CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER’S RESOURCE

Learner’s Book answers

1 Numbers and the number system
Getting started 4 There is no unique answer but possible
answers are:
1 a subtract 5 b add 10 −5, −2, 1, 4, . . . is the only one that includes
c subtract 100 negative numbers.
9, 12, 15, 18, . . . is the only one that includes
2 a six hundred and one
multiples of 3.
b two hundred and ninety-nine
5 a Example: 30, 33, 36, 39, . . . (make sure
c one hundred and eleven they know they can use numbers outside
3 a 364 b 909 the 3 × table).
1 1 1 1
4 a 562 = 500 + 60 + 2 b 305 = 300 + 5 b Example: 1 , 4 , 7 , 10 , . . .
2 2 2 2
5 a 160 b 10 c Not possible as the sequence must be odd,
even, odd, even, etc.
Exercise 1.1 d Example: 100, 103, 106, 109, 112, 115,
1 a 1046 b 948 c 2989 118, 121, 124, 127, . . .
d 8999 e −1 6 No, together with an explanation:
2 +2
They could keep subtracting 3, but it would
take a very long time and they are quite likely
to make errors.
+2 1 3 5 7 9 You might encourage them to think about
multiples of 3 (3, 6, 9, 12, . . .). If the sequence
3 5 7 9 11 ended at 0 it would have to include multiples
of 3.
5 7 9 11 13 397 ÷ 3 leaves a remainder, therefore Abdul
is not correct.
7 9 11 13 15 7 Linear sequences:
a Add five – the next term is 19.
9 11 13 15 17 b Subtract four – the next term is 8.
All of these sequences have a term-to-term
3 Possible answers are: rule that generates successive terms with the
2, 4, 6, 8, . . . and 2, 5, 8, 11, . . . both have same difference between them.
a first term of 2 but 3, 5, 7, 9, . . . has a first Non-linear sequences:
term of 3.
The other sequences have different
2, 4, 6, 8, . . . and 3, 5, 7, 9, . . . both have a differences between successive terms and are
term-to-term rule of ‘add 2’ but 2, 5, 8, 11, . . . therefore non-linear sequences:
has a term-to-term rule of ‘add 3’.
c Add one more each time: 2, 3, 5, . . .
2, 5, 8, 11, . . . and 3, 5, 7, 9, . . . both have
­Differences are 1, then 2 so the next
a second term of 5 but 2, 4, 6, 8, . . . has
­difference will be 3 giving 8 as the
a second term of 4.
fourth term.

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d Multiply by three: 2, 6, 18, so the next Exercise 1.3

term is 18 × 3 which is 54.
e Subtract one less each time: 50, 41, 1 a nine hundred thousands
33, . . . Differences are 9, then 8, so the b fifty thousands
next ­difference will be 7 giving 26 as the
2 25 025
fourth term.
f Divide by 2: 32, 16, 8, so the next term 3 a 805 469 = 800 000 + 5000 + 400 + 60 + 9
is 8 ÷ 2 which is 4. b 689 567 = 600 000 + 80 000 + 9000 + 500
+ 60 + 7
8 The next term in the pattern is:
c 508 208 = 500 000 + 8000 + 200 + 8
4 The largest 5-digit number is 99 999.
One hundred thousand is 100 000.
100 000 – 99 999 = 1 so Bruno is correct.

This represents 16; the sequence shows 5 × 100 = 3000 so = 30

square numbers.
All the other missing numbers are 300.
Think like a mathematician 6 a 670 b 4 c 36
a 8, 9, 10 (27 ÷ 3 = 9 which is the middle d 4150 e 35 f 3500
number)
7 606 × 10 = 6060
b 3, 4, 5, 6, 7 (25 ÷ 5 = 5 which is the middle
Answers should include:
number)
Same: digits 6 and 6 remain.
Exercise 1.2 Different: all digits change their place value.

1 a −4 b −6 c 0 d −3
Think like a mathematician
2 a A = −5   B = −2   C = 3   D = 5 a The numbers are:
b B 15, 24, 33, 42, 51
3 a = −8, b = −2, c = 11 114, 123, 132, 141, 213, 222, 231, 312, 321, 411
4 −6 ° C 1113, 1122, 1131, 1212, 1221, 1311, 2112,
2121, 2211, 3111
5 −4 ° C
11 112, 11 121, 11 211, 12 111, 21 111
6 ANTARCTICA 111 111
7 −5 ° C is colder than −4 ° C. b The largest number is 111 111
Marcus has not taken any notice of the
c The smallest number is 15.
negative signs. He should place his numbers
on a number line to help him correct the
mistake. Check your progress
8 a 2° C b −4 ° C c 1° C 1 430
d –3 ° C e 4° C 2 520
3 Any justified answer, for example:
Think like a mathematician
6, 8, 10,12, . . . and 1, 3, 5, 7, . . . both have
Learners’ posters based on their own a term-to-term rule of ‘add 2’ but 8, 11, 14,
investigations. 17, . . . has a term-to-term rule of ‘add 3’.
4 −32 °C
5 a 335 271 b 105 050 c 120 202

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6 a Three hundred and seven thousand two Exercise 2.2

hundred and one.
1 45 minutes
b Five hundred and seventy seven thousand
and six. 2 10 hours
c Seven hundred and ninety thousand three 3 09:00 to 09:25 is 25 minutes but 09:25 to 10:00
hundred and twenty. is 35 minutes.
7 C: 1000 + 606 + 4 = 1610 4 a 7 hours b 45 minutes
8 55 500 5 a 51 minutes b 1.17 p.m. or 13:17
9 a 540 ÷ 10 = 54 b 307 × 10 = 3070 6 83 years
c 60 × 100 = 6000 d 3400 ÷ 100 = 34 7 a 20 minutes b 15 minutes
10 a 4 °C b −10 °C c 2 hours

Think like a mathematician

2 Time and timetables a 5 days b 3 months c 4 weeks

Getting started Check your progress

1 a years b hours 1 5.07 p.m.
c minutes 2 11:45
2 9.15 and quarter past 9 3 15:30 is the only time that must be an
afternoon time.
3 3.05
15:30 is the only 24-hour digital time.
4 a months b hours
4 a 5 years b 3 days
Exercise 2.1 c 12 weeks

1 a 30 b 60 c 12 d 60 5 40 minutes

2 a 180 b 330 c 49 6 a Monday b 3 November

d 36 e 54 f 450 c 25 November d 1 and 15 November
g 5 7 a 10 minutes b 8.55 a.m.
3 C 8 a 12 minutes b 35 minutes
4 Missing values are: c The 15:13 bus
7.15 a.m.   9.45 p.m.   3.20 p.m.
5 11.45 a.m. 3 Addition and
6 17:10
7 06:00 and 18:00
subtraction of whole
8 Correct answer is 21:00. Ava added 10 to the numbers
hours. She should have added 12 to the hours.
Getting started
Think like a mathematician
a Ten past one or one ten. 1 78

b Other possible times: 02:20 05:50 10:01 2 86

11:11 12:21 21:12 22:22 15:51 20:02
3 94

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4 Less Greater Think like a mathematician

than 10 than 10
Even 8 12 4
Odd 7 13 25

3 5 7
Exercise 3.1
1 a 44 b 16 c 22
d 24 e 13 f 14 6

2 55 + 45 = 100
3 a 89 b 63 c 9 Think like a mathematician
Findings may include:
4
450 100 450 Answers across the two diagonals are always
the same.
Answers are always even.
300 200 Smallest possible answer (1 in top left-hand
corner) is 18.
Largest possible answer (31 in bottom right-hand
corner) is 46.
250 400 350
Exercise 3.2
5 a 28 + 72 = 100 b 55 = 70 − 15
1 a 216 b 595
6 a c 278 d 336
25
2 Rajiv is correct. See the Teacher’s Resource
for different ways of explaining the answer.
55
3 86 chairs
4 340 g
5
5 606 stamps
b
25
6 111
7 The largest 2-digit number is 99.
99 + 99 = 198 which has 3 digits.
100
Exercise 3.3
50 1 Own examples.
2 even
7 Any three numbers that sum to 10, for
example, 2, 5 and 3 3 Own examples.
4 Own examples.
5 Martha is adding even numbers.
Even + even + even = even

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6 Counter-example (sufficient to show that the

statement is not always true), e.g. 1 + 5 = 6 and 4 Probability
6 is even, or
General case: Salem is not correct. If you add Getting started
5 to an even number the answer is odd, but
if you add 5 to an odd number the answer is 1 a It will not happen
even. b It will happen
7 Counter-example (sufficient to show that the c It might happen
statement is not always true), e.g. 5 − 3 = 2
2 a B b blue c red
or
General case: Heidi is not correct because: 3 Spinner A.
odd − odd = even There is a greater chance of getting a red spin
on spinner A because it has fewer equally
Think like a mathematician likely outcomes than spinner B.
Learners may find it helpful to use number Or
counters on a grid. The section for red is larger on spinner A
so there is a greater chance of the pointer
Odd comes from odd + odd + odd or odd +
landing on it.
even + even.
Even comes from even + even + even or odd + Exercise 4.1
odd + even.
1 a Certain b No chance
The various solutions must conform to this
pattern: c Poor chance d Good chance
e Even chance
E O E O
2 Learners’ own answers.

O O O O 3 Total
Heads 11
E O E O
Tails 9

4 a Poor chance b No chance

O O O O O c Certain
5 Spinner with 4 approximately equal sections
Check your progress coloured red, blue, yellow and purple. No
1 42 section coloured green.

2 78 Think like a mathematician

3 76 chairs a There is a poor chance of rolling a 3.
4 466 books b There is no chance of rolling a 7.
c There is an even chance of rolling an odd
5 26 + 34 or 24 + 36
number.
6 69 d The chance of rolling a number less than 10
7 Own examples showing the sum of three even is certain.
numbers is even.
Check your progress
8 No. Counter example, e.g. 3 + 4 = 7 which
is odd. 1 a False b False
c False d True
e False

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2 There is an even chance of flipping a tail. 5 1 box containing 50 apples

2 boxes containing 25 apples
Tally Total
5 boxes containing 10 apples
Head IIII IIII 28
IIII IIII 50 boxes containing 1 apple
IIII III 25 boxes containing 2 apples
Tail IIII IIII 32 10 boxes containing 5 apples
IIII IIII
6 18, 27, 36, 45, 90
IIII IIII II
Other answers are possible.
7 57 + 7 = 64
5 Multiplication, 57 + 15 = 72

multiples and factors 8

57 + 23 = 80 etc.

Getting started factors factors

of 30 of 40
1
× 1 5 10 2
5
6 8
10 10 50 100 20

5 5 25 50 10 7

2 2 10 20 4 Think like a mathematician

3 × 4 = 4 × 3 = 12
1 1 5 10 2
3 × 5 = 5 × 3 = 15
3 × 6 = 6 × 3 = 18
2 5, 10, 15, 20
4 × 5 = 5 × 4 = 20
3 9
4 × 6 = 6 × 4 = 24
4 39 × 3 + 39 × 7 = 39 × (3 + 7) 5 × 6 = 6 × 5 = 30
= 39 × 10
= 390 Exercise 5.2
5 57 with any method shown. 1 2

Exercise 5.1 2 Any reason as the methods are essentially

the same. They both use factors 4 = 2 × 2
1 17 and 15 = 5 × 3. Other valid methods can be
based on the worked example.
2 21 and 42
3 a 235 b 116
3 1, 2, 4, 8, 16, 32
c 267 d 444
4 The dates for Saturdays are 6, 13, 20 and 27.
Bruno is right because: 4 a 47 × 3 =
6 + 1 = 7 which is 1 × 7 × 40 7 120 + 21 = 141
13 + 1 = 14 which is 2 × 7 3 120 21
20 + 1 = 21 which is 3 × 7
27 + 1 = 28 which is 4 × 7

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b 93 × 4 = 9 IN OUT
× 90 3 360 + 12 = 372 123 615
4 360 12 345 1725
c 51 × 5 = 567 2835
× 50 1 250 + 5 = 255
5 250 5
6 2D shapes
d 87 × 4 =
× 80 7 320 + 28 = 348 Getting started
4 320 28 1 a rectangle b triangle c
hexagon
5 280
2 pentagon
6 380 cents or $3.80
3 Shape C is not a hexagon because it has 7 sides
7 32 × 5 = 160
and 7 vertices and a hexagon has 6 sides and
8 a 696 b 903 6 vertices.
c 567 d 952 4 This pentagon is regular because it has 5 equal
length sides and 5 equal angles.
Think like a mathematician
5 a yes b no c yes
Answer: 897 × 3 = 2691
d yes e yes
Check your progress Exercise 6.1
1 7 × 8 = 56 or 8 × 7 = 56
1 a The four triangles make a square.
2 Fatima is not correct. Multiples of 5 end in 5 b The two pentagons make a hexagon.
or 0.
c The four triangles make an irregular
3 3200 quadrilateral (parallelogram).
4 3 and 4, 5 and 6, 8 and 9 2 a Any shape with at least one right angle,
for example, a square.
5 16 × 2 × 5 16 × 2 × 5
= 32 × 5 = 16 × 10 b Any shape with at least one curved side,
for example, a semicircle.
= 160 = 160
c Any shape with at least one pair of
Igor chose the better method.
parallel sides, for example, a rectangle.
6 × 2 × 15 6 × 2 × 15
d Any shape with at least seven vertices,
= 12 × 15 = 6 × 30 for example, an octagon.
= 180 = 180
e Any shape that is not a polygon,
Ingrid chose the better method. for example, a circle.
6 75 and 30
3 a no b yes c yes d no
7 The factors of 16 are 1, 2, 4, 8 and 16.
4 a hexagons
The factors of 18 are 1, 2, 3, 6, 9 and 18. b squares and triangles
The factors of 20 are 1, 2, 4, 5, 10 and 20.
c octagons and squares
16 has an odd number of factors because it
is a square number. d squares, hexagons and octagons
8 a 632 b 3852 c 1169 5 Yes, all the triangles tessellate.

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Think like a mathematician Check your progress

a 2 triangles 1
2 quadrilaterals (trapeziums)
1 square and 1 rectangle
1 triangle and a pentagon
1 triangle and 1 quadrilateral (trapezium)
b–e Learners’ own investigations.
2 One possible answer:
Exercise 6.2
1 a 2 b 4 c 1 d 4
e 0 f 2 g 4 h 0
2 a 2 b 0 c 4 d 1
e 2 f 1 g 4 h 1
3 a 1 b 1 c 1 d 0 3 Drawing of hexagon tessellating.
e 4 f 5 g 0 h 4 4 a yes b yes c no d yes
4 B, D, F 5 a 4 b 3 c 2
The parallelograms that have diagonal lines
6 a 6 b 2 c 1
of symmetry all have all four sides the same
length. d 0 e 1
5 a No b C and E 7 8
c B

Think like a mathematician 7 Fractions

Shape Name Sides Vertices Lines of
symmetry Getting started
A Regular 3 3 3 Short version of answers (see teacher guide for
(equilateral) fuller information).
triangle 1 Parts must be equal in size
B Regular 4 4 4
1
quadrilateral 2
4
(square)
3
C Regular 5 5 5
pentagon
D Regular 6 6 6
hexagon
E Regular 7 7 7
heptagon
1 1
6 < 3
F Regular 8 8 8
octagon
Draw on the same diagram to compare
G Regular 9 9 9
different fractions.
nonagon
H Regular 10 10 10
decagon

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Exercise 7.1 5 Yes.

Finding one-half is equivalent to dividing by 2.
1
1 and 1 but accept 1 , 1 , 1 , 1 ,
1
or 1
instead of 1
Finding one-third is equivalent to dividing
3 6 5 7 8 9 10 11 6
by 3 and so on.
1
2
8 In each case, the fractions are acting
as operators.
3 B1
3 1
6 of $15 = $5 and 1 of $24 is $6 so I would
3 4
4 Parts are equal in area so each part is a
quarter of a whole. choose 1 of $24.
4
5 B 1 1 1
7 of 60 = 30   of 80 = 20   of 50 = 10
2 4 5
6 Same: 4 parts each part is a quarter of
the whole
Think like a mathematician
Different: parts are a different shape
27 (from 1 of 27 = 9)
3 3 3 3 3
7
12 8 6 4
Check your progress
Think like a mathematician
1 A
Individual answers.
5
2
Exercise 7.2 6

3
1 $4
3 1 7
2 a 1
b 1 10 2 10
3 8

3 a 3 b 9 c 10 0 1

4 1 1 4 1 1 1 1
, , , The larger the denominator the more
= $12 = $8
2 3 6 5 4 3
parts the fraction is divided into, making each
1 part smaller.
= $3
8 $24
5 For unit fractions, the larger the denominator
1 1 the smaller the fraction. To find 1 of a
= $4 = $6 4
6 4
quantity, divide the quantity by four.
1 1
= $16 6
2 5

7 a 25 b 30 c 15
1
1 = $8 8 12 16
= $4 $32 4
8
6 24
9 No, 1 of $30 = $15 and 1 of $60 = $20
3 2 3
= $24
4

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Think like a mathematician

8 Angles
Maryam could draw a line through an obtuse
angle that gives a right angle and an acute angle
Getting started or an obtuse angle and an acute angle, so she
1 Right angle won’t always end up with two acute angles.

2 B and E
Exercise 8.3
3 a 4 b 0 c 1 d 3
1 a 180 b 270 c 360
Exercise 8.1 2 After four right angles you are facing in the
same direction as when you started. You have
1 a D b E c G turned a full circle.
2 a True b True 3 a Estimate between 20 and 40 degrees.
c True d False b Estimate between 70 and 89 degrees.
3 L, J, K 4 a Estimate between 100 and 120 degrees.
4 r, p, t, q, s b Estimate between 150 and 170 degrees.
5 Angles A and B are the same size. The lines 5 Either 10 degrees or 20 degrees because using
for angle A are longer, but that does not mean the decision tree the angle is between 0 degrees
that the angle is greater. You could convince and 45 degrees, and using the angle diagram
Sam by tracing one of the angles and placing we can tell it is much smaller than 45 degrees.
it on top of the other angle to check they are
the same. 6 Carly could use the decision tree to work out
that the angle is between 135 and 180 degrees.
By using the angle diagram she could see that
Think like a mathematician the angle is much closer to 135 degrees than
Many possible answers. For example, 1 minute 180 degrees so a better estimate would be closer
past 12 o’clock would create one of the smallest to 135 degrees.
acute angles; 1 minute past 6 o’clock would
create one of the largest obtuse angles. (Note: Think like a mathematician
Learners are not expected to use the words ‘acute’
or ‘obtuse’.) Estimate between 110 and 125 degrees for the
first angle.
6 No answer (talking activity). Estimate between 65 and 80 degrees for the
second angle.
Exercise 8.2
1 Independent learner activity. Check your progress
2 a acute b obtuse 1 B
c obtuse d right angle 2 D, G, C, F, E
e acute 3 4
3 a An angle drawn less than 90 degrees. 4 An obtuse angle is between 90 degrees and
b An angle drawn between 90 and 180 180 degrees.
degrees. or
4 A right angle is an angle of 90 degrees. An obtuse angle is larger than a right angle,
but smaller than a straight line.
An acute angle is smaller than 90 degrees.
5 Estimate between 60 and 80 degrees.
An obtuse angle is greater than 90 degrees
and smaller than 180 degrees. 6 Estimate between 160 and 179 degrees.

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7 Any valid reason that matches their

9 Comparing, rounding chosen method.

and dividing Think like a mathematician

The ones digit forms a repeating pattern in every
Getting started case, for example:
1 17 ÷ 4 and 21 ÷ 5 • Remainder 1 when divided by 4: 5, 9, 13, 17,
21, 25, 29, 33, 37, . . .
2 18
Ones digit: 5 → 9 → 3 → 7 → 1 → 5 (repeat)
3 145 149 150 153 • Remainder of 1 when divided by 5: 6, 11, 16,
21, 26, . . .
4 a 216 > 126 b 226 > 216
Ones digit 6 → 1 → 6 (repeat)
c 216 < 226
• Remainder of 1 when dividing by 6: 7, 13, 19,
Exercise 9.1 25, 31, 37, 43, . . .
Ones digit: 7 → 3 → 9 → 5 → 1 → 7 (repeat)
1 a 50 000 b 20 000 c 50 000
Learners may go on to investigate other
2 a 100 000 b 900 000 c 200 000 numbers and patterns.
3 a 5000 b 5200 c 5210
Check your progress
4 335, 336, 337, 338, 339, 340, 341, 342, 343, 344
1 a 16 787, 16 976, 32 622, 48 150, 150 966
5 a 5500 b 5500
b 17 000, 17 000, 33 000, 48 000, 151 000
c 5000 d 5500, 6000
2 43
e The answers are different, 5000 and 6000.
3 6162, 6164, 6166, 6168
6 645 123 < 645 213
4 42 ÷ 6 = 7 because all the other answers are 8.
7 a 2228 5895 6194 6962 8848
b 2200 5900 6200 7000 8800 5 11 melons

Think like a mathematician

a A = 5500 B = 5050 C = 5045 D = 5455
10 Collecting and
E = 5505
b–c Round to 5000: 5046, 5047, 5048, 5049
recording data
Round to 5100: 5051, 5052, 5053, 5054 Getting started
Exercise 9.2 1 a Shoe size Tally Total
1 5 weeks 30 I 1
31 II 2
2 5 packs
32 II 2
3 a 14 b 16 c 12 d 14
33 II 2
4 Remainder 1: 25 ÷ 3, another example: 31 ÷ 3 34 IIII I 6
7 ÷ 3, 1 ÷ 3 (any correct answer)
35 III 3
Remainder 2: 20 ÷ 3, another example 32 ÷ 3
36 III 3
23 ÷ 3, 14 ÷ 3, 2 ÷ 3 (any correct answer)
37 I 1
5 7 boats
6 4 bags (the last bag will only have 3 apricots b 6
in it)

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2 a–b Answers depend on the class. Check your progress

Exercise 10.1 1 a Number of biscuits
b 3 c 3
1 a 32 b Cerys c 113
2
2 a–c Individual investigations.
3 a–c Individual investigations.

7 8 9 10 11 12
Number of biscuits

3 a Completed sentences.
b Table drawn with labelled heading
1 2 3 4 5 6 columns, e.g. Number of names, Number
Number of books of people.

5
11 Fractions and
percentages
Getting started
1
1   3   5   7
8 8 8 8

3
3 4 5 6 7 8 9 10
2 >1
5 5
Scores in the spelling test 6
3
10
6 a 4 b 0 c 4
4 A and C
d Completed sentence, beginning ‘The dot
plot shows that . . .’
Exercise 11.1
Think like a mathematician 1 1 3
= = 6     3 = 9 = 18
4 12 24 4 12 24
Learners’ own tables/preferences.
1 5 3
7 Answers depend on learners’ choices in 2 = = 30 7 35
= 4 8
=   4 is left
2 10 10 100 10 50 5 10 10
collecting, representing and interpreting the
data. For example, they might find that Book 3 9 4
3 and are equivalent so is the odd one
1 is easier to read than Book 2 because Book 4 12 6
3 4 9
1 has only 1 word with more than 8 letters and out OR and both contain 4 so is the
4 6 12
Book 2 has 5 words with more than 8 letters on odd one out
the pages shown.
3 6
4 or
8 Individual investigations. 6 12

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1
5   3    1   5    3   7 5 3
= 30 = 6 so 3 is the odd one out.
4 8 2 8 4 8 10 100 20 9

6 1
< 5
<3 6 a 15% b 30
4 16 8
7 a 42% b 70%
7 The larger the denominator the smaller the
8 2%
parts, so eighths are smaller than quarters.
Three quarters are equivalent to six eighths

12 Investigating
3 3
<
8 4

Think like a mathematician 3D shapes and nets

There are 9 different fractions:
1 3 1 3
=    1 = 4    1 = 5   1 = 2    = Getting started
2 6 2 8 2 10 3 6 3 9
1 2 1 2 2 4 2 6 3 6 1 6
=   5 = 10    3 = 6    =    =
4 8 3 9 4 8
2 a 4 b 6
Exercise 11.2 3 A – cuboid
1
1 a b 75% B – cylinder
4
2 a 75% b 25% c 50% C – sphere
D – square-based pyramid
3 50%
E – triangular prism
4 a 25% b 75%
5 a 30% b 70% c 25% Exercise 12.1
6 a 50% 1 1 a A triangular prism has 3 rectangular faces
b
2 and 2 triangular faces.
7 b A cuboid has 6 rectangular faces and
Smaller Bigger than
1 Bigger
1 4 3 0 triangular faces.
than but smaller than
3 than
4
4
4 c A square-based pyramid has 1 rectangular
faces and 4 triangular faces.
8% 35% 80%
d A cone has 0 rectangular faces and
14% 50% 85% 0 triangular faces.
74% 2 a 7
b 2 pentagons and 5 rectangles
8 45%
3 1 hexagon and 6 triangles
9 2 triangles
4 a 8 b 5 c 12 d 8
Check your progress 5 a Two of the possible common properties
2 are: A and C have the same number of
1 <3<5 vertices, or B and E are both pyramids.
3 4 6

1 b B and E c A, C and D d B and E

2
3
6 Descriptions of hexagonal prism. May include
3 3 that it has 8 faces, 18 edges and 12 vertices.
3 Sets are: and not
4 4
7 a 6 b 0 c 2
A and B have 3 of the shape shaded.
4 d For example: Cubes and cuboids both
1 2 have 6 rectangular faces. Cubes need to
4 = =3=4 have 6 square faces, but cuboids do not.
5 10 15 20

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Think like a mathematician 5 Hexagon-based pyramid

No 3D shapes with 1 to 5 straws. 6 a Triangular prism

6 straws – tetrahedron b Rectangle
7 straws – no shape
8 straws – square-based pyramid
9 straws – triangular prism
13 Addition and
10 straws – pentagon-based pyramid subtraction
11 straws – no shapes
12 straws – cuboid (including cube), hexagon- Getting started
based pyramid, octahedron
1 a 743 b 107

Exercise 12.2 2 a 207 b 225

1 a Cuboid b 6 c 6 rectangles 3 a 395 b 684

3 2
2 a Hexagonal prism 4 a b or 1
5 8 4
b 8
4 5
c 2 hexagons and 6 rectangles 5 a b
5 8

3 C
Exercise 13.1
4 A
1 a 1245 b 1632 c 1134
5 a Cone
2 a 333 b 245 c 48
b Tetrahedron
3 889
c Cylinder
d Square-based pyramid 4 256
5 a 882 − 435 = 447. The student has always
Think like a mathematician subtracted the smallest digit from the
largest digit.
a A hexagon-based pyramid has 7 faces.
b 531 + 278 = 809. The student has forgotten
A heptagon-based pyramid has 8 faces.
to add the carrying digit.
An octagon-based pyramid has 9 faces.
6 a 1173 b 381
b The number of faces is one more than the
number of sides of the base shape of the
pyramid. Think like a mathematician
c–d For prisms: The number of faces is two more The answer is 1110 for all lines that pass through 5
than the number of sides of the base shape of in the middle of the array.
the prism. Two of the other lines give palindromic numbers
(they read the same forwards or backwards):
6 Learners’ spoken explanations.
741 + 147 = 888   123 + 321 = 444
Check your progress
Exercise 13.2
1 8
5
1
2 1 pentagon and 5 triangles 6

3 A tetrahedron has 6 edges, 4 vertices and 4 1

2 a
faces. 4
7
4 A b
8

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1 1 2 1 1 3 6 2 3 The student did not work out an

3 a + =1 + =1 + =1 + =1
2 2 3 3 4 4 8 8 approximation for either calculation.
5 4
+ =1
5 2
+ =1
3 3
+ =1
4 1
+ =1 712 − 486 = 226. The student has always
9 9 7 7 6 6 5 5 ­subtracted the smallest digit from the
Then write each addition as two ­largest digit.
­subtractions. 456 + 352 = 808. The student has forgotten to
b
1 3
+ =1
1 7
+ =1 1 1
+ =1
6 3
+ =1 add the carrying digit.
4 4 8 8 2 2 9 9
4 506 is 500 to the nearest hundred. 789 is 800 to
2 1 2 4 2 5 3 2
+ =1 + =1 + =1 + =1 the nearest hundred. 800 + 500 is 1300. Leroy’s
3 3 6 6 7 7 5 5
answer of 1295 is close to 1300 so his answer
Then write each addition as two is reasonable.
subtractions.
12 2
10 3 3 4 5 a b
4 a b c d 8 8
9 5 7 12
6 A and C are correct 3 = 6
5 10 5 10
9 1 2 3
+ =
4 6 5 5 5
9 9 3 6
=
5 10
3 1 5
9 9 9 So
1 2 6
+ =
5 5 10
6 Yuri should add the numerators but not the
1 2 3
denominators to give 5 . +
5 5
does not equal
10
. It is not correct to add
9
the denominators.
7 Fatima is correct. Parveen has incorrectly
b is incorrect as the denominators have been
added denominators.
added.
2 7 9
Think like a mathematician 7 + =   3 + 6 = 9    4 + 5 = 9
8 8 8 8 8 8 8 8 8

1 1
2
1 1
2 +2=1 1
2 1 +1=1
2 2
14 Area and perimeter
1
2 2
Getting started
1 1 The perimeter is 16 cm.
4
3 1 7 7 1
3 4 +4=1 8 8 +8=1 2 Rectangle drawn 4 cm by 6 cm.
4
1
8 3 The area of the blue shape is 5 square units.
4 The area of the red shape is 8 square units.
Check your progress
Exercise 14.1
1 345
1 a A Between 14 cm and 22 cm
2 455 biscuits
B Between 12 cm and 24 cm
C Between 6 cm and 12 cm
b A 18 cm
B 18 cm
C 9 cm

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 CAMBRIDGE PRIMARY MATHEMATICS 4: TEACHER’S RESOURCE

2 a 5000 m b 60 mm c Answer dependent on learners’ investigations.

c i 12 m      ii 1200 cm The smallest possible area with whole square
centimetres is 9 cm2.
3 a m2 b cm2
9 a 16 cm2 b 16 cm2 c 29 cm2
c km2 d mm2
4 15 km2 Check your progress
5 14 cm2 1 20 m
6 Jo will get the best estimate. Lee’s estimate will 2 90 mm
be too low. Zaid’s estimate will be too high.
3 18 km2 or 18 1 km2
2
Exercise 14.2
4 Rectangle with area of 10 cm2 drawn,
1 a Rectangle accurately drawn with sides e.g. 5 cm by 2 cm.
2 cm and 5 cm. Perimeter matches the rectangle drawn,
b 14 cm c 10 cm2 e.g. 14 cm.
5 a 18 cm2 b 16 cm2 c 18 cm2
2 a Rectangle accurately drawn with sides
6 cm and 3 cm. 6 66 m2
b 18 cm c 18 cm2
3 a 15 cm2 b 24 cm2
15 Special numbers
4 a 16 cm2 b 21 cm2
5 a Getting started
length width area
3a 5 cm 3 cm 15 cm2 1 6 and 12
b 6 cm 4 cm 24 cm2 2 16
4a 4 cm 4 cm 16 cm2 3 6, 12, 18 and 24
b 7 cm 3 cm 21 cm2
4 a −5 ° C, −2 ° C, −1 ° C, 0 ° C, 1 ° C, 3 ° C
b We have found out that the area is equal b −5 ° C, −2 ° C, −1 ° C, 0 ° C
to the length multiplied by the width.
5 −3
6 a 14 cm2 b 24 cm2
6 A, C, D
c 36 cm2 d 35 cm2
7 There are three other rectangles that can be Exercise 15.1
drawn using whole numbers of centimetres:
1 −7, −6, −5, −2, −1
1 cm by 24 cm; 2 cm by 12 cm; and 4 cm
by 6 cm 2 a −4 ° C
8 Learners should discover that Lila’s method b −4 ° C, −2 ° C, −1 ° C, 3 ° C
works, as long as the two sides measured meet
3 a −18, −12, −6, 0, 6, 12
at a vertex.
b The numbers count on in 6s; they are
Think like a mathematician ­multiples of 6.
c 121 will not be in the pattern because it
a Possible rectangles include: 4 cm by 4 cm, 3 cm is odd, and 6, which is even, is repeatedly
by 5 cm, 2 cm by 6 cm, 1 cm by 7 cm. added onto the even numbers in the
b Answer dependent on learners’ investigations. pattern so the terms will always be even.
The largest possible area with whole square
4 a < b > c < d >
centimetres is 25 cm2.
5 −4 or −3

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6 −11 or −10 or −9 or −8 or −7 or −6 or −5; −3 2 6  42  48  284

or −2; any number greater than −1.
The units digit is 0, 2, 4, 6 or 8.
7 −4 ° C < −2 ° C < 0 ° C < 5 ° C 3 Anton is not correct. Any number ending in
5 is divisible by 5 but numbers ending in 0 are
Think like a mathematician also divisible by 5.
−1, −3, −5, −7, −9   or   −9, −7, −5, −3, −1 4 a 1250  1050  6700
The pattern is that the numbers have a difference b 525   1250  1050  6775
of 2.
5 a any number divisible by 10
Exercise 15.2 b any number divisible by 10

1 564 c any number divisible by 100

2 6 a 6105 b 1065
multiples of 2 11 7 48 − 23 = 25
14 10 89 − 64 = 25
multiples of 4 91 − 66 = 25
16
12 Think like a mathematician
13
15 Hexagon maze
Maze 1:

3 a 33 b 32 c 35 d 30 2 → 5; 14 → 15; 18 → 15; 18 → 20;

10 → 25; 10 → 5
4 36 and 64 Maze 2:
5 Every number with a factor of 6 must also 2 → 5 → 60; 2 → 5 → 80; 14 → 15 → 20;
have factors of 1, 2 and 3 in any order. 14 → 15 → 70; 18 → 15 → 20;
6 133 18 → 15 → 70; 18 → 20 → 50;
18 → 15 → 20; 18 → 15 → 70;
7 Ingrid is not correct. Number 14 ends in 4 but 18 → 20 → 50;
it is not a multiple of 4.
18 → 20 → 90; 10 → 25 → 40;
10 → 25 → 60; 10 → 5 → 60; 10 → 5 → 80
Think like a mathematician
Multiples Check your progress
You may need to suggest that learners start by
1 a 100 and 700
making lists of multiples.
b 100, 350 and 700
There are various solutions, so learners could
compete to see who can use the most cards. c 10, 60,100, 350, 530 and 700
It is possible to use all ten cards to make multiples d 5, 10, 60, 100, 125, 305, 350, 530 and 700
of 3: 3, 9, 12, 45, 60 and 78.
2 7536
Exercise 15.3 3 −8 or −9

1 a 100, 300, 700 4 a 26 b 27 c 24 d 25

b 10, 40, 100, 300, 530, 650, 700 5 No. Square numbers have an odd number of
c all of them: 5, 10, 25, 40, 100, 300, 530, factors, for example, the factors of 9 are 1, 3
650, 700 and 9.
Multiples of 100 are also multiples of 5
and multiples of 10.

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6 2
multiples
factors multiples
1 7 23 of 3
of 24 8 of 4 3 21
11 13 27 9
36
12 17 19 24 6
15
6 29 26 12
24 40 18 30 25
8 22
14 2
16 5
28 4 10

multiples 20 multiples
of 2 of 5
16 Data display and
interpretation 3 a
even not even
multiple of 10, 20
Getting started 10
not a 2, 4, 6, 8, 1, 3, 5, 7,
1 Red Not red multiple of 12, 14, 9, 11, 13,
Triangle 2 red scalene 2 triangles that 10 16, 18 15, 17, 19
triangles are not red
b There cannot be any number in the
Not 2 red shapes 2 shapes that
section for multiples of 10 that are not
triangle that are not are neither red
even because all multiples of 10 are even.
triangles nor triangles
4 a 24 b 1
2 a Any three even numbers that are also
multiples of 3, e.g. 6, 12, 18. c 2.00 p.m. to 2.15 p.m.
b Any three odd numbers that are not d 2 e 46
multiples of 3, e.g. 5, 7, 11. f Between 9.00 a.m. and 9.15 a.m. was
3 a 3 b worm ­busiest. 46 vehicles passed the school
between 9.00 a.m. and 9.15 a.m. 43
c ant and beetle d 5 vehicles passed the school between 2.00
p.m. and 2.15 p.m. 46 is greater than 43.
Exercise 16.1
5 a Singer 1 b 0
1 c 3 d 26
curly hair e Answers include: Both the adults and
children voted singer 1 and singer 4 as
Sun Sophie
their top two favourites.
Norman f Answers include: The children voted
singer 2 as their least favourite, but
Tapu
Filip the adults voted singer 5 as their least
Adith favourite.
Petra Antonella
Yutu g Answers include: I think that the data for
glasses earrings the children’s vote and the data for the
adult’s vote is different because people of
different ages like different music.

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6 a 8 Check your progress

b No. It is possible that all of the
households in the group 4 to 6 had 1 odd not odd
4 people, and then there would be multiple 7, 21 14, 28
17 households of 4 people, but we cannot of 7
tell from the data.
not a 1, 3, 5, 9, 11, 2, 4, 6, 8, 10,
7 Graph 2 shows the data most clearly because multiple 13, 15, 17, 19, 12, 16, 18, 20,
the vertical scale best matches the data. of 7 23, 25, 27, 29 22, 24, 26, 30
8 a pictogram b For example: 2 a Shape A is a regular, green quadrilateral
Class 1 maths scores (square).
12 Shape B is a regular quadrilateral
Number of children

(square), but is not green.

10
8 Shape C is a green shape that is not
a quadrilateral and is not a
6
regular polygon.
4
Shape D is not a quadrilateral, it is not
2 green and it is not a regular polygon.
0
0 1 2 3 4 5 b Shape H
Score 3 a 17 b 1
Class 2 maths scores c 47 words d 51 words
e Possible answer: Both books have no
12
Number of children

words that are 1 letter long.

10
f Possible answer: Book 1 does not have
8
words that are 9 or 10 letters long,
6 Book 2 does.
4 g Possible answer: I think that Book 2
2 might be written for older children who
0 can read more words and read some
0 1 2 3 4 5 longer words, and Book 1 might be
Score written for ­younger children who are not
c Possible answer: The data for Class 1 and experienced readers.
Class 2 show that 2 children in each class 4 Pictogram showing the number of
scored 2 marks. badges each child has
d Possible answer: The data for Class 1 and
Class 2 show that no children scored 0 in Kevin
Class 2, but 2 children scored 0 in Class 1.
e Possible answer: I think that maybe the Todd
children in Class 2 are older than the
­children in Class 1 so they have learnt Tia
more maths, which means they could
answer more ­questions correctly. Raquel

Think like a mathematician Amanda

Individual posters.
Key: = 4 badges

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Exercise 17.2
17 Multiplication and
1 6 packs
division 2 14 teams

Getting started 3 9 cartons

4 12 friends
1 380
5 86 ÷ 3 = 28 r2 80 ÷ 3 = has a remainder
2 2916
which must be added to
3 19 the ones before dividing
the ones by 3.
4 12 r3
57 ÷ 3 = 19 Learners have worked
5 4 packs from R to L and not L
to R.
6 128 ÷ 8 = 16 flowers
6 7
16 × 7 = 112 hexagons
7 a 2
Exercise 17.1 b 3
1 96 months c The divisor = remainder + 1
2 A = 135 D = 297 8 28 cm
3 Estimate 400 × 6 = 2400
Calculated answer 2448 g Think like a mathematician
4 2304 10 ÷ 2 = 5 12 ÷ 3 = 4 12 ÷ 4 = 3
5 3852 10 ÷ 5 = 2 18 ÷ 6 = 3 14 ÷ 7 = 2
14 ÷ 2 = 7 18 ÷ 3 = 6 20 ÷ 4 = 5
6 IN OUT
20 ÷ 5 = 4 30 ÷ 6 = 5 21 ÷ 7 = 3
123 615
16 ÷ 2 = 8 21 ÷ 3 = 7 28 ÷ 4 = 7
345 1725
30 ÷ 5 = 6 42 ÷ 6 = 7 28 ÷ 7 = 4
567 2835
18 ÷ 2 = 9 24 ÷ 3 = 8 32 ÷ 4 = 8
7 4
40 ÷ 5 = 8 54 ÷ 6 = 9 42 ÷ 7 = 6
8 $1672 27 ÷ 3 = 9 56 ÷ 7 = 8 63 ÷ 7 = 9
9 No. Sometimes a 3-digit number multiplied 16 ÷ 8 = 2 18 ÷ 9 = 2 36 ÷ 4 = 9
by a 1-digit number gives a 4-digit answer,
24 ÷ 8 = 3 27 ÷ 9 = 3
for example, 124 × 9 = 1116. But sometimes
the answer has only 3 digits, for example 32 ÷ 8 = 4 36 ÷ 9 = 4
124 × 4 = 496. 40 ÷ 8 = 5 54 ÷ 9 = 6
56 ÷ 8 = 7 63 ÷ 9 = 7
Think like a mathematician
72 ÷ 8 = 9 72 ÷ 9 = 8

363 4338 2905 Check your progress

121 3 482 9 415 7 1 Yes, because 400 × 6 = 2400
2 105 plants (15 × 7 = 105)
Multiply the two numbers on the bottom row to
3 a 15 r3 b 558
give the number on the top row.
4 7 (all the numbers are multiples of 7)

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5 2905 and 12 r1 One square South-West, one square South-

East, one square South-East, one square
6 a 9 b 15 South-West
7 12 bags One square South-East, one square South-
West, one square South-West, one square
8 Missing numbers are: 8, 72, 84, 28
South-East
One square South-East, one square South-
18 Position, direction West, one square South-East, one square
South-West
and movement One square South-East, one square South-
East, one square South-West, one square
Getting started South-West
North 5 A (0, 2), B (2, 1), C (3, 3), D (5, 6)
1
6 The coordinate marked on the grid is (1, 4).
Safiya has used the wrong numbers for the
horizontal axis and the vertical axis.
West East 7 y-axis

South 5
2 D
4
3 B
3
4
2

0
0 1 2 3 4 5 6 x-axis

Exercise 18.1 Think like a mathematician

1–3, 5, 6, 8 and 9 Individual answers.
1 North-East
4 The second number is the same for all the
2 SW / South-West coordinates on the line.
3 a Burd 7 The first number is the same for all of the
b i South-East coordinates on the line.
ii North-East
iii South-West
4 One square South-West, one square South-
West, one square South-East, one square
South-East
One square South-West, one square South-
East, one square South-West, one square
South-East

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Exercise 18.2 Check your progress

1 1 East, North-East, South, South-West
2 y-axis

3
2 a
2

0
0 1 2 3 4 5 6 x-axis

3 Octagon
4

3 a A rectangle
B irregular four-sided polygon (rhombus)
C hexagon
b Learners’ sketches to check predictions.
4 The lines are horizontal. The lines are parallel.
5 The lines are vertical. The lines are parallel.
5 (1, 4), (4, 4), (5, 2), (2, 2)
6 (6, 2), (6, 5), (5, 2), (5, 5)

Think like a mathematician

A reflected shape has the same area as the
original shape.

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