CB4 Chapter_4and 9

SCHOLASTIC TM 4 A world-class program incorporating the highly effective Readiness-Engagement-Mastery model of instructional design Coursebook NEW EDITION 100% coverage of Cambridge Primary Mathematics Curriculum Framework Incorporates Computational Thinking and Math Journaling Builds a Strong Foundation for STEM

Contents Chapter 1 Whole Numbers 1 4358 3 Let’s Remember 8 8 Unit 1: Thousands, Hundreds, Tens and Ones 14 50 Unit 2: Order of Numbers 19 300 Unit 3: Rounding Numbers 4000 Unit 4: Problem Solving Chapter 2 Addition and Subtraction Within 10 000 Th H T O © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 Let’s Remember 21 11 SCHOLASTICUnit 1: Addition 23 25 61 Unit 2: Subtraction 36 + 1 9 7 2 Unit 3: Problem Solving 51 45 33 Chapter 3 M ultiplication and Division of 56 10 100 Whole Numbers 57 × 10 100 Let’s Remember 67 10 Unit 1: Multiplication Unit 2: Division 76 10 100 Unit 3: Problem Solving Chapter 4 Mixed Numbers and Improper Fractions Let’s Remember 82 Unit 1: Mixed Numbers 83 Unit 2: Improper Fractions 87 Unit 3: Fractions and Division 93

Chapter 5 Operations of Fractions 99 100 Let’s Remember 106 Unit 1: Addition of Fractions Unit 2: Subtraction of Fractions 113 Unit 3: Product of a Fraction and a 121 Whole Number SCHOLASTIC book Unit 4: Problem Solving © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 127100 g 1000 g Chapter 6 Length, Mass and Volume 128 0 142 0 Let’s Remember 4 kg 4 kg Unit 1: Units of Measurement Unit 2: Problem Solving 1 kg Chapter 7 Handling Data 3 kg 1 kg Let’s Remember 2 kg Unit 1: Collecting and Presenting Data Unit 2: Venn Diagrams 148 greater than 50 even numbers Unit 3: Problem Solving 150 153 61 80 34 Chapter 8 Angles 157 87 18 66 Let’s Remember 99 52 45 Unit 1: Angle Measures Unit 2: Problem Solving 47 21 Chapter 9 Position and Movement 159 A 160 C Let’s Remember 170 Unit 1: Turns and 8-point Compass Unit 2: Problem Solving B 172 270° 174 184

Mission Possible 186 188 Mathematical Modeling 189 11 0.1 0.1 0.1 Chapter 10 Decimals 190 202 11 3 tenths Let’s Remember 214 Unit 1: Tenths 219 4 ones © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1Unit 2: Hundredths Unit 3: Rounding 221 154 140 SCHOLASTIC Unit 4: Problem Solving 222 14 224 Chapter 11 Mental Strategies 231 237 Let’s Remember 244 Unit 1: Number Bonds Unit 2: Mental Addition 246 Unit 3: Mental Subtraction 247 Unit 4: Doubles and Halves 254 Unit 5: Problem Solving 261 Chapter 12 2D Shapes 264 266 Let’s Remember 283 Unit 1: Polygons 287 Unit 2: Symmetry Unit 3: Problem Solving Chapter 13 3D Shapes Let’s Remember Unit 1: Prisms and Pyramids Unit 2: Nets Unit 3: Problem Solving

Chapter 14 Area 290 291 Let’s Remember Unit 1: Square Units 1m Unit 2: Area in Square Centimeters and 297 1m Square Meters 302 Unit 3: Problem Solving SCHOLASTIC 305 11 12 1 Chapter 15 Time 307 10 2 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 310 Let’s Remember 317 9 3 Unit 1: Seconds 329 Unit 2: Units of Time 338 84 Unit 3: 24-hour Clock 765 Unit 4: Timetables Unit 5: Problem Solving 344 345 Mission Possible 346 Mathematical Modeling Glossary

Mixed Numbers and Improper Fractions Let's Remember 1. Write the missing fractions on the number line. 01 SCHOLASTIC 2. Write each fraction in its simplest form. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 a) 48 = b) 96 = c) 180 = 3. Write > or <. a) 67 3 b) 83 41 c) 1 2 7 3 5 EXPLORE 4 friends order 6 small pizzas in different flavors for sports night. They want to share the pizzas equally. They also want to try the different flavors. How should they share the pizzas? How can we solve this problem? Discuss in your group and fill in columns 1 and 2. 1. What I already know 2. What I need to find out 3. What I have learned that will help me solve and learn the problem 82

Unit 1 Mixed Numbers You will learn to... • write the sum of a whole number and a fraction as a mixed number • read mixed numbers on number lines • compare and order mixed numbers on a number line 1.1 Writing mixed numbers Let's Learn a) There is more than 1 whole cake. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 Each interval represents 1.1112132 4 4 4 4 SCHOLASTIC 01 1 whole and 3 quarters = 13 4 There are 13 cakes. 4 b) 1L 1L 1L Each interval represents 1 . 10 01 2 2 130 3 2 wholes and 3 tenths = 2  3 83 10 There are 2 130 liters of water. 1 3 and 2  3 are mixed numbers. 4 10 A mixed number has a whole number part and a fractional part.

Let's Do 1. Express your answer as a mixed number. 3 wholes and 2 fifths = 2. a) Write the mixed number that each letter represents. AB A= 01 21 2 3 33 B = b) Mark 21 with a cross on the number line. 3 SCHOLASTIC © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 Let's Practice 1. Write the missing numbers. Then, express each answer as a mixed number. a) wholes and eighths = b) wholes and sixths = 2. a) Write the mixed number that each letter represents. AB A= 3 012 B = b) Mark 14 with a cross on the number line. 5 P B Chapter 4: Exercise 1.1 84

1.2 C omparing and ordering mixed numbers on a number line Let's Learn a) Compare 13, 2 3 and 2 1. 44 4 Locate the numbers on a number line. 1 3 2 1 2 3 4 4 4 1 112 2 2 1 3 2 From the number line, we can tell that: Numbers are arranged in 2 41 > 143     2 14 < 2 43 increasing order from left to right on a number line. 143 is the least. 2 34 is the greatest. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 b) Compare 43, 158 and 152. Locate the numbers on a number line.SCHOLASTIC 3 1 2 1 5 4 5 8 0 1 1 1 1 2 2 2 3 is less than 1. It is greater than 12. 4 158 and 152 are between 1 and 2. 5 is greater than 12. So, 158 is greater than 112. 8 2 is less than 12. 5 So, 152 is less than 112. 3 185 4 From the number line, we can tell that is the least and is the ­greatest. Arrange the numbers in order. Begin with the greatest. , , (greatest) 85

Let's Do 1. a) Mark 125, 2 15 and 145 on the number line. 1 2 3 b) Which is greater, 152 or 2 15? c) Which is less, 1 25 or 145? d) Arrange the numbers in order. Begin with the greatest. , , (greatest) SCHOLASTIC 2. Arrange 1152, 3 and 156 in order. Begin with the least. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-18 Use the number line to help you. 0 1 1 1 1 2 , , 2 2 (least) 297 Let's Practice P B Chapter 4: Exercise 1.2 1. Write > or <. a) 314 234 b) 465 413 c) 283 2. Arrange the numbers in order. Begin with the least. a) 598, 529, 395   , , b) 254, 174, 149   , , c) 183,  58, 158,  78   , , , I have learned to... write the sum of a whole number and a fraction as a mixed number read mixed numbers on number lines compare and order mixed numbers on a number line 86

Unit 2 Improper Fractions You will learn to... • write improper fractions • express improper fractions as whole numbers or mixed numbers, and vice versa • express a mixed number as another mixed number 2.1 Writing improper fractions Let's Learn © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 1 third = 1 3 thirds = 1 + 1 + 1 4 thirds = 1 + 1 + 1 + 1 3 333 3333 SCHOLASTIC = 3 = 4 33 3 and 4 are improper fractions. 33 An improper fraction is equal to or greater than 1. Its numerator is equal to or greater than its denominator. All improper fractions can b e expressed as whole numbers or mixed numbers. improper fractions 34 33 01 1 1 2 3 13 proper fraction whole number mixed number 87

Let's Do 1. Write each number in the correct box of the table below. 2 2 1 6 5 4 5 7 5 5 46 6 6 4 Proper fraction Improper fraction Whole number Mixed number 2. Write an improper fraction for each of the following. SCHOLASTIC a) b) © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 5 thirds= 4 quarters = Let's Practice 1. Write an example for each of the following. a) proper fraction b) improper fraction c) whole number d) mixed number 2. Write an improper fraction for each of the following. a) b) 6 halves = 12 fifths = c) P B Chapter 4: Exercise 2.1 88

2.2 Expressing improper fractions as mixed numbers Let's Learn Find the values represented by A and B. 1 3 6 8 10 33 333 0 12 3 4 AB 8 = 6 + 2 6 = 3 + 3 130 = 9 + 1 3 3 3 3 3 3 3 3 = 2 + 2 =2 = 3 + 1 9 = 3 3 3 3 = 2 23 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 = A is 2 23. SCHOLASTIC B is . Let's Do 1. Express 5 as a mixed number. 2 5=4+1 222 = 2. Express 7 as a mixed number. 7=4+3 4 444 1 4 7 4 4 4 0 1 2= Let's Practice 1. Express each improper fraction as a mixed number or a whole number. a) 10 b) 9 5 7 c) 22 d) 41 9 6 P B Chapter 4: Exercise 2.2 89

2.3 Expressing mixed numbers as improper fractions Let's Learn Find the values represented by C and D. 2 D 1 5 C 2 3 3 55 5 0 1 1 4 5 1 54 = 1 + 4 1 = 5 2 35 = 2 + 3 5 5 5 10 = 5 + 4 = 10 + 3 2 = 5 5 5 5 5 = 9 SCHOLASTIC 5 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 = C is 59. D is . Let's Do 1. Express 3 5 as an improper fraction. 6 3 5 = 18 + 5 666 = 2. Express 2 3 as an improper fraction. 4 0 41 42 34 1 2 2 43 3 2 34 = +3 4 4 = Let's Practice 1. Express each mixed number as an improper fraction. a) 52 b) 2 7 3 10 c) 4 8 d) 6 3 9 8 P B Chapter 4: Exercise 2.3 90

2.4 Expressing a mixed number as another mixed number Let's Learn a) 3 12 = 2 + 1 + 1 2 2 = 2 + 2 + 1 1 = 2 2 2 = 2 + 3 2 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 = SCHOLASTICb) Express 17 in its simplest form. 5 1 57 = 2 25 1 7 = 1 + 5 + 2 7 = 5 + 2 5 5 5 5 5 5 = 1 + 1 + 2 5 = Let's Do 1. Write the missing numbers. 31 = 2 + 1 + 1 44 =2+ 4 + 1 4 =2 4 91

2. Express 2 8 in its simplest form. 3 2 8 = 2 + 3 + 2 3 3 =2+ + 2 3 = Let's Practice 1. Match the mixed numbers with the same value. 23 35 37 29 4 47 7 • •• • SCHOLASTIC • •• • © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 41 32 214 17 4 7 74 2. Express each mixed number in its simplest form. a) 36 b) 411 3 8 c) 416 d) 58 9 5 P B Chapter 4: Exercise 2.4 I have learned to... >> Look at EXPLORE on page 82 again. Can you solve the problem now? write improper fractions What else do you need to know? express improper fractions as whole numbers or mixed numbers, and vice versa express a mixed number as another mixed number 92

Unit 3 Fractions and Division You will learn to... • associate fractions with division • divide whole numbers to get mixed numbers • express whole numbers as fractions • express improper fractions as whole numbers or mixed numbers • solve 1-step word problems Involving fractions and division 3.1 Associating fractions with division Let's Learn a) 4 children shared a block of cheese equally. What fraction of the cheese did each child receive? © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 1 ÷ 4 =  1 SCHOLASTIC 4 1 Each child received 4 of the cheese. b) 4 children shared 6 blocks of cheese equally. How many blocks of cheese did each child receive? Express your answer as a mixed number in its simplest form. 6÷4 = 1 42 To simplify a ÷2 fraction, divide 2 1 the numerator 4 = 2 and denominator = by the same number. ÷ 2 Each child received blocks of cheese. 93

We can also divide 6 by 4 in these ways. Method 1 2 out of 4 is 21. Method 2 1 6 ÷ 4 = 6 ÷2 4 46 3 6 3 4 = 2 4 = 2 2 ← remainder = 1 1 ÷2 2 out of 4 2 equal parts c) We can express any whole number as a fraction. 6 = 6 = 12 = 18 = …. 12 3 SCHOLASTIC 6 , 12 and 18 are equivalent fractions. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1123 Let's Do 1 . Divide. Express each answer as a fraction or a mixed number. a) 2 ÷ 3 = b) 4 ÷ 3 = 2. Divide. Express each answer as a mixed number in its simplest form. a) 15 ÷ 4 b) 32 ÷ 6 4 15 6 32 94

3. Circle the fractions that are equal to 2. 4, 10, 2, 12, 2 24162 Let's Practice 1. Divide. Express each answer as a fraction, a mixed number or a whole number. a) 2 ÷ 7 b) 12 ÷ 5 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1c) 18 ÷ 6d) 35 ÷ 10 SCHOLASTIC 2. Write the whole number 4 as a fraction in three different ways. P B Chapter 4: Exercise 3.1 3.2 E xpressing improper fractions as whole numbers or mixed numbers Let's Learn Express 13 as a mixed number. 3 Method 1 Method 2 133 = 12 + 1 133 = 13 ÷ 3 4 3 3 = 4 31 3 13 = 4 + 1 12 3 1 = 4 31 95

Let's Do 1. Express each improper fraction as a whole number or mixed number. a) 6 = 6 ÷ 2 b) 11 = 11 ÷ 3 2 3 = 2 6 3 11  = Let's Practice 1. Express each improper fraction as a whole number or mixed number. a) 8 b) 16 5 7 SCHOLASTIC c) 20 d) 21 4 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-19 P B Chapter 4: Exercise 3.2 3.3 Solving word problems Let's Learn Martin cuts a 7-meter rope into 5 equal pieces. What is the length of each piece of rope? Express your answer as a mixed number. 1 Understand What is the length of the rope? the problem. How many pieces are there? What do I have to find? 2 Plan I can draw a fraction bar model what to do. and divide. 96

3 Work out the 1m Answer. 7 ÷ 5 = 12 5 The length of each piece of rope is 12 meters. 5 4 Check© 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-11 if your answer 57 is correct.SCHOLASTIC 5 2 My answer is correct. 5 + Plus 7÷5=7 Solve the 5 problem in another way. =5+2 55 =1+2 5 = 152 The length of each piece of rope is 12 meters. 5 Compare the methods in steps 3 and 5. Which method do you prefer? Why? 1. Understand 2. Plan 3. Answer 4. Check 5. Plus 97

Let's Do Solve the word problems. Use the bar models to help you. Show your work clearly. Next, try solving each problem in a different way. Which method do you prefer? Why? 1. Understand 2. Plan 3. Answer 4. Check 5. Plus 1. Joshua has 3 liters of water. He pours the water equally into 9 mugs. How much water is there in each mug? Express your answer as a fraction in its simplest form. 3L ? 2. A sand sculptor has 14 kilograms of sand. She pours the sand equally into 3 buckets. How much sand is there in each bucket? Express your answer as a mixed number. SCHOLASTIC © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 Let's Practice Solve the word problems. Show your work clearly. 1. Carol bought 6 kilograms of vegetables. She packed the vegetables equally into 8 bags. What was the mass of each bag of vegetables? Express your answer as a fraction in its simplest form. 2. A tank contained 32 liters of water. The water was poured equally into 7 containers. How much water was there in each container? Express your answer as a mixed number. 3. 9 children shared 24 biscuits equally. How many biscuits did each child get? Express your answer as a mixed number in its simplest form. I have learned to... P B Chapter 4: Exercise 3.3 >> Look at EXPLORE on page 82 again. associate fractions with division Fill in column 3. Can you solve the divide whole numbers to get mixed numbers express whole numbers as fractions problem now? express improper fractions as whole numbers or mixed numbers solve 1-step word problems involving fractions and division 98

Position and Movement Let's Remember b) 1. Write 1, 1, 3 or complete. 424 a) 1 right angle makes aSCHOLASTIC -turn. 2 right angles make a -turn. c) d) © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 3 right angles make a -turn. 4 right angles make a turn. This map shows the locations of places in a town. 5 school library park 4 3 bus stop supermarket restaurant 2 1 playground B C Sarah’s F house A D E 172

Use the map on page 172 for tasks 2 and 3. 2. Answer the questions. a) What is the grid reference of Sarah’s house? b) What is the grid reference of the restaurant? c) What is located at (D, 5)? d) What is located at (B, 3)? 3. Find out where Sarah is going. Sarah moves 2 units from her house to (E, 3), turns left, moves 2 units, turns right, and moves 2 units. She is now at the . © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1EXPLORE SCHOLASTICYour friend, James, is in town. The map below shows some nearby places. If James faces east and turns 270° in the counterclockwise direction, where will he face? N mall Market police station hospital school James playground zoo garden How can we solve this problem? Discuss in your group and fill in columns 1 and 2. 1. What I already know 2. What I need to find out 3. What I have learned that will help me solve and learn the problem 173

Unit 1 Turns and 8-point Compass You will learn to... • relate turns to right angles • tell directions using an 8-point compass • give and follow directions to a place on a grid 1.1 Relating turns to right angles Let's Learn One right angle 1  -turn 4 90° SCHOLASTIC A 1 -turn measures 90°. 1  -turn 4 © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-12 3  -turn Two right angles 4 180° A 1 -turn measures 180°. 2 Three right angles 270° A 3 -turn measures 270°. 4 174

Four right angles complete turn 360° A complete turn measures 360°. Turn Number of Angle Let's Do right angles measure 1. Complete the table. 3 4 a) b) © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 c) 1 SCHOLASTIC 180° Let's Practice 1. Write in the blanks. a) A right angle makes a -turn. b) right angles make a 1 -turn. 2 c) One complete turn measures . d) 3  of a complete turn measures . P B Chapter 9: Exercise 1.1 4 >> Look at EXPLORE on page 173 again. Can you solve the problem now? What else do you need to know? 175

1.2 Telling directions using an 8-point compass Let's Learn a) We can tell directions using an 8-point compass. East is 90° away from north. northwest north northeast So, northeast is 45° away from (NW) (N) (NE) north and from east. west 45° east Similarly, southeast is 45° away from (W) 45° (E) south and from east. southwest south southeast Southwest is 45° away from south (SW) (S) (SE) and from west. Northwest is 45° away from and from . SCHOLASTIC b) This map shows the locations of some places in Jane's town. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 N school hospital library park bus stop train station shopping supermarket N mall restaurant The symbol on a map tells us which way north is. The school is north of the bus stop. The is west of the bus stop. The supermarket is southeast of the bus stop. The hospital is of the bus stop. 176

Jane is now standing at the bus stop. c) Jane is facing east. She turns 90° in the clockwise direction. bus stop train station bus stop train station 90° clockwise restaurant restaurant Jane now faces the restaurant. Jane makes a 1 -turn 4 and is now facing south. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 SCHOLASTIC d) Jane is facing northeast. She turns 45° in the counterclockwise direction. school school 45° counterclockwise library library bus stop bus stop Jane is now facing north. Jane now faces the school. 177

e) Jane is facing north. She turns 180° in the clockwise direction. school school 180° clockwise bus stop bus stop SCHOLASTICrestaurant restaurant Jane now faces the restaurant. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1Jane makes a 1 -turn 2 Where will Jane face if she turns 180° in the counterclockwise and is now facing south. direction from the north? Let's Do 1. Write the missing directions. north west southeast 178

2. James is standing in the center of the city park. N hospital high school police station community center © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1Jameshouse SCHOLASTICriver courthouse bus station a) James is facing west. If he turns 90° in the clockwise direction, he will face the . b) James is facing east. If he turns 270° in the direction, he will face the bus station. c) James is facing northeast. If he turns in the clockwise direction, he will face the community center. d) James is facing . If he turns 135° in the counterclockwise direction, he will face the high school. 179

Let's Practice N 1. This map shows the locations of some places in a town. Ethan is standing at the fountain. old bridge park market tower SCHOLASTICfountain Ethan © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1hospital bus stop zoo school a) The market is of Ethan. b) The is south of Ethan. c) The tower is d) The of Ethan. e) The zoo is is northeast of Ethan. f) The of Ethan. is southeast of Ethan. 180

2. Ryan is standing in the center of a town. N courthouse train station community center swimming pool Ryan bridge © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1mallgarden SCHOLASTIC tower Complete the table. Ryan is facing the If Ryan turns Ryan will face the courthouse 45° clockwise bridge 360° clockwise garden counterclockwise swimming pool tower clockwise swimming pool 270° counterclockwise train station 3. Write in the blanks. if she turns 135° a) Megan is facing northeast. She will face in the in the clockwise direction. if he turns 180°. b) Ted is facing west. He will face northwest if he turns counterclockwise direction. P B Chapter 9: Exercise 1.2 c) Ming is facing southwest. He will face 181

1.3 Giving directions Let's Learn This is the map of a town. 8 N 7 6 George Street 5 VictoriaSCHOLASTIC Street 4 Joe Street © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1Legend café 3 Luke Street house library playground 2 supermarket post office road 1 A swimming pool BCD E F GH Each object or location on the map is represent by a symbol. The legend explains what each symbol represents. A legend is also represents a café. The café is at (H, 1). called a key on It is southeast of the library. some maps. represents a post office. The post office is at . Alina is at the café. She wants to go to the post office. She walks 1 unit north and 6 units . Let's Do 1. Use the map above to complete the directions. a) Jason is at (D, 7). He wants to go to the library. He walks units south and units east. b) Kim is at the post office. She walks 4 units east and 5 units north. She is at the now. 182

Let's Practice This is the map of a market. Use the map for tasks 1 to 3. N 10 Legend 9 entrance/exit 8 information 7 dairy section 6 vegetable section 5 meat section 4 dry goods section 3 dining area 2 toilets 1 parking area A BCD E FGH I J © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 1. Janice is at (C, 8). She is in the section. She walks 3 units SCHOLASTICsouth and 2 units west. She is now at . So, Janice is in the section. 2. Mr. Johnson sets up his new stall in an empty space at the market. To get to his stall from the information booth, he walks 7 units west and 2 units north. His stall will be at . 3. Mr. Vargas parks his car at (B, 1). Write the directions for him to walk from his car, through the entrance, to the stall at (G, 8). I have learned to... P B Chapter 9: Exercise 1.3 relate turns to right angles 183 tell directions using an 8-point compass give and follow directions to a place on a grid

Unit 2 Problem Solving You will learn to... • solve a non-routine problem involving directions 2.1 Mind stretcher 10                 9                Let's Learn 8                7                In a treasure hunt game, you may move any 6                5                number of units on the grid but can only turn in 4                3                blocks of 45°. When you are at (C, 5), you are 3 2                1                  A BCD E FGH units from the treasure. When you are at (H, 8),SCHOLASTIC you are 2 units from the treasure. Where is the © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 treasure? N 1 Understand How many units can you move? the problem. What angles can you turn? How far are you from the treasure at 2 Plan (C, 5) and (H, 8)? what to do. What do I have to find? I can make a list to solve the problem. 3 Work out the At (C, 5), the treasure could be in the north, in the Answer. northeast, in the east, in the southeast, or in the south. For each direction, the treasure is 3 units away. 184 Possible positions of the treasure: (C, 8), (F, 8), (F, 5), (F, 2), (C, 2) At (H, 8), the treasure could be in the north, in the northwest, in the west, in the southwest, or in the south. For each direction, the treasure is 2 units away.

Possible positions of the treasure: (H, 10), (F, 10), (F, 8), (F, 6), (H, 6) The position that is common in both lists is (F, 8). The treasure is at (F, 8). 4 Check At (C, 5) and facing north, turn 45° in if your answer the clockwise direction, then move 3 units is correct. to (F, 8). At (H, 8) and facing north, turn 45° twice in the counterclockwise direction, then move 2 units to (F, 8). My answer is correct. © 2022 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-21-1 5 + Plus Mark on the grid the possible positions of the Solve theSCHOLASTIC treasure from (C, 5) and from (H, 8). problem in another way. 10           X   X 9                8     X     XX     7                6          X  X 5          X    4                3                2    X    X    1                  A BCD E F GH There are two Xs at (F, 8). This position is 3 units from (C, 5) and 2 units from (H, 8). The treasure is at (F, 8). Compare the methods in steps 3 and 5. Which method do you prefer? Why? 1. Understand 2. Plan 3. Answer 4. Check 5. Plus I have learned to... >> Look at EXPLORE on page 173 again. Fill in column 3. Can you solve the solve a non-routine problem involving directions problem now? 185

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Based on research and TM Mathematics (New Edition) is a proven core program that now offers 100% TM Mathematics (New Edition) is a proven core program that now offers 100% 4feedback from educators, the effective Readiness-Engagement-Mastery instructional design of Scholastic A world-class program incorporating the highly effective Scholastic the first edition is further strengthened and new features ensure a strong foundation for STEM. Readiness-Engagement-Mastery model of instructional design coverage of the Cambridge Primary Mathematics Curriculum Framework. Based on research and TM coverage of the Cambridge Primary Mathematics Curriculum Framework. Based on research and TM Coursebook feedback from educators, the effective Readiness-Engagement-Mastery instructional design of feedback from educators, the effective Readiness-Engagement-Mastery instructional design of Scholastic TMMathematics is based on a pedagogical approach and instructional design that: the first edition is further strengthened and new features ensure a strong foundation for STEM. the first edition is further strengthened and new features ensure a strong foundation for STEM. Scholastic TMMathematics is based on a pedagogical approach and instructional design that: Scholastic TMMathematics is based on a pedagogical approach and instructional design that: • Teaches via problem solving through the systematic • Develops metacognition in learners enabling them to • Teaches via problem solving through the systematic • Develops metacognition in learners enabling them to • Teaches via problem solving through the systematic • Develops metacognition in learners enabling them to A world-class program incorporating the highly effective development of problem-solving skills and by focusing monitor, direct and communicate their thinking process. development of problem-solving skills and by focusing monitor, direct and communicate their thinking process. development of problem-solving skills and by focusing monitor, direct and communicate their thinking process. on the method required to solve the problem, and the on the method required to solve the problem, and the on the method required to solve the problem, and the Readiness-Engagement-Mastery model of instructional design problem-solving process. • Advocates active learning and adaptivity with self problem-solving process. • Advocates active learning and adaptivity with self problem-solving process. • Advocates active learning and adaptivity with self reflection tools and scaffolded thinking processes. reflection tools and scaffolded thinking processes. reflection tools and scaffolded thinking processes. • Is effective, measurable and diagnostic with a learner- • Is effective, measurable and diagnostic with a learner- Practice Book • Is effective, measurable and diagnostic with a learner- • Incorporates professional learning in the curriculum centered and teacher-directed approach designed to • Incorporates professional learning in the curriculum centered and teacher-directed approach designed to • Incorporates professional learning in the curriculum centered and teacher-directed approach designed to framework to develop the pedagogical content enable assessment of understanding of concepts and framework to develop the pedagogical content enable assessment of understanding of concepts and framework to develop the pedagogical content enable assessment of understanding of concepts and knowledge of educators to improve classroom practices. mastery of skills at every step of concept development knowledge of educators to improve classroom practices. mastery of skills at every step of concept development knowledge of educators to improve classroom practices. mastery of skills at every step of concept development and learning. and learning. • Uses technology to enrich the learning and teaching • Uses technology to enrich the learning and teaching and learning. • Uses technology to enrich the learning and teaching Teacher’s Guide 4 • Promotes creative thinking and critical thinking by experience with interactive content for whole-class • Promotes creative thinking and critical thinking by experience with interactive content for whole-class encouraging learners to innovate and craft alternative teaching, extensive resources for teachers and diagnostic Coursebook 4 encouraging learners to innovate and craft alternative teaching, extensive resources for teachers and diagnostic Practice Book 4 • Promotes creative thinking and critical thinking by experience with interactive content for whole-class solutions to mathematical problems. practice and assessment for students. solutions to mathematical problems. practice and assessment for students. encouraging learners to innovate and craft alternative teaching, extensive resources for teachers and diagnostic solutions to mathematical problems. practice and assessment for students. TM For Teachers For Students TM TM TM Digital A world-class program based on top-performing Singapore, Republic of K For Teachers For Teachers Scholastic TM Mathematics is a forward-thinking and innovative mathematic For Students For Students curriculum standards and effective teaching and learning practices of the gl Digital Digital A world-class program based on top-performing Singapore, Republic of Korea and Hong Kong A world-class program based on top-performing Singapore, Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted fro Scholastic TM Mathematics is a forward-thinking and innovative mathematics program based on the 4 TM Mathematics is a forward-thinking and innovative mathematics and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry o Scholastic Scholastic TM Mathematics is based on a pedagogical approach and instructional desi curriculum standards and effective teaching and learning practices of the global top-performers in 4 Practice Book TM 4 Coursebook Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted from the highly-acclaimed curriculum standards and effective teaching and learning practices of the glo • Teaches via problem solving through the systematic • Develops metacognition i TM TM and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry of Education, Singapore. Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted fro development of problem-solving skills and by focusing monitor, direct and commu and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry o on both the method required to solve the problem, and the problem-solving process. Scholastic TM Mathematics is based on a pedagogical approach and instructional design that: A world-class program incorporating the highly effective Scholastic TM Mathematics is based on a pedagogical approach and instructional de • Incorporates professional Readiness-Engagement-Mastery model of instructional design framework to develo • Teaches via problem solving through the systematic • Develops metacognition in learners enabling them to • Teaches via problem solving through the systematic • Develops metacognition TM TM TM TM TM TM development of problem-solving skills and by focusing monitor, direct and communicate their thinking process. Coursebook development of problem-solving skills and by focusing monitor, direct and comm • Is effective, measurable and diagnostic with a learner- knowledge of educators to improve classroom practices. on both the method required to solve the problem, and the problem-solving process. • Incorporates professional learning into the curriculum on both the method required to solve the problem, and • Incorporates professional centered and teacher-directed approach designed to • Uses technology to deliver interactive instructional framework to develop the pedagogical content the problem-solving process. framework to develo enable assessment of understanding of concepts and content to facilitate whole-class teaching. • Is effective, measurable and diagnostic with a learner- knowledge of educators to improve classroom practices. mastery of skills at every step of concept development centered and teacher-directed approach designed to A world-class program based on top-performing Singapore, A world-class program based on top-performing Singapore, enable assessment of understanding of concepts and • Uses technology to deliver interactive instructional • Is effective, measurable and diagnostic with a learner- knowledge of educators t and learning. mastery of skills at every step of concept development content to facilitate whole-class teaching. centered and teacher-directed approach designed to Scholastic TM Mathematics is a forward-thinking and innovative mathematics Scholastic TM Mathematics is a forward-thinking and innovative mathematics and learning. enable assessment of understanding of concepts and • Uses technology to deliver interactive instructional mastery of skills at every step of concept development content to facilitate whole-class teaching. curriculum standards and effective teaching and learning practices of the glo curriculum standards and effective teaching and learning practices of the glo A world-class program based on top-performing Singapore, Republic of Korea and Hong Kong A world-class program based on top-performing Singapore, Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted fro A world-class program based on top-performing Singapore, Republic of Korea and Hong Kong A world-class program based on top-performing Singapore, Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted fro and learning. Scholastic TMMathematics is a forward-thinking and innovative mathematics program based on the 4 TM Mathematics is a forward-thinking and innovative mathematic and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry o Scholastic TMMathematics is a forward-thinking and innovative mathematics program based on the 4 TMMathematics is a forward-thinking and innovative mathematic and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry o curriculum standards and effective teaching and learning practices of the global top-performers in TM 4 Coursebook Scholastic Scholastic TM Mathematics is based on a pedagogical approach and instructional des curriculum standards and effective teaching and learning practices of the global top-performers in TM 4 Coursebook Scholastic Scholastic TM Mathematics is based on a pedagogical approach and instructional des Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted from the highly-acclaimed curriculum standards and effective teaching and learning practices of the gl • Teaches via problem solving through the systematic • Develops metacognition i Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted from the highly-acclaimed curriculum standards and effective teaching and learning practices of the gl • Teaches via problem solving through the systematic • Develops metacognition i and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry of Education, Singapore. Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted fro development of problem-solving skills and by focusing monitor, direct and comm and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry of Education, Singapore. Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted fro development of problem-solving skills and by focusing monitor, direct and comm and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry o on both the method required to solve the problem, and and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry o on both the method required to solve the problem, and the problem-solving process. the problem-solving process. Scholastic TMMathematics is based on a pedagogical approach and instructional design that: A world-class program incorporating the highly effective Scholastic TMMathematics is based on a pedagogical approach and instructional de • Incorporates professional Scholastic TMMathematics is based on a pedagogical approach and instructional design that: A world-class program incorporating the highly effective Scholastic TMMathematics is based on a pedagogical approach and instructional de • Incorporates professional Readiness-Engagement-Mastery model of instructional design framework to develo Readiness-Engagement-Mastery model of instructional design framework to develo • Teaches via problem solving through the systematic • Develops metacognition in learners enabling them to • Teaches via problem solving through the systematic • Develops metacognition • Teaches via problem solving through the systematic • Develops metacognition in learners enabling them to • Teaches via problem solving through the systematic • Develops metacognition Coursebook in 2 parts Practice Book in 2 parts T development of problem-solving skills and by focusing monitor, direct and communicate their thinking process. Coursebook • Is effective, measurable and diagnostic with a learner- knowledge of educators to improve classroom practices. development of problem-solving skills and by focusing monitor, direct and communicate their thinking process. Coursebook • Is effective, measurable and diagnostic with a learner- knowledge of educators to improve classroom practices. on both the method required to solve the problem, and development of problem-solving skills and by focusing monitor, direct and comm on both the method required to solve the problem, and development of problem-solving skills and by focusing monitor, direct and comm the problem-solving process. • Incorporates professional learning into the curriculum the problem-solving process. • Incorporates professional learning into the curriculum framework to develop the pedagogical content on both the method required to solve the problem, and • Incorporates professiona centered and teacher-directed approach designed to • Uses technology to deliver interactive instructional framework to develop the pedagogical content on both the method required to solve the problem, and • Incorporates professiona centered and teacher-directed approach designed to • Uses technology to deliver interactive instructional Coursebook in 2 parts Practice Book in 2 parts Teacher’s Guide in 2 parts Coursebook in 2 parts Practice Book in 2 parts T • Is effective, measurable and diagnostic with a learner- knowledge of educators to improve classroom practices. the problem-solving process. framework to develo enable assessment of understanding of concepts and content to facilitate whole-class teaching. • Is effective, measurable and diagnostic with a learner- knowledge of educators to improve classroom practices. the problem-solving process. framework to develo enable assessment of understanding of concepts and content to facilitate whole-class teaching. Interactive Whiteboard centered and teacher-directed approach designed to knowledge of educators t mastery of skills at every step of concept development centered and teacher-directed approach designed to knowledge of educators t mastery of skills at every step of concept development enable assessment of understanding of concepts and • Uses technology to deliver interactive instructional • Is effective, measurable and diagnostic with a learner- enable assessment of understanding of concepts and • Uses technology to deliver interactive instructional • Is effective, measurable and diagnostic with a learner- I SBN 981- 07- 3291- 0 mastery of skills at every step of concept development content to facilitate whole-class teaching. and learning. mastery of skills at every step of concept development content to facilitate whole-class teaching. and learning. 9 789810 732912 and learning. and learning. centered and teacher-directed approach designed to • Uses technology to deliver interactive instructional centered and teacher-directed approach designed to • Uses technology to deliver interactive instructional Helping Children Around the World to Read and Learn enable assessment of understanding of concepts and content to facilitate whole-class teaching. enable assessment of understanding of concepts and content to facilitate whole-class teaching. For over 90 years, teachers and parents have recognized Scholastic mastery of skills at every step of concept development mastery of skills at every step of concept development as a trusted name in learning. Scholastic continues this successful and learning. and learning. Helping Children Around the World to Read and Learn Helping Children Around the World to Read and Learn history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important For over 100 years, teachers and parents have recognized Scholastic For over 90 years, teachers and parents have recognized Scholastic jobs and supporting parents in their role as their child’s first teacher. as a trusted name in learning. Scholastic continues this successful NEW EDITIONas a trusted name in learning. 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Coursebook in 2 parts Practice Book in 2 parts T Coursebook in 2 parts Practice Book in 2 parts T www.scholastic.com 100% coverage of Cambridge Primary Mathematics Curriculum Framework www.scholastic.com Focus on Computational Thinking and Math Journaling Coursebook in 2 parts Practice Book in 2 parts Teacher’s Guide in 2 parts Coursebook in 2 parts Practice Book in 2 parts T Coursebook in 2 parts Practice Book in 2 parts Teacher’s Guide in 2 parts Coursebook in 2 parts Practice Book in 2 parts T Builds a Strong Foundation for STEM Interactive Whiteboard Interactive Whiteboard Helping Children Around the World to Read and Learn Helping Children Around the World to Read and Learn Helping Children Around the World to Read and Learn Helping Children Around the World to Read and Learn Helping Children Around the World to Read and Learn Helping Children Around the World to Read and Learn Coursebook Practice Book Teacher’s Guide I SBN 981- 07- 3291- 0 For over 90 years, teachers and parents have recognized Scholastic I SBN 981- 07- 3291- 0 For over 90 years, teachers and parents have recognized Scholastic For over 100 years, teachers and parents have recognized Scholastic 9 789810 732912 For over 90 years, teachers and parents have recognized Scholastic as a trusted name in learning. 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Scholastic continues this successful history by remaining focused on encouraging children to learn to history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important read and love to learn, helping teachers carry out their important history by remaining focused on encouraging children to learn to jobs and supporting parents in their role as their child’s first teacher. read and love to learn, helping teachers carry out their important history by remaining focused on encouraging children to learn to jobs and supporting parents in their role as their child’s first teacher. jobs and supporting parents in their role as their child’s first teacher. read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher. read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher. www.scholastic.com jobs and supporting parents in their role as their child’s first teacher. www.scholastic.com www.scholastic.com 100% coverage of Cambridge Primary Mathematics Curriculum Framework www.scholastic.com www.scholastic.com 100% coverage of Cambridge Primary Mathematics Curriculum Framework www.scholastic.com Focus on Computational Thinking and Math Journaling Focus on Computational Thinking and Math Journaling Builds a Strong Foundation for STEM Builds a Strong Foundation for STEM Coursebook Practice Book Teacher’s Guide Coursebook Practice Book Teacher’s Guide NEW EDITION Helping Children Around the World to Read and Learn NEW EDITION Helping Children Around the World to Read and Learn NEW EDITION Helping Children Around the World to Read and Learn NEW EDITION For 100 years, teachers and parents have recognized Scholastic as For 100 years, teachers and parents have recognized Scholastic as Name For 100 years, teachers and parents have recognized Scholastic as Enhanced support for effective implementation of a trusted name in learning. 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ISBN 978-981-4813-21-1 ISBN 978-981-4813-28-0 ISBN 978-981-4813-34-1 www.scholastic.com 100% coverage of Cambridge Primary Mathematics Curriculum Framework www.scholastic.com Incorporates Computational Thinking and Math Journaling Builds a Strong Foundation for STEM www.scholastic.com PR1ME Mathematics Digital Practice and Assessment provides individualized learning support and diagnostic performance reports Coursebook Practice Book Teacher’s Guide Helping Children Around the World to Read and Learn For 100 years, teachers and parents have recognized Scholastic as a trusted name in learning. Scholastic continues this successful history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher. ISBN 978-981-4813-21-1 www.scholastic.com