TOP

Science

TOP Science
TOP
2
Workbook

Science
The TOP Science series is developed to cover the learning objectives of the Author: Wang Ing Ching
Cambridge Primary Science curriculum framework comprehensively. Consultant: John Sadler
Adopting the Inquiry Approach, TOP Science uses engaging visuals and

Workbook 2
presentation formats with well-crafted activities to arouse pupils’ curiosity
about the world around them. This motivates pupils to learn and enables
them to better grasp key scientific concepts. At the same time, emphasis is
given on developing pupils’ inquiry and process skills, critical thinking, as
well as 21st century skills.

The Workbook contains fun activities that consolidate learning,

develop process skills, and test understanding and application.
Simple experiments and projects are included to encourage
pupils to explore, inquire and seek answers for themselves in
an exciting and interesting way.

Questions are also included in every chapter for pupils’

practice.

Wang Ing Ching

TOP Science Stage 2 is comprised of the following
components:
• Textbook Stage 2

2
• Workbook Stage 2
• Teacher’s Guide Stage 2 — Contains
Scheme-of-Work, lesson plans, wraparound
teacher’s notes for Textbook and
Workbook, with additional information Workbook
John Sadler
and tips on conducting and delivering
effective Science lessons.

Empowering Minds • Improving Lives

This resource is endorsed by
Cambridge Assessment International Education
✓P
 rovides learner support as part of a set of
resources for the Cambridge Primary Science
curriculum framework from 2011

✓ H
 as passed Cambridge International’s rigorous
quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide

Published by Alston Education Pte Ltd

627A Aljunied Road, #07-03, Singapore 389842
enquiry@alstoneducation.com
www.alstoneducation.com

© 2022 Alston Education Pte Ltd

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the
copyright owner.

Version 2022.1

ISBN 978-981-4437-58-5

Publisher: Sim Wee Chee

 Preface
The TOP Science series is developed to cover the learning objectives of the latest Cambridge
Primary Science curriculum framework comprehensively. Additional materials not covered by the
Cambridge Primary Science curriculum framework are included in this Stage 2 Workbook and are
denoted by * on pages 67, 68 and 74.

Adopting the Inquiry Approach, TOP Science uses engaging visuals and presentation formats with
well-crafted activities to arouse pupils’ curiosity about the world around them. This motivates pupils to
learn and enables them to have a better grasp of key scientific concepts. At the same time, emphasis
is given on developing pupils’ inquiry and process skills, critical thinking, as well as 21st century skills.

Each chapter in the Workbook contains simple, fun activities to liven up Science lessons.

Activities cover the key learning objectives in the Cambridge Primary Science curriculum
framework. They comprise exercises, experiments and even simple projects that develop
process skills. Teachers can incorporate Activities into their lessons to complement their
teaching.

Their Environment
Living Things and Changing Materials!
Class: Date:
Name: Name:

2
e!
Counting Tim
11
Class: Date:
Activ ity Activit y
Where Do I Come From?
ing, Organ ising
Process skills: Observ
you can Process skills: Observing, Inferring
es, spiders and birds that
Count the snails, butterfli rt using your results. Some materials are made by chang
ol. Dra w a bar cha ing natural materials.
find in your scho Match the natural materials to the
new materials they can
s, colour the be changed into.
If you count seven bee
See the example below: the bee picture to show
the
ber of box es abo ve Natural materials
correct num New materials
7 (ha lfwa y betw een 6 and 8).
number
Clay
Number of animals
18
16 Paper
14
12
Wood
10
8
6 Glass vase
4
2
0 Cotton

Shirt
Bird
Spider
Butterfly
Bee Snail

Animals Sand

the most?
Whi ch animal did you count Plastic bag
.
I found the most
Oil

Chapter 1
2 Ceramic pot
55

Exercises are provided to consolidate learning by

testing pupils on what they have just learnt.

ii
Experiments encourage pupils to explore, enquire and seek answers for
themselves in an exciting and interesting way.

Weather and Us
Changing Materials!
Class: Date:
Name:

3
Name:
My Weather Chart
5
Class: Date:
Activit y
Activit y
Make Your Own Popsicles!
cating
Process skills: Observing, Communi
Process skills: Contrasting, Inferring
ls below in the chart
Materials Make a weather chart. Draw the symbo
weath er for each day of the week.
• Any type of fruit juice to show the
• Styrofoam cup
• An ice-cream stick

Procedure
Cloudy Windy Rainy
Step
1 Pour fruit juice into an empty Styrof Sunny
oam cup.
Place the cup into a freezer for an Time of the day
Step
2
hour.
Day Afternoon
Step
3 Place an ice cream stick into the centr Morning
e of the cup.
Step
4 Place the cup back into the freeze Monday
r for another hour.
Step
5 Take the cup out of the freezer. Cut Tuesday
away the
Styrofoam cup with a pair of clean
scissors. Your
popsicle is ready to eat! Wednesday

How is the popsicle different from Thursday

the juice?
The popsicle is now a s Friday
, whereas the juice was a
l . Saturday
If you leave the popsicle outside the Sunday
freezer for some time,
what happens to it?
17

43

Simple projects encourage hands-on learning that

can be carried out in class or at home.
Process skills are highlighted to help pupils and
teachers identify the process skills to be acquired
in the Activity.
Light and Dark, Day and Night

Name:

2
Rocks Class: Date:
Class: Date: Activity Starry Night, Where Is the Light?
Name:

Activity 6 Rocks for Building

Analysing
Process skill: Observing

You can find sources of light outdo

ors. Circle all the sources
Process skills: Observing, of light below.
as building materials? Tick (✓)
Which of the following are used t they
ing materials and state wha
the rocks that are used as build
are used for.

Marble Slate

Gravel

Granite
Gemstones

Use
Type of rock Building material

Marble
Granite
Slate
Gravel
Gemstone 58 Chapter 5

34 Chapter 3

Colourful presentations and pictures are used to engage and motivate pupils.

iii
 Contents

1
Chapter

Living Things and

Their Environment
Activities
1. Plant Hunt! pg 1
2. Counting Time! pg 2
3. Hide and Seek pg 3
4. My Dream Home pg 5
5. My Favourite Corner! pg 6
6. Where Do I Live? pg 7
7. Sort Us Out! pg 9
8. What Is My Environment Like? pg 10
9. Which Place Suits Me More? pg 11
10. Harmful or Not? pg 13

2
Chapter

Weather and Us
Activities
1. What Is the Weather Like? pg 15
2. Guess the Weather! pg 16
3. My Weather Chart pg 17
4. I Like It Sunny! pg 18
5. A Rainy Day pg 19
6. Let’s Collect Rain! pg 21
7. Make Your Own Windsock! pg 23
8. I’m a Weather Detective! pg 27

iv
3
Chapter

Rocks
Activities
1. Rocks, Rocks, Everywhere! pg 29
2. Make a Rock pg 30
3. Spot the Difference pg 31
4. Which Is Made of Rock? pg 32
5. Marble Marvel! pg 33
6. Rocks for Building pg 34

4
Chapter

Changing Materials!
Activities
1. Fun With Modelling Clay! pg 35
2. Changing Shapes! pg 37
3. Ice Surprise! pg 39
4. My Original Form pg 41
5. Make Your Own Popsicles! pg 43
6. Hard or Soft? pg 45
7. How Do I Change? pg 47
8. Do I Dissolve in Water? pg 48
9. Time to Make Bread! pg 51
10. Why Do I Change? pg 53
11. Where Do I Come From? pg 55

v
 5
Chapter

Light and Dark,

Day and Night
Activities
1. Search for Light pg 57
2. Starry Night, Where Is the Light? pg 58
3. Peek-a-Boo! pg 59
4. Light Up My Day! pg 61
5. What Makes This Shadow? pg 62
6. Who Do These Shadows Belong To? pg 63
7. Shadow Mismatch! pg 64
8. Watch Shadows Change Size! pg 65

6
Chapter

Electricity
Activities
1. Powered By Electricity?* pg 67
2. Battery or Mains?* pg 68
3. Battery Choice! pg 69
4. Electric Scramble pg 70
5. Electric Puzzle pg 71
6. Lights Out! pg 72
7. Exploring Electricity pg 73
8. Saving Electricity* pg 74

Credits pg 75–76

vi * This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
 Living Things and Their Environment

Name: Class: Date:

Activity
1 Plant Hunt!
Process skill: Observing

Go on a plant hunt around your school! Which plants can you

find? Tick (✓) the circles.

Bird’s nest fern Palm tree Grass

Hibiscus Ixora Mimosa

Morning glory Moss Papaya tree

1
 Living Things and Their Environment

Name: Class: Date:

Activity
2 Counting Time!
Process skills: Observing, Organising

Count the snails, butterflies, spiders and birds that you can
find in your school. Draw a bar chart using your results.

See the example below: If you count seven bees, colour the
correct number of boxes above the bee picture to show the
number 7 (halfway between 6 and 8).
Number of animals
18
16
14
12
10
8
6
4
2
0

Bee Snail Butterfly Spider Bird

Animals

Which animal did you count the most?

I found the most .

2 Chapter 1
 Living Things and Their Environment

Name: Class: Date:

Activity
3 Hide and Seek
Process skill: Observing

Look for these animals outdoors. Where did you find them?

Animal Where was it found?

Ant

Bee

Cockroach

Dragonfly

3
 Animal Where was it found?

Earthworm

Fly

Grasshopper

Butterfly

4 Chapter 1
 Living Things and Their Environment

Name: Class: Date:

Activity
4 My Dream Home
Process skill: Inferring

What makes a good home for an animal? Tick (✓) the

factors which are important.

There is plenty of food available.

There is plenty of water available.

There is wind.

It provides shelter from the Sun and the rain.

It is surrounded by beautiful scenery.

It protects the animal from danger.

It exposes the animal to the cold.

5
 Living Things and Their Environment

Name: Class: Date:

Activity
5 My Favourite Corner!
Process skills: Observing, Inferring

Let’s find out what type of environment

earthworms like to live in.

Set up a tray with different materials in each corner as shown

below. Each corner represents one type of environment.

Sprinkle some water onto each pile of materials.

Gently place five earthworms in the middle of the tray.

Fresh leaves
Sand

Potting soil Gravel

Which corner of the tray did most of the earthworms move to?
They moved to the corner with the .

Why do you think the earthworms prefer that corner?

They prefer this environment because
.

After the experiment, return the earthworms to where they were

found.

6 Chapter 1
 Living Things and Their Environment

Name: Class: Date:

Activity
6 Where Do I Live?
Process skills: Observing, Classifying

Where do these living things live?

Fill in the table using the words in the box below.

Beach Log Pond Soil Tree

Living things Home

Bird’s nest fern Spider Chameleon

Crab Coconut tree Seashell

7
 Living things Home

Tadpole Water hyacinth Dragonfly

Centipede Beetle Woodlouse

Earthworm Ant Mole

8 Chapter 1
 Living Things and Their Environment

Name: Class: Date:

Activity
7 Sort Us Out!
Process skills: Observing, Classifying

Group these animals according to where they live in the tree

diagram below.

Caterpillar Clam Crab

Duck Koi Ladybird

Seagull Sparrow Toad

Animal homes

Garden Pond Beach

9
 Living Things and Their Environment

Name: Class: Date:

Activity
8 What Is My Environment Like?
Process skills: Inferring, Classifying

In the table below, group these living things according to the

conditions of the environment they live in.

Bird’s nest fern Coconut tree Butterfly Earthworm

Frog Lizard Toadstool Tortoise

Damp and shady Dry and sunny

10 Chapter 1
 Living Things and Their Environment

Name: Class: Date:

Activity
9 Which Place Suits Me More?
Process skills: Contrasting, Inferring

How would you describe the two environments shown? Fill in

the blanks below.
Environment A

Environment A is h and d .

Environment B

Environment B is s and w .

11
 Now look at the living things below.

Write ‘A’ in the circle if the living thing can be found in

Environment A.

Write ‘B’ in the circle if the living thing can be found in

Environment B.

Camel Frog

Cactus Terrapin

Water lily Scorpion

12 Chapter 1
 Living Things and Their Environment

Name: Class: Date:

Activity
10 Harmful or Not?
Process skill: Inferring

Look at the pictures below and on the next page. What are
some of the actions that can damage the homes of animals?
Tick (✓) the circles.

Cutting down trees Picking up litter on the

beach

Releasing waste matter Turning a piece of land

into the water into a nature reserve

13
 Spraying chemicals
Spilling oil into the water on crops to kill pests

Planting a tree Collecting corals

14 Chapter 1
 Weather and Us

Name: Class: Date:

Activity
1 What Is the Weather Like?
Process skills: Observing, Inferring

Can you tell what the weather is like? Fill in the blanks using
the words in the box below.

sunny cloudy rainy windy

The weather is . The weather is .

The weather is . The weather is .

15
 Weather and Us

Name: Class: Date:

Activity
2 Guess the Weather!
Process skills: Observing, Inferring

Which type of weather are the following objects related to?

Fill in the blanks with ‘sunny’, ‘cloudy’, ‘windy’ or ‘rainy’.
Objects Type of weather

16 Chapter 2
 Weather and Us

Name: Class: Date:

Activity
3 My Weather Chart
Process skills: Observing, Communicating

Make a weather chart. Draw the symbols below in the chart

to show the weather for each day of the week.

Sunny Cloudy Windy Rainy

Time of the day

Day
Morning Afternoon

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

17
 Weather and Us

Name: Class: Date:

Activity
4 I Like It Sunny!
Process skill: Analysing

Which of these living things like sunny weather more than

rainy weather? Circle them.

Earthworm Snake

Butterfly Slug

Fox Cactus

Mushroom Tortoise
18 Chapter 2
 Weather and Us

Name: Class: Date:

Activity
5 A Rainy Day
Process skill: Analysing

Which of these animals like rainy weather? Tick (✓) your

answers in the circles.

Frog Cat

Chimpanzee Snail

Rabbit Snake

19
BLANK
 Weather and Us

Name: Class: Date:

Activity
6 Let’s Collect Rain!
Process skill: Measuring

Make a rain gauge to find out how much rainfall there is on a

rainy day.
Materials
• A 1.5 litre drink bottle
• A 3 cm wide strip of paper slightly
shorter than the drink bottle
• A long ruler
• A penknife
• A pencil
• A roll of clear duct tape

Procedure
Step
1 Place the ruler against the strip
of paper. The ‘zero’ mark on
the ruler must be in line with
the bottom edge of the paper.
Mark a line at every 1 cm
interval, from the bottom edge
of the paper to its top with a
pencil. Write the measurement
next to the line.

Step
2 Seal the paper between two
pieces of the duct tape.

21
 Step
3 Ask a parent to cut out
one-third of the drink bottle
from the top with a penknife.

Step
4 Stick the paper to the inside
of the bottle with duct tape.
Make sure the paper runs
straight up from the bottom
of the container along its side.

Step
5 Turn the top of the bottle that
was cut out in Step 3 upside
down and place it over the
opening of the bottle to form a
funnel.

Step
6 Place the rain gauge in an
open area. After the next
rainfall, check the bottle
to see how much rain is
collected. Estimate your
answer to the nearest cm.

My rainfall reading is about cm.

22 Chapter 2
 Weather and Us

Name: Class: Date:

Activity
7 Make Your Own Windsock!
Process skills: Measuring, Inferring

Scientists use windsocks to gather information about the wind.

Let’s make a simple windsock!

Materials
• A Styrofoam cup
• A roll of crepe paper or a plastic bag
• A string of 30 cm
• Four strings of 15 cm
• A pencil
• A penknife
• A roll of tape

Procedure

Step Step
1 Cut off the bottom 2 Cut out 30 cm long strips
of the cup with the from the crepe paper or
penknife. Be careful the plastic bag.
when you are doing so.

23
 Step Step
3 Stick the strips to the 4 Make four holes evenly
inside of the cup near the spaced around the top of the
bottom with the tape. cup with a pencil.

Step Step
5 Tie the 15 cm long 6 Tie all four strings
string to each hole. together to make a knot.

24 Chapter 2
Step Step
7 Tie the 30 cm long 8 Tie the other end of the
string to the knot made by 30 cm long string to one end
the four strings. of a stick. Make sure that the
windsock can move freely.

Step
9 Take the windsock out to a field.

What information does a windsock give us?

25
BLANK
 Weather and Us

Name: Class: Date:

Activity
8 I’m a Weather Detective!
Process skills: Measuring, Predicting

How can we collect information about the weather?

Discuss the following questions with your friends and

write down your answers.

a. How can we take the temperature of

the day?

Place a at
a chosen spot outdoors. Read the
recorded by
the .

b. 
How can we measure the amount of
rainfall in a day?

Leave a out in
an open field before it starts to rain.
After the rainfall, check the
to see how
much has been collected.

27
 Record the temperature and rainfall from Monday to Friday
in the table below.

Days Temperature (ºC) Rain (mm)

Monday

Tuesday

Wednesday

Thursday

Friday

Based on your readings in the table, what do you think the

weather will be like on Saturday? Circle your answer.

The weather will be (hot / cold) and (dry / wet).

28 Chapter 2
 Electricity

Name: Class: Date:

Activity
1 Powered By Electricity? *
Process skills: Observing, Predicting

Tick (✓) the things that need electricity to work.

Stapler Photocopier

Blender Music player

Rice cooker Refrigerator

Calculator Pot
* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.

67
 Electricity

Name: Class: Date:

Activity
2 Battery or Mains? *
Process skills: Observing, Classifying

Which of these things need mains electricity to work? Which

ones need a battery to work? Write the numbers of the items
below in the correct columns of the table.

1 2 3

4 5 6

Uses mains electricity Uses battery

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
68 Chapter 6
 Electricity

Name: Class: Date:

Activity
3 Battery Choice!
Process skills: Comparing, Analysing

Match each machine to the battery it uses.

Machines Batteries

Mobile phone AA battery

Remote control Li-on battery

Torch Solar battery

Toy car D battery

Watch Button battery

69
 Electricity

Name: Class: Date:

Activity
4 Electric Scramble
Process skill: Organising

Rearrange the letters below to find the parts of a circuit.

Colour each component in the box using the correct colour.

Parts of a circuit:

1. riew 3. lugtiblhb i b
Colour this red. Colour this yellow.

2. chistw t 4. treabyt t
Colour this blue. Colour this green.

70 Chapter 6
 Electricity

Name: Class: Date:

Activity
5 Electric Puzzle
Process skill: Organising

Complete the crossword puzzle below.

ACROSS
2. A turns electricity on or off.
4. Televisions and radios need to work. 1
6. A is pushed into a wall socket to allow
electricity to flow into a machine.
7. Electricity is changed into in a lightbulb.
2
C T
3

O
4 5
E R

6
U

7
H
DOWN
1. A drives electricity around the circuit.
2. A careless user of electricity may get a .
3. Electricity cannot flow in a circuit that is .
5. The pathway along which electricity flows is called a .

71
 Electricity

Name: Class: Date:

Activity
6 Lights Out!
Process skills: Analysing, Inferring

In which circuits will the light bulb light up? Colour the light
bulbs that will light up in yellow.

A B

C D

E F

72 Chapter 6
 Electricity

Name: Class: Date:

Activity
7 Exploring Electricity
Process skills: Observing, Hypothesising

If you could use only three of the items below to form a circuit,
which would you pick? Tick (✓) the items.

Wires

Battery

Switch

Lightbulb

What would you observe when electricity is flowing in the

circuit formed by the three items you have picked?

Will the circuit work if any part of the circuit is not connected?
Why or why not?

73
 Electricity

Name: Class: Date:

Activity
8 Saving Electricity *
Process skills: Analysing, Predicting

Which of the following are ways to save electricity?

Tick (✔) the ways to save electricity.

Turn off the lights when you leave a room.

Leave the computer on when you are not

using it.

Choose light bulbs that use less energy.

Use the fan instead of the air-conditioner.

Use the washing machine to wash a few

pieces of clothing at a time.

Hang the clothes out in the Sun to dry

instead of using the clothes dryer.

* This section contains additional materials not covered by the Cambridge Primary Science curriculum framework.
74 Chapter 6
Credits
We would like to express our sincere gratitude to the following organisations and individuals for their kind permission to reproduce
photographs or images in our book.

Prelims p. iv: Blue butterfly, ©Coldfusion|Dreamstime; Spot-billed duck, ©Daddybit|istockphoto; Toadstool, ©Saskia Massink|Dreamstime;
Water lily, ©Nikolaniko|Dreamstime; Pinwheel, ©Honorata Kawecka|Dreamstime; Rubber boots, ©Galina Samoylovich|Dreamstime; Cactus,
©Audines|Dreamstime; Green tree frog, ©Dean Turner|istockphoto. p. v: Hot stones, ©Yanik Chauvin|Dreamstime; Gemstones, ©Howard
Sandler|Dreamstime; Pile of sand, ©Photka|Dreamstime; Plasticine rooster, ©Evgeny Prokofyev|istockphoto; Chocolate and vanilla ice cream,
©Vclements|Dreamstime; Colourful glass vase, ©Mikhail lakovlev|Dreamstime; Girl with slingshot, ©Nina Shannon|istockphoto. p. vi:
Halloween pumpkin, ©Milos Tasic|Dreamstime; Red mobile phone, ©Irashi|Dreamstime; Digital camera, ©Maksim Masalski|Dreamstime;
Laptop, ©Cammeraydave|Dreamstime; Blue digital watch, ©Mario O. Gener Hernandez|Dreamstime.

Chapter 1 p. 1: Fern plant, ©Adisa|Dreamstime; Moss on rock, ©Leung Cho Pan|Dreamstime; Yellow hibiscus flower, ©Paul
Topp|Dreamstime; Pink Ixora flowers, ©Piyaphantawong|Dreamstime; Young papaya, ©Supot Panyasit|Dreamstime; Grass, ©Igor
Sokalski|Dreamstime; Palm tree, ©Xi Zhang|Dreamstime; Purple morning glories, ©Denice Breaux|istockphoto; Mimosa plant, ©Anna
Yu|istockphoto. p. 3: Bee, ©Tomo Jesenicnik|Dreamstime; Cockroach, ©Raychen|Dreamstime; Dragonfly, ©Subbotina|Dreamstime;
Ant, ©Antagain|istockphoto. p. 4: Fly, ©Yap Kee Chan|Dreamstime; Red butterfly, ©Cardiae|Dreamstime; Earthworm, ©Melinda
Fawver|Dreamstime; Grasshopper, ©li jingwang|istockphoto. p. 5: Green tree in the field, ©Stoupa|Dreamstime; Sandy beach, ©Johannes
Gerhardus Swanepoel|Dreamstime; Flowerbed, ©Maxim Tupikov|Dreamstime. p. 6: Worms, ©Anatolii Tsekhmister|istockphoto.
p. 7: Chameleon, ©Isselee|Dreamstime; Golden orb weaving spider, ©PeterWaters|Dreamstime; Bird’s nest fern, ©Tanaphong|Dreamstime;
Blue crab, ©Nastya81|Dreamstime; Coconut tree, ©Trainman32|Dreamstime; Seashell, ©MorePixels|istockphoto. p. 8: Centipede,
©Ryan Pike|Dreamstime; Earthworm, ©Spencer Berger|Dreamstime; Mole rat, ©Marcin Pawinski|Dreamstime; Horse ant,
©Henrikhl|Dreamstime; Floating water hyacinth, ©Arievdwolde|Dreamstime; Common frog, ©Isselee|Dreamstime; Woodlouse,
©Pzaxe|Dreamstime; Male stag beetle, ©Melinda Fawver|Dreamstime; Flying dragonfly, ©Antagain|istockphoto. p. 9: Sitting seagull,
©Mierna|Dreamstime; Black and gold koi, ©Amwu|Dreamstime; Caterpillar, ©Tsekhmister|Dreamstime; Clam, ©Angel Luis
Simon Martin|Dreamstime; Ladybird, ©Alexstar|Dreamstime; Red crab, ©Isselee|Dreamstime; Bullfrog, ©spxChrome|istockphoto;
Spot-billed duck, ©Daddybit|istockphoto; Sparrow, ©Nikolay Stoilov|istockphoto. p. 10: Tortoise, ©Irakite|Dreamstime; Blue
butterfly, ©Coldfusion|Dreamstime; Bird’s nest fern, ©Thungsarnphoto|Dreamstime; Toadstool, ©Saskia Massink|Dreamstime;
Golden poison frog, ©Eric Isselee|istockphoto; Earthworm, ©Dave white|istockphoto; Iguana, ©Bariscan Celik|istockphoto.
p. 11: Fountain in park, ©Sally Scott|istockphoto; Desert, ©Ferguswang|Dreamstime. p. 12: Cactus, ©Albo|Dreamstime; Imitating
poison frog, ©Isselee|Dreamstime; Terrapin, ©Nataliya Kosetenyukova|Dreamstime; Camel, Romangorielov|Dreamstime; Scorpion,
©Lightzoom|Dreamstime; Water lily, ©Nikolaniko|Dreamstime. 13: Sewage, ©Uatp1|Dreamstime; Man cutting firewood,
©Asakalaskas|Dreamstime; Beach clean-up, ©Sieto Verner|istockphoto; Bathing safari animals, ©Peter ten Broecke|istockphoto.
p. 14: Gasoline spill, ©Photoquest|Dreamstime; Asian farmer, ©danny zhan|istockphoto; Planting a tree, ©Kryczka|istockphoto; Diver looking
at corals, ©Jodi Jacobson|istockphoto.

Chapter 2 p. 15: Green field under blue sky,©Dmitry Goygel-sokol|Dreamstime; Laundry drying on clothesline, ©Robnroll|Dreamstime;
Asian girl in raincoat and umbrella, ©quavondo|istockphoto; Little boy applying sunscreen, ©windujedi|istockphoto. p. 16: Sunglass,
©Homiel|Dreamstime; Windsurfing, ©Veniamin Kraskov|Dreamstime; Pinwheel, ©Honorata Kawecka|Dreamstime; Red raincoat, ©Zoom-
zoom|Dreamstime; Sun cream containers, ©Monikami|Dreamstime; Rubber boots, ©Galina Samoylovich|Dreamstime. p. 18: Earthworm,
©Spencer Berger|Dreamstime; Cactus, ©Audines|Dreamstime; Red fox, ©Isselee|Dreamstime; Tortoise, ©Olga Lupol|Dreamstime;
Snake, ©Ameng Wu|istockphoto; Toxic toadstool, ©Anja Jerin|istockphoto; Blue butterfly, ©123Artistimages|istockphoto; Spanish slug,
©Andrzej Tokarski|istockphoto. p. 19: Snail, ©Ronalds Stikans|Dreamstime; Baby rabbit, ©Photowitch|Dreamstime; Mixed breed cat,
©Eric Isselee|istockphoto; Green tree frog, ©Dean Turner|istockphoto; Anaconda, ©Anna Totowska|istockphoto; Young chimpanzee,
©Isselee|Dreamstime. p. 21: Rain gauge, ©Fireflyphoto|Dreamstime. p. 23: Colourful flag, ©Trgowanlock|Dreamstime. p. 27: Raindrops falling
in water, ©Henk Badenhorst|istockphoto; Sun, ©Tilmann von Au|istockphoto.

Chapter 3 p. 30: Pile of sand, ©Photka|Dreamstime; Spoon, ©Alexstar|Dreamstime; Salt, ©Brookebecker|Dreamstime; Styrofoam
cup, ©Chimpinski|Dreamstime; Plastic measuring cup, ©Design56|Dreamstime. p. 31: Hot stones, ©Yanik Chauvin|Dreamstime.
p. 33: The Great Wall of China, ©Cj Yu|Dreamstime; Taj Mahal, ©Steve Allen|Dreamstime; Angkor Wat, ©Asafta|Dreamstime; The
Sphinx in Egypt, ©Dan Breckwoldt|Dreamstime; Jaswant thada white temple, ©Nilanjan Bhattacharya|Dreamstime; Eiffel tower, ©Marta
Mantia|Dreamstime. p. 34: Gemstones, ©Howard Sandler|Dreamstime; Granite stone, ©Pretoperola|Dreamstime; Bituminous slate, ©Michal
Baranski|Dreamstime; Cone of dry sand, ©Peter Burnett|istockphoto.

Chapter 4 p. 36: Plasticine rooster, ©Evgeny Prokofyev|istockphoto; Plasticine snake, ©Evgeny Prokofyev|istockphoto; Plasticine monkey,

75
 ©Evgeny Prokofyev|istockphoto; Plasticine tiger, ©Evgeny Prokofyev|istockphoto; Photo frame, ©Nikita Sobolkov|Dreamstime. p. 37: Ballet
slippers, ©Camilla wisebauer|istockphoto; Hand with lemon, ©Andrzej Tokarski|Dreamstime; Half a lemon, ©Margo555|Dreamstime;
Hung ballet shoes, ©Stephen Mcsweeny|Dreamstime. p. 38: Wringing a cleaning rag, ©mykeyruna|istockphoto; Dishtowel, ©Morten
Olsen|istockphoto; Girl with slingshot, ©Nina Shannon|istockphoto; Slingshot, ©Claudio Baldini|istockphoto; Pipe cleaners, ©Mostafa
Hefni|istockphoto; Blue drink can, ©Zoran Skaljac|Dreamstime; Stick figures, ©David Gilder|Dreamstime. p. 41: Ice cubes, ©Jacek
Chabraszewski|Dreamstime; Corn grains, ©Cristi180884|Dreamstime; Crumpled paper ball, ©Vadim Yerofeyev|Dreamstime; Ashes
in tray, ©Valeriy Evlakhov|Dreamstime; Popcorn, ©Aleksandar Jocic|Dreamstime; Ice cubes, ©Jacek Chabraszewski|Dreamstime. p.
42: Holding a bowl of rice, ©Ioannis Syrigos|Dreamstime; Wooden bowl of cooked rice, ©Olga Chernetskaya|Dreamstime; Clay pot,
©Alexander Kharchenko|Dreamstime; Potter at the wheel, ©Scott Griessel|Dreamstime; Candle, ©Halient|Dreamstime; Melted
candle, ©Grauvision|Dreamstime. p. 43: Ice cream stick, ©ODV|istockphoto; Fresh juices, ©Charlieaja|Dreamstime; Styrofoam
cup, ©Chimpiski|Dreamstime. p. 44: Striped ice lolly, ©Lucielang|Dreamstime. p. 45: Brown egg, ©Ron Sumners|Dreamstime; Slice
of wheat toast bread. ©Fotofermer|Dreamstime; Chocolate bar, ©Gerardpp|Dreamstime. p. 46: Block of butter on plate, ©Edward
Westmacott|Dreamstime; Olive oil, ©Alexstar|Dreamstime; Candle, ©Alina Anisimova|Dreamstime; Fresh meat, ©Eriklam|Dreamstime. p.
47: Butter, ©LEAIMAGE|istockphoto; Colourful popsicle, ©Fibobjects|Dreamstime; Chocolate dessert, ©Viktorfischer|Dreamstime; Kettle,
©Nexus7|Dreamstime; Tap and water, ©Okea|Dreamstime. p. 48: Flour, ©Piotr Malczyk|istockphoto; Salt shaker, ©Brenda Carson|Dreamstime;
Sugar in a spoon, ©roblan|Dreamstime. p. 49: Beach pail and shovel, ©Ryan Mackay|Dreamstime; Powder on spoon, ©Photomak|Dreamstime;
Detergent powder, ©Karam Miri|Dreamstime; Chalk powder, ©Hannu Viitanen|Dreamstime; Pepper shaker, ©Chernushkina|Dreamstime.
p. 51: Adding water to yeast, ©Peter Galbraith|Dreamstime; Melting butter, ©Richard Nelson|Dreamstime. p. 52: Kneading dough with both
hands, ©Olga Nayashkova|Dreamstime; Folding and kneading dough, ©Artem Gotohov|Dreamstime; Braided dough, ©Elkeflorida|Dreamstime;
Removing bread from oven, ©Shawn Hempel|Shutterstock. p. 53: Opening gift box, ©Georgina Palmer|istockphoto; Iced drink with lemon,
©esolla|istockphoto; Frozen ice cube tray, ©Arenacreative|Dreamstime. p. 54: Using laptop, ©webphotographer|istockphoto; Chocolate
and vanilla ice cream, ©Vclements|Dreamstime; Coffee with sugar, ©Sinisa Botas|Dreamstime. p. 55: Plastic bag, ©Photka|Dreamstime;
Colourful glass vase, ©Mikhail lakovlev|Dreamstime; Coloured paper with paper clips, ©Vladimir Voronin|Dreamstime; Clay pot, ©Desislava
Vasileva|Dreamstime; Plaid baby shirt, ©Ruslan Kudrin|Dreamstime.

Chapter 5 p. 61: Halloween pumpkin, ©Milos Tasic|Dreamstime; Lanterns, ©Jacetan|Dreamstime; Christmas scene with tree, ©Sandra
Cunningham|Dreamstime; Diwali Thali, ©Kulpreet_Photography|istockphoto; Girl with birthday cake, ©Steve Cole|istockphoto.

Chapter 6 p. 68: Calculator, ©Paige Foster|Dreamstime; Stapler, ©Pixelgnome|Dreamstime; Refrigerator, ©Jose Antonio Nicoli|Dreamstime;
Blender, ©Jon Helgason|Dreamstime; Rice cooker, ©Rudy Umas|Dreamstime; Mp3 player, ©Yuritz|Dreamstime; Colour laser copier,
©Albo|Dreamstime; Cooking pot, ©Ruzanna Arutyunyan|Dreamstime. p. 70: Washing machine, ©Orest|Dreamstime; Clock,
©Tasosk|Dreamstime; Digital camera, ©Maksim Masalski|Dreamstime; Microwave oven, ©Mindrift|Dreamstime; Light bulb,
©Dzarek|Dreamstime; Television remote control, ©Michelle Robek|Dreamstime. p. 71: Remote control, ©Tammy Mcallister|Dreamstime;
Two AA batteries, ©Oleksiy Mark|Dreamstime; Battery, ©Agita Leimane|Dreamstime; Red mobile phone, ©Irashi|Dreamstime; Torchlight,
©Hong Chan|Dreamstime; Blue digital watch, ©Mario O. Gener Hernandez|Dreamstime; Standing batteries, ©Petr Malyshev|Dreamstime;
Solar panel, ©Empire331|Dreamstime; Solar-powered toy car, ©Micka|Dreamstime; Battery, ©Natale Matteo|Dreamstime. p. 76: CFL light
bulb, ©Jonathan Vasata|Dreamstime; Laptop, ©Cammeraydave|Dreamstime; Turning off light switch, ©Elena Elisseeva|Dreamstime; Electric
fan, ©Vicente Barcelo Varona|Dreamstime; Laundry line, ©Jennifer Nickert|Dreamstime; Pile of clothes, ©Igor Zakharevich|Dreamstime.

While we have made every effort to trace the rightful copyright holders of reproduced photographs or images, we have been
unsuccessful in some cases. We apologise to these copyright holders, hoping that they will take our liberty in good faith. We would
like to hear from these copyright holders so that we may acknowledge them in future editions of our book.

76
Blank
 Also
available in
. TOP ÷
Maths
this series..

= TOP
Maths +
The TOP Maths series:
• Is endorsed by Cambridge Assessment International Education.
• Covers all the learning outcomes in the Cambridge Primary Mathematics curriculum framework
from 2011.
• Comes with comprehensive coloured Teacher’s Guides that include engaging and effective
lesson plans, schemes of work, and additional resources such as consolidated worksheets, fun
& games, and exam practices. The Teacher’s Guides provide a page-by-page guide to our
Textbooks and Workbooks to enhance teachers’ delivery in the classroom.
• Adopts a Concrete‑Pictorial‑Abstract approach, engaging pupils through concrete manipulatives
and pictorials to develop deeper understanding of mathematical concepts.
• Equips pupils with 21st century skills, with emphasis on problem-solving, critical thinking, creativity,
ICT and mathematical literacy by communicating their reasoning.
• Builds a strong foundation of the subject and confidence in pupils with clearly structured content
and spiral progression across stages. A wide variety of practice questions are provided in our
Textbooks and Workbooks.

The TOP Maths series is comprised of the following components:

• Textbooks

• Workbooks

• In addition to the above, this series also includes accompanying Teacher’s Guides (A and B) and online
resources for each level.
*The online resources have not been through the Cambridge International endorsement process.

Visit us at www.alstoneducation.com.