CARIBBEAN PRImARy mATHEmATICS

CARIBBEAN PRImARy mATHEmATICS

Laurie Sealy and Sandra Moore

Second editionStudent's Book 5

Bright Sparks SB5.indb 1 30/10/2012 11:21 AM

Macmillan EducationBetween Towns Road, Oxford, OX4 3PPA division of Macmillan Publishers LimitedCompanies and representatives throughout the world

www.macmillan-caribbean.com

ISBN: 978-0-230-40121-1Pack ISBN: 978-0-230-42910-9CD ISBN: 978-0-230-42911-6

Text © Laurie Sealy 2012Design and illustration © Macmillan Publishers Limited 2012

First published in 2005This edition 2012

All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, transmitted in anyform or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior written permissionof the publishers.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

Designed by Oxford Designers and Illustrators Typeset by Orchard Publishing, South AfricaIllustrated by Oxford Designers and Illustrators, Beehive Illustration and Tek-Art Cover design by Oxford Designers and Illustrators Cover illustration by Clive Goodyer

The authors and publishers would like to thank the following for permission to reproduce their photographs:Alamy/Michael Dwyer p205, Alamy/James Jackson p14, Alamy/Motoring Picture Library p128;Corbis/Francesco Venturi p15;Science Photo Library/Babk Tafreshi p18;Superstock p129, Superstock/Nora Scarlett p168.

Printed and bound in Malaysia2016 2015 2014 2013 2012 10 9 8 7 6 5 4 3 2 1


An examination year can be challenging to parents as well as students. Encouraging students to take the time to think and building their confi dence through reminding them of what they already know are two helpful steps. If students learn Mathematics

through connecting these skills to practical activities and situations, they will see and use it in a natural and useful way that extends beyond the classroom or examinations.

Parents can help students build their mathematical reasoning skills and their understanding of the concepts of Mathematics by supporting them as they learn. Ask questions to help children think mathematically. Children need to be encouraged to ask questions, to notice details and to talk about what they know without fear of being wrong. When doing word problems, students who ask questions, and discuss what they know and what they need to fi nd out, build confi dence that allows them to try different approaches or methods. Often, a strategy or concept learnt in one area might be useful in another area, so connections and exploration are very important.

The Student’s Book contains many features useful for revision in an examination year. There are Challenge questions to push a student’s thinking and stimulate learning, and features that help build mathematical vocabulary or highlight key points to remember. There are also Hint and Strategy features that help students develop critical thinking.

Many adults grew up with the idea that there were rigid procedures about how Mathematics must be taught. Partly as a result, Mathematics seemed hard and fear of failure was high. Now we understand that it is better to encourage students to try different approaches and to talk about their reasoning, especially in problem solving. Students today are sometimes encouraged to work with a partner or a group and to use the language of Mathematics in everyday ways. Working together, trying out different ideas or strategies, giving reasons why the fi nal answer makes sense, these are all important life skills that start at an early age. They also lay a strong foundation for the higher Mathematics of secondary school and augur well for success in examinations.

One of the best ways you can help with homework is to talk with your child about whether answers make sense and are accurate. Often, successful strategies involve drawing pictures or diagrams, which may be unfamiliar to parents compared to traditional approaches. However, the most successful strategies are those that give precise, accurate results and are well understood by the child. Every child learns differently and teachers offer more than one approach to help all students understand.

The Bright Sparks Workbook ties directly to the lessons in class from the Student’s Book and includes related unit numbers. Looking over the Student’s Book and reviewing the examples there can help students to recall the lesson from class and stimulate their thinking.

The Student’s CD gives extra practice on key mathematical ideas for this year group. Students are given different styles for presenting answers, which keeps it interesting, as well as several questions that are a challenge.

Curiosity, asking questions, not being afraid to try out an idea – these are the traits that encourage children to love Mathematics and to be successful.

Note to parents


4 Contents

Scope and sequence 6How to use Bright Sparks – for students 8Introduction – for teachers 9How to use this CD-ROM 10Unit 1: Number1.1 Place value 111.2 Value 161.3 Expanded form 161.4 More expanded numbers with

regrouping 201.5 Strategy: Forming numbers 21Assessment 1 22Unit 2: Patterns, sequence and order 2.1 Ordering numbers 242.2 Counting and ordering 252.3 Problem solving 262.4 Patterns 272.5 Revision 28Unit 1 and Unit 2 check and summary 29Unit 3: Operations – addition and subtraction3.1 Estimation skills 303.2 Properties of addition 323.3 Addition with regrouping 333.4 Adding large numbers 343.5 Subtraction practice 353.6 Subtracting large numbers 363.7 Regrouping with zeros 373.8 Adding and subtracting money 383.9 Subtraction practice 38Unit 3 check and summary 40Assessment 2 41Unit 4: Decimals 4.1 Types of numbers 434.2 Tenths 444.3 Place value: hundredths 454.4 Decimals and whole numbers 464.5 Rounding decimals 464.6 Value 474.7 Ordering and comparing decimals 484.8 Rounding and estimating decimals 494.9 Addition and subtraction of decimal

numbers 504.10 Problem solving 524.11 Group project: A new computer 53Unit 4 check and summary 54Assessment 3 55Unit 5: Multiplication5.1 Multiples 575.2 Multiplication speed tests 595.3 Arrays 605.4 Square numbers 615.5 Square roots 625.6 Problem solving: Mental computation 635.7 Multiplying large numbers mentally 645.8 Multiplying 3-digit numbers 65

5.9 Multiplying large numbers 655.10 Multiplying by multiples of 10 665.11 Multiplying by 2-digit numbers 675.12 Problem solving 685.13 Multiplication practice 69Unit 5 check and summary 70Assessment 4 71Unit 6: Division 6.1 Factors 736.2 Divisibility 756.3 Division: review 776.4 Using opposites: multiplication and

division 786.5 Division speed tests 796.6 Division with remainders: review 806.7 Dividing larger numbers 816.8 Problem solving 826.9 Division using zeros 836.10 Using long division and zeros 846.11 Division with money 856.12 Using a calculator 866.13 Dividing by 2-digit numbers 876.14 Problem solving 896.15 Long division practice 90Unit 6 check and summary 91Assessment 5 92Unit 7: Fractions7.1 Least (Lowest) Common Multiple 947.2 Greatest Common Factor (GCF) /

Highest Common Factor (HCF) 957.3 Prime factors 967.4 Common fractions (or proper

fractions) 977.5 Adding fractions 987.6 Decimals and fractions 98 7.7 Equivalent fractions 997.8 Reducing fractions to their simplest

form 987.9 Estimating fractions 1007.10 Improper fractions and mixed

numbers 1017.11 Equivalent fractions 1027.12 Comparing fractions 1027.13 Adding fractions 1037.14 Subtracting fractions: review 1047.15 Subtracting fractions with unlike

denominators 1057.16 Estimating and problem solving 1067.17 Mixed numbers 1077.18 Subtracting mixed numbers 1077.19 Problem solving 1097.20 Practice 1107.21 Enrichment: Cross multiplication 1117.22 Working with calculators 113Unit 7 check and summary 114Assessment 6 115

Contents


5Contents

Unit 8: Geometry8.1 Lines 1178.2 Angles 1198.3 Measurement of angles 1218.4 Triangles 1228.5 Polygons 1238.6 Naming plane (2D) shapes 1248.7 Describing movement 1258.8 Circles: review 1268.9 Symmetry 1278.10 Solid (3D) shapes: review 1298.11 Making nets 1308.12 Coordinates 1318.13 Perimeter: Review 1328.14 Perimeter problem solving 1348.15 Area and perimeter: review 1358.16 Calculating area 1368.17 More area problems 1388.18 Enrichment: Area of irregular

shapes 1398.19 Area of triangles 1408.20 Volume 141Unit 8 check and summary 142Assessment 7 143Unit 9: More decimals9.1 Multiplying decimal numbers 1479.2 Division by a whole number 1489.3 Adding zeros to the dividend 1499.4 Multiplying and dividing decimals by

10, 100, 1000 1509.5 Enrichment: SI, the metric system 1519.6 Metric conversions 152Unit 9 check and summary 154Unit 10: Measurement10.1 Units of length 15510.2 Longer lengths: review 15510.3 Working with units of length 15610.4 Practice with longer units of length 15710.5 Mass 15710.6 Converting between units of mass 15810.7 Capacity: review 15910.8 Converting between units of capacity 16010.9 Mixed units 16010.10 Problem solving: different units of

measurement 161Unit 10 check and summary 162Unit 11: More fractions11.1 Multiplying fractions 16311.2 Multiplying whole numbers and mixed

numbers by fractions 16411.3 Cancelling 16511.4 Drawing a sketch 16611.5 Dividing fractions 16711.6 Mixed multiplication and division of

fractions 168

11.7 Mixed problem solving 16911.8 Teamwork: Measurement game 170Unit 11 check and summary 171Assessment 8 172Unit 12: Percent, ratio and proportion12.1 Percent 17412.2 Percent and decimals 17412.3 Percent, decimals, and fractions 17512.4 Finding the percent of an amount 17612.5 Problem solving 17712.6 Comparing fractions 17812.7 Practice with percent 17912.8 Activity: Dominoes game 18012.9 Discount 18112.10 Problem solving 18212.11 Wages and salaries 18312.12 Simple interest 18412.13 Ratio 18512.14 Simplifying ratios 18612.15 Proportion 18712.16 Working with scale 18912.17 Problem solving: fractions, ratios

and percents 190Unit 12 check and summary 191Assessment 9 192Unit 13: Measurement – time13.1 Review 19413.2 Enrichment: 24-hour system 19413.13 Calculating elapsed time 195Unit 14: Statistics, data and probability14.1 Finding the mean 19914.2 Working with the total 20014.3 Interpreting data and drawing

graphs 20114.4 Making graphs / frequency charts 20214.5 Enrichment: Interpreting data with

a line graph 20214.6 Circle graphs (pie charts) 20314.7 Interpreting the circle graph 20414.8 Using percentages in circle graphs 20514.9 Probability 20614.10 Enrichment: Introduction to sets 20614.11 Enrichment: Types of sets 20814.12 Displaying data in Venn diagrams 20814.13 Practice with sets 209Unit 13 and Unit 14 check and summary 210Assessment 10 211Final assessment 1 213Final assessment 2 217Final assessment 3 221Index 224


6

Scope and sequence

Scope and sequence

Major concept Knowledge and skills

Number Apply counting skills to practical situationsCount numbers between two numbersUse ordinal numbers to 100thRead/write numbers to 100 000State the value or place value to 5 digitsWrite expanded forms for up to 5-digit numbersWrite and name decimals to two placesCompare and order 1- to 5-digit numbers

Patterns, functions, algebra

Recognise and extend patterns in a series of numbers or shapesCalculate missing values in sequences Work with problems involving consecutive numbers or patterns (poles and spaces)Discuss patterns and generaliseCreate a pattern with up to 5 variablesSolve for the unknown represented by a symbol x or variable (n) Substitute values for n in a simple function input/output modelWrite equations to represent word problems and vice versa

Operations and relations

Mentally add 2-digit numbers Add up to 5-digit numbers with or without regrouping Mentally subtract from a 1- or 2-digit number from a number up to 100Subtract up to 5-digit numbers, with or without regroupingMultiply 1- to 3-digit numbers by multiples of 10Multiply a 1- to 3-digit number by a 1- or 2-digit number, with or without regrouping State and use the times tables to 12×List multiples of a 1-digit number and find the LCM of 2 or 3 whole numbers by listing multiples Divide a 1- to 5-digit number by a 1- or 2-digit numbers using more than one algorithmDeal with the remainder in reasonable ways during problem solvingList factors of numbers and explain what they are, and find the GCF/HCF of 2 or 3 numbers Estimate reasonable results to practical situationsRound numbers to 4 digitsUse rounding skills to estimate and check resultsAdd, subtract and multiply decimal numbersApply skill with operations to problem solving involving more than one operationExplain why a solution is reasonableDemonstrate skill using a calculator for all four operations Use mathematical language Use mental Mathematics strategies demonstrating number senseExplain problem-solving approaches used and justify answersUse arithmetic skills to complete fact families using addition and subtraction / multiplication and divisionCompare addition and subtraction inverse processesCompare multiplication and division inverse processesAdd a series of numbers, combining to make multiples of 10Recognise commutative, identity properties of + and ×Explore the associative and distributive properties of + and ×Use the distributive property of multiplication to solve equations

Money skills Use the calculator to add, subtract, multiply dollars and centsRound money to the nearest dollar and estimate total costFind total cost and make change from $100Calculate profit and lossCalculate simple hire purchase costsCalculate VAT or tax in simple problemsDescribe and use notes/bills circulating in own country ($1), $5, $10, $20, ($50), $100 Add, subtract, multiply or divide money using the decimal point, with or without renaming Estimate the total cost of several items given the unit cost, or the rate

Measurement Review: tell the time in hours and minutes Record time in hours and minutes, and with 24-hour clocksAdd, subtract, multiply hours and minutesDiscuss and calculate elapsed time, using days, hours or minutes, Convert hours to minutes and minutes to hoursUse measurement in problem solving and practical situationsEstimate, measure and record lengths using m, cm, mm (metre stick and ruler)Compare lengths using mm, cm, m, kmRound to nearest cm or 5 mm


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