0 Votes +0 Votes -

223 vues15 pagesPart of the Cambridge maths 7 textbook

Mar 11, 2016

© © All Rights Reserved

PDF, TXT ou lisez en ligne sur Scribd

Part of the Cambridge maths 7 textbook

© All Rights Reserved

223 vues

Part of the Cambridge maths 7 textbook

© All Rights Reserved

- Cambridge Maths 7 Answers
- Cambridge Maths 7 Chapter 8
- Cambridge Maths 7 Chapter 7
- Cambridge Maths 7 Chapter 10
- Cambridge General Mathematics Year 11
- ICE-EM Maths
- Cambridge Maths 7 Chapter 9
- Cambridge Maths 7 Chapter 3
- Cambridge Maths 7 Semester Review 2
- CM Year 7
- Cambridge Maths 7 Chapter 4
- Cambridge Maths 7 Chapter 11
- Cambridge Maths Gold NSW Syllabus for the Australian Curriculum Year 7
- ICE-EM Maths 2
- Cambridge Maths 7 Chapter 6
- Cambridge Maths 7 Chapter 1
- Cambridge Maths 7 Chapter 2
- Cambridge Maths 7 Chapter 5
- Cambridge Maths 7 Index
- Essential Mathematics Text Year 7

Vous êtes sur la page 1sur 15

YEAR

CambridgeMATHS

NSW SYLLABUS FOR THE AUSTRALIAN CURRICULUM

STUART PALMER | DAVID GREENWOOD

BRYN HUMBERSTONE | JUSTIN ROBINSON

JENNY GOODMAN | JENNIFER VAUGHAN

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Cambridge University Press is part of the University of Cambridge.

It furthers the Universitys mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.

www.cambridge.edu.au

Information on this title: www.cambridge.org/9781107626973

Stuart Palmer, David Greenwood, Bryn Humberstone,

Justin Robinson, Jenny Goodman, Jennifer Vaughan 2013

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part may take place without the written

permission of Cambridge University Press.

First published 2013

Cover design by Sardine Design

Typeset by Aptara Corp.

Printed in Singapore by C.O.S Printers Pte Ltd

A Cataloguing-in-Publication entry is available from the catalogue

of the National Library of Australia at www.nla.gov.au

ISBN 978-1-107-62697-3 Paperback

Additional resources for this publication at www.cambridge.edu.au/GO

Reproduction and communication for educational purposes

The Australian Copyright Act 1968 (the Act) allows a maximum of

one chapter or 10% of the pages of this publication, whichever is the greater,

to be reproduced and/or communicated by any educational institution

for its educational purposes provided that the educational institution

(or the body that administers it) has given a remuneration notice to

Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions contact:

Copyright Agency Limited

Level 15, 233 Castlereagh Street

Sydney NSW 2000

Telephone: (02) 9394 7600

Facsimile: (02) 9394 7601

Email: info@copyright.com.au

Reproduction and communication for other purposes

Except as permitted under the Act (for example a fair dealing for the

purposes of study, research, criticism or review) no part of this publication

may be reproduced, stored in a retrieval system, communicated or

transmitted in any form or by any means without prior written permission.

All inquiries should be made to the publisher at the address above.

Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party internet websites referred to in

this publication and does not guarantee that any content on such websites is,

or will remain, accurate or appropriate. Information regarding prices, travel

timetables and other factual information given in this work is correct at

the time of first printing but Cambridge University Press does not guarantee

the accuracy of such information thereafter.

Every effort has been made to trace and acknowledge copyright. The publisher

apologises for any accidental infringement and welcomes information that would redress this situation.

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Table of Contents

Strand and substrand

Introduction and guide to this book

Acknowledgements

1A

1B

1C

1D

1E

1F

1G

1H

1I

Pre-test

Place value in ancient number systems FRINGE

Place value in Hindu-Arabic numbers REVISION

Adding and subtracting positive integers

Algorithms for adding and subtracting

Multiplying small positive integers

Multiplying large positive integers

Dividing positive integers and dealing with remainders

Estimating and rounding positive integers

Order of operations with positive integers

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

Angle relationships

2A

2B

2C

2D

2E

2F

2G

Pre-test

Points, lines, intervals and angles

Measuring and classifying angles REVISION

Adjacent angles and vertically opposite angles

Transversal lines and parallel lines

Solving geometry problems

Circles and constructions with ruler and compasses FRINGE

Constructions with dynamic geometry software EXTENSION

Investigation

Puzzles and challenges

viii

ix

xii

2

4

5

10

14

19

23

27

31

36

40

44

46

47

48

49

50

52

54

55

60

66

71

78

83

87

90

91

Computation with Integers

MA44NA

Angle Relationships

MA418MG

iii

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Multiple-choice questions

Short-answer questions

Extended-response questions

3A

3B

3C

3D

3E

3F

Pre-test

Working with negative integers

Adding or subtracting a positive integer

Adding or subtracting a negative integer

Multiplying or dividing by an integer

Order of operations with positive and negative integers

The Cartesian plane

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

4A

4B

4C

4D

4E

4F

4G

4H

4I

4J

4K

4L

4M

4N

Pre-test

Factors and multiples

Highest common factor and lowest common multiple

What are fractions?

Equivalent fractions and simplified fractions

Mixed numerals and improper fractions

Ordering positive and negative fractions

Place value in decimals and ordering decimals

Rounding decimals

Decimal and fraction conversions

Connecting percentages with fractions and decimals

Decimal and percentage conversions

Fraction and percentage conversions

Percentage of a quantity

Using fractions and percentages to compare two quantities

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

92

93

94

97

98

100

101

105

109

114

118

122

126

127

128

129

130

131

132

134

135

140

144

150

156

162

168

172

176

181

188

193

198

203

208

210

212

213

214

216

MA44NA

Percentages

MA45NA

iv

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Probability

5A

5B

5C

5D

5E

5F

6A

6B

6C

6D

6E

6F

6G

6H

6I

Pre-test

Describing probability

Theoretical probability in single-step experiments

Experimental probability in single-step experiments

Compound events in single-step experiments

Venn diagrams and two-way tables

Probability in two-step experiments EXTENSION

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

Pre-test

Adding and subtracting decimals

Adding fractions

Subtracting fractions

Multiplying fractions

Multiplying and dividing decimals by 10, 100, 1000 etc.

Multiplying by a decimal

Dividing fractions

Dividing decimals

Computation with negative fractions EXTENSION

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

218

220

221

228

233

238

243

250

255

257

259

260

261

262

MA421SP

266

267

271

278

284

292

297

301

307

312

318

321

322

323

323

325

327

Time

336

7A

7B

7C

Probability

264

Semester review 1

Pre-test

Units of time

Working with time

Using time zones

Puzzles and challenges

338

339

344

349

355

Percentages

MA45NA

Time

MA413MG

v

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Multiple-choice questions

Short-answer questions

Extended-response question

Algebraic techniques 1

8A

8B

8C

8D

8E

8F

8G

8H

8I

8J

8K

8L

Pre-test

Introduction to formal algebra

Substituting positive numbers into algebraic expressions

Equivalent algebraic expressions

Like terms

Multiplying, dividing and mixed operations

Expanding brackets

Applying algebra EXTENSION

Substitution involving negative numbers and mixed operations

Number patterns EXTENSION

Spatial patterns EXTENSION

Tables and rules EXTENSION

The Cartesian plane and graphs EXTENSION

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

Equations 1

9A

9B

9C

9D

9E

9F

9G

9H

Pre-test

Introduction to equations

Solving equations by inspection

Equivalent equations

Solving equations systematically

Equations with fractions

Equations with brackets

Formulas and relationships EXTENSION

Using equations to solve problems EXTENSION

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

356

357

357

359

360

362

363

368

373

377

381

385

390

395

398

403

411

417

424

426

427

428

429

430

432

434

435

440

444

449

456

461

465

469

474

475

476

477

478

479

Algebraic Techniques

MA48NA

Equations

MA410NA

vi

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

10

10A

10B

10C

10D

10E

10F

10G

10H

10I

10J

11

Pre-test

Measurement systems of the past and present FRINGE

Using and converting units of length REVISION

Perimeter of rectilinear figures

Pi and circumference of circles

Arc length and perimeter of sectors and composite figures

Units of area and area of rectangles

Area of triangles

Area of parallelograms

Area of composite figures

Mass and temperature REVISION

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response questions

Introducing indices

11A

11B

11C

11D

11E

11F

Pre-test

Divisibility tests

Prime numbers

Using indices

Prime decomposition

Squares, square roots, cubes and cube roots

The zero index and index laws

Investigation

Puzzles and challenges

Review: Chapter summary

Multiple-choice questions

Short-answer questions

Extended-response question

482

483

489

493

498

503

509

515

521

525

530

536

537

538

539

540

543

544

546

547

552

555

560

564

569

574

575

577

578

579

580

Semester review 2

581

Answers

Index

589

645

Length and Area

MA412MG, MA413MG

Indices

MA49NA

vii

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Table of

About

theContents

authors

Stuart Palmer was born and educated in NSW. He is a high school mathematics teacher

with more than 25 years experience teaching students from all walks of life in a variety of

schools. Stuart has taught all the current NSW Mathematics courses in Stages 4, 5 and 6

numerous times. He has been a head of department in two schools and is now an

educational consultant who conducts professional development workshops for teachers all

over NSW and beyond. He also works with pre-service teachers at The University of

Sydney and The University of Western Sydney.

David Greenwood is the Head of Mathematics at Trinity Grammar School in Melbourne

and has 19 years experience teaching mathematics from Years 7 to 12. He has run

numerous workshops within Australia and overseas regarding the implementation of the

Australian Curriculum and the use of technology for the teaching of mathematics. He

has written more than 20 mathematics titles and has a particular interest in the sequencing

of curriculum content and working with the Australian Curriculum proficiency strands.

Bryn Humberstone graduated from University of Melbourne with an Honours degree in

Pure Mathematics, and is currently teaching both junior and senior mathematics in

Victoria. Bryn is particularly passionate about writing engaging mathematical

investigations and effective assessment tasks for students with a variety of backgrounds

and ability levels.

Justin Robinson is Head of Positive Education and a mathematics teacher at Geelong

Grammar School. Prior to this, he spent 20 years teaching mathematics and was a key writer

of in-house maths material. He has a keen interest in engaging all students through a wide

variety of effective teaching methods and materials.

Jenny Goodman has worked for 20 years in comprehensive State and selective high schools

in NSW and has a keen interest in teaching students of differing ability levels. She was

awarded the Jones medal for education at Sydney University and the Bourke prize for

Mathematics. She has written for Cambridge NSW and was involved in the Spectrum and

Spectrum Gold series.

Jennifer Vaughan has taught secondary mathematics for over 30 years in NSW, WA,

Queensland and New Zealand and has tutored and lectured in mathematics at Queensland

University of Technology. She is passionate about providing students of all ability levels with

opportunities to understand and to have success in using mathematics. She has taught special

needs students and has had extensive experience in developing resources that make

mathematical concepts more accessible; hence, facilitating student confidence, achievement

and an enjoyment of maths.

viii

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Introduction and

Table of

guide

to Contents

this book

This resource has been developed from an analysis of the NSW Syllabus for the Australian Curriculum

and the Australian Curriculum: Mathematics. It is structured on a detailed teaching program for the

implementation of the NSW Syllabus, and a comprehensive copy of the teaching program can be found

on the companion website.

The chapters are based on a logical teaching and learning sequence for the syllabus topic concerned,

so that chapter sections can be used as ready-prepared lessons. Exercises have questions graded by

level of difficulty, as indicated in the teaching program, and are grouped according to the Working

Mathematically components of the NSW Syllabus, as indicated by badges in the margin of the exercises.

This facilitates the management of differentiated learning and reporting on students achievement.

For certain topics the prerequisite knowledge has been given in sections marked as REVISION,

whereas EXTENSION marks a few sections that go beyond the Syllabus. Similarly, the word FRINGE

is used to mark a few topics treated in a way that lies at the edge of the Syllabus requirements, but which

provide variety and stimulus. Apart from these, all topics are aligned exactly to the NSW Syllabus, as

indicated at the start of each chapter and in the teaching program.

In Stage 5, separate textbooks are provided for 5.1/5.2 and 5.1/5.2/5.3. In addition the NSW Syllabus

allocates topics to certain pathways, which are designated 5.2, 5.3 and 5.3#. These categories, together

with Stage 4, 5.1, 5.2 and 5.3, are indicated for each chapter section by ladder icons in the Year 9 and 10

textbooks and teaching programs.

NSW Syllabus

for the Australian

Curriculum

Features:

Substrand: COMPUTATION WITH INTEGERS

and calculates with integers, applying a

range of strategies to aid computation

Curriculum: strands, substrands and

content outcomes for chapter (see

teaching program for more detail)

(MA4 4NA)

Computation with

positive integers

Chapter

overview of chapter contents

(also available as a printable worksheet)

Place value in Hindu-Arabic numbers

Adding and subtracting positive integers

Algorithms for adding and subtracting

Multiplying small positive integers

Multiplying large positive integers

Dividing positive integers and dealing with remainders

Estimating and rounding positive integers

Order of operations with positive integers

for thousands of years to help count objects and

record information.

In ancient Egypt in about 3000 BCE, if one

hundred and twenty-four blocks of stone were needed

to build a monument, this number would have been

represented as

Today, we use whole numbers to help deal with all

sorts of situations. Here are some examples:

Recording the number of points in a game

Calculating the number of pavers required for a

terrace

Counting the number of items purchased at a shop

Tallying the number of votes in an election

Calculating the approximate distance between

two towns.

Pre-test

to set a context for students

1A

1B

1C

1D

1E

1F

1G

1H

1I

world and now

1 For each of the following, match the word with the symbol.

a add

A

b subtract

B

c multiply

C +

d divide

D

2 Write each of the following as numbers.

a fifty-seven

c two thousand and forty-four

David Greenwood et al. a2013

2 more than 11

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred

another

party

c 1to

less

than 1000

b

d

eleven thousand and two

Cambridge University

b Press

5 less than 42

d 3 more than 7997

ix

14

14

to mathematics in the wider world

Chapter 1 Computation with positive integers

1C Adding and subtracting positive integers

The process of finding the total value of two or more numbers is called

The process

of finding

the total

value

of and

two sum

or more

is called

addition.

The words

plus,

add

arenumbers

also used

to describe

addition.

The words plus, add and sum are also used to describe

addition.

addition. The process for finding the difference between two numbers is called

Thesubtraction.

process forThe

finding

theminus,

difference

betweenand

twotake

numbers

is are

called

words

subtract

away

also used

subtraction.

The words

minus, subtract and take away are also used

to describe

subtraction.

to describe subtraction.

online content via the topic number,

1C in this case (see next page for more)

Lets Many

start:problems

Your mental

strategy

that involve addition and subtraction can be solved

Stage

5.3#

5.3

5.3

5.2

5.2

5.1

4

Stage

5.3#

5.3

5.3

5.2

5.2

5.1

4

15

mentally without the use of a calculator or complicated written working.

mentally without the use of a calculator or complicated written working.

Consider

98 + 22 31 + 29

Example

Consider 4 Mental

98 + 22addition

31 + 29and subtraction

How would you work this out? What are the different ways it could be

How would you work this out? What are the different ways it could be

Whats the difference in our heights?

Use the suggested

strategyExplain

to mentally

out the answer.

done mentally?

yourwork

method.

Whats the difference in our heights?

Explain your method. b 25 + 19 (compensating)

a done

132 mentally?

+ 156 (partitioning)

often be done in groups) to start the lesson

c 56 18 (compensating)

Key ideas

16

35 + 36 (doubling or halving)

Chapter

1 Computation

positive

integers

The

symbol +with

is used

to show

addition or find a sum.

SOLUTION

c

7

Example 4b

Example 4c

descriptive titles to aid searches (digital

versions also available for use with IWB)

6

b

MA

Example 4a

LL

the working mathematically

components and enrichment

(see next page)

+3

1C

+3

E X P L A N AT I O N

e.g. 4 + 3 = 7

e.g. 4 + 3 = 7

=a288

+b=b+a

e.g. 4100

+ 3+=303 ++24

132 + 156

3 4 5 6 7 8

a + b = b + a

e.g. 4 + 3 = 3 + 4

3 4 5 6 7 8

50 addition,

+6

This is the commutative 100

law+for

meaning that

2WORKING

This is the commutative law for addition, meaning that

2

U

F

the order does not matter.200 + 80 + 8

C

does not

matter.

Mentally the

findorder

the answers

to these

sums. Hint: Use the partitioning strategy.

R PS

HE

44

a + (b + c) = (a + b) + c

e.g.

4 ++ 20

(11 +1 3) = (4 + 11) + 3

A

25

+

19

=

25

+

19

=

25

M A7

TIC 8

a 23a++41(b + c) = (a + b) +bc 71 + 26 e.g. 4 + (11 + 3) c= (4138

+ 441

+ 11)

+3

4

5

6

is the

associative

law

it4293

does not 4 5 6 7 8

for

addition,

=

45 1 meaning

Example

Mental

addition

d 246

502 isThis

e 937

+411

f itand

1304

+ This

the associative

law

for

addition,

meaning

does+subtraction

not

2

2

=

44

matter

which

pair

is

added

first.

g 140 273

+ 238which

410 pair his added

390 447

+ 201 132

i 100 001 + 101 010

matter

first.

Use

the suggested

strategy

tomentally

out the

38

a c)(b

c)

(a

c

(4

=work

(82 2)

2 answer.

56

18 =(b

56 818

= 56

20

+ 22)

a find

(a

b)to

these

c b)

e.g.

e.g.

(4

8 2)

= (8

2)

46 57 68 7 8

Mentally

the answers

Hint:

Use

the

partitioning

strategy.

a 132

+differences.

156 (partitioning)

b 25 4+ 195 (compensating)

subtraction

= 36 + or

2 find a difference.

The symbol is

used

to

show

a 29The

18

b

57

21

c

249 137 d 35 + 36 (doubling or halving)

symbol is used

to show

subtraction or find a difference.

c 56

18 (compensating)

=

38

d 1045

f 10 101 100

e.g.71041

e.g.

2 =75 2 = 5 e 4396 1285

Key ideas

skills for the lesson

35 + 1

34

a find

b bthe answers

a (in general...)

e.g. 4compensating

3 43 34 strategy.

8 Mentally

to these sums. Hint:

SOLUTION

EXPLANATION

Use

=the

70+ 1

addition

can beusing

donedifferent

strategies.

a 15Mental

+ 9 Mental

b and

64 subtraction

+ 11 can be

cusing

19 +different

76

addition

and subtraction

strategies.

done

= 71

a 132 + 156 = 288

100 + 30 + 2

Partitioning

in theposition)

same

d 18+ 115

e (Grouping

31 +digits

136 indigits

f position)

245 + 52

Partitioning

(Grouping

the same

100 + 50 + 6

171 + 23 = 100 + (70 + 20) + (1 + 3)

171 + 23 =strategy.

100 + (70 + 20) + (1 + 3)

9 Mentally find the answers to these differences. Hint: Use the compensating

200 + 80 + 8

= 194

a 35 11

b 45 19

c 156 48 = 194

Exercise

1C b (Making

+(Making

19a =10,

25 +or19

= 25 by

+ 20

1byOor

a 10,

and

then

compensating

or

K I NG

Radding

d 244

22 Compensating

e25 376

5944100

fadjusting

5216 adjusting

199

Compensating

etc.100

andetc.

then

or compensating

adding

W

= 45 1

subtracting)

subtracting)

LL

MA

16

C

10 aMentally

findwords

the answers

to these

sums and differences. Hint: Use the doubling or

1

List three

that mean

addition.

R PS

= 44

HE

Chapter

Computation

integers

M AT I C A

= 46

strategy.

46 + 9 =4646++910

1+ 10 1 1C

bhalving

List1 three

words with

that positive

mean subtraction.

c b56 65

18

= 38

18

=

56

20

+

2

a 25 + 26

+ 63

c 121 + 123 56

=

55

= 55

2 Write

the number

which is: e 482 240

= 36with

+ 2 addition

d 240

121 Doubling

f half

1006and

504

Chapter

with positive

integers

18

or

or

then adjusting

1 Computation

Doubling

a double

or half and

then adjusting

with addition

or 1C or

a 3 more

than 7 or halving

b halving

58(Making

more (Making

than

11 a double

R K I NG

= 38

WO

subtraction)

11 c

Mentally

find the

answers todthese

U

F

7 less than

19subtraction)

137computations.

less than 157

Example 4a 6 Mentally

find

the

answers

to

these

sums.

Hint:

Use

the

partitioning

strategy.

d

35

+

36

=

71

35

+

36

=

35

+

35

+3 7519+ +3 9

124

+ 61

124

a 11 + 18 75

17+ 7875= +7578+ =75

b75+37

c 101

15

21=62

124

61

= 124

+ 1 62 + 1 + 1 R C PS

K

H

IN

R

3 aa

pairs of71

WOE M AGT I C A

23

4112sum

cf 138

441

d Find

136++the

15of these

28numbers.

326

10 9 + 5

39 ++71

6210+ 1=10

++

62 +=170 + 1

= 150 +=be3150

=

U

F

2 and

ii 19

8

iii 62 and

C

937

1304

+harder

g i246

1010

502

116 +strategy

21 =1153

5 and

7++11

10but

7025

+6318 for

18 ad

The +

mental

of partitioning

is2easy to apply for 23fi + 54

23 +=59.

=4293

=eh153

= 63

71

R PS

bg Find

the difference

pairs

of numbers.

HE

140

273

+ 238 410 between

h these

390 447

+ 201

132

i 100 001 + 101 010

M AT I C A

Explain

why.

and 5strategy of partitioning

ii 29 andis13easy to apply foriii158

101

andbut

93harder for 151 46.

R K I NG

O

b i The11

mental

46

W

7 Mentally find the answers to these differences. Hint: Use the partitioning strategy.

U

F

Chapter 1 Computation with positive integers

Explain

why. of these statements is true or false.

46

C

413

State

a

29whether

18 7each

b integers

575hours

21 on Tuesday, 13 hours

c 249

137

Chapter

1Computation

with

18

1D

Chapter 1 Computation with positive integers

Gary

worked

hours

onpositive

Monday,

on Wednesday,

11 hours on

R PS

41045

+ 3 >14

61041

be 11

19

the

30 total

13

9 <Gary

8100 worked during the H E M A T I C A

EMAC_NSW_7_txtdesign.indd

19/02/13

d

4396

is1285

10 numbers.

101

19 a

Complete

these

if+ the

letters

a, b number

and c represent

EMAC_NSW_7_txtdesign.indd

14

Thursday

and

2 number

hours

onsentences

Friday.

What

ofcf hours

that

d

26

10c __ = a e 1 + 7 4 b 4 a + c = b so b f a 50

21 + 6< 35

a +b15

= cso

= __

week?

1 The extra dollar. The cost of dinner for two people is $45 and they both give the waiter $25 each. a

Example 4b 8 Mentally find the answers to these sums. Hint: Use the compensating strategy.

Of the extra $5 the waiter is allowed to keep $3 as a tip and returns $1 to each person.

O R K I NG

The abacus

1

1

a

List

three

words

that

mean

addition.

520

Give

the

result

for

each

of

these

computations.

W

magic

the same

a

+ 9 triangle

b126641+to116, and has each side adding

c 19 to

+ 76

14 This

In a15

batting

innings,uses

Philthe

hit digits

So the two people paid $24 each, making a total of $48, and the waiter has $3. The total is therefore

U

F

plus

11

be List

22

minus

3words

sum

of 11 and

21 + 59.

bside

that mean

+ $3 = $51. Where did the extra $1 come from?

C

The abacus is a counting device that has been used for$48

thousands

total.

This

example

shows

total

ofis9.easy

d

18and

+mental

115

31

+three

136

245

+ 52

19 aa

strategy

of apartitioning

to apply

for 23cf subtraction.

+ the

54 but

harder

for 23

runs7The

Mario

hit 19

runs.

How

6

5

R PS

HE

d

128

add

12

36totals

take away

15

of years. They were used extensively by merchants,

amany

How

many

other

are possible

using the same digits?

2 traders,

The sumtax

along each line is 15. Can you place each of the digits 1, 2, 3, 4, 5,

M AT I C A

Explain

why.

more

runs

did different

Phil hite side

2

Write

the

number

which

is:

Example

4c

9

Mentally

find

the

answers

to

these

differences.

Hint:

Use

the

compensating

strategy.

collectors and clerks before modern-day numerals systems

were

2

4

3

6, 7, 8 and 9 to make this true?

f bcompared

the

difference

between

13 and 4 is easy to apply for 158 46 but harder for 151 46.

Explain

method.

b

The

mental

strategy

of partitioning

toyour

Mario?

developed. Counting boards called Abax date back to 500 BCE.

a 35 11

19than 7

156

48than 11

ab 345more

b c 58

more

Explain why.

These were wood or stone tablets with grooves, which would hold

d 244 22

59 19

5216less

199

ce 7376

less than

d f 137

than 157

beans or pebbles.

20 Complete these number sentences if the letters a, b and c represent numbers.

The modern abacus is said to have originated in China in about

Example 4d 10

Mentally

find

the

answers

to

these

sums

and

differences.

Hint:

Use

the

doubling or

Enrichment:

Magic

squares

3a a Find the sum

of+ these

pairs

of

numbers.

a

a

+

b

=

c

so

c

__

=

b

a

c

=

b

so

b

a

=

__

the 13th century and includes beads on wires held 3in aThe

wooden

sum along each side of this triangle is 17. Can you place each

halving strategy.

i 2 and

6main diagonal adding

ii 19toand

iii 62 and 70

of the digits 1, 2, 3, 4, 5, 6, 7, 8 and 9 to make this true?

frame.

21 A magic square has every row, column

the8

a 25

+ 26 triangle uses the digits

b 651+to

63and

c 121to

+ the

123same 4 9 12 15

21 This

magic

6, and has each side adding

b sum.

Find For

the example,

difference

these pairs of numbers.

same number, called the magic

thisbetween

magic square

d 240

121

e 482

240

f 1006 504

total.

This

example shows a side

total of

9.

3

5 6 iii

7 5101

15 and 93

has a magic sum of 15.

i 11 and 5

ii 29 and 13

A German woodcut from 1508 showing an abacus in use by gentleman on right,

a How many other different side totals are possible using the same digits?

11 Find

Mentally

find the

answers

to these

computations.

while a mathematician (at left) writes algorithms.

8 21 46 153

the magic

sums

for these

squares,

then fill in the

b Explain your method.

4

State

whether

each

of

these

statements

is

true

or

false.

a 11 + numbers.

18 17

b 37 19 + 9

c 101 15 +15

21 15 15 15 15

missing

ae 428+ 3 10

> 6 9 + 5

b f 11

c 13 9 < 8

d 136 + 12 15

39++19

71 30

10 10

4 Make the total of 100 out of all the numbers 2, 3, 4, 7 and 11, using each number only once. You

dh 26

e i 110

+ 7 25

4+184

f 50 21 + 6 < 35

g 1010 11 + 21 1

5 715

+ 2 10

b

c

d

a

can use any of the operations (+, , , ), as well as brackets.

6

10

15 20

1 15

4

Enrichment: Magic squares

Example 4d

1

8 937

from left to right.

2 + 3 4 (9 3)

= 2 + 12 3

=2+4

=6

2

4

A 3920

B 392

D 3902

E 329

5716.

A 6

D 8

C 299

C 21

1 1 8

1 5

26

C 9

4

7

C 1

D 2

4 18 3 4 + 5 simplies to:

A 65

B 135

A 0

C 11

D 1

E 20

A 160 4

B 800 20

C 800 4 5

D 40

E 4 5 800

B 4

12

E 3

19

950 to the nearest 100 is 1000

EMAC_NSW_7_txtdesign.indd 44

39 326 40 300 = 12 000

A 7

B 5

D 1

E 0

Mental strategies

7 31 = 7 30 + 7 1 = 217

5 14 = 10 7 = 70

64 8 = 32 4 = 16 2 = 8

156 4 = 160 4 4 4

= 40 1

= 39

A 400

B 500

D 450

E 1000

C 460

A 1

B 5 19/02/13 6:23 PMC 11

D 121

E 0

38 100 = 3800

38 700 = 38 7 100

= 26 600

This magic square

was known in ancient China as a Lo Shu square and uses only the numbers 1 to 9. It is shown in

b 7 100 000 + 8 100 + 5 10

the middle3 of

this ancient design as symbols on a turtle shell, surrounded by the animals which represent the traditional

Calculate:

a 96 481 + 2760 + 82

10 963 4096

c 147 3

Chinese names

for the years.be 4932

d 980 200

3

f 9177 12

19/02/13 6:23 PM

c 23 = 40 2 + 3

6 Calculate:

a 7643

d 16 [14 (6 2)]

b 8 8 16 2

e 24 6 4

a 4 25 0 = 1000

b 0 10 = 0

d 87=78

e 20 4 = 20 2 2

97805211XXXXXc1_p02-51.indd

18brackets to make 18 7 + 3 = 18 7 + 18 3 true.

8 Insert

c 12 (6 2)

f 56 (7 5) 7

c 80=0

f 8+5+4=8+9

4/10/13 2:34 PM

9 How many times can 15 be subtracted from 135 before an answer of zero occurs?

19/02/13 6:23 PM

EMAC_NSW_7_txtdesign.indd 48

LL

LL

a Babylonian numerals

b Roman numerals

c Egyptian numerals

This magic square was known in ancient China as a Lo Shu square and uses only the numbers 1 to 9. It is shown in

the middle of this ancient design as symbols on a turtle shell, surrounded by the animals which represent the traditional

Chinese names for the years.

EMAC_NSW_7_txtdesign.indd 47

Give reasons for yo

Short-answer questions

a 18 < 20 2 3

b 9 6 > 45

C 2

LL

Estimation

M AT I C

Complete answers

11

Index

13

2 16

areUsing

23 The sum of two numbers is 87 and their difference is 29. What

the two numbers?

technology

activities

2

5

C 303

B 1

E 7

3092

A 459

B 297

D 317

E 299

C (2 3) 4 = 2 (3 4)

A 147

B 141

D 140

E 207

Algorithms

2

68

29

2

13

3 205

____

87

with 1

290

remainder

____

EMAC_NSW_7_txtdesign.indd

46

377

C XXXLIV

8C

A 2+3=3+2

B 23=32

D 5225

E 72=27

A 301

B 304

D 199

E 95

4

8

A XXIII

B XXIV

D IVXX

E IXXV

Semester review 1

Algorithms

371

th

ou

hu san

n d

te dred s

ns s

on

es

643

+ 843 abacus

_____

_____

Babylonian

294

1214

worth isis12371each and 2 beads on the opposite

side worth

5 each.

Mental strategies

172

+

216

=

300

+

80

+8

Egyptian

= 388

Each wire represents a different unit, e.g.

ones,

is 21

98 19 = 98 20 + 1

= 79

tens,

is 143 hundreds etc.

Beads are counted only when they are pushed

Multiplication

Order of Operations

Whole numbers

and Division

Bracketstoward

first, then the centre.

Chapter summary

Roman

LXXVI is 76

XCIV is 94

Addition and

Subtraction

8

1

Multiple-choice questions

MA

Place value

Ancient

Number Systems

2

9

R K I NG

5

11 13

14

6

9

WO

square has every row,

and main diagonal adding

the 3

U

F of 11 and 21

a column

7 plus 11

b 22 to

minus

9 2 c 15the sum

C

19 this magic

11 4

sum.

For 12

example,

13 same

Gary 2number,

worked 7called

hoursthe

on magic

Monday,

512

hours

on Tuesday,

13 hours

Wednesday,

R PS

d 128

add

e square

36ontake

away 1511 hours on

HE

5 7 the15 M A T I C A

has

a magic

sum

of 15.on Friday. What is the total number of hours that

Thursday

and

2 hours

13 Gary worked

2 3 16 during

f the difference between 13 and 4

3

thereview

magic

sums for these squares, then fill in the

week?

8 1 6 15

Semester

1

350 Find

22 missing

The 7sumnumbers.

of two numbers is 87 and their difference is 29. What are the two numbers?

15 15 15 15 15

14 In a batting innings, Phil hit 126

Whole numbers

9

1

questions

runsMultiple-choice

and Mario

hit 19 runs. How

1 Using numerals, thirty-ve thousand, two hundred and six is:

350 260 runs

B 35did

260 Phil

000 206 D 3526

E 35

a

b C 35hit

c206

d

many Amore

6

10

15 20

1 15

4

2 The place value of 8 in 2 581 093 is:

compared

to Mario?

A 8 thousand

B 80 thousand C 8 hundred

D 8 tens

E 8 ones

5EMAC_NSW_7_txtdesign.indd

11 1513

14

6

9

3 7The remainder

when 23 650 is divided by 4 is:

HE

2 100 + 7 10 + 3 1

is the expanded form of 273.

MA

MA

48

47

complex problems

Such a procedure is

6:23 For

PM the addition

ORK I NG

sum can Wbe carried

U

F

For the subtract

C

R PS to

the next column

5 Sudoku is a popular logic number puzzle made up of a 9 by 9 square, where each column and row

7

can use the digits 1, 2, 3, 4, 5, 6, 7, 8 and 9 only once. Also, each digit is to be used only once

22in A magic

each 3 by 3 square. Solve these puzzles.

6:23

PM

19/02/13

LL

MA

key concepts & interconnections

Exercise 1C

1327 is 300.

Algorithm

LL

Investigation

MA

44

LL

MA

Investigations:

inquiry-based activities

19/02/13 6:23 PM

CUAU093-SR-1.indd 350

9/12/10 12:07:22 PM

x

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

19/02/13

All exercises are divided into sections marked by Working Mathematically badges, such as this example:

Fluency &

Problem-solving &

Reasoning &

Understanding &

Communicating

Communicating

Communicating

Communicating

HE

F

PS

PS

M AT I C A

R K I NG

LL

HE

WO

F

LL

PS

M AT I C A

R K I NG

MA

HE

M AT I C A

WO

F

MA

PS

R K I NG

LL

HE

WO

F

MA

MA

R K I NG

LL

WO

M AT I C A

highlighted in colour to indicate which of these components apply mainly to the questions in that section. Naturally

there is some overlap between the components.

maths

HOT

interactive maths online

TM

The CambridgeMATHS/HOTmaths integrated program for the Australian Curriculum offers the

best of textbook and interactive online resources. It can be used with a HOTmaths account

(eg for class demos via IWBs or data projectors) or with student accounts, which enable

access to the full range of features, including use at home.

The integrated program is linked from icons and the topic

numbers in the textbooks, as detailed in a document available

(free) from the Cambridge website.

Interactive

simulations &

programs

Interactive

examples

Worksheets

(also available as

workbooks)

system

content

Practice quizzes with competitive scoring option

xi

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Table of Contents

Acknowledgements

The author and publisher wish to thank the following sources for permission to reproduce material:

Cover: Shutterstock / Michael Woodruff

Images: Alamy / B.OKane, p.359(b); Dreamstime / Carmentianya, p.311(b) / Miffycat, p.474;

istockphoto / Johanna Doorenbosch, p.167 / TokenPhoto, p.238 / Claudia Dewald, p.453; Jastrow.

Creative Commons Attribution 3.0 Unported License, p.498; Kham Tran www. khamtran.com.

Creative Commons Attribution 3.0 Unported License, p.191; Mark Strozier. Creative Commons

Attribution 2.0 Generic, p.256; Used under license 2013 from Shutterstock.com / Vladimir

Korostyshevskiy, pp.23, 9 / Uro Medved, p.5 / Rgien Paassen, p.8 / Johanna Goodyear, p.11 / Edd

Westmacott, p.13 / Harris Shiffman, p.14 / Eric Gevaert, p.16 / Phillip Minnis, pp.17, 78 / JinYoung Lee,

p.19 / Mel Brackstone, p.21 / Andreja Donko, p.26 / Robyn Mackenzie, pp.27, 171, 550 / paul Prescott,

pp.29(t), 580 / David Woolfenden, p.29(b) / Binkski, p.30 / Vladimir Mucibacic, p.34(t) / Dima Kalinin,

p.34(m) / Yegor Korzh, p.34(b) / Shawn Talbot, p.35 / arvzdix, p.36 / Mihai-Bogdan Lazar, p.38 / GDM,

p.40 / CandyBoxPhoto, pp.42, 299 / Monkey Business Images, pp.43(r), 70, 162, 270, 300, 398(b-r), 471,

554 / szefei, p.44(c) / Lipskiy, p.45 / marilyn barbone, p.50 / Anton Gvozdikov, p.51 / Anatolich, pp.52

53 / Paul Aniszewski, p.55 / Govert Nieuwland, p.57 / Jaren Jai Wicklund, p.59 / prism68, p.60 / Alhovik,

p.65 / Dmitry Pistrov, p.71 / Neale Cousland, pp.79, 255, 359(t), 393, 403, 432433, 468, 534(t) /

Nicemonkey, p.82 / yuyangc, p.83 / Nigel Paul Monckton, p.86 / staskin, p.89 / Deklofenak, pp.90, 105 /

Dmytro Pylypenko, pp.9899 / Alperium, p.104 / Armin Rose, p.107 / Tatiana Belova, p.111 / ashgun,

p.112 / Andrey Shadrin, p.113 / Shmeliova Natalia, p.120 / Anneka, p.121 / Diego Cervo, p.125 / Eder,

p.129 / Jason Maehl, p.131 / Jose Ignacio Soto, pp.132133 / Nikola Bilic, p.135 / Elena Aliaga, p.138 /

my leap year, p.139 / Jlarranaga, p.143 / bullet74, p.144 / Thomas Hansson, p.148 / chrisbrignell, p.149 /

max blain, p.150 / Alex Staroseltsev, p.154(t) / O.V.D, p.154(b) / Lasse Kristensen, p.156 / White_bcgrd,

p.158 / Umit Taylan, p.160 / Nayashkova Olga, p.161 / Pedro Tavares, p.164(l) / Emir Simsek, p.164(r) /

Iurii Konoval, p.168 / Pete Niesen, p.172 / Andrey Yurlov, pp.175, 395 / Richard Griffin, p.176 / rook76,

p.177 / Elena Stepanova, p.179 / Anthia Cumming, p.180 / Chris Hellyar, p.181 / Matthew Benoit, p.186

/ StevenRussellSmithPhotos, p.187 / Brittany Courville, p.193 / muszy, pp.196, 390 / thumb, p.197 /

magicinfoto, p.198 / Dmitry Vinogradov, p.201 / sjgh, p.202 / Mark Schwettman, p.203 / Coprid, p.207

/ Nir Darom, pp.208, 209 / Tian Zhan, p.210 / Dana E.Fry, p.211 / Shot Studio, pp.218219 / Sinisa

Botas, p.211(t) / Brett Mulcahy, p.211(b) / Gjermund Alsos, p.224(t) / paulvg, p.225 / Jim Hughes, p.231

/ Maciej Oleksy, p.233 / Anton Balazh, p.235 / Andrey Armyagov, p.242 / Yuri Arcurs, p.244 / Getman,

p.248 / Oskorei, p.250 / Sam72, p.253 / HomeStudio, p.254 / auremar, p.257 / Ben Jeayes, p.258 /

Francesco Abrignani, p.262 / Webitect, pp.264-265 / Norman Pogson, p.267 / sonia.eps, p.276(t) /

riekephotos, p.276(b) / vladislav susoy, p.277 / Nataliya Peregudova, p.282 / Jaimie Duplass, p.283 /

waniuszka, p.284(l) / Africa Studio, p.284(r) / Nadezda, p.285(t) / Dmitry Naumov, p.285(b) / Johnny

xii

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

Lye, p.290 / Dani Simmonds, p.291 / Heather Prosch-Jensen, p.292 / Paul Matthew Photography, p.295 /

Bonita R. Cheshier, p.297 / Mathias Wilson, p.305 / MC_PP, p.306 / VladKol, p.311(t) / Dontsov Evgeny

Victorovich, p.316 / Rafa Irusta, p.318(l) / BZH22, p.318(r) / Lisa S., p.319 / panyajam patong, p.325 /

Daboost, p.326 / VLADJ55, pp.336337 / Khakimullin Aleksandr, p.338 / Valerie Potapova, p.339 /

Tupungato, pp.342, 470 / Daniel M. Silva, p.343(r) / alessandro0770, p.343(l) / Lev Kropotov, p.344(t) /

sculpies, p.344(b) / Gordon Bell, p.347(t) / alysta, p.347(c) / Matt Gibson, p.349(t) / SF photo, p.349 (c) /

beboy, p.349(b) / Ahmad Faizal Yahya, p.354 / Patrick Foto, p.355(t&b) / WDG Photo, p.358 / Blaz

Kure, pp.360361 / jgp-nyc, p.363 / Marc Dietrich, p.366 / Edw, p.367 / Vlue, p.372 / Gary Paul Lewis,

p.380 / Picsfive, p.384 / Olga Gabay, p.385 / Serg64, p.389 / Stavchansky Yakov, p.392(t) / Lisa F. Young,

p.392(b) / Elena Elisseeva, p.394 / Steven Coling, p.397 / visi.stock, p.398(l) / Alexander Raths, p.398(t-r) /

Andresr, pp.401, 443 / V.J. Matthew, p.410 / Malysh Falko, p.411 / S.john, p.413 / Rob Marmion, p.417 /

Sinitar, p.415 / Lars Hallstrom, p.422 / Weldon Scloneger, p.424 / Michael William, p.430 / yampi, p.431 /

Jaroslav Machacek, p.435 / terekhov igor, p.438 / MaszaS, p.440 / Marko Poplasen, p.442 / anweber,

p.448 / Darren Whitt, p.455 / Serghei Starus, p.459 / hfng, p.465 / vblinov, p.469 / theromb, p.473 /

Katherine Welles, pp.480-481 / 7505811966, p.486(t) / RCPPHOTO, p.486(a) / Evgeniy Ayupov, p.486(b) /

Ashley Whitworth, p.486(c) / Brad Thomson, p.486(d) / Nicola Gavin, p.486(e) / Pter Gudella, p.486(f) /

stephen mulcahey, p.488 / minik, p.489 / Noel Powell Schaumburg, p.492 / kwest, p.493 / Bork, p.501 /

aopsan, p.503 / Carlos Neto, p.580 / Terrance Emerson, p.509 / Fedorov Oleksiy, p.514 / haak78, p.515 /

C Berry Ottaway, p.518 / Salvador Garcia Gil, p.519 / Ljupco Smokovski, p.524 / Helen and Vlad Filatov,

p.525 / Gyukli Gyula, p.530(t) / Sebastian Duda, p.530(b) / Supri Suharjoto, p.533 / Andra Cerar,

p.534(b) / darkgreenwolf, p.535 / Joern, p.536 / Tim Roberts Photography, p.542 / spirit of america,

p.543(t) / Edyta Pawlowska, p.543(b) / PL Petr Lerch, pp.544545 / Konstantin Sutyagin, p.551 /

forestpath, p.552 / Ali Ender Birer, p.559 / fotohunter, p.563 / Marijus Auruskevicius, p.564 / Ryan Carter,

p.568 / Kuzma, p.572 / emin kuliyev, p.573 / Eric Issele, p.574(t) / Morena Valente, p.575(4&9) / Anna

Tsekhmister, p.575(6); Wikimedia Commons. Public domain, pp.10, 18, 44(t), 101, 122, 439.

All curriculum material taken from NSW Mathematics 7-10 Syllabus Board of Studies NSW for and on

behalf of the Crown in right of the State of New South Wales, 2012.

Every effort has been made to trace and acknowledge copyright. The publisher apologises for any

accidental infringement and welcomes information that would redress this situation.

xiii

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

THIS TEXTBOOK

IS SUPPORTED BY

ONLINE RESOURCES

Additional resources are available free for

users of this textbook online at Cambridge

GO and include:

version of the student text, with notetaking and bookmarking enabled

activities in Word format

links to other resources.

found in the front of this textbook to activate

these resources.

The Interactive Textbook is designed to make the online reading experience

meaningful, from navigation to display. It also contains a range of extra features that

enhance teaching and learning in a digital environment, including access to the Study

Toolkit in PDF format.

Access the Interactive Textbook by purchasing a unique 16-character access code

from your Educational Bookseller, or you may have already purchased the Interactive

Textbook as a bundle with this printed textbook. The access code and instructions for

use will be enclosed in a separate sealed pocket.

The Interactive Textbook is available on a calendar year subscription. For a limited time

only, access to this subscription has been included with the purchase of the enhanced

version of the printed student text at no extra cost. You are not automatically entitled

to receive any additional interactive content or updates that may be provided on

Cambridge GO in the future.

Preview online at:

www.cambridge.edu.au/go

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

www.cambridge.edu.au/go

1.

create a new user account by visiting:

www.cambridge.edu.au/GO/newuser

2.

unique 16-character access code found in the front of

this textbook.

3.

accessed through this account.

You can log in to your Cambridge GO account

anywhere you can access the internet using the

email address and password with which you are

registered.

Cambridge GO, it is not necessary to input your

code again. Just log in to your account using the

email address and password you registered with

and you will find all of your resources.

access all of your resources anywhere, anytime.*

account. Some material, including the PDF Textbook, can be downloaded. To use the

PDF Textbook you must have the latest version of Adobe Reader installed.

enquiries@cambridge.edu.au

xv

David Greenwood et al. 2013

ISBN: 9781107626973

Photocopying is restricted under law and this material must not be transferred to another party

- Cambridge Maths 7 AnswersTransféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 8Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 7Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 10Transféré parRughfidd Jfdhbigfhg
- Cambridge General Mathematics Year 11Transféré parDan
- ICE-EM MathsTransféré parsquishyapply
- Cambridge Maths 7 Chapter 9Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 3Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Semester Review 2Transféré parRughfidd Jfdhbigfhg
- CM Year 7Transféré parDan
- Cambridge Maths 7 Chapter 4Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 11Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths Gold NSW Syllabus for the Australian Curriculum Year 7Transféré parJIESHUN (JASON) WANG
- ICE-EM Maths 2Transféré parsquishyapply
- Cambridge Maths 7 Chapter 6Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 1Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 2Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 5Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 IndexTransféré parRughfidd Jfdhbigfhg
- Essential Mathematics Text Year 7Transféré parH
- Cambridge Year 7 Maths Chapter 2Transféré parAlly
- 9781107641112_publicTransféré parRajiv Khanna
- ICE-EM mathematics_Sec_3A.pdfTransféré parHarish Kamalanathan
- Cambridge Mathematics Year 9Transféré parDharineesh
- Connections Maths 8Transféré parLino
- NSM_8_CB_Ch03Transféré parDan
- Secondary Mathematics Teacher Guide 2016Transféré parFelicia Shan Sugata
- Connections Maths 9Transféré parshadowos
- Maths 2012Transféré parmangayarkarasir
- Y8 Cambridge TextbookTransféré parArthur

- Cambridge Maths 7 Semester Review 2Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 IndexTransféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 11Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 2Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 9Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 6Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 3Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 5Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 4Transféré parRughfidd Jfdhbigfhg
- Cambridge Maths 7 Chapter 1Transféré parRughfidd Jfdhbigfhg

- Class VI I.I.T. Foundation, N.T.S.E.& Mathematics Olympiad Curriculum & Chapter NotesTransféré parspatel1972
- fraction bars handoutbwTransféré parapi-281272453
- Maths Study Material - Elementary Definite IntegralTransféré paraglasem
- Alg 2 Resource Masters ch9Transféré parMostafa Bayoumy
- 2017 Key Stage 2 Mathematics Paper 1 ArithmeticTransféré parAnna mitchel
- paraprofessional lesson planTransféré parapi-301912944
- 3 Kontrak Lth Math Thn 3 4 5 6Transféré parJimmy Hor
- spot on assessment task and rubricTransféré parapi-321341858
- Metrobank MTAP DepEd Math Challenge Eliminatiion 2018Transféré parChristopher Musico
- Math Skills WorkbookTransféré parAvril19
- Arithmetic ReasoningTransféré parHaritha Tadikamalla
- Motivasi Mt Upsr 2011Transféré parJam Iman
- RPH Tajuk Mass THN 6Transféré paramian4484
- VI Maths-WorksheTransféré parlenovoji
- Math11 Types of NumbersTransféré parAndrea Franchesca Descalzo
- General AptitudeTransféré parPromitRockzzKantiChaudhuri
- Unit 1 Winding Diagrams ACFrOgBLv3jQql XS0mojv Rm4IhrA3Ixg 8LjgQEhauZsbQF XoXx18e7eUzNXGzzY7jgpUE4DoLDtEB3IdbkZhinqXaMy1Sn7Vd6OGLZHAOp_GCR6hDuTHTJTransféré parmanikanta2235789
- unit 2 lesson plan r p 1Transféré parapi-272841990
- 65- 68Transféré parGaro Ohanoglu
- math makes sense 9 textbook chapters 1-3 1 compressedTransféré parapi-478060314
- UNIT 9Transféré pargfhgffggg
- eureka math grade 3 module 5 parent tip sheetTransféré parapi-340575766
- McGraw-Hill_IMPACT_Mathematics_Algebra_and_More,_Course_1,_Student_Edition__2003.pdfTransféré parindoilaclaudia
- GTAW WeldingTransféré parer_ajaychauhan
- Numerical Test- Exam EtstTransféré parMuhammad Zubair
- Lektion1 Lehrer ProduktionTransféré parValeria J Iglesias C
- Summatives Test Madam AletaTransféré parKang
- Hw 3 SolutionTransféré parJuneNy On-lert
- Simpl FormTransféré parSharif Shariful Islam
- Contoh Cognitivism Lesson PlanTransféré parhadzarul

## Bien plus que des documents.

Découvrez tout ce que Scribd a à offrir, dont les livres et les livres audio des principaux éditeurs.

Annulez à tout moment.