Cambridge Maths 4
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Workbook 4
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CAMBRIDGE
Primary Mathematics
Workbook 4
Mary Wood & Emma Low
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University Printing House, Cambridge CB2 8BS, United Kingdom
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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/9781108760027
© Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2014
Second edition 2021
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Printed in Dubai by Oriental Press.
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-76002-7 Paperback with Digital Access (1 Year)
Additional resources for this publication at www.cambridge.org/9781108760027
Cambridge University Press has no responsibility for the persistence or accuracy
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and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
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and remains the intellectual property of Cambridge Assessment International Education.
NOTICE TO TEACHERS IN THE UK
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(i) where you are abiding by a licence granted to your school or institution by the
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and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for
example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.
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Contents
Contents
How to use this book 5
Thinking and Working Mathematically 6
1 Numbers and the number system 8
1.1 Counting and sequences 8
1.2 More on negative numbers 14
1.3 Understanding place value 18
2 Time and timetables 24
2.1 Time 24
2.2 Timetables and time intervals 30
3 Addition and subtraction of whole numbers 34
3.1 Using a symbol to represent a missing number or operation 34
3.2 Addition and subtraction of whole numbers 39
3.3 Generalising with odd and even numbers 45
4 Probability 50
4.1 Likelihood 50
5 Multiplication, multiples and factors 58
5.1 Tables, multiples and factors 58
5.2 Multiplication 65
6 2D shapes 71
6.1 2D shapes and tessellation 71
6.2 Symmetry 77
7 Fractions 84
7.1 Understanding fractions 84
7.2 Fractions as operators 88
8 Angles 92
8.1 Comparing angles 92
8.2 Acute and obtuse 97
8.3 Estimating angles 101
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Contents
9 Comparing, rounding and dividing 106
9.1 Rounding, ordering and comparing whole numbers 106
9.2 Division of 2-digit numbers 110
10 Collecting and recording data 115
10.1 How to collect and record data 115
11 Fractions and percentages 123
11.1 Equivalence, comparing and ordering fractions 123
11.2 Percentages 129
12 Investigating 3D shapes and nets 136
12.1 The properties of 3D shapes 136
12.2 Nets of 3D shapes 141
13 Addition and subtraction 147
13.1 Adding and subtracting efficiently 147
13.2 Adding and subtracting fractions with the same denominator 152
14 Area and perimeter 157
14.1 Estimating and measuring area and perimeter 157
14.2 Area and perimeter of rectangles 165
15 Special numbers 173
15.1 Ordering and comparing numbers 173
15.2 Working with special numbers 177
15.3 Tests of divisibility 183
16 Data display and interpretation 186
16.1 Displaying and interpreting data 186
17 Multiplication and division 198
17.1 Developing written methods of multiplication 198
17.2 Developing written methods of division 204
18 Position, direction and movement 209
18.1 Position and movement 209
18.2 Reflecting 2D shapes 217
Acknowledgements 225
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How to use this book
How to use this book
This workbook provides questions for you to practise what you have
learned in class. There is a unit to match each unit in your Learner’s Book.
Each exercise is divided into three parts:
• Focus: these questions help you to master the basics
• Practice: these questions help you to become more confident in
using what you have learned
• Challenge: these questions will make you think very hard.
Each exercise is divided into three parts. You might not need to
work on all of them. Your teacher will tell you which parts to do.
You will also find these features:
Important words that you will use.
Step-by-step examples
showing a way to solve
a problem.
There are often
many different ways
to solve a problem.
These questions will help you
develop your skills of thinking
and working mathematically.
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Thinking and
Contents Working Mathematically
Thinking and Working
Mathematically
There are some important skills that you will develop as you learn
mathematics.
Specialising
is when I choose an
example and check to see if
it satisfies or does not satisfy
specific mathematical
criteria.
Characterising
is when I identify and
describe the mathematical
properties of an object.
Generalising
is when I recognise an
underlying pattern by identifying
many examples that satisfy the
same mathematical
criteria.
Classifying
is when I organise objects
into groups according to their
mathematical properties.
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Thinking and Working Mathematically
Critiquing
is when I compare and
evaluate mathematical ideas,
representations or solutions to
identify advantages and
disadvantages.
Improving
is when I refine
mathematical ideas or
representations to develop a
more effective approach
or solution.
Conjecturing
is when I form
mathematical questions
or ideas.
Convincing
is when I present
evidence to justify or
challenge a mathematical
idea or solution.
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1 Numbers and the
number system
1.1 Counting and sequences
Worked example 1
The numbers in this sequence increase by 30 each time.
10, 40, 70, . . .
The sequence continues in the same way.
Which number in the sequence is closest to 200?
List the terms in the sequence.
The next terms in the sequence are:
+30 +30 +30 +30 +30 +30 +30
10 40 70 100 130 160 190 220
200
Work out which term is
closest to 200.
190 220
Answer: 190 is closest to 200.
difference linear sequence negative number non-linear sequence rule
sequence spatial pattern square number term term-to-term rule
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1.1 Counting and sequences
Exercise 1.1
Focus
1 Hassan shaded in grey these numbers on a hundred square.
The numbers form a pattern.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
a What is Hassan’s rule for finding the next number?
b What is the next number in his pattern?
2 The sequence 10, 16, 22, . . . continues in the same way.
Write the next two numbers in the sequence.
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1 Numbers and the number system
3 The rule for a sequence of numbers is ‘add 3’ each time.
1, 4, 7, 10, 13, . . .
The sequence continues in the same way.
Circle the numbers that are not in the sequence.
22 28 33 40
4 A sequence has the first term 2020 and the term-to-term rule is ‘add 11’.
Write the first five terms of the sequence.
, , , ,
5 Write the next four terms in these linear sequences.
a 10, 7, 4, , , ,
b −9, −7, −5, , , ,
c 1095, 1060, 1025, , , ,
Tip
Remember that −9 is less than −7.
–10 0
–9 –7
Practice
6 Here is part of a number sequence.
The numbers increase by 25 each time.
25, 50, 75, 100, 125, . . .
Circle all the numbers below that will be in the sequence.
355 750 835 900 995
10
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1.1 Counting and sequences
7 Amy makes a number sequence.
The first term of her sequence is 1.
Her term-to-term rule is ‘add 7’.
Amy says, ‘If I keep adding 7, I will reach 77.’
Is Amy correct? Explain your answer.
8 Here is part of a number sequence.
Tip
The first number is missing.
–5 –5 –5 Remember to
297 292 287
work backwards.
Write the missing number.
9 A sequence has first term 1001 and last term 1041.
The term-to-term rule is ‘add 5’.
Write down all the terms in the sequence.
10 Each number in this sequence is double the previous number.
Write the missing numbers.
, 3, 6, 12, 24, 48,
Challenge
11 Write the missing number in this sequence.
1, 3, 6, 10,
Explain how you worked it out.
11
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1 Numbers and the number system
12 The numbers in this sequence increase by 10 each time. Tip
4, 14, 24, . . .
You might find
The sequence continues in the same way. it useful to
Write two numbers from the sequence that make a total of 68. continue writing
the terms of
and the sequence.
13 Describe each of the sequences below.
• Is the sequence linear or non-linear?
• What is the first term?
• What is the term-to-term rule?
• What are the next two terms in the sequence?
a 5, 9, 13, 17, . . .
b 3, 11, 18, 24, . . .
c 3, 6, 12, 24, . . .
12
