Answers To Student S Book 3 and Workbook 3

Unit 1 Numbers to 1000 – Answers
Learner’s Book
Page 7: Practise
1 Check that learners have placed the numbers under the correct headings.
a 124 b 153 c 215 d 326
100s 10s 1s 100s 10s 1s 100s 10s 1s 100s 10s 1s
1 2 4 1 5 3 2 1 5 3 2 6
2 Check that learners have answered the questions correctly.
a 334 The 4 is 4 ones. b 343 The 4 is 4 tens.
100s 10s 1s 100s 10s 1s
3 3 4 3 4 3
c 443 The 4s are 4 hundreds and 4 tens. d 444 The 4s are 4 hundreds, 4 tens and 4 ones.
100s 10s 1s 100s 10s 1s
4 4 3 4 4 4

Page 8: Practise
Even numbers: 146, 114, 480 Odd numbers: 453, 309, 41, 999

Pages 10–11: Practise

1 Check that learners have completed the counting on each number track.
a 1000 900 800 700 600 500 400 300 200
b 200 190 180 170 160 150 140 130
c 203 202 201 200 199 198 197 196
d 250 260 270 280 290 300 310 320 330
e 251 351 451 551 651 751 851 951
f 307 407 507 607 707 807
2 Check that learners have completed the number lines correctly.
a
5 15 25
35 45 55
b 105 115 125

135 145 155
c 5 105 205
305 405 505
3 Check that learners have inserted the correct missing numbers.
a 120 b 160 c 180 d 310 e 340
f 385 g 60 h 330 i 232 j 442

Cambridge Primary Mathematics Teacher’s Guide 3 © Catherine Casey, Steph King and Josh Lury 2021 1
Cambridge Primary Mathematics Second Edition Stage 3 Answers
Page 12: Quiz

1 253 = 200 + 50 + 3 odd 203 = 200 + 3 odd 144 = 100 + 40 + 4 even
Prompt learners to use the ones digits to explain which are odd and even.
2 a 0 100 200 300 400 500 600 700 800 900
b 205 215 225 235 245 255 265 275 285 295
c 905 805 705 605 505 405 305 205 105 5
d 356 346 336 326 316 306 296 286 276 266

Workbook answers pages 4–5:

Can you remember?
a 46; 4 tens b 34; 4 ones c 41; 4 tens d 40; 4 tens
Numbers to 1000
1 Check that learners’ drawings clearly show hundreds, tens and ones for each number.
a 141 is 1 hundred, 4 tens and 1 one b 122 is 1 hundred, 2 tens, and 2 ones
2 Check that learners have matched the numbers to the correct place value grid.
100s 10s 1s
3 1 1
100s 10s 1s
1 3 1
100s 10s 1s
3 1 3
100s 10s 1s
3 0 1
3 Check that learners have written the numbers correctly.
a One hundred and thirty-four = 134 b Three hundred and forty-one = 341
c Four hundred and thirty-one = 431 d Four hundred and thirteen = 413
e Four hundred and three = 403 f Three hundred and forty = 340
4 Check that learners have sorted the numbers Odd numbers Even numbers
into the correct columns. 25 24
47 48
59 60
105 104
159 160
199 200
201
2 Cambridge Primary Mathematics Teacher’s Guide 3 © Catherine Casey, Steph King and Josh Lury 2021

Counting to 1000
1 Check that learners have written the correct numbers at each arrow.
a
0 1000
200 500 700 900
b
0 1000
200 500 700 900
c
0 100
20 50 70 90
d
200 300
210 240 260 280
e
800 900
805 835 865 885
2 Check that learners have completed the counting patterns correctly.
a 5 15 25 35 45 55 65 75 85 95
b 205 305 405 505 605 705 805 905 1005 1105
c 950 940 930 920 910 900 890 880 870 860
d 955 855 755 655 555 455 355 255 155 55
3 Check that learners have inserted the correct numbers.

a 134, 234, 334, 434 b 777, 877, 887, 888
c 431, 531, 631, 731 d 333, 433, 443, 444
e 255, 355, 455, 555 f 477, 577, 677, 777
4 Check that learners have filled in the correct missing numbers.
a 185 b 195 c 295 d 295 e 705
f 1005 g 111 h 110 i 501 j 301
Unit 2 Addition and subtraction –
Answers
Learner’s Book
Page 14: Practise
1 Check that learners have written the calculations correctly.
a 50 + 50 = 100 55 + 45 = 100
b 70 + 30 = 100 75 + 25 = 100
c 20 + 80 = 100 25 + 75 = 100
a 16 + 84 = 100 b 73 + 27 = 100 c 48 + 52 = 100 d 100 = 14 + 86
3 Check that learners have matched the numbers correctly.
46 and 54 62 and 38 17 and 83 48 and 52 27 and 73

Page 16: Practise

1 Check that learners have changed the order to help them calculate more easily. For example:
a 5 + 5 + 2 = 12 b 50 + 50 + 60 = 160
c 45 + 55 + 75 = 175 d 14 + 6 + 12 + 8 = 40
e 60 + 40 + 60 + 40 + 20 + 30 = 250
a 50 cents + 30 cents + 20 cents = 100 cents b 60 cents + 40 cents + 75 cents = 175 cents
c 25 cents + 25 cents + 50 cents = 100 cents d 40 cents + 40 cents + 20 cents = 100 cents
3 Check learners’ working to show different sets of four items that can be bought with 200 cents.
For example: Pencil + pen + ruler + flag 30 + 50 + 20 + 75 = 175 cents

Page 18: Practise

a 1+ 9 = 10 b 7 + 3 = 10 c 10 = 6 + 4
10 + 90 = 100 70 + 30 = 100 100 = 60 + 40
100 + 900 = 1000 700 + 300 = 1000 1000 = 600 + 400
d 10 – 8 = 2 e 10 – 5 = 5
100 – 80 = 20 100 – 50 = 50
1000 – 800 = 200 1000 – 500 = 500
2 Check that learners have answered the sets of additions correctly.
a 1 +8=9 b 3 +5=8 c For example: 4 + 3 = 7
10 + 80 = 90 30 + 50 = 80 40 + 30 = 70
100 + 800 = 900 300 + 500 = 800 400 + 300 = 700
3 300 seeds did not grow.

Page 18: Try this

Total is 800: 200 + 600, 300 + 500 Total is 900: 100 + 800, 500 + 400
Total is 1000: 900 + 100, 400 + 600, 200 + 800

Page 20: Practise

1 Check that learners have matched the calculations and estimates correctly.
52 + 37 à 50 + 40 = 90 33 + 34 à 30 + 30 = 60
12 + 67 à 10 + 70 = 80 66 + 28 à 70 + 30 = 100
45 + 27 à 50 + 30 = 80
2 Check that learners have used the adding on methods to solve these additions.
52 + 37 = 89 33 + 34 = 67 12 + 67 = 79
66 + 28 = 94 45 + 27 = 72
3 Check that learners have decomposed both numbers to add.
a 54 + 25 = 79 b 68 + 23 = 91 c 36 + 59 = 95
55 + 24 = 79 63 + 28 = 91 39 + 56 = 95

Page 22: Practise

1 Check that learners have matched each calculation to a sensible estimate.
88 – 53 à 90 – 50 = 40 73 – 21 à 70 – 20 = 50 96 – 32 à 100 – 30 = 70
61 – 27 à 60 – 30 = 30 74 – 39 à 70 – 40 = 30
2 Check that learners have used a number line or another subtracting back method to solve
these subtractions.
88 – 53 = 35 73 – 21 = 52 96 – 32 = 64
61 – 27 = 34 74 – 39 = 35
3 Check that learners have used regrouping to subtract, for example, as 40 + 15 this time.
a 58 – 25 = 33 b 67 – 23 = 44 c 56 – 31 = 25
55 – 28 = 27 63 – 27 = 36 51 – 36 = 15
4 Encourage learners to draw number lines to help them find the difference.
a 65 – 56 = 9 b 43 – 35 = 8 c 74 – 68 = 6 d 57 – 47 = 10

Page 23: Quiz

1 a 70 + 30 = 100 b 75 + 25 = 100 c 78 + 22 = 100
40 + 60 = 100 35 + 65 = 100 37 + 63 = 100
80 + 20 = 100 85 + 15 = 100 81 + 19 = 100
2 a 500 + 400 = 900 b 800 + 200 = 1000
c 300 + 400 = 700 d 500 + 200 = 700
3 a 70 + 25 + 30 = 125 (pair 70 and 30 to total 100)
b 26 + 25 + 25 = 76 (double 25)
c 63 + 25 + 75 + 37 = 200 (pair 63 and 37, 25 and 75)
d 25 + 25 + 50 = 100 (double 25)
4 a 43 + 24 = 67 b 55 + 34 = 89
c 47 + 26 = 73 d 55 + 38 = 93
5 a True b False (Answer is –6)
c True d False (Answer is –3)
6 a 95 – 24 = 71 b 76 – 34 = 42 c 53 – 26 = 27
d 62 – 28 = 34 e 84 – 77 = 7 f 72 – 28 = 44

Workbook answers page 8:

Can you remember?
a 14 + 6 = 20 b 20 – 6 = 14 c 10 + 10 = 20
d 20 – 10 = 10 e 20 = 3 + 17 f 17 = 20 – 3
Complements of 100
a 75 b 45 c 15 d 20 e 35
2 Check that learners have rearranged the digits correctly.
13 + 87 = 100 14 + 86 = 100 23 + 77 = 100 24 + 76 = 100

Adding in a different order
1 Check that learners have changed the order to make calculating easier.
a 8 + 2 + 11 = 21 b 11 + 9 + 7 = 27
c 25 + 5 + 51 = 81 d 18 + 2 + 80 = 100
2 Learners draw lines to show the numbers they will add first, for example, 75 + 25. They complete the
calculations.
a 38 + 75 + 25 = 138 b 22 + 6 + 22 = 50 c 52 + 19 + 18 = 89
100 + 38 = 138 44 + 6 = 50 70 + 19 = 89

Adding multiples of 100
1 Check that learners have filled in the missing numbers correctly.
a 600 b 1000 c 900 d 300
e 400 f 400 g 600
a b c
800 900 1000
300 500 500 400 300 700
100 200 300 400 100 300 100 200 500

Adding pairs of 2-digit numbers
1 Check that learners have solved the additions correctly.
a 36 cm + 5 cm = 41 cm
b 26 cm + 30 cm = 56 cm 56 cm + 5 cm = 61 cm
c 56 cm + 30 cm = 86 cm 86 cm + 5 cm = 91 cm
d 66 cm + 20 cm = 86 cm 86 cm + 5 cm = 91 cm
2 Check that learners have found the missing numbers.
a 36 + 24 = 60 The numbers 20 and 60 to be filled in on the number line.
b 47 + 35 = 82 The numbers 30 and 82 to be filled in on the number line.
c 65 + 27 = ? d 48 + 36 = ?
60 + 20 = 80 40 + 30 = 70
5 + 7 = 12 8 + 6 = 14
80 + 12 = 92 70 + 14 = 84
3 Learners’ own estimates. Check that learners have completed the table correctly.
Calculation My estimate P or O Correction
22 + 28 = 50 20 + 30 = 50 P
39 + 42 = 91 40 + 40 = 80 O 81
43 + 55 = 98 40 + 60 = 100 P
67 + 28 = 85 70 + 30 = 100 O 95
18 + 53 = 81 20 + 50 = 70 O 71
42 + 43 = 85 40 + 40 = 80 P

Subtracting 2-digit numbers
1 Check that learners have used the digit cards to make 8 different subtractions.
For example: 48 – 13 = 35; 46 – 14 = 32; 63 – 48 = 15, and so on.
2 Learners’ own estimates. Check that learners have completed the table correctly.
Calculation Estimate P or O Correction
51 – 28 = 32 50 – 30 = 20 O 23
99 – 42 = 47 100 – 40 = 60 O 57
87 – 59 = 28 90 – 60 = 30 P
75 – 26 = 59 80 – 30 = 50 O 49
(or 75 – 25 = 50)
81 – 53 = 18 80 – 50 = 30 O 28
63 – 47 = 16 60 – 50 = 10 P
Workbook answers pages 11–12: (continued)

3 Learners use different methods to complete the subtractions as in part a.
Subtracting back Using a number line Decomposing or
regrouping
a 76 – 25 = –5 –20 76 – 25 =
76 – 20 = 56 70 – 20 = 50
56 – 5 = 51 6–5=1
51 56 76 50 + 1 = 51
b Learners choose to use one of the methods to find that 98 – 34 = 64

c Learners choose to use a different method to find that 64 – 36 = 28
d Learners use the remaining method to find that 83 – 27 = 56
Unit 3 Shapes and angles – Answers
Learner’s Book
Page 25: Practise
1 Answers will vary, depending on which shapes have been spotted in the photograph.
a Odd number of sides: triangle
b Has a right angle: rectangle, right-angled triangle, square
c Has curved sides: semi-circle at the top of the doorway, circles
2 a Answers will vary depending on the objects that learners find. For example:
Curved surfaces Flat surfaces
Tennis ball Box
Football Book
Pencil pot
Coin
b Learners should try to name the shapes, for example: sphere, cylinder, cuboid, cube, and so on.
3 a Check that learners have named as many of these shapes as they can:
– Rectangle – Square
– Circle – Semi-circle
– Hexagon – Triangle (both right-angled and without right angles)
b Learners must choose two different shapes from the picture and write a sentence to describe each one.
For example: A square has 4 straight sides that are the same length and it has 4 right angles.
A semi-circle has a curved side and a straight side.

1 Answers may vary a little but learners should use the listed vocabulary and include the number of edges,
faces, and so on. For example: The cuboid has 8 vertices, 8 edges and 6 faces.
2 Check that learners have identified the shapes correctly.
Shape 1 Shape 2 Shape 3
Cube Cuboid Tetrahedron
Shape 4 Shape 5 Shape 6
Sphere Cylinder Triangular prism
3 Check that learners have sorted the shapes correctly.
a Group 1: cube, tetrahedron
Group 2: cube, cuboid
b cube

1 Check that learners have named each shape correctly.
a semi-circle, triangle, square, circle, rectangle, hexagon
b Check that learners have sorted the shapes in the table correctly.
Curved side Straight sides
Semi-circle Triangle
Circle Square
Rectangle
Hexagon
2 Check that learners have sorted the shapes in the Venn diagram correctly.
Quadrilateral All sides of equal length
a b e
d f c
g
3 Check that learners have identified the shapes correctly.

a A – pentagon B, C, E, G – hexagons F – octagon
b Shapes D and H are quadrilaterals. H is a trapezium.


1 Check that learners have completed the sentences correctly.
a Shape A is an irregular hexagon because it has 6 sides and angles but they are not equal.
b Shape B is a regular octagon because it has 8 equal sides and 8 equal angles.
c Shape C is a regular hexagon because it has 6 equal angles and 6 equal sides.
d Shape D is an irregular octagon because it has 8 sides and angles but they are not equal.
e Shape E is a regular pentagon because it has 5 equal sides and 5 equal angles.
f Shape F is an irregular pentagon because it has 5 sides and angles but they are not equal.
a Explanation that the shapes are all regular and that each shape in the sequence has one extra side
each time.
b Regular hexagon

Page 35: Quiz

1 Examples may vary, but learners should sketch and name three different shapes from the picture.
For example: square, rectangle and triangle.
2 a Learners should have sketched the following shapes of the faces for each 3D shape:
A Cubes – 6 squares
B Square-based pyramid – 4 triangles and a square
C Triangular prism – 2 triangles and 3 rectangles
b Shape B has 4 triangular faces and 1 square face. Shape C has 2 triangular faces and 3 rectangular
faces. Shape B is a pyramid, and shape C is a prism.
c Check that learners have completed the table correctly.
3 a Both shapes are hexagons but D is a regular hexagon, whereas shape A is irregular.
b Both shapes have straight sides but the square has 4 and the irregular hexagon has 6. The square is
regular and the hexagon is irregular. They both have right angles.
c Shapes C (square) and D (hexagon), because all sides and angles are equal.


Can you remember?
a Sphere b Cube c Cone d Cylinder e Cuboid f Triangular prism
Shapes around us
1 Shape a – rhombus, trapezium, triangle, circle
Shape b – square, semi-circle, triangle (right-angled)
2 Check that learners have written all the 3D shapes.
Cube, cuboid, cylinder, cone
3 Check that learners have listed all the 2D shapes.
Rectangle, square, triangle (right angled), parallelogram.
Learners may also have trapezia and other various irregular polygons made up of two
or more shapes.

3D shapes and their properties
1 a Cylinder b Sphere
An explanation that they both have a curved surface but the cylinder also has 2 flat circular faces.
Learners may go on to say that both shapes can roll or that you can slice vertical sections along
the cylinder and they will all be the same (prism).
c Square-based pyramid d Triangular prism
An explanation that they both have triangular faces, but the pyramid has 2 more. The triangular
prism also has rectangular faces.
2 Check that learners have named and drawn the shapes correctly.
a Triangular prism b Cube
c Square-based pyramid d Cuboid
3 Check that learners have completed each shape and the number of vertices and edges correctly.
a Triangular prism has 6 vertices and 9 edges.
b Cubiod has 8 vertices and 12 edges
c Cube has 12 vertices and 8 edges
d Pentagonal prism has 10 vertices and 15 edges
4 Check that learners have built the shape correctly.
When the shape is sitting on a surface but you can look at it from different angles, the following
applies: 21 faces can be seen 15 are hidden

2D shapes and their properties
1 Check that learners have inserted the shape names correctly.
a b c
square rhombus triangle
d e f
pentagon rectangle hexagon
2 Check
that learners have completed the shape definitions correctly.
a rectangle or square b triangle c vertices and sides
d two e square f octagon
3 Sentences
may vary. Here are some examples but accept other correct comparisons:
a Both have 4 straight sides
A square has 4 equal sides
b Both have a curved side
Semi-circle also has a straight side
c Both have opposite sides of equal length
Rectangle has 4 right angles
d Both have 6 sides
One shape has sides that are all equal in length
e Both have sides that are equal lengths
Triangle only has 3 straight sides

Regular and irregular polygons
1 Regular shapes
Irregular shapes
2 Shape Shape name Regular or irregular? How do you know?
This shape is regular because

Triangle
it has 3 equal sides and 3 equal angles.
This shape is irregular because

Rhombus
it has 4 sides and 4 angles but they are not equal.
This shape is irregular because

Pentagon
it has 5 sides and 5 angles but they are not equal.
This shape is regular because

Hexagon
it has 6 sides and 6 angles that are equal.
Unit 4 Statistical methods and chance –
Answers
Learner’s Book
Page 37: Practise
Answers will be specific to each learner as they select their own animals to place on the diagram.
Check that the animals meet the criteria and have been placed in the correct section of the Carroll diagram.

Page 39: Practise

1 6 medals
2 8 medals
3 2nd place
4 3 more medals
5 17 medals

Page 41: Practise

1 Check that learners have completed the tally chart correctly.
Favourite bird Number of children Tally 2 Penguin
3 Duck
Flamingo 7 llll ll 4 4
Owl 5 llll 5 23
Penguin 8 llll lll
Duck 3 lll

Page 42: Quiz

1 Has 4 sides Does not have 4 sides
Has a right angle square triangle, hexagon
kite
Does not have a right angle semi-circle
parallelogram
2 L earners’ answers will vary according to the different types of transport the learners in the class
use to get to school.

Can you remember?
Age Tally Frequency
Under 10 llll llll llll llll llll llll 30
Between 10–20 llll llll llll llll llll 25
Between 20–30 llll llll llll llll llll llll l 31
Between 30–40 llll llll llll llll llll llll llll llll l 41
Between 40–50 llll llll llll llll llll llll 29
Over 50 llll llll l 11
Venn diagrams and Carroll diagrams

1 Check that learners have drawn a shape to go in each section of the Venn diagram.
2 Check that learners have written 2 numbers in each section of the Carroll diagram.

Pictograms and bar charts
1 Check that learners have drawn a bar chart and pictogram correctly.
a 20
15
Number of learners
10
0
Red
Green
Pink
Purple
Blue
Yellow
Favourite colour
Workbook answers page 21: (continued)
b
Number of learners
Yellow Blue Red Green Pink Purple

Favourite colour
Key: represents 2 learners

a 54 b 8 c Red
d Pink e 2 f 23

Tally charts
1 a Goals scored Tally Number of matches
0 goals l 1
1 goals lll 3
2 goals llll ll 7
3 goals llll ll 7
4 goals llll 5
5 goals ll 2
b Learners’ own responses. You could have a class discussion here.
c Learners’ questions will vary. You could talk about the questions as a class.
Unit 5 Multiplication and division
– Answers
Learner’s Book
Page 44: Practise
a 15 learners b 15 learners c 20 learners
d 20 learners e 12 learners f 12 learners
a 15 ÷ 5 = 3 rows b 30 ÷ 5 = 6 rows c 45 ÷ 5 = 9 rows
d 55 ÷ 5 = 11 rows e 60 ÷ 5 = 12 rows
In parts f and g, the diagrams and calculations should all indicate the five times table.
3 Check that learners have solved the problems correctly.
a 20 apples 4 bags
b 10 litres 5 litres

Page 46: Practise

1 Check that learners have continued the count correctly.
a 40, 42, 44, 46, 48 b 55, 60, 65, 70, 75 c 110, 120, 130, 140, 150
2 Check that learners have sorted the answers into the table correctly.
a Multiples of 2 Multiples of 5 Multiples of 10
40, 42, 44, 46, 48, 60, 70, 55, 60, 65, 70, 75 110, 120, 130, 140, 150
110, 120, 130, 140, 150 40 40, 60, 70
b Learners may include examples, for example, 40 is in all three lists because it is even but it is also in the
count of 5 and 10.
a 42, 48, 70, 74, 106, 150, 230, 300 b 65, 70, 95, 150, 230, 300
c 70, 150, 230, 300 d 70, 150, 230, 300

Page 48: Practise

1 Check that learners have completed the multiplication facts correctly.
a 2×4=8 b 4 × 4 = 16 c 8 × 4 = 32
2 × 5 = 10 4 × 5 = 20 8 × 5 = 40
2 × 6 = 12 4 × 6 = 24 8 × 6 = 48
2 Learners use methods of doubling (as in the examples) to complete the multiplication tables as:
a 2 × 8 = 16 b 2 × 9 = 18 c 2 × 10 = 20
2 × 8 = 32 4 × 9 = 36 4 × 10 = 40
8 × 8 = 64 8 × 9 = 72 8 × 10 = 80
a 4 × 3 = 12, so 3 × 4 = 12 b 8 × 3 = 24, so 3 × 8 = 24
c 4 × 6 = 24, so 6 × 4 = 24 d 8 × 6 = 48, so 6 × 8 = 48

Page 48: Let’s talk

2 × 8 = 4 × 4 4 × 4 = 8 × 2 2 × 10 = 4 × 5 4 × 6 = 8 × 3
For example, learners could say: 4 × 10 = 8 × 5


a 3 × 4 = 12 b 6 × 4 = 24 c 9 × 4 = 36
3 × 5 = 15 6 × 5 = 30 9 × 5 = 45
3 × 6 = 18 6 × 6 = 36 9 × 6 = 54
2 Check that learners have completed the multiplication sentences correctly.
a 3 × 5 = 15, so 5 × 3 = 15 b 6 × 5 = 30, so 5 × 6 = 30
c 3 × 4 = 12, so 4 × 3 = 12 d 9 × 4 = 36, so 4 × 9 = 36
3 Check that learners have used methods of doubling and tripling (as in the examples) to complete the
multiplication tables.
a 3 × 8 = 24 b 3 × 9 = 27 c 3 × 10 = 30
6 × 8 = 48 6 × 9 = 54 6 × 10 = 60
9 × 8 = 72 9 × 9 = 81 9 × 10 = 90

Page 53: Practise

a 4×5=5×4 b 6×3=3×6 c 8×4=4×8 d 9×3=3×9 e 4×9=9×4
2 Orders may vary:
a 2 × 5 × 9 to complete as 10 × 9 OR 9 × 5 × 2 to complete as double 45
b 5 × 2 × 6 to complete as 10 × 6 OR 6 × 5 × 2 to complete as double 30
c 6 × 3 × 2 to compete as double 18 OR 2 × 3 × 6 to complete as 6 × 6
d 4 × 5 × 3 to complete as 20 × 3 OR triple 20

Page 54: Practise

1 Check that learners have written the calculations correctly.
a 11 × 5 = 55 b 13 × 5 = 65 c 15 × 4 = 60
d 16 × 2 = 32 e 12 × 3 = 36 f 13 × 4 = 52
10 × 5 = 50 10 × 3 = 30
a 12 × 5 b 14 × 3
2 × 5 = 10 + 4 × 3 = 12 +
60 42
10 × 4 = 40 10 × 5 = 50
c 16 × 4 d 17 × 5
6 × 4 = 24 + 7 × 5 = 35 +
64 85

a $60 + $54 = $114 b $90 + $36 = $126
c $44 + $95 = $139 d $76 + $55 = $131

Page 55: Quiz

1 Check that learners have drawn an array that shows 6 rows of 5.
2 Check that learners have written a multiplication and division fact.
a 5 × 6 = 30 or 6 × 5 = 30 b 30 ÷ 5 = 6 or 30 ÷ 6 = 5
a 74, because the rest are multiples of 5
b 87, because the rest are multiples of 2
c 209, because the rest are multiples of 10
4 Check that learners have completed the multiplication sets correctly.
a 2×3=6 4 × 3 = 12 8 × 3 = 24
2 × 6 = 12 4 × 6 = 24 8 × 6 = 48
b 3 × 4 = 12 6 × 4 = 24 9 × 4 = 36
3 × 7 = 21 6 × 7 = 42 9 × 7 = 63
5 Check that learners have completed the multiplication sets correctly.
a 5 × 8 × 2 = 80 (solved as double 40 or reordered to find 10 × 8)
2 × 9 × 2 = 36 (solved as double 18 or reordered to find 4 × 9 or 9 × 4)
7 × 2 × 5 = 70 (reordered to find 7 × 10 or double 35)
b 14 × 3 = 42
16 × 5 = 80
19 × 2 = 38


Can you remember?
Double 6 is 12 Double 9 is 18
The relationship between multiplication and division
1 Check that learners have matched the multiplication and division facts correctly.
12 ÷ 2 = 6 5 × 7 = 35 10 × 10 = 100 2 × 8 = 16
16 ÷ 2 = 8 2 × 6 = 12 35 ÷ 5 = 7 100 ÷ 10 = 10
2 Check that learners have written a multiplication and a division to go with each array.
a 2×4=8 8÷4=2 (accept 4 × 2 = 8 and 8 ÷ 2 = 4)
b 5 × 4 = 20 20 ÷ 5 = 4 (accept 4 × 5 = 20 and 20 ÷ 4 = 5)
c 10 × 5 = 50 50 ÷ 5 = 10 (accept 5 × 10 = 50 and 50 ÷ 10 = 5)
a 7 ×2 14 ÷2 7
b 3 ×5 15 ÷5 3
c 40 ÷10 4 ×10 40

Multiples of 2, 5 and 10
1 a Check that learners have coloured in every multiple of ten half yellow and half blue. All other even
numbers are yellow, and all numbers ending in a 5 are blue.
b Learners should notice that multiples of both 2 and 5 are also multiples of 10.
2 Check that learners have completed the Carroll diagrams correctly.
a Multiple of 2 Not a multiple of 2
Multiple of 10 30 150
Not a multiple of 10 24 68 75 19 99 105
Multiple of 5 Not a multiple of 5
Multiple of 10 30 150
Not a multiple of 10 75 105 24 19 68 99
b Learners’ explanations should say: All multiples of 10 are also multiples of 2 and multiples of 5.

The multiplication tables of 2, 4 and 8
1 Check that learners have completed the multiplication grids correctly.
a b
× 6 9 10 × 2 4 8
2 12 18 20 3 6 12 24
4 24 36 40 5 10 20 40
8 48 72 80 7 14 28 56
2 Check that learners filled in the number of sides correctly.

a 6 squares à 24 sides
b 6 octagons à 48 sides
c 9 squares à 36 sides
d 9 octagons à 72 sides
a T b F (56 = 64 is incorrect)
c T d F (36 = 27 is incorrect)

The multiplication tables of 3, 6 and 9
a
3 × 4 = 12
6 × 4 = 24
b
3 × 5 = 15
9 × 5 = 45
a b
× 4 6 7 × 3 6 9
3 12 18 21 3 9 18 27
6 24 36 42 2 6 12 18
9 36 54 63 7 21 42 63
3 Check that learners have solved the problem correctly.

a 36 marbles
b 4 groups
a F (15 = 9 is incorrect)
b T
c F (45 = 35 is incorrect)
d T

Multiplying numbers
1 Joined numbers may vary.
a 7 × 2 × 5 = 70 (for example, join 2 and 5 to make 10, so 10 × 7 = 70)
b 6 × 5 × 2 = 60 (for example, join 2 and 5 joined to make 10, so 10 × 6 = 60)
c 9 × 3 × 3 = 81 (for example, join 3 and 3 joined to make 9, so 9 × 9 = 81)
10 × 2 = 20 10 × 4 = 40
a 13 × 2 b 17 × 4
3×2= 6 + 7×4= 28 +
26 68
10 × 3 = 30 5 × 10 = 50
c 15 × 3 d 5 × 18
5×3= 15 + 5×8= 40 +
45 90

a 32 kg
b 64 kg
c Learners should explain, for example, that 64 is double 32. This is because each of the 4 kg bags is
double the mass of the 2 kg bags.
Unit 6 Time and measurement – Answers
Learner’s Book
1 Check that learners have matched an activity with an estimate correctly.
a maths lesson – 1 hour
eating an apple – 3 minutes
a film – 90 minutes
playtime – 15 minutes
a song – 2 minutes 30 seconds
going shopping – 2 hours
running 100 metres – 20 seconds
2 Check that learners have written the digital times correctly.
a 03:05 b 08:55 c 10:37
3 Check that learners have matched the clocks and times correctly.
a It is 25 to 5. (Jack) b It is 5 to 1. (Annay) c It is 20 past 3. (Zara)
a 5 minutes b 10 minutes c 20 minutes
d 25 minutes e 35 minutes f 40 minutes
a 5:10 b 6:15 c 7:25
d 8:30
6 bananas


1 Check that learners have matched the object to the correct unit of measurement.
tall tree – metres (m)
ant – millimetres (mm)
a road – kilometres (km)
a pencil – centimetres (cm)
2 Check that learners have used a tape measure to take measurements correctly.
3 Check that learners have estimated and then taken measurements.
4 Check that learners have joined the matching pairs correctly.
300 cm = 3 m 3000 m = 3 km
2000 m = 2 km 50 cm + 50 cm = 1 m
500 m + 500 m = 1 km

Page 63: Quiz

1 Check that learners have written the digital times correctly.
a 3:15 b 4:23 c 8:47
2 Check that learners have drawn the hands on the clock correctly.
11 12 1
10 2
9 3
8 4
7 6 5
3 Approximate times:
a 20 seconds –1 minute b 10 minutes –1 hour c 5–10 minutes
4 Learners’ own answers (pencil lengths will vary).
There are 100 cm in 1 m and 1000 m in 1 km. So, there will be 500 cm in 5 m and 3000 m in 3 km.
6 The pencil is 6 cm, so a pencil twice as long will be 12 cm.


Can you remember?
a 11 12 1
b 11 12 1
c 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Time
1 Check that learners have matched the activity to the correct unit of time.
hours minutes years
2 Check that learners have drawn the hands on the clocks correctly.
a 4:40 4:20
b 5:50 5:35
c 8:00 7:20
d 8:05 8:15

Length
1 Check that learners have estimated and then measured the length of each line.
a 5 cm b 12 cm
c 13 cm d 11 cm
e 8 cm f 2 cm
2 Check that learners have converted the measurements correctly.
a 3 m = 300 cm b 3 km = 3000 m
c 5 m = 500 cm d 5 km = 5000 m
e 7 m = 700 cm f 8 m = 800 cm
g 8 km = 8000 m h 1 km = 1000 m
i 1 m = 100 cm j 200 cm = 2 m
3 Check that learners have drawn 3 different routes.
4
0 5 10 15
2 4 8 11
5 Check that learners have identified the correct unit to measure each object.
a metres (m) b millimetres (mm)
c kilometres (km) d centimetres (cm)
Term Review – Answers
1
Units 1–6
Pages 64–65
1 Learners count in 100s from 45. They stop on a number before passing 1000. Check that they have
decomposed their number into hundreds, tens and ones.
2 75 + 25; 48 + 52; 60 + 40; 58 + 42; 44 + 56
3 a 63 + 24 = 87 63 + 28 = 91 63 – 32 = 31 63 – 25 = 38
b 300 + 400 = 700 400 + 300 = 700 700 + 200 = 900 300 + 700 = 1000
4
Regular Hexagon
B A
C D
5 a A cube has 6 faces, 8 vertices and 8 edges.

b A triangular prism has 5 faces, 6 vertices and 9 edges.
c A cuboid has 6 faces, 8 vertices and 12 edges.
6 Favourite ice cream Tally Frequency

Mango llll ll 7
Coconut lll 3
Vanilla llll 5
Chocolate llll lll 8
a Chocolate
b Coconut
c 3 more children
d 23 children
7 a 24, 40, 52, 100 b 40, 35, 75, 100
c 40, 100 d 40, 100
e 41, 87
8 a 2 × 6 = 12 4 × 6 = 24 8 × 6 = 48
3 × 5 = 15 6 × 5 = 30 9 × 5 = 45
b 12 ÷ 2 = 6 24 ÷ 4 = 6 48 ÷ 8 = 6
15 ÷ 3 = 5 30 ÷ 6 = 5 45 ÷ 9 = 5
9 a 4:20 b 10:40
c 8:15 d 9:38
e 6:42
Addition and subtraction –
Unit 7
Answers
Learner’s Book
1 Check that learners have filled in the missing number of cubes.
a 8 b 80 c 5 d 100
2 Check that learners have found the missing numbers in each calculation.
a 4 + 6 = 10 b 4+5=9 c 15 + 5 = 20
6 + 4 = 10 9–4=5 4 + 16 = 20
10 – 4 = 6 9–4=5 20 – 6 = 14
a $5 b $6 c $7 d $5 – $5

Page 70: Practise

1 Check that learners have completed each set of additions correctly.
a 12 + 3 = 15 120 + 30 = 150
b 15 + 3 = 18 150 + 30 = 180
c 8 + 12 = 20 80 + 120 = 200
2 Check that learners have found the totals and written the matching addition sentences.
a 90 + 60 = 150 b 70 + 80 = 150 c 110 + 80 = 190 d 50 + 140 = 190
3 Check that learners have written the addition pairs to 200 correctly.
a 90 + 110 = 200 b 120 + 80 = 200 c 80 + 120 = 200
d 130 + 70 = 200 e 60 + 140 = 200

Page 72: Practise

a 243 + 4 = 247 243 + 10 = 253 243 + 14 = 257
b 321 + 6 = 327 321 + 20 = 341 321 + 26 = 347
c 462 + 7 = 469 462 + 30 = 492 462 + 37 = 499
2 Check that learners have tried to use the various methods.
a 652 + 24 = 676 b 265 + 24 = 289 c 324 + 52 = 376 d 423 + 52 = 475
3 Check that learners have solved the problem correctly. 298 marbles

Page 74: Practise

a 243 + 9 = 252 243 + 20 = 263 243 + 29 = 272
b 325 + 6 = 331 325 + 30 = 355 325 + 36 = 361
c 438 + 7 = 445 438 + 50 = 488 438 + 57 = 495
a 655 + 27 = 682 b 556 + 27 = 583 c 326 + 58 = 384
d 623 + 58 = 681 e 469 + 26 = 495 f 946 + 26 = 972

Page 76: Practise

1 Check that learners have completed each set of subtractions correctly.
a 247 – 4 = 243 247 – 30 = 217 247 – 34 = 213
b 328 – 6 = 322 328 – 20 = 308 328 – 26 = 302
c 469 – 5 = 464 469 – 40 = 429 469 – 45 = 424
a 638 – 25 = 613 b 638 – 23 = 615
c 459 – 34 = 425 d 459 – 32 = 427
3 The ribbon is 143 cm long.

Page 78: Practise

1 Check that learners have completed each set of subtractions correctly.
a 234 – 7 = 227 234 – 20 = 214 234 – 27 = 207
b 382 – 5 = 377 382 – 30 = 352 382 – 35 = 347
c 476 – 9 = 467 476 – 40 = 436 476 – 49 = 427
a 635 – 28 = 607 b 635 – 26 = 609
c 495 – 39 = 456 d 495 – 37 = 458

Page 80: Practise

1 Answers will vary. Learners take one note and three coins each time, for example, $1, 25c, 10c, 1c – total
written as both $1.36, and as 1 dollar and 36 cents.
2 Learners pay for the drinks in three different ways. Combinations of coins used will vary, for example:
Water 50c + 25c 50c + 10c + 10c + 5c 25c + 25c + 25c
Juice $1 + 10c 50c + 50c + 10c $1 + 5c + 5c
Tea 50c + 25c + 10c + 5c 25c + 25c + 25c + 10c + 5c 50c + 10c + 10c + 10c + 10c
Coffee $1 + 50c 50c + 50c + 50c $1 + 25c + 25c
Hot chocolate $1 + 50c + 10c + 5c 50c + 50c + 50c + 10c + 5c $1 + 25c + 25c + 5c + 5c + 5c

Page 81: Practise

a 40 cents b 70 cents c 25 cents
d 55 cents e 18 cents f 31 cents
Hat: $3 Coat: $1 Gloves: $5
T-shirt: $6 Trousers: $3.50 Jumper: $4.50
a Coat and gloves b Hat and gloves, or trousers and jumper
c Coat and T-shirt d Gloves and T-shirt or coat only

Page 82: Quiz

1 a 15 + = 20 or 20 – 15 = b 20 – 15 = 5
2 a 14 + 6 = 20 140 + 60 = 200 40 + 160 = 200
b 3 + 15 = 18 30 + 150 = 180 130 + 50 = 180
c 15 + 5 = 20 150 + 50 = 200
3 a 234 + 45 = 279 b 363 + 26 = 389 c 345 + 38 = 383
d 356 + 37 = 393 e 234 – 23 = 211 f 363 – 42 = 321
g 345 – 38 = 307 h 356 – 37 = 319
4 a 5c change b $2.50 change


Can you remember?
400 + 100 = 500 600 + 200 = 800
500 + 400 = 900 700 + 300 = 1000
Calculations with missing numbers
1 Check that learners have completed the puzzles correctly.
a b
3 + 7 = 10 6 + 11 = 17
+ – + –
6 – 5 = 1 12 – 7 = 5
= = = =
9 2 18 4
2 Check that learners have found the value of each shape.

a =3 b =6 c = $10 d = $9

Adding multiples of 10
1 Check that learners have completed the bar models correctly.
a
9 90
2 7 20 70
b
12 120
9 3 90 30
c
15 150
10 5 50 100
d
18 180
9 9 90 90
2 Check that learners have joined the additions correctly. The learners’ own addition that can be
joined with 30 + 150 must be two multiples of 10 that total 180, for example, 70 + 110, 90 + 90.
160 + 40 20 + 140
90 + 50 80 + 90
30 + 150 70 + 70
120 + 40 30 + 170
20 + 110 70 + 110
150 + 20 60 + 70

Adding pairs of 2-digit and 3-digit numbers
1 Check that learners have filled in the grids correctly.
Answers will vary. For example: 234 + 25 = 259; 235 + 26 = 261; 432 + 45 = 477; 645 + 63 = 708
2 Check that learners have used an adding or decomposing method.
Calculation Estimate
a 142 + 27 = 169 For example: 140 + 30 = 170
b 325 + 48 = 373 For example: 330 + 50 = 380
c 481 + 53 = 534 For example: 500 + 50 = 550
3 Check that learners have found the missing digits.

a 100s 10s 1s b 100s 10s 1s c 100s 10s 1s
2 3 5 4 3 5 5 6 4
+ 4 2 + 4 9 + 7 5
2 7 7 4 8 4 6 3 9
d 100s 10s 1s e 100s 10s 1s f 100s 10s 1s

5 0 6 4 6 1 2 8 4
+ 5 2 + 3 8 + 7 3
5 5 8 4 9 9 3 5 7

Subtracting 2-digit numbers from 3-digit numbers
1 Check that learners have used a subtracting back or a regrouping method each time.
Estimates will vary.
a 157 – 36 = 121 For example: 160 – 40 = 120
b 363 – 25 = 338 For example: 360 – 30 = 330
c 427 – 64 = 363 For example: 430 – 60 = 370
a 100s 10s 1s b 100s 10s 1s c 100s 10s 1s

4 7 9 5 7 2 3 3 4
– 3 6 – 3 8 – 7 3
4 4 3 5 3 4 2 6 1
d 100s 10s 1s e 100s 10s 1s f 100s 10s 1s

2 7 7 3 9 8 4 8 4
– 4 2 – 4 2 – 4 7
2 3 5 3 5 6 4 3 7
3 Check that learners have solved the problems using their own methods.
a 425 people b 139 cents c 293 cm

Working with money
1 Check that learners have ordered the money correctly.
a 12c, 21c, 120c, 121c, 201c, 210c, 221c
b 1c, 29c, 92c, 199c, 200c, 209c, 229c
c 11c, 21c, $1.01, 102c, 111c, $1.20
d $2, $2.01, $2.02, 212c, 220c, $2.22
2 Check that learners have written 5 ways to spend $1. Learners’ answers will vary.
51c + 9c + 40c 45c + 50c + 5c 11c + 49c + 19c + 21c
39c + 41c + 20c 35c + 25c + 19c + 21c
Amount spent Change
a 25c, 25c 50c
b 25c, 10c 50c 10c 5c
c 50c, 25c, 10c 10c 5c
d 50c + 10c + 10c 30c
e 50c + 20c + 5c 20c + 5c

a Example: 40 cents and 35 cents (must total 75 cents)
b 34 cents
c Answers will vary but all must total $8. Challenge learners not to always use whole dollars,
for example: $5 and $3 $4, $1.50 and $2.50 $3, $2, $1.75 and $1.25
Unit 8 Patterns, place value and
rounding – Answers
Learner’s Book
Page 84: Practise
1 Check that learners have drawn the place value charts correctly.
a 100s 10s 1s b 100s 10s 1s c 100s 10s 1s
1 3 0 2 3 0 5 3 0
d 100s 10s 1s e 100s 10s 1s f 100s 10s 1s

9 3 0 3 1 0 3 5 0
g 100s 10s 1s h 100s 10s 1s

3 2 0 3 9 0
a 21 × 10 = 210 31 × 10 = 310 41 × 10 = 410
b 10 × 45 = 450 10 × 55 = 550 10 × 65 = 650
c 99 × 10 = 990 88 × 10 = 880 77 × 10 = 770
Check to see how far learners were able to continue each list.

Page 86: Practise

1 Check that learners have completed the statements correctly.
a 22, 25 or 30 b 34, 37 or 40 c 25, 30, 34, 37 or 40
d 22 e Any number other than 40 f 37 or 40
2 Check that learners have used the correct symbol to complete each statement.
a 100 < 500 b 132 < 232
c 400 > 399 d 75 < 275
3 Check that learners have answered the question correctly.
211 > 200 100 < 111
There is only one solution to question 3, as the digit 2 must be placed in the hundreds place to make
a number greater than 200. This prompts learners to focus on the place value of each digit and to
compare using the digit with the greatest value: for 3-digit numbers, this is the hundreds digit.

Page 87: Practise

1 Check that learners have rounded each number to the nearest 100.
a 201 rounds to 200 b 299 rounds to 300 c 235 rounds to 200
d 275 rounds to 300 e 251 rounds to 300 f 248 rounds to 200
2 Check that learners have rounded the numbers correctly.
Rounds to 300 Rounds to 400 Rounds to 500
340 390 510
312 427 455
498
549

Page 87: Try this

Examples of numbers that round to 100: 55, 66, 77, 88, 99, 111
Examples of numbers that round to 500: 511, 513, 515, 517, 519, 531, 533, 535, 537, 539

Page 89: Practise

1 Check that learners have continued the counting patterns correctly.
a 90, 100, 110, 120, 130, 140, 150, 160, 170, 180
b 699, 599, 499, 399, 299, 199, 99
c 699, 689, 679, 669, 659, 649, 639, 629, 619, 609
d 445, 545, 645, 745, 845, 945, 1045, 1145
2 Check that learners have written the rule for each counting pattern correctly.
a Start on 58. The rule is +2 b Start on 12. The rule is +6
c Start on 3. The rule is +3 d Start on 450. The rule is +50

Page 90: Quiz

The place value grid in part c shows: 23 × 10 = 230
100s 10s 1s
2 3 0
Prompt learners to think about the possible mistakes that the other place value grids show.
a 235 < 300 b 500 < 699 c 100 > 99
Ask learners to write a statement that uses the symbol > correctly.
a 307 rounds to 300 b 480 rounds to 500
c There could be many solutions to the final example. Prompt learners to find five different solutions.
4 Check that learners have written the rule for each counting pattern.
a The rule is +10
b The rule is –2
c The rule is +20


Can you remember?
Check that learners have drawn place value equipment representing 231, 302.
Multiplying by 10
1 Check that learners have completed the calculations correctly.
a 43 × 10 = 430 b 23 × 10 = 230 c 93 × 10 = 930
100s 10s 1s 100s 10s 1s 100s 10s 1s
4 3 2 3 9 3
4 3 0 2 3 0 9 3 0
2 Check that learners have matched the calculations correctly.
60 × 10 = 600 40 × 10 = 400 4 × 10 = 40
6 × 10 = 60 63 × 10 = 630 36 × 10 = 360
3 Viti has changed the order of the digits. Learners’ responses should show an understanding that the
correct answer should be 360.
a 50 + 100 = 15 × 10 b 200 – 10 = 19 × 10
c 50 + 50 + 50 + 50 = 20 × 10 d 10 × 90 = 999 – 90 – 9

Comparing and ordering 3-digit numbers
1 Check that learners have ordered the numbers correctly.
110 < 125 < 175 < 190
2 Check that learners have completed each statement correctly.
a 90 > 75 b 48 > 29 c 29 < 90 d 48 < 75 < 90
3 Answers will vary depending on the games. Encourage learners to check for mistakes.
a 3 × 10 > 25 b 45 > 10 × 4
c 130 + 10 < 145 d 310 + 30 < 345
e 200 < 260 – 50 f 200 > 250 – 60

Rounding to the nearest 100
1 Check that learners have drawn arrows correctly on the number line and rounded to the nearest 100.
390 rounds to 400 301 rounds to 300 310 rounds to 300
351 rounds to 400 349 rounds to 300 309 rounds to 300
2 Answers will vary. Possible solutions are:
Rounds to 200 Rounds to 300 Rounds to 400 Rounds to 500 Rounds to 600
203 293 352 503 590
235 295 390 530 592
239 325 395 523 593
45 does round to 0. 0 is in the counting pattern of hundreds: 0, 100, 200, 300

Number patterns
1 Check that learners have continued the counting patterns correctly.
a 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
b 11, 111, 211, 311, 411, 511, 611, 711, 811
c 909, 809, 709, 609, 509, 409, 309, 209, 109, 9
2 Learners’ counting patterns will vary. Ensure that they have followed the given rules.
3 Check that learners have drawn the patterns correctly. It should increase by 3 dots each time:
4, 7, 10, 13, 16
4 Check that learners have invented their own the pattern. Check that their patterns follow the chosen rule.
Unit 9 Multiplication and division –
Answers
Learner’s Book
1 Check that learners have drawn a double, double diagram for each multiplication.
a 3 × 4 = 12 b 5 × 4 = 20
c 8 × 4 = 32 d 9 × 4 = 36
2 Check that learners have drawn an array for each multiplication.
a 4 × 3 = 12 à 8 × 3 = 24 b 2 × 7 = 14 à 4 × 7 = 28 c 3 × 5 = 15 à 6 × 5 = 30
3 Check that learners have completed the multiplications correctly.
a 3×6=6×3 b 10 × 5 = 5 × 10
c 2×7=7×2 d 4×9=9×4

Page 95: Practise

1 Check that learners have drawn an array for each multiplication and written 2 division facts for each.
a 6 ÷ 3 = 2, 6 ÷ 2 = 3 b 9÷3=3T his has only one c 8 ÷ 4 = 2, 8 ÷ 2 = 4
division fact.
d 12 ÷ 4 = 3, 12 ÷ 3 = 4 e 24 ÷ 4 = 6, 24 ÷ 6 = 4 f 27 ÷ 3 = 9, 27 ÷ 9 = 3
2 Check that learners have written the multiplication and division facts correctly.
a 24 ÷ 2 = 12 and 2 × 12 = 24 b 24 ÷ 3 = 8 and 3 × 8 = 24
c 24 ÷ 4 = 6 and 4 × 6 = 24 d 24 ÷ 6 = 4 and 6 × 4 = 24
e 24 ÷ 8 = 3 and 8 × 3 = 24
a True b False, 27 ÷ 3 = 9
c False, 32 ÷ 4 = 8 d True

Page 97: Practise

a 34 b 30 c 28
d 38 e 36
2 Check that learners have written the multiplication calculations, made an estimate and solved them.
a 14 × 5 = 70 b 16 × 4 = 64
3 Check that learners have made estimates first and then solved the multiplication calculations correctly.
a 14 × 3 = 42 b 16 × 3 = 48
c 19 × 5 = 95 d 17 × 3 = 51


1 Check that learners have halved to divide by 2.
a 42 ÷ 2 = 21 b 36 ÷ 2 = 18 c 64 ÷ 2 = 32
d 78 ÷ 2 = 39 e 54 ÷ 2 = 27
a 52 ÷ 4 = 13 b 39 ÷ 3 = 13
c 45 ÷ 3 = 15 d 65 ÷ 5 = 13
a 17 tennis balls b 15 apples
c 17 pieces d $37

Page 101: Quiz

1 Check that learners have written 2 multiplication and 2 division sentences to match each array.
a 6 × 2 = 12 2 × 6 = 12 12 ÷ 2 = 6 12 ÷ 6 = 2
b 8 × 3 = 24 3 × 8 = 24 24 ÷ 8 = 3 24 ÷ 3 = 8
c 9 × 3 = 27 3 × 9 = 27 27÷ 3 = 9 27÷ 9 = 3
a 36, 22, 38, 32 b 72, 44, 76, 64
3 Check that learners have completed the multiplications correctly.
a 17 × 3 = 51 b 3 × 19 = 57
c 13 × 4 = 52 d 4 × 15 = 60
e 18 × 5 = 90 f 5 × 16 = 80
a 24, 28, 32, 36 b 12, 14, 16, 18
5 Check that learners have completed the divisions correctly.
a 63 ÷ 3 = 21 b 54 ÷ 3 = 18
c 57 ÷ 3 = 19 d 55 ÷ 5 = 11
e 70 ÷ 5 = 14 f 85 ÷ 5 = 17


Can you remember?
Half of 18 is 9. Half of 24 is 12. Half of 32 is 16.
Half of 22 is 11. Half of 26 is 13. Half of 30 is 15.
Learning multiplication tables
a 4 × 3 = 12, so 8 × 3 = 24 b 2 × 5 = 10, so 4 × 5 = 20
c 3 × 7 = 21, so 6 × 7 = 42 d 3 × 10 = 30, so 6 × 10 = 60
2 Check that learners have shaded the arrays correctly.
a Shading to show three 3 × 3 arrays and

complete multiplication sentences.
3 × 3 = 9 and 9 × 3 = 27
b Shading to show three 3 × 4 arrays

with complete multiplication sentences.
3 × 4 =12 and 9 × 4 = 36
3 Check that learners have made 2-digit numbers correctly.
a Multiples of both 2 and 3 using the given cards: 12, 24, 42
b No numbers can be made, as the given cards do not include a zero (needed for a multiple
of 20).
c Multiples of both 3 and 5 using the given cards: 15, 45

Using multiplication and division facts
8 groups of 2 stars because 2 × 8 = 16
4 groups of 3 stars because 3 × 4 = 12
a 18 ÷ 3 = 6 because 3 × 6 = 18 (or 6 × 3 = 18)
b 32 ÷ 4 = 8 because 4 × 8 = 32
c 28 ÷ 4 = 7 because 4 × 7 = 28 (or 7 × 4 = 28)

Multiplying 2-digit numbers
1 Check that learners have answered the questions correctly. Learners’ workings may vary.
a 18 × 2 = 36 b 2 × 12 = 24 c 18 × 4 = 72 d 12 × 4 = 48
2 Check that learners have solved the estimation problems correctly. Learners’ estimates may vary.
a Yes, 4 × 20 = 80 so 4 × 18 cents will be less than 80 cents.
b No, 3 × 20 = 60 so 3 × 16 g will be less than 60 g.
c No, 5 × 10 = 50 and 5 × 7 is much more than 60.
3 Check that learners have written and solved the multiplications.
a 13 × 4 = 52 b 15 × 3 = 45 c 17 × 5 = 85

Dividing 2-digit numbers
1 Check that learners have completed the divisions correctly. Learners’ workings may vary.
a 68 ÷ 2 = 34 b 76 ÷ 2 = 38 c 84 ÷ 2 = 42 d 52 ÷ 2 = 26
2 Check that learners have completed the division sentences correctly.
a 48 ÷ 4 = 12 b 65 ÷ 5 = 13 c 45 ÷ 3 = 15
3 Check that learners have used the regrouping or decomposing methods correctly.
a 39 ÷ 3 b 56 ÷ 4
30 ÷ 3 = 10 40 ÷ 4 = 10
9÷3= 3+ 16 ÷ 4 = 4 +
13 14
c 85 ÷ 5 d 51 ÷ 3
50 ÷ 5 = 10 30 ÷ 3 = 10
35 ÷ 5 = 7 + 21 ÷ 3 = 7 +
17 17
4 Check that learners have answered the questions correctly. Estimates and methods will vary.
a $54 ÷ 3 = $18 (Estimate 60 ÷ 3 = 20)
b 85 kg ÷ 5 = 17 kg (Estimate 100 ÷ 5 = 20)
c 84 km ÷ 4 = 21 km (Estimate 80 ÷ 4 = 20)
Unit 10 Time and measurement –
Answers
Learner’s Book
Page 103: Practise
Check that learners have answered the questions correctly.
1 10:45 a.m. 2 2:00 p.m. 3 Mathematics
4 English 5 History 6 Break


1 Check that learners have chosen the correct measuring instrument.
a Weighing scale – C b Tape measure – H
c Ruler – G d Measuring jug – E
2 Check that learners have estimated the mass of each object reasonably.
Cake: 1000 g Juice: 250 g
Car: 1000 kg Truck: 3500 kg
Young adult: 70 kg Balloon: 10 g
Child: 20 kg
3 Check that learners have identified the midpoint on each number line.
a 10 b 15 c 250
d 25 e 2500
4 Check that learners have found the correct mass.
a 2.5 kg b 710 g (accept 700 g) c 5.5 kg
a D b B
c Heaviest parcel = 350 g and the lightest = 100 g, so the difference is 250 g
d D and B (350 g + 150 g = 500 g)
e A + B + F = 525 g (100 g + 150 g + 275 g = 525 g)

Page 109: Practise

1 Check that learners have identified how much liquid is in each jug correctly.
a 450 ml b 475 ml c 25 ml
d 150 ml e 125 ml f 250 ml
2 Check that learners have identified how much liquid needs to be added in each jug correctly.
a 100 ml b 50 ml c 950 ml
d 800 ml e 750 ml f 500 ml

Page 110: Quiz

a 3:00–4:30 b Lane swimming
a 250 g b 75 g c 3.5 kg
a 700 ml b 2.5 ℓ c 15 ml


Can you remember?
a b c
03 : 40 05 : 05 09 : 20
Time
11:40 11:55 25 minutes E D

Mass
1 Check that learners have matched the measuring instruments to what you would measure correctly.
The mass of 4 potatoes: Weighing scales
The height of a sunflower: Tape measure
The length of a pencil: Ruler
Liquid for a recipe: Measuring jug
2 Check that learners have marked the mass on each scale correctly.
a b c d e
50g 50g 100g 100g

10g
200g
100g 100g 100g 100g 100g 100g 100g 40g
20g 30g
0g 0g 0g 0g 0g
400 100 400 100 400 100 400 100 400 100
• • • • •
300 200 300 200 300 200 300 200 300 200
3 Check that learners have arranged the weights on the scales correctly.
a 50 g = 20 g + 10 g + 10 g + 10 g
b 25 g + 20 g = 10 g + 10 g + 25 g
c 20 g + 30 g = 40 g + 10 g
4 Learners’ own answers regarding arranging 6 objects from lightest to heaviest.
Make sure their answers make sense and that they can justify their choices.

Capacity
1 Check that learners have drawn the level of liquid on each jug correctly.
a 400 ml b 350 ml c 300 ml d 950 ml
1000 ml 1000 ml 1000 ml
500 ml 500 ml 500 ml 500500

ml ml 500 ml 500500
ml ml 500 ml
1000 ml
500 ml 500 ml 500 ml
2 Check that learners have filled in the missing information correctly.

a 4000 ml b 5000 ml c 6500 ml
1 1
d 8  __
2
ℓ e 7  __
2
ℓ f 9250 ml
3 Learners’ own answers (the two jugs must total the amount stated).
Unit 11 Shapes and angles – Answers
Learner’s Book
Page 112: Practise
a Rhombus, kite, regular trapezium b The rhombus has two lines of symmetry.
c Rhombus
2 Check that learners have drawn the shapes and marked the lines of symmetry correctly.
The yellow and the blue shapes have two lines (horizontal and vertical), but the red shape has just one
horizontal line of symmetry. The pattern also has two lines of symmetry – horizontal and vertical.
3 Check that learners have made a symmetrical shape and marked the lines of symmetry correctly.
Learners’ shapes and patterns will vary. For example:
4 Check that learners have completed the table correctly.

No symmetry 1 line of symmetry 2 lines of symmetry More than 2 lines of symmetry
E C, D B A, F

Page 114: Practise

1 Check that learners have found the correct and incorrect reflections and redrawn any incorrect ones.
a Incorrect (shape on one side is smaller/larger than the other side; they should match)
b Correct
c Correct
d Incorrect (shape is reflected the wrong way around)
2 Check that learners have drawn each shape correctly reflected on squared paper. Accept slight
inaccuracies in drawing as long as the shape is flipped and the same size. Learners should use the grid to
help them check that the reflected shape is the same size and the same distance from the mirror line.


0 right angles 1 right angle
B C
2 right angles More than 2 right angles
G A, D, E, F
a True
b False – two are bigger than a right angle and two are smaller
c False – there are two right angles but it also has one angle bigger and one angle smaller than a right
angle
d True
3 Check that learners have found 6 different ways to join the shapes to make a straight line.
Page 119: Practise

1 Check that learners have followed the directions correctly.
a Blue star
b Red circle
c Yellow star
2 Check that learners have written the instructions correctly.
Yellow circle: Go 4 spaces north.
Blue circle: Go 8 spaces north. Make a right angle clockwise turn. Go 3 spaces east. Make a right angle
anticlockwise turn. Go 3 spaces north.
OR
Go 2 spaces north. Make a right angle clockwise turn. Go 3 spaces east. Make a right angle anticlockwise
turn. Go 9 spaces north.
There are other less direct routes to take.
3 Learners’ own routes

Page 120: Quiz

1 Check that learners have sorted the shapes in the table correctly.
0 lines of symmetry 1 line of symmetry 2 or more lines of symmetry
C – triangle A – semi-circle B – cross
a Learners should have spotted that the reflected shape:
– is smaller – has not flipped – is further away from the mirror line.
b Check that learners have drawn the correct reflection.
3 Check that learners have described each turn correctly.
a right angle anticlockwise b right angle clockwise
c right angle anticlockwise d right angle clockwise and anticlockwise


Can you remember?
Rectangle, rhombus, pentagon and isosceles triangle should be ticked.
Symmetrical shapes
1 Check that learners have completed the shapes and written the name of each correctly.
a b c
square hexagon pentagon
2 Learners’ drawings will vary, but should show consistent properties in different orientations.
Name Properties
Rectangle Even number of sides, always symmetrical
Hexagon Even number of sides
Pentagon Odd number of vertices
Rhombus Even number of sides, always symmetrical
Kite Even number of sides, always symmetrical
a Trapezium b Square, regular hexagon and rectangle
c Equilateral triangle, square, regular hexagon, regular pentagon
d Parallelogram
a Middle pattern ticked, third pattern circled, first pattern crossed
b Two buildings (the Eiffel Tower and the wooden house) ticked

Reflecting shapes
1 Check that learners have ticked the correct shapes.
The triangle and pentagon are correctly reflected.
2 Check that learners have sketched the correctly reflected shapes. Check that they have reflected both
shapes for part c.

Angles
1 Check that learners have ticked the correct boxes.
Angle a – smaller than a right angle Angle b – bigger than a right angle
Angle c – smaller than a right angle Angle d – bigger than a right angle
Angle e – smaller than a right angle Angle f – bigger than a right angle
2 Answers will vary, but check that the shapes are correctly placed in the Venn diagram.
3 Check that learners have circled where 2 right angles make a straight angle.

a A quarter turn is made up of one right angle.
b A half turn is made up of two right angles.
c When the minute hand on a clock moves through 2 right angles, it is the same as a half turn.
d When the minute hand on a clock moves through 1 right angle, it is the same as a quarter turn.

Position, direction and movement
1 Check that learners have written the position of the frog correctly.
a above b between c below d next to
2 Check that learners have followed the instructions and drawn the path correctly.
a Finish b Start
N N
Start Finish
3 Check that learners have ticked the correct diagram.
a b c d
P
Unit 12 Fractions – Answers
Learner’s Book
Page 122: Practise
Check that learners have shaded the diagrams correctly.
1 2 3
4
Page 122: Practise

1   14 of 12 is 3
__ 2   14 of 20 is 5
__ 3   14 of 40 is 10
__ 4   14 of 36 is 9
__
3
__ __ 3 __ 3 __ 3
4
of 12 is 9 4
of 20 is 15 4
of 40 is 30 4
of 36 is 27

Page 124: Practise

Check that learners have written the fractions correctly.
2 3 2 3 2
1 __
4
2 __
4
3 __
3
4 __
4
5 __
3
5 2
6 _ 7 __
6
  14
8 __ 2
9 __
4
1
10 __
2
10

Page 124: Quiz

1 Check that learners have shaded each shape correctly.
1
a Shade __
4
b 1
Shade __
10
c 3 d
Shade __
4
4
Shade __
10
2 Check that learners’ diagrams clearly show an understanding of equal parts; the denominator expresses
the total number of equal parts, and the numerator shows how many of those parts are shaded.


Can you remember?
  12 and __
Check that learners have coloured in __   14 of the given shapes.
Three quarters
1 Check that learners have ticked the correct pictures.
2 Check that learners’ diagrams accurately show the number of quarters for each fraction.
3 Check that learners have circled the dots to find each fraction.
  14 of 12 = 3
a __   14 of 24 = 6
b __ 3
c __
4
of 12 = 9 3
d __
4
of 24 = 18
  14 of 4 = 1
a __ 3
b __
4
of 4 = 3
  14 of 8 = 2
__ 3
__
4
of 12 = 9
  14 of 12 = 3
__ 3
__ of 40 = 30
4
  14 of 20 = 5
__ 3
__
4
of 32 = 24

Equal parts of a whole
1 Check that learners have matched the diagrams and the fractions correctly.
1 1 1 1
3 5 6 10
2 Check that learners have shaded the diagrams correctly.

1 2 3 4 5
5 5 5 5 5
1 2 3 4 5
10 10 10 10 10
1 2 8 9
9 9 9 9
3 Games may vary. Prompt learners to check the accuracy of their fraction diagrams.
2
Units 7–12
Page 125
1 a 60 + 40 = 100 b 20 –12 = 8 c 7 + 7 = 14
2 a $65 + $26 = $91 $125 + $30 = $155 $75 + $43 = $118
b $200 – $91 = $109 $200 – $155 = $45 $200 – $118 = $82
3 Learners’ own answers
4 a 19 × 2 = 38 b 19 × 4 = 76 c 19 × 5 = 95
d 68 ÷ 2 = 34 e 68 ÷ 4 = 17 f 85 ÷ 5 = 17
5 a 150 ml b 4.5 ℓ c 55 ml
6 a 4 b 1 c 0
d 2 e 1
7 b, d and e
8 15 (Check learners’ diagrams for accuracy and understanding.)
Unit 13 Patterns, place value and rounding
– Answers
Learner’s Book
Page 128: Practise
1 Check that learners have completed the part-whole models correctly.
a b c
225 252 522
200 20 5 200 50 2 500 20 2
d e f
500 40 1 400 50 1 100 40 5
541 451 145
2 Check that learners have decomposed the numbers correctly.

a 352 = 300 + 50 + 2 b 914 = 900 + 10 + 4
c 400 + 90 + 2 = 492 d 700 + 30 + 8 = 738
3 Check that learners have completed the decomposed additions correctly.

a 294 = 200 + 90 + 4 b 652 = 600 + 50 + 2 c 200 + 20 + 2 = 222 d 5 + 40 + 300 = 345
4 Check that learners have used 2 models to decompose each number.
a 200 + 50 + 2 = 252 b 300 + 20 + 3 = 323
200 50 2 300 20 3
252 323
c 900 + 10 + 9 = 919 d 900 + 90 + 9 = 999

900 10 9 900 90 9
919 999

1 Check that learners have ordered the numbers correctly: 50 < 120 < 240 < 290
2 Check that learners have completed the number sentences correctly.
a 22 < 23 or 22 < 32 b 155 < 159
c 300 < 330 d 22 > 21 > 11 or 22 > 12 > 11
e 5 × 10 > 44 f 11 < 9 + 10
g 3×3<2×5

Page 133: Practise

1 Check that learners have completed the number tracks correctly.
a Yellow is < 425, Blue is > 425 b Yellow is < 650, Blue is > 650
c Yellow is < 695, Blue is > 695 d Yellow is < 950, Blue is > 950
e Yellow is < 995, Blue is > 995
2 Check that learners have identified the middle number for each number line.
a 35 b 95 c 350 d 355
3 Check that learners have rounded the numbers to the nearest 10 correctly.
a 40 b 90 c 350 d 360
a 300 b 300 c 400 d 600

Page 136: Practise

1 Check that learners have continued the counting patterns and written the rule for each.
a 12, 15, 18, 21, 24, 27 The rule is +3.
b 112, 115, 118, 121, 124, 127 The rule is +3.
c 12, 16, 20, 24, 28, 32 The rule is +4.
d 112, 116, 120, 124, 128, 132 The rule is +4.
e 112, 117, 122, 127, 132, 137 The rule is +5.
f 12, 112, 212, 312, 412, 512 The rule is +100.
2 Check that learners have written the rule for each and worked out the hidden numbers.
a A = 28, B = 24, C = 20 The rule is – 4.
b D = 30, E = 26, F = 22 The rule is – 4.
c G = 115, H = 106, I = 97 The rule is – 9.
d J = 251, K = 269, L = 287 The rule is +9.
e M = 36, N = 63, O = 72 The rule is +9.
f P = 148, Q = 154, R = 157 The rule is +3.

Page 137: Quiz

1 Check that learners have decomposed each number correctly.
a 345 = 300 + 40 + 5 b 789 = 700 + 80 + 9
c For example: 909 = 500 + 400 + 9
2 Check that learners have completed the decompositions correctly.
a 387 = 300 + 60 + 20 + 7 b 387 = 200 + 100 + 80 + 7 c 387 = 300 + 80 + 5 + 2
3 Check that learners have completed the statement correctly.
78 < 104 < 154 < 255
4 Check that learners have completed the table correctly. Prompt learners to justify their answers using a
number line.
Number Nearest 10 Nearest 100
141 140 100
292 290 300
510 510 500
5 Check that learners have completed the patterns and written the rule.
a 100, 103, 106, 109, 112, 115, 118, 121, 124 The rule is +3.
b 200, 190, 180, 170, 160, 150, 140 The rule is –10.


Can you remember?
a 320, 420, 520, 620, 720, 820, 920
b 51, 56, 61, 66, 71, 76, 81
Hundreds, tens and ones
a b c
987 897 789
900 80 7 800 90 7 700 80 9
2 Check that learners have shown ways to regroup 326. For example: 200 + 120 + 6
a 500 + 60 + 9 = 569 b 500 + 50 + 19 = 569 c 500 + 40 + 29 = 569
569 569 569
500 60 9 500 50 19 500 40 29

Comparing and ordering numbers
1 Check that learners have drawn the arrows on the number line and completed the statements correctly.
25 150 401 790
â â â â
a
0 100 200 300 400 500 600 700 800 900 1000
b 150 > 25 790 > 401 150 < 401 < 790
25 < 790 790 > 401 > 150 > 25
2 Check that learners have ordered the numbers correctly.
a 115 < 151 < 155 < 511 < 515 < 551
b 9 < 79 < 99 < 799 < 979 < 999
c 13 < 30 < 100 < 103 < 113 < 301
3 Check that learners have sorted the numbers correctly: 540 > 518 > 314 > 200 > 125 > 99
4 Check that learners have made the statement true: 888 < 889 < 898

Rounding to the nearest 10 or 100
1 Check that learners have drawn the arrows on the number line and shaded the correct 10.
â 26
a
20 25 30
b
â 33
30 35 40
â 47
c
40 45 50
â 85
d
80 85 90
a 139 à 140 b 179 à 180 c 299 à 300
d 301 à 300 e 454 à 450 f 555 à 560
a 139 à 100 b 179 à 200 c 299 à 300
d 301 à 300 e 454 à 500 f 555 à 600

Patterns
1 Check that learners have completed the counting patterns correctly.
a 18, 20, 22, 24, 26, 28, 30 b 21, 24, 27, 30, 33, 36, 39
2 Check that learners have completed the patterns and written the rule.
a 100, 95, 90, 85, 80, 75, 70, 65 The rule is –5.
b 101, 96, 91, 86, 81, 76, 71, 66 The rule is –5.
c 211, 206, 201, 196, 191, 186, 181, 175 The rule is –5.
d 120, 117, 114, 111, 108, 105, 102, 99 The rule is –3.
e 101, 99, 97, 95, 93, 91, 89, 87 The rule is –2.
The number 50 will not be shaded, as the pattern rule is +3.
Unit 14 Addition and subtraction
– Answers
Learner’s Book
Page 139: Practise
1 Check that learners have found the cost of the different fruits.
a 30c + 70c = 100c The banana costs 70c.
b $10 – $2 – $2 = $6 The pineapples cost $2 each.
c 100c – 50c = 50c The orange costs 50c.
d 40c + 40c = 80c One pear costs 40c.
2 Check that learners have written the addition and subtraction sentences correctly. They can use boxes or
fruit pictures to represent the missing numbers.
a 100c – 30c = £ b $6 + £ + £ = $10
c 50c + £ = 100c d 80c – £ – £ = $0
3 Check that learners have written the number sentences using symbols correctly.
a £ + £ = 40 There are 20 pens in each pack.
b 200 g + £ = 500 g Item 2 is 300 g.
c £ + £ = 4 litres 1 jug is 2 litres.

Page 141: Practise

a b c d e f 1000
200 190 180 90 900
150 50 80 110 90 90 60 30 300 600 200 800

a b c d
300 300 120 180
200 100 100 200 40 80 70 110
120 80 20 60 40 160 10 30 50 20 50 60
Page 143: Practise

1 Check that learners have completed the addition correctly.
a 532 + 14 = 546 532 + 214 = 746
b 321 + 36 = 357 321 + 236 = 557
c 465 + 27 = 492 465 + 127 = 592
2 Methods will vary.
a 452 + 153 = 605 b 365 + 234 = 599 c 456 + 238 = 694 d 327 + 149 = 476
3 Check that learners have solved the problem correctly. There are 485 people at the match in total.

Page 145: Practise

a 532 + 74 = 606 532 + 274 = 806
b 351 + 86 = 437 151 + 286 = 437
c 465 + 172 = 637 165 + 472 = 637
2 Methods will vary.
a 557 b 694 c 937
557 people

Page 147: Practise

1 Check that learners have completed the subtractions correctly.
a 547 – 125 = 422 545 – 127 = 418
b 438 – 214 = 224 434 – 218 = 216
c 679 – 345 = 334 675 – 349 = 326
2 Check that learners have solved the calculations correctly. Learners’ methods will vary.
a 457 – 145 = 312 b 565 – 251 = 314
c 678 – 363 = 315 d 749 – 436 = 313
333 people

Page 149: Practise

1 a Check that learners have made sensible estimates. Learners’ estimates may vary.
429 – 245 estimate is 400 – 200 = 200
637 – 463 estimate is 650 – 450 = 200
508 – 352 estimate is 500 – 350 = 150
b Learners’ methods will vary.
429 – 245 = 184 637 – 463 = 174 508 – 352 = 156
a 283 b 382 c 283


a 35c + 35c = 70c b 40c + 55c = 95c c 50c + 50c + 50c = 150c, or $1.50
a medium peach smoothie b large apple smoothie
c 2 medium peach smoothies d 3 medium peach juices
a 53 cents b 2 cents c 2 cents d 3 cents

Page 153: Quiz

1 a = 30 b = 25 cents c = 50 cm
2 a 4 + 6 = 10 40 + 60 = 100 400 + 600 = 1000
b 12 + 5 = 17 120 + 50 = 170
c 13 + 7 = 20 130 + 70 = 200
3 a 234 + 145 = 379 b 363 + 226 = 589
c 345 + 438 = 783 d 356 + 573 = 929
e 574 – 123 = 451 f 563 – 321 = 242
g 574 – 128 = 446 h 536 – 295 = 241
4 $1.70 change
5 David and Maris can buy 10 teddy bears.


Can you remember?
a 150c = $1 and 50c 151c = $1 and 51c 152c = $1 and 52c
b 250c = $2 and 50c 251c = $2 and 51c 252c = $2 and 52c
c 350c = $3 and 50c 450c = $4 and 50c 550c = $5 and 50c
Finding the value of missing numbers
1 Check that learners have written the missing prices.
a $2 + $18 = $20 b $30 + $30 = $60
a = 25 b = 60 c =5
3 Check that learners have found the correct values.
=6 = 60

Adding multiples of 10 and 100
a 900 b 700 c 400
d 170 e 150 f 40
2 Check that learners have completed the grids correctly.
a + 400 200 300 b + 120 90 110
400 800 600 700 80 200 170 190
600 1000 800 900 40 160 130 150
500 900 700 800 50 170 140 160
200 600 400 500 70 190 160 180
3 a and b Check that learners have solved the problem correctly.
Two solutions where multiples of 10 are used to total 150, for example, 90 and 60; 110 and 40

Adding pairs of 3-digit numbers
1 Check that learners have completed the table correctly. Learners’ estimates will vary.
a 253 + 135 = 388 For example: 250 + 150 = 400
b 253 + 329 = 582 For example: 250 + 350 = 600
2 Check that learners have completed the calculations using the column method.
Largest total made by adding: 358 + 479 = 837 (or 458 + 379; 359 + 478; 378 + 459)
Smallest total made by adding: 123 + 246 = 369 (or 235 + 146, 136 + 245, 236 + 145)
3 Check that learners have solved the problems correctly. Learners’ methods will vary.
a 386 people b 383 g c 517 cm

Subtraction with 3-digit numbers
1 Check that learners have calculated using their own methods. Learners’ estimates will vary.
a 248 – 136 = 112 For example: 250 – 140 = 110
b 253 – 128 = 125 For example: 240 – 130 = 120

Person Distance left to travel
A 123 km
B 237 km
C 152 km
D 43 km
3C
heck that learners have completed the calculations using the column method.
Largest answer made by subtracting: 876 – 235 = 641
Smallest answer made by subtracting: 823 – 765 = 58
Smallest 3-digit answer is 109, for example, 835 – 726 or 367 – 258

Calculating with money
a $1.20 Change from $2 is 80 cents (or $0.80)
b $1.23 Change from $2 is 77 cents (or $0.77)
c $1.50 Change from $2 is 50 cents ($0.50)
d $1.47 Change from $2 is 53 cents ($0.53)
2 Check that learners have coloured in the correct option.
a 2 adults to the theatre b 3 children to the cinema
c 5 adults to the cinema d 2 adults and 2 children to the theatre
3 Check that learners have matched the calculation to the best estimate.
a $1.99 + $2.99 $5
b $1.49 + $1 $2.50
c $5 + $2.49 $7.50
d $5.99 + $9.99 $16
e $2.49 + $2.49 + $4.99 $10
a $ 3.35 $2.60 $2.45 $1.70 $2.25
b 50 cents
Unit 15 Time and measurement
– Answers
Learner’s Book
Page 156: Practise
1 30 minutes 2 35 minutes 3 40 minutes
4 30 minutes 5 25 minutes 6 20 minutes

Page 159: Practise

Check that learners have worked out the perimeter of each shape correctly.
1 3 cm + 4 cm + 5 cm = 12 cm 2 2 cm + 7 cm + 2 cm + 7 cm = 18 cm
3 4 cm + 4 cm + 4 cm + 4 cm = 16 cm 4 3 cm + 7 cm + 3 cm + 7 cm = 20 cm
5 3 cm + 3 cm + 3 cm + 3 cm + 3 cm = 15 cm 6 4 cm + 2 cm + 7 cm + 5 cm = 18 cm
7 7 cm + 7 cm + 7 cm = 21 cm 8 1 cm + 4 cm + 1 cm + 4 cm = 10 cm

Page 161: Practise

Check that learners have found the area correctly.
1 6 squares 2 10 squares 3 9 squares 4 12 squares 5 8 squares

Page 162: Quiz

1 a 20 minutes b 2 hours 1 minute
2 8 hours and 30 minutes
3 a 24 cm b 8 cm c 25 cm
4 a 12 squares b 15 squares c 5 squares
d 5 squares e 5 squares


Can you remember?
Line Estimate Measurement
a Learners should make suitable 6 cm
b estimates. 3 cm
c 7 cm
d 2 cm
Time
1 Check that learners have written the missing times on the number lines.
a 3:45 b 9:25 c 4:55 d 8:40 e 4:50
35 minutes 25 minutes 35 minutes 25 minutes
55 minutes 55 minutes 65 minutes
3 Check that learners have solved the problem correctly. 10:55

Perimeter of 2D shapes
1 Check that learners have found the perimeter of each shape.
a 3 + 3 + 3 = 9 cm
b 5 + 5 + 5 + 5 = 20 cm
c 1 + 6 + 1 + 6 = 14 cm
10 m
3 Check that learners have drawn 3 different shapes with a perimeter of 8 cm each.

Area
1 Check that learners have found the area of each shape correctly.
a 10 squares b 5 squares c 6 squares d 5 squares
35 tiles
3 Learners’ own shapes, they must be different and must have an area of 6 squares.
Unit 16 Multiplication and division
– Answers
Learner’s Book
Page 164: Practise
1 Check that learners have written a multiplication and a division statement for each calculation.
a 6 × 5 = 30 and 30 ÷ 5 = 6 b 5 × 6 = 30 and 30 ÷ 6 = 5
c 9 × 4 = 36 and 36 ÷ 4 = 9 d 8 × 3 = 24 and 24 ÷ 3 = 8
e 2 × 9 = 18 and 18 ÷ 9 = 2 f 10 × 5 = 50 and 50 ÷ 5 = 10
2 Check that learners have written 2 multiplication and 2 division statements for each array.
a 3 × 4 = 12, 4 × 3 = 12, 12 ÷ 4 = 3, 12 ÷ 3 = 4 b 6 × 4 = 24, 4 × 6 = 24, 24 ÷ 4 = 6, 24 ÷ 6 = 4
c 5 × 4 = 20, 4 × 5 = 20, 20 ÷ 4 = 5, 20 ÷ 5 = 4 d 4 × 3 = 12, 3 × 4 = 12, 12 ÷ 3 = 4, 12 ÷ 4 = 3
3 Check that learners have corrected the outputs.
a correct: 9 × 5 = 45 and 45 ÷ 9 = 5 b correct: 9 × 2 = 18 and 18 ÷ 9 = 2
c incorrect: output should be 63 so 9 × 7 = 63 and 63 ÷ 7 = 9
d correct: 3 × 9 = 27 and 27 ÷ 9 = 3 e correct: 4 × 9 = 36 and 36 ÷ 9 = 4
f incorrect: output should be 54 so 6 × 9 = 54 and 54 ÷ 9 = 6


a 16 × 4 = 64 b 17 × 2 = 34 c 15 × 4 = 60
d 19 × 2 = 38 e 19 × 4 = 76 f 19 × 3 = 57
a 23 × 3 = 69 b 32 × 3 = 96
c 21 × 4 = 88 d 33 × 3 = 99
3 Some possible strategies are shown.
a 21 × 2 = 42 (mental – doubling)
b 14 × 4 = 56 (mental using decomposing or doubling and doubling again)
c 25 × 4 = 100 (mental – use knowledge that there are 25c × 4 in 100c)
d 4 × 21 = 84 (column method or doubling and doubling again)
e 5 × 19 = 95 (mental – partitioning method)
f 22 × 3 = 66 (column method)
g 2 × 50 = 100 (mental – doubling or use knowledge that 50c × 2 in 100c)
a 66 marbles b 84 kg

Page 168: Practise

1 Check that learners have used the column method to solve the multiplications.
a 23 × 4 = 92 b 26 × 3 = 78 c 18 × 5 = 90
d 32 × 4 = 128 e 43 × 3 = 129 f 31 × 5 = 155
2 Check that learners have answered the questions correctly. Learners’ estimates and explanations
will vary.
a Wrong 28 × 3 = 94 (28 × 3 is less than 30 × 3 = 90); answer is 84
b Correct
c Correct
d Wrong (31 × 5 should be more than 30 × 5 = 150); answer is 155
e Correct
f Wrong (53 × 4 should be more than 50 × 4 = 200); answer is 212

Page 172: Practise

a 64 ÷ 4 = 16 b 86 ÷ 2 = 43 c 95 ÷ 5 = 19
d 88 ÷ 4 = 22 e 70 ÷ 5 = 14 f 74 ÷ 2 = 37
2 Check that learners have used the written method.
a 93 ÷ 3 = 31 b 84 ÷ 4 = 21 c 65 ÷ 5 = 13 d 48 ÷ 3 = 16
a 80 ÷ 4 = 20 (mental – relate to 8 ones ÷ 4 and 8 tens ÷ 4)
b 68 ÷ 2 = 34 (mental – halve)
c 78 ÷ 3 = 26 (written or mental decomposing)
d 72 ÷ 2 = 36 (mental – halve)
e 99 ÷ 3 = 33 (written or mental decomposing)
f 90 ÷ 5 = 18 (mental – decomposing)
g 96 ÷ 4 = 24 (mental – decomposing or halve and halve again; or written)
a 24 children b 23 boxes


a 4r1 b 6r1 c 6r2 d 8r2
e 3r2 f 4r2 g 5r1 h 11 r 1
2 Check that learners have completed the divisions correctly. Accept any number that is:
a Not 1, 2, 4, 8 or 16 b Not 1, 3, 7 or 21 c Not 1, 5 or 25
d Not 1, 5, 7, or 35 e Odd f Not a multiple of 3
g Not a multiple of 4 h Not a multiple of 5 i Not a multiple of 6
j Not a multiple of 9
3 Check that learners have answered the questions correctly. Learners’ explanations will vary.
a Incorrect (5 × 5 = 25 or 26 is not a multiple of 5)
b Correct 36 ÷ 3 = 12
c Incorrect (44 is even so can be divided exactly by 2 or 44 is a multiple of 2)
d Correct 68 ÷ 4 = 22
e Incorrect (70 is a multiple of 5 so can be divided exactly by 5)
f Correct 86 ÷ 2 = 43

Page 174: Let's talk

A rule could be, for example, the numbers with the respective remainders increase by 1 each time.
Remainder 1 2 3 4
Numbers under 50, divided by 5 6 7 8 9
11 12 13 14
16 17 18 19
21 22 23 24
26 27 28 29
31 32 33 34
36 37 38 39
41 42 43 44
46 47 48 49

Page 175: Quiz

1 a 15 ÷ 5 = 3 and 3 × 5 = 15
b 30 ÷ 5 = 6 and 6 × 5 = 30
2 6 × 6 = 36
36 ÷ 6 = 6
3 Learners’ own estimates.
a 23 × 2 à estimate 20 × 2 = 40
b 34 × 3 à estimate 30 × 3 = 90
c 18 × 4 à estimate 20 × 4 = 80
d 41 × 5 à estimate 40 × 5 = 200
4 Learners choose to use a mental or written method.
a 23 × 2 = 46
b 34 × 3 = 102
c 27 × 4 = 108
d 41 × 5 = 205
5 19, 34, 23
6 Learners choose to use a mental or written method.
a 84 ÷ 2 = 42
b 84 ÷ 4 = 21
c 95 ÷ 5 = 19
d 69 ÷ 3 = 23
e 51 ÷ 3 = 17


Can you remember?
6 × 4 = 24 8 × 3 = 24
4 × 6 = 24 3 × 8 = 24
24 ÷ 4 = 6 24 ÷ 3 = 8
24 ÷ 6 = 4 24 ÷ 8 = 3
Multiplication and division facts
a b c
× 3 6 9 × 7 6 9 × 9 3 5
4 12 24 36 2 14 12 18 6 54 18 30
5 15 30 45 1 7 6 9 9 81 27 45
8 24 48 72 10 70 60 90 8 72 24 40
2 Check that learners have filled in the missing information correctly.

Top row: 32, 90, 5, 9 Bottom row: 9, 10, 42, 8
3 × table 15
4 × table 36
6 × table 48
8 × table 72

Multiplying 2-digit numbers
1 Check that learners have completed the table. Learners’ estimates will vary. Learners choose their
own methods.
a 32 × 3 = 96 For example: 30 × 3 = 90
b 33 × 5 = 165 For example: 30 × 5 = 150
c 28 × 4 = 112 For example: 30 × 4 = 120
a b c
180 144 156
36 5 2 72 52 3
18 2 3 24 13 4
3 Check that learners have filled in the missing digits correctly.

a 100s 10s 1s b 100s 10s 1s c 100s 10s 1s
2 4 2 8 7 1
× 3 × 4 × 5
7 2 1 1 2 3 5 5
a O or P Correction
19 × 4 = 86 O 76 not 86
25 × 5 = 125 P
53 × 2 = 96 O 106 not 96
42 × 3 = 126 P
28 × 4 = 122 O 112 not 122
23 × 3 = 59 O 69 not 59
b Learners can choose different incorrect calculations. Explanation to show why it is incorrect,
for example, 19 × 4 = 86 is wrong because 20 × 4 = 80 so 19 × 4 is less than 80
a Yes b 1 pencil

Division with and without remainders
1 Check that learners have completed the table correctly. Learners’ estimates will vary. Learners
calculate in their own way.
a 63 ÷ 3 = 21 For example: 60 ÷ 3 = 20
b 76 ÷ 4 = 19 For example: 80 ÷ 4 = 20
c 85 ÷ 5 = 17 For example: 100 ÷ 5 = 20
a 19 ÷ 3 = 6 r 1 b 42 ÷ 4 = 10 r 2
c 43 ÷ 5 = 8 r 3 d 17 ÷ 2 = 8 r 1
e 28 ÷ 3 = 9 r 1 f 39 ÷ 4 = 9 r 3
3 Check that learners have matched the divisions to the remainders correctly.
Remainders of 1: 21 ÷ 5, 36 ÷ 5
Remainders of 2: 12 ÷ 5, 27 ÷ 5
Remainders of 3: 13 ÷ 5, 48 ÷ 5
16 toys
O or P Correction
38 ÷ 2 = 14 O 19 not 14
24 ÷ 3 = 7 r 2 O 7 r 3 not 7 r 2
76 ÷ 4 = 19 P
49 ÷ 2 = 25 O 24 r 1 not 25
86 ÷ 5 = 17 r 1 P
61 ÷ 3 = 20 r 2 O 20 r 1 not 20 r 2
b Learners can choose different incorrect calculations. Explanation to show why it is incorrect,
for example, 38 ÷ 2 = 14 is wrong because half of 30 is 15 so half of 38 must be more than 15.
Unit 17 Fractions – Answers
Learner’s Book
Page 177: Practise
1 Check that learners have completed the calculations and diagrams correctly.
1 2 3 4 1 5 3 1 2 4 3 1
a
4
+ =
4
b
6
+ 6= c
3
– 3= d
5
– 5=
4 6 3 5
2 Check that learners have predicted the answers to the calcaulations.
1 2 3 1 3 4 1 6 7
a
7
+7= + = 7
+7=
7 7 7 7 7
4 1 3 7 4 3 8 5 3
b
8
–8= – = – =
8 8 8 8 8 8 8
3 Check that learners have worked out the missing numbers correctly.
1 1 2 2 1 1 2 3 2 7
a
4
+4=4 b
6
–6=6 c
8
+ 8
+8=8

Page 177: Try this

There is only one solution:
4 2 3 9
+ + =
10 10 10 10

Page 179: Practise

1 Check that learners have completed the equivalent fractions correctly.
1 2 2 4 4 8 3 6 5 1
a
5
=
10
b
5
= 10
c = 10 d = 10 e =2
5 5 10
2 Check that learners have written the equivalent fractions correctly.
4 2 2 1
a_ and __
5
b __
4
and __
2
10
8 4 2 1
c_ and __
5
d_ and __
5
10 10

Page 181: Practise

1 Check that learners have compared and answered the questions correctly.
1 __ 1 __ 1
a __
2 5
>1 1 __
b __
4 3
<1 c_ <1 1 __
d __ >1>_
10 9 4 5 10
2 Check that learners have completed each ordered set correctly.
a 4 or 3 b 3, 4, 5…, 9
c First missing number must be any number greater than 4. The second missing number must be 3.
3 Check that learners have written each set in the correct order.
1 4 6 7 1 3 4 5 9 4 10 11 19
a , , , b , , , , c , , ,
9 9 9 9 10 10 10 10 10 20 20 20 20
4 Check that learners have written a fraction to complete each statement correctly.

Page 182: Quiz

1 __
1 a __ + 1 = __
3 3 3
2
is correct.
5 _
b_ + 2 is correct.
10 10
c Incorrect. The fractions were added instead of being subtracted.
1 1 1
2 Look for learners who can show __
4
s and _ s that are equivalent to __
2
.
10
3 a The missing number must be greater than 5.
b The missing number must be less than 4.


Can you remember?
a 6 eggs b 4 goats
Adding and subtracting fractions
1 Check that learners have completed each addition correctly.
2 1 3 1 4 5 2 2 4 5 1 6
a b c d
5 +5= 5 6 +6= 6 5 +5= 5 7 +7= 7
3 1 2 2 1 1 4 2 2 5 4 1
a
5 – 5 = 5
b
3 – 3 = 3
c
7 – 7 = 7
d
6 – 6 = 6
2 1 3 4 1 5 4
a +5=5 b +6=6 c 2 + +9=9
2 8
5 6 9 9
4 1 5 4
– =3 –
1
=4 2
+ +8=8
2 8
5 5 5 6 6 6 8 8
1 2 3 2 1 3 2 1 2 1
5
+5=5 6
+6=6 9
+ 9
– 9
=9
5 2 3 1
– =3 –
1
=2 2
+ –
2
=8
1
5 5 5 6 6 6 8 8 8
4 Check that learners have shaded the correct calculations.
1 _
5 Each row and column should have _ , 3 and _
5
without any repeats.
10 10 10

Equivalent fractions
1 Check that learners have listed the equivalent fractions correctly.
1 5 1 2 2 4 3 6 4 8 5 10
= = = = = =
2 10 5 10 5 10 5 10 5 10 5 10
2
10 5 1 6 4
10 10 5 10 5

1 1 1 1 1 5 1 4 2 2 3 2
a + = b + = c + = or + =
4 4 2 4 4 10 10 10 4 10 10 4
1 1 3 1
d + + = or another version in which numerators sum to 5.
10 10 10 2
3 4 1 4
e + + = or any version where numerators sum to 8.
10 10 10 5

Comparing and ordering fractions
1 Check that learners have used the correct symbol to complete each statement.
a > b < c < d >
1 1 1 2 1 1 4 2 or 3
a > b < c > d >
2 or 3 2 9 9 4 5 10 1
Unit 18 Statistical methods and chance
– Answers
Learner’s Book
Page 184: Practise
1 Check that learners have found the shapes that are in the wrong place.
The following shapes are in the wrong place:
Shape A Shape B Shape C Shape D
Shape F Shape I Shape J Shape L
2 Learners’ own answers

Page 185: Practise
100 cm or 25 cm or
more tall more wide
Viti
Annay Jack
Zara
Maris
Page 187: Practise

1 Check that learners have completed the tally chart correctly.
Day of the week Tally Frequency
Monday llll 5
Tuesday lll 3
Wednesday ll 2
Thursday llll 4
Friday llll l 6
2 Check that learners have drawn the bar chart correctly.
Number of borrowed books

10
9
8
Number of books borrowed
7
6
5
4
3
2
1
0
Monday Tuesday Wednesday Thursday Friday
Day of the week

3 Friday
4 Wednesday
5 20
6 7
7 4


a It might happen
b It will happen
c It will not happen
2 Learners’ own outcomes from the game

Page 190: Try this

You are more likely to spin a 6 with spinner A because there is a 1 in 6 chance of spinning a 6.
When using spinner B, there is only a 1 in 12 chance of spinning a 6.

Page 191: Quiz
1 4 or more corners Not more than 4 corners
Red red square, red hexagon red triangle
Not red green pentagon green triangle, blue circle
2 Has 4 sides Does not have 4 sides

A, B, H, I C, D, E, F, G, J
Has curved sides Does not have curved sides

G, J A, B, C, D, E, F, H, I
Even number of corners Odd number of corners

A, B, H, I C, D, E, F
I know the name I do not know the name

Learners’ own answers Learners’ own answers
3 a It might happen b It will not happen c It will happen


Can you remember?
It might happen, It will happen, It will not happen
Carroll diagrams and Venn diagrams
1, 2 and 3 Learners select their own numbers.

Lists, tables, charts and graphs
a Number of minibeasts Jack saw
Week Worms Snails Total
Week 1 llll ll 6
Week 2 llll llll l 11
Week 3 llll llll ll 12
Week 4 lll llll l 9
Week 5 llll lll 8
b Week 3 c Week 1 d 5
e Number of minibeasts Jack saw
20
18
16
14
Number of minibeasts
12
10
8
6
4
2
0
Week 1 Week 2 Week 3 Week 4 Week 5

Chance
a It might happen b It will happen c It will not happen
d It might happen e It will not happen
3
Units 13–18
Pages 192–193
1 There are a few different solutions. Make sure learners understand what they should be doing to find
what the number could have been.
2 a 175 + 125 = 300 b 234 + 123 = 357
c 234 + 127 = 361 d 234 + 193 = 427
3 a 275 – 125 = 150 b 476 – 123 = 353
c 476 – 128 = 348 d 476 – 392 = 84
4 a 7 cm + 7 cm + 5 cm = 19 cm b 4 cm + 3 cm + 4 cm + 3 cm = 14 cm
c 2 cm + 2 cm + 2 cm + 2 cm = 8 cm d 5 cm + 1 cm + 5 cm + 1 cm = 12 cm
5 a Shape C b Shape D
c Shape B d Shape A
6 a 22 ÷ 3 = 7 r 1 b 27 ÷ 3 = 9
c 15 ÷ 3 = 5 d 26 ÷ 3 = 8 r 2
e 30 ÷ 3 = 10 f 32 ÷ 3 = 10 r 2
7 a 19 × 2 = 38 b 27 × 4 = 108
c 24 × 5 = 120 d 72 ÷ 2 = 36
e 96 ÷ 4 = 24 f 95 ÷ 5 = 19
2 _
8 Learners should say that they do not agree because __
5
= 4._
4 2
is _ 2
more than _ . Or, they could say that
10 10 10 10
2 __
_ = 15, which is less than __
2
5
. Learners’ diagrams should show shaded tenths (or fifths).
10
9 a It might happen b It might happen
c It might happen d It will happen
Stage
ESL online resources – Answers
3
Worksheet 1: Numbers to 1000
1 a 395 b 637
c 357 d 589
e 598 f 673
2 a 536 b 607
c 48 d 30
3 Learners’ answers for their mystery clue will vary.
Check that learners have an understanding of place value.
Worksheet 2: Addition and subtraction

1 Eighty-eight people are on the bus.
At the first stop, nineteen people get off.
How many people are left on the bus?
88 – 19 = 69
There are 69 people left on the bus.
2 David has fifty-eight marbles.
Zara gives him twenty-two marbles.
How many marbles does David have altogether?
58 + 22 = 80
David has 80 marbles altogether.
3 Maris plays marbles with Annay.
Annay has seventy marbles.
Maris wins forty-four of his marbles.
How many marbles does Annay have left now?
70 – 44 = 26
Annay has 26 marbles left.
Worksheet 3: Shapes, direction and movement

1 2
C P
U R
3
C U B O I D
O E S
4 5
S P H E R E M F
N A
6
E H C
7 8 9
V E R T I C E S E D G E
S Y X
L A
I G
10
P E N T A G O N
D N
E
11
P Y R A M I D
Worksheet 4: Statistical methods and chance

1 Learners’ labels will vary.
For example, across the top: Straight edges Curved edges
Down the side: 2D shapes 3D shapes
2 Learners’ shape will vary. Under ‘Regular polygon’, learners should have added a 2D shape of which
all sides are the same length, for example: triangle, square, pentagon, hexagon, octagon, and so on.
Under ‘Quadrilateral’, learners should have added any 2D shape with four straight sides.
3 a Learners saw the most of the fox (24).
b Learners saw the least of the owl (7).
c Learners saw 24 foxes – 7 owls = 14 more foxes.
Worksheet 5: Multiplication and division

1 a Add the km twice, double the number or multiply times 2.
b Name Km to school Total journey
David 3×2 6
Annay 18 × 2 36
Maris 27 × 2 54
Viti 6×2 12
Zara 9×2 18
Sanchia 12 × 2 24
Jack 21 × 2 42
c Total journey each week: multiply times 5.
Name Km to school Total journey each week
David 3 6 × 5 = 30
Annay 18 36 × 5 = 180
Maris 27 54 × 5 = 270
Viti 6 12 × 5 = 60
Zara 9 18 × 5 = 90
Sanchia 12 24 × 5 = 120
Jack 21 42 × 5 = 210
2 a Maris travels the furthest to school (27 km).
b David stays closest to school (3 km).
c Maris (27 km) stays further away from school than Jack (21 km).
d Viti (6 km) and David (3 km) stay closer to school than Zara (9 km).
3 a Learners’ answers will vary. For example: David could walk to school but it would take him about
45 minutes to an hour or more.
b Learners’ answers will vary, For example: All the other children would have to use taxi or a bus to get
to school.
c Maris’s journey (27 km) is triple the distance of Zara’s journey (9 km).
d Annay (36 km), Maris (54 km) and Zara’s (18 km) total journey is a multiple of 9.
4 Learners’ answers will vary here. Discuss the answers as a class. For example: Some children in the class
may say that the children live in a big city – they could be coming from the suburbs to get to school.
Worksheet 6: Time and measurement

1 a 20 to 6 or 5:40 b 20 past 9 or 9:20
2 a 5:15 b 7:30
c 5:45 d 1:45
Worksheet 7: Patterns, place value and rounding

1 Upper secondary age
2 Primary age
3 Sub-Saharan Africa and Southern Asia
4 Primary: 20 Lower secondary: 40 Upper secondary: 60
5 Learners’ answers will vary. Discuss this as a class. For example: They will not easily get a job. They will
not easily be able to study further.
6 Learners’ answers will vary. Discuss this as a class.
7 Learners’ answers will vary. Discuss this as a class. For example: The better the education, the more
chance that the person will get a good job and be able to earn money and contribute to society.
Worksheet 8: Fractions
1 a Check learners’ pictures. True
b Check learners’ pictures. True
c Check learners’ pictures. False
6 3
2 a 10 + 10 Check learners’ pictures.
2 1
b 3
+3 Check learners’ pictures.
4 2
c 5
–5 Check learners’ pictures.
1 3
d 2
<4 Check learners’ pictures.
Stage
Online resources – Answers
3
Note that most worksheets do not require answers, as learners are required to draw or play a game.
Discuss learners’ drawings and any questions about properties, similarities and differences.

Unit 3: Shapes and angles

Worksheet 4: Vertices
most vertices to fewest vertices: C, A, D, B, E

Worksheet 5: Shape properties

Learners should have coloured in the shapes, as follows:
1=f 2=e 3=a 4=b 5=c 6=d

Worksheet 8: Properties match

Contains a right angle: A, B
Quadrilateral: C, D, H
Regular: A, D, F, G
Symmetrical: A, D, G, H
Odd number of vertices: A, E, F
More than two right angles: B, D, H
All angles the same size: B, D, G, H

Unit 7: Addition and subtraction

Worksheet 14: Calculations with missing numbers
1 30 + 60 = 90 2 45 + 55 = 100
+ – + +
100 – 20 = 80 45 + 25 = 70
= = = =
130 40 90 80
Worksheet 15: Find the missing digits

1 277 – 42 = 235
2 461 + 38 = 499
3 398 – 42 = 356
4 506 + 52 = 558
5 484 – 47 = 437
6 284 + 73 = 357

Unit 9: Multiplication and division

Worksheet 17: Division facts
1 20 ÷ 4 = 5 groups
2 16 ÷ 4 = 4 groups
3 24 ÷ 3 = 8 groups
4 20 ÷ 2 = 10 groups
5 35 ÷ 5 = 7 groups

Unit 15: Time and measurement

Worksheet 20: Area
A 8 squares
B 12 squares
C 15 squares
D 30 squares
E 5 squares
F 12 squares

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Unit 1 Numbers to 1000 – Answers

Pages 10–11: Practise

b 105 115 125

Page 12: Quiz

2 a 0 100 200 300 400 500 600 700 800 900

c 905 805 705 605 505 405 305 205 105 5

Workbook answers pages 4–5:

Workbook answers pages 5–6:

200 500 700 900

210 240 260 280

2 Check that learners have completed the counting patterns correctly.

d 955 855 755 655 555 455 355 255 155 55

3 Check that learners have inserted the correct numbers.

Page 16: Practise

Page 18: Practise

Page 18: Try this

Page 20: Practise

Page 22: Practise

Page 23: Quiz

Workbook answers page 8:

Workbook answers pages 8–9:

Workbook answers page 9:

300 500 500 400 300 700

100 200 300 400 100 300 100 200 500

Workbook answers pages 10–11:

Workbook answers pages 11–12:

Workbook answers pages 11–12: (continued)

b Learners choose to use one of the methods to find that 98 – 34 = 64

Pages 27–28: Practise

Pages 30–31: Practise

Quadrilateral All sides of equal length

3 Check that learners have identified the shapes correctly.

Pages 33–34: Practise

Page 35: Quiz

Workbook answers page 14:

Workbook answers pages 15–16:

Workbook answers pages 16–17:

square rhombus triangle

pentagon rectangle hexagon

Workbook answers page 18:

2 Shape Shape name Regular or irregular? How do you know?

This shape is regular because

This shape is irregular because

This shape is irregular because

This shape is regular because

Page 39: Practise

Page 41: Practise

Page 42: Quiz

Workbook answers page 20:

Venn diagrams and Carroll diagrams

Workbook answers page 21:

Workbook answers page 21: (continued)

Yellow Blue Red Green Pink Purple

Key: represents 2 learners

2 Check that learners have answered the questions correctly.

Workbook answers page 22:

Page 46: Practise