CAMBRIDGE PRIMARY 5

Mathematics
Teacherí s Resource

Emma Low

University Printing House, Cambridge cb2 8bs, United Kingdom
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First published 2014
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Contents

The ethos of the Cambridge Maths project 6 Position and movement 65

Introduction iv 6.1 Coordinates 66
Teaching approaches 6.2 Translation and reflection 70
Talking mathematics 1C: Measure and problem solving
Resources, including games 7 Mass 77
7.1 Mass 78
8 Time and timetables 85
Term 1 8.1 Telling the time 86
8.2 Timetables 90
1A: Number and problem solving
9 Area and perimeter (1) 95
1 The number system (whole numbers) 1
9.1 Area (1) 96
1.1 Revisiting place value 2
9.2 Perimeter (1) 100
1.2 Ordering and rounding 4
1.3 Sequences (1) 6
2 Mental and written strategies for addition and subtraction 11 Term 2
2.1 Addition and subtraction (1) 12
2.2 Adding more numbers 18 2A: Number and problem solving
3 Mental and written strategies for multiplication and division 25 10 Number and number sequences 105
3.1 Multiplication and division facts 26 10.1 Sequences (2) 106
3.2 Written methods of multiplication 30 10.2 General statement 110
3.3 More multiplication 34 10.3 Positive and negative numbers 112
3.4 Written methods of division 36 11 Decimal numbers 119
4 Multiples, square numbers and factors 41 11.1 The decimal system 120
4.1 Multiples and squares 42 12 Mental strategies 123
4.2 Tests of divisibility 44 12.1 Decimal facts 124
4.3 Factors 46 12.2 Multiplication strategies 126
1B: Geometry and problem solving 12.3 Doubling and halving 130
5 Shapes and geometric reasoning 49 13 Mental and written strategies for addition and subtraction 135
5.1 Parallel and perpendicular 50 13.1 Subtraction 136
5.2 Triangles 54 13.2 Addition 140
5.3 Cuboids 58 13.3 Adding and subtracting money 144

iii
 14 Written methods for multiplication and division 149 25 Calculation 223
14.1 Multiplication and division 150 25.1 Addition and subtraction (2) 224
2B: Handling data and problem solving 25.2 Fractions and division 226
15 Handling data 153 25.3 Using inverse operations and brackets 228
15.1 Questions and surveys 154 26 Ration and proportion 231
15.2 Examining data 158 26.1 Ratio and proportion 232
16 Probability 163 3B: Geometry and problem solving
16.1 Probability 164 27 Angles 237
17 Line graphs 167 27.1 Angles 238
17.1 Line graphs 168 28 Shapes and geometric reasoning (2) 245
18 Finding the mode 173 28.1 Triangles (2) 246
18.1 Finding the mode 174 28.2 Symmetry in polygons 248
2C: Measure and problem solving 28.3 Symmetry in patterns 252
19 Length 177 28.4 3D shapes and nets 254
19.1 Measuring and drawing lines 178 29 Position and movement 263
20 Time (2) 183 29.1 Coordinates and transformation 264
20.1 Measuring time 184 3C: Measure and problem solving
20.2 Using calendars 188 30 Capacity 269
21 Area and perimeter (2) 197 30.1 Volume, capacity and mass 270
21.1 Area (2) 198 31 Time (3) 277
21.2 Perimter (2) 200 31.1 More about time 278
32 Area and perimeter (3) 285
32.1 Area and perimeter 286
Term 3
3A: Number and problem solving
22 Number: mental strategies 205
22.1 Using mental strategies 206
23 Working with decimals 209
23.1 Working with decimals 210
24 Fractions, decimals and percentages 213
24.1 Percentages 214
24.2 Equivalent fractions, decimals and percentages 218
24.3 Mixed numbers and improper fractions 220

iv
 The Ethos of the Cambridge Primary Maths project

Cambridge Primary Maths is an innovative combination of To get involved visit www.cie.org.uk/cambridgeprimarymaths

curriculum and resources designed to support teachers and
learners to succeed in primary mathematics through best-
practice international maths teaching and a problem-solving 2
approach.
1
Cambridge Primary Maths brings together the world-class Cambridge
Primary mathematics curriculum from Cambridge International
Examinations, high-quality publishing from Cambridge University Press 3
and expertise in engaging online eFment materials for the mathematics
curriculum from NRICH.

Cambridge Primary Maths offers teachers an online tool that maps

resources and links to materials offered through the primary mathematics
curriculum, NRICH and Cambridge Primary Mathematics textbooks and
e-books. These resources include engaging online activities, best-practice 4 5
guidance and examples of Cambridge Primary Maths in action.

The Cambridge curriculum is dedicated to helping schools develop learners

who are confident, responsible, reflective, innovative and engaged. It is
designed to give learners the skills to problem solve effectively, apply
mathematical knowledge and develop a holistic understanding of the subject.
The Cambridge University Press series of Teacher’s resources printed books
and CD-ROMs provide best-in-class support for this problem-solving
approach, based on pedagogical practice found in successful schools
across the world. The engaging NRICH online resources help develop
mathematical thinking and problem-solving skills.
The benefits of being part of Cambridge Primary Maths are:
∑ the opportunity to explore a maths curriculum founded on the values of
the University of Cambridge and best practice in schools
∑ access to an innovative package of online and print resources that can
help bring the Cambridge Primary mathematics curriculum to life in the
classroom.
1 You can explore the available resources on the Cambridge Primary
Maths website by curriculum framework, scheme of work, or teacher
resources. In this example, the ‘Teacher resources’ tab has been selected.
2 The drop-down menu allows selection of resources by Stage.
3 Following selection of the ‘Teacher resource’ and ‘Stage 1’, the chapters
in the Cambridge University Press textbook ‘Teacher’s resource 1’ are
listed.
4 Clicking on a chapter (‘2 Playing with 10’ in this example) reveals the
list of curriculum framework objectives covered in that chapter. Clicking
on a given objective (1Nc1 in this example) highlights the most relevant
NRICH activity for that objective.
5 A list of relevant NRICH activities for the selected chapter are revealed.
Clicking on a given NRICH activity will highlight the objectives that it
covers. You can launch the NRICH activity from here.
v
 The Teacher's Resource is a standalone teaching textbook that can be used
independently or together with Cambridge Primary Maths website. The free
to access website maps the activities and games in the Teacher's Resource
to the Cambridge Primary curriculum. It also highlights relevant online
activities designed by the NRICH project team based at the University of
Cambridge.

The additional material that the Cambridge Primary Maths project provides
can be accessed in the following ways:

As a Cambridge Centre:
If you are a registered Cambridge Centre, you get free access to all
the available material by logging in using your existing Cambridge
International Examinations log in details.

Register as a visitor:
If you are not a registered Cambridge Centre you can register to the site as
a visitor, where you will be free to download a limited set of resources and
online activities that can be searched by topic and learning objective.

As an unregistered visitor:
You are given free access an introductory video and some sample resources,
and are able to read all about the scheme.

vi
Introduction
The Cambridge Primary Maths series of resources covers the entire content
of the Cambridge Primary Mathematics curriculum framework from
Cambridge International Examinations. The resources have been written
based on a suggested teaching year of three, ten week terms. This can be
amended to suit the number of weeks available in your school year.
The Cambridge Primary Mathematics framework provides a
comprehensive set of learning objectives for mathematics. These objectives
deal with what learners should know and be able to do. The framework is
presented in five strands: the four content strands of Number (including
mental strategies), Geometry, Measures and Handling Data are all
underpinned by the fifth strand, Problem Solving. Problem solving is
integrated throughout the four content strands. Whilst it is important to be
able to identify the progression of objectives through the curriculum, it is
also essential to bring together the different strands into a logical whole.
This series of printed books and CD-ROMs published by Cambridge
University Press is arranged to ensure that the curriculum is covered whilst
allowing teachers flexibility in approach. The Scheme of Work for Stage 5
has been fully covered and follows in the same ‘Unit’ order as presented by
Cambridge International Examinations (1A–C, 2A–C and then 3A–C) but
the order of objective coverage may vary depending on a logical pedagogy
and teaching approach.
The components of the printed series are as follows:
∑ Teacher’s Resource (printed book and CD-ROM)
This resource covers all the objectives of the Cambridge framework
through lessons referred to as ‘Core activities’. As a ‘lesson’ is a subjective
term (taking more or less time depending on the school and the learners)
we prefer to use the terms ‘Core activity’ and ‘session’ to reinforce that
there is some flexibility. Each Core activity contains the instructions for
you to lead the activity and cover the objectives, as well as providing
expected outcomes, suggested dialogue for discussion, and likely areas
of misconception. A section called ‘More activities’ provides you with
suggestions for supplementary or extension activities.
The Teacher’s Resource can be used on its own to completely cover the
course. (The Learner’s Book and Games Book should not be used without
the associated teacher resource, as they are not sufficient on their own to
cover all the objectives.)
The accompanying CD-ROM contains:
a Word version of the entire printed book. This has been supplied so
that you can copy and paste relevant chunks of the text into your own
lesson plans if you do not want to use our book directly. You will be
able to edit and print the Word files as required but different versions
of Word used on different PCs and MACs will render the content
slightly differently so you might have some formatting issues.
Questioning – This document outlines some of the different types
of question techniques for mathematics and how best to use them,
providing support for teachers.
Letters for parents – a template letter is supplied along with a
mapping grid to help you to write a letter per Unit of material in
order to inform parents what work their child is doing, and what they
can do to support their child at home.
Photocopy masters – resources are supplied as PDFs, and as Word
files so that you can edit them as required.
∑ Learner’s Book (printed book)
This resource is supplementary to the course. As the ethos of the
Cambridge Maths Project is to avoid rote learning and drill practice,
there are no accompanying write-in workbooks. The Learner’s
Book instead combines consolidation and support for the learner
with investigations that allow freedom of thought, and questions
that encourage the learner to apply their knowledge rather than just
Introduction vii
 remembering a technique. The investigations and questions are written
to assess the learner’s understanding of the learning outcomes of the
Core activity. Learners can write down their answers to investigations
and questions in an exercise book in order to inform assessment.
The overall approach of the Teacher’s Resource accompanied by the
Learner’s Book allows a simple way for you to assess how well a learner
understands a topic, whilst also encouraging discussion, problem-
solving and investigation skills.
At Stage 5, each Learner's Book page is designed to help learners
to consolidate and apply knowledge. Each section associated with a
Core activity starts with an introductory investigation called “Let's
investigate”, which is an open-ended question to get the learners
thinking and investigating. These are often ‘low threshold, high ceiling’
so that learners can approach the question at many levels. This is
followed by a series of questions and/or activities to develop problem-
solving skills and support learning through discovery and discussion.
New vocabulary is explained, and where possible this is done using
illustrations as well as text in order to help visual learners and those
with lower literacy levels. Hints and tips provide direct support
throughout. Ideally, the session should be taught using the appropriate
Core activity in the Teacher's Resource with the Learner's Book being
used at the end of the session, or set as homework, to consolidate
learning.
There is generally a double page in the Learner’s Book for each
associated Core activity in the Teacher’s Resource for Stage 5. The
Teacher’s Resource will refer to the Learner’s Book page by title and
page number, and the title of the Core activity will be at the bottom
of the Learner’s Book page. Please note that the Learner’s Book
does not cover all of the Cambridge objectives on its own; it is for
supplementary use only.
∑ Games Book (printed book and CD-ROM)
This resource is complete in its own right as a source of engaging,
informative maths games. It is also a supplementary resource to the
viii Introduction
series. It can be used alongside the Teacher’s Resource as a source of
additional activities to support learners that need extra reinforcement,
or to give to advanced learners as extension. Each game comes with a
‘Maths focus’ to highlight the intended learning/reinforcement outcome
of the game, so that the book can be used independently of any other
resource. For those who are using it as part of this series, relevant
games are referred to by title and page number in the ‘More activities’
section of the Teacher’s Resource. The accompanying CD-ROM
contains nets to make required resources; it also contains a mapping
document that maps the games to the other resources in the series for
those who require it. Please note that the Games Book does not cover
all of the Cambridge objectives on its own; it is for supplementary
use only.
Each chapter in the Teacher’s Resource includes
∑ A Quick reference section to list the title of each of the Core activities
contained within the chapter. It provides an outline of the learning
outcome(s) of each Core activity. (See page vii and later in this list, for
a reminder of what is meant by a Core activity.)
∑ A list of the Objectives from the Cambridge Primary Mathematics
curriculum framework that are covered across the chapter as a whole.
Please note that this means that not all of the listed objectives will be
covered in each of the chapter’s Core activities; they are covered when
the chapter is taken as a whole. The objectives are referenced using sub-
headings from the framework, for example ‘1A: Calculation (Mental
strategies)’ and the code from the Scheme of Work, for example,
‘2Nc3’.
Please be aware that the content of an objective is often split across
different Core activities and/or different chapters for a logical
progression of learning and development. Please be assured that
provided you eventually cover all of the Core activities across the whole
Teacher’s Resource, you will have covered all of the objectives in full.
It should be clear from the nature of a Core activity when parts of an
 objective have not been fully covered. For example, a chapter on length Teacher-led whole class activity
will list ‘Measure’ objectives that also include weight, such as ‘1MI1’ The main narrative represents work to be done as a whole class.
(Compare lengths and weights by direct comparison…) but the weight Teacher-Learner discussion
aspect of the objective will not be covered in a chapter on length(!); “Text that is set in italics within double-quotation marks represents
that part of the objective will be covered in a chapter on weight. Or suggested teacher dialogue to instigate Teacher-Learner disccusion.”
a chapter focussing on understanding teen numbers as ‘ten and some Learner-Learner interaction
more’ might cover the action ‘recite numbers in order’ but only up to 20 Group and pair work between learners is encouraged throughout and is
and therefore only partially cover objective ‘1Nn1’ (Recite numbers in indicated using a grey panel behind the text and a change in font.
order … from 1 to 100…)). But please be reassured that, by the end of
the Teacher’s Resource, all of objectives 1MI1 and 1Nn1 will have been
The right-hand (narrow) column provides,
covered in full; as will all objectives. The Summary bulleted list at the
the vocabulary panel
end of each Core activity lists the learning outcome of the activity and
side-notes and examples
can add some clarity of coverage, if required.
a Look out for! panel that offers practical suggestions for identifying
∑ A list of key Prior learning topics is provided to ensure learners are
and addressing common difficulties and misconceptions, as well
ready to move on to the chapter, and to remind teachers of the need to
as how to spot advanced learners and ideas for extension tasks
build on previous learning.
to give them
∑ Important and/or new Vocabulary for the chapter as a whole is listed.
an Opportunity for display panel to provide ideas for displays.
Within the Core activity itself, relevant vocabulary will be repeated
∑ A Summary at the end of each Core activity to list the learning
along with a helpful description to support teaching of new words.
outcomes/expectations following the activity. This is accompanied by a
Check up! section that provides quick-fire probing questions useful for
The Core activities (within each chapter) collectively provide a
formative assessment; and a Notes on the Learner’s Book section that
comprehensive teaching programme for the whole stage. Each Core
references the title and page number of the associated Learner’s Book
activity includes:
page, as well as a brief summary of what the page involves.
∑ A list of required Resources to carry out the activity. This list includes
∑ A More activities section that provides suggestions for further
resources provided as photocopy masters within the Teacher’s Resource
activities; these are not required to cover the objectives and therefore
printed book (indicated by ‘(pxx)’), and photocopy masters provided
are optional activities that can be used for reinforcement and
on the CD-ROM (indicated by ‘(CD-ROM)’), as well as resources
differentiation. The additional activities might include a reference to
found in the classroom or at home. ‘(Optional)’ resources are those that
a game in the Games Book. You are encouraged to also look on the
are required for the activities listed in the ‘More activities’ section and
Cambridge Maths Project website to find NRICH activities linked to
thus are optional.
the Cambridge objectives. Together, these activities provide a wealth of
∑ A main narrative that is split into two columns. The left-hand (wider)
material from which teachers can select those most appropriate to their
column provides instructions for how to deliver the activity, suggestions
circumstances both in class and for use of homework if this is set.
for dialogue to instigate discussions, possible responses and outcomes,
as well as general support for teaching the objective. Differences in
formatting in this section identify different types of interactivity:

Introduction ix
 We would recommend that you work through the chapters in the order
they appear in this book as you might find that later chapters build on
knowledge from earlier in the book. If possible, work with colleagues
and share ideas and over time you will feel confident in modifying and
adapting your plans.
Teaching approaches
Learners have different learning styles and teachers need to appeal to all
these styles. You will find references to group work, working in pairs and
working individually within these materials.
The grouping depends on the activity and the point reached within a series
of sessions. It may be appropriate to teach the whole class, for example,
at the beginning of a series of sessions when explaining, demonstrating
or asking questions. After this initial stage, learners often benefit from
opportunities to discuss and explain their thoughts to a partner or in
a group. Such activities where learners are working collaboratively are
highlighted in the main narrative as detailed in the previous section.
High quality teaching is oral, interactive and lively and is a two-way
process between teacher and learners. Learners play an active part by
asking and answering questions, contributing to discussions and explaining
and demonstrating their methods to the rest of the class or group. Teachers
need to listen and use learner ideas to show that these are valued. Learners
will make errors if they take risks but these are an important part of the
learning process.
Talking mathematics
We need to encourage learners to speak during a maths session in order to:
∑ communicate
∑ explain and try out ideas
∑ develop correct use of mathematical vocabulary
∑ develop mathematical thinking.
x Introduction
It is important that learners develop mathematical language and
communication in order to (using Bloom’s taxonomy):
Explain mathematical thinking (I think that . . . because . . .)
Develop understanding (I understand that . . .)
Solve problems (I know that . . . so . . .)
Explain solutions (This is how I found out that . . .)
Ask and answer questions (What, why, how, when, if . . .)
Justify answers (I think this because . . .)
There is advice on the CD-ROM about the types of questioning you can
use to get your students talking maths (Questioning).
Resources, including games
Resources can support, assist and extend learning. The use of resources
such as Ten frames, 100 squares, number lines, digit cards and arrow cards
is promoted in the Teacher’s Resource. Games provide a useful way of
reinforcing skills and practising and consolidating ideas. Learners gain
confidence and are able to explore and discuss mathematical ideas whilst
developing their mathematical language.
Calculators should be used to help learners understand numbers and the
number system including place value and properties of numbers. However,
the calculator is not promoted as a calculation tool before Stage 5.
NRICH have created an abundance of engaging and well-thought-out
mathematical resources, which have been mapped to the Cambridge
Primary scheme of work, and are available from the Cambridge Primary
Maths website. Their interactive and downloadable activities can provide
an alternative learning style or enrichment for some of the core concepts.
1A 1 The number system (whole numbers)
Quick reference
Core activity 1.1: Revisiting place value (Learner’s Book p2)
Learners consolidate previous learning and extend their understanding of the number Number
Ordering and rounding Sequences (1) Vocabulary
Place value Let’s investigate Let’s investigate multiple: a number that can

system to include larger whole numbers. They use place value to partition numbers with
Vocabulary be divided exactly by another
Here are five numbers: Use the clues to find the sixth number in
Let’s investigate ten thousand: is number is a multiple of that
this sequence.
Here are five digit cards. 10 times larger than 5505 5455 5045 5500 5050 number. Start at 0 and count
2 0 4 one thousand up in equal steps and you
7 Match each number to the correct letter A, B, C, D or E in the following table.
? ? will find numbers that are
?

up to six digits and use their understanding of place value to multiply and divide by 10
Use three of these cards
(10 ! 1000 " 10 000). 9 ? ?
Number rounded to the: multiples of the step size.
to make the missing number 5 hundred thousand:
nearest 10 nearest 100 nearest 1000 "3 "3 "3
is 100 times larger
on the number line. A 5500 5500 6000 The fourth number is equal to 3 ! 10.
than one thousand You may find it
0 1 2 3 4 5 6 7 8 9
0 0 (100 ! 1000 " 100 000). B 5050 5100 5000 easier to take the The second number is equal to 10 " 6.

and 100.
five starting numbers
!100 C 5050 5000 5000
and round them to The third number is half way between the 3, 6, 9, 12, ... are multiples of 3.
D 5460 5500 5000 the nearest 10, 100 second and fourth numbers.
20 000 40 000 60 000 Hth Tth Th H T U
E 5510 5500 6000 and 1000.
1 0 0 0 0 0
The fifth number is 7 more than the
Add further divisions to the fourth number.
number line. 1 Look at the number line. 2505

Core activity 1.2: Ordering and rounding (Learner’s Book p4)

2505 is 3000 when rounded to the nearest thousand. 1 Identify the number sequences shown on these grids.
1 Look at this number: 950 302 Round these numbers to the nearest thousand: 2000 2500 3000 (a) (b)
(a) What does the digit 9 represent? (b) What does the digit 5 represent? (a) 3509 (b) 3499 (c) 4655

2 Write these numbers in figures. 2 Look at the number line. 2505

Learners round numbers to the nearest 10, 100 or 1000 and compare and order whole (a) three hundred and thirty-five thousand, two hundred and seventy-one 2505 is 2500 when rounded to the nearest hundred.
(b) one hundred and five thousand and fifty Round these numbers to the nearest hundred: 2500 2550 2600
(c) one hundred and twenty thousand, two hundred and two (a) 3509 (b) 3499 (c) 4655
2 The grids at the top of page 7 have been torn so you can
3 Look at the number line. 2505

numbers using the > and < signs.

3 Write these numbers in words. only see part of them.
(a) 307 201 (b) 577 006 (c) 790 320 2505 is 2510 when rounded to the nearest ten. (a) What multiples have been shaded?
Round these numbers to the nearest ten: 2500 2505 2510 (b) How wide might the grids be?
4 What number needs to be added or subtracted to change:
(a) 3509 (b) 3499 (c) 4655
(a) 36 473 to 86 473 in one step?
(b) 206 070 to 204 070 in one step? 4 The highest point in the world is Mount Everest in Nepal.

Core activity 1.3: Sequences (1) (Learner’s Book p6)

(c) 47 098 to 54 098 in one step? It is 8848 metres above sea level.
Use a calculator to check your answers. Round 8848 to the nearest hundred metres.

2 Unit 1A: Core activity 1.1 Revisiting place value

4 Unit 1A: Core activity 1.2 Ordering and rounding 6 Unit 1A: Core activity 1.3 Sequences (1)

Learners work with different sequences which all have a constant ‘jump’ size.
They work with sequences presented as grid patterns and number sequences, and extend their
understanding of multiples.
please note that listed objectives might only be partially covered within any given chapter but are
Prior learning Objectives* – covered fully across the book when taken as a whole
This chapter builds on work in 1A: Number and the number system
Stage 4 with numbers with up to 5Nn1 –
Count on and back in steps of constant size, extending beyond zero.
four digits: 5Nn2 –
Know what each digit represents in five- and six-digit numbers.
∑ Ordering, rounding, 5Nn3 –
Partition any number up to one million into thousands, hundreds, tens and units.
partitioning and multiplying 5Nn5 –
Multiply and divide any number from 1 to 10 000 by 10 or 100 and understand the effect.
and dividing by 10 and 100. 5Nn6 –
Round four-digit numbers to the nearest 10, 100 or 1000.
∑ Counting on and back in 5Nn8 –
Order and compare numbers up to a million using the > and < signs.
steps of 1, 10, 100 and 1000. 5Nn12 –
Recognise and extend number sequences.
5Nn13 –
Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000.
1A: Problem solving (Using understanding and strategies in solving problems)
5Ps3 – Explore and solve number problems and puzzles.
5Ps8 – Investigate a simple general statement by finding examples which do or do not satisfy it.

*for NRICH activities mapped to the Cambridge Primary objectives,

please visit www.cie.org.uk/cambridgeprimarymaths
Vocabulary
ten thousand ∑ hundred thousand ∑ multiple

Cambridge Primary Mathematics 5 © Cambridge University Press 2014 Unit 1A 1

 Core activity 1.1: Revisiting place value LB: p2

Resources: Place value chart: 1–100 000 photocopy master (CD-ROM); prepare large version for class display. Place value crossword photocopy master
(CD-ROM). Calculators. (Optional: 0–9 spinners (CD-ROM).)

Multiplying and dividing by 10 Vocabulary

At the start of the session, briefly revise place value using the Place value chart 1–100 000
ten thousand: ten thousand is 10 times larger than a
photocopy master, making sure to cover the hundred thousand column. Ask learners what
thousand (10 × 1000).
changes and what stays the same when you multiply 6 by 10. (Answer: The digit 6 stays the
same but the place value moves to the left.) hundred thousand: hundred thousand is 100 times
larger than a thousand (100 × 1000).
Demonstrate this on the place value chart. Ensure that learners understand how zero can be
hundred ten thousand hundred ten unit
used as a place holder by partitioning numbers of up to five digits. For example, 23 806 is thousand thousand
20 000 + 3000 + 800 + 6. In 23 806 the zero makes sure that the ‘8’ and the ‘6’ are in the correct HTh TTh Th H T U
place; without the zero we would read ‘2386’, which is not correct. 1 0 0 0 0 0
1 0 0 0 0

Explain that, so far, they have learned about numbers up to tens of thousands. “Now we 1 0 0 0

are going to look at hundreds of thousands, which is 10 times larger than tens of thousands, or
× 10
a hundred times larger than a thousand.” Ask learners to write a single-digit number in the × 100
centre of a sheet of paper. Tell them to keep multiplying their chosen number by 10 and to
record the result they get each time in words and figures. Learners should stop multiplying
when they have generated a six-digit number. Explain that a number with six digits has a size
of hundreds of thousands. Example: multiplying 7 by 10 to generate a six-digit
number.
Ensure that learners understand that multiplying by 100 is equivalent to multiplying by 10 seven 7
and then by 10 again. Extend the work to dividing by 10 and 100. Use the Place value chart seventy 70
1–100 000 photocopy master, with the hundred thousand column visible, to demonstrate that seven hundred 700
when dividing by 10 each digit moves one place to the right, and when dividing by 100 each seven thousand 7000
digit moves two places to the right. seventy thousand 70 000
seven hundred thousand 700 000
Hundreds of thousands
Write the number 985 432 on the board and ask:
∑ “What does the digit 9 represent?” (Answer: 9 hundred thousand)
∑ “What does the digit 8 represent?” (Answer: 8 ten thousands (or 80 thousand))
∑ “What does the digit 2 represent?” (Answer: 2 units (or ones))

2 Unit 1A 1 The number system (whole numbers)

Practise partitioning numbers up to one million into thousands, hundreds, tens and units
in this way until learners are comfortable with the larger numbers. Look out for!
Learners who say, ‘To multiply by 10 add a 0.’ This
Ask these additional questions to give learners more practice in working with numbers with ‘rule’ does not extend to decimals and should not be used.
up to six digits. Learners may use a calculator to check their answers. Instead, insist that learners use the rule: ‘To multiply by
∑ “What number needs to be added or subtracted to change 35 873 to 95 873 in one step?” 10, each digit moves one place value to the left.’
Answer: 60 000 needs to be added)
∑ “What needs to be added or subtracted to change 209 050 to 202 050 in one step?” (Answer: 7000 needs to be subtracted)
∑ “If we partition 305 469 into expanded form, what number must go in each box? How do you know?” 305 469 = + 5000 + + + 9
(Answer: 300 000, 400, 60; partitioning a number gives a single digit and zeros to give the correct place value, starting with the largest place value)
Set learners a challenge. Ask:
∑ “Does anyone know what I mean by one million? How do you write one million in figures?” (Learners might be unfamiliar with this terminology, or
recognise it as 1 and 6 zeros; the correct answer is one thousand thousands.)
∑ How do you write half a million in figures? (Answer: 500 000)
∑ How do you say this number? (Answer: five hundred thousand)
Summary
Learners have extended their knowledge of the number system and can work with whole Check up!
numbers with up to six digits. ∑ “Why do 3000 × 100 and 30 000 × 10 give the same answer?”
Notes on the Learner’s Book ∑ “I have the number 456 000 showing on my calculator.
Place value (p2): consolidates previous learning and extends learners’ understanding of What single calculation can I do to make 956 000?”
the number system to include larger whole numbers. Give learners a copy of the ∑ “How can I change 456 000 to 416 000 in one step?”
Place value crossword photocopy master for question 7.
More activities
Target 100 000 (class)

You will need a 0–9 dice or a 0–9 spinner (CD-ROM). Generate six digits and write them for the whole class to see. Learners use these digits to make
two three-digit numbers. For example: 3, 5, 9, 2, 4 and 1 can be used to make 921 and 543. Learners write down their chosen numbers and then decide
whether to multiply each number by 10 or 100. The aim is to get a total that is as close to 100 000 as possible when the two products are added together.
For example: 921 × 100 = 92 100 and 543 × 10 = 5430; 92 100 + 5430 = 97 530 and 100 000 − 97 530 = 2470. Remind learners that the number pairs for 10 are
useful here because they can be used to estimate number pairs to 100 000. The learner(s) whose total is closest to 100 000 scores one point. Generate a new
set of numbers and continue the game.

Games Book (ISBN 9781107667815)

Remove a digit (p6) is a game for two players. It encourages learners to consider the position, and therefore the value, of each digit in a whole number with
up to six digits.
Core activity 1.1: Revisiting place value 3
 Core activity 1.2: Ordering and rounding LB: p4

Resources: A large sheet of paper big enough to create a poster. (Optional: 0–9 spinners (CD-ROM).)

Rounding to the nearest thousand

Remind learners of the rules of rounding from Stage 4 (Unit 1A, chapter 1): to round a
number to the nearest hundred look at the tens digit, if it is less than 5 the hundreds digit 3000
remains unchanged and the number is rounded down to the nearest hundred, if it is 5 or
2550 2000
more round up. (Look at the digit in the place value to the right of the chosen place value
when determining to round up or down). 2549
Write the numbers shown in the column to the right, for the whole class to see. Ask, “Which
number do you think is closest to 2549 rounded to the nearest hundred?” 2500 2600

Give learners time to discuss the question in pairs. Take feedback. Remind learners how to round using a number line to
(Answer: 2549 is 2500 when rounded to the nearest hundred) show that 2549 rounded to the nearest thousand
Discuss that 2549 could also be rounded in different ways, for example: is 3000.
2549 is 2550 when rounded to the nearest ten
2549 is 3000 when rounded to the nearest thousand. Example: 2549 is closer to 3000 than 2000.
Learners should understand, from what they know about rounding to the nearest 10 or 100, 2549
that to round a number to the nearest thousand they need to look at the hundreds digit. If it
is 5 or more, round up. If it is less than 5, the thousands digit remains unchanged. 2000 2500 3000

Still displaying the circled numbers from the start of the session, ask learners to imagine a
reporter writing about the attendance at the match for a newspaper. “Which number would
they use, the actual attendance figure or a rounded number? Why?” There is no correct answer Opportunity for display
but suggestions might include that in this kind of report an exact number probably isn’t
Collect examples from newspapers and magazines
important and a rounded number might be easier to visualise. Also, the reporter might
of numbers that are likely to be rounded.
choose to use a rounded number to make the attendance appear bigger in order to make the
article more dramatic.
Ask learners to round the following numbers to the nearest thousand and then put the
rounded numbers in order from largest to smallest:
3990, 4500, 3495, 4090, 9550 (Answer: 10000, 5000, 4000, 4000, 3000)
“What do you notice about two of the rounded numbers?” (Answer: 3990 and 4010 both round
to 4000 to the nearest thousand)
4 Unit 1A 1 The number system (whole numbers)
Ordering six-digit numbers
The review of place value in Core activity 1.1 should help learners order six-digit numbers. Make sure that they understand that the first digit represents
the largest part of the number. Inform learners that they can partition the number first if they need to. Invite learners to order these six numbers, starting
with the smallest:
250 000 260 000 300 000 254 900 255 000 200 000
Prompt them to realise that the answer can be written using the less than (<) symbol, as shown here:
(Answer: 200 000 < 250 000 < 254 900 < 255 000 < 260 000 < 300 000)

Summary
∑ Learners can confidently round numbers to the nearest 10, 100 and
1000; and order and compare numbers using the < and > signs.
∑ Learners can order and compare numbers up to one million.
Notes on the Learner’s Book
Ordering and rounding (p4): provides practice in rounding numbers to the
nearest 10, 100 and 1000. Learners are given some facts about five famous
mathematicians. They are asked to draw a time line and arrange the
mathematicians’ dates of birth and death on it. Encourage learners to
investigate the famous mathematicians listed. Help them to display the
information they find in the form of a time line.
Check up!
∑ Round 3568 to the nearest 10, 100 and 1000. (Answer: 3570, 3600, 4000)
∑ Round 9384 to the nearest 10. Is it less than or more than 9379 to the
nearest ten? (Answer: they are equal)
∑ “Put the following numbers in size order, using the ‘less than’ or ‘more
than’ symbol: 3647, 9540, 234, 9990” (Answer: 234 < 3647 < 9540 < 9990;
or 9990 > 9540 > 3647 > 234)
∑ What is bigger, 999 800 or 998 900? (Answer: 999 800)
∑ “A newspaper reported that 5000 people attended the match. The organisers
said that 4672 people were there. Explain the difference in numbers.”

More activities
Nearest hundred (pairs)

You will need a 0–9 dice or 0–9 spinner (CD-ROM). Each player rolls the dice or spins the spinner four times. Players record the digits in the order that
they are generated to make one four-digit number. Each player then rounds their number to the nearest 100 and scores that number of points for the round.
For example:
6 5 2 1 to the nearest hundred
6521 6500

6500 is 65 hundreds, so scores 65 points

The player with the most points after 10 rounds is the winner. You can adapt the game to rounding numbers to the nearest 10 or the nearest 1000.

Core activity 1.2: Ordering and rounding 5

 Core activity 1.3: Sequences (1) LB: p6

Resources: Number sequences photocopy master (p9). 1 cm2 square paper (or use Square paper photocopy master (CD-ROM)). Check up! photocopy
master (p10). (Optional: Sequence cards photocopy master (CD-ROM).)

Ask learners to imagine a grid of squares that is four squares wide. The number 1 is in the
Vocabulary
top left-hand corner, 2 is next to 1, and the numbers continue in order.
multiple: the result of multiplying a number by a
Now ask: positive whole number. Start at zero and count up in
∑ “Where would 5 be?” (Answer: first square in the second row) steps of the same size and you will find numbers that
∑ “What about 7? How did you work it out?” (Answer: third square in are multiples of the step size.
the second row)
For example:
Choose other numbers, encouraging learners to explain each time
!3 !3
how they worked out the number’s position in the grid. Possible !3 !3

suggestions might include counting the squares from left to right; or

using multiples of the first digit in a column to fill the rest of the column. 0 3 6 9 12
0"3 1"3 2"3 3"3 4"3
“Imagine that the numbers in the 2× table are shaded on the grid. What pattern would they
3, 6, 9, 12 . . . are all multiples of 3
make?” (Answer: a vertical strip pattern)

Give learners the following general statement: ‘All grids produce a strip pattern for multiples
of 2’. Ask them to investigate if this general statement is true. If necessary, prompt learners
by asking, “What if the grid was a different width?” (Link to work on general statements
from Stage 4 (Unit 2A, chapter 9)). Allow time for feedback. The learners should agree that
the general statement is not true; they should show the understanding that grids with an odd
number of columns will not give a strip pattern for multiples of 2.

Now invite learners to imagine a grid of squares that is six squares wide. They should
imagine colouring in numbers that are multiples of 3 (i.e. numbers in the 3× table). Ask:
∑ “What pattern do you get?” (Answer: a vertical strip pattern)
∑ “How did you work it out?”
Invite learners to draw the grids for themselves if they cannot visualise the pattern easily.
Compare the patterns for the multiples of 2 and 3, “What do you notice? ” Establish that there
is one square between each shaded square in a row for the multiples of 2, and two squares

6 Unit 1A 1 The number system (whole numbers)

between shaded squares for the multiples of 3. Learners should realise that they need to check
the number of squares between two shaded squares on a row to determine the multiple. The
multiple is one more than the number of blank squares between shaded squares in a row.

Now consider different sizes of grid. Can the same vertical strip pattern be formed on a Example: multiples of 3 will form a vertical strip
different size grid? Give learners time to experiment with drawing and colouring different pattern on different grids, for example:
sized grids. Encourage learners to realise that the width of the grid can vary and still
produce the same pattern, provided the width of the grid is a multiple of the number being
coloured. For example, for multiples of 3, grids of squares that are 3, 6, 9, etc. squares wide
will produce the vertical strip pattern.

Explain to learners that the patterns they have been looking at form number sequences. If Note: The space between the shaded squares on a row
necessary, remind them that a sequence is a list/pattern of numbers arranged according to is two squares (one less than the multiple).
a rule. The sequences they have looked at so far have the following rules to determine what
square to colour next: Number sequences photocopy master answers
– multiples of 2, or counting on in twos starting at 2 1. (a) Multiples of 6
– multiples of 3, or counting on in threes starting at 3. (b) Multiples of 3
(c) Multiples of 4
Ask learners to investigate the grids on the Number sequences photocopy master. Learners can
(d) Multiples of 5
either write their answers on the sheet or in their notebooks. (e) Multiples of 3
2. (a) Grid 1: multiples of 4; Grid 2: multiples of 5
Take feedback on learners’ results. Remind learners again that number patterns such as these (b) Grid 1: width of grid could be 9, 13, 17 . . .
are called sequences. squares;
Grid 2: width of grid could be 6, 11, 16 . . . squares
Recap, “In all the number sequences we have looked at so far we have:
∑ counted in steps of equal size
∑ started the count at a multiple.”

Establish that we do not always start the count in this way. We could have steps of 4 but start
counting from a number which is not a multiple of 4. For example:
3, 7, 11, 15, 19 . . . (counting on in 4s)
15, 11, 3, 3, −1 . . . (counting back in 4s)
Give similar sequences and ask learners to find the next number in the sequence.

Extend to counting on or back in multiples of larger numbers. For example:

50, 100, 150, 200, 250 . . .
300, 200, 100, 0, −100 . . .
Give similar sequences and ask learners to find the next number in the sequence.

Core activity 1.3: Sequences (1) 7

 Summary
∑ Learners are able to explore patterns of multiples. Check up!
∑ They can count on and back in steps of constant size from any start number, including ∑ “Noura writes down a sequence of numbers starting
working with negative numbers. with 100. She subtracts 55 each time. What are the
next two numbers in the sequence?”
Notes on the Learner’s Book
∑ Display the Check up! photocopy master (p10) and
Sequences (1) (p6): gives the opportunity to work with different sequences which all have a
say, “This grid has been torn so you can see only part
constant ‘jump’ size. Many of the questions also provide valuable tables practice.
of it. What multiples have been shaded? ” How wide
might the grid be?”

More activities
Sequence cards (for individuals or pairs)

You will need a set of sequence cards from the Sequence cards photocopy master (CD-ROM); per learner or pairs of learners.

Learners sort the cards into four sets. Each set shows a different part of the sequence (the ‘jump’ size is the same but the starting number is different).
Learners give the rule for the sequence.
(Answers: Sequence A – counting back in 2s; Sequence B – counting on in 5s; Sequence C – counting on in 3s; Sequence D – counting on in 25s)

8 Unit 1A 1 The number system (whole numbers)

 Number sequences
1. Look at the grids and identify the number sequences.
(a) (b) (c) (d) (e)

……………………… ……………………… ……………………… ……………………… ………………………

2. These grids have been torn so you can see only part of the grid.
(a) What multiples have been shaded?
(b) How wide might the grids be?

Grid 1 Grid 2

……………………… ………………………

Instructions on page 7 Original Material © Cambridge University Press, 2014

 Check up!

Instructions on page 8 Original Material © Cambridge University Press, 2014

1A 2 Mental and written strategies for addition and subtraction
Quick reference
Core activity 2.1: Addition and subtraction (1) (Learner’s Book p8) Addition and subtraction (1)
Let’s investigate
I will count
Vocabulary
addition: to combine
more than one
Adding more numbers
Let’s investigate
This is a magic square. Every row and column, and
40 26 27 37

Learners use counting on and back in 1000s, 100s, 10s and 1s to help them add or subtract.
A on in hundreds number to make a
from 3. the two diagonals, should
total, or sum. Two of the numbers in this 29 35 31 32 add up to 130.
subtraction: to take square have been swapped.
33 34 30 36
away, or find the
Find the two numbers and
I will count on in difference between 28 38 39 25

They develop their strategies for adding and subtracting pairs of two- and three-digit numbers.
swap them back so that the
tens from 903. B numbers.
magic square works.
total: the result when
numbers are added 1 Alyssa, Anish and Axel have been raising money by doing
I will count back in together. chores for four months.

Learners begin to develop ways of adding and subtracting numbers with one decimal place.
C thousands from 9003. difference: the result These graphs show how much they raised each month.
when a number Alyssa’s earnings Anish’s earnings Axel’s earnings
If all three children count at the same is subtracted from 52 52 52

speed, who will say 1003 first? another number. 50 50 50

48 48 48
46 46 46
44 44 44
1 Complete the number sequences to open the safe. 42 42 42
40 40 40
38 38 38

Money raised in $

Money raised in $
36 36 36

Money raised in $
34 34 34

Core activity 2.2: Adding more numbers (Learner’s Book p10)

, 72 32 32 32
, 42, 52, , 418, 428 30 30 30
(a) ,
, 332.5,
(b) 388 132.5, 232.5,
28 28 28
1089
, , 1189,
26 26 26
(c) , 7
8207, 830 2
24 24 24
9,
(d) 148
, , 8107, , 976
22 22 22

, 9782,
20 20 20
(e)
(f) 9802,
18 18 18

Learners develop strategies for finding the total of more than three two-digit numbers.
16 16 16
14 14 14
12 12 12
10 10 10
8 8 8
6 6 6
4 4 4
2 2 2
0 0 0
Jan. Feb. Mar. Apr. Jan. Feb. Mar. Apr. Jan. Feb. Mar. Apr.
Months of the year Months of the year Months of the year

8 Unit 1A: Core activity 2.1 Addition and subtraction (1)

10 Unit 1A: Core activity 2.2 Adding more numbers

please note that listed objectives might only be partially covered within any given chapter but are
Prior learning Objectives* – covered fully across the book when taken as a whole

∑ This chapter builds on work in Stage 4 on different
strategies for adding and subtracting: finding pairs
of small numbers that equal 10 or 20; adding and
subtracting multiples of 10 and 100; adding and
subtracting near multiples of 10 and 100.
∑ Learners should be able to choose a suitable strategy
for a particular problem such as subtracting a small
number crossing 100, for example, 304−8.
∑ Learners should be able to partition numbers
including numbers with one decimal place.
∑ Learners should know some different methods used
for checking the results of adding and subtracting
numbers.
1A: Calculation (Mental strategies)
5Nc8 – Count on or back in thousands, hundreds, tens and ones to add or subtract.
5Nc10 – Use appropriate strategies to add or subtract pairs of two- and three-digit numbers and
numbers with one decimal place, using jottings where necessary.
1A: Calculation (Addition and subtraction)
5Nc18 – Find the total of more than three two- or three-digit numbers using a written method.
1A: Problem solving (Using techniques and skills in solving mathematical problems)
5Pt3 – Check with a different order when adding several numbers or by using the inverse when
adding or subtracting a pair of numbers.
1A: Problem solving (Using understanding and strategies in solving problems)
5Ps2 – Choose an appropriate strategy for a calculation and explain how they worked out the
answer.

*for NRICH activities mapped to the Cambridge Primary objectives, please visit www.cie.org.uk/cambridgeprimarymaths

Vocabulary
addition ∑ subtraction ∑ total ∑ difference

Cambridge Primary Mathematics 5 © Cambridge University Press 2014 Unit 1A 11

 Core activity 2.1: Addition and subtraction (1) LB: p8

Resources: Addition and subtraction crosses photocopy master (p22); large version for class display.

Addition and subtraction strategies for whole numbers Vocabulary

The first part of this Core Activity revises learning from Stage 4 before progressing to adding
addition: to combine two numbers to make a total,
two three-digit numbers. Use this to assess learners’ understanding and fluency of addition
or sum.
and subtraction and use professional judgement about how quickly they should move onto
Stage 5 objectives. subtraction: to take away, or find the difference
between two numbers.
Display the Addition and subtraction crosses photocopy master. Choose a two-digit number, total: the result when numbers are added together.
e.g. 72 and write this in the centre of the first cross. Create four groups of learners and difference: the result when a number is subtracted
inform them that they are either +1, +10, +100 and +1000, and that we need to complete from another number.
the grid by counting on (or adding) 1, 10, 100 and 1000 in each direction on the cross, as
indicated on the photocopy master. Learners discuss the sequence of numbers that their
group would generate if they counted on from the start number. One group at a time, and Opportunity for display
one learner at a time, each learner calls out their number in the sequence for you to write in Display advice as posters to support learners in
the appropriate place on the grid. remembering methods of adding 1, 10, 100 or 1000.

Choose a four-digit number greater than 4000, e.g. 7342, and use the second grid on the Addition and subtraction strategies from Stage 4:
Addition and subtraction crosses photocopy master to subtract 1, 10, 100 and 1000. You can ∑ Counting on/back in hundreds, tens and ones.
change the groups or keep them the same, and repeat the activity as before. This activity can be ∑ Using near doubles and compensating.
modified to add/subtract other multiples such as 2, 20, 200, 2000; 5, 50, 500, 5000 and so on. ∑ Using number pairs of 10 or 20.
∑ Partitioning into hundreds, tens and units.
Pairs of learners discuss advice for how to add or subtract 1, 10, 100 or 1000 to any whole number. ∑ Rearranging the order of the addition, e.g. largest to
Give time for learners to present their advice to the class. If necessary, remind learners of the smallest numbers.
different strategies for adding and subtracting that they learnt in Stage 4 (Units 1A and 2A, ∑ Adding or subtracting near multiples of 10 to or
chapters 2 and 10 respectively). Create a bulleted list that the whole class agrees on. from a three-digit number.
∑ Adding three numbers where the sum of two of the
Demonstrate that adding 600 is the same as counting on six 100s, and subtracting 4000 is numbers is a near multiple of 10.
the same as counting back four 1000s. Remind learners that counting on and back is often ∑ Subtraction by finding the difference.
useful but it is not always the most efficient way of adding and subtracting.

Challenge learners to use any suitable method to add the following pairs of numbers:
32 + 60 = (92) 254 + 40 = (294) 543 + 300 = (843) 80 + 128 = (208)
12 Unit 1A 2 Mental and written strategies for addition and subtraction
 Ask pairs of learners to describe their methods to each other. They then try out each others’
strategies and decide which works the best for different problems. Look out for!
Learners who have difficulty explaining their
Demonstrate how the same methods can be used to find the result of adding three-digit methods. Model how to say aloud the thought
numbers that are not multiples of 10 or 100, because these numbers can be partitioned into processes that you use when solving addition
multiples of 100, 10 and 1. questions, include using known facts, counting on
(perhaps using fingers to keep track of the counting),
Example: and checking that the answer is reasonable.
543 + 342 can be calculated by partitioning into 543 + 300 + 40 + 2.
This addition can be recorded using:
∑ a number line
+300 +40 +2

543 843 883 885

∑ a vertical addition
543
+342
843 (+ 300)
883 (+ 40)
885 (+ 2)
or with jottings in another way.

Write this set of numbers in a circle for the whole class to see:

482 136 275 319 193 427 368 544

Ask learners to choose two numbers at a time to add. Remind them to partition one number Support learners who wish to experiment with their
to add to the other number using one of the methods shown. If appropriate, encourage own ways of jotting by asking them to consider
learners to experiment with different ways of using jottings to support their calculations. whether their method is:
∑ Checkable
Take feedback and check answers. If desired, record answers for the whole class to see. Now ∑ Accurate
show how to use the same ideas of partitioning to work out the result of subtracting three- ∑ Reliable
digit numbers that are not multiples of 10 or 100. ∑ Efficient.

Core activity 2.1: Addition and subtraction (1) 13

 Example:
543 – 342 can be calculated by partitioning as 543 – 300 – 40 – 2
This subtraction can be recorded using:
∑ a number line
−2 −40 −300

201 203 243 543

∑ a vertical subtraction
543
−342
243 (−300)
203 (−40)
201 (−2)
∑ counting on from a smaller number (finding the difference)
342 + 8 = 350; + 100 = 450; + 90 = 540 + 3 = 543,
8 + 100 + 90 + 3 = 201
so 543 – 342 = 201

or with jottings in another way.

Ask learners to choose two numbers from the set written in the circle and subtract the
smaller from the larger. Remind learners to partition the smaller number each time. If
appropriate, encourage learners to experiment with different ways of using jottings.
Adding and subtracting decimal numbers
Repeat the activity from the start of the session using the Adding and subtracting crosses
photocopy master, but this time with a starting number that has one decimal place, e.g. 72.3,
and 5283.9. Ask, “Do you use the same method you used for adding to a whole number? What
is different when you add to a decimal number?” Discuss methods used as a class. Learners
should realise that if they are adding a whole number then the decimal part of the original
number stays the same and they can use the same methods they did before; they just need to
remember to always write the decimal part in the answer.
Look out for!
Learners who are unsure about decimal numbers.
Remind learners that the first decimal place is for
‘tenths’. If necessary use place value equipment to
demonstrate what a ‘tenth’ is. Represent the starting
number in the grid using a picture or equipment
and show how to add 1s, 10s, 100s and 1000s to the
number. Some learners may find it useful to think
about this addition in context such as length in
centimetres.

14 Unit 1A 2 Mental and written strategies for addition and subtraction

Ask, “What happens if I want to add 10.1 to 34.5?” Discuss suggestions as a class. Explain
that here it is best to partition the number into tens, units and tenths, e.g.
10.1 = 10 + 0.1
34.5 = 30 + 4 + 0.5
First add up the tens (40), then add up the units (4), then add up the tenths (0.6). Then add
the parts together: 44.6

“What if I wanted to subtract 10.1 from 34.5? How can I use partitioning to do this?” Discuss
suggestions as a class.
34.5 = 30 + 4 + 0.5
10.1 = 10 + 0.1
Do subtractions in parts: 30 – 10 = 20; 4 – 0 = 4; 0.5 – 0.1 = 0.4. Then add these parts together:
24.4

Write this set of numbers in a circle for the whole class to see:

34.1 56.8 1034.6 4564.3

Ask learners to add 1, 10, 100 and 100 to each number. Then ask learners to choose just two
numbers to add together. Encourage learners to use jottings to support their calculations.
Now ask them to subtract a smaller number from a larger number. Choose learners to
demonstrate to the class which two numbers they added together, or subtracted, and how.
Discuss any errors. Make sure the learners know that it is useful to partition the numbers Remind learners that addition and subtraction are
first and then add/subtract. inverse operations and can be used to check addition
and subtraction solutions, e.g.
Ask groups of learners to share the calculations and methods they have used, then set each other ∑ check the results of adding numbers by subtracting
addition and subtraction questions to answer using jottings; these can be with whole numbers and/ one number from the total
or decimal numbers. Group members should check each others’ calculations by using the inverse ∑ check subtraction by adding the answer to the
operation. smaller number in the original calculation.

Core activity 2.1: Addition and subtraction (1) 15

 Summary
∑ Learners know that counting on and back in 1000s, 100s, 10s and 1s can help them add Check up!
or subtract. “Here are two numbers: 176 and 438. Find the total and
∑ Learners have developed strategies for adding and subtracting pairs of two- and three-digit the difference. Explain your method.”
numbers. (Answers: total 614, difference 262)
∑ Learners start to develop strategies for adding and subtracting numbers with one decimal Repeat for other three-digit numbers.
place.

Notes on the Learner’s Book

Addition and subtraction (1) (p8): provides practise with number patterns that can be completed
by adding and subtracting 10 or 100. The number patterns are then used to solve problems and
play games involving addition and subtraction of three-digit numbers.

More activities
Total and difference (pairs)
Learners choose two different three-digit numbers less than 500. They find the total and the difference of these numbers to give a new set of two numbers.
They find the total and difference again to make a new set of numbers and repeat until one of the numbers is greater than 2000. They investigate which
pairs of numbers get them to 2000 quickly and which take longer.

Games Book (ISBN 9781107667815)

The counting game (p1) is a game for two or three players. Players move around a board adding or subtracting multiples of 10, 100 and 1000 to try to make
a total as close as possible to 3000.

16 Unit 1A 2 Mental and written strategies for addition and subtraction

Blank page 17
 Core activity 2.2: Adding more numbers LB: p10

Resources: Addition and subtraction dartboards photocopy master (p23); large version for class display. Coloured pencils. Camera. 0–100
number cards photocopy master (CD-ROM); with 0–9 removed. (Optional: calculators.)

Explain that we are going to extend what we did in the last session by adding together three Learners will need to remember the addition and
or more two-digit numbers. subtraction strategies learned from Stage 4 for this
session. (A reminder list in given in Core activity
Give each pair of learners a copy of the Addition and subtraction dartboards photocopy 2.1, p12).
master and a set of differently coloured pencils (at least four different colours per learner).

Pairs of learners take turns to close their eyes and make three marks with their coloured pencil on Opportunity for display
Dartboard (1). They then add up their score using a written method without showing their partner.
Display a large copy of ‘Dartboard (1)’ from the
Tell learners to say their calculation and method aloud, so that they can discuss it with their partner.
Addition and subtraction dartboards photocopy
Extension: Once the learners are confident, ask them to repeat the activity but this time making
master. Ask learners to write down one of the sets
four marks so that they are adding up four two-digit numbers. Encourage learners to add sets of
of three two-digit numbers they found the total for,
numbers in different ways to check their solutions.
and the strategies they used, to display next to the
dartboard.
Ask learners to feed back the strategies they used to add the numbers. These should include
finding pairs of numbers that add to 10 or 20; as well as other strategies used to add two
two-digit numbers in Stage 4. List useful strategies on the board.

Ask learners which of the strategies could be used or adapted to help them add three-
digit numbers. Discuss responses. Learners should discover that they can apply previous
knowledge and methods to larger numbers.

Learners repeat the activity with Dartboard (2), discussing their strategies so that they can feed
back to the class. Again, learners start by making three marks and move onto making four marks
if/when they are ready. Learners can start by using a written method and move to mental methods
when they feel more confident. If they use mental methods, encourage them to check their
solutions by adding the numbers again, in a different order, or using subtraction.

18 Unit 1A 2 Mental and written strategies for addition and subtraction

Stock taking
The context of this activity is a ‘stock take’ to find out how many pencils there are in the
classroom or school so that the class can plan an order of new pencils.
Explain that it is time to order new resources for the classroom or school and that this class
will be ordering pencils. Ask for ideas for how they could find out how many should be
ordered. Agree that as part of solving the problem, learners will need to find out how many
pencils there currently are in the classroom or school.
Adapt the activity to a context that is relevant to your
classroom situation, e.g. books in different sections of
the library or numbers of lunch boxes in each class, to
create a realistic problem. The context chosen needs
to provide approximately six sets of items that have
between 20 and 100 objects in them.

Organise the class into five or six groups. Each group has the responsibility of finding out how As necessary, suggest strategies for efficient counting,
many pencils there are in a particular area of the classroom or school. Remind groups that they will such as grouping objects into tens.
need to find a way of counting efficiently and accurately. Learners organise themselves to find and
count the pencils in their area. Opportunity for display
Take photographs of the learners counting and
Once all groups have found the total number of pencils in their area, ask each group to display with the addition that they have carried
write this number on the class whiteboard (or equivalent large display at front of the class). out. Save the photographs and calculation to refer
Learners can write the number down anywhere they like; this might lead to a very random to when the learners are developing more formal
and disorganised arrangement of numbers. Ask learners for strategies to help them find written addition strategies in chapter 13.
the total of all the pencils. Challenge learners to use a strategy that they know to add the
numbers together and to write down their solution.
Look out for!
Explain that it is necessary to be very organised when adding so many numbers; if the
Learners who find it challenging to add multiples
numbers on the board are disorganised, explain how it would be easy to miss out a number,
of 10. Learners practised strategies for adding
or count one more than once if there is no structure to how they’ve been recorded. Suggest
multiples of 10 in Stage 4. If learners find this
that one way to be organised is to list the numbers vertically so that all the place values line
difficult, revisit Stage 4 resources to support them.
up, e.g.
28
34
27
26
35

Explain that a useful way to check a calculation is to first estimate the answer. One way to
do this quickly is to add just the ‘tens’ part of the number from each group. As the numbers
are arranged vertically it is easy to see which part is the ‘tens’ of each number and these can
be added using whatever strategy the learner prefers: 20 + 30 + 20 + 20 + 30 = 120

Core activity 2.2: Adding more numbers 19

 Tell learners that you know the total number of pencils will be greater than this, because
the ‘units’ still need to be added on. Now ask learners to write down the numbers from the
board in a vertical list and to estimate how many pencils there are. Then ask them to add up
the numbers.

Show learners how you could record the calculation vertically, e.g. add up the tens first,
then the units (demonstrate the addition using methods that you have agreed are useful and
efficient with the learners):
28
34
27
26
+ 35
12 (tens) (=120)
+ 30 (units; which is 3 tens = 30)
150 total number of pencils (12 tens + 3 tens = 15 tens)

Ask learners to discuss their estimate compared to the actual answer; in most cases the
estimate should be lower than the real value. If the estimate is much lower than the real
value, discuss how a better estimate might have been made by first rounding each number to
the nearest 10 and then counting the decades.

Ask learners to compare this written method and solution with the method they used and
their solution. Remind learners that if they have added the same numbers in a different
order and got the same solution, then this works as a check that the solution is correct.
Explain that this vertical written method is useful because it makes it easy to estimate first
(the answer will be around 120) and the numbers are organised so that it is easier to use
place value to add them together.
Summary
∑ Learners have developed strategies for finding the total of more than three two-digit numbers. Check up!
∑ Learners begin to adapt strategies to find the total of more than three three-digit numbers. Shuffle a set of two-digit number cards and place the
pile face down on a table. Ask learners to take four
Notes on the Learner’s Book
cards from the pile, then ask:
Adding more numbers (p10): learners solve problems involving adding more than three
∑ “What is the total? How did you work it out? Why
numbers in the context of data handling, money, mass and length.
did you use this strategy?”

20 Unit 1A 2 Mental and written strategies for addition and subtraction

More activities
Page numbers (class)
You will need a book with at least 99 pages; or up to 300 pages (not too heavy).

∑ Ask learners to choose a suitable book in the classroom. As you flick through the pages ask them to stop you in four places. Give the learners the four
page numbers that you stopped on and ask them to find the total of the numbers.
∑ Tell the learners the number on the last page in the book. Ask them to find four page numbers in the book that add up to the last page number.

Make my number (class)

You will need a set of 0–100 number cards (CD-ROM).

Choose a number between 100 and 300. Ask learners to find four two-digit number cards that add up to the given number.

Add 10 (individuals)
You will need a set of calculators.

Ask learners to add together 10 random two-digit numbers using a calculator. Allow learners to explore the memory function of the calculator and how it
can be used to help with addition and subtraction.

Games Book (ISBN 9781107667815)

Making 100 (p4) is a game for two or more players. Players choose and then add together four two-digit numbers to make a total close to 100.
Making 1000 (p4) is a game for two or more players. Players choose and then add together four three-digit numbers to make a total close to 1000.

Core activity 2.2: Adding more numbers 21

 Addition and subtraction crosses

+1

+ 1000

+ 10

+ 100

−1

− 1000

− 10

− 100

Instructions on page 12 Original Material © Cambridge University Press, 2014

 Addition and subtraction dartboards

Dartboard 1 Dartboard 2

20 21 200 745
25 18 834 503

12 24 325 42

29 13 235 823

14 26 154 45

11 10 43 543

28 15 100 23

16 22 687 547
27 13 375 432
19 23 286 23

Instructions on page 18 Original Material © Cambridge University Press, 2014

24 Blank page
1A 3 Mental and written strategies for multiplication and division
Quick reference Vocabulary Multiplication and division facts Written methods of multiplication More multiplication Written methods of division

Core activity 3.1: Multiplication and division facts (Learner’s Book p13)
operation: something Let’s investigate Let’s investigate Let’s investigate Let’s investigate
you do to a number. Vocabulary A!B
These numbers follow a pattern. The numbers in the triangles The top number in each pattern is the product of multiplying the Use the digits 2, 5, 7 and 9 to make a correct calculation.
!"#$ are all product: the answer
8 are connected by a rule. 121 ? 3 " 363 two numbers in the middle blocks. A B
mathematical 63 28 you get when you You must use each digit only once.
Try using the inverse
operations. Look at the numbers Use the first triangle to find the rule. multiply two or more The bottom number in each pattern is the sum of the two A"B operation.
? ? ? # ? $ 136

Learners use problem-solving skills to answer a series of questions

on each end of a line numbers together.
inverse: having the ? middle blocks.
passing through the Then use the rule to complete the other two triangles. product
opposite effect. circle.
Find the missing numbers. The example below uses repeated subtraction to divide 124 by 5.
! 9 is the inverse 4 9
of " 9 #5 is the 56 363 777 124
7 ! 8 " 56 25 43
inverse of $ 5. What number goes in the middle? Start with a 100 ! 20 " 5

involving multiplication and division.

39 61 subtraction. 24
inverse operations: 121 3 482 9 7
Knowing your times tables will help you to solve the 20 ! 4 " 5 Remember to show all
operations that following questions. your working.
The example below uses the grid method to find the product of 39 and 15. 4 24 " 5 so 124 # 5 $ 24 r 4
‘undo’ each other if
1 Estimate first, then calculate:
applied to a number 1 Sara is trying to find the code number to unlock 1 Estimate first, then calculate:
(a) 318 ! 2 (b) 426 ! 3 (c) 512 ! 7 ! 30 9
one after the other. a treasure chest. (a) 336 # 7 (b) 387 # 9 (c) 444 # 6
(d) 936 ! 8 (e) 671 ! 9 (f) 384 ! 6 10 300 90

Core activity 3.2: Written methods of multiplication (Learner’s Book p16)

For example, (d) 392 # 8 (e) 332 # 4 (f) 406 # 7
5 150 45
10 " 2 ! 2 % 10 2 This example shows one method to caluclate 5.7 ! 4 Remember to show all
your working 2 Estimate first, then calculate:
7#3$3%7 Estimate: 5.7 ! 4 is approximately 6 ! 4 " 24 450 " 135 # 585
first digit last digit
(a) 567 # 5 (b) 396 # 7 (c) 515 # 9
! 5 0.7 1 Use any method to calculate:
3 What is the missing number?

Learners practise multiplying three-digit whole numbers by single-digit

She has these clues: 20 # 2.8 " 22.8 (a) 34 ! 27 (b) 94 ! 35 (c) 87 ! 48
4 20 2.8 160 # ? $ 8
The last digit is 28 $ 7. (d) 26 ! 56 (e) 58 ! 63 (f) 74 ! 42
The sum of the middle two digits is 4. 22.8 is close to 24, so 22.8 is a reasonable answer. 4 Hamid has 104 stickers. He has 8 pages in his sticker album.
2 Calculate 37 ! 25.
The first digit is double the last digit. Use this method, or any other method, to work out the following: He places the same number of stickers on each page.
Discuss with your partner the most efficient way of working it out.
All the digits are in the 2# table. (a) 4.9 ! 5 (b) 6.3 ! 7 (c) 3.8 ! 8 How many stickers does Hamid place on each page?

numbers. They also multiply a number with one decimal place by a Two digits are multiples of 4. (d) 5.7 ! 9 (e) 4.3 ! 6 (f) 4.5 ! 9 3 Use the digits 0, 2, 3 and 5 to ? ?
5 Plants are sold in trays.
complete this calculation. !
3 Calculate double 15.5 Each tray holds 12 plants.
What is the code number? ? ?
Fatima needs 160 plants for her garden.
Turn the page for more questions. 4 A packet contains 1.5 kg of rice.
How many trays must Fatima buy?

single-digit number.
How much rice is in five packets? 1 0 6 0

4 Calculate 13 ! 13 and 31 ! 31. What do you notice about the results?

Unit 1A: Core activity 3.1 Multiplication and division facts

13 16 Unit 1A: Core activity 3.2 Written methods of multiplication
18 Unit 1A: Core activity 3.3 More multiplication Unit 1A: Core activity 3.4 Written methods of division
19

Core activity 3.3: More multiplication (Learner’s Book p18)

Learners use written methods to multiply pairs of two-digit numbers.
Core activity 3.4: Written methods of division (Learner’s Book p19)
Learners use methods of grouping and repeated subtraction for division
and round answers with remainders according to context.
please note that listed objectives might only be partially covered within any given chapter but are covered
Prior learning Objectives* – fully across the book when taken as a whole Vocabulary
∑ This chapter builds 1A: Calculation (Mental strategies) inverse ∑ operation
on work in Stage 5Nc3 – Know multiplication and division facts for the 2 × to 10 × tables.
∑ inverse operations
4 on multiples 5Nc5 – Recognise multiples of 6, 7 8 and 9 up to the tenth multiple.
1A: Calculation (Multiplication and division)
∑ product ∑ divisor
and knowledge of
multiplication and 5Nc20 – Multiply or divide three-digit numbers by single-digit numbers.
division facts for the 5Nc21 – Multiply two-digit numbers by two-digit numbers.
2, 3, 4, 5, 6, 7, 8, 9 5Nc22 – Multiply two-digit numbers with one decimal place by single-digit numbers, e.g. 3.7 × 7.
and 10 times tables. 5Nc23 – Divide three-digit numbers by single-digit numbers, including those with a remainder (answers no
∑ The chapter extends greater than 30).
earlier work on 5Nc25 – Decide whether to group (using multiplication facts and multiples of the divisor) or to share
multiplication and (halving and quartering) to solve divisions.
division of two-digit 5Nc26 – Decide whether to round an answer up or down after division, depending on the context.
numbers by single- 1A: Problem solving (Using techniques and skills in solving mathematical problems)
digit numbers. 5Pt6 – Estimate and approximate when calculating – using rounding and check working.
5Pt7 – Consider whether an answer is reasonable in the context of a problem.
1A: Problem solving (Using understanding and strategies in solving problems)
5Ps2 – Choose an appropriate strategy for a calculation and explain how they worked out the answer.
5Ps9 – Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

*for NRICH activities mapped to the Cambridge Primary objectives, please visit www.cie.org.uk/cambridgeprimarymaths
Cambridge Primary Mathematics 5 © Cambridge University Press 2014 Unit 1A 25
 Core activity 3.1: Multiplication and division facts LB: p13

Resources: Blank multiplication grid photocopy master (p39); large verion for class display. (Optional: Multiple maze photocopy master (CD-
ROM). Counters. One-minute test photocopy master (CD-ROM).)

Display the Blank multiplication grid photocopy master for the whole class to see.
Vocabulary
Ask learners to help you fill in the grid. Help learners to discover that: operation: something you do to a number; adding,
∑ All answers except square numbers appear in two places on the grid, so the grid is subtracting, multiplying and dividing are all mathematical
symmetrical (e.g. 3 × 4 = 4 × 3). operations.
∑ You can use known facts to help you derive unknown facts (e.g. you know that 10 × 9 = 90, inverse: having the opposite effect; adding is the
so halve it to get 5 × 9 = 45). opposite of subtracting; multiplying is the opposite of
∑ You can use doubling facts (e.g. the 6× table is double the 3× table so if you know that dividing.
3 × 3 = 9 you know that 6 × 3 = 18). inverse operations: operations that ‘undo’ each other
if applied to a number one after the other.
Ask learners to work in pairs to draw and complete their own multiplication grids, checking that
For example:
they agree on the numbers.
10 – 2 + 2 = 10
7×3∏ 3 = 7
If you created a display of multiplication facts for the 2×, 3×, 4×, 5×, 6×, 9× and 10× tables
during Stage 4 (Unit 1A, chapter 3), you might want to display this now and remind them of
the facts they knew last year. For example:
∑ × 2 multiples are even numbers
Look out for!
∑ × 5 multiples end in 0 or 5
∑ × 10 multiples end in 0 Learners who do not understand the meaning of
∑ × 3 multiples have digits that add up to a multiple of 3. ‘lots of’ or ‘groups of’ so do not make links to
table facts. Learner might have come across this
Challenge learners to tell you what they notice about this set of numbers: language outside of school. Try to find examples of
these expressions in magazines, newspapers or in
28 36 40 12 48 4 advertising and explain to them that they are another
way of saying ‘multiply’.
Give pairs of learners time to discuss what they notice.

26 Unit 1A 3 Mental and written strategies for multiplication and division

Take learners’ responses. These may include:
∑ All the numbers are even.
∑ All the numbers are multiples of 2 and 4.

Ensure that learners can give multiples from other tables: call out numbers and ask learners
to tell you what they are multiples of; or ask learners to list two or three multiples of 2, 3, 4,
5, 6, 7, 8, 9 and 10.

Once learners have completed their multiplication grid, ask, “How can you use the
multiplication grid to help you work out division facts?”

Try some examples with the class such as:

∑ all even numbers are divisible by 2
∑ all numbers ending in 0 or 5 are divisible by 5
∑ all numbers ending in 0 are divisible by 10
and so on,
∑ if 3 × 4 = 12, then we know that 12 is divisible by 3 and 4
∑ if 20 ∏ 10 = 2 then 20 ∏ 5 = 4 (this relationship is a little more tricky because you need to
double the answer rather than halving it).
Remind learners of the word ‘inverse’ and that multiplication and division are inverse
operations.

Summary
∑ Learners have extended their knowledge of table facts up to the 10× table and are able to Check up!
derive corresponding division facts. ∑ “If you multiply me by 7, you will get 56. What
∑ They can recognise multiples up to the tenth multiple. number am I? How do you know?” (Answer: 8)
∑ “Tell me five multiples of 8 that are less than 80.”
Notes on the Learner’s Book
(Answer: any five of 8, 16, 24, 32, 40, 48, 56, 64, 72)
Multiplication and division facts (p13): encourages learners to remember and implement useful
multiplication and division facts, that they should know, and implement their problem-solving
skills.

Core activity 3.1: Multiplication and division facts 27

 More activities
One-minute test (individuals)
You will need the One-minute test photocopy master (CD-ROM); one per learner.

Learners have one minute to complete as many calculations as they can. They use their multiplication grid to check their answers, then record their score.
Repeating the tests over a period of time allows learners to try to improve their scores.

Multiple maze (individuals or pairs)

You will need the Multiple maze photocopy master (CD-ROM); one per learner.

Learners follow the instructions to find a route through the maze. Not all multiples are in the 10 × 10 tables so learners will need to use strategies to find
them. These strategies may include doubling and halving, using known facts to find other facts or continuing number sequences.
(Answers: Alien 7 = D; Alien 6 = C; Alien 9 = A; Alien 8 = B)

Games Book (ISBN 9781107667815)

Multiplication bingo (p7) is a game for the whole class. It provides players with an opportunity to recall table facts to 10 × 10.

28 Unit 1A 3 Mental and written strategies for multiplication and division

Blank page 29
 Core activity 3.2: Written methods of multiplication LB: p16

Resources: (Optional: 0–9 digit cards (CD-ROM); with the zero card removed.)

Write the following calculation for the whole class to see: 639 × 5
Vocabulary
Ask, “What if I were to ask you for the product of six hundred and thirty nine times five?”
“What do I mean by ‘product’?” Collect responses from the class and agree/explain what is product: the answer you get when you multiply two or
meant by product. more numbers together.
product
Challenge learners to find the product of 639 and 5. Learners can use any method to work out the
answer. They record their chosen method and the result. 7 × 8 = 56

Discuss the methods learners have used for this calculation. Ask, “What method did you
use? How does it work?” Remind learners of the multiplication methods that they have used
before: repeated addition; multiplying by 10 and halving; partitioning; the grid method, and
standard written methods. Remind learners always to start by estimating the answer. For
example:

Estimate 639 × 5: 600 × 5 = 3000

700 × 5 = 3500
So the answer to 639 × 5 will be between 3000 and 3500.

Repeated addition Multiply by 10 and halve

639 + 639 + 639 + 639 + 639 = 3195 639 × 10 = 6390
6390 ∏ 2 = 3195

Partitioning Standard written methods

(600 × 5) + (30 × 5) + (9 × 5) 600 + 30 + 9 639 639
= 3000 + 150 + 45 ×5 ×5 ×5
= 3195 3000 600 × 5 3000 3195
150 30 × 5 150
45 9 × 5 45
3195 3195

30 Unit 1A 3 Mental and written strategies for multiplication and division

Grid method
Look out for!
× 600 30 9 (The grid method is useful because it can be extended
later to multiplication by larger numbers, decimals and ∑ Learners who give unreasonable answers.
5 3000 150 45
algebraic expressions.) Encourage learners to make an estimate before
3000 + 150 + 45 = 3195 doing the calculation so they can check that their
calculation ‘looks right’.
Make sure learners understand that some methods are only appropriate for certain ∑ Learners who use unsuitable methods, such as
calculations. “Would multiplying by 10 and then halving be useful for multiplying 639 by 7?” repeated addition of small multiples. Emphasise
(Answer: multiplying by 10 and halving only works for multiplying by 5) the importance of choosing the most efficient
multiplication method.
Show how to use the grid method to multiply decimals. If necessary, use the place value
chart from Stage 4 (Unit 2A, chapter 9) to remind learners about decimal numbers. For
example: Example: place value order table with decimal point.

Estimate first: 4.9 × 3 is approximately 5 × 3 = 15 Th H T U . tenths hundredths

Then use the grid,

x 4 0.9
12 + 2.7 = 14.7
3 12 2.7

Discuss other possible methods. Give learners time to practise them with different numbers.
Make sure learners are confident with partitioning into tenths and multiplying tenths by a
single-digit number.
Example: multiplying tenths by a single-digit number.
3 × 0.9 multiply 0.9 by 10 to get an easier
3 × 9 = 27 calculation
3 × 0.9 = 2.7 divide by 10 to get the answer

Core activity 3.2: Written methods of multiplication 31

 Summary
∑ Learners can estimate and then find the product of a three-digit number and a single-digit Check up!
number. ∑ “How could you calculate 146 × 7? Explain your
∑ Learners can multiply a number with one decimal place by a single-digit number. method.”
∑ Provide worked examples that contain errors. For
Notes on the Learner’s Book
each example, ask:
Written methods of multiplication (p16): provides practise in multiplying with whole numbers
∑ “Is this correct?”
and decimals. Questions 3–5 are set in context and questions 6–10 provide an opportunity to
∑ “How do you know?”
solve problems. Learners can be encouraged to work in pairs to solve these problems.
∑ “How could you put it right?”
Possible examples:
(1) 325 × 5 = 1300; estimate 300 × 5 = 1500
325 + 325 + 325 + 325
(Answer: incorrect; 325 has only been added
four times)
(2) 3.6 × 7 = 63; estimate 4 × 7 = 28
× 3 0.6
21 + 42 = 63
7 21 42
(Answer: incorrect; 42 needs to be divided
by 10 first)

More activities
Greatest product (pairs)
You will need a set of 0–9 digit cards (CD-ROM) with the zero card removed; per pair of learners.

One player shuffles the cards and deals out four cards to each player. Players arrange their cards like this (ask them to write a multiplication sign on a piece
of paper): ×
Players work out the answer to their calculation. The player with the greatest product scores one point. The winner is the player with the most points after
a set time or a set number of rounds.
Decimal multiplication (pairs)
Adapt the game above to use three cards and a grid like this: ∑ ×

32 Unit 1A 3 Mental and written strategies for multiplication and division

Blank page 33
 Core activity 3.3: More multiplication LB: p18

Resources: No specific resources are required for this session.

Remind learners of the need to estimate before multiplying. Encourage them to always Example: Grid method for 39 × 5
consider if their answer seems reasonable based on their original estimate. × 30 9
Show the grid method for working out 39 × 5. Suppose we now want to multiply 39 by 15. 5 150 45
We start by estimating the answer: 150 + 45 = 195
40 × 10 = 400
40 × 20 = 800
So, we can assume that the answer to 39 × 15 will be between 400 and 800. Demonstrate how
the grid method can be used to multiply 39 × 15.
× 30 9
10 300 90
5 150 45

450 + 135 = 585

Ask learners:
∑ “Does the answer seem reasonable?” (Yes, it’s within the estimate.)
∑ “Do you think the grid method we have used is the most efficient for multiplying these
numbers?”
∑ “Can you think of other methods we could use?” Example: Other methods to discuss
For 35 × 19:
Discuss learners’ suggestions, which may include:
35 × 19 = (35 × 20) – (35 × 1)
39 × 10 = 390 = 700 – 35
so 39 × 5 = 195 (determined by halving) = 665
39 × 15 = 390 + 195 = 585
For 27 × 16:
In pairs, challenge learners to use any suitable method to calculate:
double 27 = 54 (× 2)
48 × 24 35 × 19 27 × 16
double 54 = 108 (× 4)
Discuss the methods used, including any methods that are particularly suitable for these double 108 = 216 (× 8)
numbers. double 216 = 432 (× 16)

34 Unit 1A 3 Mental and written strategies for multiplication and division

Summary
Learners can confidently find the product of two two-digit numbers. Check up!
∑ “Talk through your method of calculating 28 × 49.”
Notes on the Learner’s Book
∑ “How would it be different if I calculated 49 × 28?”
More multiplication (p18): requires learners to work through a series of questions that
need them to find the product of two two-digit numbers. In all instances, learners should be
encouraged to use the most efficient method for carrying out the calculations.

More activities
Make 240 (pairs)
Learners work in pairs to investigate which two consecutive numbers multiply together to give 240. Each learner then writes down a similar calculation
involving consecutive numbers for their partner to answer.

Core activity 3.3: More multiplication 35

 Core activity 3.4: Written methods of division LB: p19

Resources: Thinking about division photocopy master (p40). (Optional: 0–9 digit cards with the zero card removed (CD-ROM).)

Write the following for the whole class to see: 12 ∏ 4

Vocabulary
Ask learners what this expression means to them. Encourage learners to draw a picture or divisor: the number that another number is divided by.
write something down. Give them time for this, then take feedback. Learners might think of 25 ∏ 5 divisor
this as dividing into quarters, sharing between 4, grouping in 4s or as repeated subtraction.

Use the Thinking about division photocopy master to remind learners that grouping uses Example: methods for division covered in Stage 4.
multiplication facts and multiples of the divisor to divide, and sharing involves halving, ∑ Half and half again.
quartering or breaking into thirds etc. Demonstrate how grouping and repeated subtraction ∑ Using a number line.
are related: repeated subtraction involves counting backwards in multiples of the divisor. ∑ Repeated subtraction.
Explain that we can use both these ideas to help us divide. Remind learners that these ideas
were covered in Stage 4 and explain that now we are going to extend them to divide a three-
digit number by a single-digit number. Stress the importance of estimating an answer before
doing the calculation.

Write the following for the whole class to see: 124 ÷ 4

Demonstrate how learners can use the division methods that they already know:
∑ 124 ÷ 2 = 62; 62 ÷ 2 = 31 (half and half again)
∑ 124 – 4 – 4 – 4 – 4 … = 31 (repeated subtraction)

∑ (number line)
0 4 8 12 112 116 120 124

Explain that when you divide a three-digit number by a single-digit number these methods
might not always be appropriate. For example, repeated subtraction and a number line might
get too time consuming. Some useful written methods for division use partitioning:

36 Unit 1A 3 Mental and written strategies for multiplication and division

∑ 124 ÷ 4 ∑ 124
100 + 20 + 4 ÷4
÷4 25
25 (100 ÷ 4) 5
5 (20 ÷ 4) 1
1 (4 ÷ 4) 31
25 + 5 +1 = 31

Ask learners to calculate 124 ∏ 5 using either the grouping method or the sharing method, Example: method for dividing 124 ∏ 5.
and to explain why they chose that method. What do they notice? (Answer: 5 will not divide
exactly into 124) It divides with a remainder. If learners struggled to get this solution, work 124
them through the written method shown here on the right. 100 – 20 × 5
24
Now put the calculation 124 ∏ 5 in context to discuss rounding the answer following a 20 – 4×5
division. For example, “124 eggs are packed in boxes of 5. How many boxes are needed?” We 4 24 × 5 so 124 ∏ 5 = 24 r 4
know from the earlier calculation that the exact answer is 24 with remainder 4. Ask, “Should
we round our answer up or down to decide how many boxes we need? Why?” We can fill 4 out
of the 5 spaces in the last box, so it makes sense to round up, rather than throw the 4 eggs
away. (Answer: 25 boxes – the last box would contain only 4 eggs) Explain to learners that
sometimes we round up and sometimes we round down depending on the context. In this
case, we were able to round up to 25 boxes because the question only asks for the number of
boxes, not the number of full boxes. If the question had asked, ‘How many boxes could we
fill with 124 eggs?’ then the answer would be 24 boxes; we would round down as the 4 eggs
left over would not fill a box.

Core activity 3.4: Written methods of division 37

 Summary
∑ Learners understand division as sharing and grouping. Check up!
∑ They can confidently divide a three-digit number by a single-digit number and round Provide a calculation, then ask:
answers up or down depending on the context. ∑ “What answer do you expect? How did you make
your estimate?”
Notes on the Learner’s Book
∑ “Can you explain your method?”
Written methods of division (p19): provides further practise in division. Learners must
round up their answer to question 5, which is set in the context of buying trays of plants.

More activities
Smallest answer (pairs)

You will need a set of 0–9 digit cards (CD-ROM).

Ask learners to create a ∏ sign on a sheet of paper or in their books. One player shuffles the cards and deals out four cards to each player.
Players arrange their cards like this:

Players work out their calculation. The player with the smallest answer scores one point.
The winner is the player with the most points after a set time or a set number of rounds.

38 Unit 1A 3 Mental and written strategies for multiplication and division

 Blank multiplication grid
! 1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
Instructions on page 26 Original Material © Cambridge University Press, 2014
 Thinking about division
Images of 12 ∏ 4
12 is the same as 12 quarters Sharing
4 12 shared between 4

12 ÷ 4 =

Repeated subtraction Grouping

12 − 4 − 4 − 4 = 0 12 grouped into 4s
so 12 ÷ 4 = 3

Division as repeated subtraction

Division can be thought of as repeated subtraction. To find how many 4s
there are in 24 we could count on or back in jumps of 4.

0 4 8 12 16 20 24
6 jumps of 4
24 ÷ 4 = 6

0 4 8 12 16 20 24

Some calculations do not work out exactly so there is a remainder.

4 4 4 196
13 ÷ 4 = 3 remainder 1 − 60 10 × 6
0 1 5 9 13
136
This method can be extended to working with − 60 10 × 6
larger numbers. − 76
For example, 196 ∏ 6 can be shown by repeatedly − 60 10 × 6
subtracting 6 but it is more efficient to take off 16
larger ‘chunks’. − 12 2×6
4 32 × 6
196 ∏ 6 = 32 r 4

Instructions on page 36 Original Material © Cambridge University Press, 2014

1A 4 Multiples, square numbers and factors
Quick reference
Core activity 4.1: Multiples and squares (Learner’s Book p20) Multiples and squares Vocabulary Tests of divisibility Vocabulary Factors Vocabulary

They learn square numbers up to 10 × 10 and find factors of two-digit numbers. Let’s investigate
15 multiplied by itself gives a three-digit number.

1 5 " 1 5 ! 2 2 5
square number: the
number you get when
you multiply a whole
number by itself.
Let’s investigate
Which of these numbers is divisible by 5 but not by
2 or 10?
divisible: can be
divided without a
remainder.
test of divisibility:
Let’s investigate
Find three different factors of 12 that will give a total
of 12 when added together.
factor: a whole
number that divides
into another number
without a remainder.
For example, 4 " 4 ! 16 250 205 502 520 a number can be ? ! ? ! ? " 12 For example,
What is the smallest two-digit number that can be divided by … 6 # 2 " 3 and
Explain to your partner how you know. Find four different factors of 12 that total 12.
multiplied by itself to give a three-digit number? 2 if the last digit is 6#3"2

Core activity 4.2: Tests of divisibility (Learner’s Book p22)

Write down two more numbers that are divisible by 5 divisable by 2. ? ! ? ! ? ! ? " 12 so, 2 and 3 are
? ? " ? ? ! ? ? ? but not by 2 or 10. factors of 6
5 if the last digit is
5 or 0.
Write down all the 2$3"6
factors of 12.
1 Look at this set of numbers.
Think about square numbers. 10 if the last digit is 0.

Learners work on divisibility by 2, 5, 10 and 100, then explain their answers and
100 if the last two
16 is a square number. 100 25
factor factor
1 These patterns of dots show the first four 10 digits are 00.
300
square numbers. 40 700 1 This is a factor bug for 24.
530
5 650

use their knowledge to solve problems.

Write down:
(a) the numbers that are divisible by 100.
Draw a dot pattern for the fifth square number. (b) the numbers that are divisible by 10.

2 Look at these numbers. (c) the numbers that are divisible by 5. 1 24

Write down the numbers which are: Discuss your results with a partner.

2 12
24
35 30 90 (a) multiples of 6. 2 Write down the numbers from the list below that are divisible by 2:
14 7

Core activity 4.3: Factors (Learner’s Book p24)

100 21 (b) multiples of 7. 13 42 63 21 48 84 6
9
24 64
16
25 36 (c) square numbers. How do you know they are divisible by 2? 3 8
3 Copy the sorting diagram. Write a number between 3 Pair these numbers so that the difference between each pair is
50 and 100 in each space. divisible by 5. The first one has been done for you: 4 6

Learners identify all the factors of a variety of numbers including two-digit numbers
not a square 74 ! 39 " 35 and 35 is divisible by 5
square number
number
even number 48 89 74 66 23 39 64 91
not an even number

and square numbers.

20 Unit 1A: Core activity 4.1 Multiples and squares
22 Unit 1A: Core activity 4.2 Tests of divisibility
24 Unit 1A: Core activity 4.3 Factors

please note that listed objectives might only be partially covered within any given chapter but are covered fully
Prior learning Objectives* – across the book when taken as a whole

∑ This chapter builds on work in Stage 1A: Calculation (Mental strategies)

4 on the 2, 3, 4, 5, 6 and 9 times 5Nc4 –
Know and apply tests of divisibility by 2, 5, 10 and 100.
tables and related division facts. 5Nc5 –
Recognise multiples of 6, 7, 8 and 9 up to the tenth multiple.
∑ It also builds on learners’ ability 5Nc6 Know squares of all numbers to 10 × 10.
–
to recognise and begin to know 5Nc7 –
Find factors of two-digit numbers.
multiples of 2, 3, 4, 5 and 10 up to 5Nn13 –
Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000.
the tenth multiple. 1A: Problem solving (Using understanding and strategies in solving problems)
∑ Learners have previously covered 5Ps4 – Deduce new information from existing information to solve problems.
table facts and multiples in Stage 5 5Ps9 – Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.
(see chapter 2). 5Ps10 – Solve a larger problem by breaking it down into sub-problems or represent it using diagrams.

*for NRICH activities mapped to the Cambridge Primary objectives, please visit www.cie.org.uk/cambridgeprimarymaths

Vocabulary
square number ∑ divisible ∑ test of divisibility ∑ factor

Cambridge Primary Mathematics 5 © Cambridge University Press 2014 Unit 1A 41

 Core activity 4.1: Multiples and squares LB: p20

Resources: Square numbers (CD-ROM). Completed multiplication grid (use the Blank multiplication grid that learner’s completed in Core activity 3.1).

Multiples Vocabulary
Ask the learners to look at their completed multiplication grids from Core activity 3.1.
square number: the number you get when you multiply
Explain to learners that if we read across (or down) the multiplication grid from 1 to 10,
a whole number by itself. For example,
we can see sequences of numbers, e.g. 5, 10, 15, 20, 25, ...
4 × 4 = 16 square number
Ask learners:
∑ “What do we call these numbers in relation to the first number in the sequence?”
(Answer: multiples)
∑ “Can you tell me what number the following sequence of numbers are multiples of? 6, 12, Square numbers occur on the diagonals of a
18, 24, 30, 36, 42, 48, and 54? (Answer: they are multiples of 6) multiplication grid.
∑ “What number is 36 a multiple of? (Answer: 6 and 9)
∑ “Can you give me an example of a multiple of 8? A multiple of 9?” × 1 2 3
1 1 2 3
Ask learners to use their multiplication grid to help them identify and learn multiples of 6, 2 2 4 6
7, 8 and 9 up to the tenth multiple. 3 3 6 9

Tell learners that they can use what they know about other times tables to help them
recognise and remember multiples of the 6×, 8× and 9× tables. For example,
∑ 6× multiples are double the 3× multiples, e.g.
3× 3 6 9 12 15 18 21 … 30
6× 6 12 18 24 30 36 42 … 60
∑ 8× multiples are double the 4× multiples
4× 4 8 12 16 20 24 28 … 40
8 8 16 24 32 40 48 56 … 80
∑ 9× multiples have digits that add up to 9 (or the digits add up to a multiple of 9 for some
larger numbers)
9× 9 18 27 36 45 54 … 90
sum of digits 9 9 9 9 9 9 9

42 Unit 1A 4 Multiples, square numbers and factors

Square numbers
Explain to learners that sequences of numbers can also be shown using pictures. Draw these arrangements made from squares for the whole class to see.

Invite learners to look at the arrangements, then ask these questions:

∑ “How can you describe the pattern?” (Possible answers include: a staircase; or each row is made up of consecutive odd numbers 1, 3, 5; or the number of
squares total 1, 4 and 9.)
∑ “How would the pattern continue?” (Answer: with 16 squares, then 25 squares, then 36 squares . . . )
Display the Square numbers photocopy master and establish that the squares could also be rearranged to make a pattern of squares of increasing size as is shown
on the Square numbers photocopy master. Explain that the numbers 1, 4 and 9 are examples of square numbers. Explain what is meant by a square number.
Ask the learners to look at their completed multiplication grids again. Establish that there are other square numbers; show that they occur on the diagonal.
Ask learners to write down the sequence of square numbers up to 100. (Answer: 2, 4, 9, 16, 25, 36, 49, 64, 81, 100) Inform the learners that they need to
learn and remember these square numbers. Learners should recognise square numbers as a multiplication calculation, for example 100 = 10 × 10. There is
no requirement for them to recognise or use the notation 10² at this stage.

Summary
∑ Learners have extended their understanding of multiples to include multiples of 6, 7, 8 and 9. Check up!
∑ They know the square numbers up to 10 × 10. ∑ “Multiples of 9 are all even.’ Is this statement true or
Notes on the Learner’s Book false? Explain your answer.”
Multiples and squares (p20): provides a variety of examples on multiples and square ∑ “List all the multiples of 7 between 20 and 30.”
numbers. It is important that learners can recognise and use these numbers in different ∑ “Give me an example of a square number that is less
contexts so, for example, multiples have to be recognised in question 2, found in question 4, than 100.”
recognised in a sequence in question 5 and used in a problem-solving context in question 7.

More activities
Adding square numbers (class)
Write the following for the whole class to see: 9 + 25 = 36. In this example, two square numbers are added to make a third square number. Challenge
learners to find other examples like this. (Possible answers: 36 + 64 = 100 and 9 + 16 = 25)

Games Book (ISBN 9781107667815)

Square numbers (p7) is a game for two players. The game gives practice in recognising square numbers to 10 × 10.

Core activity 4.1: Multiples and squares 43

 Core activity 4.2: Tests of divisibility LB: p22

Resources: 100 square photocopy master (CD-ROM). (Optional: Divisibility game photocopy master (CD-ROM). 2/5/10 spinner
photocopy master (CD-ROM).)

Write these numbers for the whole class to see. Challenge learners to find pairs that total 100.
Vocabulary
divisible: can be divided without a remainder.
77 39
7
42
test of divisibility: a number can be divided ...
23 93 14
86
by if …
61 48
2 the last digit is divisible by 2
(an even number)
After a period of time, ask, “How did you find the pairs?” (Learners should respond by saying 5 the last digit is 5 or 0
that they looked at the units digits, which must total 10, then at the tens digits, which must
10 the last digit is 0
total 90.)
100 the last two digits are 00
Now invite learners to look at this set of numbers:

700
500
1700
5100
100

Ask, “What can you say about all these numbers?” (Answers include: they are all even; they all
divide exactly by 10 and 100) Make it clear to learners that all the numbers are multiples of 100.

Explain that sometimes we need to know if numbers will divide exactly by a particular number,
so we look for patterns or rules that help us do this. These rules are called a test of divisibility.

“How can we know if a number divides exactly by 100 if we don’t do the calculation?” (Answer:
the units and tens digits are both 0.)

We can say that ‘the last two digits are zero’ is a test of divisibility for 100.

“Can you tell me a test of divisibility for 10?” (Answer: the units digit must be 0)

44 Unit 1A 4 Multiples, square numbers and factors

Invite learners to colour the following multiples on the 100 square photocopy master:
∑ the multiples of 2
∑ the multiples of 5.

Ask, “What do you notice about the patterns?” Establish that:

∑ the multiples of 2 always end in 0, 2, 4, 6 or 8; they are always an even number (which
means they can always be divided by 2)
∑ the multiples of 5 always end in 0 or 5.

These are the tests of divisibility for 2 and 5.

“What else do you notice?” If all numbers that are divisible by 100 end in 00, then they must
also be divisible by 5 and 10 based on the tests of divisibility for 5 and 10. Similarly, as a
number ending in 00 is even, then they are also divisible by 2.

Make sure learners know the test of divisibility for 2, 5, 10 and 100.

Summary
Learners have worked on divisibility by 2, 5, 10 and 100 and have begun to see the Check up!
relationships between these. For example, they know that any number divisible by 100 is ∑ “Give me three numbers which are divisible by 5.
also divisible by 2, 5 and 10. How do you know?”
∑ “Anton thinks that all multiples of 5 end in 5.
Notes on the Learner’s Book
Is he correct? How do you know?”
Tests of divisibility (p22): gives learners opportunities to work on divisibility by 2, 5, 10
and 100, then explain their answers and use their knowledge to solve problems.

More activities
Divisibility game (pairs)

You will need the Divisibility game photocopy master (CD-ROM) and a spinner from the 2/5/10 spinner photocopy master (CD-ROM).

Players aim to get four numbers in a row on a grid. Each number must be divisible by 2, 5 or 10, as shown on the spinner. Full instructions are on the
photocopy master.

Core activity 4.2: Tests of divisibility 45

 Core activity 4.3: Factors LB: p24

Resources: Factors photocopy master (CD-ROM). Factor bugs photocopy master (p48). (Optional: Factor spinner photocopy master (CD-ROM).)

Set the following challenge:

Vocabulary
“I have 12 small squares. How can I arrange them to make a rectangle?” Vocabulary
factor: a whole number that divides exactly into
Allow learners ‘thinking time’, then take responses. (Possible suggestions: 1 row of 12 another number. For example,
squares; 2 rows of 6 squares; 3 rows of 4 squares and so on) 2×3=6
2 × 3 = 6 so
Explain that 1, 12, 2, 6, 3 and 4 are factors of 12. If necessary, display the Factors photocopy 6 ∏ 2 = 3 and 6 ∏ 3 = 2
master to support this statement and explain what is meant by factors. 2 and 3 are factors of 6 factor factor

∑ “What are the factors of 8?” (Answer: 1, 2, 4 and 8)

∑ “What are the factors of 15?” (Answer: 1, 3, 5 and 15)
Look out for!
Tell learners that sometimes it is important to find all the factors of a number, so we need to
Learners who confuse multiples and factors. Ensure
be organised in the way we work.
that the definitions are clearly displayed in the
Display the Factor bugs photocopy master and explain it is a way of listing all the factors classroom:
of a number. “Here is a factor bug. I can write the factors of 24 on its legs. I start at 1 and ∑ multiples are the product of multiplying a number
if it is a factor, I write 1 on a leg on the left and the other factor on the matching right leg.” by a positive whole number
Demonstrate this as you say it, and Ask: ∑ factors are whole numbers that divide exactly into
∑ “What happens if I try to divide 24 by 1?” (Answer: 24, so 1 is a factor) another number.
∑ “What happens if I try to divide 24 by 2?” (Answer: 12, so 2 is a factor) For example, 4 is a factor of 8 but not a multiple of 8.
∑ “What happens if I try to divide 24 by 3?” (Answer: 8, so 3 is a factor) 15 is a multiple of 5 but is not a factor of 5.
∑ “What happens if I try to divide 24 by 4?” (Answer: 6, so 4 is a factor)
∑ “What happens if I try to divide 24 by 5?” (Answer: there is a remainder so 5 is not a factor) Example: Factors bug for factors of 24.
∑ “What happens if I divide 24 by 6?” (Answer: the pair of factors 4 and 6 have already been
written down)
Explain that once you have reached this ‘repeat’ stage you can be sure you have found all the 1 24
factors. Now write the factors in order: 1, 2, 3, 4, 6, 8, 12, 24. 2 12
24
3 8
4 6

46 Unit 1A 4 Multiples, square numbers and factors

 Give pairs of learners time to draw factor bugs for 18, 28, 32 and 40. Example. Factor bug for 9.

Review learners’ work, then ask:

“Can we draw a factor bug for 9? What happens when we try to pair the 1 9
numbers on its legs?” (Answer: we get 3 × 3 so we write this on a tail.)
9
“Is there another number where the factor bug would need a tail?”
(Answer: any square number)

Summary
∑ Learners understand the meaning of ‘factor’ as a whole number that divides exactly into Check up!
another number. ∑ “Which of these numbers have 8 as a factor? How did
∑ They are able to find factors of two-digit numbers. you work out your answer?” 48 53 40 28
∑ “Give me two numbers that have 4 as a factor.”
Notes on the Learner’s Book
Factors (p24): provides learners with the opportunity to find factors of two-digit numbers.

More activities
Factor sum (pairs)

You will need the spinner from the Factor spinner photocopy master (CD-ROM).

Players take turns to spin the spinner. They work out all the factors of the number generated and add them together. For example:

20 24
18 4

16 6
1 + 2 + 3 + 6 + 9 + 18 = 39
15 8

14 9
12 10

Players keep a running total. The first player to reach 100 or more is the winner.

Core activity 4.3: Factors 47