiation ideas: To support less confident learners, you could place them together in a group
so that you are able to give additional support.
To challenge confident learners, encourage them to be adventurous once they have completed the
basic diagram, for example, double, then double again or halve, then halve again.

5 Using factors to help you multiply and divide mentally (20 minutes)
Learning intention: Choose an appropriate mental calculation to multiply and divide whole numbers.
Resources: Resource sheet D Multiplication table in code.
Description: Introduce the activity by explaining to learners that you have a multiplication table that
is written in code and you would like them to help you crack the code.
Ask them to work in pairs for five minutes.
You may need to support some pairs by giving hints and asking questions (only one bullet point at
a time).

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• The table is in order so it starts 1 times something.
• What do you notice about Δ? How will that help you?

Answer: It gives you the table, 5 and 5 × 5 = 25

• Fill in the digits you know. What do you notice about the units digit of the answer in each line?

Answer: It alternates 5 and 0, enabling learners to complete the first 6 lines of the table and hence
continue with the next line.
A
Make sure that learners complete the next line of the table as 7 × 5 = 35 and understand that 7 and 5
are factors of 35.
Ask learners to jot down the answers to these calculations:
3×6= 30 × 6 = 300 × 6 = 3 × 60 = 3 × 600 =
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Ask, ‘How did you work out your answers?
Say that 3 and 10 are factors of 30, so we have used factors to help us multiply.

30 × 6 split 30 into 10 × 3

10 × 3 × 6
D

10 × 18

= 180

Ask learners to use factors to help them multiply 35 × 8 and divide 96 by 6. Take feedback and
summarise strategies as follows.

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Using factors
• Split one number into a factor pair to make multiplication easier, for example:
35 × 8 split 35 into 7 × 5

7×5×8

7 × 40

= 280
• Split one number into a factor pair to make division easier, for example:
96 ÷ 6 split ÷ 6 into ÷ 2 ÷ 3

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96 ÷2÷3 96 ÷ 2 = 48 then 48 ÷ 3 = 16

Differentiation ideas: Use the suggested questions to support less confident learners.
Provide confident learners with other, more challenging, codes to solve.

6 Using decomposition to help you multiply and divide mentally (20–30 minutes)
Learning intention: Choose an appropriate mental calculation to multiply and divide whole numbers.
Resources: None.
Description: Ask learners to work in pairs to find different ways of calculating 16 × 4 and 48 ÷ 3.
A
Allow time, then ask learners to demonstrate their methods. Discuss with learners the advantages and
disadvantages of each method. Learners will show they are critiquing (TWM.07) when they do this.
Ensure that learners are familiar with the method of decomposing one number to multiply and
divide using jottings.
• Decompose a number to make a simpler multiplication, for example:
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10 × 4 = 40
16 × 4 = 64
6 × 4 = 24

• Decompose a number to make a simpler division, for example:

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48 ÷ 3 decompose 48 into 30 and 18 so

both can be divided by 3

30 ÷ 3 18 ÷ 3 work out each part separately

10 + 6 = 16 recombine to give the answer

Ask learners to make a poster showing different methods, including those from the other activities,
for doing these calculations. In each case they must show which method they prefer and say why.
25 × 9   42 ÷ 3   45 × 6   72 ÷ 6
Differentiation ideas: You may need to offer additional support to groups of less confident learners
while the rest of the class get started on the activity.
Challenge confident learners to work in pairs to set questions for their partner to calculate.
They should then discuss whether they would use the same method.

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 Developing mental strategies

Plenary ideas
1 The answer is . . . What is the question? (5–10 minutes)
Resources: None.
Description: Write a number on the board, for example 98, and ask learners to write down three
questions that would give an answer of 98. Collect ideas and discuss the methods used to give
the answer.
Assessment ideas: Listening to learners’ responses will give you information about how well learners
chose an appropriate strategy.

2 True or false? (10 minutes)

Resources: None.
Description: As learners are working on mental calculation activities, look out for errors that
they make. Use these as a basis for writing number sentences on the board and also include some

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statements that are correct. Learners must decide whether each statement is true or false and explain
their decision.
Example: 17 + 15 = 41 is false because:
• 7 + 5 = 12 so the number must end in 2.
• Two odd numbers added together make an even number, and 41 is not even.
• The answer must be less than 40 because 20 + 20 = 40 and 15 and 17 are both less than 20.
Assessment ideas: Listening to learners’ responses will give you information about how well they
are making connections, for example’ to work on odd and even numbers and estimation.
A
3 What else do you know? (10–15 minutes)
Resources: None.
Description: Write a multiplication fact such as 12 × 5 = 60 on the board. Ask learners to construct
a diagram to show other facts that can be found. Start them off by giving a set of related facts for
example:
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12 × 5 = 60 12 × 50 = 600 12 × 100 = 1200 12 × 99 = 1188

Explain that they can continue this ‘branch’ or start a new ‘branch’.
Allow five minutes for learners to work on their diagrams, then work as a class to build a diagram
D

using as many different mental methods as possible.

Assessment ideas: Watching learners as they work and listening to their suggestions will give you
information about their progress.

4 Using known facts to find new facts (10–15 minutes)

Resources: None.
Description: Write this question on the board:
Here are some number facts.
1 × 17 = 17
2 × 17 = 34
4 × 17 = 68
8 × 17 = 136

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER‘S RESOURCE

Use these facts to work out 13 × 17.

Show your method.

Answer: Show how to add the products for 1 × 17, 4 × 17 and 8 × 17.
1 × 17 = 17
4 × 17 = 68
8 × 17 = 136
13 × 17 = 221

Give similar examples for learners to work on. For example:

1 Here are some number facts.
1 × 29 = 29
2 × 29 = 58

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4 × 29 = 116
8 × 29 = 232
Show how you can use these facts to calculate 17 × 29.

Answer: (8 × 29) + (8 × 29) + (1 × 29) = 232 + 232 + 29 = 493

2 Here is a number fact: 19 × 5 × 8 = 760

Show how to use this fact to work out 19 × 5 × 16.

Answer: 760 × 2 = 1520

A
Assessment ideas: Watching learners as they work and listening to their suggestions will give you
information about their progress.

Downloadable resources
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Resource sheets:
A Addition and subtraction strategies
B Compensation methods
C Solving number problems
D Multiplication table in code
D

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 1 Numbers and the number system

1 Numbers and the

number system
Unit plan
Topic Approximate Outline of learning content Resources
number of
learning hours

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1.1 4 Count forwards and backwards Learner’s Book Section 1.1
Counting and including negative numbers.
sequences Workbook Section 1.1
Recognise linear sequences.
Additional teaching ideas for Section 1.1
Describe term-to-term rules.
Digital Classroom: Stick patterns digital
Begin to explore non-linear manipulative
sequences.
Explore spatial patterns for
A square numbers.
1.2 2 Read and write positive and Learner’s Book Section 1.2
More on negative numbers.
negative Workbook Section 1.2
numbers Understand negative numbers
in context. Additional teaching ideas for Section 1.2
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1.3 3 Read and write whole numbers Learner’s Book Section 1.3
Understanding up to a million.
place value Workbook Section 1.3
Understand place value.
Additional teaching ideas for Section 1.3
Multiply and divide a whole
number by 10 and 100.
D

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER'S RESOURCE

CONTINUED
Topic Approximate Outline of learning content Resources
number of
learning hours
1A Stick patterns
1B Sequence cards
1C Dotty patterns
1D December temperature game
1E Temperature cards (−10 °C to +10 °C)
1F Multiplication and division loops

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1G Thermometers
1H Place value chart
Cross-unit resources
Diagnostic check and mark scheme
Learner’s Book Check your progress
Digital Classroom: Unit 1 slideshow
Digital Classroom: Unit 1 activity
Worksheet 1A
Worksheet 1B
A
Language worksheet 1A
Language worksheet 1B
Unit 1 test and answers

Thinking and Working Mathematically questions in Unit 1

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Questions TWM characteristics covered
Learner’s Book
Exercise 1.1 question 2 Specialising, Generalising
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Exercise 1.1 question 3 Specialising, Generalising

Exercise 1.1 question 5 Convincing
Exercise 1.1 question 6 Convincing
Exercise 1.1 Think like a mathematician [TO ADD]
Exercise 1.2 question 7 Critiquing
Exercise 1.3 question 4 Convincing
Exercise 1.3 question 7 Characterising
Exercise 1.3 Think like a mathematician [TO ADD]
Check your progress question 3 Specialising, Generalising
Check your progress question 7 Specialising
Check your progress question 8 Specialising

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 1 Numbers and the number system

CONTINUED
Workbook
Exercise 1.1 question 7 Convincing
Exercise 1.1 question 11 Generalising, Convincing
Exercise 1.1 question 14 Generalising
Exercise 1.2 question 13 Convincing
Exercise 1.3 question 13 Specialising

BACKGROUND KNOWLEDGE

Before starting this unit, you may want to use the We will count back through zero to include

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diagnostic check to check that learners are ready negative numbers and explore how these numbers
to begin Stage 4. The diagnostic check can help are used in the real world.
you to identify gaps in learners’ knowledge or Digital Classroom: Use the Unit 1 slideshow to
understanding, which you can help them address lead a class discussion on our number system.
before beginning this unit. The i button will explain how to use the slideshow.
We are surrounded by numbers in our everyday
life, for example, on road signs, scores in cricket Supporting learners with the Getting started
or times in athletics. Having a display of pictures exercise
in the classroom can help learners to see how To support learners with work on sequences,
numbers affect their lives. provide regular counting activities during lesson
A
In earlier stages, learners practised counting starters. Represent the resulting sequences as
on and back in steps of single-digit numbers, jumps along a number line so learners can see, for
tens and hundreds. They recognised, described example, that counting on in tens is the same as a
and extended linear sequences, and in Stage 3 sequence with a term-to-term rule of ‘add 10’.
they described the term-to-term rule for linear Check prior learning by reviewing learners’
sequences. They became fluent reading, writing work using the Getting started exercise in the
R
and comparing numbers to at least 1000. Learner’s Book.
Learners used base 10 materials and place value A good understanding of place value underpins
charts to help them understand place value. They all calculation work. Encourage learners to use
know how the value of each digit is determined place value cards as a practical way of composing
by its position in a number. Learners have learned (300 + 60 + 4 = 364) and decomposing
how to decompose and regroup numbers as (364 = 300 + 60 + 4) and also to use place value
D

a basis for adding and subtracting numbers in charts to show the value of individual digits.
columns. They used their knowledge of place Ensure that you emphasise the use of zero as
value to multiply whole numbers by 10. a place holder. As an extension of the work on
In this unit, we will build on these experiences place value, demonstrate on a place value chart
as we increase the range of numbers to include how the movement of any digit one place to the
thousands, ten thousands and hundred thousands. left represents multiplication by 10.

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER'S RESOURCE

TEACHING SKILLS FOCUS

Investigations
‘Think like a mathematician’ activities allow learners • Can you use these ideas to help you complete
to explore mathematical topics. When learners say this set of beads?
they are stuck, it is easy for teachers to give too
much help. This section encourages you to stand
back, watch and listen but not intervene unless
absolutely necessary.
The following guide is based on the consecutive 18
numbers investigation in Section 1.1, but the ideas
can easily be adapted to other investigations.
Ask learners who complete the investigation early to
Check that learners understand the term make some sets of beads for their partner to try. An

FT
‘consecutive’. If you think they may need support interesting extension for the more confident could
getting started, use the following activity, discuss be to investigate what happens if there is an even
what it means for numbers to be consecutive, and number of circles.
ask learners to choose two consecutive numbers
and add them together. Ask the following questions: Reflection
When learners have completed the investigation
• How did you add the numbers together
reflect on your experience.
(for example, mental methods including double
plus 1)? • What went well and what did not go as planned?
• Is there a different way to do it? • How hard was it to prompt rather than give
A guidance or answers?
• What to you notice about your answer?
• Did you try suggesting that learners worked
• If the total is 21, what are the two consecutive
in pairs? Did you summarise learners’ findings
numbers?
during a plenary? If not, try these strategies
• How did you work it out? next time.
R
• What are the first two consecutive numbers that Guidance on mental mathematics
total more than 100? More than 1000? Being able to count involves much more than an
ability to rote count. Learners need to be able to
If learners appear to be stuck with the investigation in
count forwards and backwards in steps of different
the Learner’s Book, prompt with questions like these
size and relate this to counting in multiples, for
to guide them to the discovery that the number in
example, 5, 10, 15, 20, . . .
D

the square is three times the middle number.

Some learners may find number lines helpful,
• Give me any three consecutive numbers.
particularly when bridging through hundreds
• Write down three consecutive numbers that (99, 100, 101 or 499, 500, 501 or counting back
have a total of about 27. 101, 100, 99) or thousands (999, 1000, 1001 and
How did you choose your numbers? counting back) or including positive and negative
numbers (3, 2, 1, 0, −1, −2, −3).
• Draw a ring around the middle numbers in the
two completed sets of beads.
Look at the number of circles and the circled
number. What do you notice?

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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 1 Numbers and the number system

CONTINUED

When learners are multiplying and dividing by 10 Th H T O

and 100, you can practise using ‘people maths’.
Learners hold a digit card and sit on chairs labelled 7 7 x 10 = 70
with Th, H, T, O, etc. They then move one or two
7 0 70 x 10 = 700
places to the left or right to show multiplication or
division by 10 or 100. 7 0 0 7 x 100 = 700

1.1 Counting and sequences

FT
LEARNING PLAN

Learning objectives Learning intentions Success criteria

4Nc.01 • Count on and back in steps of • Learners can count on and back in
constant size. steps of tens, hundreds and thousands.
• Learners can count back through zero
to negative numbers.
4Nc.04 • Recognise and extend linear • Learners can recognise and
A sequences. continue sequences that have steps of
constant size.
• Describe term-to-term rule for • Learners can describe sequences.
a sequence.
• Recognise and extend non- • Learners recognise sequences that do
R
linear sequences. not have a constant difference.
4Nc.05 • Recognise square number • Learners can draw patterns that
patterns. represent square numbers: 1, 4, 9, . . .
4Ni.01 • Read and write numbers • Learners can read and write numbers
greater than 1000. greater than 1000.
D

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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER'S RESOURCE

LANGUAGE SUPPORT

A negative number is written with a minus sign 1, 2, 4, 7, 11, . . . are connected by the rule ‘add 1
in front, for example −7. It is read as ‘negative more than you added last time’
seven’ not ‘minus seven’. ‘Minus 7’ is an instruction Sequence: an ordered set of numbers, shapes or
to subtract 7. It might be helpful to display a other mathematical objects arranged according to
definition and example for learners to refer to. a rule. For example:

Word Definition Word used in a 3, 6, 9, 12, 15, . . .

sentence 1, 4, 9, 16, 25, . . .
negative Less than zero. Negative ∙, ○, Δ, ∙, ○, Δ, ∙, . . .
three degrees Spatial pattern: a pattern that includes drawings.
centigrade is For example, these patterns show square numbers
three degrees

FT
below zero.
minus A mathematical Eight minus six is
operation or two (8 − 6 = 2).
procedure to work 1 4 9 16
out subtraction. or

Difference: the ‘jump size’ between terms.

For example, the difference between the terms in
this sequence is +5
+5 +5 +5 1 4 9 16
A
Square number: the number you get when you
6 11 16 21 multiply a whole number by itself. For example,
4 × 4 = 16
Linear sequence: a number pattern which increases
(or decreases) by the same amount each time. 16 is a square number.
For example, the pattern 2, 6, 10, 14, . . . follows The square numbers appear along the diagonal on
R
the rule ‘add 4’ a multiplication square.
Negative number: a number less than zero. You Term: part of a sequence separated by commas.
use a minus (−) sign to show a negative number For example, in the sequence 1, 2, 3, 4, . . . the first
Non-linear sequence: a pattern where the numbers term is 1 and the third term is 3
do not increase or decrease by the same amount Term-to-term rule: a rule you can use to find the
each time. For example, in this sequence the next number in the sequence. For example, in the
D

numbers double each time: 2, 4, 8, 16, . . . sequence 7, 10, 13, . . . the term-to-term rule is
Rule: a rule tells you how things or numbers ‘add 3’
are connected. For example, the terms

Common misconceptions
Misconception How to identify How to overcome
Learners may use incorrect Listen to learners counting. Always use correct language and
language; minus 1 instead of correct any incorrect terminology.
negative 1 when counting.
Learners may believe that −5 is more Listen to learners counting. Show the numbers on a number
than −2 because 5 is more than 2. line.

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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 1 Numbers and the number system

Starter idea patterns to investigate linear sequences. You can use this
manipulative with the resource sheet.
Getting started (20 minutes)
Resources: Unit 1 Getting started exercise in the Answers:
Learner’s Book. a Sequence: 4, 7, 10, 13, . . . Term to term rule: ‘add 3’
Description: Give learners 10 minutes to answer the b Sequence: 4, 8, 12, 16, . . . Term to term rule: ‘add 4’
Getting started questions in their exercise books. After c Sequence: 3, 5, 7, 9, . . . Term-to-term rule: ‘add 2’
10 minutes, ask learners to swap their books with a d Sequence: 6, 11, 16, 21. Term-to-term rule: ‘add 5’
partner and then check their partners’ answers while e Sequence: 5, 9, 13, 17. Term-to-term rule: ‘add 4’
you discuss the questions as a class. After the class have f Sequence: 5, 9, 13, 17. Term-to-term rule: ‘add 4
marked their work, walk round and check if there are
any questions that learners struggled with. You may Ask learners to reflect on the activity.
want to recap particular concepts as a class.
• What do you notice about patterns (b), (e) and (f)?
Refer to the Background knowledge section at the start

FT
of this unit for suggestions about how to address gaps in Answer: They have the same term-to-term rule ‘add 4’.
learners’ prior knowledge.
Make sure you give learners practice in saying numbers • What do you notice about the difference between
correctly, for example 601 is ‘six hundred and one’ not successive terms in each sequence?
‘six oh one’. Use place value charts and arrow cards to
support learners’ understanding of place value. Answer: The difference is constant so the sequence is linear.
There is no need to draw more diagrams as the next term
1000 2000 3000 4000 5000 6000 7000 8000 9000 can be found by adding the difference between the terms.
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90 • How could you find the 10th term in the sequence?
A
1 2 3 4 5 6 7 8 9
Answer: Use sticks or draw more patterns or continue
the sequence 4, 7, 10 . . .
3 0 0
This activity helps learners to think about patterns in
a visual way before they consider the more abstract
R
6 0 3 6 4 number patterns in Exercise 1.1.
Differentiation ideas: Encourage less confident
learners to make the patterns using sticks before they
4 progress to drawings. Working in pairs may help them.
More confident learners will quickly see that there is
Main teaching idea no need to make the patterns with sticks or to draw the
D

pattern. Once they know the rule (how many sticks are
Exploring stick patterns (20−30 minutes) added each time) they can continue the pattern.
Learning intention: Recognise and extend sequences; You could ask confident learners to explore each
describe term-to-term rule for a sequence. sequence further:
Resources: sticks, Resource sheet 1A Stick patterns, • Can you work out how many sticks would be in the
(optional) Stick patterns digital manipulative in Digital 10th pattern without making or drawing the diagrams?
Classroom C. • Can you work out how many sticks would be in the
Description: Invite learners to explore the stick patterns 100th pattern?
on Resource sheet 1A then bring the class together to
discuss findings.
In Digital Classroom, you can use the Stick patterns
digital manipulative with your class to build stick

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER'S RESOURCE

Plenary idea Question 2 is a ‘compare and contrast’ activity; it

addresses generalising (what is the same about two
What is my sequence? (10 minutes) sequences) and specialising (testing the sequences to see
Resources: None. if they fit the generalisation).
Description: Select a sequence, for example multiples of Question 3 is an ‘odd one out’ activity. All the sequences
5, but do not share this with the class. Ask learners to are linear with a rule ‘add 3’. This question addresses
suggest numbers which you write in a box only if they generalising (all sequences have same term-to-term rule)
are in the sequence. You may give a range of numbers and specialising (choosing and testing an example to see
for them to choose from; in this case whole numbers up if it satisfies or does not satisfy specific maths criteria,
to 100 would be suitable. for example, it includes a negative number).

In my sequence Homework ideas

30 15 16 1 Use the ‘Count me in’ activity on the NRICH
website.

FT
Learners should aim to identify the sequence as soon as
Learners are presented with a set of numbers and
possible.
the challenge ‘How do you know whether you will
This activity can be carried out as a whole class or in reach these numbers when you count in steps in
small groups. sixes from zero?’
Assessment ideas: You can learn a lot about learners’
2 Use Resource sheet 1C Dotty patterns.
understanding by the time it takes to find the sequence
and the numbers they choose. If the number indicates Answers:
they may know the sequence, ask why they chose it. You
a 4, 8, 12
could ask learners how they decided which number to
choose. Did they choose a favourite number or were b 1, 5, 13
A
they testing a particular hypothesis? c Next two patterns drawn.
d Dots on perimeter: 4, 8, 12, 16, 20, . . .
Guidance on selected Thinking and Start at 4 and add 4 each time.
Working Mathematically questions Dots inside square: 1, 5, 13, 25, 41, . . .
Learner’s Book Exercise 1.1, questions 2 and 3 Start at 1 and add 4, then 8, then 12, then 16, . . .
R
1.2 More on negative numbers
LEARNING PLAN
D

Learning objectives Learning intentions Success criteria

4Ni.01 • Read and write numbers less • Learners can read and write
than zero, for example, −6 is numbers less than zero, for
negative six. example, −6 is negative six.

4Np.04 • Understand numbers less than • Learners can use negative

zero, for example, to describe numbers in context, for example,
a very cold temperature or a very cold temperatures or depths
position below sea level. below sea level.

38
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 1 Numbers and the number system

LANGUAGE SUPPORT

We use a thermometer to measure temperature. Learners may also need support when deciding
If a reading lies between two markers on the scale, when to use, for example, ‘colder’ rather than
we can only estimate the temperature. ‘coldest’.
You may need to explain or clarify the Use when Use when comparing
mathematical meaning of the word ‘scale’ as it has comparing two three or more
many different meanings in everyday language: temperatures temperatures
• A scale is a set of numbers or levels used to cold colder coldest
measure or compare things.
• The scale of a map, plan or model is the rela- warm warmer warmest
tionship between the size of something in the hot hotter hottest
map, plan or model and the real thing.

FT
• In music, a scale is a fixed sequence of notes. Temperature: how hot or cold something is. You
• The scales of a fish or reptile are small, flat can use a thermometer to measure temperature in
pieces of hard skin. degrees Celsius
• You can use bathroom scales to find out how
Zero: another name for nothing or nought. On a
heavy you are.
number line it is the point where numbers change
from positive to negative

Common misconceptions
A
Misconception How to identify How to overcome
Learners may use incorrect language; Listen to learners counting. Always use correct language, and
minus 1 instead of negative 1 when correct any incorrect terminology.
counting.
Learners may believe that −5 is more Listen to learners counting. Show the numbers on a number
R
than −2 because 5 is more than 2. line.

Starter idea Main teaching idea

Count forwards and backwards Exploring negative numbers (20 minutes)
(10−15 minutes) Learning intention: Understand numbers less than zero,
D

Resources: Number line (optional). for example, to describe a very cold temperature or a
position below sea level.
Description: Include counting on and back in different
steps as part of a repertoire of mental warm-up Resources: Display thermometer, Resource sheet 1G
activities to use at the beginning of each lesson. Thermometers for learners.
Start at 10 and count back in ones writing the numbers on Description: Ask learners where they have seen or
the line as they are said. Listen out for learners who say, for heard negative numbers used. For example, in weather
example, ‘minus 1’ instead of ‘negative 1’ when counting. forecasts, on a thermometer or in a lift.
Repeat for other sequences. Display a thermometer (learners may need to have a
copy in front of them) and ask questions such as:
• Which temperature is lower −5 °C or −2 °C?
• Put these temperatures in order, starting with the
coldest: 0 °C, −3 °C, 3 °C

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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER'S RESOURCE

• If the temperature was −2 °C and it cools by 1°, Guidance on selected Thinking and
what is the new temperature?
Working Mathematically questions
Model the answer on a number line.
Learner’s Book Exercise 1.2, question 7
final start
This question provides an opportunity for learners to
temperature temperature
practise critiquing (TWM.07). They need to answer the
question for themselves in order to find the error. They
could place the numbers on a number line to show the
−5 0 5
cools by 1 ° order starting from the smallest number: −9 °C, −2 °C,
0 °C, 3 °C.
• Give me two temperatures between 0 °C and
−10 °C. Which one is colder? How do you know? Parveen knows that 5 is greater than 4, so 5 °C will
be warmer than 4 °C. She has not taken any notice of
Learners could now complete Exercise 1.2
the negative signs. She should place her numbers on a
questions 1, 2 and 3 in the Learner’s Book. number line to help her correct the mistake.

FT
Differentiation ideas: Support learners by providing them
with a number line or copy of a thermometer so they can CROSS-CURRICULAR LINKS
count along the scale. You may need to support them with
the language cold → colder → coldest (see the Language When working with temperatures there are
support box). To challenge more confident learners ask many opportunities to address issues related to
them to write questions to swap with a partner. climate and climate change.
There is also an opportunity for learners to
explore the location of the cities around the world,
Plenary idea looking at maximum and minimum temperatures.
Make a line (an activity for pairs) They can consider northern and southern
hemispheres to explain why some cities are
A
(10 minutes)
hottest in July and coldest in January while other
Resources: A set of number cards (−10 to 10) cities are coldest in July and hottest in January.
Description:
• Place 0 in the centre of the table face up.
Homework ideas
• Shuffle the remaining cards, placing them face down
R
with ten cards either side of zero. 1 Make a poster. Learners could find examples of
negative numbers in everyday life, or investigate
0 climate statistics and how people adapt to living in
extreme temperatures.
• Player 1 turns over a card and decides where it 2 Introduce the table showing the average
should go in the line. They replace the card in that temperatures in some cities in January.
D

position with their card and give the discarded card

to player 2. City Temperature (°C)
• Player 2 uses this card and decides where it should Bejing, China −3
go in the line.
Budapest, Hungary 1
• Repeat, in turns, until the number line is complete.
Delhi, India 14
Assessment ideas: Observe learners as they play the
game and ask questions such as ‘What number goes Istanbul, Turkey 5
next to −4?’ Karachi, Pakistan 18
Moscow, Russia −8
Ulanbator, Mongolia −20

Ask learners to find the city in the table that is the

coldest. Investigate other cities that are very cold in
January or in July.

40
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 1 Numbers and the number system

1.3 Understanding place value

LEARNING PLAN

Learning objectives Learning intentions Success criteria

4Ni.01 • Read and write number names and • Learners read and write whole
numbers greater than 1000. numbers to a million.

4Np.01 • Understand and explain that the • Learners can say the value of each
value of each digit in a number is digit in any whole number.
determined by its position in that
number.

FT
4Np.02 • Use knowledge of place value to • Learners can multiply and divide
multiply and divide numbers by 10 whole numbers by 10 and 100.
and 100.

4Np.03 • Compose, decompose and • Learners can compose (put

regroup whole numbers. together), decompose (split) and
regroup whole numbers.

LANGUAGE SUPPORT
A
Sometimes there are differences in the vocabulary Equivalent: having the same value
used internationally. Some key words have Thousand: a 4-digit number that is 10 times larger
alternative versions. than a hundred
Ten thousand: a 5-digit number that is 10 times
Used in this book Alternative
larger than a thousand
R
ones units Hundred thousand: a 6-digit number that is 10
decompose partition or write in times larger than ten thousand
expanded form Million: equal to one thousand thousands and
regroup recombine written as 1 000 000. 1 million = 10 × 10 × 10 ×
10 × 10 × 10
D

Compose: put together. For example, Place holder: use of zero to hold other digits in the
600 + 30 + 2 is 632 correct position. For example, in the number 804
Decompose: break down a number into parts. the ‘0’ acts as a place holder for the tens
For example 456 is 400 + 50 + 6 Place value: the value of a digit determined by its
Regroup: change the way a number is written. position
For example, 456 = 400 + 50 + 6, but you can
change this to 400 + 40 + 10 + 6

41
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER'S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
Referring to ‘add a nought’ when Encourage learners to Demonstrate how digits move relative to
multiplying by 10. explain methods. the decimal point. (Never accept ‘rules’
that do not generalise, for example,
0.5 × 10 ≠ 0.50).
Write and/or say large numbers During oral work. Identify the value of each digit and say the
incorrectly, for example, saying number in expanded form, for example
the number as a list of digits like 405 321 = 400 000 + 5000 + 300 + 20 + 1
a telephone number or failing to said as ‘four hundred and five thousand,
deal with zero as a place holder. three hundred and twenty-one’.

Starter idea

FT
Challenge learners to write down all of the 4-digit
palindromic numbers where the sum of the digits is 10.
Multiplication loop (10 minutes) Learners can work in pairs to find the numbers. Collect
Resources: Multiplication by 10 loop cards cut out from responses, ensuring that the numbers are written, said
Resource sheet 1F Multiplication and division loops. and decomposed (as above). Encourage learners to work
systematically.
NOTE: The multiplication and division by 10 and 100
cards can be used as a plenary.
Answer: 1441, 2332, 3223, 4114, 5005
Description: Hand out the multiplication by 10 loop
cards. It does not matter who begins. The first learner Differentiation ideas: Differentiate between less and
says: ‘I have . . . Who has . . .?’ The learner with the more confident learners by asking different questions,
A
answer to the question takes up the chant. Play ends so that the numbers used are appropriate to learners.
when all the cards have been used. For example:
Play the game each day for a week, aiming to complete • Find a 3-digit palindromic number where the sum
it in less time each day. of the digits is 5. Is there more than one answer?
This activity is concerned with developing quick
R
recall. Mistakes may indicate that learners do not fully Answer: 131 and 212
understand the concepts. Do not stop the flow of the
activity, but make a note to speak with the learner(s) • Find a 3-digit palindromic number where the sum
later in the lesson. of the digits is 12. Is there more than one answer?

Main teaching idea Answer: 282, 363, 444, 525

D

Introduction to place value (10 minutes)

This activity leads nicely into Learner’s Book,
Learning intention: Read and write number names and
Exercise 1.3, question 3.
numbers greater than 1000; decompose whole numbers.
Resources: None. Plenary idea
Description: Write the number 343 on the board and
explain that it is an example of a palindromic number. Who am I? (A game for groups) (10 minutes)
A palindromic number reads the same when written Resources: None.
forwards or backwards. Ask learners to give other Description: One learner chooses a 5- or 6-digit number
examples of palindromic numbers. and makes up some sentences to define the number.
Take examples, such as 9779. Write the number on the
For example, if they chose 86 471 they could say:
board. Say the number: nine thousand, seven hundred
and seventy-nine. Decompose the number into thousands, • My number has 5 digits.
hundreds, tens and ones: 9000 + 700 + 70 + 9. • The ones digit is 1.

42
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.