Cambridge Primary

Marshall Cavendish Education empowers educators and students with

Cambridge
high-quality, research-based educational solutions that nurture joyful and

H
future-ready global citizens.

S
Primary
Our Mathematics packages are designed for powerful learning through providing meaningful
learning experiences that are joyful and simple. Each learning experience is carefully crafted

E N DI
Mathematics
to engage the hearts and minds of students. Our packages offer a myriad of fun and engaging
learning experiences to motivate students and spur them to learn. We use simple language

Mathematics
and everyday contexts to help students make sense of mathematical concepts easily. The use

PL IO N
of Singapore’s tried-and-tested methodologies and carefully varied questions help students
to think and work mathematically, and develop mastery in the subject. Our packages provide
opportunities for students to reflect on their own thinking which will help them become

M T VE
competent problem solvers.

5
We have published numerous mathematics packages to support primary and secondary

Student’s

Student’s Book
schools. Marshall Cavendish Cambridge Primary Mathematics is our primary series based on the

SA C CA
Cambridge Primary Mathematics curriculum framework (0096).

Primary Lower Secondary Upper Secondary

Book
• My Pals are Here! Maths • Maths Ahead • Marshall Cavendish IGCSE Core
2nd Edition

L
3rd Edition and Extended Mathematics

A
• Maths 360
• My Pals are Here! Maths • Marshall Cavendish IGCSE O Level

ED L
5
4th Edition Additional Mathematics
• Marshall Cavendish • Marshall Cavendish Cambridge O

A
Cambridge Primary Mathematics Level Mathematics D

U
2nd Edition • Maths 360
• New Mathematics Connection

SH
• Additional Maths 360

2nd Edition

R
This resource is endorsed by
Cambridge Assessment International Education

A
✓ Provides support as part of a set of resources for Registered Cambridge International Schools

M
the Cambridge Primary Mathematics curriculum benefit from high-quality programmes,
framework (0096) from 2020 assessments and a wide range of support so that
teachers can effectively deliver Cambridge Primary.
✓ Has passed Cambridge International’s rigorous Visit www.cambridgeinternational.org/primary to
quality-assurance process
find out more.
✓ Developed by subject experts
✓ For Cambridge schools worldwide
ISBN 978-981-4971-13-3

9 7 89 8 1 4 97 1 1 33
Consultant: Dr Amanda O’Shea • Authors: Raihan Sudirman, Jasmine Chung, Ayassa Chua Lihong and Joyce Ng

CAIE Math SB_Cover v5.indd 13-15 8/12/21 7:01 PM

 How to Use This Book
This book is designed to help you understand mathematical concepts through meaningful
learning experiences that are joyful and simple.
The Student’s Book has the following features:

H
Chapter Opener

S
Motivates you to learn and talk about the

E N DI
CHAPTER topic through real-life contexts so you can
Coordinate relate to and make sense of the maths.
Geometry Option

PL IO N
Virtual Manipulative

LIFT

Option Option Option

M T VE
Disabled Toilet

TOILET

Food Court
Food Court
TELEPHONE

Bookshop
Bookshope TAXI

Watch! Virtual Manipulative Quiz

CARPARK

INFORMATION

ESCALATOR

We are close to
completing the race!
Toy Store
Toy Store Point P is the toy
store. I think we are
closer to the toy store.
Use exciting video clips, virtual manipulatives
Is point P or Q nearer
to us now? You are here
Let’s go there first!
and quizzes to make learning “come alive”.
SA C CA These resources can be launched on a
smartphone or a tablet by scanning the
page using the MCE Cambridge app.
4

3
4
In this chapter, you will:
L
Do you think Caz is
right? Why?
A • compare positions of coordinates with

In this chapter, you will:

and without a grid.
• form lines and shapes using coordinates.

251
ED L

List the learning aims for the chapter

so that you are aware of your learning
A

pathway from the start.

U
SH

What You Will Learn

Focus on the learning aims that you will be
learning in the section.
R

Round Decimals to the

Nearest Whole Number
A

What You Will Learn:

• Round decimals with one decimal place to the nearest whole number.

Look Back
Look Back
M

Engage you to think about what you have Minimart

Library

already learnt that is useful for the section. 0m 300 m 800 m 1000 m
0 km 0.3 km 0.8 km 1 km

start end

The diagram shows the positions of Ralph’s house, a park, a minimart and

Thinking Cap
a library. Round the following distances in metres to the nearest 1000.
What do you notice?
a Distance between Ralph’s house and the park
b Distance between Ralph’s house and the minimart

Encourage you to extend your prior

Thinking Cap
knowledge and use concrete objects or Ralph wonders what the distances in kilometres are when

real-life contexts to explore new maths

rounded to the nearest whole number. What could these
distances be? How did you arrive at your conjecture?

concepts in the section.

36

iii

CAIE Math PB S5_Prelims_v11.indd 3 03-12-2021 2.15.11 PM

 Let’s Learn
Engage you in tasks to learn about new
Let’s Learn maths concepts. You will begin your
learning with concrete objects or real-life
a Caz bought three similar cakes for a party. The diagram shows how much
cake is left after the party. How can you estimate the cakes Caz has left
altogether?

contexts, then work with the maths ideas

H
Cake A Cake B Cake C
using pictures or diagrams. Finally, you will
connect the learning to symbols.

S
1 1 3
Caz estimated that about 4 of Cake A, 8 of Cake B and 4 of Cake C
were left.

1 3
b Jiayi eats 8 of the fruit tart. Raj eats 4 of a fruit tart. How much of the

E N DI
fruit tart do they eat altogether?

1
How many 8 s
3
are there in 4 ?

Deepen your learning with these questions.

PL IO N
3
4
= 8

1 3 1

M T VE
+ = + 8
8 4 8
1
8
= 8

They eat 8 of the fruit tart altogether.

SA C CA 171

Provide tips to help you understand

concepts better and solve problems.
L
A
ED L

Let’s Practise

Let’s Practise
You can check
A

1 Estimate then multiply. Convince your partner the answers using

using two ways. a calculator.
a 34 × 50 = b 34 × 53 =
U

c 235 × 40 = d 235 × 46 =

Provide you with carefully-varied practice 2 A factory produces 60 plates every day. It opens 365 days a year.
SH

questions on what you have learnt.

a How many plates are produced in a year?
b If the factory has to close for one day every week, how many plates
are produced in a year now?
c If the factory starts producing 62 plates every day, how many plates
are produced in a year now?

3 A library has 2500 books and 32 shelves. Each shelf can hold up to
100 books.
a The librarian wants to

Encourage you to practise Thinking and

R

increase the number of

books to 3000. She thinks
that the number of books

Working Mathematically. on each shelf should

increase to 90. Convince
your partner why she
A

is wrong.
b To increase the number of
books to 3000, what is the
least number of books each
shelf should hold?
M

‘I can…’ statements
Help you reflect on the progress of your Tick (ü) to show what you can do.
I can estimate and multiply whole numbers up to 1000 by 1-digit

learning.
or 2-digit whole numbers.

Activity Book
126 Worksheet 10A

Activity Book links

Provide easy referencing to the related
practices in the Activity Book.

iv

CAIE Math PB S5_Prelims_v11.indd 4 6/12/21 10:20 AM

 Maths
Maths CHAMPIONS
Play with a friend.

Step 1: Take a coloured counter each and place

Materials: it on any pebble on the board.
• a fishpond board
Step 2: Roll the dice. Move your counter clockwise

Play a game or try out a fun activity and

• 2 counters
(1 red and 1 blue) by the number shown on the dice.
• a dice Step 3: Find the answer to the question on the
• frog stickers on pebble you land on. If your answer is

become fluent in maths. page 280 correct, paste your coloured frog sticker
with the correct answer on the pebble.
Step 4: Take turns. Repeat Step 2 and Step 3

H
until all questions are answered correctly.
The player with more stickers on the pebbles wins!

5 2 2.7 × 5 1
+ 1.3 − 0.8 7
÷2 4.22 + 1.36
6 3

S
Sticker activities 8 2
−
9 3
8.2 × 4

Keep learning maths fun. The stickers can

E N DI
be found at the back of the book.
5.11 − 0.29 1
×4
12

1 1 3
8
× 16 +
4 8

PL IO N
1 1 1 7.9 + 2.1
3
÷2 3.9 + 2.5 ×9 2
÷6
4

M T VE
Be fair when
playing the game!

Nets of a Cube 189

What You Will Learn:

• Identify and sketch different nets of a cube.

Look Back

SA C CA Learn more about Social and Emotional

skills with two mascots, Lana and Leo.
You will learn to better understand
your feelings and express yourself with
L
What would you conjecture about the shapes that Ron is cutting out?
A
Discuss with your partner.
Be willing to explore new
different groups of people.
ways to create different
nets. Keep trying!
ED L

Thinking Cap
How many different nets can a cube have?
A

Specify some examples. Show how your

example can form a cube.
U

Lana
SH

91

Maths
R

Words
Patterns in data can be described Which is the better
tomato plant?
Leo
in terms of its centre, spread and
A

shape. Conclusions can be made

and we may think of new statistical
questions to ask!
Number of seeds
in Big Red tomatoes
M

The farmer plans to collect

a lot of data. Data such as the
height of tomato plants and
32 33 34 35 36 37 mass of tomatoes are called
Number of seeds in a tomato continuous data.

Identify pattern and Step Step Specify the problem

draw conclusion 4 1 and plan
Statistics
Enquiry
Cycle
Step Step Record, organise and
Interpret data 3 2 represent data
The farmer can use the charts The farmer collected a lot of
to interpret or find meaning data. He has to decide what is
in the data. He can also try to the best way to represent each
find the mode and median. set of data. For example, he can
Super Sweet Tomatoes use a line graph to represent
the growth of 1 tomato plant.
Growth of Tomato Plants

Maths
5
140
Number of tomatoes

Super Sweet Tomato Plant

Height of plants

4 120
Big Red Tomato Plant

Words
100
3 80
60
2 40
20
1 0
0 10 20 30 40 50 60
0 Number of days

Recall maths terms with pictures or diagrams.

55 56 57 58 59
Mass of tomatoes (g) Activity Book
250 What I Can Do Now

CAIE Math PB S5_Prelims_v11.indd 5 6/12/21 10:18 AM

 Contents
CHAPTER

Special Numbers 1

S H
A Prime and Composite Numbers 2
B Tests of Divisibility 6

E N DI
CHAPTER

Number Sequences 11

PL IO N
M T VE
A Count On and Back for Sequences 12
B Add and Subtract to Find Terms in a Sequence 15
C Make Special Number Sequences 18
CHAPTER SA C CA
Decimals 24
L
A The Value of Tenths 25
A
B The Value of Hundredths 29
ED L

C Compose, Decompose and Regroup Decimals 33

A

D Round Decimals to the Nearest Whole Number 36

U
SH

CHAPTER

Time 41
R

A Understand Time Intervals Less Than One Second 42

A

B Find Time Intervals 45

C Compare Time 49
M

CHAPTER

Angles and Triangles 55

A Estimate, Compare and Classify Angles 56

B Angles on a Straight Line 60
C Classify and Sketch Triangles 64

vii

CAIE Math PB S5_Prelims_v11.indd 7 03-12-2021 2.15.25 PM

 CHAPTER

Perimeter and Area 72

A Perimeter and Area of 2D Shapes 73

B Perimeter of Compound Shapes 77

H
C Area of Compound Shapes 80

S
CHAPTER

E N DI
3D Shapes 85

PL IO N
A Identify and Sketch 3D Shapes 86
B Nets of a Cube 91

M T VE
CHAPTER

Probability and Chance 97

SA C CA
A Describe and Compare Likelihood and Risk of Events 98
B Carry out Chance Experiments 104
L
A
CHAPTER
ED L

Addition and Subtraction 110

A
U

A Use Objects, Symbols and Shapes for Two Unknown Numbers 111
SH

B Add Numbers Including Negative Numbers 114

C Subtract Numbers Including Negative Numbers 117
R

CHAPTER
A

Multiplication and Division 122

M

A Multiply Numbers up to 1000 by up to 2-Digit Numbers 123

B Divide Numbers up to 1000 by 1-Digit Numbers 127
C Multiply and Divide by 10, 100 and 1000 130
D Multiply and Divide Decimals by 10 and 100 133

viii

CAIE Math PB S5_Prelims_v11.indd 8 03-12-2021 2.15.27 PM

 CHAPTER

Chapter 11 Calculation
Calculate Rules
with Rules 138

A Use the Laws of Arithmetic to Simplify Calculations 139

H
B The Order of Operations 142

S
CHAPTER

Fractions, Decimals and Percentages 147

E N DI
A Fractions as Dividing the Numerator by the Denominator 148

PL IO N
B Find Fractions of Amounts by Dividing and Multiplying 151

M T VE
C Relate Improper Fractions to Mixed Numbers 154
D Percentages as a Fraction Out of 100 157
E Find Equivalent Fractions, Decimals and Percentages 160

CHAPTER
SA C CA
F Compare and Order Fractions, Decimals and Percentages 163

Operations on Fractions and Decimals 169

L
A
ED L

A Add and Subtract Related Fractions 170

B Multiply Unit Fractions by Whole Numbers 174
A
U

C Divide Unit Fractions by Whole Numbers 177

SH

D Add and Subtract Decimals 180

E Multiply Decimals by 1-Digit Numbers 186
R

CHAPTER

Proportion and Ratio 191

A
M

A Proportion 192
B Ratio 195
CHAPTER

Data Handling and Representation 200

A Make Venn and Carroll Diagrams 201

B Make Frequency Tables and Waffle Diagrams 205
C Make Dot Plots 209
ix

CAIE Math PB S5_Prelims_v11.indd 9 03-12-2021 2.15.29 PM

 D Draw Bar Charts with Scales 213
E Draw Histograms 217
F Draw Line Graphs 222
G Find Mode and Median 227
CHAPTER

H
Statistical Enquiry 234

S
E N DI
A Plan an Enquiry With Statistical Questions 235
B Record, Organise and Represent Data 239

PL IO N
C Identify Patterns and Draw Conclusions 243

M T VE
CHAPTER

Coordinate Geometry 251

SA C CA
A Compare Positions of Coordinates 252
B Form Lines and Shapes Using Coordinates 259
L
CHAPTER
A
ED L

Symmetry, Reflection and Translation 266

A
U

A Complete Symmetrical Patterns 267

SH

B Reflect 2D Shapes 270

C Translate 2D Shapes 273
R

Ron
Caz
A
M

Eddy
Ralph

Izzy

Get ready to start an exciting

learning journey with us!

CAIE Math PB S5_Prelims_v11.indd 10 03-12-2021 2.15.33 PM

 CHAPTER

Special
Numbers Option

H
Watch!

S
E N DI
PL IO N
M T VE
I can't arrange 7 beads I can put 9 beads into 3
into 2 equal rows like equal rows, but I can't do it
I can with 8 beads. with 7 beads. I wonder why.
SA C CA
Why is it so?
L
A
ED LA
U
SH
R
A
M

What can you say about

numbers like 8, 9 and 10?
What can you say about
numbers like 7? In this chapter, you will:
• tell the difference between prime and
composite numbers.
• recognise numbers that are divisible by 4 and 8.

CAIE Math PB S5 C1_v10.indd 1 03-12-2021 10:35:16

 Prime and Composite
Numbers

S H
What You Will Learn:
• Tell the difference between prime and composite numbers.

E N DI
Look Back

PL IO N
M T VE
1 2 3 4 5 6
SA C CA
L
A
7 8 9 10
ED LA
U

Look at the marbles. What do you notice

SH

Be confident
about the arrangement? Tell your partner
when telling your
what the number of marbles in each set partner what
are and whether they can be arranged in you notice.
R

equal rows.
A
M

What can you

Thinking Cap generalise about
numbers like 2, 3,
5 and 7 and their
What are the factors for numbers
factors?
1 to 10? What do you notice about the
factors for numbers like 2, 3, 5 and 7?
Describe the characteristics of
these numbers.

CAIE Math PB S5 C1_v10.indd 2 03-12-2021 10:35:19

 Let’s Learn
a Look at the cubes.

H
Factors: 1×2=2 1×3=3 1×5=5 1×7=7

S
1 and 2 1 and 3 1 and 5 1 and 7

E N DI
2, 3, 5, and 7 are examples of prime numbers.
A prime number is a number that has exactly The cubes are
arranged in 1 row.

PL IO N
two factors, 1 and itself.
They cannot be
arranged in more

M T VE
The prime numbers from 1 to 100 are than 1 row.
coloured in green.

1 SA C CA
2 3 5 6 7 8 10

11 12 13 1 15 16 17 18 1 20
L
21 22 23 25 26 27 28 30
A
ED L

31 32 33 35 36 37 38 0
A

1 2 3 5 6 7 8 50
U
SH

51 52 53 55 56 57 58 60 Is 1 a prime number?
Explain your answer
61 62 63 65 66 67 68 70 to your partner. Show
why 11, 13, 17 and 19 are
R

71 72 73 75 76 77 78 80 prime numbers.
A

81 82 83 85 86 87 88 0
M

1 2 3 5 6 7 8 100

There are prime numbers from 1 to 100.

23 has two factors, 1 and .

The next prime number after 29 is .

The prime number from 90 to 100 is .

3

CAIE Math PB S5 C1_v10.indd 3 03-12-2021 10:35:20

 b Look at the cubes.

1×4=4 1×6=6 1×8=8 1×9=9

S H
E N DI
2×2=4 2×3=6 2×4=8 3×3=9

PL IO N
Factors:

M T VE
1, 2 and 4 1, 2, 3 and 6 1, 2, 4 and 8 1, 3 and 9

4, 6, 8 and 9 are examples of composite The cubes can

SA C CA
numbers. A composite number is a
number that has more than two factors.
be arranged in
more than 1 row.
L
A
Is 1 a composite number? Convince your partner
ED L

by explaining your answer. In what way are 10, 12,

14, and 15 composite numbers?
A
U
SH

There are composite 1 2 3 5 6 7 8 10

numbers from 1 to 100.

R

11 12 13 1 15 16 17 18 1 20
A

21 22 23 25 26 27 28 30
27 has factors, 1, ,
31 32 33 35 36 37 38 0
M

and .
1 2 3 5 6 7 8 50

The next composite number 51 52 53 55 56 57 58 60

after 38 is . 61 62 63 65 66 67 68 70

71 72 73 75 76 77 78 80
There are composite
81 82 83 85 86 87 88 0

numbers from 70 to 80.

1 2 3 5 6 7 8 100

CAIE Math PB S5 C1_v10.indd 4 03-12-2021 10:35:20

 Let’s Practise
1 The number 14 has factors. It is a number.

2 Circle all prime numbers. Describe the characteristics of prime numbers

H
to explain your answer.
a 10 b 23 c 37 d 49 e 51

S
E N DI
3 Shan has 20 stickers. Gerald has 1 less sticker than Shan.

PL IO N
M T VE
SA C CA
L
A
ED L

a Can Shan arrange his stickers in equal rows? Is the number of

A

stickers Shan has a prime or composite number?

U

b Can Gerald arrange his stickers in equal rows? Is the number of

SH

stickers Gerald has a prime or composite number?

4 I am a composite number less than 50. I have 3 factors. I am divisible

R

by 7. What number am I?
A

5 Crystal creates a basic 3-digit passcode by multiplying a prime number

M

and a composite number. They are consecutive numbers.

a Find the numbers.
b Can there be more than one set of numbers? Tell your partner.

Tick (ü) to show what you can do.

I can tell the difference between prime and composite numbers.

Activity Book
Worksheet 1A 5

CAIE Math PB S5 C1_v10.indd 5 03-12-2021 10:35:21

 Tests of Divisibility
What You Will Learn:

H
• Recognise numbers that are divisible by 4 and 8.

S
Look Back

E N DI
Eddy wants to give all 112 pencils to Caz and Ron equally. Would they get the

PL IO N
same number of pencils? What makes you say so?

M T VE
SA C CA
L
A
ED LA
U
SH
R
A
M

Thinking Cap
If Eddy wants to give all 112 pencils
to Caz, Ron, Izzy and Ralph equally,
will they get the same number of
pencils? Convince your partner using
a diagram.

CAIE Math PB S5 C1_v10.indd 6 03-12-2021 10:35:22

 Let’s Learn
a A fabric factory cuts a large roll of cloth into 4-m strips. Will there be
any cloth left over from a 3728-m roll of cloth?

H
Look at the last two digits of 3728.
Note 3728.

S
E N DI
28 is divisible by 4. By test of
divisibility, 3728 is divisible We can check the

PL IO N
divisibility of a number
by 4. by long division or by

M T VE
There will not be any cloth using a calculator.
left after the cutting.

SA C CA
b An orchard harvests 4568 oranges.
The oranges are packed in boxes of 8. Are there any oranges left?
Look at the last three digits of 4568.
L

4568
A

ED L

is divisible by 8. By the test of divisibility, 4568 is by 8.

A
U
SH

There are oranges left.

R
A
M

CAIE Math PB S5 C1_v10.indd 7 6/12/21 11:25 AM

 Let’s Practise
1 a Is 4818 divisible by 4?

b Is 10 616 a multiple of 4? Describe to your partner how you would

apply the test of divisibility to find out.

H
2 Classify the numbers.

S
E N DI
60 128 4224 9016

Numbers divisible by 4 Numbers divisible by 8

PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH

3 Eddy has 336 stickers.

a He wants to share the stickers equally among his three friends and
himself.
R

He says that there will be no stickers left after that. Do you agree or
disagree with Eddy? Explain your answer.
A
M

b If Eddy shares the stickers equally among seven friends and himself,
how many stickers will be left? Explain to your partner how you found
the answer. Convince your partner that your answer is correct.

Tick (ü) to show what you can do.

I can recognise numbers that are divisible by 4 and 8.

Activity Book
8 Worksheet 1B

CAIE Math PB S5 C1_v10.indd 8 03-12-2021 10:35:24

 Maths
CHAMPIONS
Play with a partner. Step 1: Each player takes a coloured counter
at the start point.
Materials: Step 2: Player 1 rolls the die and moves the

H
• a hundred square counter forward by the number rolled.
• 2 counters (1 red and 1 blue)

S
Step 3: Player 2 asks one of these questions
• 1 die
about the number that Player 1's

E N DI
counter lands on.
Is the number a prime or composite

PL IO N
number?
Are odd numbers divisible Is the number divisible by 4?

M T VE
by 4 or 8? Explain your
answer to your partner. Is the number divisible by 8?
Convince your partner that Player 1 gets a point if his answer
your answer is correct. is correct.
SA C CA Step 4: Both players take turns and repeat
Steps 2 and 3 until both players
reach 100.
The player with the most points wins!
L
A
ED L

Start

1 2 3 4 5 6 7 8 9 10
A
U

20 19 18 17 16 15 14 13 12 11
SH

21 22 23 24 25 26 27 28 29 30

40 39 38 37 36 35 34 33 32 31
R
A

41 42 43 44 45 46 47 48 49 50
M

60 59 58 57 56 55 54 53 52 51

61 62 63 64 65 66 67 68 69 70

80 79 78 77 76 75 74 73 72 71

81 82 83 84 85 86 87 88 89 90

100 99 98 97 96 95 94 93 92 91
9

CAIE Math PB S5 C1_v10.indd 9 03-12-2021 10:35:25

 Maths
Words
Numbers

S H
Prime numbers Composite numbers

E N DI
have exactly two factors have more than two factors

PL IO N
1 × 31 = 31 1 × 20 = 20

M T VE
So, 31 is a prime number.
2 × 10 = 20
4 × 5 = 20
So, 20 is a
SA C CA composite number.
L
A
ED L

Tests of divisibility
A
U
SH

Divisible by Divisible by
R
A
M

1432 1432
32 ÷ 4 = 8 432 ÷ 8 = 54
So, 1432 is So, 1432 is
divisible by 4. divisible by 8.

Activity Book
10 What I Can Do Now

CAIE Math PB S5 C1_v10.indd 10 03-12-2021 10:35:25

 Cambridge Primary
Marshall Cavendish Education empowers educators and students with

Cambridge
high-quality, research-based educational solutions that nurture joyful and

SH
future-ready global citizens.

Primary
Our Mathematics packages are designed for powerful learning through providing meaningful
learning experiences that are joyful and simple. Each learning experience is carefully crafted

E N DI

Mathematics
to engage the hearts and minds of students. Our packages offer a myriad of fun and engaging
learning experiences to motivate students and spur them to learn. We use simple language

Mathematics
and everyday contexts to help students make sense of mathematical concepts easily. The use

PL IO N
of Singapore’s tried-and-tested methodologies and carefully varied questions help students
to think and work mathematically, and develop mastery in the subject. Our packages provide
opportunities for students to reflect on their own thinking which will help them become

M T VE
competent problem solvers.

5
We have published numerous mathematics packages to support primary and secondary

Student’s

Student’s Book
schools. Marshall Cavendish Cambridge Primary Mathematics is our primary series based on the
SA C CA
Cambridge Primary Mathematics curriculum framework (0096).

Primary Lower Secondary Upper Secondary

Book
• My Pals are Here! Maths • Maths Ahead • Marshall Cavendish IGCSE Core
2nd Edition
L
3rd Edition and Extended Mathematics
A
• Maths 360
• My Pals are Here! Maths • Marshall Cavendish IGCSE O Level
ED L

5
4th Edition Additional Mathematics
• Marshall Cavendish • Marshall Cavendish Cambridge O
A

Cambridge Primary Mathematics Level Mathematics D

U

2nd Edition • Maths 360

• New Mathematics Connection
SH

• Additional Maths 360

2nd Edition
R

This resource is endorsed by

Cambridge Assessment International Education
A

✓ Provides support as part of a set of resources for Registered Cambridge International Schools
M

the Cambridge Primary Mathematics curriculum benefit from high-quality programmes,

framework (0096) from 2020 assessments and a wide range of support so that
teachers can effectively deliver Cambridge Primary.
✓ Has passed Cambridge International’s rigorous Visit www.cambridgeinternational.org/primary to
quality-assurance process
find out more.
✓ Developed by subject experts
✓ For Cambridge schools worldwide
ISBN 978-981-4971-13-3

9 7 89 8 1 4 97 1 1 33
Consultant: Dr Amanda O’Shea • Authors: Raihan Sudirman, Jasmine Chung, Ayassa Chua Lihong and Joyce Ng

CAIE Math SB_Cover v5.indd 13-15 8/12/21 7:01 PM