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VAS- sar, car CAMBRIDGE Primary Mathematics Learner's Book 2 Cherri Moseley & Janet ReesCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 885, United Kingdom ‘One Liberty Plaza, 20th Floor, New York, NY 10008, USA 477 Williamstown Roca, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor, Plot 3, Splendor Forum, Jasolo District Centre, New Delhi - 110025, India 103 Penang Road, #05-06/07, Visioncrest Commercial, Singapore 238457 ‘Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of ‘education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781 108746441 © Cambridge University Press 2021 This publication is in copyright. Subject to statutory exception ‘and to the provisions of relevant collective licensing agreements, ro reproduction of any part may take place without the written permission of Cambridge University Press. First published 2014 Second edition 2021 20 19 18 17 16 15 14 13.12 111098 76 5432 Printed in India by Multivista Global Pvt Ltd A cotolague record for this publication is available from the British Library ISBN 978-1-108-74644-1 Learner's Book with Digital Access (1 Year) ISBN 978-1-108-96412-8 Digital Learner's Book (1 Year) ISBN 978-1-108-96411-1 Learner's Book eBook Additional resources for this publicotion at www.cambridge.org/9781108746441 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, ‘and does net guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereotter. Projects and their accompanying teacher quidance have been written by the NRICH Team, NRICH is an innovative collaboration between the Faculties of Mathematics and Education at the University of Cambridge, which focuses on problem solving and on creating ‘opportunities for students to learn mathematics through exploration and discussion https:finrich.maths.org, NOTICE TO TEACHERS IN THE UK tis illegal to repraduce any part of this work in material form {including photocopying and electronic storage) except under the follawing circumstances: Ii) where you are abiding by a licence granted to your schoo! or institution by the Copyright Licensing Agency: lil) where no such licence exists, or where you wish to exceed the terms of alicence, ‘and you have gained the written permission of Cambridge University Press; lily here you ate allowed to reproduce without permission under the provisions ‘of Chapter 3 of the Copyright, Designs ond Patents Act 1988, which covers, for ‘example, the reproduction of shart passages within certain types of educational anthology end reproduction for the purposes of setting examination questions.Introduction Introduction Welcome to Stage 2 of Cambridge Primary Mathematics. We hope this book will show you how interesting and exciting mathematics'can be. Mathematics is everywhere. Everyone uses mathematics every day. Where have you noticed mathematics? Have you ever wondered about any of these questions? * Counting lots of things one by one is slow and it’s easy to make a mistake. Is there a better way? * What makes a number odd or even? ° What are centimetres, metres, grams, kilograms, millilitres and litres? ° Whatis it that repeats in a repeating pattern? * How do you use a calendar? * How can | explain to someone how to get to my house? * How do you solve a mathematics problem? You will work like a mathematician to find the answers to some of these questions. It is good to talk about the mathematics as you explore, sharing ideas. You will reflect on what you did and how you did it, and think about whether you would do the same next time. You will be able to practise new skills and check how you are doing and also challenge yourself to find out more. You will be able to make connections between what seem to be different areas of mathematics. We hope you enjoy thinking and working like a mathematician. Cherri Moseley and Janet ReesContents Contents = a TA a [Page | Unit i Maths strand 6 How to use this book 8 Thinking and Working Mathematically 10 1 Numbers to 100 Number 1.1 Numbers to 100 1.2 Counting up to 100 objects 1.3 _ Comparing and ordering numbers 28 Project 1: Possibly odd 29 2 Geometry Geometry and measure 2.1 3D shapes 22 2D shape and symmetry 23 _ Fractions of shapes 51 Project 2: Strange submarines 52 3 Measures Geometry and measure 3.1 Length 3.2__Drawing and measuring lines 68 4 Statistics Statistics and probal 4.1 Carroll diagrams and tally charts 79 5 Working with numbers to 100 Number 5. Addition 52 Subtraction 53 Multiplication 5.4 _ Division 101 | Project 3: Borrowing pencils 102 6 Money Number 6.1_Money 4109 «|7 Time Geometry and measure 7.1._Units of time and the calendar 115 _ | Project 4: Time o task8 Numbers to 100 (2) 81 Numbers in words, rounding and regrouping 82 _ Fractions of numbers Contents Number 128 9 Statistics (2) 9.1 Venn diagrams, lists ond tables 9.2 _Pictograms and block graphs Statistics and probability 146 10. Calculating 10.1 Adding and subtracting two 2-digit numbers 10.2. Connecting addition and subtraction 10.3. Multiplication 10.4 Division Number 168 Project 5: 100 square 170 11 Geometry (2) LL Angles and turns 112 Circles Geometry and measure 182 12 Telling the time 12.1 Telling the time Geometry and measure 193 13 Measures (2) 13.1 Mass and temperature 13.2 Capacity Geometry and measure 209 Project 6: Sorting orange juice au. 14. Pattern and probability 14.1 Pattern and probability Statistics and probability 222 15 Symmetry, position and movernent 15.1_Symmetry, position and movement Geometry and measure 231 Glossary 251 AcknowledgementsHow to use this book I» In this book you will find lots of different features to help your learning. Questions to find out what you know already. ———__—> | 1 Spliteach number into tens and ones. What you will learn Neer, 1+ know the vale of each digit in a 2-digit number > + count on end back n steps of 1 ond 10 from any number Important words that you will use. ———————> Step-by-step examples showing a way to solve a problem. ————————_—> ‘A number sequence starts ot 8, Iecounts hock in twos and stops at 5. ‘What ore the numbers in this sequence? ‘All the numbers have 5 tens and they Answer: 58, 56, 54, 52, 50, There are often many different ways to solve a problem.b> These questions will help ———> you to develop your skills of thinking and working mathematically. An investigation to carry ————+ out with a partner or in groups. This will help develop your skills of thinking and working mathematically. Questions to help you _____» think about how you learn. What you have learned ————> in the unit. Tick the column to show how you feel about each thing. Questions that cover ———————» what you have learned in the unit. At the end of several units, there is a project for you to carry out using what you have learned. You might make something or solve @ problem. ———________-__, Projects and their accompanying teacher guidance have been written How to use this book SY © Compare 75 and 57 Wich isthe greater number? Use aploce value char or « number ine to help you ns Zara draws this shops onthe 100 square. She soye She always hes 2 073 odd numbers inher shape Ie ora core Convince your perner thot you are comet + leanrepresent agit umbers inten ond ones. ee ‘= Leanestimatehow many thereorethencounttocheck OS) ‘+ can count on and backin ones. wos on tens my 7 ie 25 10 +30 <0 wae ton 2 aie as © > Project 4 Foe thi atvty you wil neodto ° workin pois. ‘One of you wil usea tar that Counting to 20 Standing on ene feo ferastong a porie Seyinga nurseryrhyme Walking lowly round the room by the NRICH Team. NRICH is an innovative collaboration between the Faculties of Mathematics and Education at the University of Cambridge, which focuses on problem solving and on creating opportunities for students to learn mathematics through exploration and discussion. https://nrich.maths.org9 and Working Mathematically Thinking and Working Mathematically There are some important skills that you will develop as you learn mathematics. Specialising is when I test examples to see if they fit a rule or pattern. Characterising is when I explain how a group of things are the same. Generalising is when I can explain and use a rule or pattern to find more examples. Classifying is when I put things into groups and can say what rule I have used.>> Thinking and Working Mathematically Critiquing is when I think about what is good and what could be better in my work or someone else’s work. Improving is when I try to make my maths better. Conjecturing is when I think of an idea or question linked to my maths. Convincing is when I explain my thinking to someone else, to help them understand.Numbers to 100 CT Racial 1 Add some facts about number fourteen. 2. Sort the numbers from 0 to 20 in the Venn diagram. even numbers 3. Show 18 on this number line. 10 >68, 69, 70, 71. Tve got 71 al In this unit you will explore numbers to 100. You might live at number 47, read a book with 64 pages in it and have collected 71 stickers. You use numbers every day, in many different ways.1 Numbers to 100 ~ 12 > 1.1 Numbers to 100 say, read and write numbers from 0 to 100 ¢ know the value of each digit in a 2-digit number * count on and back in steps of 1 and 10 from any number. There are many patterns to discover in the numbers to 100. You will find out column digit place holder how many tens and how many ones representation row there are in each number to help you to understand the order of the numbers. eee ale | bee] 78 leo |i) 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 21 | 22 | 23 Ge) 25 | 26 | 27 | 28 | 29 | 30 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 1001.1 Numbers to 100 Exercise 1.1 1 Write the missing numbers. vv VV VV Worked example 1 This is a row from the 100 square. 21 25 30 Write the missing numbers. Count on in ones. Count on in ones. 21, 22, 23, 24, 25. 25, 26, 27, 28, 29, 30. The ones change when I count. There are always two tens until I count to 30.1 Numbers to 100 im 2 Write the missing numbers. of ones stays the same. a 35 40 61 62 65 95 100 Wee This is a column from the Answer: | 2 100 square. Write the missing numbers. 12 22 Count on. 82 in tens. 2, 12, 22, 32, 42, 52, 62, 72, 82, 42 92. The tens change when T count. The number 521.1 Numbers to 100 a 3. Write the missing numbers. 5 7 10 55 57 100Numbers to 100 > ee Sei 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 B1 | 32) | 33] S43) 35 | 26] 37-|-38>] 39) 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48] 49 51 | 52 | 53 | 54] 55) 56] 57 /| 58] 59 61 | 62 | 63 | 64 | 65 | 66 | 67 | 6B| 69 71 | 72 | 73 | 74) 75 | 76) 77| 78) 79 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98] 99 How is every row in the 100 square the same? How is every row different? Talk about what you notice with your partner or in a small group.1.1 Numbers to 100 4 Which 2-digit numbers are represented below? ‘ |e\e q GD |@1@/ e/\e\e@ QQ Qa QQ Q i?1 Numbers to 100 “J 5 Draw a different representation of the number shown. Compare your representation with your partner's. How are they the same? How are they different? “YJ © Here are some pieces of a 100 square. Write the missing numbers. 4 8 | | 32 67 45 79 18 >