Unit 1 Number – Answers

Learner’s Book
Page 7: Practise
1 Learners should read and say each number: negative five, negative twenty-five, negative twelve,
twenty-five, negative thirty-four.
2 a Letter P Q S T U
Number –9 –7 –2 2 5
b The letter R is left over. It represents –5.
3 a –20 is further away from zero than –12
b –2 is closer to zero than –8
c –5 is further away from zero than 4
d 6 is closer to zero than –7


Page 9: Practise
1 a 8, 4, 0, –4, –8
b –16, –11, –6, –1, 4
c 512, 502, 492, 482, 472
d 476, 486, 496, 506, 516
e 999, 899, 799, 699, 599
f 684, 784, 884, 984, 1 084
2 a 497, 507, 512, 552, 597
597, 507, 497
552, 352
b The number 648 has not been used.
The sentences learners write to show two counts that include 648 will vary in terms of the starting
numbers. Examples are:
Count on in steps of 10 from 628.
Count back in steps of 100 from 848.


Pages 11–12: Practise

1 a 1 010 b 1 110 c 222 d 1 234 e 4 321
2 Accept answers where learners have included the zero digit as a part.
a 4 035 = 4 000 + 0 + 30 + 5 b 3 450 = 3 000 + 400 + 50 + 0
c 3 432 = 3 000 + 400 + 30 + 2 d 4 433 = 4 000 + 400 + 30 + 3
e 5 324 = 5 000 + 300 + 20 + 4
3 a 4 452 b 523 c 5 608 and 6 608
4 a 507 tens and 8 ones b 83 hundreds, 3 tens and 6 ones
c 833 tens and 6 ones


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Pages 13–14: Practise

1 a 17 623 b 27 326 c 7 263 d 72 063
2 a 8 000 b 80 000 c 4 000
d 50 000 and 500 e 70 000 and 70 f 2 000 and 200
3 a 4 more thousands b 11 more hundreds c 21 more hundreds


Page 16: Practise

1 a 10 °C b 3 °C c –3 °C d –12 °C
2 a –3 °C b –4 °C c 0 °C d –2 °C e –12 °C
3 a 3 °C > –3 °C b –4 °C < –3 °C c 0 °C < 12 °C d 16 °C > –2 °C e –2 °C > –12 °C


Page 18: Practise

1 a 7 325 > 7 235 b 5 033 < 5 303 c 15 033 > 13 335
d 32 782 > 23 872 e 14 423 < 14 432
2 a False (8 324 < 8 342) b False (3 240 > 999)
c True d True
e False (17 600 > 167 hundreds) f False (19 945 > 19 899)
3 a 654 5 346 5 436 5 463
b 6 042 6 204 6 402 6 420
c 12 304 13 240 13 402 21 034 21 304


Page 18: Let’s talk

Learners use the TWM skill of ‘convincing’.
Closest to 10 000 is 9 400
Closest to 8 000 is 8 329
Closest to 7 400 is 7 372
Closest to 6 230 is 6 242
Order of first column of numbers from smallest to largest: 9 400, 10 000, 10 700, 11 300


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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 20: Practise

1 a 295 à 300 b 3 434 à 3 430 c 4 295 à 4 300
d 5 702 à 5 700 e 5 726 à 5 730
2 a b
Nearest 100 Nearest 1 000
2 309 2 300 2 000
3 291 3 300 3 000
4 395 4 400 4 000
2 849 2 800 3 000
2 463 2 500 2 000
3 052 3 100 3 000
13 052 13 100 13 000


Page 21: Quiz

1 x is –8 y is –3 z is 6
2 699, 709, 719
3 135, 35, –135
4 a 70 b 7 000 c 7 000 d 70 000 and 70
5 a True b False (Should be 3 000 + 400 + 0 + 2)
c False (Should be 4 000 + 0 + 60 + 5)
6 a 4 576 < 5 476 b 15 476 > 14 576
7 a 5 °C b 11 °C
8 a 15 650 b 16 000

Workbook answers page 4:

Can you remember?
a 123 b 321 c 404 d 440
Negative numbers
1 The missing numbers are in bold.
a –4 –3 –2 –1 0 1 2 3 4
b –6 –5 –4 –3 –2 –1 0 1 2
2 a The number –10 is negative and is placed to the left of zero on a number line.
b The number 10 is positive and is placed to the right of zero on a number line.

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 5:

Counting on and back
1 a 6, 4, 2, 0, –2 b –3, 2, 7, 12 c 6, 3, 0, –3

2 Start number End number Counting rule

a 125 130 135 140 145 150 155 +5
b 36 136 236 336 436 536 636 +100
c 432 442 452 462 472 482 492 +10
d 244 234 224 214 204 194 184 –10
e 1 447 1 347 1 247 1 147 1 047 947 847 –100
f 234 229 224 219 214 209 204 –5

Workbook answers pages 5–6:

Number and place value
1 The missing numbers are in bold.
a 1 224 b 9 497
1 000 200 20 4 9 000 400 90 7

c 13 348 d 25 052
10 000 3 000 300 40 8 20 000 5 000 0 50 2

2 The missing numbers are in bold.

1 576 2 576 3 576 4 576 5 576
3 The missing numbers are in bold.
Number 1 000s 100s 10s
a 4 352 4 43 435
b 14 352 14 143 1 435
c 40 302 40 403 4 030

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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 6–7:

Comparing and ordering numbers
Learners use the TWM skill of ‘specialising’ in both questions.
1 Answers will vary.
a 6 354 < 6 534 b 4 563 > 3 645
c 34 456 < 34 465 d 43 645 > 43 564
2 a Place Temperature in degrees (°C)
Toronto –8
Berlin 8
Dublin 0
Wellington –1
Oslo 3
b Answers will vary, for example:
–1 °C < 3 °C 0 °C > –8 °C

Workbook answers and notes

Page 7: Rounding numbers
1 Number Rounded to the Rounded to the Rounded to the
nearest 1 000 nearest 100 nearest 10
678 1 000 700 680
5 678 6 000 5 700 5 680
5 245 5 000 5 200 5 250
9 573 10 000 9 600 9 570
12 354 12 000 12 400 12 350
2 Elok’s possible starting numbers are 223 and 224.

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 Unit 2 2D shapes – Answers

Learner’s Book
Page 23: Practise
Learners use the TWM skills of ‘specialising’ and ‘generalising’ in question 2.
1 a Shapes B, C and F are hexagons.
b Shape F
c Shape A
d Shape C
e Shapes B and D (Shape E has zero right angles, so this is also a solution.)
2 Answers will vary but learners’ shapes must meet the sorting criteria. A square has parallel edges and is
a regular polygon, so should be in the intersection of the two circles. It will not be possible to draw any
other regular polygons on the nine-dot grids.


Page 25: Practise

1 Learners’ shapes should be joined along the edges. Learners should be able to identify different shapes
that are possible to make, including triangles, quadrilaterals and other polygons.
2 The challenges will produce different shapes. Learners should identify the properties of the shapes
by labelling their sketches.
3 a The shape does tessellate.
b The pattern and the shape that is being tessellated are both parallelograms, with two pairs of
parallel sides.
c Learners’ examples of 2D shapes that tessellate and do not tessellate will vary.


Page 28: Practise

Learners use the TWM skills of ‘conjecturing’ and ‘convincing’ in question 3.
1 a 6 square units b 5 square units
c 7 square units d 6 square units
e 2 square units f 5 square units
g 7 square units h 9 square units
2 a 86 m 2 b 74 m2
3 a 2 cm2 b 8 cm2
c 18 cm2
4 Learners’ estimates will vary. Examples are: orange shape 15–16 square units; green shape
approximately 5 square units; blue shape 16–17 square units.


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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 30: Practise

Learners use the TWM skills of ‘conjecturing’ and ‘convincing’ in question 3.
1 Shape d has the largest area in cm2.
2 a 25 cm2 b 12 cm2 c 24 cm2
d 40 cm 2 e 24 cm 2 f 24 cm2
3 a A square with sides 7 cm
b Many solutions, including rectangles with sides: 1 cm and 30 cm, 2 cm and 15 cm, 3 cm and 10 cm, 5 cm
and 6 cm and all those as vice versa measurements
c Many solutions, including rectangles with sides: 1 cm and 12 cm, 2 cm and 6 cm, 3 cm and 4 cm and all
those as vice versa measurements


Pages 31–33: Practise

Learners use the TWM skill of ‘specialising’ in question 3.
1 a 20 cm b 19 cm c 230 mm d 160 mm
2 a 5 + 2 + 5 + 2 = 14 cm b 4 + 4 + 4 + 4 = 16 cm
c 8 + 1 + 8 + 1 = 18 cm d 6 + 3 + 6 + 3 = 18 cm
e 8 + 2 + 8 + 2 = 20 cm
3 Check the validity of learners’ measurements and the units of measurement they choose.
4 a 16 cm b 20 cm c 18 cm d 24 cm


Page 33: Try this

In these questions, learners use the TWM skill of ‘improving’.
a Rectangle examples:
14 + 1 + 14 + 1 = 30 13 + 2 + 13 + 2 = 30 12 + 3 + 12 + 3 = 30
11 + 4 + 11 + 4 = 30 10 + 5 + 10 + 5 = 30 9 + 6 + 9 + 6 = 30 8 + 7 + 8 + 7 = 30
b Triangle examples (there are others):
10 + 10 + 10 = 30 11 + 10 + 9 = 30 12 + 8 + 10 = 30
13 + 7 + 10 = 30 9 + 9 + 12 = 30 8 + 8 + 14 = 30
c Square examples: None (or 5.477 but not in Stage 4!)


Page 34: Quiz

1 There are different heading solutions, for example:
Triangle and Regular polygon or Polygon and Regular
2 Learners’ answers will vary, but they should be able to find several compound shapes, including a square,
a rectangle and a larger triangle, which they can describe, name or draw.
3 100 m2
4 The ant in part a has the furthest to walk. It has to walk 200 mm (20 cm). The ant in part b has to
walk 18 cm.
5 a 16 square blocks b Just over 18 square blocks
c About 29 square blocks d Just over 18 square blocks


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 9–10:

Can you remember?
a Regular pentagon b Triangle c Square d Rectangle
e Regular hexagon f Irregular hexagon
Polygons
Learners use the TWM skill of ‘specialising’ in questions 1 and 2.
1 Answers will vary but all shapes must be triangles.
2 Answers will vary but should show understanding of the difference between a pentagon
and a hexagon.
3 Check that learners draw each challenge to match the given properties.

Workbook answers pages 11–12:

Compound shapes and tessellation
1 a and b Both shapes will fit into the space provided to fill all the space.
2 These shapes cannot completely fill the space.
a Learners’ answers will vary. There are 4 squares left over. (This is the lowest number of squares.
Learners’ numbers of leftover squares will vary.)
b There are 8 squares left over. (Learners’ numbers of leftover squares will vary.)
3 The shapes will vary. Learners’ compound shapes may include squares, rectangles or other polygons.

Workbook answers pages 12–13:

Compound and irregular shapes
1 Order: B (2), C (3), A (6), F (8), D (9), G (10), E (11)
2 a Estimated area = 20 cm2
b Estimated area = 19 cm2 (Accept 18 cm2)
3 The shapes that learners choose to make 10 cm2 will vary. Make sure learners have added to
three shapes so that they do have an area of 10 cm2.

Workbook answers pages 13–15:

Squares and rectangles
1 a Area is 6 cm2 b Area is 9 cm2 c Area is 12 cm2
d Area is 1 500 mm2 e Area is 9 cm2
2 Check that learners have drawn six different rectangles, each with the perimeter labelled in cm.
3 Check that learners have drawn a shape with an area of 24 square units and a shape with a
perimeter of 20 units.

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 Unit 3 Calculation – Answers

Learner’s Book
Pages 36–37: Practise
1 a 7 457 = 7 000 + 400 + 50 + 7
b 8 504 = 8 000 + 500 + 0 + 4
c 11 085 = 10 000 + 1 000 + 0 + 80 + 5
d 15 142 = 10 000 + 5 000 + 100 + 40 + 2
2 Rounded to the Rounded to the Rounded to the Rounded to the
nearest 10 nearest 100 nearest 1 000 nearest 10 000
7 457 7 460 7 500 7 000 10 000
8 504 8 500 8 500 9 000 10 000
11 085 11 090 11 100 11 000 10 000
15 142 15 140 15 100 15 000 20 000
3 a 7 457 = 7 000 + 300 + 157
b 7 457 = 6 000 + 1 400 + 57
c 7 457 = 7 400 + 40 + 17
d 7 457 = 6 000 + 1 450 + 7


Page 39: Practise

1 a 68 + 31 = 99 b 58 – 31 = 27 c 88 – 32 = 56
68 + 29 = 97 58 – 29 = 29 88 – 28 = 60
d 51 + 42 = 93 e 63 + 41 = 104 f 63 + 39 = 102
51 – 42 = 9 63 – 41 = 22 63 – 39 = 24
2 a 225 + 99 = 324 b 225 – 99 = 126
c 225 + 101 = 326 d 225 – 101 = 124
3 a 146 + 100 = 246 b 246 – 100 = 146 c 346 + 203 = 549
146 + 102 = 248 246 – 102 = 144 346 + 197 = 543
146 + 98 = 244 246 – 98 = 148 346 – 203 = 143
146 + 97 = 243 246 – 97 = 149 346 – 197 = 149


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Pages 41–42: Practise

Learners use the TWM skill of ‘improving’ in question 2.
1 a Learners’ estimates will vary.
453 + 230 Estimate is 450 + 230 = 680
152 + 128 Estimate is 150 + 130 = 280
176 + 342 Estimate is 180 + 340 = 520
365 + 278 Estimate is 370 + 280 = 650
378 + 265 Estimate is 380 + 270 = 650
559 + 197 Estimate is 560 + 200 = 760
b 453 + 230 = 683 152 + 128 = 280
176 + 342 = 518 365 + 278 = 643
378 + 265 = 643 559 + 197 = 756
2 a 450 + 265 = 450 + 200 + 50 + 15 = 715
b 493 + 128 = 493 + 100 + 7 + 21 = 621
c 385 + 128 = 385 + 100 + 15 + 13 = 513
d 389 + 234 = 389 + 200 + 11 + 23 = 623
3 465 + 248 = 713 people


Page 42: Try this

In these questions, learners use the TWM skill of ‘convincing’.
a 309 + 184 = 493 (P) Example estimates: 310 + 180 = 490 or 300 + 200 = 500
b 478 + 234 = 742 (O Correct = 712) Example estimates: 480 + 230 = 710 or 500 + 200 = 700
c 249 + 355 = 594 (O Correct = 604) Example estimates: 250 + 360 = 610 or 200 + 400 = 600
d 686 + 293 = 979 (P) Example estimates: 690 + 290 = 980 or 700 + 300 = 1 000


Page 44: Practise

Learners use the TWM skills of ‘critiquing’ and ‘improving’ in question 2.
1 a Learners’ estimates will vary.
654 – 248 estimate is 650 – 250 = 400
918 – 436 estimate is 900 – 400 = 500
743 – 355 estimate is 750 – 350 = 400
b 654 – 248 = 406
918 – 436 = 482
743 – 355 = 388
2 a 450 – 268 = 450 – 200 – 50 – 18 = 182
b 439 – 145 = 439 – 100 – 39 – 6 = 294
c 523 – 238 = 523 – 200 – 23 – 15 = 285
d 635 – 270 = 635 – 200 – 35 – 35 = 265
3 834 – 349 = 485 people are left at the museum.


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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Pages 45–46: Practise

1 Check the arrays that learners draw or make.
2 a 2 × 6 = 12 b 18 = 2 × 9 c 3 × 7 = 21 d 15 = 3 × 5
4 × 6 = 24 36 = 4 × 9 6 × 7 = 42 30 = 6 × 5
8 × 6 = 48 72 = 8 × 9 9 × 7 = 63 45 = 9 × 5
3 a 6 × 10 = 60 Two division facts: 60 ÷ 10 = 6 and 60 ÷ 6 = 10
b 9 × 10 = 90 Two division facts: 90 ÷ 10 = 9 and 90 ÷ 9 = 10
c 3 × 10 = 30 Two division facts: 30 ÷ 10 = 3 and 30 ÷ 3 = 10
d 2 × 8 = 16 Two division facts: 16 ÷ 8 = 2 and 16 ÷ 2 = 8
e 4 × 8 = 32 Two division facts: 32 ÷ 8 = 4 and 32 ÷ 4 = 8
f 8 × 8 = 64 Two division facts (only one): 64 ÷ 8 = 8
4 a 27 ÷ 9 = 3 b 24 ÷ 4 = 6 c 48 ÷ 8 = 6
d 30 ÷ 6 = 5 e 21 ÷ 3 = 7


Page 47: Quiz

1 a 16 710 b 16 700 c 17 000 d 20 000

2 Answers may vary, for example:
a 473 = 400 + 73 b 473 = 300 + 150 + 23 c 473 = 300 + 150 + 10 + 13
3 a 145 + 49 = 194 b 145 + 99 = 244 c 145 + 102 = 247
d 175 – 49 = 126 e 175 – 99 = 76 f 175 – 102 = 73
4 a Learners should have matched these additions and estimates:
Addition Estimate

382 + 195 300 + 150 = 450

312 + 148 450 + 250 = 700

438 + 249 400 + 200 = 600

b 382 + 195 = 577
312 + 148 = 460
438 + 249 = 687
5 a 625 – 246 = 379
b 625 – 197 = 428
6 a 2 × 7 = 14 Two division facts: 14 ÷ 2 = 7 and 14 ÷ 7 = 2
4 × 7 = 28 Two division facts: 28 ÷ 4 = 7 and 28 ÷ 7 = 4
8 × 7 = 56 Two division facts: 58 ÷ 8 = 7 and 58 ÷ 7 = 8
b 3 × 6 = 18 Two division facts: 18 ÷ 6 = 3 and 18 ÷ 3 = 6
6 × 6 = 36 Two division facts: 36 ÷ 6 = 6
9 × 6 = 54 Two division facts: 54 ÷ 6 = 9 and 54 ÷ 9 = 6


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 17–18:

Can you remember?
How many tens? How many hundreds?
832 à 83 ten d 235 à 2 hundreds
a 382 à 38 tens e 4 235 à 42 hundreds
b 1 382 à 138 tens f 2 453 à 24 hundreds
c 3 218 à 321 tens g 12 453 à 124 hundreds
Skills for calculating
Learners use the TWM skill of ‘generalising’ in question 2.
1 a 353 = 300 + 50 + 3
b 3 535 = 3 000 + 500 + 30 + 5
c 35 357 = 30 000 + 5 000 + 300 + 50 + 7
d 5 057 = 5 000 + 0 + 50 + 7
2 Answers may vary slightly; these are examples.
a 388 b 3 383 c 3 388 d 8 338 e 38 333
3 a 1 275 = 1 200 + 75 b 474 = 450 + 24
c 1 575 = 1 200 + 300 + 75 d 1 650 = 1 200 + 450
e 1 725 = 1 200 + 450 + 75

Workbook answers page 18:

Using rounding to help with adding and subtracting
1 a 78 + 19 = 97
b 116 + 31 = 147
c 336 – 98 = 238
d 347 – 102 = 245

Workbook answers pages 18–19:

Working with addition
Learners use the TWM skill of ‘generalising’ in question 3.
1 a 21 + 61 > 20 + 60 b 29 + 59 < 30 + 60
121 + 161 > 120 + 160 229 + 259 < 230 + 260
c 33 + 73 > 30 + 70 d 65 + 75 < 70 + 80
333 + 473 > 330 + 470 165 + 275 < 170 + 280
2 Learners must choose their own methods of calculation.
a 600 ml     b 919 cents     c 505 cm
3 a Learners’ own calculations, using the given digit cards, with a four-digit answer greater than 5 000.
For example: 1 516 + 3 610 = 5 126
b Learners’ own calculations, using the given digit cards, with a three-digit answer less than 800.
For example: 160 + 356 = 516

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Workbook answers pages 20–21:

Working with subtraction
Learners use the TWM skill of 'convincing' in question 2, and the skill of ‘generalising’ in question 3.
1 Learners’ estimates and methods will vary.
Calculation Estimate
a 387 – 139 = 248 For example: 400 – 150 = 250
b 435 – 168 = 267 For example: 450 – 150 = 300
c 653 – 297 = 356 For example: 650 – 300 = 350
2 a Learners should provide an explanation, which shows that Banko has not regrouped 245 correctly.
For example, 245 is not equal to 200 + 21 + 23. Banko does not subtract enough.
He has only subtracted 244.
b 521 – 245 = 521 – 200 – 21 – 24 = 276
3 Answers will vary, for example: 594 and 706, 596 and 704

Workbook answers pages 21–22:

Multiplication and division facts
1 Check learners’ arrays to ensure that they show understanding of how to draw them and find
the product.
a 2×3=6 b 4 × 3 = 12 c 8 × 3 = 24 d 4 × 6 = 24
2 a 6 ÷ 3 = 2 or 6 ÷ 2 = 3 b 12 ÷ 3 = 4 or 12 ÷ 4 = 3
c 24 ÷ 3 = 8 or 24 ÷ 8 = 3 d 24 ÷ 6 = 4 or 24 ÷ 4 = 6
3 Art History Science Sport
Number of visitors when is 3 7 × 3 = 21 5 × 3 = 15 8 × 3 = 24 6 × 3 = 18

Number of visitors when is 6 7 × 6 = 42 5 × 6 = 30 8 × 6 = 48 6 × 6 = 36

Number of visitors when is 9 7 × 9 = 63 5 × 9 = 45 8 × 9 = 72 6 × 9 = 54

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 Unit 4 Time – Answers

Learner’s Book
Page 49: Practise
1 a 12
b c
11 1 11 12 1 11 12 1
10 2 10 2 10 2

9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

2 Check learners’ answers for the correct use of a.m. and p.m. Answers will typically be a.m. for the
following activities: wake up, eat breakfast, go to school; and p.m. for go to sleep and return home from
school. Playtime could be allocated a time that is before or after midday (or both).


Page 50: Practise

1 a 13:00, 14:00, 15:00, 16:00, 17:00, 18:00, 19:00, 20:00, 21:00, 22:00
b 09:00, 09:15, 09:40
c 13:30, 14:45, 22:50, 23:59
2 a 04:15 and 15:20
b 05:45 and 21:25
c 07:55 and 20:35
d 11:05 and 13:55
e 06:30 and 19:25


Page 52: Practise

1 a 13:36 (or 1:36 p.m.)
b 13:58 (or 1:58 p.m.)
c Elok will arrive 10 minutes early.
d Jin left Crossley at 12:55.
2 Learners’ own questions, so they will vary. Classmates who solve the questions should say whether they
think the questions are easy, medium or difficult.


Page 53: Quiz

1 a 15:30
b 17:45
c 23:10
2 At 1:45 p.m., the activities on offer are: swimming lessons in the pool, badminton in the sports court and
exercise class in the gym.


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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 24–25:

Can you remember?
12:25 12:55 1:24 1:58

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2

9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

12- and 24-hour clocks

Learners use the TWM skill of 'classifying' in question 1.

1 2:15 p.m. Half-past nine in the evening

9:30 a.m. Quarter to three in the afternoon

3:15 p.m. Quarter past two at night

9:30 p.m. Quarter past two in the afternoon

2:15 a.m. Quarter past three in the afternoon

2:45 p.m. Half-past nine in the morning

2 a and b Check that learners have distinguished between the times 8 a.m. and 8 p.m in their
drawings.
3 a to f Ensure that learners’ 24-hour times comprise the digits 3, 0, 5 and 2 only, and that their
24-hour times match those they have drawn on the clock faces.

4 a 1 minute = 60 seconds b 10 minutes = 600 seconds c 5 minutes = 300 seconds

​​  12 minute = 30
d __ seconds e 60 minutes = 1 hour ​​  12 hours
f 90 minutes = 1 __
g 180 minutes = 3 hours h 600 minutes = 10 hours

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 26–27:

Calendars and timetables
1 a I predict 4 Mondays.
I predict 5 Tuesdays.
I predict 5 Wednesdays.
I predict 5 Thursdays.
I predict 4 Fridays.
I predict 4 Saturdays.
I predict 4 Sundays.
b May
Sun Mon Tue Wed Thur Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31

2 Alphaville Betatown Sigma City Airport

Station Station
Express train 09:15 10:00 12:00 15:00
Local train 11:30 12:15 15:40 20:05
3 a Local train at 12:15 p.m.
b Local train at 11.30 a.m. if catching a domestic flight (to be there 2 hours before). If catching an
international flight, one would have to be there 3 hours before, so then it would be best to catch
the Express train at 9:15 a.m. and arrive at 3 p.m., which would mean quite a long wait.
4 Check learners’ timetables for the correct use of the 24-hour clock.

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 Unit 5 Statistical methods – Answers

Learner’s Book
Page 56: Practise
For all three questions, learners use the TWM skills of ‘critiquing’, ‘classifying’ and ‘improving’.
All answers and findings will vary, but learners should be able to explain how their representations are a
comparison of characteristics. They should also be able to explain how the researching and gathering of
information allowed them to learn more about two or three animals than they knew before.


Pages 58–59: Practise

Learners use the TWM skills of ‘critiquing’, ‘improving’, ‘characterising’ and ‘classifying’ in question 6.
1 to 6 Learners’ findings will vary, but they should be able to explain and justify their decisions about:
• how they collected the data
• how they presented the final data
• how they came to their judgement about reading difficulty.


Pages 59: Quiz

1
Multiple of 2 Multiple of 5

8 20

30
12 15

Multiple of 3
Can learners justify why certain numbers are placed in different sections? Can they explain why
the number 30 is the only number that is placed in the central section of the three circles in the
Venn diagram?
2 Learners should be able to explain that a dot plot is used to collect information (as is a tally chart).


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 29–30:

Can you remember? Collecting and sorting data
1 Learners’ answers will vary. Make sure that
Odd number Greater than 99 they have filled in the Venn diagram and the
Carroll diagram correctly and that the contents
101 of each match their results.
89 150 2 Learners’ answers will vary. Make sure that they
203
230 have filled in the Venn diagram correctly.
255
37
250
50

Workbook answers pages 30–31:

Collecting and comparing information
Learners use the TWM skill of ‘conjecturing’ in question 4.
1 Learners’ answers about how their class travels to school will vary.
2 Tally Frequency
Walk llll llll llll 14
Bicycle lll 3
Car llll lll 8
Bus llll l 6
Other l 1

3 Each learner's bar chart for question 1 will vary according to their results. The following bar chart
shows the information for question 2.
Bar chart to show how another class travels to school
14
12
10
Frequency

8
6
4
2
0
Walk Bicycle Car Bus Other
Method of transport

4 a Learners’ possible reasons for the different results between classes will vary.
b Learners’ answers about what they think the bar chart would show if they asked 15-year-old
learners how they travel to school will vary.
c Learners’ answers about what they would change about the way people travel to school
will vary.

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 Unit 6 Fractions – Answers

Learner’s Book
Page 61: Practise
1 a Check that learners have cut and labelled the strips correctly.
b Sentences will vary, but should draw on what learners have noticed about the parts and wholes.
For example:
• When I cut the whole into thirds, there are fewer equal parts than when I cut the same whole into
quarters.
• When I cut the whole into twelfths, there are more equal parts than for sixths, but each part is
smaller.
6
• There are __
6
in one whole.
• The thirds are bigger than the quarters.
6 3 2 12
2 a 6 =1 b 1= 3 c __
2
= 1 d Answers will vary, for example: =1
12
1
3 a __
3
​​ 14 ​​.)
(The shape on the left has the larger fraction shaded. The shape on the right shows __
2
b __
3
​​ 24 ​​ or __
(The shape on the right has the larger fraction shaded. The shape on the left shows __ ​​  12 ​​.)
3
c __
5
​​ 36 ​​ or __
(The shape on the right has the larger fraction shaded. The shape on the left shows __ ​​  12 ​​.)


Page 63: Practise

​​  13
1 a __ ​​  15
b __ ​​  18
c __ 1
d ___
10
Division sentences are: 1 ÷ 3, 1 ÷ 5, 1 ÷ 8 and 1 ÷ 10.
3
2 __
4
​​ litre is in each jug.
1 1
3 a Watermelon __
6
Apple __
2
b
Watermelon Apple
1 1 1 1 1 1
__
6
__
6
__
6
__
6
__
6
__
6
​​  12
__ ​​  12
__

1
c Learners should provide an explanation to show that __
2
of a whole is larger because the whole
is divided into fewer equal parts.


Page 65: Practise

1 Learners should find the following fractions of 24:
​​  12 of 24 = 12
__ ​  13 of 24 = 8
__ 1
__
4
​ of 24 = 6 1
__
6
of 24 = 4
1
__ 1
___ 1
___
of 24 = 3 12
of 24 = 2 24
of 24 = 1
8
1
Learners may also find __
1
of 24 = 24.

​​  13 of 15 = 5
2 a __ 1
b __
4
​ of 28 = 7 1
c __
6
of 30 = 5

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 67: Practise

2 __
1 __​, 3, __
4 ___
, 5 , ___
4 6 8 10 12
6

2 The following number of equivalent fractions are on the wall for the fractions given.
Learners should also list them.
3
__ 6 9
4
​​has 2 equivalent fractions on the wall: __
8
and ___
12
4
__ 2 8
6
has 2 equivalent fractions on the wall: __
3
and ___
12
2
__ 1 3
8
has 2 equivalent fractions on the wall: __
4
​​ and ___
12
​  13 has 2 equivalent fractions on the wall: __
__ 2
6
4
and ___
12
4
___
12
​ 13 and __
has 2 equivalent fractions on the wall: __ 2
6
All the fractions have the same number of equivalent fractions on the fraction wall.
3 Learners’ own equivalent fractions, for example:
5 ___
__ = 10 or ___
8 16
15
24
, and so on
5 ___
___ = 10 or ___
12 24
15
36
, and so on

Page 68: Quiz

1 The piece of red string will be longer than a blue piece.
10
2 a 1 = 10
12
b 1=
12
8
__
c 8= 1

1
3 a ​​ __
2
of a sandwich each
1
b __
5
of a watermelon each
3
c __
4
​​of a pie each

1 6 12 1 7
4 a ​​ __
2
of 12 (___
12
or ___
24
) is bigger than __
4
​of 28 (___
28
)
1 10 1 6
b ​ __
3
of 30 (___
30
) is bigger than __
5
of 30 (___
30
)

4
5 ___
12
​ 13) is shaded green;
(learners may have written __
8
___ 2
12
(learners may have written __
3
) is shaded yellow.

2 __
6 For example, __, 3, ___
4 ___
6 9 12 15
, 5

2
7 No, there are no other colours of pencils, because __
4
​​ 12.
​is equivalent to __
There are two halves in a whole.


20 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 33:

Can you remember?
a 12 ÷ 2 = 6 b 10 ÷ 2 = 5 c 20 ÷ 2 = 10
16 ÷ 2 = 8 14 ÷ 2 = 7 8÷ 2 =4
18 ÷ 2 = 9 18 ÷ 2 = 9 6÷ 2 =3
Parts and wholes
Learners use the TWM skill of ‘specialising’ in question 2.
1 a b
1 1
1 1
​​ __
2
​​ __
2
​​  13
__ ​​  13
__ ​​  13
__

c d
1 1
1 1 1 1 1 1 1 1
​​ __
4
​​ ​​ __
4
​​ ​​ __
4
​​ ​​ __
4
​​ ​​  15
__ ​​ __
5
​​ __
5
​​ __
5
​​ __
5
1
2 a ​​ __
3
​​  14 ​​of the same whole because the whole is divided into fewer equal parts
of a whole is larger than __
(3 instead of 4).
1
b ​​ __
5
​​  12 of the same whole because the whole is divided into more equal
of a whole is smaller than __
parts (5 instead of only 2).
4 4
c __
4 ​​ is equal to one whole (1) because the whole is divided into four equal parts and __
4
​​is all of
these parts.

Workbook answers page 34:

Equal shares
Learners use the TWM skill of ‘convincing’ in question 2.
1 1 1 1 1
1 a 1 ÷ 2 = __
2
b 1 ÷ 3 = __3
c 1 ÷ 6 = __
6
d 1 ÷ 4 = __
4
e 1 ÷ 5 = __
5
3
2 __
4 ​ of a litre of juice is in each of the four containers. Learners’ diagrams should show three wholes
divided into four equal parts.

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 21
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 35:

Fractions of shapes and quantities
1 a Check that the learner’s shape is divided into five equal parts and that they have labelled each
1
part as __
5
.
b Check that the learner’s shape is divided into three equal parts and that they have labelled each
1
part as __
3
.
c Check that the learner’s shape is divided into ten equal parts and that they have labelled each
1
part as ___
10
.
2 a 4 marbles Learners should have circled 4 marbles.
b 8 marbles Learners should have circled 8 marbles.
c 2 marbles Learners should have circled 2 marbles.

Workbook answers page 36:

Equivalent fractions
Learners use the TWM skill of ‘convincing’ in question 1, and the skill of ‘specialising’ in question 2.
1 a
Solution 1 Solution 2 Solution 3 Solution 4
Number of fruit pies 1 2 3 4
Number of children who
2 4 6 8
get an equal share
Fraction of whole pie 1 2 3 4
​​ __ __ __ __
for each child 2 4 6 8

​​  12, __
b Learners’ own drawings to show that all fractions __ 2 __
​, 3 and __
4 6
4
8
are equivalent
2
2 Answers may vary but must be equivalent to __
3
.

Solution 1 Solution 2 Solution 3 Solution 4

Number of vegetable
4 6 8 10
pies
Number of children who
6 9 12 15
get an equal share
Fraction of a whole pie 4
__ 6
__ 8
___ 10
___
for each child 6 9 12 15

22 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Term
1 Review – Answers

Units 1–6
Pages 69–70
1 a 5
b 0
c –4
2 a 43
b 160
3 Check that learners have drawn a rectangle that is 4 cm wide and 5 cm long.
4 a 20 cm2
b 18 cm
5 To the nearest 1 000 To the nearest 100 To the nearest 10
3 449 3 000 3 400 3 450
15 652 16 000 15 700 15 650

6 a 345 + 101 = 446 b 345 – 102 = 243

345 + 99 = 444 345 – 98 = 247
7 Times in order from earliest to latest: 5:30 a.m., 7:45 a.m., 07:50, midday, 17:00, 19:45
8 Check that learners choose viable sorting criteria, such as ‘Has wheels’ and ‘Carries more than four
passengers’ and write different modes of transport in the correct sections of the Venn diagram.
9 a True
2 ___
b False ( __ is 4 )
5 10
1 ___
c False ( __ = 8 whereas __
9 72
1 ___
= 9)
8 72
3
10 __
4

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 23
Cambridge Primary Mathematics Second Edition Stage 4 Answers
Unit 7 Calculation – Answers

Learner’s Book
Pages 72–73: Practise
1 a Ruler = $2 b Each scarf = $9
2 Check that learners have been consistent in their use of symbols.
Learners must choose their own symbols for each item.
a Notebook + toy car = $11 $2 + $9 = $11
$5 – notebook = $3 $5 – $2 = $3
Notebook = $2; toy car = $9
b Pencil sharpener + pencil sharpener = 100c 50c + 50c = 100c
Pencil sharpener – pencil = 10c 50c – 40c = 10c
Pencil sharpener = 50c; pencil = 40c
c T-shirt + toy boat = $15 $11 + $4 = $15
$20 – T-shirt = $9 $20 – $11 = $9
T-shirt = $11; toy boat = $4
3 a ê = 30 = 70 30 + 70 = 100 80 – 30 = 50

b = 10 =3 10 + 10 = 20 10 – 7 = 3

c = 10 = 30 10 + 20 = 30 70 + 30 = 100

Pages 75–76: Practise

1 a 347 + 44 = 391 347 + 244 = 591
591 is 200 more than 391 because an extra 200 was added.
b 579 – 133 = 446 579 – 333 = 246
246 is 200 less than 446 because 200 more was subtracted.
c 425 + 362 = 787 425 + 562 = 987
987 is 200 more than 787 because 200 more was added.
d 752 – 252 = 500 752 – 552 = 200
200 is 300 less than 500 because 300 more was subtracted.
2 Check learners’ estimates.
a 319 + 295 = 614 Example estimates: 320 + 300 = 620 or 300 + 300 = 600
b 375 + 237 = 612 Example estimates: 380 + 240 = 620 or 400 + 200 = 600
c 349 + 254 = 603 Example estimates: 350 + 250 = 600 or 300 + 300 = 600
d 358 + 279 = 637 Example estimates: 360 + 280 = 640 or 400 + 300 = 700
3 Check learners’ estimates.
a The incorrect calculations are: 285 + 368 = 553 634 – 592 = 72
b Corrections for the calculations in part a: 285 + 368 = 653 634 – 592 = 42
4 a Check learners’ estimates.
Week 1: 324c Week 2: 499c Week 3: 419c
b Week 1: 176c Week 2: 1c Week 3: 81c

24 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 78: Practise

1 Check learners’ arrays as they work.
7×1=7 1×7=7
7 × 2 = 14 2 × 7 = 14
7 × 3 = 21 3 × 7 = 21
7 × 4 = 28 4 × 7 = 28
7 × 5 = 35 5 × 7 = 35
7 × 6 = 42 6 × 7 = 42
7 × 7 = 49 7 × 7 = 49
7 × 8 = 56 8 × 7 = 56
7 × 9 = 63 9 × 7 = 63
7 × 10 = 70 10 × 7 = 70
2 a 7 × 5 = 35 b 7 × 6 = 42 c 7 × 8 = 56
5 × 7 = 35 6 × 7 = 42 8 × 7 = 56
35 ÷ 5 = 7 42 ÷ 6 = 7 56 ÷ 8 = 7
35 ÷ 7 = 5 42 ÷ 7 = 6 56 ÷ 7 = 8
3 a 2×4=8 b 5 × 6 = 30
5 × 4 = 20 2 × 6 = 12
7 × 4 = 28 12 + 30 = 42
28 ÷ 7 = 4 pots of seven pens 7 × 6 = 42 days in six full weeks
c 7 × 3 = 21, so three games cost $21
d 35 ÷ 7 = 5 (or 7 × 5 = 35), so there are 5 apples in each basket.


Pages 80–81: Practise

1 a 4 × 6 = 24 b 8 × 6 = 48 c 3 × 7 = 21 d 9 × 7 = 63
40 × 6 = 240 80 × 6 = 480 30 × 7 = 210 90 × 7 = 630
4 × 60 = 240 8 × 60 = 480 3 × 70 = 210 9 × 70 = 630
2 Check learners’ completed arrays.
a 28 × 3 = 84 b 28 × 6 = 168 c 33 × 7 = 231 d 66 × 7 = 462
3 Check that learners set out each calculation correctly.
30 × 6 = 180 30 × 3 = 90
a 37 × 6 = 7 × 6 = 42 b 37 × 3 = 7 × 3 = 21
= 222 = 111
40 × 4 = 160 40 × 8 = 320
c 43 × 4 = 3 × 4 = 12 d 43 × 8 = 3 × 8 = 24
= 172 = 344

4 a    32 b    45 c    63 d    56
× 6 × 7 × 3 × 4
= 192 = 315 = 189 = 224


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 83: Practise

1 a 2 × 9 = 18 b 5 × 9 = 45 c 7 × 9 = 63
200 × 9 = 1 800 500 × 9 = 4 500 700 × 9 = 6 300
2 × 900 = 1 800 5 × 900 = 4 500 7 × 900 = 6 300
2 a Check learners’ completed arrays.
158 × 6 = 948 108 × 9 = 972
b Check the arrays that learners sketch.
139 × 4 = 556 247 × 3 = 741 117 × 8 = 936
3 Check that learners have set out the column method correctly.
a   123 b   135 c   263 d   246
× 6 × 7 × 3 × 4
= 738 = 945 = 789 = 984
4 Pia uses a greater length of ribbon in total. 12 cm more


Page 83: Let’s talk

Estimate is less than 2 000 Estimate is between 2 000 and 5 000 Estimate is greater than 5 000
234 × 8 535 × 6 641 × 9
893 × 2 458 × 6 782 × 7
390 × 7


Page 84: Quiz

1 ê = 58 = 42
a 58 + 42 = 100 b 84 – 42 = 42
2 a 365 + 258 = 623 b 358 + 265 = 623 c 632 – 287 = 345 d 632 – 596 = 36
3 a 28 days b 49 days c 63 days d 70 days
4 a True b False c True
5 Parts a and d are wrong; answers for those should be: 315 and 387, respectively.
6 a 400 × 6 = 2 400 b 600 × 4 = 2 400 c 800 × 7 = 5 600 d 700 × 8 = 5 600
7 a 123 × 4 = 492 b 123 × 8 = 984 c 157 × 3 = 471 d 157 × 6 = 942


26 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 38:

Can you remember?
a 27 ÷ 3 = 9 b 56 ÷ 8 = 7
27 ÷ 9 = 3 56 ÷ 7 = 8
Missing number problems
1 a One bottle of juice: $2 b One sandwich: $3
2 a = 13 ê = 20
b  = 6 = 30

c = 25 À = 75

Workbook answers page 39:

Addition and subtraction
Learners use the TWM skill of ‘specialising’ in question 2.
1 Learners play a game with a partner.
2 Check that learners have found all the possible solutions.
Pia could have the following amounts more than Sanchia:
19c (375c – 356c), 44c (400c – 356c), 69c (425c – 356c), 94c (450c – 356c), 119c (475c – 356c).

Workbook answers page 40:

Multiplication table of 7
1 Check that learners’ arrays are shaded in the same way as the examples and that they match the
multiplications given.
a 5 × 4 = 20 b 5 × 5 = 25 c 5 × 6 = 30
2×4=8 2 × 5 = 10 2 × 6 = 12
7 × 4 = 28 7 × 5 = 35 7 × 6 = 42

2 a 28 ÷ 7 = 4 b 70 ÷ 7 = 10 c 56 ÷ 7 = 8 d 49 ÷ 7 =7

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 41:

Multiplying a 2-digit number by a 1-digit number
Learners use the TWM skill of ‘generalising’ in question 2.
1 a 7 × 3 = 21 b 3×3= 9 c 4 × 3 = 12
70 × 3 = 210 30 × 3 = 90 40 × 3 = 120
d 7 × 5 = 35 e 6 × 2 = 12
70 × 5 = 350 6 × 20 = 120
2 14 × 7 = 98 24 × 7 = 168 34 × 7 = 238
16 × 7 = 112 26 × 7 = 182 36 × 7 = 252
18 × 7 = 126 28 × 7 = 196 38 × 7 = 266
Learners should notice that the answers in each set increase by 14 each time.
They may explain that this is because there are an extra 2 sevens each time.
In each set of answers, the ones digits are 8, 2 and 6.
3 675 ml (in nine bottles)

Workbook answers page 42:

Multiplying a 3-digit number by a 1-digit number
1 a 600 × 4 = 240 False (Correct answer is 2 400)
b 7 × 300 = 2 100 True
c 500 × 3 = 1 500 True
d 3 × 400 = 1 300 False (Correct answer is 1 200)
2 Learners choose to use mental or written methods. Estimates will vary.
a Calculation: 332 × 3 = 996 Estimate: for example, 300 × 3 = 900
b Calculation: 126 × 7 = 882 Estimate: for example, 100 × 7 = 700
3 816 km

28 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Unit 8 Probability – Answers

Learner’s Book
Page 86: Practise
1 a Depends on the climate and season
b Impossible
c Certain – although there are a very few books created using pictures to tell the story without words,
the front and back covers of these books are likely to have the title, name of the author and publisher.
d Learners’ answers may vary!
2 Answers will vary and should be open to discussion as a class.


Page 88: Practise

Learners use the TWM skills of ‘conjecturing’ and ‘convincing’ in question 3.
1 With more tests, the results should show that each option is equally likely.
2 Learners should be able to make predictions with increasing confidence.
3 Player 2 should win more often, overall.


Page 89: Quiz

1 Sport is a good context for prompting discussions about likelihood, probability and outcomes. From the
picture, learners may interpret that the home team is more likely to win, that it is unlikely the goalkeeper
will save the ball, or perhaps that it is impossible for the away team to win.
2 It should be much more likely to score a star than a circle. It is equally likely to be a blue shape or not a
blue shape. More tests will produce more accurate results.


Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 29
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 44–45:

Can you remember?
Red – 30 Green – 21 Blue – 34 Yellow – 18
Certain, impossible, likely, unlikely
Learners use the TWM skills of ‘conjecturing’ and ‘convincing’ in question 1.
1 The choice of events will vary but learners should be able to justify their choices using the language
of probability.
2 Learners’ choice of events will vary. Check that they are able to justify their choices using the
language of probability.
3 Learners’ imaginary day full of unlikely events will vary. Encourage them to be creative! Ensure that
learners justify their imaginary events choices using the language of probability.

Workbook answers page 46:

Probability experiments
1 a On this spinner, the score will most often be 5.
b The score on this spinner is less likely to be an even number.
2 and 3 Responses will vary, based on the individual results, but the dot plot should match the results.

30 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Unit 9 Number – Answers

Learner’s Book
Page 91: Practise
Learners will use the TWM skills of ‘critiquing’ and ‘improving’ in question 4.
1 a 250 300 b 253 322 c 1 250 300
2 a 54 203 = 50 000 + 4 000 + 200 + 0 + 3
b 254 135 = 200 000 + 50 000 + 4 000 + 100 + 30 + 5
c 4 375 069 = 4 000 000 + 300 000 + 70 000 + 5 000 + 0 + 60 + 9
3 a To the nearest 100 000: 100 000, 300 000, 3 200 000
b To the nearest 10 000: 70 000, 270 000, 3 250 000
c To the nearest 1 000: 65 000, 273 000, 3 246 000
d To the nearest 100: 65 300, 273 100, 3 246 400
e To the nearest 10: 65 320, 273 050, 3 246 360
4 a False. Corrected to 135 345 < 135 435
b False. Corrected to 326 400 = 3 264 hundreds
c True
d True


Page 93: Practise

Learners will use the TWM skills of ‘generalising’ and ‘convincing’ in question 3.
1 The missing terms are in bold.
a 22, 17, 12, 7, 2, –3, –8 b –16, –12, –8, –4, 0, 4
c 1, 3, 9, 27, 81, 243 d 5 000, 1 000, 200, 40, 8
2 The missing terms are in bold.
a 22, 16, 10, 4, –2, –8 Rule is: subtract 6
b 3, 6, 12, 24, 48, 96, 192 Rule is: multiply by 2 or double
c 160, 80, 40, 20, 10, 5 Rule is: divide by 2 or halve
d 1, 4, 16, 64, 256 Rule is: multiply by 4
e 2 654, 3 654, 4 654, 5 654, 6 654, 7 654 Rule is: add 1 000
3 Sequences b, d, e and h will have zero as one of the values as they continue.


Page 95: Practise

1 The next term after each number is:
a 0 b 100 c 70 d 1 000
2 Following the rule, the 3rd term for each is:
a 4 b 45 c 49 d 7


Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 31
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 97: Practise

Learners use the TWM skill of ‘generalising’ in question 1.
1 Numbers and diagrams used will vary.
a False b True c True
d False e False f False
2 a 4+3=4+2+1 b 5+4=1+4+4 c 8+7=8+6+1
3 a 9+5 b 7+6 c 6+5+3
(8 + 1) + (4 + 1) (1 + 6) + 6 6 + (4 + 1) + (2 + 1)
8+4+2 1+6+6 6+4+1+2+1
Total is even Total is odd 6+4+2+2
Total is even


Page 98: Practise

Learners use the TWM skill of ‘generalising’ in question 1. In question 2, they use the TWM skill
of ‘classifying’.
1 a False b True c True
d False e True f False
2 Calculations with an even answer: 144 – 78; 87 – 49; 299 – 153; 346 – 88
Calculations with an odd answer: 63 – 24; 268 – 135


Pages 100–101: Practise

Learners use the TWM skill of ‘specialising’ in question 3.
1 a
35 18 36 48

5 7 3 6 9 4 8 6

b Accept factors written in a different order (for example, 7 and 5 with 35 ÷ 7 = 5)

35 is a multiple of 5 and 7 because 35 ÷ 5 = 7
18 is a multiple of 3 and 6 because 18 ÷ 3 = 6
36 is a multiple of 9 and 4 because 36 ÷ 9 = 4
48 is a multiple of 8 and 6 because 48 ÷ 8 = 6
2 a
30 28 24 90

5 6 4 7 3 8 10 9

b Accept factors written in a different order (for example, 5 and 6, 6 × 5)

5 and 6 are factors of 30 because 5 × 6 = 30
4 and 7 are factors of 28 because 4 × 7 = 28
3 and 8 are factors of 24 because 3 × 8 = 24
10 and 9 are factors of 90 because 10 × 9 = 90

32 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

3 Explanations may vary slightly as long as they are mathematically correct.

a 24 (for example, because the rest are all multiples of 5)
b 35 (for example, because the rest all have 10 as one of their factors)
c 42 (for example, because the rest are all multiples of 4)
d 37 (for example, because the rest are all in the 7 times table)


Page 102: Quiz

1 a 24, 19, 14, 9, 4, –1, –6 (Rule: subtract 5)
b 3, 6, 12, 24, 48, 96 (Rule: multiply by 2 or double)
2 630 (the second term is 60)
3 The missing numbers will vary. Check that learners’ numbers give answers that are even or odd, as stated
in the question. For example:
a 3 + 5 = even
b 7 – 5 = even
c 8 – odd = odd
d odd – 6 = odd
e even + 1 = odd
4 The factor pairs chosen may vary as long as they are correct for the number given in the question.
a 5 and 2 because 5 × 2 = 10
b 3 and 6 because 3 × 6 = 18
c 4 and 5 because 4 × 5 = 20
d 7 and 6 because 7 × 6 = 42
5 Explanations may vary as long as they are mathematically correct. For example:
• 25 is not a multiple of 3 because 25 does not divide exactly by 3. There is a remainder.
• 25 is not a multiple of 3 because 25 is not in the 3 times table.


Workbook answers page 48:

Can you remember?
Learners should have drawn lines as shown here.

–5 0 –3 5 3

positive five negative five positive three zero negative three

Larger numbers
1 a 343 201 = 300 000 + 40 000 + 3 000 + 200 + 0 + 1
b 542 097 = 500 000 + 40 000 + 2 000 + 0 + 90 + 7
c 2 343 201 = 2 000 000 + 300 000 + 40 000 + 3 000 + 200 + 0 + 1
2 Learners should have circled 345 231 and 2 345 250.
3 Round to the 100 000 10 000 1 000 100 10
nearest:
a 439 505 400 000 440 000 440 000 439 500 439 510
b 674 791 700 000 670 000 675 000 674 800 674 790
c 1 573 234 1 600 000 1 570 000 1 573 000 1 573 200 1 573 230

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 33
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 49:

Working with sequences
1 The missing terms are in bold.
a 110 130 150 170 190 210 230

b 9 5 1 –3 –7 –11 –15 Rule: Subtract 4

c 5 10 20 40 80 160 320 Rule: Double or multiply by 2

d 192 96 48 24 12 6 3 Rule: Halve or divide by 2

2 The next three terms in each sequence are:

a 13, 29, 61 b 12, 4, 0 c 10, 80, 780
3 The number 16 is not a term in any of the sequences.

Workbook answers page 50:

Even and odd numbers
1 a 4+8 The total is: even.

˜˜˜˜˜˜
˜˜˜˜˜˜
b 5+7 The total is: even.

˜˜˜˜˜˜
˜˜˜˜˜˜
2

5 + 7 = even

– – –

2 + odd = 3

= = =

odd + even = 9

34 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 51:

The relationship between factors and multiples
Learners use the TWM skill of ‘classifying’ in question 2, the skill of ‘convincing’ in question 3, and the
skill of ‘specialising’ in question 4.
1 a
18
9 9
6 6 6
3 3 3 3 3 3
2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

b 1 and 18 2 and 9 3 and 6

2
Multiple Multiple Factor Not a multiple
of 3 of 5 of 100 of 4
30 25 25 25
24 30 10 30
12 10 10
15 15 15

3 A
 n explanation that 21 is not a multiple of 4 or 5.
Banko should say that 4 and 5 are factors of 20 because 4 × 5 = 20.
4
9
2 4
18 36

14 12
7 3
42 15

6 6 40 5
8
1 8

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 35
 Unit 10 2D and 3D shapes – Answers

Learner’s Book
Page 105: Practise
Learners use the TWM skills of ‘characterising’ and ‘classifying’ in question 1.
1 Shapes a, c and d have correct lines of symmetry.
2 a 2 lines of symmetry b 1 line of symmetry c 1 line of symmetry
d 4 lines of symmetry e 1 line of symmetry f 0 lines of symmetry


Page 108: Practise

1 Shape 1 matches net e. Shape 2 matches net c.
Shape 3 matches net f. Shape 4 matches net a.
Shape 5 matches net d. Shape 6 matches net b.
2 Shapes a and b have an even number of faces. Shapes c and d have an odd number of vertices.


Page 112: Practise

1 Angles b, d and f are acute angles.
Angles a and e are right angles.
Angles c and g are obtuse angles.
2 a The needle makes an obtuse turn when it moves from 3 to 7.
b We know that it is obtuse because the turn is greater than a right angle.
c From 7, after moving a quarter turn, the needle on the dial could point to 1 (if it moves clockwise)
or 4 (if it moves anticlockwise).
3 Learners’ sketches will vary. Check that all learners are able to label the angles accurately.


Page 113: Quiz

1 Learners should be able to show mirror lines that are horizontal, vertical and diagonal on shapes like
those shown.
a Learners’ square should show four lines of symmetry.
b This is a triangle with sides of different lengths, so learners should see that there are no lines of
symmetry.
c Learners’ hexagon should show eight lines of symmetry.
2 a The cube has 6 square faces.
b The cuboid has 6 rectangular faces. In a cuboid, 2 opposite faces may be squares.
c The triangular prism has 2 triangle faces and 3 rectangle faces.
3 The net forms a square-based pyramid.
4 a and b Check that learners can justify their acute angle and obtuse angle by comparing them with
right angles.


36 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 53–54:

Can you remember?
Learners’ estimates will vary. Measurement of the area is 36 cm2.
Symmetry
1 The diagrams show one line of symmetry for each shape.
a b c d

a b c

d e

g
f

a b c

a b c

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 37
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 55:

3D shapes and nets
1 Cube Triangle-based pyramid Triangular prism Cuboid

2 a Number of vertices = 10
Number of edges = 15
Number of faces = 7
Number of vertices = 12
b Number of edges = 18
Number of faces = 8
Number of vertices = 6
c
Number of edges = 9
Number of faces = 5
Number of vertices = 16
d
Number of edges = 24
Number of faces = 10

Workbook answers page 56:

Angles and turns

Learners use the TWM skill of ‘generalising’ in question 2.

1
a A b O O c O

O O
O O

A A O O O O A

d O A e O O f O O

A
A O A A

2 Shapes will vary, but learners should be able to justify their drawings based on the properties of the
shapes and the grid.

38 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
Unit 11 Fractions – Answers

Learner’s Book
Page 115: Practise
Learners use the TWM skills of ‘critiquing’ and ‘improving’ in question 1.
1
1 a True b False (​​ __
8
​​  16)
is less than __
c False (10 pieces is one more than 9, so each piece will be smaller.)
1 1 1 1
2 a ​​ __ 5
Matching division sentence: 1 ÷ 5 = ​​ __
5
b __
7
Matching division sentence: 1 ÷ 7 = ​​ __
7
1 1 1
c __ ​​  19 Matching division sentence: 1 ÷ 9 = ​​ __
9
d _
12
Matching division sentence: 1 ÷ 12 = _
12
3 6 charities


Page 118: Practise

1 Learners’ own diagrams to find:
1
​​  14 ​​ of 20 = 5
a __ ​​  15 of 20 = 4
b __ c _
10
of 20 = 2
​​  12 of 30 = 15
d __ ​​  13 of 30 = 10
e __ 1
f ​​ __
6
of 30 = 5
2 9 children like soccer; 12 children like tennis; 6 children like swimming; 4 children like basketball.
Therefore, 5 children like athletics. (36 – (9 + 12 + 6 + 4) = 36 – 31 = 5)


Page 118: Try this

In these questions, learners use the TWM skill of 'convincing’.
​​  12 of 40 = 20.
a Blue shows that __ ​​  15 of 40 = 8.
b Yellow shows that __
​​  18 of 40 = 5.
c Orange shows that __ 7
d White shows ___
40
.


Pages 120–121: Practise

Learners use the TWM skill of ‘convincing’ in question 3.
1 The number of equivalent fractions that learners write each time may vary.
1 ___ 1 ___
a __ = 2 = ___
5 10 15 20
3 ___
= 4 , … b _ = 2 = ___
3 ___
10 20 30 40
= 4 ,…
3 __
c __​= 6​ = ___
4 8 12 16
9 ___
= 12, … 2 __
d __ = 4 = __
3 6 9 12
6 ___
= 8 ,…
3 __
2 a __​ = 6​
4 8
2 ___
b __ = 4
5 10
6
c 1 = __
6
3 The girls shared 3 packs of animal cards.


Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 39
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Pages 123–124: Practise

Learners use the TWM skill of ‘generalising’ for questions 3 and 4.
1 Learners should have drawn diagrams to match each addition.
2 __
a __ + ​​  1 = __
3 3 3
3
=1

​​  13
__ ​​  13
__ ​​  13
__

5 __
b __ + 3 = __
8 8 8
8
=1

​​  18
__ ​​  18
__ 1
​​ __
8
1
​​ __
8
1
​​ __
8
​​  18
__ ​​  18
__ ​​  18
__

​​  16 + __
c __ 5 __
6 6
=6=1

​​  16
__ ​​  16
__ ​​  16
__ ​​  16
__ ​​  16
__ ​​  16
__

4 __
d __ + 6 = __
6 2 6
4 4 18
and 3 wholes ( __
6 6
+ ___) = 22 4
___ or 3 and __
6 6
2
or, some learners might say 3 and __
3

​​  16
__ ​​  16
__ ​​  16
__ ​​  16
__

3 __
2 a __ + 2​ = __
8 8 8
5 6 __
b ​__ – 2​ = __
8 8 8
4 4 __
c __ + 1 = __
7 7 7
5

6 __
d __ – 3 = __
7 7 7
3 4 __
e __ + 4 = __
9 9 9
8 8 __
f __ – 4 = __
9 9 9
4

3 Learners must make estimates first.

3 __ 7 9
a __
8 8
+ 4 = __
8
7 __
b __
8 8
+ 2​ = __
8
5 5
c ​​  14 ​​ + __
__ 3 __
​+ ​​  1 ​​ = __
3 __
d __
4 4
+ 2 = __
9 9 9 4
​​
4 Learners must make estimates first.
7 __ 6 3
a __
8 8
– ​​  1 = __
​8 7 __
b __
8 8
– 4 = __
8
6 __
c __ ​​  18
​8 – 58 = __ 6 ___
d ___ 4
– 2 = ___
10
10 10
5
5 a Pia has coloured in __8
of the shape.
3
__
b Banko has 4 ​of the bag of marbles left.
​​  15 of the money she needs.
c Elok still needs to save __


Page 125: Quiz

3
1 __
4
​ of a cake is on each plate.
2 a 6 squares b 3 squares c 4 squares
d 2 squares e 1 square
​​  14 ​​ and __
3 Shapes a and d: __ 2 3
​ (some learners might say __
8 4
6
​and __
​)
8
2 __ 5 6 1
4 a __
5 5
+ ​  3 = __
5
=1 2 __
b __
5 5
+ 4 = __
5
= 1 __
5
4 __ 7 __ 2 5
c __
5 5
+ ​  3 = __
5
=1
5
7 __
d __
8 8
– 2​ = __
8
4 __
7 __
e __ – 3 = __ = 2 = __
8 4 2
1 7 __
f __ 2 __
​8 = 14
– 5 = __
8 8 8 8

40 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 58:

Can you remember?
​​  12 .
Learners should have ticked the third shape, which shows __
Equal parts
Learners use the TWM skill of ‘convincing’ in question 1.
1 a Pia’s friends will have a larger fraction of the bottle.
Learners’ sketches should show that __ ​​  13 of the same whole is larger than __
1
4
​of the same whole.
1 1 3
2 a 1 ÷ 4   ​ b 1 ÷ 5   c 3 ÷ 4  
4 5 4

Workbook answers page 59:

Finding fractions of shapes and quantities
Learners use the TWM skill of ‘convincing’ in question 2.
1 Check that learners have circled three stars.
1
2 Banko is wrong because he shaded __
4
​ of the diagram.
​​ 15 ​​ of 20 = 4.
He needed to shade 4 squares because __

3 36 – (9 girls + 6 boys) = 36 – 15 = 21 adults

Workbook answers pages 60–61:

More about equivalent fractions
Learners use the TWM skill of ‘specialising’ in question 2.
​​ 68 ​​and is not equivalent to __
1 Learners should have circled the third shape. It shows __ 2
3
.
2 Learners’ will draw their own examples to show shapes with a different total number of squares
​35 ​​ shaded in one colour each time (for example, ___
but with __ 6
​10 4
​​ shaded in one colour and ___
​10 ​​ shaded in
another colour).
3 20 marbles
4

3 6 2 5 14 4
0 1
15 20 5 10 20 5
1 3 4 7 8
5 10 10 10 10
2
10

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 41
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 61–62:

Adding and subtracting fractions
Learners use the TWM skill of ‘specialising’ in question 4.
4
1 a __
5
Learners should have shaded four of the five blocks in the diagram.

b ​  35 Learners should have shaded three of the five blocks in the diagram.
__

4
c __ 6
Learners should have shaded four of the six blocks in the diagram.
5
d __ 7
Learners should have shaded five of the seven blocks in the diagram.
1 __
2 a ​​ __ + ​  3 = __
5 5 5
4

9 6 3
b ___
10
– ___ = ___
10 10

✗ ✗ ✗ ✗ ✗ ✗
​​  14 ​​ + __
c __ 2 __
​ + 3 ​= __
4 4 4
​​  6 ​​ = 1 __
2
4
1
​= 1__
2
​
Learners may have added in a different order. For example:

or

3 Group Apple Banana Other

3 4 1
A __
8
__
8
​​ __
8
5
___ 3
___ 2
___
B 10 10 10
2
C ​​  16
__ __
6
3
__
6
3
__ 4
__ 2
__
D 9 9 9
4 L earners should find at least three solutions to the problem. However, the fraction of football stickers
must have numerator 2, the fraction of swimming stickers must have numerator 3 and the other
fraction must make a total of 1 with the other two fractions. Learners may use addition sentences or
sketch diagrams.
Possible solutions include:
Football stickers Swimming stickers Basketball stickers
2 3
__
6
__
6
​​  16
__

2
__ 3
__ 2
__
7 7 7
2
__ 3
__ 3
__
​8 8 8
Do not accept denominator 5, because this would mean that there are no basketball stickers and we
are told there are some of this type of sticker.

42 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
Unit 12 Angles, position and direction –
Answers

Learner’s Book
Page 127: Practise
1 a West
b South (if a clockwise turn), north (if an anticlockwise turn)
c 360°
2 a The name of the shape at each direction:
• triangle • sun • circle
b The moon shape is in the direction of north-west.


Pages 129–130: Practise

Learners use the TWM skill of ‘critiquing’ in question 1.
1 a West
b North-west; about 50 metres
c Slightly north, then north-west – 70 to 80 metres in total
2 Check that learners’ descriptions lead from the start to the finish for part a and part b.


Page 133: Practise

Learners use the skill of ‘specialising’ in part d of question 2.
1 Learners should join the four points to form a quadrilateral.
2 a (6, 2)    (10, 5)    (12, 8)    (0, 10)
b (1, 5), (4, 11), (7, 6) and (10, 11)
c There are three options: (12, 1), (7, 5) and (6, 12)
d Elok will need to cross the river at one of the bridges. The nearest bridge is at (7, 5).
Prompt learners to use the language of the four main compass directions.


Page 134: Quiz

1 The diagram should be labelled as follows: 2 Learners should be able to justify their positioning
N of the cinema, school, park and shopping mall on
the map they draw.
NW NE
3 A is at (3, 1)
B is at (1, 3)
W E

SW SE

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 43
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers page 64:

Can you remember?
Check that learners have drawn a compass with the four cardinal points placed and labelled correctly.
North, south, east, west
Learners use the TWM skill of 'specialising' in question 2.
1 a A
b A
c C
d D
2 One possible solution (there are others): Start on A: west, north-east, south-east,
south-west, north, south-east, west, north-east, south

Workbook answers page 65:

Directions and maps
1 a The Tasman Sea is to the west of New Zealand.
b The Pacific Ocean is to the east of New Zealand.
c Stewart Island is in the south.
2 Answers will vary, but learners should justify their answers based on the map.
3 Answers are approximate:
a It is 700–800 km from Auckland to Christchurch.
b It is 150 km from Hamilton to Gisborne.
c Answers will vary: 400 km from Mt. Cook to Nelson or Wellington.

Workbook answers page 66:

Coordinates
1 a The word is MULTIPLE.
b Learners should try to make up their own mathematical word and write the coordinates for each
letter. For example: (4, 1), (7, 1), (7, 8), (8, 5) for CUBE.
2 Learners should play the game in pairs. Observe as they play and assist as needed.

44 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Term
2 Review – Answers

Units 7–12
Pages 135–136
1 a Bat: $9
b Ball: $6
2 a 30 × 4 = 120
b 36 × 4 = 144
c 400 × 7 = 2 800
d 423 × 7 = 2 961
3 a It is likely that the next car I see will have four wheels. (Note: ‘likely’ because there is still the
occasional car to be seen with three wheels and some cars have six wheels.)
b The probability of a thunderstorm in the next five minutes is _______. (The answer to this will depend
on the weather conditions at the time.)
1 1 1
4 a ​​ __
2
= 12 b ​​ __
3
= 8 c __
4
​ = 6
1 1
d __
6
= 4 e __
8
= 3
5 8
3 ___
5 a ___ + 2 = ___
10 10 10
b __
8 8
+ 3 = __
5 __
8
3 __ 7 4
c __
5 5
+ 4 = __
5
9 ___
d ___ – 5 = ___
10 10 10
5
e __
9 9
– 2 = __
7 __
9

6 Check that learners have drawn a shape with an acute angle.

7 Check that learners have drawn a shape with two obtuse angles.
8 a Next term: –6 Term-to-term rule: –6
b Next term: 32 Term-to-term rule: Double or multiply by 2
c Next term: 11 Term-to-term rule: Half of the previous term
9 a 6 and 4 are factors of 24 because 6 × 4 = 24
b 24 is a multiple of 3 and 8 because 24 ÷ 3 = 8
10 Move two squares in the direction of south-west from G to A, then move two squares in the direction of
north-west from A to C. Or move two squares in the direction of north-west from G to E, then move two
squares in the direction of south-west from E to C.

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 45
Cambridge Primary Mathematics Second Edition Stage 4 Answers
Unit 13 Number – Answers

Learner’s Book
Page 138: Practise
Learners use the TWM skill of ‘conjecturing’ in question 3.
1 a 30, 310, 3 110, 31 110
b 128, 68, 38, 23
c 2, 7, 32, 157
2 The missing terms are in bold.
a 3, 6, 12, 24, 48, 96, 192 (Rule: multiply by 2 or double)
b 3, –2, –7, –12, –17, –22 (Rule: subtract 5)
c 30, 60, 120, 240, 480, 960, 1 920 (Rule: multiply by 2 or double)
d 30, 20, 10, 0, –10, –20 (Rule: subtract 10)
e 16 000, 8 000, 4 000, 2 000, 1 000, 500 (Rule: divide by 2 or halve)
f 20 000, 2 000, 200, 20, 2 (Rule: divide by 10)
3 Rule is add 4. Patterns will vary. For example:

Page 140: Practise

1 Learners build or sketch a 4 × 4, 5 × 5 and 6 × 6 array to find the next three square numbers after 9.
They should record the matching multiplication facts as: 4 × 4 = 16, 5 × 5 = 25 and 6 × 6 = 36.
2 a 1×1=1
2×2=4
3×3=9
4 × 4 = 16
5 × 5 = 25
6 × 6 = 36
7 × 7 = 49
8 × 8 = 64
9 × 9 = 81
10 × 10 = 100
b The square numbers as a list: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100
3 a Sanchia can make a square array using all her counters: 36 = 6 × 6
b The array will have 6 rows and 6 columns.


46 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 142: Practise

Learners use the TWM skill of ‘classifying’ in question 3.
1 a 1 and 15, 3 and 5
b 1 and 21, 3 and 7
c 1 and 28, 2 and 14, 4 and 7
d 1 and 36, 2 and 18, 3 and 12, 4 and 9, 6 and 6
2 a Multiples of 3: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48.
Multiples of 4: 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48.
b 48
c In the multiples of 3 list: 15, 30 and 45 are multiples of 5.
In the multiples of 4 list: 20 and 40 are multiples of 5.
3 a Factors of 25: 3 is the incorrect factor
Factors of 28: 9 is the incorrect factor
Factors of 40: 6 is the incorrect factor
Factors of 100: 21 is the incorrect factor
b Learners must add another factor to each list, for example: 25 for factors of 25; 1, 4, 14 or 28 for
factors of 28; 1, 2, 4, 5, 20 or 40 for factors of 40; 1, 2, 4, 5, 10, 20, 25 or 50 for factors of 100.


Page 144: Practise

In all three of these questions, learners will use the TWM skills of ‘classifying’, ‘specialising’ and
‘convincing’.

1 a Divisible by 2 Divisible by 5 Divisible by 10

76 95 120
120 120 700
324 645
700 700
b The number 429 is left over. Learners’ explanations should draw on tests of divisibility. For example,
429 is an odd number and all multiples of two are even. 429 has the digit 9 in the ones position and all
multiples of five end in a five or zero. All multiples of 10 have a zero in the ones position.
2 Answers will vary, for example:
a 478, 496, 502, 560, 584
b 455, 480, 495, 505, 570
c 460, 470, 510, 530, 580
3 a Always true
b Never true
c Sometimes true
d Always true


Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 47
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Pages 145–146: Practise

Learners will use the TWM skill of ‘classifying’ in question 2.
1 a 25, 50, 75, 100, 125, 150, 175, 200, 225, 250
b 50, 100, 150, 200, 250, 300, 350, 400, 450, 500
c 100, 200, 300, 400, 500, 600, 700, 800, 900, 1 000
d For example: Every multiple of 50 is also a multiple of 25. Every other multiple of 50 is a multiple of
100. All multiples of 100 are also multiples of 50 and 25.
2 a 200 and 300
b 150, 200, 250 and 300
c 150, 175, 200, 225, 250 and 300 (all of them)
3 Explanations may vary but should be mathematically correct. For example:
a The farmer can plant apple trees in rows of 25, 50 and 100 because 400 is a multiple of 25, 50
and 100.
b He can plant pear trees in rows of 25 and 50 because 350 is a multiple of 25 and 50. He cannot plant
pear trees in rows of 100 because 350 is not divisible by 100.


Page 147: Quiz

1 The missing numbers are in bold.
1
a 75, 50, 25, 0, –25 (Rule: subtract 25) b ​​ __
2
, 1, 2, 4, 8, 16 (Rule: multiply by 2 or double)
2 5, 20, 95
3 64 (8 × 8)
4 Explanations will vary. For example:
The number 5 is being multiplied by itself.
5 × 5 will make a square array, so 25 is a square number.
5 The missing numbers are:
a 42 b 8 c 72 d 5
6 a 383 because it is not divisible by 2 (or not an even number)
b 262 because it is not divisible by 5
c 365 because it is not divisible by 10
7 Answers will vary. For example:
a 175 and 250 b 150 and 300 c 200 and 300


48 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 68–69:

Can you remember?
The missing terms are in bold.
–6, –5, –4, –3, –2, –1, 0, 1, 2, 3, 4, 5, 6
Identifying and building sequences
Learners use the TWM skills of ‘specialising’, ‘conjecturing’ and ‘convincing’ in question 3.
1 The missing terms are in bold.
a 70, 140, 280, 560 Rule is: Multiply by 2 or double
b 25, 16, 7, –2 Rule is: Subtract 9
c 1 000, 100, 10, 1 Rule is: Divide by 10
2 The missing terms are in bold.
a 1, 4, 10, 22, 46, 94, 190 b 138, 66, 30, 12, 3 c 2, 5, 14, 41, 122
3 a to d Check that each learner’s pattern works.

Workbook answers pages 69–70:

Square numbers
1 a Check that learners have drawn the correct arrays on the grid to show: 1 × 1, 2 × 2, 3 × 3 and 4 × 4.
b 1×1=1
2×2=4
3×3=9
4 × 4 = 16
2 a Lines should be drawn to join:
• 25 with the 5 × 5 array
• 64 with the 8 × 8 array
• 81 with the 9 × 9 array
b (An array with) 7 rows and 7 columns is missing.

Workbook answers pages 70–71:

Factors and multiples
Learners use the TWM skill of ‘specialising’ in question 1, and the skill of 'convincing' in question 2.
1 a Check that learners have drawn their arrays to show:
1 × 12 or 12 × 1
2 × 6 or 6 × 2
3 × 4 or 4 × 3
b 1 and 12, 2 and 6, 3 and 4
2 Answers may vary, for example:
a The number 2 is a factor of 24 because 2 divides exactly into 24 (or because 24 is a multiple of 2).
b The number 5 is not a factor of 24 because 24 is not a multiple of 5 (or because 5 does not divide
exactly into 24).
c The number 3 is a factor of 24 because 3 divides exactly into 24 (or because 24 is a multiple of 3).
d The number 6 is a factor of 24 because 6 divides exactly into 24 (or because 24 is a multiple of 6).
e The number 7 is not a factor of 24 because 24 is not a multiple of 7 (or because 7 does not divide
exactly into 24).

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 49
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 71–72:

Tests of divisibility
Learners use the TWM skill of ‘specialising’ in questions 1 and 2; in question 3, they use the TWM skill
of ‘generalising’.
1 a 50 and 36 and 40 are divisible by 2.
b 35 and 50 and 40 are divisible by 5.
c 50 and 40 are divisible by 10.
d 27 is not divisible by 2, 5 or 10.
2 Three numbers ending in 50 and one multiple of 100 in the four corners, with 175 in the middle.
For example:

150 200 150 300

175 175

250 50 250 50

3 Learners’ answers and calculations will vary. For example:

75 + 25 = 100 175 + 25 = 200
55 – 5 = 50 105 – 5 = 100
Guss chose a starting number that has 75 in the tens and ones position, for example, 75, 175, 275.
Elok chose a starting number that has 55 or 05 in the tens and ones position, for example, 55,
105, 155.

50 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
Unit 14 Statistical methods – Answers

Learner’s Book
Page 149: Practise
1 a 4 letters b 5 names c 9 names d 32 learners
2 a 55 learners b 60 learners c 110 learners
d 5 + 35 + 70 + 55 + 25 + 15 + 25 + 15 + 5 = 250 learners e 45 names
3 a True b False c False d False


Pages 151–152: Practise

Learners use the TWM skill of ‘conjecturing’ in question 3.
1 Learners choose their theme.
2 Learners decide what information to collect.
3 A
 nswers will vary, but learners should demonstrate an understanding of the importance of the statistical
enquiry cycle.


Page 152: Quiz

1 Answers should explain or show that the scale will depend on the size of the data being represented.
2 Learners could say, for example, that they use a systematic method (such as dot plots or tally charts).


Workbook answers pages 74–75:

Can you remember?
Possible answers for the Venn diagram are:
Multiple of 3 Multiple of 5

9 20
15
27 30 25
75
303 80

Interpreting and comparing data

Learners use the TWM skill of ‘conjecturing’ in question 2 and question 3.
1 The vertical scales chosen by learners should show the results accurately.
2 L earners answers may vary but they should justify their answer with reference to the data.
For example, learners may explain that although one team scored more goals, they did not win
as many matches.
3 Learners answers may vary but again, learners should justify their answers by referring to the data.

Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021 51
Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 75–76:

Investigating and collecting data
1 to 4 Learners’ answers will vary, but should demonstrate that they have been able to make decisions
about how to record, present and interpret the data.

52 Cambridge Primary Mathematics Teacher’s Guide 4 © Steph King, Josh Lury 2021
Unit 15 Calculation – Answers

Learner’s Book
Page 154: Practise

1 a ê=4 b J=5
c = 20 d =5
2 a Block = $5 Teddy bear = $15
b Spinning top = $6 Whistle = $2

3 a ê = 10 = 30

b = 50 = 20

c ¿ = 20 Ã=7


Page 156: Practise

1 Each place will be the following distances away after the driver drives 285 km more.
Anytown: 18 km
Betterville: 142 km
Coolton: 247 km
Downton: 316 km
Everhampton: 555 km
2 Check learners’ calculations, as this is a more open task.
3 The number of people at each match are as follows.
Football match: 935
Cricket match: 1 119
Basketball game: 539
Tennis match: 836


Page 157: Try this

The missing numbers are in bold in the puzzles.

832 1 173

477 355 478 695

278 199 156 96 382 313

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Pages 159–160: Practise

1 a 33 × 10 = 330
b 550 ÷ 10 = 55
c 42 × 100 = 4 200
d 2 100 ÷ 100 = 21
2 a 130, 230, 2 300, 2 350
b 19, 38, 380, 384
c 45, 54, 360, 630
3 Check learners’ answers, as they will vary.
4 Egg cup: 56 ml
Bucket: 5 600 ml


Pages 162–163: Practise

1 a 3 × 2 × 4 = 24
b 5 × 2 × 3 = 30
c 2 × 3 × 6 = 36
2 Check learners’ grouping or reordering of factors.
a 2 × 9 × 5 = 90
b 2 × 6 × 3 = 36
c 6 × 5 × 2 = 60
d 5 × 3 × 4 = 60
3 Check how learners have used factor pairs.
a 28 × 5 = 140
For example, 7 × 4 × 5 and reordered as 4 × 5 × 7 so 4 × 5 can be grouped
b 8 × 16 = 128
For example, 2 × 2 × 2 × 16 and reordered as 16 × 2 × 2 × 2 so 16 × 2 can be grouped
c 45 × 4 = 180
For example, 45 × 2 × 2 so 45 × 2 can be grouped
d 32 × 5 = 160
For example, 16 × 2 × 5 so 2 × 5 can be grouped
e 7 × 18 = 126
For example, 7 × 9 × 2 so 7 × 9 can be grouped


Page 166: Practise

Learners use the TWM skill of ‘critiquing’ and ‘convincing’ in question 2.
1 a 64 × 6 = 384
b 6 × 164 = 984
c 97 × 8 = 776
d 8 × 117 = 936
e 123 × 4 = 492
f 123 × 8 = 984

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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

2 a Check learners’ explanations.

128 × 6 = 668 (for example, 100 × 6 is 600 but 6 × 28 is more than 68)
139 × 5 = 699 (for example, the answer should end with 0 or 5)
7 × 93 = 727 (for example, 7 × 100 is 700, so 7 × 93 will be less)
9 × 98 = 1 002 (for example, 9 × 100 is 900 and this is more than 9 × 98)
b 128 × 3 = 384
128 × 6 = 768
139 × 5 = 695
7 × 93 = 651
67 × 8 = 536
9 × 98 = 882
3 a 992 marbles      b 225 kg      c Pia ran further (by 10 km).


Page 167: Try this

a 100s 10s 1s b 100s 10s 1s c 100s 10s 1s

1 2 4 or 9 1 9 7 1 1 7

× 6 × 5 × 8

7 4 or 7 4 9 8 5 9 3 6

4 3 1 5
Note that for part a, the missing number is either 4 or 9, making the answer 744 or 774.


Page 170: Practise

1 a 65 ÷ 5 = 13 b 91 ÷ 7 = 13 c 84 ÷ 9 = 9 r 3
2 Learners’ own explanations about whether a remainder will definitely be left.
a 75 ÷ 2 = 37 r 1 b 75 ÷ 3 = 25 c 75 ÷ 4 = 18 r 3
d 75 ÷ 5 = 15 e 75 ÷ 6 = 12 r 3 f 75 ÷ 8 = 9 r 3
3 a 96 ÷ 6 b 96 ÷ 8 c 99 ÷ 3
4 There are 23 tins on each of four shelves.


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 171: Quiz

1 a = 30 b = 29
2
¼ = 8 À = 10
3 a 654 + 386 = 1 040 b 245 + 989 = 1 234
c 532 – 142 = 390 d 843 – 274 = 569
4 a True b False (Answer should be 36)
c False (Answer should be 6 300) d True
5 a 14 × 5 = 70 b 32 × 5 = 160
c 48 × 4 = 192
6 a Smallest to largest: 135 × 5 = 675 84 × 9 = 756 137 × 6 = 822 236 × 4 = 944
More than 800: 236 × 4 and 137 × 6
Less than 800: 84 × 9 and 135 × 5
b 236 × 4 = 944
84 × 9 = 756
135 × 5 = 675
137 × 6 = 822
7 a 68 ÷ 4 = 17
b 57 ÷ 7 = 8 r 1
c 26 ÷ 3 = 8 r 2
d 48 ÷ 9 = 5 r 3
e 96 ÷ 6 = 16


Workbook answers page 78:

Can you remember?
Check that learners have written 63 in the box.
9 × 7 = 63
7 × 9 = 63
63 ÷ 7 = 9
63 ÷ 9 = 7
More missing number problems
Learners use the TWM skill of ‘specialising’ in question 1.
1 Learners may have used the oval to represent the book and the triangle to represent the game.
+ = $17
$20 – = $12 (also accept $12 + = $20)
Book = $8
Game = $9 (Check: $17 – $8 = $9)
2 = 15 = 10

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Workbook answers page 79:

More addition and subtraction
Learners use the TWM skill of ‘specialising’ in question 2.
1 a There are two different solutions to this puzzle.

378 133 245 378 133 511

241 3 241 269

137 105 242 137 105 242

b There are four different solutions to this puzzle. Here are two of them:

423 38 385 423 38 385

99 226 99 226

324 165 159 522 363 159

2 Check learners’ calculations.

Workbook answers page 80:

Multiplying and dividing whole numbers by 10 and 100
1 The mass of the African elephant is 4 800 kg.
The mass of the Polar bear is 480 kg.

2 Name Starting amount After a month After a year

Guss 28 cents 280 cents 2 800 cents
Elok 31 cents 310 cents 3 100 cents
Sanchia 29 cents 290 cents 2 900 cents
Jin 41 cents 410 cents 4 100 cents
Pia 46 cents 460 cents 4 600 cents
Banko 34 cents 340 cents 3 400 cents

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 80–81:

Simplifying multiplications
Learners use the TWM skill of ‘convincing’ in question 2.
1 a For example:
5 × 4 × 3 = 60
4 × 5 × 3 = 60
3 × 5 × 4 = 60
b An explanation that the three numbers 5, 4 and 3 are used each time but in a different order.
2 True/False Correction
18 × 4 = 18 × 2 × 2 True
18 × 4 = 9 × 2 × 4 True
21 × 3 = 6 × 3 × 3 False 21 × 3 = 7 × 3 × 3
7 × 16 = 7 × 7 × 2 False 7 × 16 = 7 × 8 × 2

Workbook answers pages 81–82:

Multiplying larger numbers
1 For example:
600 × 7 = 100 × 6 × 7 = 4 200 50 × 4 = 10 × 5 × 4 = 200
80 × 7 = 10 × 8 × 7 = 560 400 × 7 = 100 × 4 × 7 = 2 800
400 × 8 = 100 × 4 × 8 = 3 200 700 × 5 = 100 × 7 × 5 = 3 500
80 × 3 = 10 × 8 × 3 = 240 700 × 6 = 100 × 7 × 6 = 4 200
900 × 8 = 100 × 9 × 8 = 7 200 600 × 8 = 100 × 6 × 8 = 4 800
2
Greater than 500 Even

218 × 4
= 872 52 × 6 = 312
91 × 7 = 637
63 × 7 = 441 6 × 154 154 × 3 = 462
= 924
69 × 5 = 345
107 × 9 = 963
8 × 42 = 336

3 Learners’ own methods to calculate the following:

107 × 9 = 963      6 × 154 = 924

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Workbook answers and notes

Page 82: Dividing 2-digit numbers
1 a 96 ÷ 6 = $16
b 56 ÷ 4 = 14 metres
2 a 61 ÷ 3 = 20 remainder 1 b 61 ÷ 4 = 15 remainder 1
c 61 ÷ 5 = 12 remainder 1 d 61 ÷ 6 = 10 remainder 1
There is a remainder of 1 each time.
No, the pattern will not carry on, as 61 ÷ 7 = 8 remainder 5.

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 Unit 16 Time – Answers

Learner’s Book
Page 173: Practise
1 Show Start End Duration
News 09:15 09:45 30 minutes
Cookery 13:20 13:55 35 minutes
Sport 15:10 15:50 40 minutes
Comedy 17:20 17:50 Half an hour
Cartoon 18:05 18:30 25 minutes
2 a The athlete began running at 14:00.
b His run finished at 16:00.
c In total it took him 2 hours.
d From the start to the bridge: 25 minutes
From the bridge to the shop: 35 minutes
From the shop to the tower: 15 minutes
From the tower to the end of the run: 45 minutes


Page 176: Practise

1 Dig ground: 1 day and 2 hours
Brickwork: 7 days (1 week) and 15 minutes
Roof: 8 days (1 week 1 day) and 15 minutes
Windows: 5 days and 15 minutes
2 a It will finish on 15 November.
b It will end on Monday 4 December at 11 p.m.
c It starts on 21 October – 10 weeks before 30 December (the last Saturday in December).


Page 176: Quiz

1 Encourage learners to justify their calculation using a number line.
The meal took Banko 34 minutes to cook.
2 Answers will vary. Learners should be able to explain why the day will be the same, and use their
knowledge of the number of days in each month to justify their answer.


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Workbook answers pages 84–85:

Can you remember?
a 1:15 p.m.
b 5:45 p.m.
c 9:30 p.m.
d 11:55 p.m.
Duration
1 Runner Start time Duration End time
A 12 12
11 1 11 1
10 2 10 2

9 3 9 3

8 4 8 4
7 6 5 45 minutes 7 6 5

Analogue clock face Analogue clock face

showing 9 o’clock showing 9:45

B 12 12
11 1 11 1
10 2 10 2

9 3 9 3
8
7 5
4 30 minutes 8
7 5
4
6 6

Analogue clock face Analogue clock face

showing 10:10 showing 10:40
C 12 12
11 1 11 1
10 2 10 2

9 3 9 3
8
7 5
4 60 minutes 8
7 5
4
6 6

Analogue clock face Analogue clock face

showing 10:20 showing 11:20
D 12
30 minutes 12
11 1 11 1
10 2 10 2

9 3 9 3
8 4 8 4
7 6 5 7 6 5

Analogue clock face Analogue clock face

showing 11:15 showing 11:45
2 Art: 1 hour
Music: 45 minutes
Sport: 2 hours
Dance: 1 hour 30 minutes

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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 85–86:

Days, weeks, months and years
Learners use the TWM skill of ‘specialising’ in question 1.
1 a Banko’s party is on 24 September.
b Jin’s party is on 6 September.
c The school play is on 18 September.
d The disco is on 25 September.
e The school holiday is 29 August to 2 September inclusive.
The symbols for each learner’s key will vary.
2 a 09:00 on 27 November b 23:00 on 30 November
12 1 12 1
11 11
10 2 10 2

9 3 9 3
8 4 8 4
7 6 5 7 6 5

c 18:45 on 1 December d 13:00 on 10 December

12 1 12 1
11 11
10 2 10 2

9 3 9 3
8 4 8 4
7 6 5 7 6 5

3 Answers will vary, but learners should show an understanding of the number of days in a week,
a month and a year.
4 a 24 hours = 1 day
b 48 hours = 2 days
c 12 hours = ​​  12 day
__

d 2 weeks = 14 days
e 4 weeks = 28 days
f 10 weeks = 70 days
g 11 weeks = 77 days

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Unit 17 Fractions and percentages
– Answers

Learner’s Book
Page 178–179: Practise
Learners will use the TWM skills of ‘critiquing’ and ‘improving’ in question 3.
9 ___
1 a ___ > 7
10 10
2 __
b __​=6
3 9
5 __
c __
6 3
> 2​
5 ___
d __ < 11
6 12
9 ___
e ___ > 15
10 20
8 __
f ___
10 5
=4
1 __
2 a __ < 2 < __
6 6 6 6
3 __
<4 3 __
b __ < ​​  1 < __
8 2 4
3
​​ 7 __
c ___ < 4 < ___
10 5 10
9

1 __
d __ < 3 < __
3 6 3 6
2 __
​<5 2 __
e __ < ​​  1 < __
9 3 9 3
5 __
< 2​

3 a True b True c True

9 ___
d False: ___ > 4 < __
10 10 5
3
2 __
e False: __​ > 3​< __
3 6 6
6

Page 181: Practise

Learners use the TWM skills of ‘classifying’, ‘generalising’ and ‘convincing’ in question 2.
1 Learners should have drawn number lines to help them.
4 ___
a ___ + 3 = ___
10 10 10
7 7 ___
b ___ + 4 = ___
10 10 10
11 5 __
c __​ + 2 = __
8 8 8
7

7 ___
d ___ – 3 = ___
10 10 10
4 10 ___
e ___ – 5 = ___
10 10 10
5 7 __
f __ – 2 = __
8 8 8
5
​

2 a Answer is less than __

​​  12 ​​  12 but less than 1 Answer is more than 1
Answer is more than __

7 __
__
8 8
–4 1 __
__
4 4
+2 4 __
__
6 6
+3
9 ___
___ – 5
12 12
9 ___
___ – 3
10 10
5 __
__ +3
7 7
5 __
__
9 9
+2
17 ___
___ – 6
20 20

b Check that learners’ calculations meet the sorting criteria.

4 2
3 a ___
10
or __
5
of the bag of flour is left.
2
b Pia ran __8
km further than Sanchia.


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Page 181: Try this

8 3 11
+ =
12 12 12
– = –
3 2 5
+ =
12 12 12
= + =
5 1 6
+ =
12 12 12


Page 184: Practise

1 a 75% b 25% c 50% d 25%
75 25 50 25
2 a ​​ ___
100
 ​​ b ​​ ___
100
 ​​ c ___
​​  100 ​​ d ​​ ___
100
 ​​
1, 1, 5, 3,
3 a ​​ __
2
50% b __
4
​ 25% c ___
​10 ​ 50% d __
4
​​ 75%


Page 186: Quiz

3 15 3 7 7 4
1 a __
4
​​ = ___
20
b __
4
​​ < __
8
c ___
10
< __
5
3 4 5 6
2 a Smallest to largest: __
7
​​ __
7
​​ __
7
​​ __
7
​​
1 1 3
b Smallest to largest: ___
10
__
5
___
10
2 1 2 7
c Smallest to largest: __
9
__
3
__
3
__
9
6 ___ 9 10 11
3 a ___ + 3 = ___
10 10 10
6 ___
b ___ + 4 = ___
10 10 10
6 ___
c ___ + 5 = ___
10 10 10

8 __ 6 5 4
d __
9 9
– 2 = __
9
7 __
e __
9 9
– 2 = __
9
6 __
f __
9 9
– 2 = __
9
4 a Shapes C and E are 50% shaded.
b Shape A: 25%    Shape B: 100%    Shape D: 75%


Workbook answers pages 88–89:

Can you remember?
a 8 b 3 c 2 d 36
Comparing and ordering fractions
Learners use the TWM skill of ‘classifying’ in question 3.
6 __
1 a __
9 9
>2 3 ___
b ___ > 2
10 10
4 ___
c ___ < 7
12 12

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 Cambridge Primary Mathematics Second Edition Stage 4 Answers

Workbook answers pages 88–89: (continued)

2 a
0 ​​  15​​
__ ___ 5
​​  10​​ ___ 7
​​  10​​ ​​  45​​
__ 1

b
0 ​​  38​​
__ ​​  12​​
__ ​​  34​​
__ ​​  78​​
__ 1

3 Check learners’ tables. Answers will vary.

Workbook answers pages 89–90:

Adding and subtracting fractions
Learners use the TWM skill of ‘specialising’ in question 2.
1 Check the jumps that learners have drawn on each diagram.
3 __
a __ + 3 = __
8 8 8
6
​ 9 ___
b ___ – 5 = ___
10 10 10
4 7 ___
c ___ + 6 = ___
10 10 10
13

2 Learners’ answers may vary, for example:

7 __
a __ – 2 > __
8 8 2
​​  1 6 ___
b ___ + 3 <1
10 10
7 ___
c ___ + 3 =1
10 10
3 __
d __ – 2 < __
6 6 2
​​  1 7 __
e __
9 9
+6>1
2
3 He has ___
11
of his money left to spend on other things.

4 a b
11
1
10

5 6 7 5
10 10 12 12

3 2 4 5 2 3
10 10 10 12 12 12

Workbook answers page 91:

Introducing percentages
Learners use the TWM skill of ‘specialising’ in question 2.
​​  12
1 a 50 %, __
1
b 25 %, __
4
3
c 75 %, __
4
​​
2 Check that learners’ shapes show 50%, 25% and 75%.
___ 24
3 ​​  100 ​​; 24 marbles are blue

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 Unit 18 Angles, position and direction –
Answers

Learner’s Book
Pages 188–189: Practise
Learners use the TWM skill of ‘specialising’ in question 2.
1 a (1, 6), (5, 6), (3, 9) b (7, 5), (9, 5), (7, 10), (9, 10)
2 (1, 1), (1, 3) or (5, 1) and (5, 3); some learners may also spot (2, 2) and (4, 2)


Page 191: Practise

1 Check that learners have completed the shapes to show the reflections accurately. Learners should be
able to justify the reflections by using a grid.
2 a 2 squares b 4 squares c 3 squares
d 4 squares e 8 squares f 18 squares


Page 192: Quiz

1 There are a few solutions: (1, 1); (3, 3); (3, 5) and (5, 3)
2 Learners should be able to justify their reflections.


Workbook answers pages 93–94:

Can you remember?
Check that learners have plotted the coordinates and joined the lines to make a triangle.
More coordinates
Learners use the TWM skill of 'specialising' in question 2.
1 Answers will vary. Learners should share their directions with a partner to check that they are
accurate, and correct them if not.
2 Square 1 Square 2 Square 3 Square 4
(1, 1) (3, 4) (4, 8) (8, 3)
(1, 4) (6, 4) (5, 9) (10, 4)
(4, 1) (3, 7) (3, 9) (9, 6)
(4, 4) (6, 7) (4, 10) (7, 5)

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Workbook answers pages 94–95:

Reflections on a grid
1 Learners should be able to draw and justify the reflections based on the grid lines.

a b c

2 Answers will vary depending on learners’ drawings. Learners should be able to justify their answers
based on learning about symmetry.
3 Answers will vary. Prompt learners to explore how the x and y coordinates are affected differently
by the reflection.

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 Term
3 Review – Answers

Units 13–18
Page 193
1 The square numbers are b 9 and c 16.
b c

2 a 402, 404, 406, 408, 410

b 405, 410, 415, 420, 425
c 410, 420, 430, 440, 450
3 a and b Pictogram: uses pictures to represent data; has a key to show what one picture represents
Tally chart: used for collecting data; records frequencies (the number of times something happens)
Dot plot: used for collecting data; records frequencies (the number of times something happens)
Bar chart: used to present and compare data
4 a 43 × 10 = 430 b 43 × 100 = 4 300
c 5 400 ÷ 100 = 54 d 540 ÷ 10 = 54
5 a 96 ÷ 6 = 16 b 91 ÷ 7 = 13
c 26 ÷ 3 = 8 r 2 d 78 ÷ 5 = 15 r 3
6 11 February at 3 p.m.
3 6 9 5 2 10 2 5
7 a 4 = 8 b 10 > 10 c 3 = 15 d 5 < 10

5 2 7
8 a b c
100 5 5

9 y

10
9
8
7
6
5
4
A (2, 3)
3
B (3, 2)
2
1
x
0 1 2 3 4 5 6 7 8 9 10

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 Stage
Online resources – Answers
4
Unit 2: 2D shapes
Worksheet 1: Shape sorting
In the two-criteria Venn diagram, learners should have sorted the shapes, as follows.
Has at least
one right angle Polygon

C
D A
E F
J H
I
K B
G


Worksheet 2: Polygons
Learners’ shading of polygons and the names of the shapes will vary. Check individual answers.


Worksheet 3: Compound shapes and tessellation

Learners’ joining of the two triangles will vary. Check individual work.


Worksheet 4: Squares and rectangles

Learners should be able to complete each rectangle.
They should have the following answers for the perimeter calculations:
a Perimeter of a = 10 cm
b Perimeter of b = 12 cm
c Perimeter of c = 13 cm
d Perimeter of d = 20 cm
e Perimeter of e = 22 cm
f Perimeter of f = 22 cm


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Cambridge Primary Mathematics Second Edition Stage 4 Answers

Unit 3: Calculation
Worksheet 5: Multiplication puzzles
Learners’ puzzles should be completed as follows:

× 2 4 8 × 6 3 9

7 14 28 56 4 24 12 36

3 6 12 24 7 42 21 63

5 10 20 40 9 54 27 81

Unit 4: Time
Worksheet 6: Draw the time
Learners’ clock times should show the times correctly.
a 13:00 b 15:00 c 21:00 d 23:00

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2

9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

e 13:30 f 14:45 g 21:20 h 23:55

11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2

9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

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Unit 5: Statistical methods

Worksheet 7: Animal sort
Learners’ sorting in the three-criteria Venn diagram will vary. Check individual work.


Unit 7: Calculation
Worksheet 8: Missing number problems
The missing numbers are, from left on the balancing scales:
60 + 60 = 120 60 + 40 = 100


Unit 8: Probability
Worksheet 9: Chance statements
Learners’ chance statements will vary, for example:
1 – ‘I think it is likely to rain.’ Matches A and C because the green plants show that rain will have fallen.
2 – ‘The likelihood of sunshine is almost certain.’ Matches A, B, C. In A we can see that it is sunny.
The desert in B mostly gets sun. The jungle in C is hot, so there must certainly be sun.
3 – ‘It is likely that we will have snow later in the year.’ Matches the mountainous picture in A.
4 – ‘The chances of strong wind are unlikely.’ Matches the Moon's surface picture in D; there is no
atmosphere on the Moon, so wind will not blow.
5 – ‘Rain here is impossible.’ Matches B because one can see that it is a desert and very dry.


Unit 10: 2D and 3D shapes

Worksheet 10: Faces of 3D shapes
Shape Number of square faces Number of rectangular faces Number of triangular faces

0 0 3

1 0 4

0 0 5

6 0 0

0 6 0

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Unit 11: Fractions

Worksheet 11: More equivalent fractions
​​ 34 ​​.
a Check that learners are able to find equivalent fractions for __
b Check learners’ answers for the four fractions.
c How many flowers in the row in total? 32

Unit 12: Angles, position and direction

Worksheet 12: Coordinates
a Check that learners have marked the coordinates in the correct places.
b Check that learners have joined the five coordinates to make a polygon.
c Check learners’ squares inside the shape, and that their coordinates are correct.

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 Stage
ESL online resources – Answers
4
Worksheet 1: 2D and 3D shapes with question tags
Learners’ answers will vary. Go through the questions as a class.


Worksheet 2: Probability and the infinitive

1 a I will use a bicycle to ride to school. Answer: likely
b I will use a pencil to eat my dinner. Answer: unlikely or impossible
c I will use a notebook to write notes in class. Answer: likely or certain
d I will use a telescope to look at the stars tonight. Answer: equally likely, likely or certain
e I will use a spaceship to go to the Moon. Answer: unlikely, equally likely, likely or certain
2 Check individual answers, which will vary.
3 Watch while pairs swap sentences and listen to the language of probability.


Worksheet 3: Using comparative and superlative adjectives

1 b Jin is shorter than Sanchia.
c Jin’s cylinders have more mass than Elok’s pyramids.
d Banko’s cuboids are the heaviest.
e Elok’s pyramids are lighter than Banko’s cuboids.
f Banko’s cuboids have more mass than Jin’s cylinders.
g Jin’s cylinders are the lightest.
h Sanchia’s train is longer than Guss’s train.
i Guss’s train is shorter than Sanchia’s train.
j Guss’s train is the shortest.
k Sanchia’s train has more carriages than Guss’s train.
2 Learners’ own drawings and sentences to compare length, mass or weight


Worksheet 4: Direction and prepositions of direction

Learners’ answers will vary. Go through the questions as a class.


Worksheet 5: Time and using ‘going to’ for plans

1 On 2 October, they are going to plan the robot.
On 7 October, they are going to build the robot.
On 16 October, they are going to test the robot.
On 21 October, they are going to paint the robot.
2 a The children are going to be building the robot for 9 days.
b The Maths Fair is on 24 October.
c 22 days in total


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