Oxford Mathematics 3

5 Teachers could ask students 3 a– d Teacher to check. Teacher: 3 a 8 b 2 c 5 to explain their strategies and / Look for students who can divide d 3 e 4 or share them with their peers. the shapes into the correct 1 1 1 2 5 3 4 a 2 b 2 c 4 4 e 3 f 5 Possible solutions are listed below. number of par ts and who show an d understanding of the need to make a 5 × 3 = 15 the par ts equal in size. 5 Teacher to check. Teacher: Look b 3 + 17 = 20 + 4 = 24 for students who can ar ticulate that 4 a f ths b halves both fractions represent a whole (or c 2 × 5 = 10 x 9 = 9 0 c f ths d halves one) and are therefore equal. d 18 + 12 = 3 0 + 10 = 4 0 Extended practice Extended practice e 6 × 4 = 24 1 a, c & e Teacher to check. 1 a f 9 [inverse operation of Teacher: Look for students who question3] 2 3 2 3 can draw lines to divide the square 0 4 4 1 1 4 4 4 4 2 g Link: [3 + 7] + [16 + 14] + into the correct number of par ts [8 + 2] = 10 + 3 0 + 10 = 5 0 and who show an understanding b that fractions are made up of par ts h 5 × 7 + 1 = 36 of equal size. 2 3 4 1 2 3 4 5 5 5 1 1 1 1 5 5 5 5 5 Extended practice b 1 c d or a half 1 Look for students who use some f 1 2 3 4 5 6 7 2 3 4 5 6 7 2 8 8 8 8 8 8 8 8 8 8 8 8 1 1 1 8 or a quar ter 4 8 8 or all of the strategies from this g A ny 5 of the par ts may be topic. 1 coloured in. 2 a 5 b or a f th 5 a Tran is incorrect: 15 × 10 = 5 3 8 8 h i c 2 10 × 15. Both have 15 0 cards. 1 1 1 5 2 3 4 8 4 2 8 5 5 5 b Look for students who link 5 numbers that add to 10 or 1 5 5 d 1 e 5 multiples of 10. The total is UNIT 2: Topic 2 $ 8 0 [3 + 7 + 8 + 12 + 4 + 16 + 11 + 9 + 5 + 5]. UNIT 3: Topic 1 Guided practice c 6 4 ( 7 × 9 + 1) 1 a d 22 books (110 ÷ 5) Guided practice 1 2 1 Teacher to check. Teacher: Look 3 3 b 3 for students who demonstrate 4 UNIT 2: Topic 1 an understanding of the value of 1 2 coins and who show uency in 4 4 Guided practice their addition skills. 1 a Three of the ve par ts should c 1 2 5 Some possible combinations d 8 8 8 include: 3 4 6 7 be shaded. 8 8 8 8 b One of the three par ts should be a 5 0 c and 20 c, three 20 c and one shaded. 1 10 c, or one 5 0 c and t wo 10 c coins 2 c One of the t wo par ts should be b one $1 coin, t wo 5 0 c coins or ve shaded. 20 c coins Independent practice d Three of the four par ts should be c t wo 20 c coins, four 10 c coins, or 1 a shaded. three 10 c coins and t wo 5 c coins e Four of the ve par ts should be 4 2 1 3 4 4 4 4 Independent practice shaded. 1 Teacher to check. Teacher: Look f Two of the three par ts should be for students who demonstrate shaded. 0 b uency with coins and calculations by making the given total using only Independent practice 2 4 5 1 3 three coins. Likely answers are: 5 5 5 5 5 1 3 2 8 5 1 a b 5 c 4 e 8 f 5 3 h 3 j 3 2 1 4 a three 10 c coins 4 2 6 d or 3 g b one 5 0 c and t wo 20 c coins 4 i 4 or 1 0 8 2 c c one dollar coin and t wo 10 c coins 4 2 8 or t wo 5 0 c coins and one 20 c coin 1 1 3 2 3 2 7 8 2 6 1 5 d one $ 2 coin and t wo 5 c coins or 2 3 4 8 5 5 8 8 8 8 8 8 t wo $1 coins and one 10 c coin 2 Students may choose to draw or 0 write answers. 3 a one $1 coin and one 20 c coin 8 2 b one 5 0 c, 10 c and 5 c coin 148 OX FOR D U N I V E RSI T Y PR E S S

c t wo $ 2, one $1 and one 10 c coin b Subtract 2 UNIT 4: Topic 2 d one $1, one 5 0 c, t wo 20 c coins In Out 13 11 and one 5 c coin 31 29 3 5 45 Guided practice 47 e one $ 2 and one 5 0 c coin Out 27 52 1 70 f one 5 0 c, one 20 c, one 10 c and 61 a 7 + 5 = 12 one 5 c coin Out 3 Students may choose to draw or 55 39 write answers. c Add 8 47 21 a $1.5 0 b $ 3. 25 c $ 4.10 d $ 2.9 5 In 19 4 a 80c b 40c 44 62 c 35c d 30c 53 b 19 – 4 = 15 Extended practice 1 a 20 c b 70 c c 45c d Subtract 9 d $1.0 5 e $1.8 0 f $ 3.0 0 2 a $7.6 0 In 64 b Teacher to check. Teacher: Look 48 56 30 c 10 + 8 = 18 for students who can demonstrate prociency with money calculations by accurately reaching the total. 3 a c She would not receive any change. Teacher: Look for students who d 16 – 7 = 9 are able to make the connection 1 3 5 7 9 11 that 2c cannot be given as change, and the amount would therefore b Add 2 need to be rounded up to $7.6 0. 4 a UNIT 4: Topic 1 e 17 = 3 + 14 18 15 12 9 6 3 Guided practice b Subtract 3 1 a 5 a&b Teacher to check. Teacher: 3 8 13 18 23 28 33 38 43 48 53 Look for students who can create correct addition and subtraction b pat terns, and whose rules match f 16 = 19 – 3 54 51 48 45 42 39 36 33 30 27 24 their pat terns. c Extended practice 6 12 18 24 30 36 42 48 54 60 1 a Add 5, subtract 1 b Subtract 2, add 3 d 2 a 65 61 57 53 49 45 41 37 33 29 25 Independent practice 1 2 5 6 9 10 13 14 17 18 e 1 a 4 b 2 c 8 d 15 e 20 f 20 b 24 34 44 54 64 74 84 94 10 4 114 124 2 a + b + c d + g 56 54 51 49 46 44 41 39 36 34 e f h + Independent practice 3 Teacher to check. Teacher: Look 3 Teacher: Students may use 1 a Add 10 b Subtract 5 for students who can identif y dif ferent strategies resulting in c Add 7 the t wo steps in their pat tern number sentences dif ferent from 2 a Subtract 4 and correctly use their rule to those below. Accept reasonable completethe numbers in the responses that result in the correct In Out pat tern. answers. The most likely are: 52 48 36 32 a 4 6 + 19 = 6 5 44 40 28 24 b 8 4 – 32 = 52 c $74 – $ 4 9 = $ 25 or $ 4 9 + $ 25 = $74 d 42 + 14 + 28 = 8 4 OX FOR D U N I V E RSI T Y PR E S S 149

e 20 0 – 15 3 = 47 or answers 1 or 2 mm either side of Students should also be able those given here are acceptable. to use instruments such as 15 3 + 47 = 20 0 measuring jugs to check the exact measurement. f 10 0 – 32 – 41 = 27 or a 45 mm b 31 mm c 6 mm 32 + 41 = 73, 10 0 – 73 = 27 d 10 mm e 22 mm f 17 mm 2 2 2 c&d Teacher: A nswers will 6m 15 m 2m 2 a b c d 2 Extended practice 9m var y depending on students resp onses to a & b. Lo ok for 1 a 29 5 b Daina c 34 3 2 4m students who demonstrate d Tanmay and Jonas e 78 9 an understanding of c apacit y f 42 by correc tly identif ying items 2 a False b True c True UNIT 5: Topic 2 with the largest and smallest d True e True c ap acities. Guided practice UNIT 5: Topic 1 1 a 3 4 cubic centimetres or 4 cm UNIT 5: Topic 3 b 3 5 cubic centimetres or 5 cm Guided practice 3 11 cubic centimetres or 11 cm c Guided practice 1 a 5 cm b 15 cm c 3 cm 3 9 cubic centimetres or 12 cm d 1 a C E A B F D d 10 cm e 3 b E A B C F D 12 cubic centimetres or 12 cm 2 a the pencil b the paper clip 3 2 a the elephant b the 20 c coin f 6 cubic centimetres or 6 cm c the matchstick Independent practice Independent practice Independent practice 1 a 2 b 6 c 3 1 a&b Teacher to check. Teacher: 12 cm 1 a&b Teacher to check. Teacher: 3 Look for students who can make 12 cm Look for students who can make 2 a 3 b 4 c reasonable estimates about the reasonable estimates in both cm 3 24 cm 3 a 3 b 8 c mass of items relative to 1 kg, and and m and who can accurately 4 a green b blue and pink who can use the language of mass c measure their chosen items. 3 12 cm to justif y their reasoning. 2 Teacher: The most likely answers c Teacher: Responses will depend are shown here. Accept other Guided practice on items chosen by students. answers if students can justif y 1 a B E b A F G Look for students who can use a their choices – e.g. “I would use c C D d F e B pan balance to check the mass of cm to measure the basketball their objects. cour t because it has to be an exact Independent practice length.” d Teacher to check. Teacher: Look 1 a A and E for students who are able to make a m b cm c m d m reasonable estimates of objects e cm f cm b E and G, D and G or D and E that might have a mass of 1 kg 3 a 13 cm b 5m c 6 8 0 mL and who can correctly use a pan c 12 cm d 6m d 110 0 mL or 1 L and 10 0 mL balance with a 1 kg weight to check their estimates. Guided practice 2 a– c Teacher to check. Teacher: Look for students who can make 2 a&b Teacher to check. Teacher: 1 a 2 b 2 c 2 d 4 cm e 12 cm f 8 cm sound estimations of capacit y Look for students who can make 2 2 2 8 cm 2 cm 6 cm in relation to a litre, and who are reasonable estimates of items 2 a b b e then able to accurately measure with a mass of less than 5 0 0 g, to check whether each container and who can use a pan balance to 3 c and d holds more or less than 1 litre. nd the mass of their items. Independent practice 2 c&d Teacher to check. Look for Extended practice students who make reasonable 1 a– d Teacher to check. 1 & 2 Teacher to check. Teacher: estimates of objects that might Lo ok for students who Teacher: Look for students who can demonstrate an underst anding of the concept of volume by being able to create an objec t have a mass of 5 0 0 g and who that meets the given criterion. accurately make the shapes based Drawing the objects may be challenging, and this may be a useful discussion p oint with are able to accurately check their the class. on the specications and who show estimates using a pan balance. an awareness of the basic concept of area – e.g. the squares that make 3 a– c Teacher: Responses will var y up each shape must have at least depending on the objects chosen one joining edge. by students. Look for students who demonstrate an understanding of 2 2 47 cm the concept of balance in mass and 3 a Teacher to check. b who can use their initial estimate 2 c 2 d 2 3 6 cm 6 cm 42 cm 3 a&b Teacher to check. Teacher: to rene their judgement of the Look for students who show an number of items likely to balance Extended practice understanding of millilitres as a the subsequent weights. 1 Teacher: Given that millimetres are unit of capacit y by making close 4 a 2 b 5 c 10 d 20 a ver y small unit of measurement, estimates for their containers. e 15 f 25 150 OX FOR D U N I V E RSI T Y PR E S S

Extended practice Independent practice 1 a 2 kg b 4 kg c 20 0 g 1 Teacher: In many cases, there are d 500 g multiple answers for the name 2 a 25 0 g b 2 kg c 20 g of a shape – e.g. a square could d 125 g also be known as a rectangle or 3 a 2 kg b 300 g a quadrilateral. The most likely c d 1 kilograms or 1 kg and 5 0 0 g responses are given below; 1 2 1 kilograms or 3 kg and 5 0 0 g however, accept any correct 3 2 response. a hexagon Parallel lines: yes UNIT 5: Topic 4 Regular: yes No. of sides: 6 4 a 10 minutes b 5 minutes b rhombus Parallel lines: yes c 20 minutes Guided practice Regular: yes No. of sides: 4 d 6 0 minutes or 1 hour 1 a 10 past 8, 8:10 c pentagon Parallel lines: no 5 a 60 b 120 c 30 d 90 b 20 to 5, 4:4 0 Regular: no No. of sides: 5 e 15 f 45 c half (or 3 0) past 1, 1:3 0 d hexagon Parallel lines: yes d 9 to 10, 9:51 6 a 60 b 120 c 300 d 600 Regular: no No. of sides: 6 e 17 to 7, 6:4 3 e 210 f 630 f 19 past 11, 11:19 e triangle Parallel lines: no Extended practice Regular: yes No. of sides: 3 Independent practice 1 a 2 Teacher: A s with question 1, students’ descriptions may var y. a pentagon, 5 sides, all sides equal, no parallel sides b trapezium, 4 sides, t ype of b 7:57 c 3 minutes to 8 quadrilateral, 1 pair of parallel sides 2 a c triangle, 1 right angle, no sides equal, no parallel sides d octagon, 8 sides, irregular, 8 corners e octagon, 8 sides, irregular, 1 pair b 5:2 2 c 22 minutes past 5 of parallel sides 3 a 4 b 32 c 60 d 44 4 a 3 minutes Extended practice b 1 hour and 18 minutes OR 1 Teacher: Several dif ferent ways of 78 minutes dividing the shapes are possible. c 11 hours and 5 8 minutes 2 a The most likely are given below. Students’ descriptions of the shapes will var y. Look for students UNIT 6: Topic 1 who show a sophisticated understanding of shape and who Guided practice can use a variet y of criteria to b describe the shapes in a way that 1 makes them easily recognisable. rec tangle • regular shape a 2 trapeziums b square, triangle • t ype of parallelogram c • irregular • 2 pairs of adjacent sides the same length parallelogram c 2 rectangles d triangle, • irregular trapezium • 1 pair of parallel sides rhombus • irregular • 2 pairs of parallel sides kite • irregular 2 a&b Teacher to check. Teacher: tr ap e zium • 4 right angles • 2 pairs of parallel sides Look for students who can combine the shapes into a new polygon. OX FOR D U N I V E RSI T Y PR E S S 151

3 Teacher: A nswers will var y Extended practice 2 1 depending on the shape made. Look for students who can accurately name and describe the new shape they made using a range of criteria. UNIT 6: Topic 2 Guided practice 1 2 a Teacher to check. Teacher: UNIT 8: Topic 1 Look for students who demonstrate an understanding Guided practice c ylinder prism sphere pyramid c one of what a prism is, and who can 1 a sy mmetric al b sy mmetric al identif y the shapes that make up c not symmetrical their object. d not symmetrical • polygon • per fectly • objec t • 2 p ar allel • objec t b Teacher to check. Teacher: as a base round 3D with a bases with 2 shape cir cular the same cir cular e sy mmetric al f symmetrical • all ot her base and shape ends and faces are a point at 1 cur ved Look for students who can use t r ian gle s t he tip • all ot her face faces are the features of their prism to rec t angles Independent practice accurately name it. 1 In some cases, more than one c Teacher to check. Teacher: Look answer is possible. The most likely 2 for students who show a solid responses are shown here. understanding of the features a of 3D shapes and can write an accurate description that matches their sketch. UNIT 7: Topic 1 b Independent practice Guided practice 1 a A C D G 1 a smaller b smaller b D C G A c larger d smaller c Teacher to check. Teacher: Look e larger f larger c for students who can make a reasonable at tempt at drawing Independent practice a 3D shape, and who recognise 1 Teacher to check. Teacher: the faces of a square prism are all Look for students who show an square and the same size. understanding of right angles by d a cube nding and accurately representing d e items in the classroom that include f 2 a them. 2 The following shapes should be circled: a, e, f b 3 a 4 b 1 c 0 4 a 3 o’clock, 9 o’clock c b C, D c B, F 5 Teacher to check. Teacher: Look for students who understand how d to indicate an angle, and who can accurately classif y the size of the angle in relation to a right angle. 3 a– d Teacher to check. Teacher: Extended practice 2 Teacher: Some of the shapes have Look for students who can 1 Teacher to check. Teacher: Look more than t wo lines of symmetr y. identif y mathematical similarities for students who can apply their The most likely responses are or dif ferences, such as the knowledge of angle sizes to shown, but accept any correct shape of faces or the number of successfully select and classif y responses. edges, rather than other cosmetic angles within the classroom. dif ferences such as colour. 152 OX FOR D U N I V E RSI T Y PR E S S

a Independent practice Independent practice b 1 a 1 6 5 W E 4 E D N b 3 L O 2 L 1 c A B C D E F G H I d c e 2 a B1 b A2 d c D2 and E 2 d A 4, A 5, B 4 and B5 e F1 and F2 f D 4 and D5 3 a Giraf fe Road and T iger Street b C at Road and Fish Road 4 Responses may var y – e.g. outside the shopping centre, on the corner of Dog Road and Goat Street, opposite the swimming pool. e 2 a&b Teacher to check. f 5 Teacher to check. Teacher: Look Teacher:Look for students who for students who can use the can apply their understanding language of direction to accurately of slides and turns to create navigate bet ween the given their own pat tern and accurately points. identif y the rule. 3 a ip b slide c turn Extended practice 4 Teacher to check. Teacher: Look 1 Teacher to check. Teacher: Look for students who show awareness for students who can apply their of translations in their environment knowledge of representing places 3 a Triangle or Shape c. and who can accurately represent on maps, incorporating features b Square, diamond, rectangle and and label their pat terns. such as paths, buildings and trees, cross or Shapes a, b, e and f. to make a map that is reasonably 4 a&b Teacher to check. Extended practice accurate. Teacher: Look for students who 1 Students may not identif y all 2 Teacher to check. Teacher: Look can identif y symmetrical items the translations present in each for students who demonstrate an in the environment, and who design. understanding of the language of demonstrate an understanding of direction by formulating accurate a Pat tern contains turns and ips. symmetr y in their representations directions based on their map. of items and their lines of b Pat tern contains slides, turns and 3 a B5, C1 or E4 symmetr y. ips. b E3 c E1 d C3 5 a, c and d should be circled c Pat tern contains slides and turns. d Pat tern contains slides, turns and Extended practice UNIT 9 : Topic 1 ips. 1 Teacher to check. Teacher: Look 2 Teacher to check. Teacher: Look for students who can apply for students who are able to Guided practice their knowledge of symmetr y to demonstrate an understanding of 1 make a simple picture that has number of people students in who walked past your class who translations and who can apply it the school during know their times either horizontal or ver tical line favourite food in favourite food in lunch tables your class all of A ustralia to making their own designs. symmetr y. 2 Teacher to check. Teacher: Look for students who can demonstrate UNIT 8: Topic 3 an understanding of line symmetr y other sources, such as the obser va t ion survey test results C ensus as t wo halves that are a reection Guided practice of each other. 1 a a wombat 2 a– c A nswers will var y. b a dingo UNIT 8: Topic 2 Independent practice c a bird or rosella 1 a Answers will var y. Teacher: d a crocodile Guided practice Accept any question that results in e a plat ypus responses that can be categorised – 1 a slide b slide turn e.g. “What is your favourite hobby?” c d turn f koalas or “Do you have any hobbies?” OX FOR D U N I V E RSI T Y PR E S S 153

b Teacher to check. Teacher: Look Independent practice UNIT 9 : Topic 3 for students who successfully 1 a identif y the categories for their 12 Guided practice 11 data and who can accurately 10 record their classmates’ 9 1 a Interesting 8 responses. stneduts fo rebmuN 7 b Fun c H ard 6 5 d Boring, Challenging e 26 4 2 Question c should be circled. 3 2 3 Teacher to check. Teacher: Look Independent practice for students who can accurately 1 a 7 b C o okies record 5 responses in the table. c Teacher to check. Teacher: Look 4 0 Monday Tuesda y Wednesday T hursday Friday Saturday Sunday for students who can suggest Days o f t he we e k Colour Responses plausible alternatives for the b S aturd ay c Monday categor y – e.g. cake or carrot Blue |||| d Days of the week sticks. e Number of students 2 Teacher to check. Teacher: Look Green || f 11 Pink | for students who can make more 2 a&b Teacher to check. Teacher: sophisticated obser vations by Look for students who can collect comparing dif ferent par ts of 5 a Teacher to check. Teacher: and record data accurately in list the data, such as the result in Look for students who can frame form, and then translate that data one categor y against the other, an appropriate sur vey question to a pictograph. or aggregative data, such as to elicit a response that can be recognising how many students categorised – e.g. “What is your c&d Teacher to check. Teacher: were sur veyed or the total of the favourite animal?” rather than Look for students who can draw t wo most favoured responses. “What is your favourite simple conclusions from their data. animallike?” 3 a Teacher to check. Teacher: 3 The most likely responses b Teacher to check. Teacher: Look are labels and numbers/scale, for students who can list the Countr y however accept any reasonable answers accurately and who have I t aly NZ A us t r alia V ie t nam obser vation. exactly 12 responses listed. b Teacher to check. Teacher: Look c Teacher to check. Teacher: Look No. of people for students who understand for students who can identif y that a pictograph gives a quick appropriate categories for their data visual snapshot of data, but that and who can accurately transfer the Extended practice it is harder to use if numbers are data from their list into the table. 1 a– c Teacher to check. required, as you have to count Teacher: Look for students who each item. Extended practice demonstrate an understanding of c Teacher to check. Teacher: Look 1 a Teacher to check. Teacher: the data gathering process in the for students who understand that Look for students who identif y form of tables, pictographs and bar bar graphs are helpful when you that the categorical variable is the graphs by accurately depicting the want to know exact numbers, number of sides of the shapes. same data on each. especially when larger numbers b obser vation d Teacher to check. Teacher: are involved, as you can use the 2 a Teacher to check. Teacher: Students are likely to use a title scale to quickly nd the numbers Look for students who recognise such as “Position in family in 3N”. for each categor y. data that can be easily categorised Accept any titles that accurately d Teacher to check. Teacher: Look through obser vation – e.g. the reect the data. The y - axis and for students who demonstrate that number of people in the class who pictograph label should indicate they can accurately interpret data wear glasses. number of students, while the and use it to draw conclusions. x - axis label should show position b Teacher to check. Teacher: Look in family, or similar. e 8 f 19 for students who can categorise their data appropriately and record e Teacher to check. Teacher: Look Extended practice their data obser vations accurately for students who can use the 1 a Teacher to check. Teacher: in tabular or list form. language of statistics to justif y Look for students who can choose their choice – e.g. the numbers a topic that is appropriate for their on the y - axis of a bar graph UNIT 9 : Topic 2 age group, and who can formulate make it easier to work out an appropriate question for their how many people are in each research. categor y,or the data in a Guided practice pictograph gives you a quick b Teacher to check. Teacher: 1 a Favourite icy pole avours in 3P visual of the results. Look for students who can use b Flavours appropriate methods such as c Number of students lists or tables with tally marks to d 4 e 8 accurately track the responses to f Lemonade their sur veys. 154 OX FOR D U N I V E RSI T Y PR E S S

c Teacher to check. Teacher: Look 2 2 a for students who can construct a bar graph or pictograph that accurately reects the data that they gathered. d Teacher to check. Teacher: Look Red hat + for students who can use their data to draw conclusions. More sophisticated responses may Red Not red involve aggregating or comparing Curved variables within their data. Not curved Unit 9 : Topic 4 3 Odd Number in number the 3 times table Guided practice 1 a Blue hat + 3 6 27 5 15 21 12 13 23 18 11 30 4 heads/ heads, heads/ tails, tails/ heads, tails/ tails 5 a Possible outcomes 2nd pick red sock and 1st pick red sock Yellow hat + red sock and blue sock blue sock and red sock b blue sock and b There are 3 x 3 = 9 White blue sock Not combinations. white b Student circles: the same c 3 6 ÷ 9 = 4 hats of each t ype as a red pair. are likely to be the same. c one quar ter d A nswers may var y. Most likely Cat UNIT 10 : Topic 1 Dog response is because there are two outcomes that result in an odd pair but only one outcome Guided practice for a blue pair. 1 a Teacher to check. Teacher: Independent practice Look for students who make Extended practice 1 a a reasonable estimate that is 1 a more than the result with only Even x3 t wo avour options, and who can justif y their estimate using 24 21 50 mathematical reasoning. 10 36 b Teacher: Accept any specic 40 18 12 avours or toppings students 6 choose, as long as they t into the categories below. Blue 36 avour 1 with topping 1, avour 2 with topping 1, avour 3 with Not 50 24 topping 1, avour 1 with topping 2, blue avour 2 with topping 2, avour 3 10 with topping 2 40 18 x2 6 12 x7 35 21 b triangle and oval c 6 c rectangle b A nswers may var y, e.g. 3 0. c A nswers may var y, e.g. 9. OX FOR D U N I V E RSI T Y PR E S S 155

Independent practice 2 Teacher to check. Teacher: when using a 10 - sided dice than a 6 - sided dice. Look for students who show 1 a red and blue, red and green, an understanding of a range of red and yellow, blue and green, 2 a heads, tails chance phrases, and who can blue and yellow, green and yellow b tails/ tails, tails/ heads, accurately apply these to the b Teacher to check. Teacher: Look heads/ tails, heads/ heads situation presented. for students who recognise that c equally likely the addition of another colour will d Teacher to check. Teacher: Look result in more possible outcomes. UNIT 10 : Topic 2 for accurate recording of exactly c red and blue, red and green, red 20 outcomes. and yellow, red and purple, blue Guided practice e Teacher to check. Teacher: Look and green, blue and yellow, blue 1 a Teacher to check. Teacher: for students who can accurately and purple, green and yellow, Look for students who make interpret their results to identif y green and purple, yellow and reasonable predictions that the most frequent outcome. purple encompass a spread of numbers, d 10 and who can appropriately justif y f Teacher to check. Teacher: Look for students who can accurately their answers. interpret their results to identif y the least frequent outcome. e less likely b Teacher to check. Teacher: Look f impossible for students who can accurately 2 a 4 g The ideal response is “no”. record the outcomes – e.g. there Teacher: Look for students who b i – iv Teacher to check. should only be 10 results listed. demonstrate an understanding of Teacher: Look for students who c Teacher to check. the role of chance in the results recognise that red is the most d Teacher to check. Teacher: and therefore expect dif ferences likely and blue and green the least Look for students who show an bet ween their own and others’ likely colours, and who choose awareness of the role that chance results. appropriate chance words to plays in the experiment and who reect this. h Teacher to check. Teacher: Look use reasoning to justif y why their for students who understand that c red results may not have been as chance means results are unlikely d blue and green expected. to be the same t wo times running. 3 a– d Teacher to check. Teacher: 3 A nswers will var y. Students are Independent practice Look for students who have most likely to circle “winning a 1 a Teacher to check. Teacher: more green segments than raf e” and “catching a cold”; Look for accurate recording of any other colour, fewer blue however, the other answers exactly 3 0 outcomes. segments than other colours, are acceptable if students can no yellow segments, and more adequately justif y their choices, b Teacher to check. Teacher: Look red segments than blue. It is e.g. your chance of get ting a for students who demonstrate an acceptable for students to use per fect score on a spelling test understanding of the randomness other colours as long as the criteria might be inuenced by the words of chance, and who can use the are met. you are being tested on. language of probabilit y to suppor t their asser tions. 4 a 2 b 4 c 8 Extended practice c Teacher to check. Teacher: Look 5 Teacher to check. Teacher: for accurate recording of exactly 1 a Teacher to check. Teacher: Look for students who show an 3 0 outcomes. Look for students who recognise understanding that there is an that chance will determine which equally likely chance of tossing d Teacher to check. Teacher: Look colour is drawn out and it is heads or tails, and therefore coin for students who focus on the therefore dif cult to predict the tossing can be a fair way to make chance element when comparing colour with any accuracy. simple decisions when people data and who show that they cannot agree. b Teacher to check. Teacher: Look understand that the dice could land on any number each time. for accurate recording of exactly Extended practice 25 outcomes. e Teacher to check. Teacher: Look 1 a Teacher to check. c Teacher to check. Teacher: Look for students who demonstrate an understanding of the dif cult y of for students who can accurately b red, blue, pink accurate predictions when chance translate the results of their red, pink, blue is involved. chance experiments into a graph. blue, pink, red f Teacher to check. Teacher: Look d A nswers will var y depending for students who are understand blue, red, pink that there is a smaller likelihood on student data. Teacher: Look pink, red, blue of each number being rolled pink, blue, red for students who are able to accurately interpret their results using the language of chance. 156 OX FOR D U N I V E RSI T Y PR E S S

Oxford Mathematics Primar y Years Programme is a comprehensive and engaging series for Kindergarten to Year 6. Designed by experienced classroom teachers, it supports sequential acquisition of mathematical skills and concepts, incorporates an inquiry-based approach, and is fully aligned with the understandings and outcomes of the PYP K– 6 mathematics curriculum. Student Book PY P Practice and Master y Book PY P Teacher Book PY P O x ford Ma thema tics O x ford Ma thema tics O x ford Ma thema tics Pr imar y Year s Programme Pr imar y Year s Programme Pr imar y Year s Programme A n n ie Fac ch i net t i A n n ie Fac ch i net t i 3 A n n ie Fac ch i net t i 3 Br ia n Mur r a y The series includes:  Student Books with guided, independent and extended learning activities to help students understand mathematical skills and concepts  Practice and Master y Books (Years 1– 6) with reinforcement activities and real-world problems that allow students to explore and apply their knowledge  Teacher Books with hands-on activities, blackline masters and activity sheets, as well as pre- and post-assessment tests for every topic. Oxford Mathematics Primar y Years Programme supports differentiation in the classroom by helping teachers nd the right pathway for every student, ensuring that each child can access the PYP mathematics curriculum at their own point of need. ISBN 978-0-19-031222-0 9 780190 312220 1 How to get in contact: web www.oxfordprimary.com/pyp email [email protected] tel +44 (0)1536 452620 fax +44 (0)1865 313472