© 2004, 2007 Marshall Cavendish international (Singapore) Private Limited © 2014, 2016 Marshall Cavendish Education Pte Lid Published by Marshal Cavendish Education Times Cente, 1 New Industial Road, Singapore 36196 Customer Service Hotline: (65) 6213 9444 malt tmesales@mceducation.com Website: wwwwmeeducation com Fist published 2004 second edition 2007 Tid edition 2016 Alright reserved. No part ofthis publication may be reproduced, stored in a retrieval system ‘or transmitted in any frm ox by any means, electronic, mechanical, photocopying, recording or otherwise without the prior pesssion of the copyright owner. Any requests for permission should be addressed tothe Publisher. Marshall Cavendish is a registered trademark of Times Publishing Li ted, ‘my als Ae Here! Maths Pupis Book 4a (3d Edition) 15BN 978-981-01-9897-8 Printed in SingaporeMY”. Pupil’s Book ePALSY “ARE HERE! Maths 4APreface My Pals Are Here! Maths (3rd Edition) is a comprehensive, task-based and learner-centred programme designed to provide pupils with a solid foundation in mathematics and opportunities to become efficient problem solvers. My Pals Are Here! Maths (3rd Edition) continues to make learning mathematics fun and rewarding through the use of engaging illustrations, photographs, hands-on activities and interactives that help reinforce and consolidate learning for pupils of different abilities. il: Challenge yourself to solve For the Pupil: nonoulne questons by ‘applying relevant heuristics cand thinking skils in Put on Your Thinking Cap! Try practising new aL concepts leamt with help from your teacher in Sse eter Guided Practice! 8 trccmarc OS Sianeome evn Owe oe om Share your thoughts with your teachers, create £ your own mathematics ‘questions and become ‘aware of your own mathematical thinking in ‘Maths Sharing! 0 perenne new! © termenciemecerod nena ‘Master concepts learnt Greiner through engaging and ieee ay interactive applets in App-tiity!! —<—_$__«_ ==For the Teacher: New! New! Use scenarios pupils can Introduce concepts through relate to in the chapter context-based tasks in openers to capture their Before you learn. At the end interest, provide on of each task, a question is posed ‘engaging introduction to to develop pupils’ creative and the topics and jump-start critical thinking skills. leaming. Carry out Hands-on Activity to promote active and collaborative learning, Where possible, pupils will Byte reeenasonats sone complete station-based ‘activites in rotating groups toe, to best utilise class time. (Ets dew — om Ste 8 elaine new! Assess understanding when pupils apply ‘concepts learnt in Review.CONTENTS Oo Lesson 1 Numbers to 100 000 7 Lesson 2 Comparing and Ordering Numbers 12 Lesson 3 Number Patterns 19 Lesson 4 Rounding and Estimation 23 Lesson 1 Factors 37 Lesson 2 Multiples 42 Lesson 1 Multiplying by a 1-Digit Number 49 Lesson 2 Multiplying by a 2-Digit Number 55 Lesson 3 Dividing by a 1-Digit Number 63Lesson 1 Solving Word Problems 8 Lesson 1 Understanding and Measuring Angles Lesson 2 Drawing Angles to 180° Lesson 3 Turns and 8-Point Compass Lesson 1 Properties of Squares and Rectangles Lesson 2 Drawing Squares and Rectangles Lesson 1 Symmetric Figures and Lines of Symmetry Lesson 2 Making Symmetric Figures and Patterns 75 101 105 n2 16"yl IEA) World) Cup Finals Venue Country | Year Stadium Seating Capacity | 2014 Brozil ‘Maracona 71159 2010 South Africa Soccer City 94736 | 2008 Germany Olympiastadion 74475 | 2002 Koreaand Japan _ Nissan Stadium 72327 1998 France Stodede france 81.338 ooo . ‘. A Singapore National A a attended the match last How can you estimate the seating capacity of the Singapore National Stadium? @® Numbers to 100 000 @) Comparing and Ordering Numbers (©) Number Patterns ‘® Rounding and EstimationBsa ( 1) Numbers to 100 000 —— Reading and writing 5-digit numbers ore you learn... © There are 83 245 books in a library. Use @ © @ O@ to count aloud and show the number of books in the library. m Count in thousands @ (9900000000/906 10 thousands = 1 ten thousand Count on: 1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000, 10 000 Count in ten thousands @(eooooooeoo|+e 10 ten thousands = 1 hundred thousand Count on: 10 000, 20 000, 30 000, 40 000, 50 000, 60 000, 70 000, 80 000, 90 000, 100 000 Count using @OQO@ e © gg AECL. fifteen thousand, three hundred and forty-twoIdentify the place value and value of each digit in a 5-digit number 6 g °o S 5 48 aC) MUTT Sole a ec} BUatel i [alo y stands for standsfor standsfor — standsfor _stands for 3 ten 1thousand 2 hundreds 9 tens 8 ones thousands 1000 200 90 8 30 000 30000 The digit 3 is in the ten thousands place. The value of the digit 3 is 30 000. The digit 1 is in the thousands place. The value of the digit 1 is 1000. The digit 2 is in the hundreds place. The value of the digit 2 is 200. The digit 9 is in the tens place. The value of the digit 9 is 90. The digit 8 is in the ones place. The value of the digit 8 is 8. 31298 = 30 000 + 1000 + 200+ 90 +8 = (3 x 10 000) + (1 x 1000) + (2 x 100) + (9 x 10) + (8 x 1) i) Chapter Numbers to 100 000‘) Lael eeu. ity Station 1 show numbers. Work in pairs. @ Use eSeo0@ to show these numbers to your partner. Your partner writes each number in numerals and in words. © 30458 © 37106 @ 53472 © 64931 O 15643 @ 31324 Example | (TATA TO i lz[s[3[ala) | [meee SSSR AS eo Write the value of the digit 3 in each of the numbers. Station 2 say the vaives @ Show a 5-digit number using TD Then, say the value of each digit. Example (The digit 5 stands for 50 000. ) _ The digit 1 stands for 1000, | e = The digit 2 stands for 200, | The digit 3 stands for 30, __ The digit 4 stands for 4. @ Repeat @ with these numbers. © 34572 © 16087 © 26130 © 90245 lesion nembesto 100000 NSE)@ Write in numerals and in words. 8 3 8 Numerals: (7) : ; g Words: (TD) e@ Write in figures and in words. & 8 8 Figures: GD Words: ES e Write in figures. © ten thousand, seven hundred and thirty-two Ge © fifty-two thousand and one hundred GE © eighty thousand, four hundred and one Ge © write in words. © 4708p © 5G @ 0G

is in the ten thousands place. In 63 971, the value of the digit 6 is( In 56 301, the value of the digit 3 is(~ In 70 569, the digit 7 stands for (>. In 81 465, the digit 1 stands for( S08e0c00 (© what does the digit § stand for in each number? © 27050) © 807 © 52780 > @ What is the value of each digit in each number? © 19477? © 5808 (7 © What are the missing numbers? © 76 424 =7 ten thousands + 6 thousands + hundreds + 2 tens + 4 ones Tten thousand + thousands + 2 hundreds + 9 tens + 4 ones = 18294 50 328 = 50 000 + 300 + +8 { + 7000 + 90 +3 = 47093 37 645 = 37000 + + 801 = 69 801 co) e000Comparing and Ordering Numbers co @ compare 1980 and 2030. oO 8 1980 2030 8 Bieler Ones 2 8 0 2 0 3 0 pare the thousands. 2 thousands is greater than | thousand. Eo 2 i ae ‘ - - — ee 1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050 So, 2030 is greater than 1980. Se CChopter1 Numbers to 100 000Qe Arrange 9765, 9248 and 9257 from smallest to greatest. Hundreds Tens fol 9765 9 6 a 9248 9 2 (4\ 8 9257| \9 2 5 7 Compare the thousani The digits are the same. G compare the hundreds. 7 hundreds is greater than 2 hundreds. So, 9765 is the greatest. a “© Compare the tens 4 tens is smaller than 5 tens. 9248 is smaller than 9257. So, 9248 is the smallest. From smallest to greatest, the numbers are 9248, 9257, 9765. Lesson 2 Comparing and Ordering Numbers eZComparing and ordering 5-digit numbers ore you learn ... © 9849 apples and 10 062 oranges were sold in a week at a supermarket. Use e8eo8e to explain if more apples or oranges were sold. n ‘Compare 5-digit numbers @ whichis greater, 93 085 or 76 1047 + ee Rote oa sccm (\ 3 0 8 5 Ww 6 1 0 4 Compare the ten thousands. So, 93 085 is greater than 76 104. < Chapter Numbers to 100.000 9 ten thousands is greater than 7 ten thousands.@ Which is smaller, 37 000 or 37 460? How much less? st uc = o nae Thousands Hundreds a fol /(3\ (A (0\ 0 0 3, 7 4 6 9 The ten thousands and Compare the hundreds. thousands are the same. 0 hundreds is smaller than 4 hundreds. ey 37000 37 460 37000 37100 37200 37300 37400 37500 So, 37 000 is smaller than 37 460. 37 000 is 460 less than 37 460. Order 5-digit numbers © Arrange 62 357, 29 638 and 28 986 from greatest to smallest. aise ys eles) O 6 iz 3 2) Zz iz 9 6 3 8 ss x “© Compare the ten thousands. || ‘G§ — Compare the thousands. 6 ten thousands is greater 8 thousands is smaller than than 2 ten thousands. 9 thousands. So, 62 357 is the greatest. So, 28 986 is the smallest. From greatest to smallest, the numbers are 62 357, 29 638, 28 986. Lesson 2. Comparing and Ordering Numbers 54@© Arrange 68 724, 40 642 and 41 246 in decreasing order. Ten re BUT ee Ure co) ary Ne, @ Compare the ten thousands. 6 Compare the thousands. 6 ten thousands is greater 0 thousands is smaller than 4 ten thousands. than 1 thousand. So, 68 724 is the greatest. So, 40 642 is the smallest. In decreasing order, the numbers are 68 724, 41 246, 40 642. © Arrange 87 613, 72 359 and 72 935 in increasing order. Ten re (7 (2\ BUTS are cor) @ Compare the ten Compare the 4 Compare the thousands. thousands. hundreds. 8 ten thousands The digits are 3 hundreds is is greater than the same. smaller than 7 ten thousands. 9 hundreds. So, 87 613 is the So, 72 359 is greatest. the smallest. In increasing order, the numbers are 72 359, 72 935, 87 613. R is ‘Chapter 1 Numbers to 100 000Work in pairs. Station 1 compare numbers. @ Show 42 900 and 43 200 using eo @C@to your partner. Example 42900 43 200 @ Your partner fills up a number line to compare the numbers and says which number is greater or smaller. Example 42.900 43 200 42800 42900 43000 4310043200 43.300 42 900 is smaller than 43 200. 43 200 is greater than 42 900. 6 Switch roles. Repeat @ and @ with these numbers. © 47500 and 47 900 © 56130 and 56 480 © 69800 and 70 200 © 89750 and 90 360 tesson'2; Comparing dnd ordering Misnbars EpStation 2 compare and order numbers. @ Show these three numbers using DQ. © 50627 © 50716 © 50267 @ Describe the numbers using greater than, smaller than, greatest, smallest or the same as. e Arrange the numbers in decreasing order. oe Repeat @ to @ with these numbers. © 760010, 70 685, 74608 @ 14325, 13 945, 14 852 CCTs) @ Which is greater? © 908470699486 © 64515 0r65500(. @ Which is smaller? © 421000r41002( © w935orie98( © which is greater? How much more? 31.256 or 31000( © which number is the greatest? 54 204 53 420 54412 53 432 e Which number is the smallest? 40 123 41032 41302 40 213 © Arrange the following numbers in increasing order. © 56, 73842, 30512( ) © 41325, 31425, 51324, 143250) @ 27084, 20784, 27840, 20874( @ What is the smallest 5-digit odd number that can be formed using 9, 2, 0, 4 and 7? ee EW) cece Numbers to 100 000@ peices Cun CED oe Complete the number patterns. +10 +10 +10 +10 +10 +10 +10 SAA NaS een ae A cae RN © 1700, 1710, 1720, 1730, 7? , 1750, ? , 1770 i i _— What is 10 more 1760 — than 1750? What is 10 more _ than 1730? 1780. 100 -100 —100 -100 -100 -100 —100 Sa Mane Rane Nak ea ee © 3445, 3345, 3245, 3145, 7 , 2945, 7 , 2745 t What is 100 less __ __ Whats 100 less than 31457 oon 2845 — than 29.45? +1000 + 1000 + 1000 + 1000 + 1000 + 1000 + 1000 Alpe a eae ean eek me © 796, 1796, 2796, ? , 4796, 5796, ? , 7796 t What is 1000 3796 6796 — i What is 1000 more than 2796? more than 5796? Lesson 3. Number Patterns ‘E>Finding missing numbers in a number pattern sore you learn ... © Look at the number pattern. 27 427, 28 427, 29 427, 30 427, ?, ? Explain how to find the next two numbers. garn 3 @ whatis 10 more than 211217 8 @ ° .§ @ 10 more than 21 121 is 21131. e What is 10 less than 21 121? 10 less than 21 121is 21111. e Complete the number pattern. +10 +10 +10 +10 +10 +10 +10 oe ss a. 34 657, 34 667, 34 677, 34 687, he ,34707, 2? , 34727 t Whatis 10 more __ _— What is 10 more than 34 687? seg) 34717 — than 34 707? 0 Complete the number pattern. =100 -100 -100 -100 -100 -100 -100 ~-100 DO Ne 57 523, 57 423, 57 323, 57 223, iz 57 023, t 56 823, 56 723 What is 100 less __ _— What is 100 less than 57 2237 one 56 923 — than 57 0237 ei / Chapter1 Numbers to 100 000@ Complete the table. Lat RR tig ten hundred i} thousand jelolelo el|o|o 85799 (2) © Find © the smallest number(— © the greatest number Ge that is 1600 when rounded to the nearest hundred. + 1500 1600 1700 @ Find © | the smallest number Ge © the greatest number (a) that is 49 000 when rounded to the nearest thousand. ee 48.000 49000 50.000Estimating sums and differences gore you learn ... © A stationery shop has 812 boxes of paper clips and 489 boxes of staples. Estimate the sum of 812 and 489 and their difference. Discuss your estimates with your classmates. i Estimate sums Estimate the value of 84 + 47. Then, add. 84 80 47=50 80 + 50 = 130 84+ 47 = 130 Do 84 + 47 =131 The answer 131 is close to 130. Therefore, it is reasonable. Add 112 and 93. Estimate to check if your answer is reasonable. 7 ( ) eo oc) Me2= 10 | _ A oS) 93 » 90 100 + 100 = 200 : |" M10 + 90 = 200 112+ 93200 | | 112 +93 = 200 _ Neca Menace M2 + 93 =205 The answer 205 is close to 200. Therefore, it is reasonable. < Chapter1 Numbers to 100 0006 Find the value of 119 + 182. Estimate to check if your answer is reasonable. 119 = 100 5h 119 = 120 ) 182 = 200 sae 182 = 180 | 100 + 200 = 300 120 + 180 = 300 119 + 182 ~ 300 119 + 182 = 300 119 + 182 = 301 The answer 301 is close to 300. Therefore, it is reasonable. Estimate differences oe Subtract 537 from 945. Estimate to check if your answer is reasonable. { 945 « 950 ) | 537 = 540 950 - 540 = 410 945 ~ 537 = 410 945 — 537 = 408 The answer 408 is close to 410. Therefore, it is reasonable. 6 Subtract 426 from 894. Estimate to check if your answer is reasonable. | 894 = 900 C © ©) 894 = 890 426 = 400 y | 426 = 430 _ 900 — 400 = 500 | 890 — 430 = 460 894 — 426 = 500 894 — 426 = 460 894 — 426 = 468 The answer 468 is close to 460 and 500. Therefore, it is reasonable. Lesson 4 Rounding and Estimation ‘epNS @© Find the value of 1825 — 403 - 798. | 1825 = 2000 Yo 403 = 400 f 798 = 1000 | | 2000 ~ 400 - 1000 = 1600 - 1000 600 | 1825 — 403 - 798 = 600 | \ Xu 1825 — 403 — 798 = 1422 — 798 = 624 The answer 624 is close to 600. Therefore, it is reasonable. De es @ Estimate the value of each of the following. Then, find the answers. 53+79- Gp 123 + 254=(—) 3097 + 2865 =() 859-63=(—) 1842 — 436 =(—) 109 + 568-24=(—) 456 +38=(—) 2918 + 104 =) 2 -2-@p 681 — 203 = (7) 9176 - 4208 = () 816 - 123 - 285=( Is there more than one way to estimate? a \ \ @e0000 eceo0ag9 / Chapter Numbers to 100 000——E Chapter 1 Review $F @ Write eighty thousand and five in numerals. ee @ write 99 215 in words.) @ What is the value of each digit? Be In 45 876, the value of the digit 5 i is Gp. In 12 083, the digit 1 stands for Sp. In 67 210, the digit ES stands for 200. In 39 813, the digit) is in the tens place. © 6 90 2090 (7) + 6000 + 300 + 20 + 2 = 86 322 61825 = 6 ten thousands + 1 thousand + (~_) hundreds + 2 tens + 5 ones 97 461 = 97000 + () @ Which is the smaller number? © 19580 10875 @® 56410 65140 ° Chapter 1 Number 10100000 \ Ep lumbers >@ Arrange the following numbers in decreasing order. 81347, 18.437, 71843 ( © © to more than 34 567is TT). © 100 more than 56 877 is @S. @ 1000 less than 20135 is( © 41186 is( less than 41 196. e Complete the number patterns. © 23125, 23135, 23145, 23155, (I). GD © 35728, 35 628, 35528, 35.428, (). () @ 83.040, 82.040, 81040, ), (), 78.040 © Round each number to the nearest ten. oO 7 © 124 e@ © 3095 2 Gi ee a @ Round each number to the nearest hundred. 0 7 © 317 @ 39 © 70951 @ Round each number to the nearest thousand. © 387 © 2316 @ 2589 © 64721 Workbook A: Chapter 1 Review, Pages 19-21 s Journal, page—__ @rut on Your Thinking Cap! @ How many times does the digit 5 appear from 10 000 to 11 000? @ Use the following clues to find the greatest 5-digit number. * Allfive digits are different. © None of the five digits are 1. © The digit in the ten thousands place is greater than 7. © The sum of all five digits is 18. © The greatest digit is equal to the sum of the other four digits. Workbook A: Put on Your Thinking Cap! pages 23-24 Chapter 1. Numbers to 100 000 veCHAPTER | Factors and Multiples There are 24 cookies. How many ways can T arrange them such that ‘they are in equal rows? Any whole number is a CU eae ela OL @ Factors @ MuttplesFinding the factors of a whole number ore you learn ... ® Take 16 Ge. Put the Ge equally into groups. How many different ways can you do it? ail Express a number as a product of its factors @ Express 12 as a product of two factors. Then, list all the factors of 12. 12 is the product of 1 and 12. 12 So, land 12 are factors of 12. 2x6=12 12 is the product of 2 and 6. So, 2 and 6 are also factors of 12. 3x4=12 12 is the product of 3 and 4. So, 3 and 4 are factors of 12. So, 1, 2, 3, 4, 6 and 12 are factors of 12. @ Express 24 as a product of three factors. pene 2x3x4=24 3. 24 is the product of 2, 3 and 4. So, 2, 3 and 4 are factors of 24. Lesson Foctors A 37Use division to find the factors of a number 3) Are 2 and 3 factors of 14? eo i 2 i a is. i = 0 So, 7 is also a factor of 14. 5 14 can be divided exactly by 2. So, 2 is a factor of 14. ® a a 3il4 “There is a remainder. | 12 Ts 4 afactor of 14 14 cannot be divided exactly by 3. So, 3 is not a factor of 14. Work in pairs. @ Take 6 & and arrange them in rows and columns. © Use multiplication equations to list the different ways. © Then, write down all the factors of 6. Example | The factors of 6 | (are 1,2, 3 and 2x3=6 @ Your partner divides 6 by each of its factors in @. What do you notice about the remainders? 6 Switch roles. Repeat @ and @ with these numbers. 10 © 6 @ 27 @ Find all the common factors of these pairs of numbers. ° 32and12 (7) © i2and16 ED © 60and54@~) © 45ond48( > e Which of the following pairs of numbers have 3 as a common factor? (7) © 2and25 © 1and24 @ Stand 63 © 49 and 52 a Simpify fractions, es yrs Find a common factor of 9 and 12. Then, find the simplest form of 3. © What number can be used to divide the numerator and denominator of 3 © _ Discuss with your partner what you notice about the number used in e. f Workbook ! Practice 1, | pages 25-28 Lesson Factors ‘epMultiples Finding the multiples of a whole number sore you learn ... o © Skip count in 2s. Explain how each number is related to 2. earn “Use multiplication tables to find the multiples of a number 1x2=2 2x2=4 3x2=6 4x2=8 2, 4, 6and 8 are the first 4 _— | par aA 2.a factor of all ae of 22 @ whet are the first 8 multiples of 7? Ist multiple. 1x 7 =7 2nd multiple: 2 x 7 = 14 3rd multiple: 3 x 7 = 21 4th multiple: 4 x 7 = 28 Sth multiple: 5 x 7= 35 6th multiple: 42 oe 7th multiple: 49 Can you list the next 8th multiple: 8 x 7= 56 (an multiples of 7? } The first 8 multiples of 7 are 7, 14, 21, 28, 35, 42, 49 and 56. 156. »\ London, How much will the tickets cost altogether? a — eee eS ee oa eS N42 RS wh ‘Multiplying by a 1-Digit Number 2 Multiplying by a 2-Digit Number Dividing by a 1-Digit Number Meerut Rat multiplication or division, Pees un cad Recast eeeeca a@ Multiplying by a 1-Digit Number 4 (Ez) @ Adnan has 2 boxes of cookies. There are 14 cookies in each box. How many cookies are there in the 2 boxes? Multiply 14 by 2 to find out. Step 1 4x 2=28 { 28 is the product » of 14 and 2. JS There are 28 cookies in the 2 boxes. @ Multiply 222 by 7. Step1 Step 2 Step 3 1 1 J2]2fa} | 22 2 x (7 17. iit | : 222 x7 = 1554 Lesson 1 Multiplying by a 1-Digit Number »Multiplying by a 1-digit number sore you learn ... a Lisa has 2350 stamps. Yani has 3 times as many stamps as Lisa. Use @So00e0 to show how to find the total number of stamps Yani has. gern ~Multiply tens, hundreds and thousands by a 1-digit number @ © whatis4 x 2 CED ae 4x2=4ones x2 = Bones =8 © whatis 400 x 27 6289 GS89 400 x2 = 4hundreds x 2 8 hundreds = 800 i Chapter 3. Multiplication and Division of Whole Numbers o What is 40 x 2? 40 x 2=4 tens x 2 8 tens = 80 What is 4000 x 2? 4000 x 2 = 4 thousands x 2 = 8 thousands = 8000Multiply by a 1-digit number without renaming @ Mrs Ye buys 2 airplane tickets. Each airplane ticket costs $1403. How much do the 2 airplane tickets cost altogether? Multiply 1403 by 2 to find out. Step] e Multiply the ones by 2. Jones x 2 = 6 ones 1403 x 2 6 Step 2 © Multiply the tens by 2. Otens x 2 = 0 tens 140 x 06 Step 3 © | mutiply the hundreds by 2. 4 hundreds x 2 = 8 hundreds 1403 x 2 806 = Lesson 1 Muttipving by a 1-Digit Number ve>Step 4 8 Multiply the thousands by 2. thousand x 2 = 2 thousands 1403 x 2 2806 1403 x 2 = (1000 x 2) + (400 x 2) + (3 x 2) 000 + 800 + 6 = 2806 The 2 airplane tickets cost $2806 altogether. Multiply by a 1-digit number with renaming © muttiply 3534 by 3. = Step 1 Se CSS C8 Multiply the ones by 3. 4ones x 3 = 12 ones SSO (CULL GBD Rename. 12 ones = 1 ten 2 ones 1 cee |o0ee0| oo ae x 3 2 er Step 2 O60 | C885) 8 Multiply the tens by 3. 3 tens x 3 = 9 tens eee ecsse) Aad the ens 9 tens + 1 ten = 10 tens eco |socso| Rename 10 tens = 1 hundred 1 3534 x 3 02 & Chapter 3 Multiplication and Division of Whole NumbersStep 3 8 Multiply the hundreds by 3. S hundreds x 3 = 15 hundreds Add the hundreds. 15 hundreds + 1 hundred = 16 hundreds Rename. 16 hundreds = 1 thousand 6 hundreds 114 3(B]3/4] se 3} 1602 Step 4 0 8 Multiply the thousands by 3. 3 thousands x 3 = 9 thousands Add the thousands. si 7 9 thousands + 1 thousand = 10 thousands Rename. 10 thousands = 1 ten thousand 1 rt So © 8 35134 x xJ 10602 3534 = 4000 | 4000 x 3 = 12 000 | 3534 x 3 = 12.000 10 602 is close to 12 000. So, the answer is reasonable. 3534 x 3 = 10 602 Lesson Multiplying by a I-Digit Number wwCece) @ mutiny. © 3x200=() © 5x00-@p © 200x2-@ip © 3000x3=() @ Find the product of 1132 and 3. 1132 The product of 1132 and 3is( © mutipiy 4576 bys. 4576 4576 x © mutipy. © 2w4x2-G@p © s21x3-Gp @ 3568x9=-Gp © 8725x8-@p —> 3x2=6 6x10=60 oe “3x2=6— < a es 60 @© whatisn x 20? 10 at Nx 20 ee =} ee se =O x2 11x 10=110 Tl0 x 2 = 220 = 220 x10 11x 20 oo —, 88 => 88 Nx 2=22 22 x 10 = 220 = 103 x 10 x 2 103 x 10 = 1030 1030 x 2 = 2060 45 Se ©@ ., gS os 8 103 x 20 ed —> = 103 x 2x 10 = 206 x 10 103x2=206 206 x10= 2060 |= 2060 10; oe oS x 20 g si Mo Mr en2 C —»> 103 x 20 = 2060 2060 ‘Multiply by tens and multiples of ten. Work in pairs. @ Use @ © @ O@ to show and explain 3 x 10. @ Your partner uses @ © O~ to show and explain 3 x 20. @© switch roles. Repeat @ and @ with the following, 7 x 10and7 x 30 18 x 10 and 18 x 40 105 x 10 and 105 x 20 80 x 10 and 80 x 20 600 x 10 and 600 x 30 0e000 Lesson 2 Multiplying by o 2-Digit Number ‘ep© 234x0= eS @® muttpiy © 7x30=7x (x10 @ 7x30=() © 700x30=( 7) © 7%x60=() eo 169 x 20= (7) © mutt. °o eoeoe8 39 x10=(pD 75 x10=() 703 x10= (7) 5x20=5x10x2 © 3x2-GQo 47x 50=(O 575 x 70= (7) © Find the product of each pair of numbers. © s00d6G@Q © 53 and 2067) @ 315 and 70 (7) i) Chapter 3. Multiplication and Division of Whole NumbersMultiplying by a 2-digit number oa you | earn ... © Eva bought 15 boxes of cookies. Each box had 24 cookies. Use Cece to show how to find the total number of cookies. m Multiply a 2-digit number by a 2-digit number @ mutipyy 23 by 12. 23 23x12 Cr) Cc aD We can add 23 x 2and ps x iy to find out. 3 oe 23 x 10 = 230 | Co eae a co a co cD O Gs co cD co aD (eo ea0 ||, | eo @aD Step 1 Step2 | Step3 {2320 and 12 «10 20 x 10 = 200 23 23 23 23 x 12 = 200 x12 x12 x12 276 is close to 200. rae jh 46 46 7G 7s x2 Sethe reasonable, 230 23 0+)-23x10 ENO) bin Lesson 2 Multiplying by a 2-Digit Number ‘> | So, 23 x 12 = 276.gorn ~Multiply a 3-digit number by a 2-digit number @© muttipty 359 by 24. 359 x 24 =? We can add 359 x 4 and 359 x 20 to find out. | 359 x 20 = 7180 | 359 x 4 = 1436 ; 359 x 24 = 7180 + 1436 | { = 8616 5 4 ~ Step 1 Step 2 Step 3 359 | 359 31519 x 24 x| 214] |x| 12/4 1436 1436) 143 6 ¢—359x4 7180) 7180 ¢—359x 20 8616 So, 359 x 24 = 8616. ieescso | 24% 20 400 x 20 = 8000 | 359 x 24 = 8000 8616 is close to 8000. So, the answer is reasonabli A / Chapter 3. Multiplication and Division of Whole Numbers.bg) Ty eck ones Work in pairs. @o Rolla gS to make a 4-digit number. @ Your partner rolls the 2. If the number is 0 or 1, he/she rolls the 8S again. © © Estimate the product of the numbers in OQod@. © Muttply the numbers in @ond@. Then, record your answers in a table. Example 1259x7=? i bes Tarte te Rol ty | Cg oe Switch roles. Repeat @ to © three more times. Compare the answers with the estimated values. Are the answers reasonable? Lesson 2. Multiplying by a 2-Digit Number wee Multiply. oO 3 1 x 2 @o j @ 20 8 x C= © Estimate. Then, multiply. © 27x3-@D @ %x8-G@Dp @ wx2-Gp © 51x72-@D No 600890 4) Find the product of each pair of numbers. © W9ond52(7) @ 32and65(7) © 109and 23 (7) © 603 and 76 (7) 6o0eso oe) Chapter 3 Multiplication and Division of Whole Numbers i x ny AN@ Dividing by a 1-Digit Number GED @ What is 96 + 8? Step] a 89 6 96+8=12 @ Find the quotient and remainder when 715 is divided by 7. NS+7=? Step] Step 2 1 7) 1'5 7) 7 5 a 715 + 7 = 102R1 The quotient is 102. The remainder is 1. Lesson 3 Dividing by a I-Digit Number YepDividing by a 1-digit number sore you learn... There were 1250 art pieces submitted for an art competition. Each participant submitted 2 art pieces. Use @® © © to show how to find the number of participants. a 4-digit number without remainder oe 7 friends paid $1547 for a trip. Each friend paid an equal amount. How much did each friend pay for the trip? Divide 1547 by 7 to find out. 1547 +7=? Rename. 1 thousand = 10 hundreds Add the hundreds. 10 hundreds + S hundreds = 15 hundreds Step 1 Divide the hundreds by 7. 15 hundreds + 7 = 2 hundreds in each group with remainder Thundred 2 715) 4/7 14 1 <) Chapter 3 Multiplication and Division of Whole NumbersRename. Thundred = 10 tens Add the tens. 10 tens + 4 tens Step 2 Divide the tens by 7. 14tens +7 = 2 tens in each group Step 3 Divide the ones by 7. Tones +7 = Tone in each group 2/20) Lt _& $1547 + 7 = $221 Each friend paid $221 for the trip. Lesson 3. Dividing by o 1-Digit Number NeLet’s recap! Step1 Step 2 Step 3 2 2|2 2\2\1 71547/7)1547 71547 14 14 14 1 14 74 14 14 Zs ue 0 | 700, 1400, 2100, ... ) | Is there another way | 1547 ~ 1400 O to divide? 1400 + 7 = 200 2 1547 + 7 = 200 | | 221 is close to 200. | | So, the answer is reasonable. +4 Whole Numbers: 4 Word Problems as $620 Sas $599 T have $10 000, I want to buy aTV set, arefrigerator and a laptop. Will I have enough money to buy a washing machine, too?Solving Word Problems Solving word problems sore you learn... © There were 1175 pupils at a school carnival. There were 75 more girls than boys. How many girls were there? Explain how to solve it. x) At a computer store, a printer was sold at $490. Atan electronics store, the same printer was sold at $435. © How much cheaper was the printer sold at the electronics store than at the computer store? © Amanager bought 6 printers from the electronics store. How much did he save? oO $490 te cocoiesoe I | ee $435 cd $490 — $435 = $55 The printer sold at the electronics store was $55 cheaper than at ‘the computer store. © 6x$55=$330 He saved $330. Lesson 1 Solving Word Problems eBgam + Mr Gan and Mr Fong had $4536 altogether. Mr Gan’s share was twice as much as Mr Fong's. © How much was Mr Gan’s share? © mGan spent $500 on a television. How much did he have left? Step 1 What have I gathered from the problem? (How much did Mr Gan and (7) O | Me Fong have altogether? Who had more? Step 2 How doI solve it? Ican draw a model. Step 3 What do I need to find? Ineed to find Mr Gan’s share. Then, I need to find how much Mr Gan had left. © nom (a, | ° $4536 $3024 — $500 = $2524 Mr Gan had $2524 left. Mr Gan’s share was $3024. Step 4 How can I check my answer? Ican use estimation to check if my answers are reasonable. GI / Chapter 4 Whole Numbers: Word ProblemsThe bookcase had three shelves. e There were 406 books in a bookcase altogether. The middle shelf had 100 more books than the top shelf. The bottom shelf had 4 times as many books as the top shelf. © How many books were there on the top shelf? © How many books were there on the bottom shelf? °o ? 100 ——_, Top shelf Poy : Middle shetf eee 406 — 100 = 306 6 units = 306 unit = 306 + 6 =51 There were 51 books on the top shelf. oO 31 4 units = 4 x 51 = 204 vu | Use the four-step problem-solving method to help you. Then, work backwards to check if your answer is reasonable. You can use estimation to help you. | ooeees There were 204 books on the bottom shelf.e An aeroplane made 5 trips. It travelled 2085 km each on 2 of the trips. On the other trips, it travelled 1640 km each. What was the total distance travelled by the aeroplane? 2085 km 2085 x 2 = 4170 The aeroplane travelled 4170 km on 2 of the trips. 1640 km —— eel 1640 x 3 = 4920 The aeroplane travelled 4920 km on the other trips. 4170 km. 4920 km oo 4170 + 4920 = 9090 The aeroplane travelled a total distance of 9090 km. GI ! chapter 4 Whole Numbers: Word Problems@ Serene had 1750 stamps. Ethan had 480 fewer stamps than Serene. Serene gave some stamps to Ethan. In the end, Ethan had 3 times as many stamps as Serene. How many stamps did Serene have in the end? 1750 fon Find the number of ie Serene |e erent | stamps Ethan had at first. ———— i SSeS ? 480 1750 — 480 = 1270 Ethan had 1270 stamps at first. 1750 spite ie tienen ae | Next, find the total | ee a 2 and Ethan had at first. ———————— 1270 1750 + 1270 = 3020 Serene and Ethan had a total of 3020 stamps at first. is | Lastly, divide the total | number of stamps they 3020 had at first by 4 This will give the number of stamps Serene had in the end. Serene had 755 stamps in the end.(A) Hands-on Activity eae eS Create word problems. Work in groups. @ complete the stories. © Marie paid a total of $284 for 3 sweaters and 5 jackets. Each sweater cost qa more than each jacket. Each jacket cost sa. © A ftuiterer bought (eS) baskets of lemons. Each basket contained 256 lemons. He packed the lemons into bags of 4. He sold each bag at $7. He received i] altogether. @© There were & canned fruits in a factory. 5725 were canned pineapples. The rest were canned peaches and canned pears. There were 2186 more canned peaches than canned pears. There were Sp canned pears in the factory. @ Write a word problem with the words and numbers given in the box. 100 rds 5 trees ATS twice stamps 12 3200 fewer 23 600 more Example Fiona, Gopi and Hani shared 100 stamps. Fiona received 12 more stamps than Gopi. Hani received twice as many stamps as Fiona. How many stamps did Fiona receive? 6 Ask your classmates to solve the word problem and explain how they check their answers. < Chapter 4 Whole Numbers: Word Problems@ Mrs Tan had $3756 to spend on furniture. She bought a sofa set for $1195 and 6 chairs at $128 each. © How much did she spend altogether? © How much money did she have left? oO $128 GDO:2 GB The 6 chairs cost SGD. $195 ‘ED ? ‘6: Ge She spent sp altogether. © 2 $1963 $3756 ‘2 O:@ - She had $(—) left.@ Gilbert had 1240 beads and Raj had 4730 beads. Raj gave some beads to Gilbert. In the end, Gilbert had twice as many beads as Raj. © How many beads did Raj have in the end? © How many beads did Raj give Gilbert? oO 1240 et iber [| | ¢ 4730 Raj gave Gilbert (> beads.

|@ Here is how to draw an angle of 163° using the outer scale of a protractor. 4 w Draw a straight line and label it DE. eee Place the centre mark of the protractor at point E. Check that line DE is on the base line. D — E Find the 163° mark on the outer scale of the protractor. Mark it with a dot and label it point F. E Remove the protractor and join point F to point E. Then, mark the angle 163°. - 163° — + E So, ZDEF = 163°. I) crete Angles2) LaleliteFeeiesci cis Draw once. @ Use a ruler and a protractor to draw an angle of 50°. eo Repeat with the following angles. © 35° © %0 @ 140° Compare your drawings with your classmates. What do you notice? coir) = Use a ruler and a protractor to draw the following angles. © 45° © v0 © 130° © 154 Lesson 2 Drawing Angles to 160° Ww,@ Turns and 8-Point Compass Ses Turn and 8-point compass ore you learn ... & Look at the clock. 12 noon 3pm What fraction of the clock did the hour hand turn from 12 noon to 3 p.m.? an A quarter turn is equal to Tright angle. A half turn is equal to 2 right angles. A Ftum is 90° or 1 right angle. A }-tum is 180° or 2 right angles. “ Sy A three-quarter turn is equal to Acomplete tum is equal to 4 right angles. 3 right angles. A Fetum is 270° A complete turn is 360° or 4 right angles. or 3 right angles. ge) Chapter 5 Angles@ hiss an &-point compass. north north- IN} north-east west (NW) (NE) west east w (e) south-west south-east (sw) south (SE) 3) Dustin is standing at A facing Muthu is standing at B facing west (W). north (N), He makes a }-tur a makes eee lo face south-ea: GREED 10 face cost) He has tured through 135° He has turned through 90°. nwo ong nw oN one w E w E sw SE sw SE s s | A clockwise turn is in An anti-clockwise turn is the same directionas | | in the opposite direction | to the movement of the | hands of a clock | the movement of the | | hands of a clock. Lesson 3 Tums and 8-Point Compass \Hands-on Activity no Work in pairs. @ Use a tape to make an 8-point compass on your classroom floor as shown. @ Your partner stands at A and faces north. Then, he/she turns clockwise to face south-west. Ask your partner what angle he/she has turned through. oe Switch roles and repeat @ and @ with the following © Face north. Turn anti-clockwise to face south-east. © _ Face east. Turn clockwise to face north-east. @ 2 right angles is equal to ce’ @ 4 right angles is equal to ee complete turn. e 270° is equal to a (pun. © 93° is between a Fun anda (urn. > i 1 (© 200° is between a 5-tun and a (turn.@ Jane is standing at A facing north. Look at the diagram and answer the questions. main horse- entrance aviary riding zone zone N sea omphibian world zone cafe ‘aviary show elephant zone The main entrance of the zoo is ae of Jane. The (e3) is north-west of Jane. Jane faces north-east. She makes a @p-un clockwise to face the cafe. Jone faces south-west. She turns anti-clockwise through an angle of GRD. She ends up facing the elephant zone. e@ 000 ——& Chopter 5 Review. @ Name the angles in the following triangle. A & cO fb © --@B 0 »-@R © «-@D@ Name the angle that is equal to D o s-@@D © w-@D : x @ Use a protractor to measure the angles in the following figure. R o «-@@ d © --@@ oO -@ : . © 1-@ © draw the following angles. oO 0 © 178 e Eden is standing at A facing north. Look at the diagram and answer the questions. restaurant : toilet main entrance N ren car park = pond orchid garden © Thecarparkis GP of Eden. ® Eden faces north. She turns 225° anti-clockwise. She ends up facing the € { Workbook ‘ i Chapter 5 Review, pages 93-9 : | Maths Journal, page 97 : e gw’ Chapter 5 Angles—__ Gut on Your Thinking Cap! @ Look at the grid and answer the following question. a j Istep ||! u tet taealent lo Fees a Ali was at a certain position. He walked as described and ended up at position x. 2 steps to the north, then 2 steps to the west, then 2 steps to the south, then 1 step to the east, then 1 step to the south, and then 3 steps to the west. What was his starting position? @ An acute angle is smaller than 90°. 2 PGR is an acute angle. How many acute angles are there altogether in the following figure? Pp Q Rg How many right angles does the hour hand of a clock move from 8 a.m. today to 2 a.m. tomorrow? ! Put on Your Thinking hh | page 98raid (J), Squares and Rectangles Seer’ [Wet shapes do you see in the | picture? Describe the shapes. oo a Cetra isch @ Properties of Squares and Cee cekin tn Rectangles Bee aoe @ Drawing Squares and Rectanglesla ( 1 ) Properties of Squares and Rectangles CUZ Identifying properties of squares and rectangles ‘ore you learn ... How is a square different from a rectangle? earn “squares and rectangles are 4-sided figures. These are the properties of squares and rectangles. All sides are equal. Opposite sides are parallel. _ All angles are right angles. : = : amp | | | al ls \ | i L_| Opposite sides are equal. Opposite sides are parallel. All angles are right angles. P a P Q -_ a | L di s| T | $ R Peay L r ae eeereeeeereeesy pre ee In square ABCD, { Isa square AB = 2 cmand AB = BC = CD = AD = 2cm, | arectangle? | In rectangle PQRS,PQ=3cm | | and PQ = SR = 3m. | (PS = 2emand PS QR=2em. } Lesson 1 Properties of Squores and Rectangles ‘a>Rotate and observe sh ios volves Work in pairs. oO Rotate square PQRS through four jtums in the clockwise direction. Explain to your partner how the orientation of the square changes as it rotates 90°, 180°, 270° and 360° in a clockwise direction. @© switch roles and repeat @ in the anti-clockwise direction. 6 Repeat @ and @ with a rectangular piece of paper. Describe what you observe. CTE arate) @ Find the lengths of the unknown sides of the square and rectangle. ° F ® 15cm G 13cm! H a & =G@_a aR = (cm HH =@ipan sk = @«m HG = (am R02 J Chapter 6 Squares and Rectangles@ Study the figures drawn on the square grid. Complete the table to show the properties each figure has. Figure ere sy It has four sides. v v v Allof its sides are equal. | Its opposite sides are equal. | Ithas exactly one pair of parallel sides. | It has exactly two pairs of parallel sides. _ All of its angles are right angles. Figure is a rectangle but not a square. Figure Gp is not a square and not a rectangle. Figure € is both a square and a rectangle. c ond rectangles. none ‘ompare squares 9h Gt) @ Describe a rectangle and a square using these words: perpendicular, parallel and angles. @ List the similarities between a square and a rectangle. e Discuss how a square is related to a rectangle. Lesson 1 Properties of Squares and Rectangles wwFinding unknown angles ore you learn... © Fold a square piece of paper into half to form a triangle. What is the angle between the folded edge and one of the sides of the paper? garn “Find Za. ts ‘A square or a rectangle 30° 4a=90°-3 has 4 right angles. a = 60° L Find the unknown marked angles in the following squares and rectangles. The following figures are not drawn to scale, tT 45°) La @f ss oe (a SS ‘ jorkboo! Practice 1, ges 99-102Drawing Squares and Rectangles Drawing squares and rectangles ore you learn ... 3 Show how you would use a ruler, protractor and set-square to check for perpendicular lines in a square and a rectangle. garn o@ Draw a square ABCD of side 4 cm. c 6 Using a ruler, draw AB = 4cm. | 4 cm A 4cm B Using a set-square, draw lines at Aand B perpendicular to AB. Lesson 2 Drawing Squares and Rectangles Naty,Using a ruler, join points C and D to form a square ABCD. Mark the right angles and equal sides as shown. fvarcnie caan ) You can use a protractor | to help you check for right [angles at all four corners. | 4cm \ D e A 4am 8B @ Draw a rectangle of length 7 cm and breadth 2 cm as shown. B zm = Describe the | steps to draw 2cm the rectangle. ~~ Q R Draw squares and rectangles. Work in pairs. Station 1 o Look at these squares and rectangles. Draw squares and rectangles of different orientations on a square grid. Then, explain to your partner how you draw them. —— 5 aeStation 2 oe Sketch the following figures: © asquare EFGH of side 8 cm © rectangle STUV in which ST = 9 cm and TU = 6 cm e Your partner uses a ruler, set-square and protractor to draw the figures in o@. 6 Check that your partner has drawn the figures correctly. Using a ruler, protractor and set-square, draw each of the following figures with the given measurements. oe A D 0 E H 6cm 9m Bev ecm F acm & a © Trace line PAon.al-cm © Trace line Wx and XY on a I-cm square grid paper. Then, square grid paper. Then, draw draw a square PGRS. a rectangle WXYZ. lcm Tem — _— ae = real : s rem] | Pt aal r | a 4 | — |_| | ¥ teson 2 oruing Sane ond ecenaes \ WDe Trace line AB on a 1-cm square grid paper. Then, use line AB to draw a square ABCD. —— Chapter 6 Review @ Identify the squares and rectangles. es Tcm @ Find the lengths of the unknown sides of the square ABCD. oD Sm is 8 oc ee) Chapter 6 Squares and Rectangles b 2 oe | Workbook Practice 2, pages 103-104 fo rs A= Ga Bc = (jeme Find the lengths of the unknown sides of the rectangle. 12m m: Key *H k=@pn e © Trace line AB on a1-cm © Trace lines PQ and GR on square grid paper. Then, a 1-cm square grid paper. draw a square ABCD. Then, draw a rectangle PQRS. Tem — oa ] Tem ac 5 AN | zl y = ; Using a ruler, protractor and set-square, draw each of the following figures with the given measurements: © asquare PORS of side 6 cm © rectangle WXYZ in which WX = 5 cm and XY = 4cm Ce Find the unknown angles in each rectangle and square. oe Re de oe ! Workbook | Chapter 6 Review, pages 105-108 oO i | Mais Jour, page 10:—__ rut on Your Thinking Cap!. @ Remove 8 sticks to leave 2 squares behind Sandra has some squares of side 1 cm and rectangles of sides 3 cm by 1 cm like these: lcm scm lem Tem © Help Sandra make a big square of side 3 crn using the given squares and rectangles. How many such squares and rectangles did you use? © Help Sandra make a big rectangle of length 4 cm and breadth 3 cm using the above squares and rectangles. How many such squares and rectangles did you use? * Workbook ‘ Put on Your Thinking Cap! | page 110 Chapter 6 Squares and Rectangles osymmetric creatures in this touch pool. What does “symmetric” mean? When a symmetric figure COR Cote Re Colle UT Le symmetry, the two parts freee Symmetric Figures and Lines of symmetry Making Symmetric Figures and PatternsNN) U1 ena (e ice) Lines of Symmetry Identifying symmetric figures and lines of symmetry pore you learn ... 2 Fold a square piece of paper into half. What do you notice about the two halves? a Identify symmetric figures e Fold the following figures along the dotted line. The figures above are symmetric figures. The two parts in each figure fit onto each other exactly. e The following are not symmetric figures. PazIdentify lines of symmetry 6 Fold the rectangle along the dotted line as shown. The two halves fit exactly. They are reflections of each other. The dotted line is a line of symmetry of the rectangle. The two halves fit exactly. They are reflections of each other. The dotted line is another line of symmetry of the rectangle. | Asymmetric Figure can have | more than one line of symmetry. wv, The two halves do not fit exactly. They are not reflections of each other. The dotted line is not a line of symmetry of the rectangle. Lesson 1 Symmetric Figutes ond Lines of Symmetry wD,Station 1 Look for symmetric figures. Work in groups. @ Look for examples of symmetric figures around the school. @ Take pictures of the symmetric figures. 6 Discuss how each figure is symmetric. o Identify a line of symmetry for each figure. 6 Share what you have found with other groups. Station 2 Find lines of symmetry. Work in pairs. o Your teacher will provide you with some shapes. @ Select a dotted line that is the line of symmetry for each shape. eo Cut out the shapes. Fold along the dotted line to check your answer in 6 oe Place a mirror along the line of symmetry. What do you notice? CE ers @ Which of these figures are symmetric? ( 1rO— } Chapter 7 symm yy) pter 7 Symmetry@ Which of these are symmetric figures? — F G e In each of the following figures, is each dotted line a line of symmetry? | Workbook | Practice 1, | Pages 111-114 Symmetric Figures ond Lines of Symmetry Ss LessonMaking Symmetric Figures and Patterns Making symmetric figures and patterns gore you learn ... © Draw and cut out a symmetric butterfly from a piece of paper. Explain how you did it. an @ Jason folds a piece of paper into half and cuts out a symmetric figure. ‘line of symmetry e We can complete symmetric figures on a square grid paper. AN “CoS, 6 We can create symmetric patterns on a square grid paper.—— Chapter 7 Review @ Which of the dotted lines are lines of symmetry? ° A Oo «cs @ Trace the figures on a 1-cm square grid paper. Then, complete each symmetric figure with the dotted line as a line of symmetry. ° © Cheipter Review n7-n9 | Chapter’ iew, pages 117- : Maths J ural, 0———€@ ut on Your Thinking Cap! @e Add three unit squares to the figure to make it symmetric. f a @ Do the shaded squares form a symmetric pattern? Explain. e Which figures are symmetric? Trace the figures on a piece of paper and draw the line of symmetry in each figure. Ss 121-122 Review 3, pages 123-128 : Chay 7 Symmetr et) pter 7 SymmetryAcknowledgements The publisher would like to acknowledge the following who have kindly given permission for the use of copyright material Counter chips © MCE on p. 38; Red chip © MCE on p. 37: Yellow chip © MCE on p. 38; Coloured cubes © on p. 37; 9-sided die © MCE on p. 21, 70; Gitlin pink blouse facing sideways © MCE on pp. 24, 32, 38, 66, 106; Boy in blue polo tee facing sideways © MCE on pp. 25, 38, 42, 79, 101; Boy in red polo tee © MCE on pp. 26, 50, 89, 101, 104; Girl in yellow blouse © MCE on pp. 30, 53, 60, 105; Boy in blue polo tee thinking © MCE on pp. 30, 59, 71; Boy in red polo tee pointing upwards © MCE on pp. 31, 59, 69; Boy in blue shirt © MCE on pp. 31, 57, 66, 77; Girl in pink blouse thinking © MCE on pp. 31, 60; Girl in yellow blouse pointing upwards © MCE on pp. 32, 42, 46, 76; Boy in blue shirt facing sideways © MCE on pp. 38, 49, 79, 106; Boy in blue polo tee © MCE on p. 55; Girl in pink blouse pointing upwards © MICE on Pp. 56, 86, 113; Boy in red polo tee thinking © MCE on pp. 56, 112; Boy in blue shirt with books ‘© MCE on p. 86; Girl in yellow blouse with books © MCE on p. 89 While every effort has been made to contact the copyright holders of material reproduced, we have been unsuccessful in some instances. To these copyright holders, we offer our sincere apologies and hope they will take our liberty in good faith. We welcome any information which would enable us to contact the copyright holders/ owners involvedery Palsy (8rd Edition) is a widely adopted series in Singapore schools. It is written in line with the 2013 primary mathematics syllabus and initiatives from the Ministry of Education. Drawing from extensive research ‘and feedback from teachers and pupils, the third edition has evolved to further strengthen mathematical concept development through the inclusion of new features to meet the needs of educators, pupils and parents. In this edition, emphasis is given to the three clusters of mathematical irene Reasoning, communications and connections er ee coats ne aa a RReUSE nee RA Ce ee seulement near * Maths Sharing offers opportunities for self-reflection. * App-tivity offers opportunities for mastery of concepts through interactive Oro Applications + Hands-on Activity reinforces skills, concepts and problem-solving strategies iereemeer segs sta) OO le teen mn a Res este eco a apply learning Thinking skills and heuristics Pe Pera Mirartste Meccitecy tess SN ice TEfeL Merce CO eA ol MecoUer materials, and poses thought-provoking questions to help develop the Veena © Puton Your Thinking Cap! challenges pupils to solve non-routine questions. This edition also continues to facilitate the understanding of mathematical ee eet cri eo ayy * Guided Practice allows pupils to practise new concepts with the help of the cere Oe er ea ere eet kee sae ea eT eto ie ogetencsnc saath The direct correlation of the Workbook to the Pupil's Book allows for practice, assessment and development of problem-solving and thinking skills. Reviews Ce ise tem Maths (3rd Edition) comprises: Oo da ol) NS Meenas cel ae noma ec Ano RD Marshall Cavendish Education