I

CAMBRIDGE
UNIVERSITY PRESS

CAMBRIDGE
Primary Mathematics
Workbook6
Mary Wood, Emma Low, Greg Byrd & Lynn Byrd
 Contents

Contents
How to use this book 5
Thinking and Working Mathematically 6
1 The number system 8
1.1 Place value 8
1.2 Rounding decimal numbers 14
2 Numbers and sequences 20
2.1 Counting and sequences 20
2.2 Special numbers 26
2.3 Common multiples and factors 31
3 Averages 36
3.1 Mode, median. mean and range 36
4 Addition and subtraction (1) 43
4.1 Positive and negative integers 43
4.2 Using letters to represent numbers 49
5 2D shapes 55
5.1 Quadrilaterals 55
5.2 Circles 61
5.3 Rotational symmetry 70
6 Fractions and percentages 76
6.1 Understanding fractions 76
6.2 Percentages 81
6.3 Equivalence and comparjc;nn 86
7 Exploring measure! 90
7.1 Rectangles and triangle ■ ■ ■ 90
7.2 Time 96
8 Addition and subtrL \ , 104
8.1 Adding and subtracting decimal numbers 104
8.2 Adding and subtracting fractions 110

3
___
c_
o n_te
_n_ts_ _ _ _ _ _ _ _ _ _ _ _)

9 Probability 115
9.1 Describing and predicting likelihood 115

10 Multiplication and division (1) 124

10.1 Multiplication 124
10.2 Division 129
10.3 Tests of divisibility 133
11 3D shapes 137
11.1 Shapes and nets 137
11.2 Capacity and volume 147

12 Ratio and proportion 156

12.1 Ratio 156
12.2 Direct proportion 161
13 Angles 167
13.1 Measuring and drawing angles 167
13.2 Angles in a triangle 176
14 Multiplication and division (2) 182
14.1 Multiplying and dividing fractions 182
14.2 Multiplying decimals 187
14.3 Dividing decimals 191
15 Data 196
15.1 Bar charts, dot plots, waffle diagrams and pie charts 196
15.2 Frequency diagrams, line graphs and scatter graphs 208
16 The laws of arithmetic 223
16.1 The laws of arithmetic 223
17 Transformations 229
17.1 Coordinates and translations 229
17.2 Reflections 240
17.3 Rotations 247
Acknowledgements 256

4 )
 How to use this book

How to use this book

This workbook provides questions for you to practise what you hove
learned in class. There is a unit to match each unit in your Learner's Book.
Each exercise is divided into three parts:

• Focus: these questions help you to master the basics

• Practice: these questions help you to become more confident
in using what you have learned
• Challenge: these questions will make you think more deeply.

You might not need to work on all three parts. Your teacher will tell you
which parts to do.
You will also find these features: , ....
bisect decompose
Important words that you will use. diagonal justify
parallel trapezia
... ~

Worked ('xamplc 2

~ctt,-a ~s tr Jngkl in the diogonol m irror line_

Step-by-step examples
showing a way to solve - - - - - - - .
a problem.
, ,
,,

There are
; 111~1• t lf'(- \ff" llt") 1,4 1f.-1 1 ■ 11•r 1:I n tiff'-..'
often many dijferent ' o ,uw anow-, tblod.) 10th~ Mir::,- Inc cnc:n drow
ti"= ~mnt: le11<jl h w u.:...,) (~ 1~ ) 11"t! iftt,~• •idc of th~
ways to solve a mun:,r llnc_ Join tht 'ltftkH with ltro gh l li"'MIS to
<.:omplc:tc t."u: rc:flmt'd toong!c.
problem.

These questions will h e l p - - - - - - ~ 13 Emmousu,-'"o ll c11ho1to mckc o lo rq«-cutx' Sr.cusc-1 l6ru0C'S

10 1TICJ• .11 u,,e lJUM- ur f'Ct cvtur,
you to develop your skills Howmcniv , moflcubo-1 docs Ernn ouW' 10 -no~ P"<' lat9Cf : ubc1
I tow ao v-ou lcnow7
of thinking and
working mathematically.

► 5
_ _ _r_h_in_ki_ng_a_n_d_W
_ o_rk_in_g_ M_a_
t h_e_m_a_ti_ca_l_lY_ _)

Thinking and Working

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

Specla.lislng is when
I choose an example and
check to see i:f it satisfies or does
not satisfy specifLc mathematical
criteria.

Ch.a.ra.cterisin.g
is when I identi:fy and describe
the mathematical properties
oj an object.

Gen.era.llsi.n.g
is when I recognise an
underlying pattern by identifying
many examples that satisjy the
same mathematical
criteria.

Cla.ssifyin.g
is when I organise
objects into groups according
to their mathematical
properties.

6 )
 Thinking and Working Mathematically

Criti4u.ing is
when I compare and
evaluate mathematical ideas,
representations or solutions
to identgy advantages and
disadvantages.

lmprovln.g
is when I refme
mathematical ideas or
representations to develop a
more e..ffective approach
or solution.

Con.ject'u.rln.g
is when Iform
mathematical questions
or ideas.

Con.vln.cln.g
is when I present
evidence to justijy or
challenge a mathematical
idea or solution.

7 >
 1.1 Place value

Exercise 1.1
Focus
1 Draw a ring around the expression that is equivalent to 0.67.

60 70
- +-
100 100

2 What does the digit 5 in 3.065 represent?

3 Magda regroups 56.079 in different ways but two of her answers

are wrong. Which answers are wrong?
A 5607 tenths+ 9 thousandths
B 56 ones and 79 thousandths
C 56 + 0.79
D 50 + 6.079
E 50 + 6 + 0.07 + 0.009
 1 The number system )
-----
4 Write the operations to complete these multiplication and division loops.

37 0.37 34 0.34

98

5 Complete the place value diagram.

91.969 •0+D +D+B +D

6 Write the number six tenths, four hundredths and five thousandths as a decimal.

CJ
Practice
7 Complete the table to show what the digits in the number 47.506 represent.

4 tens

10 )
 1.1 Place value

8 Find the missing numbers.

a 5.6 x 100 =~
I --~ b 0.88 x 1000 = I~ - -~

C 41.28x 10= ~ d 670 + 1000 = ~

e 191+100= 1~ f 6.3+10= ~

9 Draw a ring around the expression that is equivalent to 4.063.

A 4+ 0.6 + 0.3 B 4 + 0.6 + 0.03

C 4 + 0.06 + 0.03 D 4 + 0 .06 + 0.003

10 Petra puts some numbers into a function machine.

in out

Complete the table to show her results.

in out

1.5 1500

937
16.24

490

0.07

11 )
_ _ _i_T_he_n_u_m_b_e_
r _sy_s_te_m_ _ _ _ _ _ _ _)

11 Write,the decimal number that is represented by

7 6 9
-4 - 20 - 100 - 1000 - 10

Challenge
12 Ingrid says, 'I can multiply by 100 by adding two zeros.'
Explain why Ingrid is wrong.

13 Filipe multiplies a number by 10, then again by 10 and again by 10.

His answer is 7.
What number did he start with?

12 )
 1.1 Place value

1 14 Four students Anton, Ben, Kasinda and Anya each think of a number.
The numbers are 45, 4.5, 0.45 and 0.045.
Use these clues to work out which number each student is thinking of.
• Ben's number is a thousand times smaller than Kasinda's number.
• Anton's number is ten times smaller than Kasinda's number.
• Anya's number is ten times bigger than Ben's number.

Anton's number is ~ Ben's number is ~

Kasinda's number is ~ Anya's number is ~

1 15 Leila says, 'The number represented in this place value grid is the
largest number that can be made with nine counters.'
Do you agree?
Explain your reasoning.
1 1 1
10s ls ◄ I ros 100 5 1000 5

•••
•• • • • • 't

13
___l _T_h_e_n_u_m_b_er_s_ys_t_em
_ _ _ _ _ _ _ _)

> 1.2 Rounding decimal numbers

Worked example 2
nearest
Neve has four number cards. round

BEJBB
She chooses two cards.
She adds the numbers on the cards together.
She rounds the result to the nearest whole number.
Her answer is 4.
Which two cards did she choose?

0.25 + 0.25 = 0.5 Look for two numbers that t otal 3.5 because
0.5 rounds up to 1 3.5 rounds up to 4.

1.25 and 2.25

or
0.25 and 3.25 You could choose 1.25 and 2.25 or 0.25 and 3.25.

You are specialising when you choose two numbers and check if the total rounds to 4.

14 )
 1.2 Rounding decimal numbers

Exercise 1.2
Focus
1 Draw lines to show each number rounded to the nearest tenth.
The first one has been done for you.
rounds to

8.3
8.52 ~
~ 8.4
8.5
8.77
8.6

8.7
8.35
8.8

2 Draw a ring around all the numbers which equal 10 Tip

when rounded to the nearest whole number.
Remember
10.53 10.5 10.35 9.55
the numbers
10.05 9.5 9.05 9.35 co uld be less
than 10 or
3 a Round 7.81 to the nearest tenth. more than 10.

CJ
b Round 7.81 to the nearest whole number.

15 )
__
1 _T_h_e_n_u_m_
b_er_s_y_st_em
_ _ _ _ _ _ _ ___,)

4 Complete the table.

Number Number rounded to the Number rounded to the

nearest tenth nearest whole number

3.78

4.4 5

3.55

4.04

Practice
5 Circle the largest number from the list that gives 100 when rounded
to the nearest whole number.

100.55 99.99 100.9 100.45

100.5 99.5 99.9

6 Use each of the digits 9, 4, 1 and 2 once to make the decimal number
closest to 20.

CJ
7 Pedro has four number cards.

I0.45 I El 12.451 13.451

He chooses two cards.
He adds the numbers on the cards together.
He rounds the result to the nearest whole number.
His answer is 5.
Which two cards did he choose?
 1.2 Rounding decimal numbers

8 Huan is thinking of a number. She rounds it to the nearest whole number.

She says, 'My number is the largest number with 2 decimal places that
rounds to 10.'
What number is Huan thinking of?

Challenge
9 Here are eight numbers.
3.36 2.71 4.03 3.34 3.29 3.15 2.93 3.44
Use these clues to identify one of the numbers.
• The number rounds to 3 to the nearest whole number.
• The tenths digit is odd.
• The hundredths digit is even.
• The number rounds to 3.3 to the nearest tenth.

Draw a ring around the correct number.

-- 9
:=:,a ~
t:

& 17 )
:::: ;:::.
-?
_ _ _1_T_h_e_n_u_m_be_r_sy_st_e_m_ _ _ _ _ _ ___,)

10 Write the letters of all the numbers that round to 10.5 to the nearest tenth.
Rearrange the letters to make a w ord.

A B C D E F G H I

10.81 10.56 10.32 10.65 10.44 10.57 10.44 10.43 19.8

J K L M N 0 p Q R

10.48 10.7 1 10.51 10.58 10.55 9.24 10.59 10.42 10.57

s T u V w X y z
10.44 10.58 10.54 10.25 10.05 10.35 10.46 10.41

11 Stefan says, 'When I round 16.51 and 17.49 to the nearest whole number,
the answer is the same. When I round 16.51 and 17.49 to the nearest tenth,
the difference between the answers is one.'
Explain why Stefan is correct.

18 )
 1.2 Rounding decimal numbers

12 Draw lines from t he containers t o the circle t hat shows each

measurement rounded to the nearest lit re.
, , ;
' ' ' '

!10.s litres I 9459

millilitres
!
7.65 litres I !9.91 litres I 11011
millilitres

8 8 8 8
'
, , \ , \ , \
'

10400
millilitres
!a.a2 litres I 8100
millilitres
I11.l litres I 19,49 litres I

I
 Numbers and
sequences

> 2.1 Counting and sequences

Worked example 1
position-to-term rule
Write a sequence of five terms with steps term term-to-term rule
of constant size that has first term 1 and
second term 1~.

The step size is the difference between the 1st and 2nd terms. It is ~.
You could use a number line to help you with the count.

f'f'f'f'
<I I I I I I I I I I ➔
1 1.1. 11.. 2 21.. 21.. 3 3.1. 31.. 4
3 3 3 3 3 3
 2.1 Counting and sequences

Exercise 2.1
Focus
1 Here i s a rocket made of seven shapes.

Magda draws a sequence using the rockets.

1 2 3

She records information about the sequence in a table.

Position 1 2 3

Term
28
(number of shapes)

a Complete the table.

b What is the term-to-term rule for the sequence?

c What is the position-to-term rule for the sequence?

d What is the 25th term in the sequence?

21 )
_ _ _ _____,)
2 Numbers and sequences

2 Felipe counts on in steps of 0.3 starting at 4.

Write the first five terms of Felipe's sequence.

3 Write the next two terms in each sequence.

a 1.4, 1.5, 1.6, 1.7,c=J.c=J

b !, 1, 1½, 2, 2½, c = ],C ]
C 0, -0.3, -0.6, -0.9, -1.2, c = ],c = ]
4 a Find the position-to-term rule for the numbers in this table.

Position Term

1 9

2 18

3 27

4 36

b What is the 10th term of the sequence 9, 18, 27, ... ?

22 )
 2.1 Counting and sequences

5 Here is part of a table showing the position of some terms in the

sequence 100, 200, 300, ...
a Complete the table.

1 2 5 10 100

100

b What is the position-to-term rule for the sequence 100, 200,300, ...?

Practice
6 Given the first term and the t erm-to-term rule, write down the first six
terms of each sequence. Then find the position -to-term rule and the 50th term.
a First term: 7, term-to-term rule: add 7

First six terms: - - - - - - - - - - - - - - - - - - - - - - - - - -

Position-to-term rule: - - - - - - - - - - - - - - - - - - - - - - -

50th term:~
' ---~
b First term: 11, term-to-term rule: add 11

First six terms: - - - - - - - - - - - - - - - - - - - - - - - - - -

Position-to-term r u l e : - - - - - - - - - - - - - - - - - - - - - - -

~
SOth term: I _ _ ___.

7 Sofia counts back in steps of 0.5 starting at 2.9.

a What is the 5th number in her sequence? ,.....-----.

b What is the 10th number in her sequence?!~_ ____,

23
_ _ _2_N_u_
m_b_e_rs_a_n_d_s_eq_u_e_n_ce_s_ _ _ _ _ _....,)

8 a Follow the instructions in the flow diagram to generate a sequence.

Write
Add9
down9

'-----I Write down _ _ __ ,

the answer

b What is the position-to-term c Imagine the sequence continues forever.

rule for the sequence?
What is the 60th term in the sequence?

I I
9 Kiki counts in steps of 0.03 starting at 3.26.
What are the next three numbers in her count forward?

3.26. 3.29. 3.32. ~ . ~ . '- - - ~

10 Write a sequence of five terms with steps of constant size which has
a first term of 1 and a second term of 1l

Challenge
11 a Write the first five numbers in a sequence that starts at 42 and has
a term-to-term rule of add 0.15.

b What is the 10th term in the sequence?

24 )
 2.1 Counting and sequences

12 A sequence has a position-to-term rule of multiply by 6. Complete the table.

Position Term

30

36

72

13 The numbers in this sequence increase by equal amounts each time.

a Write the three missing numbers.

10. 1 ~CJ.CJ.42
b What is the term-to-term rule for the sequence?

c Selma soys, 'The position-to-term rule is multiply by 8. ' Is she correct?

Explain your answer.

14 Ahmed counts bock in steps of ¾starting at 3¾.

3 1
He counts 3 , 3, 2 , ...
4 4
Which of these numbers does Ahmed say?

Drow a ring around the correct answer.

1! -4.!. -6~ 1
-8-
2 4 4 4

25
_ _ _2_N_u_m_b_
er_s_o_n_d_s_
e q_u_e_n_
ce_s_ _ _ _ _ ___,)

> 2.2 Special numbers

Worked example 2
cube number
Use each of the digits 1. 3, 4, 5, 6 and 8 once to make the square number
following 2-digit numbers.

~ A square number

~ A cube number

~ A multiple of 5

~ A square number

~ A cube number The only possible cube number is 64.

C0 A multiple of 5 5 must be in the ones place for the

multiple of 5.
Place these digits first.

~ A square number That leaves 1, 3 and 8.

Use 8 and 1 to make a square number
~ A cube number and put 3 in the tens place in the
multiple of 5.

I3 I 5 I A multiple of 5

26 )
 2.2 Special numbers

Exercise 2.2
Focus
1 Calculate.
a 12 = ,..........- -....
b 53=1_ _ __

C 9
2

='----
2 What is the sum of the third square number and the fifth square number?

3 What is the difference between the tenth square number and the
fourth square number?

4
CJ
Draw a ring around the expressions that are equal to 6 2 •

6x2 6x6 6+6

2x2x2x2x2x2 6+6+6+6+6+6

27
_ _ _2_N_um_b_er_ ->
s _a_n_d_se_q_u_e_nc_e_s_ _ _ _ _ _

5 Annie and Heidi play a game of 'What's my number?'

Annie says Heidi replies

Is the number less than SO? No

Is the number more than 100? No

Is the number a cube number? Yes

What is the number?

CJ
Practice
6 A number is squared and then 2 is added.
The answer is 6.
What is the number?

7
□
Calculate.

a l2xl=CJ bSx5 =CJ2

C 3x3 =CJ
2
d4x4=CJ
2

What do you notice about all your answers?

28 )
 2.2 Special numbers

8 Vincent makes a sequence using patterns of rectangular bricks.

a Draw the next pattern in the sequence.

1 2 3 4

b Complete the table.

c
I=-of bricks I: I: I I I I
3 4

How many bricks are needed for shape 10? IHow do you know?
5

Write a number between 0 and 100 in each space on the Carroll diagram.
There are lots of possible answers.

Cube number Not a cube number

Even number

Not an even number

~ 10 Write each number in the correct place on the Venn diagram.

1 8 9 10 25 27 50 64

numbers

29
_ _ _2_N_u_m_b_e_rs_a_n_d_s_e_q_u_en_c_e_s_ _ _ _ _ ___,)

Challenge
11 Find two 2-digit square numbers that have a sum of 130.

IT] IT]= + 130

12 Draw a ring around all the square numbers in this list.

l3 23 33 43 53

13 Emma uses small cubes to make a larger cube. She uses 16 cubes
to make the base of her cube.

How many small cubes in total does Emma use to make the
larger cube? How do you know?

14 Put these square numbers and cube numbers in order of size starting
with the smallest.
52 23 33 32

15 Use each of the digits 2, 3, 4, 6, 7 and 8 once to make these numbers.

□ IT]
A squore number A square number

□ IT]
A cube number A cube number

30 )
 2.3 Common multiples and factors

> 2.3 Common multiples and factors

Worked example 3

Write these numbers in the correct place on

common factor common multiple
the Venn diagram.
factor multiple
1234567

What is special about the numbers in the shaded area?

1, 2 and 4 Tip
factors of are common factors of
20 are: factors of 20 24 are: Make sure you include
1, 2.4,5 and 24 1,2,3, 4,6
every number in the
diagram. You could tick
each number as you place it.

7 is not a
factor of
either 20
or24

The numbers in the shaded area are common factors of 20 and 24.

31
____ 2 Numbers and sequences ____,)

Exercise 2.3
Focus
1 The multiples of 9 are shaded on the hundred square.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

a Draw a ring around all the multiples of 5.

b List the common multiples of 5 and 9.

2 Sofia is thinking of a number.

My number is a
multiple of 2. My number
---==:...... is a multiple of 7.
32 )
 2.3 Common multiples and factors

Tick the number that Sofia could be thinking of.

9 27 28 72

3
□ □
Find all the common factors of these numbers.
□ □
a 6 and 8

b 8 and 12

4 Complete the sentence.

Every number with a factor of 10 must also have factors of

Practice
5 Here are four labels.

multiple of 2 11 multiple of 7 11 not a multiple of 2 11 not a multiple of 7

Write each label in the correct place on the Carroll diagram.

28 12
56 48

63 55
35 47

6 Faisal is thinking of a number. He says, 'My number is a multiple of 6.'

What three other numbers must Faisal's number be a multiple of?

33
_ _ _2_N_u_m_b_e_rs_o_n_d_s_eq_u_e_n_ce_s_ _ _ _ _ ___,)

~ 7 Here is a Venn diagram for sorting numbers.

Write each number in the correct place on the diagram.

8 9 10 11 12

8 Look at this set of numbers.

13 18 21 36 45
a Which two numbers are factors of 90?

CJ.CJ
b Which two numbers are multiples of 6 and 9?

CJ.CJ
Challenge
9 Write these numbers in the correct place on the Venn diagram.

1 2 3 4 5 6 7 8 9

34 )
 2.3 Common multiples and factors

What is special about the numbers in the shaded area?

10 A light flashes every 4 minutes and a bell rings every 5 minutes.

If the light flashes and the bell rings at the same time, how long will it be until this
happens again?

11 Omar packs boxes of mangoes

and boxes of peaches.
Each box contains the same
number of fruits.

Omar packs 56 mangoes and

49 peaches.
Ahmed says, 'There will be 8 pieces of fruit in each box.'

Hassan says, 'There will be 7 pieces of fruit in each box.'

Who is correct? Explain your answer.

12 Cakes are sold in packs of eight.

Mr Mason wants to buy enough cakes to share equally between six people
with no cakes left over.
What is the smallest number of packs he can buy?
Show your working.
r

35
 Averages

> 3.1 Mode, median, mean and range

Worked example 1
average bimodal mean
A shop is collecting data to find out the age median mode range
range of their customers. These are the
ages in years of the customers who visited
the shop during one hour.
43,54,67,22,43,18,19,61,59
What is the range of these ages?

The highest age is 67. Find the highest and lowest ages.
The lowest age is 18.
67-18 = 49 Subtract the lowest from the highest.

The range is 49 years. Remember to write the range with the correct units.
 3.1 Mode, median, mean and range

Exercise 3.1
Focus
1 Fill in the boxes to work out the mean o,f the following numbers.
a 7, 3 and 2

0 +0 +0 =0
0 +3= □
The mean is D.
b 10,4,7,4,5

0 +0 +0 +0 +0 =0
0 +5= □
The mean is D.
2 Work out the range of these masses.

a 2 kg, 5 kg, 11 kg. 2 kg, 10 kg, 9 kg

highest mass lowest mass range

CJ CJ =
CJ
b 150 g, 103 g, 130 g, 127 g, 144 g

highest mass lowest mass range

CJ =
CJ
~ 3 Draw lines to match the descriptions to the set of data.
The range is 5. 5,6,5, 7,8
The mode i.s 5. 5,3,4.9,8
The median is 5. 2,6,4,7,4
The mean is 5. 5,6,1,6,7

37
_ _ _3_A_v_er_a_g_es_ _ _ _ _ _ _ _ _ _ _ -.J)
Practice
4 Jenny and Carrie took a spelling test each week. These are the scores from 8 tests.

Week 1 2 3 4 5 6 7 8

Jenny 9 10 7 3 19 15 12 13

Carrie 17 7 5 11 12 7 15 6

a Work out Jenny's mean score and work out Carrie's mean score.

b Work out the range of Jenny's scores and the range of Carrie's scores.

c Tick the true descriptions of Jenny's and Carrie's scores.

□
Jenny has a higher range of scores, so she must have scored
higher than Carrie.

□
Carrie's mean is lower than Jenny, so Jenny scored better
than Carrie in every test.

□
Jenny's mean score was higher, but her scores were less consistent.

□
Carrie's range is lower, so her scores were less spread out.

Carrie's mean score was lower than Jenny's.

38 )
 3.1 Mode, median, mean and range

5 Erik and Halima recorded how many minutes they practised playing the
guitar for one week. Here are their times in minutes.

Day 1 2 3 4 5 6 7

Erik 6 5 6 8 5 5 7

Halima 9 8 2 9 8 4 9

a Work out the mean average time each person practised for.

b Work out the range of Erik's scores and the range of Halima's scores.

c Use the data in the table to write two sentences to describe

the amount of time Erik and Halima practised for.

, 39
_ _ _3_A_ve_r_ag_e_s_ _ _ _ _ _ _ _ _ _ _ -J)
6

8 G
Make sets of six numbers from these cards that have these mean,
mode and median averages:
a mean 16, mode 16, median 16

CJ CJ CJ IC J CJ CJ
b mean 17, mode 18, median 17.5

CJ CJ CJ IC J CJ CJ
c mean 16, modes 15 & 17 (bimodal), median 16

CJ CJ CJ IC J CJ CJ
Tip

Sometimes a set of data has more than one mode. If the data has two values
that both occur the most often then it is 'bimodal ' and both of the numbers
are the mode.

Challenge
7 The mean has been calculated for each set of numbers below.
One number in each set is hidden. Work out the missing number.
a The mean is 6. b The mean is 10.
7 9 6
CJ 14 11 9 7

c The mean is 15. d The mean is 19.

11 19 18 13 16 31 4 7 23 CJ
e The mean is 51.

47 63 38 49
CJ
40 )
 3.1 Mode, median, mean and range

8 Five children have worked out the mode, median and range of their heights,
weights and ages. They have recorded them in this table.

Mode Median Range

Height 135cm 132cm 16cm

Weight 33kg 33 kg 16kg

Age 10 years & 10 months 11 years & 5 months 10 months

Find a possible solution for the heights, weights and ages of the five
children and record it here.

Child 1 Child 2

Height Height:

Weight Weight:

Age: Age:

Child 3 Child 4

Height Height:

Weight Weight:

Age: Age:

Child 5

Height

Weight:

Age:

41
___
3 _A_v_e_ra_g_e_s_ _ _ _ _ _ _ _ _ _ ___,)

~ 9 These are the times in seconds of two runners in six 100 m races.
Runner 1: 12.7, 10.4, 11.4, 10.8, 12.2, 10.9
Runner 2: 12.5, 11.9, 10.3, 11.6, 10.8, 11.9
a Find the mean and range for each runner.

b Using the data, average or range, what reasons could Runner 1 give
to argue that they are the better runner?

c Using the data, average or range, what reasons could Runner 2 give
to argue that they are the better runner?

42 )
 Addition and
subtraction (1)

> 4.1 Positive and negative integers

Worked example 1
integer negative number
The temperature in Tallinn is-1 °C and in Moscow positive number
it is -8 °C. What is the difference between these
two temperatures?

temperature temperature • Draw a number line.

in Moscow in Tallinn
• Mark the temperatures.
i◄ difference 7
·+ • Count the number of degrees
<I ) between the two marks.
-8 -7 -6 -5 -4 -3 -2 -1
Temperature in °C

Difference = 7 °C

,..... ,.._k.1'
· 1.J.
~ :;:-,! /. ,_ .
I
'
.'
 4 Addit ion a nd subtraction (1) )
-----

Exercise 4.1 Tip

Focus
Remember you
1 The temperature at 8 a.m. is - 2 °C.
can draw a
By midday it is 5 ° warmer.
number line to
What is the temperature at midday?
help you with
these questions.

2 Use the number line to help you answer these questions.

+3 +3

-15

a -15-3= □ b 0 +3=-15

3 Work out the difference between each pair of numbers.

a Gand-2 D b -3and-5 D c -4and-8 D

d -Sand3 □ e -Gand-1 D f Oand-2 D

oc OF
~ =- -;;-
. 120
40~ ~100
=-
30 : 80
20~ --
44 ) ~ 60
10 ~
§§ 40
 4.1 Positive and negative integers

Practice
4 The table shows the number of rhinos in the world.
The black rhino has made a comeback
I
from the brink of extinction.

Rhino Number

Black rhino About 5000

Greater
More than 3500
one-homed rhino

Jovan rhino 56-68

Sumatran rhino 80

More than
White rhino
20000
Source: WWF 2020

Use the information in the table to write an estimate of the total number
of rhinos in the world.

5 How many more people lived in Seoul than Miami in 2018?

City Population in 2018

Seoul 9963 000

Miami 6036000
Source: United Notions, Deportment of Education and Social Affairs 2018

45 )
_ _ _4_A_d_d_iti_o_n_a_nd_su_b_tr_a_ct_io_n_(_l_)_ _ _ _____,)

6 The temperature is - 15 °C.

a The temperature rises by 6 °C. What is the new temperature?

b The original temperature falls by 6 °C. What is the new temperature?

7 At a ski resort, the morning temperature was - 11 °C.

In the afternoon, the temperature was 5 °c.
What was the difference in temperature between the
morning and the afternoon?

8 The table shows the temperatures in some cities and the difference
in their temperature from London on one day. Complete the table.

Difference in temperature
City Temperature (°C)
from London

London -1

Moscow 24 degrees colder - 25

New York 10 degrees colder

Oslo 13 degrees colder

Rio de Janeiro 26

46 )
 4.1 Positive and negative integers

9 Ola wants to find the answer to 1999 + 1476.

Tick all the calculations that will give the same answer.

2000+ 1477 □ 2000+ 1475 □ 2005+ 1400 □

2005+ 1470 □ 2005+1500 □
Challenge
10 Petra is thinking of a number.
She odds 4896 to her number, then subtracts 5846. She gets the answer 9481.
What number is Petro thinking of?

11 Meero soys, 'I con work out 79 999 - 19 999 in my head.'

Explain how Meero could do the calculation mentally.
Work out the answer to the calculation.
r

12 Here ore ten number cords.

Choose one card to complete each number sentence.

47
 4 Addition and subtraction (1) )
-----
13 In some countries. people who have been married for many years have
special anniversaries.

Number of years married Special anniversary

25 Silver

40 Ruby

50 Golden

60 Diamond

a Mandy and Derek were married in 1972.

In what year was their ruby anniversary?

b Neve and Sean had their diamond anniversary in 2021.

In what year was their silver anniversary?

14 The difference !between two numbers is 3.

One number is -2.
What could the other number be?
Find two different answers.

is )
 4.2 Using letters to represent numbers

> 4.2Using letters to represent I

numbers r

constant variable
Worked example 2

a and b each represent a number between 1 and 9 inclusive.

Carly knows that a + 4 = b
Write all the values Carly can use to make the statement true.

a= 1 and b =5 Work systematically.

a= 2 and b = 6 Start with a = 1:
a= 3 and b = 7 1+4=5
a= 4 and b = 8 so the value of b is 5.
a= 5 and b = 9 When a = 5, b = 9.
9 is the largest possible number. so you have
found all the possible answers.
___4_A_d_d_it_io_n_a_n_d_s_u_bt_r_act_io_n_{_
l l _ _ _ _ __,)

Exercise 4.2
Focus
1 Hamda plays a board game using a dice.
She uses the instructions together with her dice
score to work out how many spaces she moves.

d represents the dice score.

For example:

- Score

- --•. - /
Calculate

d+4
Spaces moved

• ••• 9 spaces

Work out how many spaces Hamda moves.

Score Calculate Spaces moved

S+d

3- d

d -2

50 )
 4.2 Using letters to represent numbers

2 Mira has 10 more bottles of soda than Noura.

a Complete the table where m represents the number of bottles that

Mira has and n represents the number of bottles that Noura has.

m 15 11 21

n 5 2 16

b Write a number sentence linking m, n and 10.

3 Olaf and Pierre have 23 toy cars altogether.

Olaf has x toy cars and Pierre has y toy cars.

a Complete this table to show the number of toy cars each boy has.

x (number of toy cars

7 11 14
Olaf has)

y (number of toy cars

4 18
Pierre has)

b Write a number sentence linking x, y and 23.

51
_ _ _4_A_dd_i_ti_on_o_n_d_s_u_b_tr_o_ct_io_n_(_
l l_ _ _ _ __,)

Practice
4 The diagram shows a right angle divided into two smaller angles.

a is the size of the angle measured in degrees.

Calculate the size of angle a.

a;c=J 0

5 x and y represent different numbers.

There are x kiwi fruits and y oranges in a bowl.
Meng knows that x + y ; 7.

Write three different pairs of values for x and y.

6 x and y each represent a number that is a multiple of 5.

x+ y; 50
Write all the possible values of x and y.

One is done for you.

I ~ I: I I I I I I I I I
5

52 )
 •
17.3 Rotations

3 Complete these rotations of 90 ° anticlockwise about the centre C.

They have been started for you.

_J
Practice
4 Rotate the shapes 90 ° clockwise about the centre C.

V u C

I I
249 )
 •
17 Transformations )
-----~
5 Rotate the shapes 90 ° anticlockwise about the centre C.
C

I I
250)
 •
17.3 Rotations

6 This is part of Alysha's homework. The centre of rotation is shown by a dot(•).

Question:
Rotate sh.ape A qo O docltwise about th.e centre oj rotation. C•l
Label the shape B.

Answer:

Has Alysha got her homework correct?

Use diagrams to help you give a convincing answer.
T
I
I

I I
251 )
 •
17 Transformations )
- - - - - ~

Challenge
7 Rotate the shapes 90 ° about the centre of rotation C, using the direction shown.
anticlockwise

clockwise

I I
252)
 •
17.3 Rotations

8 a Follow these instructions to make a pattern.

1 Rotate the shape 90 ° clockwise about C.
Draw the new shape.
Rotate the new shape 90 ° clockwise about C.
4 Drow the new shape.
5 Rotate the new shape 90 ° clockwise about C.

p
6 Drow the new shape.

I b Describe fully the rotational

symmetry of your completed pattern.
I
253 )
 17 Transformations )
- - - - - ~

p.
9 a Rotate triangle A 1B 1C, using the
instructions below. A •

Rotate the shape 90 ° clockwise about C.

2 Draw the new shape.
3 Rotate the new shape 90 ° clockwise
about C. C

4 Draw the new shape.

Rotate the new shape 90 ° clockwise
aboutC.
6 Draw the new shape.
Label the vertices of the three new triangles A 2 , B 2, C then A 3, 8 3 , C
then A 4 , 8 4 , C.

b On your completed diagram, join A 1 to A 2 to A 3 to A 4 to A 1

with straight lines. What shape hove you just drawn?

c On your completed diagram, join B 1 to B 2 to 8 3 to 8 4 to 8 1 with

straight lines. What shape have you just drawn?

d Do you think that whatever shape you rotate, if you rotate it 90 ° clockwise
or anticlockwise three times, then the shape you get when you join

I I
corresponding vertices will always be the same? Explain this generalisation.
You can use diagrams and characterising to help your explanation.
(Graph paper is available on the next page.)

254 )
 •
17.3 Rotations

I T T
I
I
I
I
I
I
I
I
'

I I
I I I
I I I
I I I
I
I

I I
I I

255 )
 > Acknowledgements
It takes a number of people to put together a new series of resources and their comments,
support and encouragement hove been really important to us.
From Mory Wood: With thanks to Katherine Bird, my editor, for her wise words, to my
son, David, for his willingness to talk mathematics and respond to my IT needs and to my
husband, Norman, for being there when it was tough going.
•
From Emma Low: With thanks to Katherine and Caroline for their indispensable ideas and
feedback, and also to Andy and our daughters Natosha, Jessica and Phoebe for their love
and support and occasional very helpful puzzle and problem testing.
From Cambridge University Press: We would like to thank the following people: Katherine
Bird and Suzanne Thurston for their support for the authors; Lynne McClure for her feedback
and comments on early sections of the manuscript; Thomas Carter, Caroline Walton, Laura
Collins, Charlotte Griggs. Gabby Martin, Elizabeth Scurfield, Berenice Howard-Smith, Zohir
Naciri, Emma McCrea and Eddie Rippeth as part of the team at Cambridge preparing the
resources. We would also like to particularly thank all of the anonymous reviewers for their
time and comments on the manuscript and as part of the endorsement process.
The authors and publishers acknowledge the following sources of copyright material
and ore grateful for the permissions granted. While every effort hos been mode, it has
not always been possible to identify the sources of all the material used, or to trace alt
copyright holders. If any omissions are brought to our notice, we will be happy to include
the appropriate acknowledgements on reprinting.
Thanks to the following for permission to reproduce images:

I I
Cover illustration: Omar Aranda (Beehive Illustration)
Inside: Floshpop/GI; Jonathon Kitchen/GI; Catherine Falls Commercial/GI;
webphotographeer/GI; twomeows/GI; Luis Alvorez/GI; Isabel Pavia/GI; Poca/GI;
Simplelmoges/GI: Chris Clor/GI; Tahreer Photography/GI; Javier Zayas Photography/GI;
Javier Zayas Photography/GI; Westend61/GI; Aitor Diago/GI; Alexander Melnikov/GI; Colors
Hunter - Chasseur de Couleurs/GI; Suporerg Suksai/EyeEm/GI; MirageC/GI; Andrew Holt/
GI; FotografiaBasico/GI; Jenny Dettrick/GI; Daniela Simona Temneanu/EyeEm/GI; Dariya
Angelova / EyeEm/GI; joshblake/GI; Grant Faint/GI; pagadesign/GI; Anton Eine/EyeEm/GI;
FotogrofiaBasica/GI; wragg/GI; Mike Harrington/GI; Tanvi T/EyeEm/GI; Nicole Lienemann/
EyeEm/GI; MirageC/GI; Robert Carner/EyeEm/GI; Robert Kneschke/EyeEm/GI; MR.Cole_
Photographer/GI
GI= Getty Images

256 )
 CAMBRIDGE
UNIVERSITY PRESS
University Printing House. Cambridge CB2 BBS. United Kingdom
One liberty Plaza. 20th Floor. New York. NY 10006. USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314-321. 3rd Floor, Plot 3. Splendor Forum. Josolo District Centre. New Dclhi- 110025. Indio
103 Penong Rood. #05-06/07. Visioncrest Commercial. Singapore 238467

Cambridge University Press is port of the University of Cambridge

•
It furthe rs the University's mission by dissemina ti ng knowledge in t he pu rsu it of education,
learningandresearchotthehighest internotionallevelsofe;,,;cellence.

www.combridge.org
Information on t his title: www.combridge.org/9781l08746335
it:i Camb ridge University Press 2021
This publication is in copyright. Subject to statutory exception Provides learner su~rt as part of a set of
ondtothcprovisionsofrelcvontcollective licensing ogreements. res0\.J'Ces for the C.nbridge Prir'n¥y f1..1athernaiics
no reproduction of any port may toke place without t he written cunicul1JTI fr¥nevvork: (0096) from 2020
permission of Cambridge University Press.
Has passed Cambridge lntemational's
Firstpublished2014 rigorous quality-assurance process
Second edition 2021
Developed by subject experts
20 19 18 17 16 15 14 13 12 11 10 9 B 7 6 5 4 3 2 1
For Cambridge schools worldwide

A cota/ogue record for this publication is ovoi!ob/e from lhc Brilish Library
ISBN 978-1·108-74633·5 Poperbock w ith Digital Access (1 Yeor)
Additiona l resources for this publicotion ot www.combridge.org/9781108746335

Cambridge University Press hos no respons ibility for the persistence or occurocy
ofURLsforex1ernalorthird-partyin1erne1websitesreferredtointhispublication.

I I
and docs not guarantee thot any content on such websites is, or will rcmoin,
occuroteoroppropriate.lnformationregarding prices,troveltimetobles. ondather
foctuoli nformotiongiveninthiswork.iscorrectotthetimeoffirstprintingbut
Cambridge University Press does not guarantee the accuracy of such information
thereafter.

It is illegal to re produce any port of this work in material form (including

photocopying and electronic storage) except under the following circumstances:
(i) where you ore abiding by a licence granted to your school or institution by the
Copyright licensing Agency.
(ii) where no such licen.ce exists, or w here you wish to exceed the terms of a licence,
and you hove gained the written permission of Cambridge University Press;
(iii) where you are allowed to repl'"oduce without permission under the p rovisions
of Chapter 3 of the Copyright, Designs and Potents Act 1988, wh ich covers, for
example, the reproductioo of short passages within certain types of educational
anthology and reproductionforthepurposesofsettingexaminotionquestions.

Cambridge lnternotion al copyright material in this publicotioo is reproduced under licence

ond remoins the intellectual property of Cambri dge Assessment lnternationol Educotion.