CAMBRIDGE

UNIVERSITY PRESS

CAMBRIDGE
Primary Mathematics
Learner's Book 5
Mary Wood & Emma Low
CAMBRIDGE
UNIVERSITY PRESS
University Printing Hou se, Cambridge CB2 BBS, United Kingdom
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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: nrich.maths.org.
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 Introduction

Introduction
Welcome to Stage 5 of Cambridge Primary Mathematics. We hope this book will show
you how interesting Mathematics can be and make you want to explore and investigate
mathematical ideas.
Mathematics is everywhere. Developing our skills in mathematics makes us better
problem-solvers through understanding how to reason, analyse and reflect. We use
mathematics to understand money and complete practical tasks like cooking and
decorating. It helps us to make good decisions in everyday life.
In this book you will work like a mathematician to find the answers to questions like these:
• What is a prime number and how do you know if a number is prime?
• How can you quickly find out if 642824 is divisible by 8?
• If three-quarters of a number is 24, what is the number?
• What time is it in Mumbai when it is 9 a.m. in Mexico City?
• What is a reflex angle?
• How do you draw a waffle diagram?
• How can a shape be translated?
Talk about the mathematics as you explore and learn. This helps you to reflect on what you
did and refine the mathematical ideas to develop a more effective approach or solution.
You will be able to practise new skills, check
how you are doing and also challenge
yourself to find out more. You will be able
to make connections between what seem to
be different areas of mathematics.
We hope you enjoy thinking and working
like a mathematician.

Mary Wood and Emma Low

>
 Contents
Page Unit Maths strand
6 How to use this book
8 Thinking and Working Mathematically
10 1 The number system Number
1.1 Understanding place value
1.2 Rounding decimal numbers
20 Project 1: Decimal dice
21 2 20 shape and pattern Geometry and measure
2.1 Triangles
2.2 Symmetry
35 3 Numbers and sequences Number
3.1 Counting and sequences
3.2 Square and triangular numbers
3.3 Prime and composite numbers
47 Project 2: Pattern prediction
49 4 Averages Statistics and probability
4.1 Mode and median
57 5 Addition and subtraction Number
5.1 Addition and subtraction including
decimal numbers
5.2 Addition and subtraction of positive and
negative numbers
67 6 30 shapes Geometry and measure
6.1 Nets of cubes and drawing 30 shapes
74 7 Fractions, decimals and percentages Number
7.1 Understanding fractions
7.2 Percentages, decimals and fractions
7.3 Equivalence and comparison
87 Project 3: Puzzling percentages
88 8 Probability Statistics and probability
8.1 Likelihood
8.2 Experiments and simulations

4 >
 Contents

Page Unit Maths strand

101 9 Addition and subtraction of fractions Number
9.1 Addition and subtraction of fractions
108 10 Angles Geometry and measure
10.1 Angles
116 11 Multiplication and division Number
11.1 Multiplication
11.2 Division
11.3 Tests of divisibility
129 12 Data Statistics and probability
12.1 Representing and interpreting data
12.2 Frequency diagrams and line graphs
145 Project 4: Depicting data
147 13 Ratio and proportion Number
13.1 Ratio and proportion
154 14 Area and perimeter Geometry and measure
14.1 Area and perimeter
164 Project 5: Picture frames
166 15 Multiplying and dividing fractions and Number
decimal s
15.1 Multiplying and dividing fractions
15.2 Multiplying a decimal and
a whole number
175 16 Time Geometry and measure
16.1 Time intervals and time zones
184 Project 6: Time for bed
185 17 Number and the laws of arithmetic Number
17.1 The laws of arithmetic
192 18 Position and direction Geometry and measure
18.1 Coordinates and translation
200 Glossary
208 Acknowledgements

5 >
_____H_o_w_t_o_u_s_e_t_h_i_s_b_o_o_k__________ ~

How to use this book

In this book you will find lots of different features to help your learning:

Getting started

Questions to find out what 1 Use digits to write these numbers.

a Five thousand, two hundred and seventy-one.
you know already. - - - - - - -
b One hundred and nine thousand and ninety.
2 What is the value of the digit 6 in these numbers?
a 6703 b 9060 c 765 430
3 Copy and complete to decompose these numbers.

a 805 469 =n + +D +n +5000 9

b 689 567 = ooo +D +D + +D +

600 500
4 Zara scored 649 points in a computer game.
Which of the following is not a correct way to show her score?
a 600 + 40 + 9 b 600 + 49
c 609 + 4 d 609 + 40

What you will learn We are going to •..

in the u n i t . - - - - - - - - - - - • estimate the size of an answer before calculating it
• multiply whole numbers by 1- digit and 2-digit whole numbers.

r frequency "
Important words - - - - - - -- diagram
line graph
that you will use. \.. ..I

Worked example 3
Step -by- step examples - - - - - Write a different prime number in each box to make this ca lcu lation correct.
showing a way to solve
a problem.
D+D+n = 10

The prime numbers are: Start by writing a list of prime numbers.

2, 3, 5, 7, ... Test d ifferent numbers to work out which
There are often. ones make the ca lcu lat ion correct.

man.~ differen.t
CiJ +0 +lsJ =10 When you test numbers like th is you are
specia lising.

wa~s to solve
a problem.

These questions will

~ 5 Sofia is calcu lating 299 x 60.
help you develop y o u r - - - - - - - Sh e estimates that th e an sw er is 180 000.
skills of thinking and Has she made a good estimate?

working mathematically. Explain your answer.

6 >
 How to use this book

An investigation to carry out - - - • ~ Think like a mathematician

with a partner or in groups. You need four cards.

Where this icon appears ~, G [] 8 G

Arrange the cards as a multiplication ca lcu lation. rn
the activity will help develop your
skills of thinking and working
Investigate different answers. Try to find as many as you can and
then find the largest and smallest answers.
x rn
You will show you are specialising when you find solution s to the problem.
mathematically.

Questions to help you think _ _ _,..

about how you learn.

This is what you have Look what I can do!

learned in the unit. _ _ _ _ _ _ __. I can estimate the size of an answer before calculating it.
I can divide whole numbers by 1- digit whole numbers.

Questions that cover Check your progress

what you have learned 1 Calculate.

in the unit. ____________. a 408x7 b 46 x 24 c 504 + 9

2 Calculate, writing the remainder as a fraction.
a 98+ 5 b 86 + 3 c 89+ 7
3 Copy the sorting diagram. Write these numbers in the correct
place on the diagram.
23456 51466 62848 76343 97631

At the end of several units, ~ > Project 2

there is a project for you to carry Pattern prediction

out using what you have learned. Marcus and Zara were asked to draw this matchstick pattern:

I \ /\/\/
You might make something
or solve a problem. _ _ _ _ _ _ __.
Marcus drew this first:

Projects and their accompanying

teacher guidance have been \
Then he added more to make this:

written by the NRICH Team.

Thenthis: / \ / \
1 1 -
NRICH is an innovative
collaboration between the Faculties
Then f i n a l l y : / \ / \ /
of Mathematics and Education at
the University of Cambridge, which
Can you describe how Marcus drew the pattern?
focuses on problem solving and on How many triang les did he draw?
creating opportunities for students How many matchsticks did he use in the finished picture?
to learn mathematics through
exploration and discussion:
nrich.maths.org.

7 >
 Thinking and Working Mathematically )

Thinking and Working

Mathematically
There are some important skills that you will develop as you learn mathematics.

Specialising
is wh.en. I ch.oose an.
example an.cl ch.eek to see g
it satisfies or does n.ot satisf ~
specgic math.ematical
criteria.

Characterising
is wh.en. I iden.tg~ an.cl describe
th.e math.ematical properties
of an. object.

Generalising
is wh.en. I recogn.ise
an. un.derl~in.g pattern. b~
iden.tg~in.g man.~ examples th.at
satisf~ th.e same math.ematical
criteria.

Classif~ing
is wh.en. I org an.ise
objects in.to groups accordin.g
to th.eir math.ematical
properties.

8 >
 Thinking and Working Mathematically

Critiquing
LS when. I compare
an.d evaluate mathematLcal
Ldeas, represen.tatlon.s
or solutLon.s to Lden.tlf~
advan.tages an.d
dLsadvan.tages.

Improving
Ls when. I refLn.e
mathematLcal Ldeas or
represen.tatlon.s to develop a
more eff ectlve approach
or solutlon..

Conjecturing LS
when. I form mathematlcal
questlon.s or Ldeas.

Convincing
Ls when. I presen.t
evLden.ce to justLf~ or
challen.ge a mathematlcal
Ldea or solutlon..

9 >
 The number
system
Getting started

1 Use digits to write these numbers.

a Five thousand, two hundred and seventy-one.
b One hundred and nine thousand and ninety.
2 What is the value of the digit 6 in these numbers?
a 6703 b 9060 c 765 430
3 Copy and complete to decompose these numbers.

a 805469 = D + 5000 + O +D +9

b 689 567 = 600 ooo + D +D + 500 + D +D

4 Zara scored 649 points in a computer game.
Which of the following is not a correct way to show her score?
A 600 + 40 + 9 B 600 + 49
c 609 + 4 D 609 + 40
5 Which of these numbers is 100 times larger than three hundred and thirty-three?
A 333 B 3330
c 33 300 D 333 000
6 Write the missing numbers.
a D -;-10=64 b 509 x O = 5090

c D x 100 = 8000 d 4400-;- D = 44

10 >
 1 The number system

Place value is important because it helps you understand the meaning

of a number. You need place value to understand the order of numbers.
If someone offers you 30 dollars or 300 dollars, you need to know that
300 is more than 30.
When you go shopping you will see lots of price labels.
What do these labels have in common?

In this unit you will learn more about decimal numbers. Look at the
examples in these pictures and talk with your partner about where you
have seen decimal numbers.

11 >
~~~~l~T-he~n_u_m_b_e_r_s_ys_t_e_m~~~~~~---~
> 1.1 Understanding place value
We are going to ...

• explain the value of a digit in a decimal number (tenths and hundredths)

• multiply and divide whole numbers by 1000
• multiply and divide decimals by 10 and 100.

It is very important for a doctor

to give the correct amount of
medicine. A dose of 10 ml is ten
times greater than a dose of 1 ml
and ten times smaller than
a dose of 100 ml.

compose decimal decimal place

decimal point decompose hundredth
place value tenth

The value of a digit depends on its position in the number.

Think about what the digit 5 is worth in these numbers.

12 >
 1.1 Understanding place value

Worked example 1

Write this number in words and digits.

10 000 + 2000 + 300 + 40 + 5 + 0.6 + 0.07

Answer:
12 345.67
Twelve thousand, three hundred Remember to write the
and forty-five point six seven. decimal part of the number
as 'six seven' and not as
Use a place value grid to help you. 'sixty-seven'.

ten thousands tenths hundredths

•
10000s 1000s 100s 10s ls 0 •1
10 s •
1
lOOS
1 2 3 4 5 0 6 7

Exercise 1.1
1 Write these numbers in digits.
a One thousand and one point zero one
b Five hundred thousand and five point nine
c Four hundred and three thousand, and thirty-four point six six
2 Write these numbers in words.
a 345.09 b 5378.12
c 158 035.4 d 3030.03
3 What is the value of the digit 7 in these numbers?
a 6703.46 b 70 213.8
c 606 456.7 d 234 560.07

13 >
~------l_T_h_e__n_um__b_e_r_sy_s_t_e_m_______________,::;,
4 Write these numbers in words and digits.
a 200 000 + 6000 + 300 + 2 + 0.1
b 900 000 + 90 000 + 900 + 9 + 0.9
c 100 000 + 20 000 + 5000 + 600 + 20 + 5 + 0.4 + 0.03
Swap books with your partner and check their answers.
5 Write the missing numbers.
a 358 x 100 = D b 2700 7 D= 27

c 5600 7 1000 =D d 456 x 1000 = D

6 Sofia multiplies a number by 10, then again by 10 and then
again by 10.
Her answer is 20 000.
What number did she start with?
7 Write the missing numbers.
a 3.45 x 100 = D b 16.8 7 10 = D
c 6.5 x 10 = r1
~ 8 Find and correct the mistakes in this diagram.
58.0

5800 0.58

7 10 x 1000

5.8 5800

~ 9 Which missing number is the odd one out?

A 33 7 10 = LJ B D x 100 = 330

c D x 10 = 30.3 D 3300 7 1000 = D

Explain your answer.

14 >
 1.2 Rounding decimal numbers

Look back over ~our answers. Did ~ou use the worked example
to help ~o u? Did ~ou fLnd an~ question particularl~ hard? Wh~?

Think like a mathematician

I

Zara is th inking of a decima l number less than 1.

What number is Zara thinking of?

Make up a similar question to test your partner.
You wi ll show you are specialising when you identify examples
that fit the given criteria.

Look what I can do!

I can explain the value of a digit in a decimal number

(tenths and hundredths).
I can multiply and divide whole numbers by 1000.
I can multiply and divide decimals by 10 and 100.

> 1.2 Rounding decimal numbers

We are going to ...

• round numbers with 1 decimal place to the nearest whole number.

Rounding makes it easier to describe and understand

numbers. It is easier to understand 'an African elephant nearest round
is approximately 3 metres tall' than 'the average height round to the nearest ...
of an African elephant is 3.3 metres'.

15 >
~~~~l~T_h_e~n_u_m_b_e_r_s_y_s_te_m~~~~~~~__,::>
Can you round these heights to the nearest whole number?

Height of elephant 3.3 m Height of giraffe 5.5 m

Height of ostrich 2. 7 m

Worked example 2

Round these measurements to the nearest whole number.

a 3.9m b 4.5m c 0.4m

You can use a number line to help you.

<'I I I
t
I I I I I I I I I I I J
0 1 2 3 4

Answer:
a 4m If the tenths digit is 0, 1, 2, 3 or 4, round down to the nearest
whole number.
b 5m
If the tenths digit is 5, 6, 7, 8 or 9, round up to the nearest
c Om
whole number.

16 >
 1.2 Rounding decimal numbers

Exercise 1.2
1 Identify the numbers marked by arrows. Round each number
to the nearest whole number.

<I 1
2
111lt~11I1111I111II1111I1111I111J~111I1111I1111I1111I1111lt~11I1111 I~
3 4 5 6 7 8 9

2 Round these numbers to the nearest whole number.

a 65.8 b 101.1
c 44.4 d 55.5
3 Round these measures to the nearest whole centimetre.
a 2.8 cm b 8.5cm
Round these measures to the nearest whole metre.
c 7.3m d 0.3m
4 A number with 1 decimal place is rounded to the nearest
whole number.
a What is the smallest number that rounds to 5?
b What is the largest number that rounds to 5?
Ask your partner to check your answers. Did you both choose the
same numbers?

~ 5

Is Marcus correct?
Explain your answer.
~ 6 Use a calculator to help you answer this question.
Two numbers each with 1 decimal place round to 231 to the nearest
whole number.
The sum of the two numbers is 462.
What could the numbers be?
17 >
~--~~l~T_h_e_n_u_m__b_e_r_sy_s_t_e_m_______________,:>
7 Use the clues to identify the correct number.

10.42 I I 9.73 I I 9.9 II 9.37

7.83 I I 10.1 I 8.7 I 9.55

The number:
• has no hundredths digit
• has a tenths digit which is odd
• rounds to 10 to the nearest whole number
• is less than 10.
Swap books with your partner and check their answers.

ThLnk about the questions ~ou have just answered. If ~ou were
asked similar questions, what would ~ou do differentl~?

Think like a mathematician

Roll a dice twice and make a number with 1 decimal place.

Find all the different numbers you can make.
Round each of your numbers to the nearest whole number.

2.5 rounds to 3
5.2 rounds to 5

Roll the dice again and make some more numbers.

What numbers with 1 decimal place are possible?
Find all the possible numbers these could round to.

Look what I can do!

0 I can round numbers with 1 decimal place to the nearest whole number.

18 >
 1.2 Rounding decimal numbers

Check your progress

1 What is the value of the digit 3 in these numbers?

a 6703.46 b 7021.83 c 606 456.35
2 Write these numbers in words and digits.
a 100 000 + 3000 + 500 + 7 + 0.9
b 600 000 + 60 000 + 600 + 6 + 0.06
3 a What number is ten times bigger than 0.03?
b What number is one hundred times smaller than 555?
4 Round these lengths to the nearest whole number.
a 5.lm b 16.5cm c 10.4m d 10.7 cm
5 Look at these number cards.

A 1 450000 I sl 45000 cl 4500 D 450

El 45 Fl 4.5 G 0.45

Write the letter of the card that is one hundredth of 45.

6 Write the missing numbers.
a O+1000 = 20
b 543 x 1000 = D x 10

7 What is the missing number?

100 x 10 = 10 ooo + D
~ 8 Sofia, Arun, Marcus and Zara each think of a number.
Their numbers are 3.5, 0.35, 35 and 0.53.
Use these clues to find the number each is thinking of.
• Arun's number is ten times smaller than Marcus's number.
• Zara's number is not ten times smaller than Sofia's or Arun's or
Marcus's numbers.
• Sofia's number is ten times smaller than Arun's number.

19 >
~~~~P_r_o_je_c_t_l~D_e_c_im~a-ld_i_c_e~~~~~~---~

f!> > Project 1

Decimal dice

Sofia and Arun are playing a dice game. They take it in turns to roll
the dice and decide which of their four boxes to put the number in.
They continue until they have filled all the boxes. The aim of the game
is to be the person with the number closer to 400.
Sofia A run

ooo.o ooo.o
At the end of the game, Sofia has the number 512.3 and Arun has 351.5.

I Who has won this game? How do you know?

Try playing this game with your partner.

What strategies can you use to make it more likely that you will win?

Sofia and Arun are now playing a slightly different dice game. Using the
same boxes, they take it in turns to roll the dice and put the number in
one of their boxes until all the boxes are filled, as before. However,
before they work out who the winner is, they each multiply their number
by ten. The person who now has the number closer to 4000 is the winner.
Play this game a few times with your partner.

How is it different from the first game?

Sofia and Arun want to make the game more exciting. This time,
the person who rolls the dice can choose to keep the number and put
it in one of their own boxes, or they can give the number to their
partner and tell them which box to put it in.
Have a go at playing this new version of the game.

Which numbers are you choosing to keep and which are you
choosing to give to your partner? Why?

20 >
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