Maths (3rd Edition) is a widely adopted series in Singapore

Workbook
hs (3rd Edition) is a widely adopted series in Singapore
schools. It is written in line with the Singapore Ministry of Education’s 2013
Workbook
ten in line with the Singapore Ministry of Education’s 2013
atics syllabus.

primary mathematics syllabus.

Maths 2A Workbook 3rd Edition

hs (3rd Edition) Workbook complements the Pupil’s Book

of questions, word problems and riddles for reinforcement,
olidation of concepts. Drawing from extensive research
om teachers and pupils, the 3rd edition supports the
ematical concepts and development of processes via the
:

Maths 2A

Maths 2A Workbook 3rd Edition

forces essential mathematical concepts, skills and
g strategies using graded questions arranged in staggered 3rd Edition
ty.
provides opportunities for self-reflection.
Task assesses pupils’ knowledge and conceptual
through questions and activities that involve concrete
Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

ractice broadens pupils’ thinking skills and extends their

of mathematical concepts.
ing challenges pupils to use relevant heuristics for

Maths (3rd Edition) Workbook complements the Pupil’s Book

estions.
dates concepts after every two to four chapters.

hs (3rd Edition) comprises:

2 parts
parts

ion, visit [Link]/education. by using a variety of questions, word problems and riddles for reinforcement,
ISBN 978-981-01-1936-2

Name: Class:
testing and consolidation of concepts. Drawing from extensive research
and feedback from teachers and pupils, the 3rd edition supports the
Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

learning of mathematical concepts and development of processes via the

following features:

• Practice reinforces essential mathematical concepts, skills and

problem-solving strategies using graded questions arranged in staggered
Maths 2A
3rd Edition
levels of difficulty.
• Maths Journal provides opportunities for self-reflection.
• Performance Task assesses pupils’ knowledge and conceptual
understanding through questions and activities that involve concrete
materials.

Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

• Challenging Practice broadens pupils’ thinking skills and extends their
understanding of mathematical concepts.
• Problem Solving challenges pupils to use relevant heuristics for
non-routine questions.
• Review consolidates concepts after every two to four chapters.

Maths (3rd Edition) comprises:

• Pupil’s Book in 2 parts
• Workbook in 2 parts

Visit [Link] for more information.

ISBN 978-981-01-1936-2

Name: Class:
Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

C01_(M)MPaHMathWB2A_Cover.indd 1 6/4/16 4:34 pm

 Workbook

Maths 2A
3rd Edition

Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

8
fo

us
01

–2
r

e f
rom 2014

01_(M)MPaHWB2A_TP.indd 1 6/4/16 4:35 pm

 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.
Name:
Class:
Date:
Chapter

6 Multiplication
For the Teacher: of 2, 5 and 10 Tables

Use Practice exercises with graded questions Practice 1

(1) Look at the pictu
res.
Multiplication
Table of 2

to test and reinforce concepts learnt in the

Fill in the blanks.
(a)

Pupil’s Book. Questions marked with an

asterisk (*) are intermediate questions meant (b)
4×2=

to stimulate pupils’ thinking.

5×2=

NEW!
(c)

Pte Ltd
Cavendish Education
Date:
Class:

© 2014 Marshall
Name:

At the end of each

7×2=
task
performance
Lesson 1 Multipl

chapter, assess
ication Table of 2
115
Use to help you.
11_(M)MPaHMathWB

bers given.
2A_06.indd
115

Look at the num

3 5 7
9

pupils’ knowledge
0 1 8 6/4/16 2:01
pm

2 4 6
.
it even numbers
to form four 3-dig
Use the numbers number more than once.

and conceptual
(a)
You may use each
are:
even numbers Name: Class: Date:
My four 3-digit

understanding using
, ,
,
put on Your thinking Cap!
test to smallest.
bers from grea
Arrange the num
,
greatest
, ,

it odd numbers
.
Performance Tasks Problem Solving
Sally and Hans started counting at the same time.
to form four 3-dig
that involve the use of
Sally counted on in tens from 300.
(b) Use the numbers number more than once. Hans counted back in hundreds.
You may use each Name: After six counts, they reached the same
Class: Date: number, 360.
are: What number did Hans start counting back from?
odd numbers

manipulatives and other

My four 3-digit
, ,
, put on YourI thinking
count on in Cap!
tens. I count back in hundreds.
300, 310, 320, 330, 340, 350, 360 … , … , … , … , … , … , 360
llest to greatest.
Pte Ltd

concrete materials.
bers from sma
Arrange the num
Cavendish Education

Challenging Practice
, ,
,
(1) The numbers are arranged in a pattern.
smallest
© 2014 Marshall

19 Describe each number pattern.

rs to 1000
Chapter 1 Numbe
(a)

pm
6/4/16 1:45
499
399
19
2A_01.indd
04_(M)MPaHMathWB
9
29

199
99 Draw a diagram

Develop pupils’ creative and

or act it out.

© 2014 Marshall Cavendish Education Pte Ltd

(b)
Date:

critical thinking skills with

Class:
Name:
70

72
Review 3

higher-order and
22 Chapter 1 Numbers to 1000
75
90 87
85 77
(1) Fill in the blanks. 80
82

(a) 5 groups of 3 =
non-routine questions in
04_(M)MPaHMathWB2A_01.indd 22 6/4/16 1:45 pm
© 2014 Marshall Cavendish Education Pte Ltd

(b) 9 × 2 =

(c) 6 × 4 =

(d) 35 ÷ 5 =
Put on Your Thinking Cap!
20 Chapter 1 Numbers to 1000
the picture.
(2) Colour the statements that describe

04_(M)MPaHMathWB2A_01.indd 20 6/4/16 1:45 pm

Reviews after every

Name:
Class:
Date:
4 groups of 5 5 groups of 4
20 ÷ 5 = 4
Maths Journal

(3) Write different multiplication equations

that make 30.
few chapters provide
Pte Ltd

× = 30
© 2014 Marshall Cavendish Education

= 30

consolidation of
×

= 30 × = 30
×
story book

concepts learnt.
pen
Review 3 151 Look at the pictures. coin bank
Write one multiplicatio
n story in the space
(Use multiplication below.
tables of 2, 5 and
10.)
6/4/16 2:08 pm

13_(M)MPaHMathWB2A_Rew [Link]
151
Story A
Fandi has 2 broth
ers.
He gave 2 pens to
each brother.

For the Pupil:

2×2=4

Fandi gave 4 pens

to his brothers altoge
ther.

Share your thoughts with your teachers, create your Story B

own mathematics questions and become aware of

Education Pte Ltd
© 2014 Marshall Cavendish

your own mathematical thinking in Maths Journal!

Chapter 6 Multiplica
tion Tables of 2, 5 and 10
129

11_(M)MPaHMathWB2A_0
[Link] 129

6/4/16 2:01 pm

Enjoy learning mathematics with My Pals Are Here! Maths (3rd Edition)!

02_(M)MPaHMathWB2A_Preface.indd 2 7/4/16 10:06 am

 CONTENTS
1 Numbers to 1000
Practice 1 Counting to 1000 1
Practice 2 Place Value 5
Practice 3 Comparing Numbers 11
Practice 4 Order and Pattern 13
Practice 5 Even and Odd Numbers 17
Maths Journal 18
Performance Task 19
Put on Your Thinking Cap! 20

2 Addition within 1000

Practice 1 Simple Addition within 1000 23
Practice 2 Addition with Regrouping in Ones 29
Practice 3 Addition with Regrouping in Tens 35
Practice 4 Addition with Regrouping in Tens and Ones 41
Maths Journal 47
Performance Task 48
Put on Your Thinking Cap! 49

Review 1 51

3 Subtraction within 1000

Practice 1 Simple Subtraction within 1000 55
Practice 2 Subtraction with Regrouping in Tens and Ones 61
Practice 3 Subtraction with Regrouping in Hundreds and Tens 67
Practice 4 Subtraction with Regrouping in Hundreds, Tens and Ones 73
Practice 5 Subtraction across Zeros 77
Maths Journal 79
Performance Task 80
Put on Your Thinking Cap! 81

4 Word Problems: Addition and Subtraction

Practice 1 Using Part–Whole in Addition and Subtraction 83
Practice 2 Adding On and Taking Away Sets 87
Practice 3 Comparing Two Sets 91
Maths Journal 95
Performance Task 96
Put on Your Thinking Cap! 97

Review 2 99

5 Multiplication and Division

Practice 1 How to Multiply 103
Practice 2 How to Divide 107
Practice 3 Making Multiplication and Division Stories 109
Maths Journal 111
Performance Task 112
Put on Your Thinking Cap! 113

03_(M)MPaHMathWB2A_Contents.indd 3 6/4/16 4:49 pm

 6 Multiplication Tables of 2, 5 and 10
Practice 1 Multiplication Table of 2 115
Practice 2 Multiplication Table of 5 119
Practice 3 Multiplication Table of 10 123
Practice 4 Multiplying Numbers in Any Order 125
Practice 5 Division Using Multiplication Facts 127
Maths Journal 129
Performance Task 130
Put on Your Thinking Cap! 131

7 Multiplication Tables of 3 and 4

Practice 1 Multiplication Table of 3 133
Practice 2 Multiplication Table of 4 137
Practice 3 Multiplying Numbers in Any Order 141
Practice 4 Division Using Multiplication Facts 143
Maths Journal 147
Performance Task 148
Put on Your Thinking Cap! 149

Review 3 151

8 Word Problems: Multiplication and Division

Practice 1 Multiplication 155
Practice 2 Division 159
Maths Journal 163
Performance Task 164
Put on Your Thinking Cap! 165

9 Length
Practice 1 Measuring in Metres 167
Practice 2 Using Metres to Compare and Order Lengths 169
Practice 3 Measuring in Centimetres 171
Practice 4 Using Centimetres to Compare and Order Lengths 175
Practice 5 Addition and Subtraction of Length 179
Practice 6 Multiplication and Division of Length 185
Maths Journal 188
Performance Task 189
Put on Your Thinking Cap! 190

Revision 1 193

03_(M)MPaHMathWB2A_Contents.indd 4 6/4/16 4:49 pm

 Name: Class: Date:

Chapter

1 Numbers to 1000

Practice 1 Counting to 1000

(1) How many are there?
Write the numbers in the blanks.

(a)    (b)

357 609

(c)    (d)
© 2014 Marshall Cavendish Education Pte Ltd

423 464

Lesson 1 Counting to 1000 1

04_(M)MPaHMathWB2A_01.indd 1 6/4/16 1:44 pm

 (e)    (f)

735 970

(g)    (h)

864 307

(i)    (j)

© 2014 Marshall Cavendish Education Pte Ltd

616 572

2 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 2 6/4/16 1:44 pm

 (2) Write the numbers in words.
(a)
one thousand
1000

(b)
eight hundred and nineteen
819

(c)
five hundred and forty
540

(d)
seven hundred and eighty-two
782

(e)
six hundred and three
603

(f)
three hundred and fifty-five
355
© 2014 Marshall Cavendish Education Pte Ltd

(g)
two hundred and ninety
290

Lesson 1 Counting to 1000 3

04_(M)MPaHMathWB2A_01.indd 3 6/4/16 1:44 pm

 (3) Which enclosure is the tram heading for?
Fill in the chart with the correct numbers.

tiger tapir lemur

three hundred and thirteen 313 R

six hundred and six 606 P
five hundred and fifty-five 555 U
nine hundred and twenty-four 924 M
four hundred and fifty-eight 458 A
one hundred and ninety-nine 199 E
six hundred and sixty 660 L
seven hundred and twelve 712 I
three hundred and thirty 330 T
eight hundred and seventy-two 872 G

Then write the letters that match the numbers below. © 2014 Marshall Cavendish Education Pte Ltd

T A P R
It is heading for the enclosure.
330 458 606 712 313

4 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 4 6/4/16 1:44 pm

 Name: Class: Date:

Practice 2 Place Value

(1) How many are there?
Write the numbers in numerals and in words.
Example

Hundreds Tens Ones

2 1 3
213, two hundred and thirteen

(a)

Hundreds Tens Ones

4 3 5
435, four hundred and thirty-five
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Place Value 5

04_(M)MPaHMathWB2A_01.indd 5 6/4/16 1:44 pm

 (b)

Hundreds Tens Ones

4 7 1
471, four hundred and seventy-one

(c)

Hundreds Tens Ones

8 0 9
809, eight hundred and nine

(d)

© 2014 Marshall Cavendish Education Pte Ltd

Hundreds Tens Ones

10 0 0
1000, one thousand

6 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 6 6/4/16 1:44 pm

 (2) Write the missing numbers.

Example

300 + 50 + 2 = 352

3 hundreds
5 tens
2 ones

(a)

700 + 80 + 6 = 786

7 hundreds
8 tens
6
© 2014 Marshall Cavendish Education Pte Ltd

ones

Lesson 2 Place Value 7

04_(M)MPaHMathWB2A_01.indd 7 6/4/16 1:44 pm

 (b)

900 + 1 = 901

9 hundreds
0 tens
1 one

* (c)

400 + 10 + 9 = 4 1 9

4 hundreds
1 ten
9 ones
© 2014 Marshall Cavendish Education Pte Ltd

8 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 8 6/4/16 1:44 pm

 (3) Colour these bubbles.
Use the same colour for the bubbles that give the same number.

287 309
6 hundreds
4 tens
2 ones

3 hundreds
9 ones 200 + 80 + 7

600 + 40 + 2
300 + 90

300 + 9

2 hundreds
8 tens
390
7 ones
© 2014 Marshall Cavendish Education Pte Ltd

642
3 hundreds
9 tens

Lesson 2 Place Value 9

04_(M)MPaHMathWB2A_01.indd 9 6/4/16 1:44 pm

 (4) Peter dropped the place-value cards while cleaning
the classroom.
Help Peter fill in the blanks.

942

(a) The value of the digit 9 is 900 .

(b) The value of the digit 2 is 2 .

(c) The value of the digit 4 is 40 .

508

(d) The digit 8 is in the ones place.

(e) The digit 5 is in the hundreds place.

(f) The digit 0 is in the tens place.

© 2014 Marshall Cavendish Education Pte Ltd

10 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 10 6/4/16 1:44 pm

 Name: Class: Date:

Practice 3 Comparing Numbers

(1) Fill in the blanks with greater than or smaller than.
(a)

Tens Ones Tens Ones

3 7 5 6

37 is smaller than 56.

(b)

Tens Ones Tens Ones

4 9 4 7

49 is greater than 47.

(c)
124
© 2014 Marshall Cavendish Education Pte Ltd

126

124 is smaller than 126.

Lesson 3 Comparing Numbers 11

04_(M)MPaHMathWB2A_01.indd 11 6/4/16 1:44 pm

 (2) Fill in the blanks with greater than or smaller than.

(a) 55 is smaller than 455.

First, compare the
hundreds.

greater than If the hundreds

(b) 555 is 550. are equal, compare
the tens.
If the tens are equal,
compare the ones.
(c) 1000 is greater than 100.

(d) 678 is smaller than 786.

(3) Write T for true or F for false in the boxes.

(a) 800 is smaller than 809. T

(b) 980 is smaller than 809. F © 2014 Marshall Cavendish Education Pte Ltd

(c) 89 is greater than 98. F

(d) 863 is greater than 862. T

12 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 12 6/4/16 1:44 pm

 Name: Class: Date:

Practice 4 Order and Pattern

(1) (a) Arrange the numbers in order.
Begin with the smallest. 47 73
77 34

34 47 73 77

smallest

(b) Arrange the numbers in order.

Begin with the greatest. 56 35
65 53

35 53 56 65

greatest

(c) Arrange the numbers in order.

Begin with the smallest. 67 96
79 69
© 2014 Marshall Cavendish Education Pte Ltd

67 69 79 96

smallest

Lesson 4 Order and Pattern 13

04_(M)MPaHMathWB2A_01.indd 13 6/4/16 1:44 pm

 (2) (a) Arrange the numbers in order.
Begin with the greatest. 487 784
478 874

874 784 487 478

greatest

(b) Arrange the numbers in order.

Begin with the smallest. 219 921
912 291

219 291 912 921

smallest

(c) Arrange the numbers in order.

Begin with the greatest. 386 863
683 638

863 683 638 386

© 2014 Marshall Cavendish Education Pte Ltd

greatest

14 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 14 6/4/16 1:44 pm

 (3) Fill in the blanks.
(a) 1 more than 205 is 206 .

(b) 555 is 2 less than 557.

(c) 10 more than 235 is 245 .

(d) 10 less than 455 is 445 .

(e) What is 100 less than 347? 247

(f) What is 200 more than 145? 345

(4) Find the missing numbers.

(a)
12 13 14 15 16 17

(b)
36 35 34 33 32 31

(c)
50 47 44 41 38 35

(d)
88 90 92 94 96 98
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 4 Order and Pattern 15

04_(M)MPaHMathWB2A_01.indd 15 6/4/16 1:44 pm

 (5) What is the missing number?

920 930 940 950 1000

(6) Find the missing numbers.

(a)
50 45 40 35 30 25

(b)
190 180 170 160 240 290

(c)
243 343 443 543 643 743

(d)
795 805 815 825 835 845

(e)
528 525 522 519 516 513
© 2014 Marshall Cavendish Education Pte Ltd

16 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 16 6/4/16 1:44 pm

 Name: Class: Date:

Practice 5 Even and Odd Numbers

(1) Look at the numbers in the box.

11 30 68
76 59 84
95
92 123 477 980
(a) Help Ajay circle all the even numbers and write them down.

30, 68, 76, 84, 92, 980

(b) Write down all the odd numbers.

11, 59, 95, 123, 477

(c) W
 hat do you notice about the ones digits in the even numbers
in (a)?
The even numbers have 0, 2, 4, 6 and 8 in the ones place.

(d) W
 hat do you notice about the ones digits in the odd numbers
in (b)?

The odd numbers have 1, 3, 5, 7 and 9 in the ones place.

(2) Fill in the blanks.

© 2014 Marshall Cavendish Education Pte Ltd

(a) Use the numbers on the right to form

the greatest 3-digit odd number. 4, 5, 9 945

(b) Use the numbers on the right to form

the smallest 3-digit even number.
(Do not begin with zero.) 0, 6, 9 690
Lesson 5 Even and Odd Numbers 17

04_(M)MPaHMathWB2A_01.indd 17 6/4/16 1:44 pm

 Name: Class: Date:

Maths Journal

Let us count on.

Every 10 counts of 1 one makes 10.

(a) +1

132 133 134 135 136 137 138 139 140 141 142

142 is 10 more than 132.

This is a number pattern.

203 206 209 212 215 218 221 224 227 230 233

Make your own number pattern. Answers vary.

(b) +5
© 2014 Marshall Cavendish Education Pte Ltd

(c) –2

18 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 18 6/4/16 1:44 pm

 Name: Class: Date:

Performance Task

Use to help you.

Look at the numbers given.

2 4 6 0 1 8 9 3 5 7

(a) Use the numbers to form four 3-digit even numbers.

You may use each number more than once.

My four 3-digit even numbers are:

, , , Answers vary.

Arrange the numbers from greatest to smallest.

, , , Answers vary.
greatest

(b) Use the numbers to form four 3-digit odd numbers.

You may use each number more than once.

My four 3-digit odd numbers are:

, , , Answers vary.
© 2014 Marshall Cavendish Education Pte Ltd

Arrange the numbers from smallest to greatest.

, , , Answers vary.
smallest

Chapter 1 Numbers to 1000 19

04_(M)MPaHMathWB2A_01.indd 19 6/4/16 1:44 pm

 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
(1) The numbers are arranged in a pattern.
Describe each number pattern.
(a) 0
+ 10
00
+1 499
00 399
+1
0
+ 10
9
29

199
99

(b)
–2

70
–3 –3
–2 –2 72
–3
–2 –3 75
90 87
85 77
82 80 © 2014 Marshall Cavendish Education Pte Ltd

20 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 20 6/4/16 1:44 pm

 (c) +1 +1 –3
+1 –3 –3

69 67
71
68 66 64
70

(2) There is a number that does not belong in each

number pattern. Circle the number.
(a)

100 200 300 400 550 600 700 800

(b)

990 985 980 975 970 965 960 955 945

© 2014 Marshall Cavendish Education Pte Ltd

Chapter 1 Numbers to 1000 21

04_(M)MPaHMathWB2A_01.indd 21 6/4/16 1:44 pm

 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
Sally and Hans started counting at the same time.
Sally counted on in tens from 300.
Hans counted back in hundreds.
After six counts, they reached the same number, 360.
What number did Hans start counting back from?

I count on in tens. I count back in hundreds.

300, 310, 320, 330, 340, 350, 360 … , … , … , … , … , … , 360

– 100 – 100 – 100 – 100 – 100 – 100

960, 860, 760, 660, 560, 460, 360

Hans started counting back from 960.

Draw a diagram
or act it out.
© 2014 Marshall Cavendish Education Pte Ltd

22 Chapter 1 Numbers to 1000

04_(M)MPaHMathWB2A_01.indd 22 6/4/16 1:44 pm

 Name: Class: Date:

CHAPTER

2 Addition within 1000

Practice 1 Simple Addition within 1000

(1) Add mentally.
(a) 36 + 3 = 39 (b) 21 + 7 = 28

(c) 17 + 30 = 47 (d) 49 + 40 = 89

(2) Add.
(a)   1 8 (b)   3 2 (c)   3 5
+ 9 + 1 4 +4 7
2 7 4 6 8 2

(d)   4 1 (e)   5 3 (f)   2 9

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

(g)   1 6 (h)   7 5 (i)   4 4

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

(3) Add mentally.

© 2014 Marshall Cavendish Education Pte Ltd

(a) 172 + 4 = 176 (b) 230 + 9 = 239

(c) 318 + 50 = 368 (d) 447 + 30 = 477

(e) 504 + 400 = 904 (f) 695 + 200 = 895

Lesson 1 Simple Addition within 1000 23

05_(M)MPaHMathWB2A_02.indd 23 7/4/16 2:33 pm

 (4) Find the value of 67 + 322.
  6 7
+ 3 2 2
3 8 9
67
Add the ones first.
Then, add the tens.
Add the hundreds last.

322

So, 67 + 322 = 389 .

(5) Add 183 and 16.

  1 8 3
+ 1 6
1 9 9

183

© 2014 Marshall Cavendish Education Pte Ltd

16

So, 183 + 16 = 199 .

24 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 24 7/4/16 2:33 pm

 (6) Add 142 and 315.
  1 4 2
+ 3 1 5
142 4 5 7

315

So, 142 + 315 = 457 .

(7) Find the value of 216 + 572.

  2 1 6
+ 5 7 2
216 7 8 8

572
© 2014 Marshall Cavendish Education Pte Ltd

So, 216 + 572 = 788 .

Lesson 1 Simple Addition within 1000 25

05_(M)MPaHMathWB2A_02.indd 25 7/4/16 2:33 pm

 (8) Add.
(a)   1 2 4 (b)   1 7
+ 2 0 + 2 3 1
1 4 4 2 4 8

(c)   6 4 2 (d)   2 3
+ 3 5 +3 6 4
6 7 7 3 8 7

(e)   7 4 1 (f)   7 9
+ 1 8 + 8 2 0
7 5 9 8 9 9

(9) Add.
(a)   4 2 1 (b)   3 2 5
+ 1 6 4 + 4 6 1
5 8 5 7 8 6

(c)   7 9 3 (d)   8 0 6
+ 1 0 2 + 1 5 2
8 9 5 9 5 8

(e)   2 5 3 (f)   4 4 8
+ 5 4 1 + 2 1 0
7 9 4 6 5 8 © 2014 Marshall Cavendish Education Pte Ltd

26 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 26 7/4/16 2:33 pm

 (10) The children have some addition cards.
Help them add the numbers to find out the prizes they win.

$10
Voucher

teddy bears soccer ball book voucher tennis racket

168 999 633 876 254

(a)   3 4 8 (b)   3 (c)   1 3 2

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

I win the tennis racket and teddy bears .

(d)   1 7 (e)   5 5 2 (f)   3 1 3

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

I win the book .

(g) 7 6 5 (h)   5 4 3 (i)   6 5 1

+2 3 4 +3 3 3 + 3 3
9 9 9 8 7 6 6 8 4
© 2014 Marshall Cavendish Education Pte Ltd

I win the soccer ball and voucher .

Lesson 1 Simple Addition within 1000 27

05_(M)MPaHMathWB2A_02.indd 27 7/4/16 2:33 pm

 (11) Add.
Show your workings in the boxes provided.

(a) 566 + 413 = 979 (b) 217 + 771 = 988

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

(c) 623 + 241 = 864 (d) 261 + 308 = 569

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

(e) 431 + 215 = 646 (f) 322 + 453 = 775

4 3 1
3 2 2
+2 1 5 +4 5 3
© 2014 Marshall Cavendish Education Pte Ltd

6 4 6 7 7 5

28 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 28 7/4/16 2:33 pm

 Name: Class: Date:

Practice 2 Addition with Regrouping

in Ones
(1) Add mentally.
(a) 4 + 8 = 12

(b) 7 + 5 = 12

(c) 9 + 4 = 13

(d) 6 + 6 = 12

(2) Add.
(a)   2 7 (b)   3 3 (c)   5 6
+ 9 + 1 9 + 2 5
3 6 5 2 8 1

(d)   2 6 (e)   3 2 (f)   3 8

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

(g)   4 5 (h)   6 8 (i)   7 4

+ 4 9 + 2 5 + 1 7
9 4 9 3 9 1
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Addition with Regrouping in Ones 29

05_(M)MPaHMathWB2A_02.indd 29 7/4/16 2:33 pm

 (3) Add mentally.

(a) 168 + 5 = 173 (b) 346 + 8 = 354

2 3 4 4

(c) 467 + 6 = 473 (d) 589 + 7 = 596

3 3 1 6

(4) Add 147 and 35.

147

35

  1 4 7
+ 3 5
1 8 2
182
© 2014 Marshall Cavendish Education Pte Ltd

So, 147 + 35 = 182 .

30 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 30 7/4/16 2:33 pm

 (5) Find the value of 758 + 119.

758

119

  7 5 8
+ 1 1 9
8 7 7

877

So, 758 + 119 = 877 .

© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Addition with Regrouping in Ones 31

05_(M)MPaHMathWB2A_02.indd 31 7/4/16 2:33 pm

 (6) Regroup and add.

(a) (b) (c) 1

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

(d) (e) (f)

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

(g) (h) (i)

1
1 1
  7 2 8   5 5 7   8 4 5
+ 1 2 4 + 2 1 6 + 1 0 5
8 5 2 7 7 3 9 5 0
© 2014 Marshall Cavendish Education Pte Ltd

32 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 32 7/4/16 2:33 pm

 (7) Julian and his friends are watching a match at the stadium.
Do you know what match they are watching?

M
1
4 0 8 1

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

N 1
1
1
1 2 6
1 3 9 2 3 6
+6 5 7 D
+ 5 6 + 6 5 5
7 8 3
1 9 5 8 9 1
B

N
1
1
  3 2 9 1   7 1 7
+2 2 8   4 7 1 +2 7 9
+3 0 9 T 9 9 6
5 5 7
7 8 0
I
© 2014 Marshall Cavendish Education Pte Ltd

Then, write the letters that match the numbers below.

B A D M I N T O N
891 491 783 694 557 996 780 872 195

Lesson 2 Addition with Regrouping in Ones 33

05_(M)MPaHMathWB2A_02.indd 33 7/4/16 2:33 pm

 (8) Regroup and add.
Show your workings in the boxes provided.

(a) 447 + 46 = 493 (b) 631 + 329 = 960

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

(c) 576 + 207 = 783 (d) 317 + 345 = 662

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

(e) 162 + 219 = 381 (f) 704 + 188 = 892

1 1
1 6 2 7 0 4
© 2014 Marshall Cavendish Education Pte Ltd

+2 1 9 +1 8 8
3 8 1 8 9 2

34 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 34 7/4/16 2:33 pm

 Name: Class: Date:

Practice 3 Addition with Regrouping

in Tens
(1) Add 168 and 90.    168 + 90 = 258

158 10

(2) Find the value of 273 + 80.

273 + 80 = 353

(3) Find the value of 376 + 60.

376 + 60 = 436

(4) Add 376 and 42.

376

42

  3 7 6
© 2014 Marshall Cavendish Education Pte Ltd

+ 4 2
4 1 8
418

So, 376 + 42 = 418 . Lesson 3 Addition with Regrouping in Tens 35

05_(M)MPaHMathWB2A_02.indd 35 7/4/16 2:33 pm

 (5) Add 354 and 183.

354

183

  3 5 4
+ 1 8 3
5 3 7
537
© 2014 Marshall Cavendish Education Pte Ltd

So, 354 + 183 = 537 .

36 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 36 7/4/16 2:33 pm

 (6) Find the value of 462 + 295.

462

295

  4 6 2
+ 2 9 5
7 5 7

757
© 2014 Marshall Cavendish Education Pte Ltd

So, 462 + 295 = 757 .

Lesson 3 Addition with Regrouping in Tens 37

05_(M)MPaHMathWB2A_02.indd 37 7/4/16 2:33 pm

 (7) Tim wants to open the cabinet.
Which key should he use?
Add to find out and circle your answer.

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

1
  3 7 5
+3 5 4
7 2 9

© 2014 Marshall Cavendish Education Pte Ltd

38 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 38 7/4/16 2:33 pm

 (8) Priya is looking for her helmet.
Which helmet matches her race number?
Add to find out and circle your answer.

1
  6 5 1

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

1
3 5 4
+ 1 9 4
5 4 8 1
2 2 6
+3 8 1
6 0 7
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 3 Addition with Regrouping in Tens 39

05_(M)MPaHMathWB2A_02.indd 39 7/4/16 2:33 pm

 (9) Regroup and add.
Show your workings in the boxes provided.

(a) 295 + 633 = 928 (b) 462 + 456 = 918

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

(c) 167 + 261 = 428 (d) 582 + 173 = 755

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

(e) 618 + 291 = 909 (f) 345 + 180 = 525

1 1
6 1 8 3 4 5
© 2014 Marshall Cavendish Education Pte Ltd

+2 9 1 +1 8 0
9 0 9 5 2 5

40 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 40 7/4/16 2:33 pm

 Name: Class: Date:

Practice 4 Addition with Regrouping

in Tens and Ones
(1) Add 208 and 98.
306 Make 100.
208 + 98 =

206 2

(2) Add 169 and 97.

169 + 97 = 266

166 3

(3) Add mentally.

(a) 257 + 99 = 356 (

256 1

(b) 472 + 98 = 570

470 2
© 2014 Marshall Cavendish Education Pte Ltd

(c) 534 + 97 = 631

(d) 648 + 99 = 747

Lesson 4 Addition with Regrouping in Tens and Ones 41

05_(M)MPaHMathWB2A_02.indd 41 7/4/16 2:33 pm

 (4) Find the value of 288 + 123.

288

123

  2 8 8
+ 1 2 3
4 1 1
411 © 2014 Marshall Cavendish Education Pte Ltd

So, 288 + 123 = 411 .

42 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 42 7/4/16 2:33 pm

 (5) Add 267 and 154.

267

154

  2 6 7
+ 1 5 4
4 2 1
421
© 2014 Marshall Cavendish Education Pte Ltd

So, 267 + 154 = 421 .

Lesson 4 Addition with Regrouping in Tens and Ones 43

05_(M)MPaHMathWB2A_02.indd 43 6/4/16 1:47 pm

 (6) Regroup and add.
Then, circle the people who live in Block 735.

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

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

1 1 1 1
6 5 6 1 6 7
+ 1 6 7 +5 6 8
8 2 3 7 3 5
© 2014 Marshall Cavendish Education Pte Ltd

44 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 44 6/4/16 1:47 pm

 (7) Add and match.

700
1 1 1 1
5 6 1 9 9
+2 5 7 + 9 9
3 1 3 2 9 8
721

313
1 1
1 1 4 0 3
8 9 5
+2 9 7
+ 2 8 7 0 0
9 2 3
712

923
1 1 1 1
2 4 5 4 8 8
© 2014 Marshall Cavendish Education Pte Ltd

+4 6 7 +2 3 3
7 1 2 7 2 1
298

Lesson 4 Addition with Regrouping in Tens and Ones 45

05_(M)MPaHMathWB2A_02.indd 45 6/4/16 1:47 pm

 (8) Regroup and add.
Show your workings in the boxes provided.

(a) 595 + 127 = 722 (b) 287 + 534 = 821

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

(c) 809 + 99 = 908 (d) 689 + 121 = 810

1 1 1 1
8 0 9 6 8 9
+ 9 9 +1 2 1
9 0 8 8 1 0

(e) 677 + 223 = 900 (f) 777 + 177 = 954

1 1 1 1
6 7 7 7 7 7
© 2014 Marshall Cavendish Education Pte Ltd

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

46 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 46 6/4/16 1:47 pm

 Name: Class: Date:

Maths Journal

(1) Find the missing number.

          6  5 3
8
+       2 9
9 4 2

(2) Arrange the numbers from greatest to smallest.

455 ,  554 ,   545 ,  454

554 , 545 , 455 , 454

greatest

(3) The answer in the example is wrong.

Spot the mistake.
Then, write the correct answer in the box.

  1 7 8 1 7 8
+3 8 4 +3 8 4
5 5 2 5 6 2
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 2 Addition within 1000 47

05_(M)MPaHMathWB2A_02.indd 47 6/4/16 1:47 pm

 Name: Class: Date:

Performance Task

Use and to help you.

Write the missing numbers.
1
(a) 2 5
6

+ 6 9 2

9 5 7

1
(b) 5 4 3

+ 4 3 7

9 8 0

1 1
(c) 7 9
5

+ 1 2 1

7 0 0
© 2014 Marshall Cavendish Education Pte Ltd

48 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 48 6/4/16 1:47 pm

 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
(1) (a) Form two 2-digit even numbers.

Answers vary.

(b) Add the two even numbers. Answers vary.

Circle the correct answer.
My answer is an odd / even number.

(2) (a) Form two 3-digit even numbers.

Answers vary.

(b) Add the two even numbers. Answers vary.

Circle the correct answer.
My answer is an odd / even number.

(3) Joe adds two even numbers.

Will his answer be an odd or even number?
Give an example to explain your answer.
© 2014 Marshall Cavendish Education Pte Ltd

It will be an even number.

8 + 4 = 12

Chapter 2 Addition within 1000 49

05_(M)MPaHMathWB2A_02.indd 49 6/4/16 1:47 pm

 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
Make two 3-digit numbers from the numbers below.
Use each number once.

What are the two 3-digit numbers that give the greatest answer
when you add them?

3 5 2 4 1 0

Begin with the

greatest numbers
shown below.

5 and 4
Possible answers:
531 and 420,
520 and 431,
530 and 421 or
521 and 430
© 2014 Marshall Cavendish Education Pte Ltd

50 Chapter 2 Addition within 1000

05_(M)MPaHMathWB2A_02.indd 50 6/4/16 1:47 pm

 Name: Class: Date:

Review 1

(1) How many are there?

Write the numbers in the blanks.

(a)    (b)

348 526

(2) Write the numbers in words.

(a) 301 three hundred and one

(b) 849 eight hundred and forty-nine

(c) 762 seven hundred and sixty-two

(3) Write in numerals.

(a) six hundred and twenty-three 623

© 2014 Marshall Cavendish Education Pte Ltd

(b) four hundred and eighty 480

(c) nine hundred and two 902

Review 1 51

06_(M)MPaHMathWB2A_Rew [Link] 51 6/4/16 1:49 pm

 (4) (a) What is three hundred and fifty-two in numerals? 352

(b) Is it an odd or even number? even

(5) Fill in the blanks.

(a) In 713, the digit 1 is in the tens place.

(b) In 508, the value of the digit 5 is 500 .

(c) 679 = 600 + 70 +9

(6) Write the answers in the blanks.

(a) Which number is greater? 270

215      270

(b) Which number is the smallest? 197

312      197      199

(c) Arrange the numbers in order.

Begin with the smallest.

509      905      590      950

© 2014 Marshall Cavendish Education Pte Ltd

509 , 590 , 905 , 950

smallest

52 Review 1

06_(M)MPaHMathWB2A_Rew [Link] 52 6/4/16 1:49 pm

 (7) Find the missing numbers.

873 883 893 903 913 923 933 943 953 963

(8) Fill in the blanks.

(a) 1 less than 638 is 637 .

(b) 900 is 10 more than 890.

(c) 100 more than 899 is 999 .

(d) 646 is 100 less than 746.

(9) Complete the number patterns.

(a) 830, 833, 836, 839, 842 , 845 , 848

(b) 500, 600, 700, 800, 900 , 1000

(c) 600, 500, 400, 300, 200 , 100 , 0

(d) 144, 140 , 136, 132, 128, 124, 120

* (e) 4, 8, 6, 10, 8, 12, 10, 14, 12 , 16 , 14

* (f) 10, 15, 14, 19, 18, 23, 22, 27 , 26

© 2014 Marshall Cavendish Education Pte Ltd

Review 1 53

06_(M)MPaHMathWB2A_Rew [Link] 53 6/4/16 1:49 pm

 (10) Add.
1
(a)    2 3 4 (b)    4 1 7 (c)    1 6 3
+7 1 3 +3 0 2 +6 1 7
947 719 780
1 1 1
(d)    6 5 1 (e)    3 6 3 (f)    5 9 2
+2 8 6 +1 8 2 +2 4 6
937 545 838
1 1 1 1 1 1
(g)    7 0 8 (h)    4 8 6 (i)    5 6 9
+ 9 6 +2 5 7 +3 4 3
804 743 912

(11) Add 493 and 138. 631

(12) Find the value of 198 + 607. 805

(13) Write the missing numbers.

(a)    2 5 6
+ 1 2 4
3 8 0

(b)    5 0 8
+ 3 9 9
9 0 7
© 2014 Marshall Cavendish Education Pte Ltd

54 Review 1

06_(M)MPaHMathWB2A_Rew [Link] 54 7/4/16 2:35 pm

 Name: Class: Date:

Chapter

3 Subtraction within 1000

Practice 1 Simple Subtraction within 1000

(1) Subtract mentally.
(a) 16 – 2 = 14 (b) 27 – 5 = 22

(c) 38 – 5 = 33 (d) 45 – 3 = 42

(e) 44 – 10 = 34 (f) 56 – 20 = 36

(g) 72 – 30 = 42 (h) 63 – 40 = 23

(2) Subtract.
(a)   5 9 (b)   5 6 (c)   6 2
− 8 −2 4 −4 1
5 1 3 2 2 1

(d)   6 8 (e)   7 5 (f)   7 7

−5 4 −3 2 −4 5
1 4 4 3 3 2

(g)   8 7 (h)   9 5 (i)   9 9

© 2014 Marshall Cavendish Education Pte Ltd

−4 3 −5 3 −7 2
4 4 4 2 2 7

Lesson 1 Simple Subtraction within 1000 55

07_(M)MPaHMathWB2A_03.indd 55 6/4/16 1:51 pm

 (3) Subtract mentally.
(a) 519 – 4 = 515 (b) 468 – 5 = 463

(c) 216 – 3 = 213 (d) 457 – 5 = 452

(e) 894 – 50 = 844 (f) 687 – 10 = 677

(g) 582 – 20 = 562 (h) 199 – 40 = 159

(i) 794 – 300 = 494 (j) 837 – 200 = 637

(k) 706 – 500 = 206 (l) 918 – 600 = 318

(4) Subtract 43 from 175.

✗
✗
175 ✗
✗ ✗
✗ ✗

  1 7 5
– 4 3
132 132
© 2014 Marshall Cavendish Education Pte Ltd

So, 175 – 43 = 132 .

56 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 56 6/4/16 1:51 pm

 (5) Subtract 123 from 245.

245 ✗
✗
✗ ✗
✗
✗
  2 4 5
– 1 2 3
122 122

Subtract the ones first.

So, 245 – 123 = 122 . Then, subtract the tens.
Subtract the hundreds last.

(6) Subtract 236 from 348.

✗
✗
348 ✗
✗ ✗
✗ ✗ ✗
✗
✗ ✗

  3 4 8
© 2014 Marshall Cavendish Education Pte Ltd

– 2 3 6
112 112

So, 348 – 236 = 112 .

Lesson 1 Simple Subtraction within 1000 57

07_(M)MPaHMathWB2A_03.indd 57 6/4/16 1:52 pm

 (7) Tom is looking for his T-shirt.
Which T-shirt matches his receipt number?
Subtract to find out and circle your answer.

(a) 1 6 9 (b) 6 8 5
– 2 3 – 7 1
1 4 6 6 1 4

(c) 6 9 3 (d) 5 6 6
– 3 4 2 – 4 1 3
3 5 1 1 5 3

(e) 7 9 7
– 5 2 7
2 7 0 © 2014 Marshall Cavendish Education Pte Ltd

58 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 58 6/4/16 1:52 pm

 (8) Subtract.

(b) 5 7 2
– 2 6 2 (c) 3 9 5
(a) 2 8 6 – 1 8 4
– 1 0 3 3 1 0
1 8 3 2 1 1

(e) 4 5 7
(d) 9 9 9 – 3 5 2
– 8 7 6
1 0 5
1 2 3

(f) 1 3 5 (h) 8 4 9
– 2 3 (g) 6 6 8
– 4 2 3
– 1 2 0
1 1 2 4 2 6
5 4 8

(i) 5 9 7 (j) 7 9 8
– 5 2 3 – 5 4 3
7 4
2 5 5

Look for the answers in the puzzle and circle them.

They can only be , or . Your answers may overlap.
© 2014 Marshall Cavendish Education Pte Ltd

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

Lesson 1 Simple Subtraction within 1000 59

07_(M)MPaHMathWB2A_03.indd 59 6/4/16 1:52 pm

 (9) Subtract.
Show your workings in the boxes provided.

(a) 765 – 43 = 722 (b) 598 – 64 = 534

   7 6 5    5 9 8
– 4 3 – 6 4
7 2 2 5 3 4

(c) 999 – 693 = 306 (d) 864 – 354 = 510

   9 9 9    8 6 4
– 6 9 3 – 3 5 4
3 0 6 5 1 0

(e) 655 – 524 = 131 (f) 476 – 371 = 105

   6 5 5    4 7 6
– 5 2 4 – 3 7 1
© 2014 Marshall Cavendish Education Pte Ltd

1 3 1 1 0 5

60 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 60 6/4/16 1:52 pm

 Name: Class: Date:

Practice 2 Subtraction with Regrouping

in Tens and Ones
(1) Subtract mentally.

(a) 13 – 8 = 5

3 5

(b) 12 – 9 = 3

2 7

(2) Subtract.
(a)   7 2 (b)   3 4 (c)   5 3
− 6 − 1 8 −2 8
6 6 1 6 2 5

(d)   6 1 (e)   7 2 (f)   7 5

−3 7 −4 9 − 1 7
2 4 2 3 5 8

(g)   8 8 (h)   9 1 (i)   9 6

−3 9 −5 8 −5 7
4 9 3 3 3 9
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Subtraction with Regrouping in Tens and Ones 61

07_(M)MPaHMathWB2A_03.indd 61 6/4/16 1:52 pm

 (3) Subtract 39 from 278.

278

✗
✗ ✗
✗ ✗ ✗
✗ ✗ ✗ 6 18
✗ ✗ ✗   2 7 8
– 3 9
239

239

So, 278 – 39 = 239 . © 2014 Marshall Cavendish Education Pte Ltd

62 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 62 6/4/16 1:52 pm

 (4) Subtract 117 from 252.

252

✗
✗
✗
✗
✗
✗ ✗
✗
✗
4 12
2 5 2
– 1 1 7
13 5
135

So, 252 – 117 = 135 .

© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Subtraction with Regrouping in Tens and Ones 63

07_(M)MPaHMathWB2A_03.indd 63 6/4/16 1:52 pm

 (5) Siti took part in a lucky draw.
Which prize did she win?

6 6 1 7 4 3
– 2 4 6 – 5 2 9
4 1 5 2 1 4

Soccer ball Teddy bear

8 5 4 5 7 2
– 3 1 7 – 4 5 8
5 3 7 1 1 4

Snowglobe Storybook

Siti won the storybook .

© 2014 Marshall Cavendish Education Pte Ltd

64 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 64 6/4/16 1:52 pm

 (6) Subtract and match.

  3 5 4
– 2 3 5
218
  1 1 9

  4 8 0
– 1 6 8
309
3 1 2

  5 5 5
– 2 4 6
312
3 0 9

  3 5 7
© 2014 Marshall Cavendish Education Pte Ltd

– 1 3 9 119
2 1 8

Lesson 2 Subtraction with Regrouping in Tens and Ones 65

07_(M)MPaHMathWB2A_03.indd 65 6/4/16 1:52 pm

 (7) Regroup and subtract.
Show your workings in the boxes provided.

(a) 861 – 312 = 549 (b) 987 – 739 = 248

5 11 7 17
   8 6 1    9 8 7
– 3 1 2 – 7 3 9
5 4 9 2 4 8

(c) 562 – 345 = 217 (d) 397 – 188 = 209

5 12 8 17
   5 6 2    3 9 7
– 3 4 5 – 1 8 8
2 1 7 2 0 9

(e) 785 – 457 = 328 (f) 553 – 406 = 147

7 15 4 13
   7 8 5    5 5 3
– 4 5 7 – 4 0 6
© 2014 Marshall Cavendish Education Pte Ltd

3 2 8 1 4 7

66 Chapter 3 Subtraction within 1000

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 Name: Class: Date:

Practice 3 Subtraction with Regrouping

in Hundreds and Tens
(1) Subtract 80 from 174.

174 – 80 = 94

100 74

(2) Subtract 90 from 206.

206 – 90 = 116

106 100

(3) Subtract mentally.

(a) 527 – 90 = 437

427 100

(b) 438 – 70 = 368

© 2014 Marshall Cavendish Education Pte Ltd

338 100

(c) 631 – 40 = 591

(d) 844 – 60 = 784

Lesson 3 Subtraction with Regrouping in Hundreds and Tens 67

07_(M)MPaHMathWB2A_03.indd 67 6/4/16 1:52 pm

 (4) Subtract 77 from 217.

✗
✗
✗
217 ✗
✗
✗
✗

✗ ✗
✗
✗
✗
✗
2 11
  2 1 7
– 7 7
140
140

© 2014 Marshall Cavendish Education Pte Ltd

So, 217 – 77 = 140 .

68 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 68 6/4/16 1:52 pm

 (5) Subtract 182 from 315.

315
✗
✗

✗ ✗
✗ ✗
✗
✗
✗
✗
2 11
3 1 5
– 1 8 2
133 133

So, 315 – 182 = 133 .

© 2014 Marshall Cavendish Education Pte Ltd

Lesson 3 Subtraction with Regrouping in Hundreds and Tens 69

07_(M)MPaHMathWB2A_03.indd 69 6/4/16 1:52 pm

 (6) Subtract.
Match the keys to the locks.

6 2 9
– 2 8 1
3 4 8

7 1 4
– 3 6 3
3 5 1

8 8 8
– 6 9 4
1 9 4
© 2014 Marshall Cavendish Education Pte Ltd

4 2 8
– 1 7 5
2 5 3
70 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 70 6/4/16 1:52 pm

 (7) Help the clown keep the juggling bowling pins in the air.
Subtract and write the correct answer on each bowling pin.

(b) 4 0 9
– 1 2 8
(a) 3 4 8 2 8 1 (c) 2 3 9
– 2 8 2
6 6 – 6 7
1 7 2

(d) 4 1 3
– 3 6 1
5 2

(f) 5 5 5
(e) 6 3 8
– 1 9 5 (g) 7 1 9
– 3 5 6 3 6 0
2 8 2 – 5 2 5
1 9 4

(h) 9 1 9
© 2014 Marshall Cavendish Education Pte Ltd

– 9 9
8 2 0

Lesson 3 Subtraction with Regrouping in Hundreds and Tens 71

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 (8) Regroup and subtract.
Show your workings in the boxes provided.

(a) 439 – 186 = 253 (b) 654 – 263 = 391

3 13 5 15
   4 3 9    6 5 4
– 1 8 6 – 2 6 3
2 5 3 3 9 1

(c) 765 – 695 = 70 (d) 578 – 190 = 388

6 16 4 17
   7 6 5    5 7 8
– 6 9 5 – 1 9 0
7 0 3 8 8

(e) 535 – 191 = 344 (f) 908 – 567 = 341

4 13 8 10
   5 3 5    9 0 8
– 1 9 1 – 5 6 7
© 2014 Marshall Cavendish Education Pte Ltd

3 4 4 3 4 1

72 Chapter 3 Subtraction within 1000

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 Name: Class: Date:

Practice 4 Subtraction with Regrouping

in Hundreds, Tens and Ones
(1) Subtract 163 from 241.

241

✗
✗
✗

✗
✗ ✗
✗
✗
✗
1 13 11
2 4 1
– 1 6 3
© 2014 Marshall Cavendish Education Pte Ltd

7 8
78

So, 241 – 163 = 78 .

Lesson 4 Subtraction with Regrouping in Hundreds, Tens and Ones 73

07_(M)MPaHMathWB2A_03.indd 73 6/4/16 1:52 pm

 (2) Subtract.

(a) 4 7 8 (b) 6 5 2
– 1 9 9 – 4 6 7
2 7 9 1 8 5

(c) 5 5 5 (d) 7 3 4
– 4 5 7 – 5 7 6
9 8 1 5 8

(e) 8 1 6 (f) 9 8 7
– 7 8 9 – 6 9 8
2 7 2 8 9

© 2014 Marshall Cavendish Education Pte Ltd

74 Chapter 3 Subtraction within 1000

07_(M)MPaHMathWB2A_03.indd 74 6/4/16 1:52 pm

 (3) Help Sammy clear these rocks to reach the shore.
Subtract and write the correct answer on each rock.

(a) 9 8 8
– 7 9 9
1 8 9
(b) 4 8 3
– 2 9 7
1 8 6

(c) 2 1 2
(e) 4 4 6
– 1 2 3 (d) 6 3 4 – 2 6 8
8 9
– 1 9 6 1 7 8
4 3 8

(f) 6 6 1 (g) 5 3 5
– 3 7 4 – 4 6 8
2 8 7 (h) 7 8 4
6 7
– 5 9 6
1 8 8

(i) 1 3 6
– 9 9 (j) 8 8 3
3 7
© 2014 Marshall Cavendish Education Pte Ltd

– 1 9 8
6 8 5

Lesson 4 Subtraction with Regrouping in Hundreds, Tens and Ones 75

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 (4) Regroup and subtract.
Show your workings in the boxes provided.

(a) 924 – 886 = 38 (b) 818 – 669 = 149

8 11 14 7 10 18
   9 2 4    8 1 8
– 8 8 6 – 6 6 9
3 8 1 4 9

(c) 827 – 359 = 468 (d) 615 – 278 = 337

7 11 17 3 10 15
   8 2 7    6 1 5
– 3 5 9 – 2 7 8
4 6 8 3 3 7

(e) 456 – 298 = 158 (f) 472 – 289 = 183

3 14 16 3 16 12
   4 5 6    4 7 2
– 2 9 8 – 2 8 9
© 2014 Marshall Cavendish Education Pte Ltd

1 5 8 1 8 3

76 Chapter 3 Subtraction within 1000

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 Name: Class: Date:

Practice 5 Subtraction across Zeros

(1) Subtract 45 from 200.

200

✗
✗ ✗
✗ ✗
✗
✗ ✗
✗ 9
1 10 10
2 0 0
– 4 5
1 5 5
155
© 2014 Marshall Cavendish Education Pte Ltd

So, 200 – 45 = 155 .

Lesson 5 Subtraction across Zeros 77

07_(M)MPaHMathWB2A_03.indd 77 6/4/16 1:52 pm

 (2) Regroup and subtract.

(a) 4 0 0 (b) 6 0 0 (c) 7 0 0

– 9 9 – 5 3 7 – 2 8 8
3 01 6 3 4 12

(d) 9 0 0 (e) 5 0 0 (f) 8 0 0

– 6 9 8 – 3 8 6 – 4 5 6
2 02 1 14 3 44

(g) 900 – 789 = 111 (h) 700 – 423 = 277

9 9
8 10 10 6 10 10
   9 0 0    7 0 0
– 7 8 9 – 4 2 3
1 1 1 2 7 7

(i) 300 – 195 = 105 (j) 600 – 472 = 128

9 9
2 10 10 5 10 10
   3 0 0    6 0 0
– 1 9 5 – 4 7 2
1 0 5 1 2 8
© 2014 Marshall Cavendish Education Pte Ltd

78 Chapter 3 Subtraction within 1000

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 Name: Class: Date:

Maths Journal

(1) Find the missing number.

   9 0 3
– 4 7 6
4 2 7

(2) Arrange the numbers from greatest to smallest.

966 ,  699 ,   996 ,  969

996 , 969 , 966 , 699

greatest

(3) The answer in the example is wrong.

Spot the mistake.
Then, write the correct answer in the box.

9 4 4    9 4 4
– 5 6 9 – 5 6 9
4 2 5 3 7 5
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 3 Subtraction within 1000 79

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 Name: Class: Date:

Performance Task

Use to help you.

(a) A thousand-legged bug had 999 shoes at first.

Some of his shoes fell off.
How many of his shoes did not fall off?
I have more shoes
9 9 9 left on my feet than
– 3 6 8 those that fell off.

6 3 1

631 of his shoes did not fall off.

(b) A thousand-legged bug wore 608 shoes.

Some of them were black shoes and some
were white shoes.
How many black shoes did he wear?
I wore fewer
6 0 8 black shoes than
– 3 5 6 white shoes.

2 5 2

He wore 252 black shoes.

© 2014 Marshall Cavendish Education Pte Ltd

80 Chapter 3 Subtraction within 1000

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
(1) (a) Form two 2-digit odd numbers.

Answers vary.

(b) Subtract the two odd numbers. Answers vary.

Circle the correct answer.
My answer is an odd / even number.

(2) (a) Form two 3-digit odd numbers.

Answers vary.

(b) Subtract the two odd numbers. Answers vary.

Circle the correct answer.
My answer is an odd / even number.

(3) Fatimah subtracts two odd numbers.

© 2014 Marshall Cavendish Education Pte Ltd

Will her answer be an odd or even number?

Give an example to explain your answer.

It will be an even number.

7−3=4
Chapter 3 Subtraction within 1000 81

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 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving

0 1 2 3 4 5 6 7 8 9

Fill in the boxes with any of the numbers above.

Use each number once.

9 4 5
– 7 8 2 Use to help you.

1 6 3

© 2014 Marshall Cavendish Education Pte Ltd

82 Chapter 3 Subtraction within 1000

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 Name: Class: Date:

Chapter
Word Problems: Addition
4 and Subtraction

Practice 1 Using Part–Whole in Addition

and Subtraction
Solve.
(1) 62 boys and 27 girls performed at a Teachers’ Day concert.
How many children performed at the Teachers’ Day
concert altogether?
62 27

?
62 + 27 = 89

89 children performed at the Teachers’ Day

concert altogether.

(2) Rani collected 65 seashells last year.

She collected 19 seashells this year.
How many seashells did she collect in both years altogether?
© 2014 Marshall Cavendish Education Pte Ltd

65 19

?
65 + 19 = 84
She collected 84 seashells in both years altogether.
Lesson 1 Using Part–Whole in Addition and Subtraction 83

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 (3) A seamstress sewed 427 uniforms last month.
She sewed 215 uniforms this month.
How many uniforms did she sew in both months altogether?
427 215

427 + 215 = 642

She sewed 642 uniforms in both months altogether.

(4) Miss Sharon has 129 girls in her morning dance class.
She has 178 girls in her evening dance class.
How many girls are there in both her dance classes altogether?
129 178

© 2014 Marshall Cavendish Education Pte Ltd

129 + 178 = 307

There are 307 girls in both her dance classes altogether.

84 Chapter 4 Word Problems: Addition and Subtraction

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 (5) Mr Lim washed 65 dishes in two days.
He washed 33 dishes on the first day.
How many dishes did he wash on the second day?
33 ?

65

65 – 33 = 32

He washed 32 dishes on the second day.

(6) There are 278 people around a campfire.

26 of them are teachers and the rest are pupils.
How many pupils are there?
26 ?

278
© 2014 Marshall Cavendish Education Pte Ltd

278 – 26 = 252

There are 252 pupils.

Lesson 1 Using Part–Whole in Addition and Subtraction 85

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 (7) A toy factory made 625 teddy bears in two days.
277 teddy bears were made on the first day.
How many teddy bears did the toy factory make on
the second day?
277 ?

625

625 – 277 = 348

The toy factory made 348 teddy bears on the second day.

(8) A postman delivered 999 letters in two days.

He delivered 306 letters on Monday and the rest of the
letters on Tuesday.
How many letters did he deliver on Tuesday?
306 ?

999
© 2014 Marshall Cavendish Education Pte Ltd

999 – 306 = 693

He delivered 693 letters on Tuesday.

86 Chapter 4 Word Problems: Addition and Subtraction

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 Name: Class: Date:

Practice 2 Adding On and

Taking Away Sets
Solve.
(1) Shaowei has 54 toy cars.
His brother gives him 36 toy cars.
How many toy cars does he have altogether?
36

54

54 + 36 = 90

He has 90 toy cars altogether.

(2) Joey had 99 skateboards.

He sold some of them and had 45 skateboards left.
How many skateboards did Joey sell?
?

45 sold
© 2014 Marshall Cavendish Education Pte Ltd

99

99 – 45 = 54

Joey sold 54 skateboards.

Lesson 2 Adding On and Taking Away Sets 87

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 (3) Bryan collected 228 ice-cream sticks for his project.
He needed 350 more ice-cream sticks.
How many ice-cream sticks were needed for his project?
350

228

228 + 350 = 578

578 ice-cream sticks were needed for Bryan’s project.

(4) There were 367 pairs of rollerblades at a sports rental shop.

174 pairs of rollerblades were rented out.
How many pairs of rollerblades were left?
174

? rented out

367
© 2014 Marshall Cavendish Education Pte Ltd

367 – 174 = 193

193 pairs of rollerblades were left.

88 Chapter 4 Word Problems: Addition and Subtraction

08_(M)MPaHMathWB2A_04.indd 88 6/4/16 1:54 pm

 (5) Selva has climbed 95 steps to reach his flat.
Then, he has to climb another 105 steps to reach his neighbour’s flat.
How many steps does Selva have to climb altogether?
105

95

95 + 105 = 200

He has to climb 200 steps altogether.

(6) There were 282 members in Sunshine Sailing Club.

199 members were men.
How many members were women?
199

282
© 2014 Marshall Cavendish Education Pte Ltd

282 – 199 = 83
83 members were women.

Lesson 2 Adding On and Taking Away Sets 89

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 (7) Shawn collected 405 paperweights.
He gave away 278 paperweights.
How many paperweights did he have left?
278

405

405 – 278 = 127

He had 127 paperweights left.

* (8) Sulin has 49 buttons.

Her mother gives her 66 buttons.
Her grandfather gives her 34 buttons.
How many buttons does Sulin have altogether?
34

66

49 © 2014 Marshall Cavendish Education Pte Ltd

?
49 + 66 + 34 = 149

Sulin has 149 buttons altogether.

90 Chapter 4 Word Problems: Addition and Subtraction

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 Name: Class: Date:

Practice 3 Comparing Two Sets

Find the missing numbers.
Then, solve.
(1) Huiping has 86 stickers.
Aisha has 49 fewer stickers than Huiping.
How many stickers does Aisha have?
86

Huiping

Aisha

? 49

86 – 49 = 37

Aisha has 37 stickers.

(2) Vishnu collected 29 toy cars.

Rishan collected 69 more toy cars than Vishnu.
How many toy cars did Rishan collect?
29 69

Vishnu

Rishan
© 2014 Marshall Cavendish Education Pte Ltd

29 + 69 = 98

Rishan collected 98 toy cars.

Lesson 3 Comparing Two Sets 91

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 (3) There were 203 people at a pool without floats.
There were 23 more people with floats than those without floats.
How many people were at the pool with floats?

203 23

Without floats

With floats

203 + 23 = 226

There were 226 people at the pool with floats.

(4) Aunt Alice fried 166 fish balls for a party.

She fried 77 more fish balls than prawn balls for the party.
How many prawn balls did Aunt Alice fry?

166

Fish balls

Prawn balls

?
77
© 2014 Marshall Cavendish Education Pte Ltd

166 – 77 = 89

Aunt Alice fried 89 prawn balls.

92 Chapter 4 Word Problems: Addition and Subtraction

08_(M)MPaHMathWB2A_04.indd 92 6/4/16 1:54 pm

 Solve.
Draw models to help you.
(5) Paul made 123 masks.
Paul made 87 fewer masks than Joshua.
How many masks did Joshua make?
123 87
Paul

Joshua
?

123 + 87 = 210

Joshua made 210 masks.

(6) There were 952 children watching a musical.

There were 265 fewer adults than children watching the musical.
How many adults were watching the musical?
952
Children

Adults
? 265
© 2014 Marshall Cavendish Education Pte Ltd

952 – 265 = 687

687 adults were watching the musical.

Lesson 3 Comparing Two Sets 93

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 (7) Mr Tan baked 469 cookies.
He baked 255 fewer cookies than Mrs Liew.
How many cookies did Mrs Liew bake?
469 255

Mr Tan

Mrs Liew

469 + 255 = 724

Mrs Liew baked 724 cookies.

(8) Faridah made 943 curry puffs.

She made 457 more curry puffs than Hannah.
How many curry puffs did Hannah make?
943

Faridah

Hannah

? 457
© 2014 Marshall Cavendish Education Pte Ltd

943 – 457 = 486

Hannah made 486 curry puffs.

94 Chapter 4 Word Problems: Addition and Subtraction

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 Name: Class: Date:

Maths Journal

Write an addition story or a subtraction story for each model below.

(a) 168 126

?
Answers vary.

(b) 62 ?

154
Answers vary.
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 4 Word Problems: Addition and Subtraction 95

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 Name: Class: Date:

Performance Task

Use to show the model.

Then, solve.

Alison has 13 teddy bears.

6 of them are small teddy bears.
The rest are big teddy bears.
How many big teddy bears does Alison have?

13

6 ?

13 – 6 = 7

Alison has 7 big teddy bears.

© 2014 Marshall Cavendish Education Pte Ltd

96 Chapter 4 Word Problems: Addition and Subtraction

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
Charmaine needed 185 balloons for her birthday party.
She did not have enough balloons and needed to buy 19 more.
How many balloons did Charmaine have at first?
© 2014 Marshall Cavendish Education Pte Ltd

185 − 19 = 166

Charmaine had 166 balloons at first.

Chapter 4 Word Problems: Addition and Subtraction 97

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 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
Solve.
Draw models to help you.
Jessica has 24 more teddy bears than Winnie.
Ben has 24 fewer teddy bears than Winnie.
How many more teddy bears does Jessica have than Ben?

Jessica

Winnie

Ben 24

24

© 2014 Marshall Cavendish Education Pte Ltd

24 + 24 = 48

Jessica has 48 more teddy bears than Ben.

98 Chapter 4 Word Problems: Addition and Subtraction

08_(M)MPaHMathWB2A_04.indd 98 6/4/16 1:54 pm

 Name: Class: Date:

Review 2

(1) Subtract.
2 12 3 11 0 13
(a)   3 2 4 (b)    5 4 1 (c)    6 1 3
– 2 5 1 – 2 3 8 – 4 0 7
7 3 3 0 3 2 0 6

6 15 3 12 7 12 11
(d)    7 5 6 (e)    4 2 7 (f)    8 3 1
– 2 7 6 – 1 3 4 – 5 9 8
4 8 0 2 9 3 2 3 3

9
4 10 10 5 10 2 10 12
(g)    5 1 0 (h)    8 6 0 (i)    3 0 2
– 3 8 5 – 5 2 9 – 1 4 6
1 2 5 3 3 1 1 5 6

9 9
5 10 7 10 10 4 10 10
(j)    6 0 9 (k)    8 0 0 (l)    5 0 0
– 5 7 8 – 2 7 5 – 4 9 3
3 1 5 2 5 7

(2) Find the missing numbers.

© 2014 Marshall Cavendish Education Pte Ltd

(a)    6 2 8 (b)    7 1 4
– 3 1 9 – 4 5 6
3 0 9 2 5 8

Review 2 99

09_(M)MPaHMathWB2A_Rew [Link] 99 6/4/16 1:56 pm

 Solve.
Draw models to help you.

(3) Yiling bought 60 sticks of chicken satay.

She also bought 42 sticks of mutton satay.
How many sticks of satay did Yiling buy altogether?
60 42

60 + 42 = 102

Yiling bought 102 sticks of satay altogether.

(4) There were 603 passengers on a cruise ship.

194 of them were children.
The others were adults.
How many adults were there on the cruise ship?
194 ?

603
© 2014 Marshall Cavendish Education Pte Ltd

603 – 194 = 409

There were 409 adults on the cruise ship.

100 Review 2

09_(M)MPaHMathWB2A_Rew [Link] 100 6/4/16 1:56 pm

 (5) Tom made 299 bowls of curry noodles.
After selling some of them, he had 176 bowls of curry noodles left.
How many bowls of curry noodles did Tom sell?
176

299

299 – 176 = 123

Tom sold 123 bowls of curry noodles.

(6) Janet sold 417 caps last week.

She sold 128 more caps this week than last week.
How many caps did Janet sell this week?
417 128
Last week

This week

?
© 2014 Marshall Cavendish Education Pte Ltd

417 + 128 = 545

Janet sold 545 caps this week.

Review 2 101

09_(M)MPaHMathWB2A_Rew [Link] 101 6/4/16 1:56 pm

 (7) Johan has 343 cards.
He has 192 fewer cards than Kevin.
How many cards does Kevin have?
343 192
Johan

Kevin

343 + 192 = 535

Kevin has 535 cards.

* (8) 365 people watched a show on Monday.

There were 105 more people watching the show
on Monday than on Tuesday.
How many people watched the show on Tuesday?
365
Monday

Tuesday

? 105 © 2014 Marshall Cavendish Education Pte Ltd

365 – 105 = 260

260 people watched the show on Tuesday.

102 Review 2

09_(M)MPaHMathWB2A_Rew [Link] 102 6/4/16 1:56 pm

 Name: Class: Date:

Chapter
Multiplication and
5 Division
Practice 1 How to Multiply
(1) Look at the pictures.
Fill in the blanks.

6 threes = 18 6×3= 18
© 2014 Marshall Cavendish Education Pte Ltd

‘6 × 3’ is the
same as ‘3 × 6’.

3 sixes = 18 3×6= 18

Lesson 1 How to Multiply 103

10_(M)MPaHMathWB2A_05.indd 103 6/4/16 1:57 pm

 (2)

4 groups of 5 monkeys = 20

4×5= 20

5 groups of 4 monkeys = 20

5 × 4= 20
© 2014 Marshall Cavendish Education Pte Ltd

‘4 × 5’ is the
same as ‘5 × 4’.

104 Chapter 5 Multiplication and Division

10_(M)MPaHMathWB2A_05.indd 104 6/4/16 1:57 pm

 (3) Count and add the number of animals in each group.
Then, multiply.

2+2+2+2= 8

4× 2 = 8

4+4= 8

2× 4 = 8

(4)

7 + 7 + 7 + 7 + 7 = 35
5 × 7 = 35
© 2014 Marshall Cavendish Education Pte Ltd

7 × 5 = 35

Lesson 1 How to Multiply 105

10_(M)MPaHMathWB2A_05.indd 105 6/4/16 1:57 pm

 (5) Multiply 2 by 5.

2 × 5 = 10

(6) Multiply 10 by 4.

10 × 4 = 40

(7) Multiply 6 by 3.

© 2014 Marshall Cavendish Education Pte Ltd

6 × 3 = 18

106 Chapter 5 Multiplication and Division

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 Name: Class: Date:

Practice 2 How to Divide

(1) Find the number of objects in each group.
(a) Divide 10 snails equally into 2 groups.

10 ÷ 2 = 5

There are 5 snails in each group.

(b) Arrange 15 books equally into 3 stacks.

15 ÷ 3 = 5

There are 5 books in each stack.

(c) Divide 15 by 5.
© 2014 Marshall Cavendish Education Pte Ltd

15 ÷ 5 = 3

There are 3 eggs in each nest.

Lesson 2 How to Divide 107

10_(M)MPaHMathWB2A_05.indd 107 6/4/16 1:57 pm

 (2) Find the number of groups.
(a) Divide 12 beads into groups of 4.

12 ÷ 4 = 3

There are 3 groups of 4 beads.

(b) Divide 14 ice cream cones into groups of 7.

14 ÷ 7 = 2

There are 2 groups of 7 ice cream cones.

(c) Divide 20 by 5.

© 2014 Marshall Cavendish Education Pte Ltd

20 ÷ 5 = 4

There are 4 groups of 5 oranges.

108 Chapter 5 Multiplication and Division

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 Name: Class: Date:

Practice 3 Making Multiplication and

Division Stories
(1) Make multiplication and division stories.

Example

There are 2 plates.

Each plate has 6 strawberries.

2 × 6 = 12

There are 12 strawberries.

(a)

There are 4 jars.

Each jar has 6 marbles.

© 2014 Marshall Cavendish Education Pte Ltd

4 × 6 = 24

There are 24 marbles.

Lesson 3 Making Multiplication and Division Stories 109

10_(M)MPaHMathWB2A_05.indd 109 6/4/16 1:57 pm

 (b)

Share 16 balloons equally among 4 children.

16 ÷ 4 = 4

Each child has 4 balloons.

(c)

There are 40 pencils.

Each box has 8 pencils.

40 ÷ 8 = 5

There are 5 boxes.

© 2014 Marshall Cavendish Education Pte Ltd

110 Chapter 5 Multiplication and Division

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 Name: Class: Date:

Maths Journal

Look at the picture.

Make a multiplication or a division story.
Draw circles around the stars to help you.

Story A

There are 12 stars.

There are 6 stars in a group.

12 ÷ 6 = 2

There are 2 groups.

Story B

Answers vary.
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 5 Multiplication and Division 111

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 Name: Class: Date:

Performance Task

Use to show these multiplication and division equations.

Then, fill in the blanks.

(a) 5×2= 10

(b) Multiply 6 by 4.

6 × 4 = 24

(c) 21 ÷ 3 = 7

or

(d) Divide 24 by 6. © 2014 Marshall Cavendish Education Pte Ltd

or

112 Chapter 5 Multiplication and Division

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
Miss Lim has 10 sweets.
She wants to give 3 sweets to each of her pupils.
How many pupils can receive 3 sweets from Miss Lim?

Use to act
it out!
© 2014 Marshall Cavendish Education Pte Ltd

3 pupils can receive 3 sweets from Miss Lim.

Chapter 5 Multiplication and Division 113

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 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
A jar containing 36 sugar cubes was left open.
Mighty Ant took 4 days to carry all the sugar cubes to his nest.
He carried the same number of sugar cubes each day.
How many sugar cubes did Mighty Ant carry to his nest each day?

I can solve this problem

by drawing a diagram or
by acting it out with .

36 ÷ 4 = 9

Mighty Ant carried 9 sugar cubes to his nest each day.

© 2014 Marshall Cavendish Education Pte Ltd

114 Chapter 5 Multiplication and Division

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 Name: Class: Date:

Chapter
Multiplication Tables
6 of 2, 5 and 10
Practice 1 Multiplication Table of 2
(1) Look at the pictures.
Fill in the blanks.
(a)

4×2= 8

(b)

5×2= 10

(c)
© 2014 Marshall Cavendish Education Pte Ltd

7×2= 14

Lesson 1 Multiplication Table of 2 115

11_(M)MPaHMathWB2A_06.indd 115 6/4/16 2:00 pm

 (d)

9×2= 18

(2) Count by 2s.

Then, fill in the blanks.

6 14
16
8
4 18
2
10 12 20

(3) Fill in the blanks.

(a) 1 × 2 = 2 (b) 2 × 2= 4

(c) 3 × 2 = 6 (d) 4×2= 8

(e) 5 × 2 = 10 (f) 6×2= 12

(g) 7 × 2 = 14 (h) 8 × 2= 16
© 2014 Marshall Cavendish Education Pte Ltd

(i) 9×2 = 18 (j) 10 × 2 = 20

116 Chapter 6 Multiplication Tables of 2, 5 and 10

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 (4) Use dot paper to fill in the blanks.
(a) 4 × 2 = 8

5 × 2 = 10 4 × 2 = 10 – 2

= 8

(b) 7 × 2 = 14

5 × 2 = 10 7 × 2 = 10 + 4
© 2014 Marshall Cavendish Education Pte Ltd

= 14

Lesson 1 Multiplication Table of 2 117

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 (5) Colour the shapes.
Use the same colour for the shapes that give the same answer.

2×5
8×2 3×2

10
10 × 2

8
2×8
5×2 20

2×3
4×2
16

6×2

2×4
2×6
© 2014 Marshall Cavendish Education Pte Ltd

2 × 10
12 6

118 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Practice 2 Multiplication Table of 5

(1) Look at the pictures.
Fill in the blanks.
(a)

2×5= 10

(b)

3×5= 15

(c)
© 2014 Marshall Cavendish Education Pte Ltd

6×5= 30

Lesson 2 Multiplication Table of 5 119

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 (d)

8×5= 40

(2) Count by 5s.

Then, fill in the blanks.

15 20 35 40
10 45
5 50
25 30

(3) Fill in the blanks.

(a) 1 × 5 = 5 (b) 2 × 5 = 10

(c) 3 × 5 = 15 (d) 4 × 5 = 20

(e) 5 × 5 = 25 (f) 6×5 = 30

© 2014 Marshall Cavendish Education Pte Ltd

(g) 7 × 5 = 35 (h) 8 × 5 = 40

(i) 9×5 = 45 (j) 10 × 5 = 50

120 Chapter 6 Multiplication Tables of 2, 5 and 10

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 (4) Match the shapes with the answers.

30
3x5

10
5x5

15
9x5

25
6x5
© 2014 Marshall Cavendish Education Pte Ltd

45
2x5

Lesson 2 Multiplication Table of 5 121

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 (5) Colour the shapes.
Use the same colour for the shapes that gives the same answer.

5×1
35 1×5

20 5×7

40

8×5 5×4

5×8

7×5

4×5 5
© 2014 Marshall Cavendish Education Pte Ltd

122 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Practice 3 Multiplication Table of 10

(1) Look at the pictures.
Fill in the blanks.
(a)

3 × 10 = 30

(b)

4 × 10 = 40

(c)

7 × 10 = 70
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 3 Multiplication Table of 10 123

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 (2) Count by 10s.
Use your fingers
Then, fill in the blanks. to skip-count.
30 40 70 80
20 90
10
50 60 100

(3) (a) 1 × 10 = 10 (b) 2 × 10 = 20

(c) 3 × 10 = 30 (d) 4 × 10 = 40

(e) 5 × 10 = 50 (f) 6 × 10 = 60

(g) 7 × 10 = 70 (h) 8 × 10 = 80

(i) 9 × 10 = 90 (j) 10 × 10 = 100

(4) Fill in the blanks.

(a) 7 × 1 = 7 (b) 5×1= 5

7 × 10 = 70 5 × 10 = 50

(c) 3 × 1 = 3 (d) 2×1= 2 © 2014 Marshall Cavendish Education Pte Ltd

3 × 10 = 30 2 × 10 = 20

(e) 8 × 1 = 8 (f) 6×1= 6

8 × 10 = 80 6 × 10 = 60

124 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Practice 4 Multiplying Numbers in

Any Order
(1) Look at the pictures.
Fill in the blanks.

(a)

2 × 6 = 12

6 × 2 = 12

(b)

5 × 4 = 20

4 × 5 = 20
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 4 Multiplying Numbers in Any Order 125

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 (2) Match.

7×2 40 5 × 10

4 × 10 14 10 × 6

10 × 5 18 10 × 4

6 × 10 35 2×7

9×2 60 5×7

© 2014 Marshall Cavendish Education Pte Ltd

7×5 50 2×9

126 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Practice 5 Division Using Multiplication

Facts
(1) Share 20 chocolate bars equally among 5 children.

5 × 4 = 20

20 ÷ 5 = 4 So, 20 ÷ 5 = 4 .

Each child got 4 chocolate bars.

(2) Pack 14 strawberries equally into 2 boxes.

2 × 7 = 14

So, 14 ÷ 2 = 7 .
14 ÷ 2 = 7

There are 7 strawberries in each box.

(3) Place 30 fried eggs equally onto 10 plates.

© 2014 Marshall Cavendish Education Pte Ltd

10 × 3 = 30

30 ÷ 10 = 3 So, 30 ÷ 10 = 3 .

There are 3 fried eggs on each plate.

Lesson 5 Division Using Multiplication Facts 127

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 (4) Put 40 pieces of watermelon equally into bowls of 10.

4 × 10 = 40
40 ÷ 10 = 4 So, 40 ÷ 10 = 4 .

There are 4 bowls of watermelon.

(5) Arrange 20 chairs equally into groups of 2.

10 × 2 = 20
20 ÷ 2 = 10 So, 20 ÷ 2 = 10 .

There are 10 groups of chairs.

(6) Put 15 fish equally into tanks of 5.

3 × 5 = 15
15 ÷ 5 = 3 So, 15 ÷ 5 = 3 .
© 2014 Marshall Cavendish Education Pte Ltd

There are 3 tanks of fish.

128 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Maths Journal

story book pen coin bank

Look at the pictures.

Write one multiplication story in the space below.
(Use multiplication tables of 2, 5 and 10.)
Story A

Fandi has 2 brothers.

He gave 2 pens to each brother.

2×2=4

Fandi gave 4 pens to his brothers altogether.

Story B
Answers vary.
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 6 Multiplication Tables of 2, 5 and 10 129

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 Name:
Name: Class:
Class: Date:
Date:

Performance Task

Adrian has 20 chairs.

He wants to arrange them equally in rows.
Use to show the different possible ways Adrian can arrange the
chairs.
Rows of 2 Rows of 4 Rows of 5 Rows of 10

© 2014 Marshall Cavendish Education Pte Ltd

130 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
Sally and Hans play a multiplication game.
She gives him four numbers.
He multiplies them by a same number.
Then, he says his results.

2, 3, 5 and 10
10, 15, 25 and 50

Sally gives him another number, '6'.

What number will Hans say?
© 2014 Marshall Cavendish Education Pte Ltd

6 × 5 = 30

Hans will say 30.

Chapter 6 Multiplication Tables of 2, 5 and 10 131

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 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving

I am a 2-digit number.
I am greater than 10.
I am also smaller than 17.
I can be found in the multiplication table of 2.
What numbers can I be?

First, write the

multiplication table of 2.

There is more
Skip-counting by 2s: than one answer.
2, 4, 6, 8, 10, 12, 14, 16

I can be numbers 12, 14 or 16.

© 2014 Marshall Cavendish Education Pte Ltd

132 Chapter 6 Multiplication Tables of 2, 5 and 10

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 Name: Class: Date:

Chapter
Multiplication Tables
7 of 3 and 4
Practice 1 Multiplication Table of 3
(1) Look at the pictures.
Fill in the blanks.
(a)

4×3= 12

(b)

5×3= 15

(c)
© 2014 Marshall Cavendish Education Pte Ltd

8×3= 24

Lesson 1 Multiplication Table of 3 133

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 (d)

9×3= 27

(2) Count by 3s.

Then, fill in the blanks.

9 24
12 21
6 27
3 30
15 18

(3) Fill in the blanks.

(a) 1 × 3 = 3 (b) 2 × 3 = 6

(c) 3 × 3 = 9 (d)  4 × 3 = 12

(e) 5 × 3 = 15 (f)  6 × 3 = 18

21 24
© 2014 Marshall Cavendish Education Pte Ltd

(g) 7 × 3 = (h) 8 × 3 =

(i) 9×3= 27 (j) 10 × 3 = 30

134 Chapter 7 Multiplication Tables of 3 and 4

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 (4) Use dot paper to fill in the blanks.
(a) 4 × 3 = 12

5 × 3 = 15 4 × 3 = 15 – 3

= 12

(b) 9 × 3 = 27

© 2014 Marshall Cavendish Education Pte Ltd

10 × 3 = 30  30 – 3
9×3=

= 27

Lesson 1 Multiplication Table of 3 135

12_(M)MPaHMathWB2A_07.indd 135 6/4/16 2:07 pm

 (5) Skip-count by 3s starting from 3.
Colour each of those numbers.

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

© 2014 Marshall Cavendish Education Pte Ltd

136 Chapter 7 Multiplication Tables of 3 and 4

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 Name: Class: Date:

Practice 2 Multiplication Table of 4

(1) Look at the pictures.
Fill in the blanks.
(a)

2×4= 8

(b)

3×4= 12

(c)

© 2014 Marshall Cavendish Education Pte Ltd

7×4= 28

Lesson 2 Multiplication Table of 4 137

12_(M)MPaHMathWB2A_07.indd 137 6/4/16 2:07 pm

 (d)

9×4= 36

(2) Count by 4s.

Then, fill in the blanks.

12 32
16 28
8 36
4 40
20 24

(3) Fill in the blanks.

(a) 1 × 4 = 4 (b) 2×4= 8

(c) 3 × 4 = 12 (d) 4×4= 16

(e) 5 × 4 = 20 (f) 6×4= 24 © 2014 Marshall Cavendish Education Pte Ltd

(g) 7 × 4 = 28 (h) 8×4= 32

(i) 9×4= 36 (j) 10 × 4 = 40

138 Chapter 7 Multiplication Tables of 3 and 4

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 (4) Use dot paper to fill in the blanks.
(a) 7 × 4 = 28

5 × 4 = 20 7 × 4 = 20 + 8

= 28

(b) 9 × 4 = 36

© 2014 Marshall Cavendish Education Pte Ltd

10 × 4 = 40 9 × 4 = 40 – 4

= 36

Lesson 2 Multiplication Table of 4 139

12_(M)MPaHMathWB2A_07.indd 139 6/4/16 2:07 pm

 (5) Skip-count by 4s starting from 4.
Colour each of those numbers

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

© 2014 Marshall Cavendish Education Pte Ltd

140 Chapter 7 Multiplication Tables of 3 and 4

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 Name: Class: Date:

Practice 3 Multiplying Numbers in

Any Order
(1) Look at the pictures.
Fill in the blanks.
(a)
3 6 18
× =

6 × 3 = 18

(b)

4 × 3 = 12

3 × 4 = 12
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 3 Multiplying Numbers in Any Order 141

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 (2) Match.

6×3 36 4 ×7

9×4 32 8×3

3×8 24 4×9

4×8 18 3×5

7×4 15 8×4

© 2014 Marshall Cavendish Education Pte Ltd

5×3 28 3×6

142 Chapter 7 Multiplication Tables of 3 and 4

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 Name: Class: Date:

Practice 4 Division Using Multiplication

Facts
(1) Complete the multiplication equations.
Then, complete the division equations.

Example 5 × 4 = 20
4 × 5 = 20

20 ÷ 4 = 5

(a) 4 × 4 = 16 (b) 3 × 3 =9

16 ÷ 4 = 4 9÷3= 3

(c) 6 × 4 = 24 (d) 3 × 5 = 15

4 × 6 = 24 5 × 3 = 15

24 ÷ 4 = 6 15 ÷ 3 = 5

24 ÷ 6 = 4 15 ÷ 5 = 3

(e) 10 × 4 = 40 (f) 9× 3 = 27

4 × 10 = 40 3× 9 = 27
© 2014 Marshall Cavendish Education Pte Ltd

40 ÷ 4 = 10 27 ÷ 3 = 9

40 ÷ 10 = 4 27 ÷ 9 = 3

Lesson 4 Division Using Multiplication Facts 143

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 (g) 6 × 2 = 12 (h) 2 × 5 = 10

2× 6 = 12 5× 2 = 10

12 ÷ 2 = 6 10 ÷ 5 = 2

12 ÷ 6 = 2 10 ÷ 2 = 5

(i) 7 × 10 = 70 (j) 7 × 2 = 14

10 × 7 = 70 2× 7 = 14

70 ÷ 10 = 7 14 ÷ 2 = 7

70 ÷ 7 = 10 14 ÷ 7 = 2

(k) 6 × 10 = 60 (l) 7 × 5 = 35

10 × 6 = 60 5× 7 = 35

60 ÷ 10 = 6 35 ÷ 5 = 7

60 ÷ 6 = 10 35 ÷ 7 = 5

(2) Divide 21 books equally among 3 children.

3 × 7 = 21

So, 21 ÷ 3 = 7 .
21 ÷ 3 = 7
© 2014 Marshall Cavendish Education Pte Ltd

Each child gets 7 books.

144 Chapter 7 Multiplication Tables of 3 and 4

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 (3) Share 24 oranges equally among 4 workers.

24 ÷ 4 = 6

Each worker gets 6 oranges.

(4) Put 27 stuffed toys equally on 3 shelves.

27 ÷ 3 = 9

There are 9 stuffed toys on each shelf.

(5) Put 18 pieces of bread equally 6 × 3 = 18

into baskets of 3.
So, 18 ÷ 3 = 6 .

18 ÷ 3 = 6

There are 6 baskets of bread.

(6) Arrange 20 photographs equally onto pages of 4.

© 2014 Marshall Cavendish Education Pte Ltd

18 ÷ 3 = 6

There are 6 pages of photographs.

Lesson 4 Division Using Multiplication Facts 145

12_(M)MPaHMathWB2A_07.indd 145 6/4/16 2:07 pm

 (7) Divide 15 cupcakes equally into boxes of 3.

15 ÷ 3 = 5

There are 5 boxes of cupcakes.

(8) Study each multiplication equation.

Write two division equations.
(a) 8 × 4 = 32
32 ÷ 4 = 8

32 ÷ 8 = 4

(b) 6 × 3 = 18
18 ÷ 3 = 6

18 ÷ 6 = 3

(c) 7 × 2 = 14
14 ÷ 2 = 7

14 ÷ 7 = 2

(d) 5 × 10 = 50
50 ÷ 10 = 5
© 2014 Marshall Cavendish Education Pte Ltd

50 ÷ 5 = 10

146 Chapter 7 Multiplication Tables of 3 and 4

12_(M)MPaHMathWB2A_07.indd 146 6/4/16 2:07 pm

 Name: Class: Date:

Maths Journal

fish chicken a bag of tomatoes a bag of vegetables

Look at the pictures.

Write a multiplication story in the space below.
(Use multiplication tables of 3 and 4.)

Story A

Mrs Chong sells 4 chickens a day.

She sells chickens for 5 days.

5 × 4 = 20

Mrs Chong sells 20 chickens in 5 days.

Story B

Answers vary.
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 7 Multiplication Tables of 3 and 4 147

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 Name: Class: Date:

Performance Task

Mrs Lee has 18 pupils in the Maths Club.

She wants to put her pupils equally into smaller groups.
Use to show the different ways she can group her pupils.
(You may draw pictures to help you.)

We have done the

She can group her pupils into groups of 2. first one for you.

She can group her pupils into groups of 3.

or
© 2014 Marshall Cavendish Education Pte Ltd

She can group her pupils into groups of 6.

She can group her pupils into groups of 9.

148 Chapter 7 Multiplication Tables of 3 and 4

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
Ben bought the same number of ice cream sticks each day.
He stopped buying when he had 12 ice cream sticks
after 4 days.
How many ice cream sticks did he buy each day?
© 2014 Marshall Cavendish Education Pte Ltd

12 ÷ 4 = 3

He bought 3 ice cream sticks each day.

Chapter 7 Multiplication Tables of 3 and 4 149

12_(M)MPaHMathWB2A_07.indd 149 6/4/16 2:07 pm

 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
A fruit stall is having a sale.
For every 4 kiwi fruits Madam Halimah bought, she was given
a free pear.
She bought 20 kiwi fruits.
How many pears did she receive?
Draw diagrams
to help you.

20 ÷ 4 = 5

She received 5 pears.

© 2014 Marshall Cavendish Education Pte Ltd

150 Chapter 7 Multiplication Tables of 3 and 4

12_(M)MPaHMathWB2A_07.indd 150 6/4/16 2:07 pm

 Name: Class: Date:

Review 3

(1) Fill in the blanks.

(a) 5 groups of 3 = 15

(b) 9 × 2 = 18

(c) 6 × 4 = 24

(d) 35 ÷ 5 = 7

(2) Colour the statements that describe the picture.

20 ÷ 5 = 4 4 groups of 5 5 groups of 4

(3) Write different multiplication equations that make 30.

© 2014 Marshall Cavendish Education Pte Ltd

3 × 10 = 30 10 × 3 = 30

5 × 6 = 30 6 × 5 = 30

Review 3 151

13_(M)MPaHMathWB2A_Rew [Link] 151 6/4/16 2:09 pm

 (4) Write different division equations that make 5. Answers vary.

10 ÷ 2 = 5 15 ÷ 3 = 5

20 ÷ 4 = 5 25 ÷ 5 = 5

50 ÷ 10 = 5

(5) Complete the multiplication equations.

(a) 4 × 2 = 8 (b) 7×3= 21

2×4= 8 3×7= 21

(c) 9 × 4 = 36 (d) 3×5= 15

4×9= 36 5×3= 15

(e) 9 × 5 = 45 (f) 6 × 10 = 60

5×9= 45 10 × 6 = 60

(6) Fill in the blanks.

(a) 8 × 2 = 16 (b) 9 × 2 = 18

(c) 9 × 3 = 27 (d) 6 × 3 = 18

(e) 3 × 4 = 12 (f) 6 × 4 = 24
© 2014 Marshall Cavendish Education Pte Ltd

(g) 8 × 5 = 40 (h) 5 × 5 = 25

(i) 7 × 10 = 70 (j) 5 × 10 = 50

152 Review 3

13_(M)MPaHMathWB2A_Rew [Link] 152 6/4/16 2:09 pm

 (7) Complete the multiplication and division equations.
(a) 8 × 2 = 16 (b) 4 × 3 = 12
16 ÷ 2 = 8 12 ÷ 3 = 4

16 ÷ 8 = 2 12 ÷ 4 = 3

(c) 7 × 4 = 28 (d) 6 × 5 = 30
28 ÷ 4 = 7 30 ÷ 5 = 6

28 ÷ 7 = 4 30 ÷ 6 = 5

(e) 2 × 10 = 20
20 ÷ 10 = 2

20 ÷ 2 = 10

(8) Multiply 3 by 3.

3 3 9
© 2014 Marshall Cavendish Education Pte Ltd

× =

There are 9 slices of cake altogether.

Review 3 153

13_(M)MPaHMathWB2A_Rew [Link] 153 6/4/16 2:09 pm

 (9) Divide 18 rings equally into 2 groups.

18 ÷ 2 = 9

There are 9 rings in each group.

(10) Pack 30 bells equally into bags of 10.

30 ÷ 10 = 3

There are 3 bags of bells.

(11) Put 32 marbles equally into boxes of 4.

32 ÷ 4 = 8

There are 8 boxes of marbles.

(12) Share 40 mini pizzas equally among 5 children.

© 2014 Marshall Cavendish Education Pte Ltd

40 ÷ 5 = 8

Each child gets 8 mini pizzas.

154 Review 3

13_(M)MPaHMathWB2A_Rew [Link] 154 6/4/16 2:09 pm

 Name: Class: Date:

Chapter
Word Problems:
8 Multiplication and Division
Practice 1 Multiplication
Solve.
(1) 6 children are seated in each carrier on a ferris wheel.
There are 4 carriers.
How many children are there altogether?

Multiply 6 by 4.

6× 4 = 24

There are 24 children altogether.

(2) Mr Ng bought 8 pots of roses for his wife.

There are 3 roses in each pot.
How many roses were there altogether?
© 2014 Marshall Cavendish Education Pte Ltd

8 × 3 = 24

There were 24 roses altogether.

Lesson 1 Multiplication 155

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 (3) Weiming has 7 boxes.
He puts 5 chicks in each box.
How many chicks are there altogether?

7 × 5 = 35

There are 35 chicks altogether.

(4) There are 4 chairs in a row.

How many chairs are there in 2 rows?

4 × 2 = 8

There are 8 chairs in 2 rows.

(5) Mary sewed 4 buttons on a dress.

How many buttons did she sew on 5 dresses?

© 2014 Marshall Cavendish Education Pte Ltd

4 × 5 = 20

She sewed 20 buttons on 5 dresses.

156 Chapter 8 Word Problems: Multiplication and Division

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 (6) Benny has 7 fish tanks.
There are 4 goldfish in each tank.
How many goldfish does Benny have altogether?

7 × 4 = 28

Benny has 28 goldfish altogether.

(7) Kamil buys 5 packets of dates.

There are 10 dates in each packet.
How many dates does Kamil buy altogether?

5 × 10 = 50

Kamil buys 50 dates altogether.

(8) Haryati picks some seashells.

She puts them into 9 baskets.
There are 3 seashells in each basket.
How many seashells does Haryati have altogether?
© 2014 Marshall Cavendish Education Pte Ltd

9 × 3 = 27

Haryati has 27 seashells altogether.

Lesson 1 Multiplication 157

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 (9) Serene buys 10 boxes of doughnuts.
There are 10 doughnuts in each box.
How many doughnuts does Serene buy altogether?

10 × 10 = 100

Serene buys 100 doughnuts altogether.

(10) There are 5 stamps on a page of an album.

How many stamps are there on 5 such pages?

5 × 5 = 25

There are 25 stamps on 5 such pages.

(11) There are 2 erasers in a pack.

Rachel buys 3 such packs.
How many erasers does Rachel buy altogether?

2×3=6
© 2014 Marshall Cavendish Education Pte Ltd

Rachel buys 6 erasers altogether.

158 Chapter 8 Word Problems: Multiplication and Division

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 Name: Class: Date:

Practice 2 Division
Solve.
(1) Regina has 12 sweets.
She divides the sweets equally among 4 children.
How many sweets does each child receive?

12 ÷ 4 = 3

Each child receives 3 sweets.

(2) Yantong has 35 sunflower seeds and 5 pots.

She plants the sunflower seeds equally in each pot.
How many sunflower seeds are there in each pot?
© 2014 Marshall Cavendish Education Pte Ltd

35 ÷ 5 = 7

There are 7 sunflower seeds in each pot.

Lesson 2 Division 159

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 (3) Carina has 40 apple pies.
She gives the apple pies to some children.
Each child receives 5 apple pies.
How many children are there?

40 ÷ 5 = 8

There are 8 children.

(4) Dewi sews 24 dresses for her dolls.

Each doll has 3 dresses.
How many dolls does Dewi have?

© 2014 Marshall Cavendish Education Pte Ltd

24 ÷ 3 = 8

Dewi has 8 dolls.

160 Chapter 8 Word Problems: Multiplication and Division

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 (5) Eve arranged 40 stamps equally on 4 pages of an album.
How many stamps were there on each page?

40 ÷ 4 = 10

There were 10 stamps on each page.

(6) Anuar wrote 32 words on his book.

There were 8 words on each page.
How many pages did Anuar write on?

32 ÷ 8 = 4

Anuar wrote on 4 pages.

© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Division 161

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 (7) Ryan has read 28 pages of a book.
He read 4 pages each day.
How many days has Ryan been reading?

28 ÷ 4 = 7

Ryan has been reading for 7 days.

(8) Shuling puts 80 flowers equally in 10 vases.

How many flowers are there in each vase?

80 ÷ 10 = 8

There are 8 flowers in each vase. © 2014 Marshall Cavendish Education Pte Ltd

162 Chapter 8 Word Problems: Multiplication and Division

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 Name: Class: Date:

Maths Journal

Look at the picture.

Make a multiplication or a division story.

Story A

There are 10 eyes.

Each cat has 2 eyes.

10 ÷ 2 = 5

There are 5 cats.

Story B

Answers vary.
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Chapter 8 Word Problems: Multiplication and Division 163

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 Name: Class: Date:

Performance Task

Fiona has 20 sweets.

She wants to pack them equally into bags. There is more than 1 answer.
There are at least 2 sweets in each bag.
How many ways can she pack the sweets?
Use to show your answer.

20 ÷ 5 = 4

She can pack 4 sweets in each bag. We have done the

first one for you.

20 ÷ 4 = 5

She can pack 5 sweets in each bag.

20 ÷ 2 = 10

She can pack 10 sweets in each bag. © 2014 Marshall Cavendish Education Pte Ltd

20 ÷ 10 = 2

She can pack 2 sweets in each bag.

164 Chapter 8 Word Problems: Multiplication and Division

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
Patrick and Rulin have the same number of fishbowls.
They have 21 goldfish altogether.
How many goldfish does Patrick have?
(Hint: Draw diagrams to help you.)

I keep 5 goldfish I keep 2 goldfish

in each fishbowl. in each fishbowl.

Rulin Patrick

Patrick has 6 goldfish.

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Chapter 8 Word Problems: Multiplication and Division 165

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 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
Sherry baked some muffins.
She put all the muffins equally into 4 boxes.
How many muffins did she bake?

Use to
help you.

4 × 8 = 32

She baked 32 muffins.

© 2014 Marshall Cavendish Education Pte Ltd

166 Chapter 8 Word Problems: Multiplication and Division

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 Name: Class: Date:

Chapter

9 Length

Practice 1 Measuring in Metres

(1) Look at the pictures.
Fill in the blanks with more or less.
(a)
0 1m

The length of the rope is less than 1 m.

(b)

The length of the bicycle is

more than 1 m.
0 1m

(c) 1m
© 2014 Marshall Cavendish Education Pte Ltd

The height of the calendar is

less than 1 m.

0
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 (2) Look at the table below.
Tick (✔) the columns that are true.
You will need a metre stick or a 1-metre string to measure
some items.

Object Less Than 1 m More Than 1 m

Classroom whiteboard

Desk

Computer monitor

Dustbin

✔
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 Name: Class: Date:

Practice 2 Using Metres to Compare

and Order Lengths
Fill in the blanks.
(1) Look at the ropes.
Their lengths are given.
Rope A
11 m
Rope B
3m

(a) Which rope is longer? Rope A

(b) How much longer is it? 8 m

(2) Look at the sides of the rectangle.

19 m

Side A

Side B 12 m
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Which is shorter, Side A or Side B?

Side B

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 (3) Look at the giraffes.
Their heights are given.

8m

5m
3m

Giraffe A Giraffe B Giraffe C

(a) Which giraffe is the tallest? Giraffe A
(b) Which giraffe is the shortest? Giraffe B
(c) Arrange the giraffes from tallest to shortest.
A , C , B
tallest

(4) Look at the buildings.

Their heights are given.

75 m
32 m
20 m

Building A Building B Building C

(a) Which building is the shortest? Building B
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(b) Which building is the tallest? Building C

(c) Arrange the buildings from shortest to tallest.
B , A , C
shortest

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 Name: Class: Date:

Practice 3 Measuring in Centimetres

(1) Fill in the blanks.

eraser

pencil

(a) The pencil is 8 cm long.

(b) The eraser is 3 cm long.

(2) Fill in the blanks.

ribbon

eraser

comb
© 2014 Marshall Cavendish Education Pte Ltd

(a) The length of the comb is 5 cm.

(b) The length of the ribbon is 7 cm.

(c) The length of the eraser is 2 cm.

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 (3) Tick (✔) the correct way to measure the length of the pencil.

(4) Use your centimetre ruler to measure the length of each line.
(a)

The line is 5 cm long.

(b)

The line is 12 cm long.

(c)

The line is 9 cm long.

(5) Use your centimetre ruler to draw.

(a) Draw a line 6 cm long.
© 2014 Marshall Cavendish Education Pte Ltd

(b) Draw a line 2 cm shorter than the line in (a).

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 (6) Use your centimetre ruler to draw.
(a) Draw a line 5 cm long.
Name it Line X.

Line X

Draw a line 6 cm longer than Line X.

(b) Draw a line 10 cm long.

(7) Use a piece of string and a centimetre ruler to find the length
of each line.
(a)
    5 cm
© 2014 Marshall Cavendish Education Pte Ltd

(b)
4 cm

Lesson 2 Measuring in Centimetres 173

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 (c) W
 ith the same piece of string used in (a), form another line.
Paste the string here.

Answers vary.

Does it have the same length as the line in (a)? Yes

(8) Cut a piece of string of the same length as the drawing below.
Then, place the string on a centimetre ruler to find its length.
string

(a) How long is the string? 9 cm

(b) The same piece of string is used to form the following lines.

© 2014 Marshall Cavendish Education Pte Ltd

A B C

Do they all have the same length? Yes

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 Name: Class: Date:

Practice 4 Using Centimetres to

Compare and Order Lengths
(1) Fill in the blanks.

wallet

key

pencil

(a) The wallet is 13 cm long.

(b) The key is 6 cm long.

(c) The pencil is 12 cm long.

Fill in the blanks with longer or shorter.

(d) The wallet is longer than the pencil.

© 2014 Marshall Cavendish Education Pte Ltd

(e) The key is shorter than the pencil.

(f) Arrange the objects from longest to shortest.

wallet , pencil , key

  longest
Lesson 2 Measuring in Centimetres 175

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 (2) Use your answers in (1).
Fill in the blanks.

(a) The wallet is 7 cm longer than the key.

(b) The key is 6 cm shorter than the pencil.

(c) The pencil is 1 cm shorter than the wallet.

(3) Fill in the blanks.

Ribbon A

Ribbon B

Ribbon C

(a) Ribbon A is 8 cm long.

(b) Ribbon B is 7 cm long.

(c) Ribbon C is 10 cm long.

(d) Ribbon C is the longest.

(e) Ribbon B is the shortest.

© 2014 Marshall Cavendish Education Pte Ltd

(f) Arrange the ribbons from shortest to longest.

B , A , C
shortest

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 (4) Fill in the blanks.

paper clip

pencil

stapler

(a) The paper clip is 3 cm long.

(b) The pencil is 14 cm long.

(c) The stapler is 9 cm long.

(d) The paper clip is 6 cm shorter than the stapler.

(e) The pencil is 5 cm longer than the stapler.

(f) The paper clip is 11 cm shorter than the pencil.

(g) Arrange the objects from longest to shortest.

pencil , stapler , paper clip

longest
© 2014 Marshall Cavendish Education Pte Ltd

Lesson 2 Measuring in Centimetres 177

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 (5) Fill in the blanks.
Hafiz

Joan

Binghui

(a) Hafiz’s pencil is 10 cm long.

(b) Joan’s pencil is 13 cm long.

(c) Binghui’s pencil is 8 cm long.

(d) Hafiz’s pencil is 3 cm shorter than Joan’s pencil.

(e) Joan’s pencil is 5 cm longer than Binghui’s pencil.

(f) Hafiz’s pencil is 2 cm longer than Binghui’s pencil.

(g) Arrange the pencils from longest to shortest.

Joan’s pencil , Hafiz’s pencil , Binghui’s pencil
© 2014 Marshall Cavendish Education Pte Ltd

longest

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 Name: Class: Date:

Practice 5 Addition and Subtraction

of Length
We are happy that pupils of
all races live happily together.
We celebrate this on 21 July
every year.
What day is this?
Match the letters to
the numbers to find out.

(1) Add.

C L
11 m + 54 m 96 cm + 123 cm

= 65 m = 219 cm

I D
231 cm + 436 cm 5m+5m+5m
= 667 cm = 15 m

Y A
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6m+9m+6m 50 cm + 30 cm + 20 cm

= 21 m = 100 cm

Lesson 3 Addition and Subtraction of Length 179

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 (2) Subtract.

R M
494 cm – 69 cm 925 cm – 87 cm

= 425 cm = 838 cm

N H
376 m – 216 m 200 m – 96 m
= 160 m = 104 m

O
156 m – 79 m

= 77 m

Now, match the letters to the numbers to find out.

R A C I A L

425 100 65 667 100 219

H A R M O N Y
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104 100 425 838 77 160 21

D A Y

15 100 21
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 (3) A can of beans is 14 cm tall.
A can of sardines is 6 cm shorter than the can of beans.
How tall is the can of sardines?
14 cm
Can of beans

Can of sardines

? 6 cm

14 – 6 = 8

The can of sardines is 8 cm tall.

(4) There are two pictures.

One of them is 35 cm long.
The other is 86 cm long.
They are placed side by side.
What is the total length of the two pictures?
35 cm 86 cm ?

35 cm 86 cm
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35 + 86 = 121

The total length of the two pictures is 121 cm.

Lesson 3 
Addition and Subtraction of Length 181

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 (5) A piece of cloth is cut into three pieces.
They are 4 m, 6 m and 2 m long.
How long was the piece of cloth before it was cut?
4m 6m 2m

4 + 6 + 2 = 12

The piece of cloth was 12 m long.

(6) A piece of wood is 500 cm long.

Mr Sylvia cuts it into two pieces.
The first piece is 135 cm long.
How long is the second piece?
?

135 cm

500 cm
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500 – 135 = 365

The second piece is 365 cm long.

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 (7) Nurul has a strip of paper 20 cm long.
Her strip of paper is 48 cm shorter than Lenny’s.
How long is Lenny’s strip of paper?

20 cm 48 cm
Nurul

Lenny

20 + 48 = 68

Lenny’s strip of paper is 68 cm long.

(8) Jinghui walked 200 m.

He walked 63 m further than Peiwen.
How far did Peiwen walk?

200 m
Jinghui

Peiwen

? 63 m
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200 – 63 = 137

Peiwen walked 137 m.

Lesson 3 
Addition and Subtraction of Length 183

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 (9) Mrs Chu has 2 sticks.
The red stick is 19 cm long.
The yellow stick is 22 cm long.
How much longer is the yellow stick than the red stick?

19 cm ?

Red stick

Yellow stick
22 cm

22 − 19 = 3

The yellow stick is 3 cm longer than the red stick.

(10) A flag pole is 450 cm tall.

The top of the flag is 345 cm from the ground.
How much farther must it be raised to reach the top?

345 cm ? ?

450 cm
450 cm 345 cm

450 – 345 = 105

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The flag must be raised 105 cm farther to reach the top.

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 Name: Class: Date:

Practice 6 Multiplication and Division

of Length
Solve.
(1) Mrs Lim buys 8 poles.
Each pole is 3 m long.
What is the total length of the 8 poles?

8 × 3 = 24

The total length of the 8 poles is 24 m.

(2) Jasper had a piece of ribbon.

He cut it into 6 smaller pieces.
Each piece was 10 cm long.
How long was the piece of ribbon at first?
© 2014 Marshall Cavendish Education Pte Ltd

6 × 10 = 60

The piece of ribbon was 60 cm long at first.

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 (3) Alice’s rope is 45 cm long.
She cuts it equally into 5 pieces.
How long is each piece of rope?

45 ÷ 5 = 9

Each piece of rope is 9 cm long.

(4) Mr Yap had a piece of wood that is 30 cm long.

He cut it equally into pieces.
Each piece was 5 cm long.
How many pieces did he cut the wood into?

30 ÷ 5 = 6
© 2014 Marshall Cavendish Education Pte Ltd

He cut the wood into 6 pieces.

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 (5) A rope, 40 cm long, is cut equally into 4 pieces.
How long is each piece?

40 ÷ 4 = 10

Each piece is 10 cm long.

(6) Mdm Sharifah used 28 m of cloth to make some curtains.

She used 4 m of cloth for each curtain.
How many curtains did she make?

28 ÷ 4 = 7

She made 7 curtains.

© 2014 Marshall Cavendish Education Pte Ltd

Lesson 4 Multiplication and Division of Length 187

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 Name: Class: Date:

Maths Journal

What unit of length (m or cm) will you choose to measure the objects?
Explain your choice.

Unit of
Object Explanation
length

The height of a door is

The height of a door m more than 1 m.

The length of my thumb is

The length of my thumb cm shorter than 1 m.

The height of my chair is

The height of my chair cm less than 1 m.

The width of my textbook is

The width of my textbook cm shorter than 1 m . © 2014 Marshall Cavendish Education Pte Ltd

The length of a whiteboard is

The length of a whiteboard m longer than 1 m.

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 Name: Class: Date:

Performance Task

On the table, you have a centimetre ruler, a string and a measuring tape.
Your teacher has the metre rule.
Approach your teacher when you need it.

Use the correct measuring item to answer the following questions.

Remember to write the units next to your answer.

(1) Your teacher gives out four strips of paper labelled A, B, C and D.

Find the length of each strip of paper. Answers vary.

(a) The length of Strip A is .

(b) The length of Strip B is .

(c) The length of Strip C is .

(d) The length of Strip D is .

(e) Which is the longest strip? Strip

(f) Which is the shortest strip? Strip

(g) Arrange the strips from longest to shortest.

, , ,
© 2014 Marshall Cavendish Education Pte Ltd

longest

(2) Measure the length of the line below.

8 cm

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 Name: Class: Date:

Put on Your Thinking Cap!

Challenging Practice
(1) There are two lines — A and B.
Line A is shown below.

Line A

Line B is 2 cm longer than Line A.

How long is Line B?
Draw Line B.

Line B

© 2014 Marshall Cavendish Education Pte Ltd

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 (2) Sara bought three pieces of ribbon.
She bought 90 cm of ribbon altogether.
Tick (✔) to show which three pieces of ribbon she bought.

Ribbon Length of Ribbon Tick

A 25 cm
B 42 cm ✔
C 38 cm ✔
D 15 cm
E 10 cm ✔
F 20 cm
© 2014 Marshall Cavendish Education Pte Ltd

Chapter 9 Length 191

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 Name: Class: Date:

Put on Your Thinking Cap!

Problem Solving
Mr Lin hangs lanterns along the school’s corridor for Chinese New Year.
He places the lanterns 1 m apart from each other, beginning at one end
of the corridor.

The corridor is only long enough to place 6 lanterns.

What is the length of the corridor?
Draw a diagram
1m 1m 1m 1m to help you.
1m

© 2014 Marshall Cavendish Education Pte Ltd

The corridor is 5 m long.

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 Name: Class: Date:

Revision 1

(1) What is the number shown in the place value chart?

Hundreds Tens Ones

The number shown is 450 .

(2) How many flowers are there?

7 × 5 = 35

There are 35 flowers.

© 2014 Marshall Cavendish Education Pte Ltd

(3) Write 619 in words.

six hundred and nineteen

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 (4) Fill in the blanks.
110 , 114, 118, 122, 126, 130 , 134 , 138

(5) Arrange the numbers from greatest to smallest.

Use the place-value chart to help you.

333 , 133 , 331 , 313

Hundreds Tens Ones

3 3 3
1 3 3
3 3 1
3 1 3

333 , 331 , 313 , 133

greatest

(6) Fill in the blanks.

21, 18, 15, 12, 9 , 6 ,3

(7) Circle the odd numbers.

Cross out the even numbers.

18 69 27 34 95
© 2014 Marshall Cavendish Education Pte Ltd

3 49 50 72 96

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 (8) Add.
1 1 1
(a)    1 0 3 (b)    2 3 4 (c)    4 5 9
+2 4 6 +3 5 7 +2 6 8
3 49 5 91 7 27

(9) Subtract. 9
5 13 10 8 10 10
(a)    4 5 3 (b)    6 4 0 (c)    9 0 0
– 3 2 1 – 2 4 9 – 5 6 7
1 32 3 91 3 33

(10) Add 46 and 63.

   4 6
+ 6 3
1 0 9

(11) Subtract 17 from 831.

2 11
   8 3 1
– 1 7
8 1 4
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 (12) Write a multiplication equation and a related division equation.

(a) × = 3 × 6 = 18 or 6 × 3 = 18

(b) ÷ = 18 ÷ 3 = 6 or 18 ÷ 6 = 3

(13) Fill in the blanks.

(a) Skip count by 2s.

4 6 8 10 12 14 16 18 20

(b) Skip count by 3s.

3 6 9 12 15 18 21 24 27 30

(c) Skip count by 5s.

5 15 25 35 45
© 2014 Marshall Cavendish Education Pte Ltd

10 20 30 40 50

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 (14) Multiply.
(a) 2 × 4 = 8 (b) 4 × 5 = 20

(c) 7 × 3 = 21 (d) 8 × 10 = 80

(e) 5 × 5 = 25 (f) 3 × 8 = 24

(g) 9 × 4 = 36 (h) 10 × 10 = 100

(i) 5×7= 35 (j) 9 × 5 = 45

(15) (a) What is the length of this line?

The length of this line is 9 cm.

(b) U
 se a string and a centimetre ruler to measure
the length of this line.

The length of this line is 7 cm.

© 2014 Marshall Cavendish Education Pte Ltd

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 (16) Fill in the blanks.

(a) The key is 4 cm long.

(b) The pencil is 7 cm long.

(c) The comb is 15 cm long.

(d) The brush is 11 cm longer than the key.

(e) The bookmark is 7 cm shorter than the comb.

(f) The comb / brush has the same length as the brush / comb .

(g) The pencil is 3 cm longer than the key .

© 2014 Marshall Cavendish Education Pte Ltd

(h) The total length of the brush, the pencil and the bookmark

is 30 cm.

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 Solve.
(17) Grace and Gabriel have 185 gift boxes altogether.
Grace has 137 gift boxes.
How many gift boxes does Gabriel have?
137 ?

185

185 − 137 = 48

Gabriel has 48 gift boxes.

(18) There were some birds on a rooftop.

25 of them flew away.
There were 29 birds left on the rooftop.
How many birds were there on the rooftop at first?
25

29
© 2014 Marshall Cavendish Education Pte Ltd

25 + 29 = 54

There were 54 birds on the rooftop at first.

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 (19) Jessie makes 116 paper cranes.
Jamie makes 131 more paper cranes than Jessie.
How many paper cranes does Jamie make?
116 131
Jessie

Jamie
?

116 + 131 = 247

Jamie makes 247 paper cranes.

(20) Julia makes 120 pineapple tarts.

She makes 93 fewer pineapple tarts than Leila.
How many pineapple tarts does Leila make?
120 93
Julia

Lelia
?
© 2014 Marshall Cavendish Education Pte Ltd

120 + 93 = 213

Leila makes 213 pineapple tarts.

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 (21) Maimun ran 352 m.
He ran 168 m further than Sufen.
How far did Sufen run?
352 m

Maimun

Sufen
? 168 m

352 – 168 = 184

Sufen ran 184 m.

(22) Justin spotted 8 nests.

There were 4 eggs in each nest.
How many eggs were there altogether?

8 × 4 = 32

There were 32 eggs altogether.

© 2014 Marshall Cavendish Education Pte Ltd

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 (23) Dylan invited 10 classmates to his birthday party.
He baked 70 cookies for them.
How many cookies would each classmate get?

70 ÷ 10 = 7

Each classmate would get 7 cookies.

(24) Liling bakes 50 gingerbread men.

She packs the gingerbread men into bags of 5.
How many bags does she need for all the gingerbread men?

50 ÷ 5 = 10

She needs 10 bags for all the gingerbread men.

© 2014 Marshall Cavendish Education Pte Ltd

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16_(M)MPaHMathWB2A_Revision [Link] 203 7/4/16 1:59 pm
 © 2002 Times Media Private Limited
© 2003, 2007, 2014 Marshall Cavendish International (Singapore) Private Limited
© 2014 Marshall Cavendish Education Pte Ltd

Published by Marshall Cavendish Education

Times Centre, 1 New Industrial Road, Singapore 536196
Customer Service Hotline: (65) 6213 9444
E-mail: tmesales@[Link]
Website: [Link]

First published 2002

Second edition 2007
Third edition 2014
Reprinted 2015, 2016, 2017

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system

or transmitted, in any form or by any means, electronic, mechanical,
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addressed to the Publisher.

Marshall Cavendish is a registered trademark of Times Publishing Limited.

ISBN 978-981-01-1936-2

Printed in Malaysia

Acknowledgements
The publisher would like to acknowledge the following who have kindly given permission for the use of copyright material:

Schoolboy © Hungchungchih/[Link] on pp. 12, 27, 50,82, 114, 127, 128, 145, 164, 192; Asian girl © Szefei/Dreamstime.
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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.
 Maths (3rd Edition) is a widely adopted series in Singapore

Workbook
hs (3rd Edition) is a widely adopted series in Singapore
schools. It is written in line with the Singapore Ministry of Education’s 2013
Workbook
ten in line with the Singapore Ministry of Education’s 2013
atics syllabus.

primary mathematics syllabus.

Maths 2A Workbook 3rd Edition

hs (3rd Edition) Workbook complements the Pupil’s Book

of questions, word problems and riddles for reinforcement,
olidation of concepts. Drawing from extensive research
om teachers and pupils, the 3rd edition supports the
ematical concepts and development of processes via the
:

Maths 2A

Maths 2A Workbook 3rd Edition

forces essential mathematical concepts, skills and
g strategies using graded questions arranged in staggered 3rd Edition
ty.
provides opportunities for self-reflection.
Task assesses pupils’ knowledge and conceptual
through questions and activities that involve concrete
Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

ractice broadens pupils’ thinking skills and extends their

of mathematical concepts.
ing challenges pupils to use relevant heuristics for

Maths (3rd Edition) Workbook complements the Pupil’s Book

estions.
dates concepts after every two to four chapters.

hs (3rd Edition) comprises:

2 parts
parts

ion, visit [Link]/education. by using a variety of questions, word problems and riddles for reinforcement,
ISBN 978-981-01-1936-2

Name: Class:
testing and consolidation of concepts. Drawing from extensive research
and feedback from teachers and pupils, the 3rd edition supports the
Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

learning of mathematical concepts and development of processes via the

following features:

• Practice reinforces essential mathematical concepts, skills and

problem-solving strategies using graded questions arranged in staggered
Maths 2A
3rd Edition
levels of difficulty.
• Maths Journal provides opportunities for self-reflection.
• Performance Task assesses pupils’ knowledge and conceptual
understanding through questions and activities that involve concrete
materials.

Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

• Challenging Practice broadens pupils’ thinking skills and extends their
understanding of mathematical concepts.
• Problem Solving challenges pupils to use relevant heuristics for
non-routine questions.
• Review consolidates concepts after every two to four chapters.

Maths (3rd Edition) comprises:

• Pupil’s Book in 2 parts
• Workbook in 2 parts

Visit [Link] for more information.

ISBN 978-981-01-1936-2

Name: Class:
Dr Fong Ho Kheong • Chelvi Ramakrishnan • Michelle Choo

C01_(M)MPaHMathWB2A_Cover.indd 1 6/4/16 4:34 pm