Oxford Mathematics 4

b 1 rectangle and 2 triangles UNIT 6: Topic 2 UNIT 6: Topic 1 c Guided practice Guided practice 1 a 1 Teacher: Students may draw dif ferent versions of cer tain 3 a&b shapes – e.g. an irregular pentagon rather than a regular one. This is acceptable if they show the correct proper ties for rectangular prism b the shapes. A lternative names for shapes are also acceptable – e.g. 4 Teacher to check. Teacher: Look “quadrilateral” for kite. for the abilit y to successfully combine the 4 triangles into a new Shape Sides Angles Pic ture name polygon and accurately identif y the s q u a re new shape. 4 4 pentagonal prism 5 Teacher to check. Teacher: Look for the abilit y to successfully 2 a combine the rectangle and triangle octagon 8 8 into a new polygon and accurately identif y the new shape. 6 a p ent a g o n 5 5 triangular pyramid b Name Angles Area A Triangle 3 2 4 8 cm B Rectangle 6 4 2 tr a p ezium 4 4 15 cm C H ex a g o n 2 20 cm D Parallelogram 2 8 cm b hexagon pentagonal pyramid k i te 4 4 Extended practice Independent practice 1 a&b Teacher to check. The 1 a– d Teacher to check. Teacher: most likely answer is a 3 cm by 3 hex a g o n 6 6 Look for the abilit y to draw the cm square. Look for the abilit y to objects with a reasonable degree demonstrate an understanding of of accuracy and an understanding the proper ties of regular shapes of the proper ties of the objects, and accurately identif y the shape such as the base shapes. Independent practice drawn. c irregular 2 To p v i e w Front view Side view 1 a trapezium a Top view b 1 rectangle and 2 triangles e Side view Front view c b Top view Side view Front view c Side view d Front view 2 3 a front view side view top view f 4 cm b side view top view front view 2 a 2 smaller rectangles and c front view side view top view 4 larger rectangles 2 Teacher: These answers are 4 a b 1 pentagon and 5 triangles examples – students may choose a dif ferent way to split the shape. c 2 circles and 1 rectangle Check that their description of the split shapes matches their To p vi ew Front view Side view diagrams. b a To p vi ew Front view Side view 148 OX FOR D U N I V E RSI T Y PR E S S

Extended practice f 1 obtuse angle 2 acute angle c 1 3 right angle 4 obtuse angle 5 acute angle 6 obtuse angle De s c rip tion Drawing Name 2 rectangular bases re c t an g ul ar Extended practice 8 corners prism 12 edges 1 triangular 1 a– c Teacher to check. Teacher: base 4 corners 5 a&b Teacher to check. Teacher: 6 edges 2 hexagonal Look for the abilit y to visualise the bases 12 corners Look for the abilit y to apply 18 edges invisible angle arm and draw it to understanding of the rotation triangular meet the angle criteria. pyramid transformation to create a rotating pat tern, and accurately describe 2 a&b Teacher to check. Teacher: the pat tern made. Look for the abilit y to demonstrate an understanding of the concept hex a g o n al Extended practice prism of invisible angle arms, and apply understanding of angle t ypes to 1 a Tessellates. Teacher: Check real - life situations. students have successfully shown how regular triangles tessellate. 2 Teacher to check. Teacher: Look b Doesn’t tessellate. Teacher: Check UNIT 8: Topic 1 for students’ abilit y to make a students have successfully shown reasonable representation of their that regular octagons do not Guided practice 2 objects and who can accurately tessellate with each other. draw front, top and side views. 1 a c Tessellates. Teacher: Check students have successfully shown how regular hexagons tessellate. UNIT 7: Topic 1 2 Teacher to check. Teacher: Look b for the abilit y to demonstrate an Guided practice understanding of both symmetr y 1 a smaller than a right angle and tessellation. acute angle c b greater than a straight angle UNIT 8: Topic 2 reex angle c greater than a right angle Guided practice obtuse angle Independent practice 1 a 24 metres b 4 d greater than a right angle 1 a&b Teacher to check. straight angle c In bet ween the horse pavillion and Teacher: Look the abilit y to apply the animal nurser y e greater than a straight angle understanding of symmetr y to revolution d 115 metres create a pat tern with at least one f smaller than a straight angle identiable line of symmetr y. 2 a Teacher to check. Teacher: right angle Look for students who understand 2 a&b Teacher to check. that 1 cm = 10 m and therefore Teacher: Look the abilit y to apply Independent practice draw a 2 cm by 2 cm area. understanding of symmetr y 1 acute r ig h t obtuse s t r aight reex to create a pat tern with t wo b Teacher to check based on angle angle angle angle angle identiable lines of symmetr y. location of students’ picnic area. 3 a c–e Teacher to check. Teacher: Look for the abilit y to understand that a symbol on a legend needs to represent the place on the map in some way, and to use the 2 a&b Teacher to check. Teacher: language of location to accurately Look for the abilit y to accurately describe where the police identif y, classif y and represent stationis. angles in the environment. 3 B C E F A D Independent practice b The trapezium should be circled. 4 1 a– d Teacher to check. Teacher: 4 a Look for the abilit y to apply a 1 right angle 2 acute angle understanding of scale to draw 3 acute angle places of appropriate dimensions – b 1 obtuse angle 2 acute angle e.g. the eld should be 6 cm wide c 1 right angle 2 acute angle and 4 cm long. 4 acute angle b 3 reex angle d 1 acute angle 2 acute angle e 1 reex angle 2 acute angle 3 acute angle OX FOR D U N I V E RSI T Y PR E S S 149

2 a&b Teacher to check. Teacher: b–e Teacher to check. Teacher: b Dislike a lit tle c Don’t know Look for the abilit y to show an Look for the abilit y to justif y d Dislike e 14 understanding of how to use predictions about the sur vey symbols to represent places on outcome and accurately record Independent practice maps, and justif y why items are the results using numbers, names, 1 a Teacher to check. Teacher: placed in par ticular locations. ticks or tally marks. Look for the abilit y to choose 3 Teacher to check track. W idth of 3 a a display method that allows the farm is 6 5 metres. accurate representation of the Number 0 1 2 3 4 5 6 7 of pens data – e.g. a bar or pictograph. Tal ly 4 a 3 cm long and 2 cm wide Students should include all the b 1 cm long and 0.5 cm wide 1 2 4 3 1 0 0 1 relevant elements, such as titles c 1.5 cm wide and 2 cm long and scales. 5 a 20 0 0 m or 2 km b 4 b&c Teacher to check. Teacher: b&c Teacher to check. Teacher: stneduts fo rebmuN Look for the abilit y to correctly 3 Look for the abilit y to write identif y the t ype of graph used and accurate descriptions of directions 2 justif y the choice – e.g. a bar graph using the language of location. because none of the categorical 1 values are ver y high and it was 6 a water station b Bow River 0 easy to make the scale. c Star t and /or Information 0 1 2 3 4 5 6 7 Number of pencils 2 a Like a lot b 27 c 3 7 a I2 b L4 c C5 d Teacher to check. Teacher: 4 a&b Teacher to check. Extended practice Look for the abilit y to accurately Teacher: Look for the abilit y to use interpret the data to write an 1 a Shark A lley obser vation as a data collection original statement. b Coconut Island method and accurately represent c C astaway Island 3 Teacher to check. Teacher: Look their data in a table and matching d Shipwreck Clif fs students’ abilit y to demonstrate bar graph. Students should be able an understanding of data to label the x - and y - axes, as well 2 a–e Teacher to check. interpretation by writing questions as graphing the data. Teacher: Look for the abilit y that can be answered by the given to accurately interpret maps information. Extended practice using both grid references and compass directions, and show an 4 a No b Yes c No 1 Teacher to check. Teacher: Look awareness of why one route may d Yes e Yes f No for the abilit y to write a variet y of be a bet ter choice than another. questions on the topic that show Extended practice knowledge of sur vey construction and language. 1 a Because the scale is dif ferent. UNIT 9 : Topic 1 b a bit more popular 2 a&b Teacher to check. Teacher: Teacher: Accept the answer “a Look for the abilit y to choose a Guided practice lot more popular” if students can question with dened values, justif y this – e.g. by explaining that and an appropriate method for 1 a&b Teacher to check. Teacher: they used the scale to draw the the initial recording of the data. Look for students who can write conclusion. Students should have exactly 15 a yes/no question on the topic, responses recorded. c a lot more popular and who can accurately record the responses. Teacher: Accept the answer “a 3 Teacher to check. Teacher: Look bit more popular” if students can for students’ abilit y to demonstrate 2 a Teacher to check. Teacher: justif y this – e.g. by quantif ying an understanding of the Look for the abilit y to understand how many more people prefer conventions of graph construction the dif ference bet ween open and barbecue. and whose data matches the data closed questions. displayed in the previous question. d&e Teacher to check. b Teacher to check. Teacher: Look Teacher: Look for students’ for the abilit y to accurately record abilit y to use their knowledge of 2 responses to the question. UNIT 9 : Topic 2 data representation to suggest a plausible reason why one display Independent practice Guided practice would be chosen over the other 1 a Do you like chocolate? – e.g. Graph 1 makes barbecue 25 1 a b W hat is your favourite look more popular than Graph 2 ice - cream avour? because of the scale used. 20 2 a Teacher to check. Teacher: f 48 15 Look for the abilit y to understand that the question can only have 10 limited responses. 5 0 D islike D islike D on’t L ike L ike a lot a lit tle know a lit tle a lot 150 OX FOR D U N I V E RSI T Y PR E S S

Unit 10 : Topic 1 UNIT 10 : Topic 2 the same, students may point out that there was an equal chance of Guided practice Guided practice drawing out the colours because there was the same number of 1&2 Teacher to check. Teacher: 1 a False b True c True each in the bag. If the results were dif ferent, they may discuss the Look for the abilit y to of fer d False e False f False fact that chance plays a role in the results and they will therefore var y appropriate justication for the from predictions. 2 a–e Teacher to check. Teacher: placement of each event. The spinner should have more red segments than any other colour, Independent practice the same number of green and Extended practice 1 pink, no orange, few blue and possible impossible very unlikely unlikely equally likely likely probable most likely fewer yellow than green – e.g. 1 a 2 green, 2 red, 2 blue, 1 green 6 red, 2 each of green and pink, and 1 yellow, 1 green and 1 blue, 1 1 blue and 1 yellow segments. green and 1 red, 1 red and 1 blue, Teacher: Answers may var y slightly 1 red and 1 yellow, 1 blue and 1 – e.g. students may think “possible” is closer to “ver y unlikely”. Independent practice yellow 1 a red and green, red and yellow, b Teacher to check. Teacher: 2 a–g Teacher to check. Teacher: red and blue, green and yellow, Look for students’ abilit y to Look for the abilit y to show an green and blue, yellow and blue accurately record the results of understanding of the language b red and green, green and red, their 20 trials using an appropriate of chance and use reasoning to red and yellow, yellow and red, red method. justif y responses. and blue, blue and red, green and c–e Teacher to check. 3 a&b Teacher to check. yellow, yellow and green, green Teacher: Look for students’ Teacher: Look for students’ abilit y and blue, blue and green, blue and abilit y to accurately interpret to understand the dif ferences yellow, yellow and blue their experiment results and bet ween dif ferent probabilit y c Teacher to check. Teacher: use the language of chance and terms and apply this to their own Look for students who can select mathematical reasoning to make lives. appropriate language to describe statements that reect their data. 4 a equally likely b less likely the probabilities and who can of fer c equally likely reasonable explanations for their f Teacher to check. Teacher: Look for students who d equally likely e more likely choices. demonstrate an understanding of the fact that, although you can 5 2 Teacher to check. These outcomes predict the likelihood of cer tain outcomes of the experiment, the are possible: 6 and 6, 6 and 5, 5 actual outcomes will var y because chance plays a par t. A coin lands Simon has School is Simon is on Simon likes and 6, 6 and 4, 4 and 6, 6 and 3, 3 on heads. a cold. starting. a train. vegetables. and 6, 6 and 2, 2 and 6, 6 and 1, 1 and 6, 5 and 5, 5 and 4, 4 and 5, 5 and 3, 3 and 5, 5 and 2, 2 and 5, 5 and 1, 1 and 5, 4 and 4, 4 and 3, 3 Simon is School is A coin lands Simon dislikes Simon and 4, 4 and 2, 2 and 4, 4 and 1, 1 at home. ending. on tails. beans and carrots. is well. and 4, 3 and 3, 3 and 2, 2 and 3, 3 6 Teacher to check. Teacher: Look and 1, 1 and 3, 2 and 2, 2 and 1, 1 for the abilit y to understand the and 2, 1 and 1. language of probabilit y and identif y mutually exclusive events. 3 a green b yellow c red and blue Extended practice 4 a Teacher to check. Teacher: 1 Teacher to check. Teacher: Look Look for the abilit y to accurately for the abilit y to of fer appropriate record the results of 10 trials using justications for choices and an ef cient data method such as at tribute likely events to each of tally marks. the people represented. b Teacher to check. Teacher: 2 a&b Teacher to check. Teacher: Look for students whose response Look for students’ abilit y to make matches the data collected in par t reasonable guesses as to the a. probabilit y of their year 4 teacher c–e Teacher to check. Teacher: having specic at tributes, and to Look for the abilit y to of fer a put for ward their own speculations reasonable explanation for the and rank the likelihood of them results – e.g. if the numbers were occurring. OX FOR D U N I V E RSI T Y PR E S S 151

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 A n n ie Fac ch i net t i 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 978-0-19-031223-7 9 780190 312237 1 How to get in contact: web www.oxfordprimary.com/pyp email [email protected] tel +44 (0)1536 452620 fax +44 (0)1865 313472