CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Workbook answers
1 Numbers to 100
Exercise 1.1 Challenge
Focus 10 See the grey numbers in the grid. The black
numbers refer to question 11.
1 23 = 20 + 3
49 = 40 + 9
2 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
24 28
51, 52, 53, 54, 55, 56, 57, 58, 59, 60
37
3 3, 13, 23, 33, 43, 53, 63, 73, 83, 93
42 46 48
6, 16, 26, 36, 46, 56, 66, 76, 86, 96
53
10, 20, 30, 40, 50, 60, 70, 80, 90, 100
69
4 24, 38
75
5 Learner’s own answers.
81 82 84 90
Practice
6 98 = 90 + 8
11 Learners have added 24, 28, 42, 48, 82 and 84
85 = 80 + 5 to the 100 square. See the black numbers in
73 = 70 + 3 the grid in the answer for question 10.

7 71, 72, 73, 74, 75, 76, 77, 78, 79, 80 Exercise 1.2
11, 12, 13, 14, 15, 16, 17, 18, 19, 20 Focus
4, 14, 24, 34, 44, 54, 64, 74, 84, 94 1 1 ten → 10
8, 18, 28, 38, 48, 58, 68, 78, 88, 98 2 tens → 20
8 Learner’s own representations of 23 as 2 tens 3 tens → 30
and 3 ones, and 32 as 3 tens and 2 ones. 4 tens → 40
9 5 tens → 50
23 27
6 tens → 60
33 57 58 59 36 37 38
7 tens → 70
43 44 67 47 8 tens → 80
9 tens → 90
74 77 78
10 tens → 100
84 87 87 88 89
2 90 (or 9 tens)
94 95 96 97 98
3 50 (or 5 tens)
4 a 75: 70, 5 b 39: 30, 9
c 40: 40, 0

1 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

5 Estimate 50 or 100. Count 53. 10 Learner ticks 1st leaf, underlines 4th leaf and
rings 8th leaf.
6 24, 36, 42, 78, 12
11 Start/Begin at 78. Count back in twos.
Practice Stop at 70.
7 100, 90, 80, 70, 60, 50, 40, 30, 20, 10 12 36 is smaller than 63.
8 Marcus 5 and 8, Arun 3 and 7. 13 19, 46, 57, 64, 75
9 Estimate 50 or 100. Count 67.
Challenge
10 An even number of objects can be sorted into 14 54 and 87. Accept 53, 86 or 88.
2 equal groups.
15 52nd and 53rd
2 more than an odd number is always an
odd number. 16 Learner’s own answer and matching
description.
Challenge
17 84, 82, 48, 42, 28
11 Large dots: estimate 20 or 50; count 21.
Small dots: estimate 50 or 100; count 48.
12 For example, an L shape. Learners may have 2 Geometry
other ideas.
Exercise 2.1
Exercise 1.3
Focus
Focus
1 a This shape is a cube. It has 6 faces.
1 Learner will have marked the number line It has 12 edges. It has 8 vertices.
with 15 halfway between 10 and 20, 43
approximately a quarter of the way between b Ball: sphere, 0 faces, 0 edges, 0 vertices,
40 and 50 and 78 approximately three-quarters 1 curved surface.
of the way between 70 and 80. Tin can: cylinder, 2 faces, 2 edges,
15 43 78 0 vertices, 1 curved surface.
Box: cuboid, 6 faces, 12 edges, 8 vertices,
0 10 20 30 40 50 60 70 80 90 100 0 curved surfaces.

2 Learner will have ringed the 3rd elephant. Square-based pyramid: 5 faces, 8 edges,
5 vertices, 0 curved surfaces.
3 32nd
2 cuboid, sphere, cylinder, cube, square-based
4 42, 52, 62, 72 pyramid
5 32, 34, 36, 38 3 Any 2D shape that is flat and cannot be
picked up: for example, shapes in pictures,
6 even, ones
on wallpaper, on an item of clothing, on a
7 53 is greater than 35. floor or wall tile.
8 12, 21, 35, 53 Any 3D shape that can be picked up and
can include a can of beans, a cereal box,
Practice a cupboard, a ball, a box.

9 Learner marks 3 about a quarter of the way

between 0 and 10 and 49 just before 50.
3 49

0 10 20 30 40 50 60 70 80 90 100

2 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

4 Shapes What is What is different?

Shape Faces Edges Curved Vertices the same?
surfaces Square- Both have The square-based
Sphere 0 0 1 0 based vertices pyramid has
Cylinder 2 2 1 0 pyramid and at least 1 square face and
1 square 5 vertices.
Square- 5 8 0 5 Cube face.
based The cube has
pyramid 6 square faces and
Cube 6 12 0 8 8 vertices.
Cuboid 6 12 0 8
11 Outside the circle: sphere, cylinder. Inside the
Practice circle: cube, pyramid, cuboid.

5 The shape could be a cube, cuboid or square- 12

based pyramid.
3D shape Name Picture 2D shapes
6 a A sphere, B cylinder, C square-based I can see
pyramid, D cube, E cuboid Sphere Circle
b square-based pyramid
c cube
7 Inside the circle is a sphere and a cylinder. Cube 6 squares
The other 3D shapes are outside the circle.
8 3D shapes can include a can of beans, a cereal
box, a cupboard, a ball, a box.
The 2D shapes will be the faces of the Cuboid 2 squares
3D shapes. For example, a can of beans has and 4
2 circular faces; a cereal box has rectangles
6 rectangular faces.
Square- 4 triangles
Challenge based and 1
9 Max is wrong because a square-based pyramid pyramid square
has 8 edges.
10 Shapes What is What is different?
the same? 2D shape Name Picture 3D shapes
Cube Both have The cube has I can make
Cuboid 6 faces, square faces. Circle Sphere,
12 edges cylinder
and This cuboid has
8 vertices. 2 square faces and
4 rectangle faces.
Square Cube,
Cylinder Both have The cylinder has
cuboid
Sphere a curved 2 circular faces; the
surface and sphere does not.
no vertices.
Rectangle Cuboid

Triangle Triangle-
based
pyramid

3 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Exercise 2.2 4

Focus
1 Learner draws lines of symmetry on
each shape.

2 Rectangle, hexagon, octagon, pentagon.

Learner’s own answers for shape descriptions. Challenge
For example, a rectangle has 4 sides and
5
4 vertices. A hexagon has 6 sides and 6 vertices.
Learner draws as many lines of symmetry on
each shape as they can see. E.g.:

  

Practice
3 Ladybird, star, rocket and tree are all
symmetrical. The ladybird and tree have
vertical lines of symmetry. The rocket has a
horizontal line of symmetry. The star has a
vertical and a horizontal line of symmetry.

4 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

   

3 The learner colours in a quarter of each of

the items. Learner’s own drawings of things
you can cut in quarters with one quarter of
each coloured.
4 Learner’s own answer.

Practice
6 Learner’s completed face should also be 5
coloured symmetrically.

Exercise 2.3
Focus
1 Half of each of the fruits are coloured in
by the learner. Learner’s own drawings of
things you can cut in half with one half of
each coloured. Half: 6 coloured squares

2     Whole: 12 coloured squares

1 1
+ =1 whole
2 2

6 The circle, cross and diamond show quarters

and learners will colour one quarter of those.
7 Each shape should have a different
quarter coloured.

5 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Challenge 10 9 centimetres; 5 centimetres; 11 centimetres;

4 centimetres; 13 centimetres
8 5 whole biscuits
11 a 30 centimetres, 39 centimetres,
1
9 a b three-quarters 50 centimetres, 70 centimetres
4

c 1 b 77 centimetres, 78 centimetres,
2 87 centimetres, 88 centimetres
10 Learner’s own answers. The answer should
1
always be 2 squares as a quarter of 8 is 2. c metre, 1 metre, 3 metres, 4 metres
2
1
11 a b three-quarters 12 Learner’s own answers.
4

c 1
d 1 Exercise 3.2
2 2
Focus

3 Measures 1 a 8 centimetres b 2 centimetres

c 13 centimetres d 7 centimetres
Exercise 3.1 e 11 centimetres

Focus 2 Learner’s own answers.

1 The answers will be different if the length of
Practice
each object is different.
3 a, b Answers depend on the location.
2 Learner’s own answer.
4 Learner’s own answers.
3 For example: Longer: a frying pan; a table; a
skipping rope. 5 a A pencil case centimetres; a bus metres;
a pencil centimetres; a wall metres;
Shorter: a straw; your shoe; your hand; a fork. a book centimetres; a car metres.
About the same: a paint brush. b Learner’s own answers.
But these depend on the learners.
Challenge
4 Learner’s own answer.
6 A is longer. It is 3 centimetres longer than B.
Practice 7 A is shorter. It is 3 centimetres shorter than B.
5 Answers will depend on the length/height of 8 B is shorter. It is 3 centimetres shorter than A.
the learner. The answers are different because
each object is a different length. They are non- 9 A is longer. It is 14 centimetres long. The
standard measures. shorter line is 13 centimetres long. The longer
line is 1 centimetre longer.
6 The pen is 9 centimetres long. Learner’s own
answers for objects that are longer and shorter 10 a 7 centimetres b 6 centimetres
than the pen.
c 7 centimetres
7 Metres: swimming pool; bus.
11 a apple 10 centimetres
Centimetres: bar of chocolate; shoe; 5 paper
b strawberry about 5 centimetres
clips joined together; worm.
c pencil 20 centimetres
8 Learner’s own answer.
d tree 5 metres
Challenge
e plaster 5 centimetres
9 Learner’s own answer.

6 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

7
4 Statistics Can fly Cannot fly

2 or fewer legs
Exercise 4.1
Focus Not 2 or fewer legs
1 Learners should have completed the table with
the results from their 12 spins. It is unlikely
that they will have landed on each number
twice, so their experiment should have shown
that Arun is not correct.
5 Working with
2 Triangle Not triangle numbers to 100
Striped Exercise 5.1
Focus
Not striped
1 7, 6
2 Learner’s own arrangements of 5 counters.
Practice
3 a 25 + 4 = 29 b 42 + 5 = 47
3 Starfish tally chart
Starfish Tally Number c 51 + 7 = 58 d 33 + 6 = 39
6 4 a 28 + 10 = 38 b 32 + 10 = 42

12 c 54 +20 = 74 d 41 + 20 = 61
5   35
9 + 20
5   55
6 a 5 + 5 + 5 = 15 b 6 + 5 + 4 = 15
14
5 + 5 = 10 6 + 4 = 10
10 + 5 = 15 10 + 5 = 15
4
c 8 + 4 + 2 = 14
17 8 + 2 = 10
10 + 4 = 14

Practice
4 4th week 29 bikes. 1st week 16 bikes. 2nd and
3rd weeks 42 bikes. 7 a 64 + 5 = 69 b 31 + 8 = 39

87 bikes altogether. c   84 d   92

+ 3 + 6
5 2D shape Not a 2D shape
  87   98
Spots 8 a 89 + 10 = 99 b 26 + 20 = 46
c   68 d   77
No spots + 20 + 10
  88   87
9 18 + 2 = 20 8 + 12 = 20 80 + 20 = 100
Challenge
6 Answer depends on the learner’s spins.

7 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

10 0 + 6 = 6   0 + 60 = 60 Exercise 5.2
1+5=6 10 + 50 = 60 Focus
2+4=6 20 + 40 = 60 1 a 39 − 8 = 31 b 48 − 5 = 43
3+3=6 30 + 30 = 60 c 77 − 5 = 72 d 59 − 7 = 52
11 a 3 + 6 + 7 = 16 b 0 + 7 + 10 = 17 2 a 24 − 10 = 14 b 41 − 10 = 31
3 + 7 = 10 0 + 10 = 10
10 + 6 = 16 10 + 7 = 17 c 52 − 20 = 32 d 38 − 20 = 18

c 1 + 5 + 8 = 14 d 2 + 9 + 5 = 16 3 a 22 + 6 = 28 b 37 – 5 = 32
1 + 1 + 8 = 10 1 + 9 = 10 4 27 − 3 = 24 14 + 10 = 24
10 + 4 = 14 1 + 10 + 5 = 16
34 − 10 = 24 29 − 4 = 25
Challenge 29 – 4 = 25 has a different answer to the others.
12 a   58 b   62 c   46 Practice
+ 20 + 7 + 20
5 a 57 − 4 = 53
  78   69   66
b 88 − 3 = 85
d   83 e   55 f   71
+ 6 + 30 + 8 c 69 − 5 = 64

  89   85    79 d   48 e   89 f   77

− 5 − 8 − 7
13 4 + 16 = 20 or 14 + 6 = 20. Accept the same but
reordered number sentences.   43   81   70

14 0 + 90 = 90, 10 + 80 = 90, 20 + 70 = 90, 6 a 57 −10 = 47

30 + 60 = 90, 40 + 50 = 90.
b 94 − 20 = 74
15 Answers depend on how learners choose to
c 66 − 30 = 36
add the numbers unless there is a known
complement to 10. Possible solutions include: d   78 e   89 f   45
7 + 3 + 8 = 18 6 + 8 + 5 + 2 = 21 − 10 − 30 − 20
7 + 3 = 10 8 + 2 = 10   68
  59   25
10 + 8 = 18 10 + 6 + 5 = 21
7 a 42 − 20 = 22 b 35 + 30 = 65
2 + 3 + 4 + 5 = 14 3 + 4 + 7 + 8 = 22
5 + 2 + 3 = 10 10 + 4 + 8 = 22 8 32 + 5 ✓
10 + 4 = 14 10 + 10 + 2 = 22
  45   52   99
5 + 6 + 7 + 8 = 26 1 + 4 + 5 + 8 + 9 = 27 − 20 + 40 − 8
11 + 7 + 8 = 26 10 + 4 + 5 + 8 = 27
11 + 10 + 5 = 26 10 + 10 + 2 + 5 = 27   25   92   91

16 Example: 9 52
8 3 4
Challenge
1 5 9 10 a 68 − 5 = 63 b 32 + 30 = 62
11   68   83   79   66
6 7 2
+ 30 − 3 − 7 − 60
  98   80   72    6
If learners struggle, suggest that putting 5 in
the middle square might help. A further hint 12 41
could be to think about complements of 10,
because 10 + 5 = 15.

8 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Exercise 5.3 13 45, 60, 18

Focus 14 Pyramid 1 (5, 1, 2) middle row 5, 2; top

row 10. Pyramid 2 (2, 2, 5) middle row 4, 10;
1 10 + 10 + 10 + 10 + 10 = 50 and/or top row 40. Pyramid 3 (2, 1, 10) middle
10 × 5 = 50 row 2, 10; top row 20.
2 5 + 5 + 5 + 5 = 20 and/or 5 × 4 = 20
Exercise 5.4
3 2 + 2 + 2 + 2 = 8, 2 × 4 = 8
Focus
4 10 × 3 = 30 2 × 8 = 16
1 a 4 jumps of 5 from 20 to 0 on the
5 Learner’s own answer. number line, 20 ÷ 5 = 4.
6 2×1=2 2×2=4 2×3=6 b 4 jumps of 2 from 8 to 0 on the
2×4=8 2 × 5 = 10 2 × 6 = 12 number line, 8 ÷ 2 = 4.
2 × 7 = 14 2 × 8 = 16 2 × 9 = 18
2 × 10 = 20 2 a 20 ÷ 10 = 2 b 20 ÷ 2 = 10
3 15 ÷ 5 = 3 and/or 15 ÷ 3 = 5
Practice
4 20 ÷ 5 = 4
7 5 + 5 + 5 + 5 + 5 = 25, 5 × 5 = 25
8
Repeated addition Multiplication
Practice
10 = 10 10 × 1 = 10 5 a 10 jumps of 5 on the number line from
50 to 0, 50 ÷ 5 = 10.
10 + 10 + 10 = 30 10 × 3 = 30
5+5+5+5+5+5+ 5 × 8 = 40 b 9 jumps of 10 on the number line from
5 + 5 = 40 90 to 0, 90 ÷ 10 = 9.
5 + 5 + 5 + 5 + 5 + 5 = 30 5 × 6 = 30 6 45 ÷ 5 = 9
2 + 2 + 2 + 2 + 2 + 2 = 12 2 × 6 = 12 7 Learner’s own answers.
2+2=4 2×2=4
a 12 ÷ 2 = 6 b 40 ÷ 5 = 8
9 Learner’s own arrays, with 2 columns of 9 c 70 ÷ 10 = 7
and 6 columns of 5, or 9 columns of 2 and 5
columns of 6. 8 a multiply 2 × 3 = 6

10 b divide 18 ÷ 2 = 9

Double Addition Multiplication Challenge

Double 10 is 20 10 + 10 = 20 10 × 2 = 20 9 30 ÷ 5 = 6 30 ÷ 6 = 5
Double 1 is 2 1+1=2 1×2=2
10 a divide 100 ÷ 10 = 10
Double 2 is 4 2+2=4 2×2=4
b multiply 2 × 9 = 18
11 6, 5, 40
11 Learner’s own answer. For example, there
Challenge are 60 cherries and 10 children. How many
cherries does each child get?
12 × 1 2 5 10
1 1 2 5 10
2 2 4 10 20
5 5 10 25 50
10 10 20 50 100

9 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

6 Money 7 Time
Exercise 6.1 Exercise 7.1
Focus Focus
1 100 1 For example, lunch time, TV programme, film,
football match.
2 Even value: missing US$2 banknote. Not even
value: missing US$5 banknote. 2 second, minute, hour, month, year
3 Any combination of coins which makes 3 7, 12
25c, for example, 1 quarter dollar (25c), or
2 dimes (10c) and 1 nickel (5c), or 5 nickels (5c). 4 2nd, 29th, 21st, 5th

4 Any combination of banknotes which makes 5 a Friday 12th November 2021

US$30, for example, US$20 and US$10, b Sunday 5th December 2021
or 3 US$10 or 6 US$5.
c Tuesday 30th November 2021
5 Any combination of banknotes and coins
which makes US$5 and 45c, for example, 6 a 13/07/20 b 11/09/21
US$5, 4 dimes and a nickel or 2 US$2, US$1, c 23/02/22
a quarter dollar and 2 dimes.
7 Answers will depend on current date.
Practice
Practice
6 35c
8 For example, sing a song, sneeze, watch a film.
7 Banknotes and coins with one or 1 on In order of shortest to longest: sneeze, sing a
(or similar wording). song, watch a film.
8 Any combination of banknotes which makes 9 a 1st b 31st
US$62 and 15c, for example, US$50, US$10,
US$2 and 3 nickels or 3 US$20, US$2, 1 dime c 21st d 30th
and 1 nickel.
10 Saturday 14th May 2022 14/05/22
Challenge Tuesday 17th May 2022 17/05/22
9 US$5 and 5c coin, US$1 coin and 1 dime coin. Thursday 9th June 2022 09/06/22
10 For example, 70c: Marcus half dollar and Wednesday 22nd June 2022 22/06/22
2 dimes; Sofia 2 quarter dollars, 1 dime
and 2 nickels. 85c: Marcus half dollar, 11 a July b September
quarter dollar, dime; Sofia half dollar,
c February d November
3 dimes and 1 nickel.
11 Challenge
Country Lower value Higher value
or region unit unit 12 year, month, week, weekend, day, hour,
Your Own lower Own higher minute, second
country value unit, if value unit, if 13 September and December; May; August.
relevant relevant
Sunday 1st January 2023
USA c $
European c € Friday 31st December 2021
Union 14 Friday 29th May
Japan none ¥
15 Saturday 14th August
UK p £

10 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Exercise 8.2
8 Numbers to 100 (2)
Focus
Exercise 8.1 1 a 1 b 2 c 3
Focus d 4 e 5 f 7
1 a fifty-three b seventy-one 2 a 16 ÷ 2 = 8 b 1
of 16 = 8
2
c twenty-nine d forty-seven
3 a 1 b 2 c 3
2 a 86 b 34
d 5 e 5 f 2
c 47 d 62
1
4 a 16 ÷ 4 = 4 b of 16 = 4
3 a 10s 1s b 10s 1s 4

Practice
1
5
2
4 a 50 b 70 c 50
6 It is the denominator. It represents how many
d 40 e 30 f 90 equal parts the whole has been split into.
5 For example, 20 + 4, 10 + 14, 11 + 13, 12 + 12, 7 Learner should draw 5 marbles.
10 + 10 + 4, 10 + 10 + 3 + 1.
8 2
Practice 9 20
6 fifty-one, fifty-four, fifty-five, sixty-one, 1 1 1
sixty-four, sixty-five, ninety-one, ninety-four, 10 + + = three-quarters (or 3 ) or
4 4 4 4
ninety-five; 9 numbers. 1 1 1 1 1
+ = , + = three-quarters.
7 54 4 4 2 2 4

1 1 1 1 4
8 Zara needs to look at the ones to round to the 11 + + + = =1
4 4 4 4 4
nearest 10. 5 ones would round up to the next
10, but 50 is 5 tens and 0 ones. It is already a Challenge
tens number so does not need to be rounded.
12 3, 8
9 For example, 20 + 10 + 5, 21 + 12 + 2,
2
21 + 13 + 1, 20 + 11 + 4. 13 of 12 and 12 ÷ 2 = 6 ticked.
4

Challenge 14 Marcus used 1 . Zara used 1 .

2 4
10 a sixty-two b seventy-one
1 1 1
Arun and Zara used + = .
c fifty-nine d forty-seven 4 4 2

11 a thirty-seven add twenty equals fifty-seven 1

15 a
2
b ninety-nine subtract (or take away) seven
b 8 pieces. Yes, all pieces are 1 , so any
equals ninety-two 4
8 pieces will make 2 whole sandwiches.
12 60 centimetres, 90 centimetres
16 Swap the dollar for 4 quarters (quarter dollar)
13 30 metres, 50 metres coins and give 1 to your friend.
14 The other two numbers must total 26, for
example, 20 + 6, 16 + 10, 13 + 13, 12 + 14,
25 c 25 c 25 c 25 c
11 + 15.

11 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Exercise 9.2
9 Statistics (2)
Focus
Exercise 9.1 1 Chocolate was the most popular. Coffee was
the least popular. 16 ice creams were eaten.
Focus
2 Team B has scored most goals. Team E has
1 Numbers
scored the least goals. 1 more goal was scored
by Team B than Team D. Team E scored
Odd More than 20 2 goals fewer than Team A.
9 13 25
62 Practice
21 78
3 5 like orange juice. 2 like water. Cola was
liked by 3 children. 2 more children preferred
milk to tea. 16 children were asked altogether.
Learner’s own answer.
2 Flies, walks. But learners may decide on
different labels. 4 Ara’s family name has 6 letters. Ohan’s family
name has 7 letters. Akila’s family name has
3 Learner’s own answers.
8 letters.
Practice Akila’s family name has most letters. Kai’s
family name has least letters.
4 Red: apple, strawberry, cherries, pepper,
tomatoes. Ohan’s family name has 3 more letters than
Kai’s family name.
Green: apple, lime, avocado, kiwi fruit,
broccoli. Ara’s family name has 2 fewer letters than
Akila’s family name.
Red and green in the overlap: apple, mango.
Learner’s own questions.
5 6  12  5  23
6 Learner’s own answer. Challenge
5 29 pieces of fruit in the bowl. 1 more pear.
Challenge 1 fewer banana. Most fruit is apples. Least
7 Cats in the cat shelter fruit is mango.

Grey Large 6 Use of digits in 5 telephone numbers

Number of times used

Poppy Magic Jack

Scrumpy
Tilly Monty

8 Learner’s own answer.

9 41, 84, 59, 16, 25, 75 0 1 2 3 4 5 6 7 8 9

Learner’s own questions.

Milk 41
Sugar 84
Sugar but not milk 59
Milk but not sugar 16
Milk and sugar 25
Milk or sugar 75

12 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

10 Calculating 6 42 21 53
31 63 71
Exercise 10.1 23 61 32
Focus
1 Accept reordering of the numbers. 7 63 + 25 = 53 + 35 and 37 − 12 = 39 − 14 ticked,
possible corrections include
a 32 + 26 53 + 24 = 54 + 23 and 85 − 33 = 95 − 43.
= 30 + 2 + 20 + 6 8 51 and 97.
= 30 + 20 + 2 + 6
Challenge
= 50 + 8 9 Smallest total 13 + 24 = 37 or 14 + 23 = 37.
= 58 Greatest total 52 + 43 = 95 or 53 + 42 = 95.

b 41 + 35 10 1 2 3 4
7 5 5 7
= 40 + 1 + 30 + 5
= 40 + 30 + 1 + 5 5 6
3 9 1
= 70 + 6
7 8 9
= 76
6 4 8
c 23 + 34
10 11 12 13
= 20 + 3 + 30 + 4 6 3 7 4
= 20 + 30 + 3 + 4
14
= 50 + 7 2 4 1
= 57
d   57 e   43 f   23
+ 21 + 14 + 24
Exercise 10.2
  78   57    47 Focus
2 38 − 25 1 Calculation Inverse
= 30 − 20 + 8 − 5 7 + 3 = 10 10 − 3 = 7
13 + 5 = 18 18 − 5 = 13
= 10 + 3
32 + 17 = 49 49 − 17 = 32
= 13 8−6=2 2+6=8
46 − 12 19 − 12 = 7 7 + 12 = 19
= 40 − 10 + 6 − 2 28 − 15 = 13 13 + 15 = 28

= 30 + 4
2 For example, 13 + 7 = 20, 20 − 7 = 13.
= 34
3 5 + 1 = 6 6=5+1
3 a 27 + 12 = 39 b 33 + 24 = 57
1 + 5 = 6 6=1+5
4 34 − 21 = 13, 67 − 46 = 21
6 − 1 = 5 5=6−1
Practice 6 − 5 = 1 1=6−5
5 Learner’s own answers.

13 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Practice 11 40 + 34 = 74, 74 − 34 = 40
41 + 33 = 74, 74 − 33 = 41
4 a   27 b   11 42 + 32 = 74, 74 − 32 = 42
− 12 + 23 43 + 31 = 74, 74 − 31 = 43
  15 44 + 30 = 74, 74 − 30 = 44
  34
Other solutions require regrouping of ones,
c   87 d   32
which is beyond Stage 2 expectations.
− 35 + 64
12 69 − 42 = 27, 27 + 42 = 69
  52   96 68 − 41 = 27, 27 + 41 = 68
5 a   33 b   49 67 − 40 = 27, 27 + 40 = 67
+ 24 − 27 Other solutions require regrouping of ones,
  57   22 which is beyond Stage 2 expectations.

c   76 d   65 Exercise 10.3

− 42 + 14
Focus
  34   79
1 10 × 4 = 40, 5 × 3 = 15, 10 × 9 = 90
6 13 + 7 = 20 13 + 15 = 28
2 Multiplying by 2 Doubling
20 = 13 + 7 28 = 13 + 15
1×2=2 1+1=2
7 + 13 = 20 15 + 13 =28
10 × 2 = 20 10 + 10 = 20
20 = 7 + 13 28 = 15 + 13
2×2=4 2+2=4
20 − 13 = 7 28 − 13 = 15
5 × 2 = 10 5 + 5 = 10
7 = 20 − 13 15 = 28 − 13
20 − 7 = 13 28 − 15 = 13 3 10 × 1 = 10 → 1 × 10 = 10, 2 × 5 = 10
or 5 × 2 = 10;
13 = 20 − 7 13 = 28 − 15 2 × 10 = 20 → 10 × 2 = 20, 4 × 5 = 20 or 5 × 4 = 20;
7 90 − 50 = 40 40 = 90 − 50 4 × 2 = 8 → 2 × 4 = 8, 1 × 8 = 8 or 8 × 1 = 8.

90 − 40 = 50 50 = 90 − 40 4 4×1=2×2

8 a 54 + 35: estimate 50 + 40 = 90; Practice

54 + 35 = 89; inverse 89 − 35 = 54.
5 1 × 5 = 5 and 9 × 5 = 45
b 77 − 44: estimate 80 − 40 = 40; 2 × 5 = 10 and 8 × 5 = 40
77 − 44 = 33; inverse 33 + 44 = 77. 3 × 5 = 15 and 7 × 5 = 35
4 × 5 = 20 and 6 × 5 = 30
Challenge
1 × 10 = 10 and 4 × 10 = 40
9 a   53 b   47 2 × 10 = 20 and 3 × 10 = 30
+ 45 − 33
6 3 × 2 10 + 10
  98   14
10 × 2 6+6
c   86 d   42
− 61 + 53 1 × 2 3+3

  25   95 6 × 2 1+1

10 The two numbers that are added together to 7 1 × 5 = 5, 2 × 5 = 10

find the complement are the same (30). There 5 × 5 = 25 or 10 × 5 = 50
are only 2 possible subtractions. The related
subtractions are 60 − 30 = 30 and 30 = 60 − 30.

14 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Challenge 6 Division fact Fraction fact

8 10, 20, 30, 40, 50. Numbers with 5 ones 1
are not multiples of 10. 5 × 2 = 10, so only 18 ÷ 2 = 9 of 18 = 9
2
multiples of 10 are in both tables.
1
9 Biscuits cost a nickel each, 5c. The calculation 14 ÷ 2 = 7 of 14 = 7
2
should be 5 × 4 = 20, 20c.
1
Cakes cost a dime each, 10c. The calculation 16 ÷ 4 = 4 of 16 = 4
4
10 × 7 = 70, 70c is correct.
1
10 1 × 7, 2 × 6, 5 × 3, 5 × 4, 10 × 3, 10 × 5. 4÷4=1 of 4 = 1
4

Exercise 10.4
Challenge
Focus
7 Zara’s: 8 cubes, 1 of 16 = 8, 16 ÷ 2 = 8.
1 10 × 1 = 10 10 ÷ 10 = 1 2

10 × 2 = 20 20 ÷ 10 = 2 Arun’s: 4 cubes, 1 of 16 = 4, 16 ÷ 4 = 4.
4
10 × 3 = 30 30 ÷ 10 = 3
8 40 ÷ 10, 1 of 20, 1 of 12, 18 ÷ 2, 6 × 2.
4 2
10 × 4 = 40 40 ÷ 10 = 4
9 More than 4 of the following:
10 × 5 = 50 50 ÷ 10 = 5
1 × 8 = 2 × 4 = 8 ÷ 1 = 16 ÷ 2 = 40 ÷ 5 = 80 ÷ 10 =
10 × 6 = 60 60 ÷ 10 = 6 1
of 16.
2
10 × 7 = 70 70 ÷ 10 = 7
10 × 8 = 80 80 ÷ 10 = 8
11 Geometry (2)
10 × 9 = 90 90 ÷ 10 = 9
10 × 10 = 100 100 ÷ 10 = 10 Exercise 11.1
2 2×3=6 → 6÷2=3 Focus
1×5=5 → 5÷1=5 1

5 × 7 = 35 → 35 ÷ 5 = 7
× ×
3 5 × 2 = 10 ÷ 1 or 20 ÷ 2 or 50 ÷ 5 or 100 ÷ 10
×
9 × 1 = 9 ÷ 1 or 18 ÷ 2 or 45 ÷ 5 or 90 ÷ 10

Practice ×
Start ×
4 5 × 4 = 20, 20 ÷ 5 = 4; 3 × 10 = 30, 30 ÷ 10 = 3.
5 Any paired multiplication and division facts
that are equivalent in value.
5 turns; 2 anticlockwise turns;
3 clockwise turns.
2 Learner’s own answer.

15 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

3 Shape Predict Check 6 Three half turns will give the same answer as
one half turn.
Learner’s
own once
prediction

Learner’s
own once
prediction

Learner’s
own 4 times
prediction
Challenge
Learner’s
twice 7 Learner’s own answer.
own
prediction 8 a I can make a half turn anticlockwise.
I can make two quarter turns clockwise.
An equilateral triangle
b Learner’s answers can include:
• one quarter turn anticlockwise
• one half turn clockwise then one
quarter turn clockwise
• three quarter turns clockwise

Practice • one quarter turn clockwise then one

half turn clockwise.
4 Learner’s own answer.
9
5 a

Exercise 11.2
Focus
1 The final circle shows the centre dot.
Learner’s own answer.

Practice
2 4 centimetres, 5 centimetres, 6 centimetres

16 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Challenge Practice
3 Learner draws a further 5 lines, which would 5
mean there would be 12 lines coming from the 11 12 1 11 12 1
10 2 10 2
centre to the edge. All lines coming from the
9 3 8:25 9 3 11:55
centre should be the same length.
8 4 8 4
7 6 5 7 6 5

12 Telling the time

11 12 1 11 12 1
10 2 10 2
Exercise 12.1 9 3 3:45 9 3 14:35
Focus 8 4 8 4
7 6 5 7 6 5
1 4:10  10:25  8:15  6:05
2 Analogue clocks showing quarter past 6,
twenty minutes past 7, five minutes past 5, 11 12 1 11 12 1
10 2 10 2
twenty-five minutes past four.
9 3 10:10 9 3 6:20
3 8 4 8 4
7 6 5 7 6 5
11 12 1
10 2
9 3

8 4
7 5 6 Clocks showing the correct times.
6
Quarter past 9: 09:15, Morning.
Quarter to 7: 06:45, Evening.
Quarter to 4: 03:45, Afternoon.
11 12 1
10 2
9 3 Challenge
8 4 7 Learner’s own answer. Words and clocks
7 6 5
matching in each column.
8 Row 1:
11 12 1
10 2 11 12 1
9 3 10 2
8 4 9 3
7 6 5
8 4
7 6 5

4 15 minutes

Row 2:

Row 3: ring around 10 minutes past 8.

Row 4: ring around 20 minutes past 10.

17 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

9 Quarter of an hour is 15 minutes, not 9

25. Half an hour is 30 minutes not 50. Object Less than About More than
Some people may think that, for example, 1 kilogram 1 kilogram 1 kilogram
quarter past 9 is 9:25 and half past 9 is 9:50.
Brick ✓
Baby ✓
13 Measures (2) Cat ✓
Mouse ✓
Exercise 13.1 Fly ✓

Focus Learner’s own answer for final two rows.

1 a Pear mass is 20 grams. 10 Learner’s own answer.
b Scales should show 70 grams. No, larger objects are not always heavier than
smaller objects.
c Scales should show 50 grams.
Learner’s own answer.
2 50 grams flour, 1 egg, 25 grams sugar.
11 If the temperature increases, the number
3 Caterpillar 3 grams. Bug 1 gram. 3 pencils
increases/gets larger.
15 grams.
If the temperature decreases, the number
4 Scales should show: 5 kilograms, 8 kilograms,
decreases/gets smaller.
7 kilograms.
a 10 °C b 15 °C c 12 °C
5 a 2 frogs = 6 blocks. 1 frog = 3 blocks.
Taking away 1 frog will make the scales d 18 °C e 19 °C
dip on the blocks side.
1 frog is lighter than 6 blocks.
Challenge
12 Learner’s own answer.
b 2 frogs = 8 sweets. 1 frog = 4 sweets. When
taking away 3 sweets, the frogs would be 13 a 7 kilograms b 6 kilograms
lower than the sweets.
c 5 kilograms d 2 kilograms
2 frogs are heavier than 5 sweets.
14 There are many answers. For example,
c Another pebble would make the pebble 100g can be 50 + 50, 10 × 10, 5 lots of 20,
side lower than the side with the bird. 100 × 1, 20 lots of 5 or 50 lots of 2.
2 pebbles are heavier than 1 bird. 15 a 40 cubes will balance 1 pineapple.
6 Learners can give any pairs of temperatures b 9 cubes will balance 1 pear.
that have a difference of 9.
16 Both thermometers show the same
Practice temperatures of 40 °C.

7 9 grams 26 grams 32 grams One thermometer shows the scale going up in

54 grams 82 grams 100 grams 5s, the other shows it going up in 10s.

8 One thermometer shows temperatures up to

56 grams 90 grams 50 °C and the other will record temperatures
14 kilograms 5 grams up to 100 °C.
1 grams 26 grams The learners should have drawn a line on each
12 kilograms 10 kilograms thermometer up to the given value.

18 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Exercise 13.2 6 millilitres 72 millilitres

Focus 100 100

1 a Jugs: more, less. 90 90

b Bowls: less, more. 80 80

c Drinks: less, more. 70 70

d Dishes: less, more. 60 60

2 Milk more, spoon less, bucket more, cup less, 50 50

carton less.
40 40
1
3 litre. 1 litre. 5 litres. 30 30
2

4 Bucket 9 litres, squash 1 litre, fish tank 20 20

50 litres. 10 10

Practice

5 2 litres
6 Jug 1: 7 millilitres; jug 2: 80 millilitres;
jug 3: 35 millilitres; jug 4: 55 millilitres 14 Pattern and
Challenge probability
7 Yes, the teacher has enough water.
There is 1 litre left in the teacher’s bottle. Exercise 14.1
1
Focus
8 3 litres litre
2 1 1st pattern is alternate white and black.
9 a 4    b  4    c   2 2nd pattern is black, grey, white repeated.
10 15 millilitres 60 millilitres 2 Learner’s own answer.
100 100 3 Marble and pencil.
90 90
Practice
80 80
4 Learner’s own answer.
70 70
5 Learner’s own answer.
60 60
6 Learner’s own answer.
50 50
Challenge
40 40
7 Learner’s own answer.
30 30
You would see a regular pattern on fabric,
20 20 wallpaper, floor tiles or in the bricks on
10 10 a house.
You see a random sequence where there
is no regular pattern, for example in some
mosaic designs.
8 Learner’s own answer.

19 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

9 The sequence is a pattern of three shapes. Learners do not need to name the shapes,
The first shape is always a square; the merely draw them.
last shape is always a hexagon; the centre
shape changes. 5 a b

15 Symmetry, position 6
and movement 10
9
11 12 1
2
3
10
9
11 12 1
2
3
8 4 8 4
Exercise 15.1 7 6 5 7 6 5

6 12
Focus
1   11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

12 9

11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

3 6

Challenge
7

 
2 a b

3 a 6 b 6 c 3 d 9

Practice
4 For example:

  

  

20 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 2: TEACHER’S RESOURCE

Learner’s own answer.

8   

10 a Quarter turn clockwise; three-quarters

turn anticlockwise.
   b Quarter turn anticlockwise; three-quarters
turn clockwise.
c Half a turn clockwise; half a turn
anticlockwise.
d Full turn clockwise; full turn
anticlockwise.

21 Cambridge Primary Mathematics 2 – Moseley & Rees © Cambridge University Press 2021