Oxford Mathematics 2

Independent practice 1 a Colour the shapes with 4 corners and 4 straight sides blue. Colour the shapes with cur ved sides pink. b 2 Match the shapes to their names and descriptions. rec tangle hexagon rhombus triangle 6 sides and 4 sides all the 4 corners, 3 straight 6 corners same length opposite sides sides are the same 98 length OX FOR D U N I V E RSI T Y PR E S S

3 Draw a shape with: a 3 sides and 3 corners. b no corners. c at least 2 straight sides d 5 corners and 5 sides. and 1 cur ved side. e 4 straight sides with f 4 straight sides of dierent lengths. 2 sides the same length. OX FOR D U N I V E RSI T Y PR E S S 99

Extended practice 1 Name each shape. a b c d e f 2 Which of the shapes from question 1 have … 4 corners? 5 corners? 8 corners? no corners? 100 OX FOR D U N I V E RSI T Y PR E S S

UNIT 6: TOPIC 2 3D shapes edge A cube has: Faces of 3D shapes can be • 6 faces different 2D shapes, such as face • 12 edges circles, triangles or squares. corner • 8 corners. Guided practice A rec tangular prism has: 1 a faces 2 b edges 3 c corners. OX FOR D U N I V E RSI T Y PR E S S A cylinder has: a faces b edges c corners. A triangular pyramid has: a faces b edges c corners. 101

Independent practice 1 How many of each 2D shape do you need to make the 3D shape? a b triangles rec tangles circles rec tangles d c squares triangles squares circles D E 2 A B C Write the letter of the 3D shapes with … a at least one cur ved face? b only one corner? c more than 5 edges? d faces that are all the same shape? e at least one triangular face? 102 OX FOR D U N I V E RSI T Y PR E S S

3 Draw lines to match the 3D shapes with their names and descriptions. sphere square pyramid cylinder triangular prism 6 corners and 1 cur ved face 3 faces and 5 corners, 9 edges 2 edges 1 square face and 4 triangular faces A prism has t wo parallel bases that are the same shape, and the other faces are rectangles. 4 a Colour the cubes blue. b Colour the other prisms green. c Colour the pyramids red. OX FOR D U N I V E RSI T Y PR E S S 103

Extended practice 1 Join the dots to make 3D shapes. a b c d 1 3 3 4 1 5 3 4 5 3 2 6 4 2 1 2 1 2 2 Name each 3D shape from question 1. 3 Who am I ? a My faces are rec tangles. I have 8 corners. Draw . I am not a cube. I am a b I have 2 edges but no corners. Draw I have 3 faces. I am a 104 OX FOR D U N I V E RSI T Y PR E S S

UNIT 7: TOPIC 1 The dog is to the right of the clock. Interpreting maps The photo is on the middle shelf. The train is below the dic tionary. Guided practice The clock is above the photo and 1 What other words can you use to describe where something is? a What is above the picnic? b What is between the slide and the bin? c Where is the picnic basket? d What is to the right of the dog? e What is on the slide? OX FOR D U N I V E RSI T Y PR E S S 105

Independent practice 1 Where is … a the computer? b the whiteboard? c the teacher? d the water bottle? 2 a Draw a clock on the shelf. b Draw a mat in front of the door. c Draw a chair nex t to the d Draw a desk in the top le f t bed. corner. e Draw a bookcase in the f Draw a T V to the le f t of the bottom right corner. bookcase. 106 OX FOR D U N I V E RSI T Y PR E S S

Depar tment store Hair - Shoe dresser shop Toile t s Book Play Food Jewellery Sur f shop area cour t shop shop Toy Mu in Clothes shop shop shop Pet shop 3 Fill in the gaps. Why do shopping centres have maps? a The shoe shop is the hairdresser. b The book shop is the toy shop and the toilets. the depar tment store. the food cour t. c The food cour t is d The play area is 4 a What would you go past to get from the pet shop to the depar tment store? b Which way would you turn to get from the sur f shop to the muff in shop? OX FOR D U N I V E RSI T Y PR E S S 107

Extended practice Entrance 1 Where are you? a Star t at the dingo. Travel 3 squares to the right. Turn le f t and travel 2 squares. b Star t at the entrance. Walk 2 squares straight ahead. Turn right. Walk 3 more squares. 2 Write direc tions to walk along the path from: a the entrance to the platypus. b the koala to the kookaburra. c the echidna to the Tasmanian devil. 108 OX FOR D U N I V E RSI T Y PR E S S

UNIT 7: TOPIC 2 Slides and ips ver tical f lip slide horizontal f lip Guided practice Ho w does a slide change a shape? What about a ip? 1 Slide or f lip? Slide Flip Slide Flip Slide Flip Slide Flip OX FOR D U N I V E RSI T Y PR E S S 109

Independent practice 1 Draw what happens if you… a slide the shape to the right. b slide the shape down. c f lip the shape horizontally. d f lip the shape ver tically. e slide the shape to the le f t. f f lip the shape horizontally. 110 OX FOR D U N I V E RSI T Y PR E S S

2 Write slide, f lip or either Some shapes look the same when they are ipped. OX FOR D U N I V E RSI T Y PR E S S 111

Extended practice 1 Slide then f lip each shape. a Slide Flip b c d e 112 OX FOR D U N I V E RSI T Y PR E S S

UNIT 7: TOPIC 3 Half turns and quarter turns half turn quar ter turn quar ter turn to the right to the le f t Guided practice When we turn something around to the right, this is also kno wn as clock wise as it ’s the same direction that the hands go around a clock. 1 Half turn or quar ter turn? a b Half turn Quar ter turn Half turn Quar ter turn Half turn Quar ter turn Half turn Quar ter turn Half turn Quar ter turn Half turn Quar ter turn OX FOR D U N I V E RSI T Y PR E S S 113

Independent practice 1 Decide whether the pattern is showing half turns or quar ter turns, then continue the pattern. a Half turn Quar ter turn b Half turn Quar ter turn c Half turn Quar ter turn d Half turn Quar ter turn 114 OX FOR D U N I V E RSI T Y PR E S S

2 Draw what happens if you do a … a half turn. b quar ter turn to the le f t. c quar ter turn to the right. d half turn. 3 Draw the shapes af ter a: half turn quar ter turn half turn quar ter turn OX FOR D U N I V E RSI T Y PR E S S 115

Extended practice 1 a Describe the turn used to make the pattern. b Continue the pattern. 2 a Describe the turns used to make the pattern. b Continue the pattern. 3 Circle the shapes that show a quar ter turn. a b 116 OX FOR D U N I V E RSI T Y PR E S S

UNIT 8: TOPIC 1 Collecting data What did you have for dinner? Dinner Student s Dinner Number of Total Chicken Caleb, Serena, Chicken Miles s tudent s 3 Piz za Ava, Zac, Josh, Piz za 11 Pasta Emily, Tayla, Pasta 8 Hannah, Sophia, Joseph, Jessie, Caitlin, Casey Riley, Ethan, Toni, Kyle, Matt, Demi, Mason, Darlean Guided practice 1 Use the information below to complete the table on page 118. Ice - cream Student s flavour Vanilla James, Brittany, Rhys, Georgia, Natalie, Erica, Marco, Ramiz, Olivia, Alicia, Jesse, Mia, Chris, Katie, Emett, Tony Chocolate Dylan, Sam, Zoe, Claudia, William, Mason, Violet, Jensen, Laney, Emily, Riley, Felix, Ben, Emma, Matt, Imogen, Steph, Rachael Mint Andrew, Kyle, Alex, Penny, Jack, Brenton, Jarrod, Amy, Nathan, Rachael, Casey, McKenzie Strawberry Amber, Scarlet, Joey, K ristian, Luke, Bryce, Hannah, Grace OX FOR D U N I V E RSI T Y PR E S S 117

Ice - cream Number of Total 2 Write a question avour student (ticks) (number) to match the data. Vanilla Chocolate Mint Strawberry Independent practice Count and record Do you have a brother? 1 Yes No Do you have a brother? no, no, yes, no, yes, yes, yes, no, no, yes, no, no, yes, yes, no, yes, yes, yes 2 What pet do you have? a Count and record. C at What pe t do you have? Dog Reptile C at O t her None Dog Reptile O t her b How many students were None asked? 118 OX FOR D U N I V E RSI T Y PR E S S

3 Collec t data from 12 students in your class. Do you have a sister? Yes No Which way is easier to record the data? Why? 4 Record the favourite spor t of 12 people in your class. Spor t Student s Football Rugby Ne tball Cricke t Baske tball Other 5 What question did you ask to get the data in question 4? 6 Which spor t was the: a most popular? b least popular? OX FOR D U N I V E RSI T Y PR E S S 119

Extended practice 1 Write a yes/no question to ask your classmates. 2 A sk 12 people and record their answers. Name Result s 3 Record the results another way. Yes No Were the results what you expected? Why or why not? 120 OX FOR D U N I V E RSI T Y PR E S S

UNIT 8: TOPIC 2 Collecting and classifying data Fruit Vege tables 12 7 Why do some of the tally marks have a diagonal line across them? Guided practice 1 Count the tally marks. Favourite drinks Milk Water Orange juice Sof t drink Total 2 Use tally marks to record the colours. Red Blue Green Total OX FOR D U N I V E RSI T Y PR E S S 121

Independent practice 1 a Choose a way to sor t the shapes into 4 dierent groups. Record your categories in the table. C at egories: Total b Use tally marks to count the items in each of your categories. c Total your tally marks. d Which category had the most items in it? 122 OX FOR D U N I V E RSI T Y PR E S S

2 a Choose 4 spor ts that are popular in your class and record them in the table. Spor ts: Tally Totals b Sur vey at least 10 people in your class Don’t forget to group your tally marks in ves to and keep a tally of their answers. make them easy to count. c Total the tallies. 3 Answer these questions about your results. a Which spor t was the most popular? b Which spor t was the least popular? c What other spor ts could you have included? OX FOR D U N I V E RSI T Y PR E S S 123

Extended practice 1 a List 3 dierent ways you could sor t the animals. b Choose one way to sor t the data, and then create a table and make a tally for each category. c Record the total for each category. 124 OX FOR D U N I V E RSI T Y PR E S S

UNIT 8: TOPIC 3 Representing and interpreting data 7 Three people went to the movies. 6 Seven people played spor t. Three more people went 5 shopping than read. Spor t was the most 4 popular ac tivity. Seventeen people were 3 sur veyed. 2 1 Movies Spor t Shopping Reading Guided practice Ho w can you tell ho w many people were sur veyed altogether? 1 Answer the questions about the graph. Bugs in the school garden a Which bug was there the most of ? 10 b The least? 9 8 7 6 c How many more snails 5 than slugs were found? 4 3 d How many bugs were 2 found in total? 1 Snails Slugs Worms A nt s OX FOR D U N I V E RSI T Y PR E S S 125

Independent practice 1 a Use the data in the table to complete the pic tograph. 5 Devon Mai Rex T ina Poh 4 3 2 1 T im Number of hours watching T V last night T im Devon Mai Rex T ina Poh 1 2 4 0 2 5 b Which 2 people watched the same amount of T V last night? c Who watched the most? d Who watched the least? 2 Hair colour in a Year 2 class Hair colour Tally Total 8 Brown 7 Blond 6 Black 5 Red 4 3 a Record the totals in the table. 2 b Finish the pic tograph. 1 Brown 126 OX FOR D U N I V E RSI T Y PR E S S

3 a A sk 10 students in your class if they take swimming lessons. Record the results in a list (yes/no). b Make a tally table using the results. A nswer Tally Total Which method of displaying the data do you nd the easiest to understand? c Use ticks to show the results. 1 2 3 4 5 6 7 8 9 10 Yes No d Write one statement about the results. OX FOR D U N I V E RSI T Y PR E S S 127

Extended practice 1 a Make a table using the data in the graph. How I get to school 10 Transpor t Tally Total 9 8 7 6 5 4 3 2 1 C ar Bike Walk Bus b How many people ride their bikes? c Do more people walk or catch the bus? d How many more people walk than ride bikes? e Write a question of your own about the data. 128 OX FOR D U N I V E RSI T Y PR E S S

UNIT 9: TOPIC 1 Chance An elephant will A pop star will You will eat You will do lunch today. mathematic s fly a helicopter visit today. today. over the school. Impossible Less likely Most likely Certain What does “certain” mean? Guided practice 1 Most likely or less likely today? a spor t lesson b dance lesson Most likely Less likely Most likely Less likely 2 Cer tain or impossible today? a wearing shoes b the school day will end Cer tain Impossible Cer tain Impossible OX FOR D U N I V E RSI T Y PR E S S 129

Independent practice 1 Match the words to the situations. Impossible Less likely Most likely Cer tain a It will rain today. b It will be cold today. c It will get dark tonight. d You will go shopping today. e You will have piz za for f There is a live dinosaur in the playground. dinner. 130 OX FOR D U N I V E RSI T Y PR E S S

2 Draw a line to show how likely each event is. Impossible Less likely Most likely Certain a b c d You will drink water You will have a You will travel in You will drive today. bir thday this year. a plane today. a train today. Would everyone be likely to drink water today? 3 Suggest an event that is: a impossible. b less likely. c most likely. d cer tain. OX FOR D U N I V E RSI T Y PR E S S 131

Extended practice 1 Describe the chances of pulling out a: a red teddy. b blue teddy. c yellow teddy. 2 Match the descriptions to the boxes. a cer tain to pick a red ball b impossible to pick a red ball c less likely to pick a green ball d most likely to pick a blue ball 132 OX FOR D U N I V E RSI T Y PR E S S

GLOSSARY addition The joining or adding of two base The bottom edge of a 2D shape or numbers together to f ind the total. Also the bottom face of a 3D shape. known as adding, plus and sum E xample: + = base 3 and 2 is 5 calendar A char t or table showing the anticlock wise Moving in the opposite days, dates, weeks and months in a year. direc tion to the hands on a clock. Month January 2 017 Year Day Sun Mon Tu e s We d Thur Fr i Sat Date 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 area The size of an objec t’s sur face. E xample: capacity The amount that a container It takes 12 tiles to cover this placemat. can hold. array An arrangement of items into E xample: 4 cups The jug has 3 cups a capacity of 2 cups 4 cups. 1 cup even columns and rows that make them easier to count. category A group of people or things sharing the same charac teristics. Pink Green balance scale Equipment that balances items of equal mass – used to compare the mass of dierent items. Also called pan centime tre A unit for measuring the balance or equal arm balance. length of smaller items. E xample: Length is 15 cm. 80 cm OX FOR D U N I V E RSI T Y PR E S S 133

circle A 2D shape with a continuous data Information gathered through cur ved line that is always the same methods such as questioning, sur veys or distance from the centre point. obser vation. day A period of time that lasts 24 hours. clock wise Moving in the same direc tion as the hands on a clock. dierence (be t ween) A form of subtrac tion or take away. E xample: The dierence between 11 and 8 is 3. cone A 3D shape with a circular base that tapers to a point. digit The single numerals f rom 0 to 9. They can be combined to make larger numbers. corner The point where two edges of E xample: 24 is a 2- digit number. a shape or objec t meet. 378 is a 3 - digit number. corner division/dividing Sharing into equal groups. E xample: 9 divided by 3 is 3 cube A rec tangular prism where all 8 faces are squares of equal size. double/doubles Adding two identical cylinder A 3D shape with 2 parallel numbers or multiplying a number by 2. circular bases and one cur ved sur face. E xample: 4 + 4 = 8 2x4=8 134 OX FOR D U N I V E RSI T Y PR E S S

duration How long something lasts. face The f lat sur face of a 3D shape. E xample: The school week lasts for 5 days. face f lip To turn a shape over horizontally or ver tically. Also known as re f lec tion. horizontal flip edge The side of a shape or the line where two faces of an objec t meet. vertical flip edge edge f rac tion An equal par t of a whole or group. eighth One par t of a whole or group E xample: One out of two par ts or 1 2 divided into eight equal par t s. is shaded. 1 8 Eighth of a whole Eighth of a group equal Having the same number or value. friendly numbers Numbers that are E xample: easier to add to or subtrac t f rom. Equal size Equal numbers E xample: 10, 20 or 10 0 half One par t of a whole or group divided into two equal par ts. Also used in time for 30 minutes. equation A written mathematical problem where both sides are equal. E xample: E xample: 4 + 5 = 6+3 = Half of Half of Half past 4 a whole a group estimate A thinking guess. OX FOR D U N I V E RSI T Y PR E S S 135

hexagon A 2D shape with 6 sides. me tre A unit for measuring the length of 3m horizontal Parallel with the horizon or going straight across. month The time it takes the moon to orbit the Ear th. There are 12 months in horizontal line a year. Ja nua r y Fe b r ua r y March A pril May June July Augus t September jump strategy A way to solve number problems that uses place value to “jump” Oc tober N ove m b e r December along a number line by hundreds, tens and near doubles A way to add two nearly ones. identical numbers by using known doubles E xample: 16 + 22 = 38 fac ts. +10 +10 +1 +1 E xample: 4 + 5 = 4+4+1=9 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 length How long an objec t is f rom end to end. number line A line on which numbers E xample: This poster is 3 pens long. can be placed to show their order in our number system or to help with calculations. 0 10 20 30 40 50 60 70 80 90 100 number sentence A way to record calculations using numbers and mathematical symbols. mass How heavy an objec t is. E xample: 23 + 7 = 30 numeral A f igure or symbol used to represent a number. light E xample: heavy 1 – one 2 – two 3 – three 136 OX FOR D U N I V E RSI T Y PR E S S

oc t agon A 2D shape with 8 sides. pat tern A repeating design or sequence of numbers. E xample: Shape pattern ordinal numbers Numbers that show Number pattern 2, 4, 6, 8, 10, 12 the order or position of something in relation to others. pentagon A 2D shape with 5 sides. 1s t 2nd 3rd 4th 5th 6th pic tograph A way of representing pair Two items that go together. data using pic tures to make it easy to understand. E xample: Pairs that make 4 E xample: Favourite juices in our class 2 and 2 3 and 1 Pair of socks place value The value of a digit parallel lines Straight lines that are depending on its place in a number. the same distance apar t and so will never Hundreds Tens Ones 8 cross. 6 3 parallel parallel not parallel 8 8 6 position Where something is in relation to other items. par titioning Dividing or separating an amount into par ts. E xample: The boy is under the tree that is nex t to the house. E xample: Some of the ways 10 can be par titioned are: 5 and 5 4 and 6 9 and 1 OX FOR D U N I V E RSI T Y PR E S S 137

prism A 3D shape with parallel bases of rhombus A 2D shape with four sides, the same shape and rec tangular side faces. all of the same length and opposite sides parallel. triangular rectangular hexagonal prism prism prism pyramid A 3D shape with a 2D shape skip counting Counting for wards or as a base and triangular faces meeting at backwards by the same number each time. a point. E xample: Skip counting by 5s: 5, 10, 15, 20, 25, 30 Skip counting by 2s: 1, 3, 5, 7, 9, 11, 13 square hexagonal slide To move a shape to a new position pyramid pyramid without f lipping or turning it. Also known quadrilateral Any 2D shape with four as translate sides. sphere A 3D shape that is per fec tly quar ter One par t of a whole or group round. divided into four equal par ts. Also used in time for 15 minutes. E xample: 1 4 split strategy A way to solve number problems that involves splitting numbers up using place value to make them easier to Quarter of Quarter of Quarter work with. a whole a group past 4 E xample: 21 + 14 = 35 rec t angle A 2D shape with four sides and four right angles. The opposite sides are parallel and equal in length. + = + + + = right angle 138 OX FOR D U N I V E RSI T Y PR E S S

square A 2D shape with four sides of tally marks A way of keeping count that equal length and four right angles. uses single lines with every f if th line crossed A square is a type of rec tangle. to make a group. right angle three-dimensional or 3D A shape that strategy A way to solve a problem. In has three dimensions – length, width and mathematics you can of ten use more than depth. 3D shapes are not f lat. one strategy to get the right answer. E xample: 32 + 27 = 59 width Jump strategy depth 32 42 52 53 54 55 56 57 58 59 length Split strategy trapezium A 2D shape with four sides 30 + 2 + 20 + 7 = 30 + 20 + 2 + 7 = 59 and only one set of parallel lines. subtrac tion The taking away of one number from another number. Also known as subtrac ting, take away, dierence between and minus. triangle A 2D shape with three sides. E xample: 5 take away 2 is 3 sur vey A way of collec ting data or information by asking questions. turn Rotate around a point. Strongly agree Agree Disagree Strongly disagree two-dimensional or 2D A f lat shape table A way to organise information that that has two dimensions – length and uses columns and rows. width. Flavour Number of people width Chocolate 12 Vanilla 7 Strawberry 8 length OX FOR D U N I V E RSI T Y PR E S S 139

unequal Not having the same size or week A period of time that lasts 7 days. value. Tuesday Monday Wednesday E xample: Thursday Sunday Saturday Friday Unequal size Unequal numbers value How much something is wor th. E xample: whole All of an item or group. E xample: This coin is This coin is A whole shape A whole group wor th 5c. wor th $1. width How wide an objec t is from one vertical At a right angle to the horizon side to the other. or straight up and down. E xample: This poster is 2 pens wide. ver tical line horizon volume How much space an objec t year The time it takes the Ear th to orbit takes up. the Sun, which is approximately 365 days. E xample: This objec t has a volume of 4 cubes. 140 OX FOR D U N I V E RSI T Y PR E S S

ANSWERS c 16 + 17 = 16 + 16 + 1 = 32 + 1 UNIT 1: Topic 1 UNIT 1: Topic 3 = 33 Guided practice d 20 + 23 = 20 + 20 + 3 = 40 + 3 Guided practice = 43 1 a 10 b 24 c 10 0 d 135 1 e 2 5 + 27 = 2 5 + 2 5 + 2 = 5 0 + 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 = 52 2 a 26 3 b 42 5 c 617 9 + 5 = 14 Independent practice Guided practice 2 1 3 hundreds, 5 tens, 4 ones 1 a 17 + 6 = 17 + 3 + 3 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 = 20 + 3 2 2 hundreds, 0 tens, 6 ones 11 + 7 = 18 = 23 3 4 hundreds, 2 tens, 3 ones 3 b 29 + 8 = 29 + 1 + 7 4 a 4 tens 8 hundreds 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 = 30 + 7 b 7 ones 3 hundreds = 37 6 + 18 = 24 c 4 hundreds 1 ten 3 ones c 38 + 5 = 38 + 2 + 3 4 d 0 tens 5 hundreds 8 ones = 40 + 3 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 = 43 5 Teacher to check. Teacher: Look for 23 + 5 = 28 ans wer s that show s tudent s’ ability Independent practice to correc tly inter pre t and represent Independent practice hundreds, tens and ones with base 1 a 1 10 materials, an abacus or any other 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 simpli f ied means that doesn’t involve drawing each separate one. 19 + 8 = 27 2 Extended practice 18 + 9 = 18 + 2 + 7 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 = 20 + 7 1 a 863 b 36 8 c 638 24 + 6 = 3 0 = 27 d 38, 36, 86, 8 3, 68, 63 3 b 2 Teacher to check. Teacher: Look for 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ans wer s that show s tudent s’ ability 7 + 14 = 21 to manipulate their chosen digit s to make the bigges t and smalles t 3 - digit 4 number s pos sible. 26 + 7 = 26 + 4 + 3 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 3 a 11 b 141, 2 07, 2 97, 279 = 30 + 3 5 + 21 = 26 = 33 5 OR 2 a 25 + 8 = 25 + 5 + 3 UNIT 1: Topic 2 = 30 + 3 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 = 33 32 + 10 = 42 b 37 + 6 = 37 + 3 + 3 Guided practice = 40 + 3 Extended practice 1 a 8+9 = 8+8+1 = 16 + 1 = 17 = 43 b 10 + 13 = 10 + 10 + 3 = 1 Teacher to check. Teacher: Look for 20 + 3 = 23 Extended practice answers that show students’ ability to accurately space their number s and c 15 + 17 = 15 + 15 + 2 = 1 a 42 b 53 c 63 d 82 correc tly represent the addition sum. 30 + 2 = 32 e 101 f 112 a 14 + 5 = 19 b 21 + 6 = 27 d 12 + 13 = 12 + 12 + 1 = 2 a 37 b 44 c 52 d 66 c 32 + 7 = 39 24 + 1 = 2 5 e 14 + 15 = 14 + 14 + 1 = 2 Teacher to check. Teacher: Look for e 72 f 85 28 + 1 = 29 ans wer s that show s tudent s’ ability 3 a 46 G e t ting to a 10 to understand that they can par tition Independent practice b 81 Near doubles number s into 10 s to add more easily or who use skip counting in their jumps 1 a 7 + 7 = 14 b 11 + 11 = 2 2 c 202 Near doubles rather than making s teps of 1. c 16 + 16 = 32 d 20 + 20 = 40 a 2 3 + 12 = 35 b 35 + 24 = 59 e 25 + 25 = 50 f 5 0 + 5 0 = 10 0 2 a 7 + 9 = 7 + 7 + 2 = 14 + 2 = 16 b 11 + 13 = 11 + 11 + 2 = 2 2 + 2 = 24 OX FOR D U N I V E RSI T Y PR E S S 141

Guided practice b 21 – 5 = 21 – 1 – 4 b 2 3 – 17 17 + 3 = 2 0 = 20 – 4 20 + 3 = 23 So 2 3 – 17 = 6 1 5+4=4+5=9 = 16 2 7 + 2 + 4 = 7 + 4 + 2 = 13 c 32 – 5 = 32 – 2 – 3 3 4 + 6 + 5 = 4 + 5 + 6 OR 6 + 5 + 4 = = 30 – 3 2 a 16 – 9 = 7 15 = 27 b 2 5 – 19 = 6 Independent practice Independent practice Extended practice 1 Teacher to check. Teacher: Look for 1 a 1 a 12 – 4 = 8 b 15 – 8 = 7 ans wer s that show s tudent s’ ability to correc tly represent each par t of c 21 – 9 = 12 d 32 – 6 = 26 the equation and who can move e 46 – 7 = 39 f 53 – 5 = 4 8 the number s around to make ne w 2 a 18 – 7 = 11 b 2 2 – 15 = 7 equations. 14 – 8 = 14 – 4 – 4 c 35 – 2 3 = 12 d 3 8 – 27 = 11 a Pos sible combinations: 7 + 1 + 5, = 10 – 4 5 + 1 + 7, 5 + 7 + 1, 1 + 5 + 7, 1 + 7 + 5 = 13 e 43 – 36 = 7 f 4 8 – 2 9 = 19 =6 3 a 28 – 16 = 12 Counting up b b Pos sible combinations: 2 + 4 + 9, b 3 4 – 8 = 26 G e t ting to a 10 4 + 9 + 2, 4 + 2 + 9, 9 + 4 + 2, 9 + 2 + 4 = 15 c 41 – 3 4 = 7 Counting up c Pos sible combinations: 8 + 7 + 1, 7 + 8 + 1, 7 + 1 + 8 , 1 + 8 + 7, 25 – 7 = 25 – 5 – 2 UNIT 1: Topic 5 1 + 7 + 8 = 16 = 20 – 2 = 18 2 a Pos sible combinations: 5 + 3 + 6, 6 + 5 + 3, 6 + 3 + 5, 3 + 5 + 6, 2 a 35 – 8 = 35 – 5 – 3 Guided practice 3 + 6 + 5 = 14 = 30 – 3 1 14 – 6 = 8 = 27 b Pos sible combinations: 4 + 5 + 7, 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 + 7 + 4, 5 + 4 + 7, 7 + 4 + 5, 7 + 5 + 4 = 16 b 34 – 7 = 34 – 4 – 3 = 30 – 3 2 18 – 7 = 11 = 27 c Pos sible combinations: 1 + 4 + 9, 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 + 9 + 1, 4 + 1 + 9, 9 + 4 + 1, Guided practice 3 2 3 – 8 = 15 9 + 1 + 4 = 14 1 a Count up f rom 5 to 10 d Pos sible combinations: 7 + 9 + 8 , 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 9 + 8 + 7, 9 + 7 + 8 , 8 + 9 + 7, 8 + 7 + 9 = 24 5 + 5 = 10 4 27 – 9 = 18 Count up f rom 10 to 13 10 + 3 = 13 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Extended practice 1 a 8 + 5 + 7 = 5 + 8 + 7 = 20 T he di erence be t ween 13 and 5 is 5 + 3 OR 8. So 13 – 5 = 8 Independent practice b 6 + 9 + 4 = 4 + 9 + 6 = 19 1 28 – 7 = 21 c 8 + 3 + 4 = 4 + 3 + 8 OR 4 + 8 b Count up f rom 19 to 2 0 19 + 1 = 2 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 + 3 = 15 d 22 = 9 + 7 + 6 = 6 + 7 + 9 Count up f rom 2 0 to 24 2 2 5 – 8 = 17 2 0 + 4 = 24 e 19 = 8 + 4 + 7 = 7 + 8 + 4 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 2 Teacher to check. Teacher: Look for T he di erence be t ween 19 and 24 is 1 + 4 OR 5. So 24 – 19 = 5 3 34 – 6 = 28 ans wer s that show s tudent s’ ability to make three di erent combinations that 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 add up to the correc t total. Independent practice 4 43 – 9 = 34 1 a 14 – 8 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Count up f rom 8 to 10 UNIT 1: Topic 4 5 4 8 – 12 = 36 8 + 2 = 10 Count up f rom 10 to 14 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 10 + 4 = 14 Guided practice Subtrac t by ge t ting to a 10 T he di erence be t ween 14 and 8 Extended practice is 2 + 4 OR 6. 1 a 13 – 4 = 13 – 3 – 1 So 14 – 8 = 6 1 Teacher s to check number lines. = 10 – 1 Teacher s: Look for ans wer s that show = 9 s tudent s’ ability to accurately space their numbers and correc tly represent 142 OX FOR D U N I V E RSI T Y PR E S S

the subtrac tion sum. Student s may also 2 5+5+5+5+5= 5 × 5 = 25 use skip counting or par titioning to show the s teps taken to ge t the ans wer. UNIT 1: Topic 7 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 a 19 – 4 = 15 b 28 – 8 = 20 3 3 + 3 + 3 + 3 + 3 = 15 Guided practice c 3 3 – 7 = 26 d 36 – 14 = 2 2 5 threes are 15 1 a 12 divided by 4 is 3 12 ÷ 4 = 3 2 a 37 – 4 – 5 = 28 5×3 = 15 b 15 divided by 3 is 5 15 ÷ 3 = 5 4 5 + 5 + 5 + 5 + 5 + 5 = 30 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 2 a Unequal b Equal 6 f ives are 3 0 b 41 – 7 – 6 = 28 6 × 5 = 30 Independent practice Independent practice 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 1 a 1 2 × 10 = 2 0 Guided practice 2 8 × 2 = 16 1 a 16 – 10 = 6 16 – 6 = 10 3 5 × 4 = 20 9–3=6 6–3=3 3–3=0 b (ans wer s can be in any order) 4 3 × 5 = 15 9 divided by 3 = 3 9÷3=3 19 – 4 = 15 19 – 15 = 4 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 b c 2 0 – 9 = 11 2 0 – 11 = 9 5 6 × 2 = 12 d (ans wer s can be in any order) 2 3 – 7 = 16 2 3 – 16 = 7 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 6 7 × 3 = 21 Independent practice 12 – 2 = 10 10 – 2 = 8 8–2=6 2–2=0 6–2=4 4–2=2 1 a 13 + 5 = 18 18 – 5 = 13 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 12 divided by 6 = 2 12 ÷ 6 = 2 5 + 13 = 18 18 – 13 = 5 7 4 × 3 = 12 or 3 × 4 = 12 b 16 + 8 = 24 24 – 8 = 16 c 8 4 × 4 = 16 8 + 16 = 24 24 – 16 = 8 9 10 × 3 = 3 0 or 3 × 10 = 3 0 c 25 + 7 = 32 32 – 7 = 25 10 3 × 6 = 18 7 + 25 = 32 32 – 25 = 7 2 a 14 – 8 = 6 OR 14 – 6 = 8 10 – 5 = 5 5–5=0 b 26 – 16 = 10 OR 26 – 10 = 16 OR 10 divided by 2 = 5 10 ÷2 = 5 c 2 5 – 12 = 13 OR 2 5 – 13 = 12 2 a d 3 8 – 11 = 27 OR 3 8 – 27 = 11 11 4 × 5 = 20 Extended practice 1 a 11 + 7 = 18 18 – 7 = 11 12 ÷ 4 = 3 b OR 7 + 11 = 18 18 – 11 = 7 b 15 + 19 = 3 4 3 4 – 15 = 19 19 + 15 = 3 4 3 4 – 19 = 15 Extended practice 2 Teacher to check. Teacher: Look for 25 ÷ 5 = 5 c 1 14: N o 18: Ye s 20: No 21: Ye s 3 0: Ye s ans wer s that show s tudent s’ ability to 23: No correc tly represent the equation on the 2 20 number line using single steps, skip Teacher to check. Teacher: Look for counting or par titioning. 24 ÷6 = 4 ans wer s that show ability to use a 24 – 5 = 19 19 + 5 = 24 repeated addition or multiplication 3 a 9÷3=3 b 35 – 12 = 2 3 2 3 + 12 = 35 knowledge to work out the cor rec t b 2 0÷ 4 = 5 OR 12 + 2 3 = 35 ans wer. 3 Teacher to check. Teacher: Look Extended practice for ans wer s that show ability to 1 Teacher to check. Teacher: Look for UNIT 1: Topic 6 under s tand that ar rays have the same ans wer s that show s tudent s’ ability to number of items in each row and in match their diagrams to the equations each column, and check that ar rays success f ully. Guided practice match equations. T he pos sibilities are 16÷ 1= 16, 1 3+3+3= 3×3=9 16÷ 2=8 , 16÷ 4=4, 16÷ 8=2 or 16÷ 16=1. 0 1 2 3 4 5 6 7 8 9 10 11 12 OX FOR D U N I V E RSI T Y PR E S S 143

2 How many rows of s tudent s in a class Extended practice Extended practice o f: 1 a Tilly 1 The following f igures should be circled: 12? 3 20? 5 28? 7 c and e 3 b Look for student s who use estimation s trategies to ex plain why Tilly has more (almos t 10 0 compared to 2 a–c Teacher to check: some Billy’s8 0 ). combination of the following: 2 A ns wer s will var y. 3 a 36 0 3 Teacher to check. Look for ans wer s that b 663 = egg show s tudent s’ ability to equally divide c 338 = bee the shapes and correc tly identif y the f rac tion required. Student s may draw UNIT 1: Topic 8 d A ns wer s will var y. Pos sible re sponse s lines on the shapes to help them find the include: required f rac tions. Sample ans wer s: Guided practice 6 3 8 = beg, 818 = bib, 618 = big, 8 0 8= bob, 6 0 8 = bog, 73 3 = eel, 3 36 = gee, 771 = ill, 8 0 5 = sob. 1 a 8 + 5 = 13 or 5 + 8 = 13 b 7 + 6 = 13 or 6 + 7 = 13 2 a 15 – 7 = 8 c b 18 – 9 = 9 UNIT 2: Topic 1 3 a 7 + 6 = 13 b 8 + 5 = 13 Guided practice c 15 – 7 = 8 1 The whole piz za and the whole apple UNIT 2: Topic 2 should have a square draw n around d 5 + 8 = 13 them. e 18 – 9 = 9 2 The piz za slice and the half apple should Guided practice f 15 – 8 = 7 have a circle draw n around them. 1 a 4 items should be coloured in. Independent practice 3 b 5 items should be coloured in. 1 7 + 7 + 1= 14 + 1 = 15 2 a 1 item should be coloured in. 2 a 9 + 1 + 5 = 10 + 5 = 15 b 3 items should be coloured in. b 17 – 7 – 1 = 10 – 1 = 9 3 a 1 item should be coloured in. 3&4 Teacher s may wish to photocopy b 2 items should be coloured in. the tables and have s tudent s fill in the addition and subtrac tion fac t s that Independent practice Independent practice they know fir s t, followed by prac tice 1 1 1 1 1 1 1 1 8 4 8 sessions. This will hope f ully lead to 1 a b c d 1 a b c d 4 2 4 2 2 comple te re tention of all the necessary 1 1 1 1 1 1 4 4 addition and subtrac tion fac t s. 2 a b c 2 a b c 8 2 8 2 5 Look for student s who use estimation s trategies to find the mos t likely ans wer s. 1 1 2 3 4 3 a 2 items should be circled. 8 1 1 of 4 is 2. 2 5 a There are 2 pieces. 2 a 96 b 2 items should be circled. 1 b 42 1 b There are 4 pieces. 4 of 8 is 2. 4 c 74 1 c 2 items should be circled. d 38 c There are 8 pieces. 8 1 of 16 is 2. 8 6 A ns wer s may var y. Student s could share their ideas with each other. Likely responses are: 6 d 3 items should be circled. 1 of 12 is 3. 4 a Jasmin added ins tead of subtrac ting. 4 a 12 items should be coloured red. Cor rec t ans wer: 8 . b 6 items should be coloured blue. b Jasmin should have used a 1 1 1 c 3 items should be coloured green. s trategyof doubling plus 1. 4 2 8 Cor rec tans wer: 2 9. 1 Extended practice c Jasmin took away a 10 as well as 8 . 7 ac ba c d Cor rec t ans wer: 37. 1 1 1 1 a of 20 b of 24 c of 16 2 8 2 1 1 1 8 2 a b c 4 2 144 OX FOR D U N I V E RSI T Y PR E S S

c $21.6 5 or t wenty - one dollar s and UNIT 3: Topic 1 six ty - f ive cent s UNIT 4: Topic 1 d $ 35 or thir ty - f ive dollar s Guided practice 4 a $55 b $2 0 Guided practice c $ 3 0.45 d $2 3.4 0 1 1 a 0, 2, 4, 6, 8 OR 2, 4, 6, 8, 0 H ow Order f rom smalles t to larges t: b, d, c, a many of ... do Draw Writ e t he 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 t hese you t he ans wer ... need to ans wer m ake t his? Extended practice 1 Teacher to check. Teacher: Look for b 0, 3, 6, 9, 2, 5, 8 , 1, 4, 7 O R 3, 6, 9, 2, 5, 8 , 1, 4, 7, 0 5c + 5c = 10 c ans wer s that show s tudent s’ ability to accurately make the given total each 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 time and to use dierent combinations 50c + 50c + c 0 of numbers. 50c + 50c = 2 a Pos sible ans wer s are: 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 $2 2 0 c; 10 c and 10 c; 10 c, 5c and 5c; OR 4 × 50c 5c, 5c, 5c and 5c Independent practice = $2 b Pos sible ans wer s are: 1 a and c 20c and 5c; 5c, 5c, 5c, 5c and 5c; 20c + 20c + 10 c, 10 c and 5c; 10 c, 5c, 5c and 20c + 20c + 5c 2 0 c = $1 O R 5 x 2 0 c = $1 b4 2 a and c 2 UNIT 3: Topic 2 H ow ... do Draw Writ e t he many you t he ans wer of need to ans wer t hese m ake ... t his? Guided practice b5 1 50c 2 30c 3 35c 3 a $10 + $10 + 4 70 c 5 $1. 5 0 6 70 c $10 + $10 + 10 20 30 40 50 60 70 80 9 0 10 0 $10 = $5 0 Independent practice OR 5 x $10 = b 1 Student s may draw, w rite or use $50 equations to show their ans wer s. 50 48 46 44 42 40 38 36 34 32 $50 + $50 = a 8 × 5c coins $10 0 c OR 2 x $50 = b 4 × 10 c coins $10 0 c 2 × 20c coins 4 9 14 19 24 29 34 39 44 49 $5 + $5 + $5 2 Student s may draw, w rite or use d + $5 = $20 equations to show their ans wer s. OR 4 x $5 = 30 27 24 21 18 15 12 9 6 3 a 10 × $10 notes $2 0 b 5 × $20 notes 4 Teacher to check. Look for s tudent s c 2 × $50 notes who have followed the number s in the Independent practice 3 Teacher to check. Teacher: Look for cor rec t sequence. 1 a–d Teacher to check. Teacher: Look ans wer s that show s tudent s’ ability to 5 a b and c for ans wer s that show s tudent s’ ability group coins of the same denomination to circle coins that cor rec tly make the and use skip counting to find the total, 3 6 9 18 designated total and demons trate that or to group coins in easier- to - count they have a s trong grasp of counting groupings, such as $1. with money. a 50c b $1. 2 0 c $12 33 36 39 48 2 a–d Teacher to check. Teacher: Look 63 72 for ans wer s that show s tudent s’ ability Extended practice 93 to circle notes that cor rec tly make the 1 a $2, $1 and 5 0 c designated total and demons trate that 66 69 78 Number of coins: 3 they have a s trong grasp of counting with money. b 3 × $2, 5 0 c, 2 0 c, 10 c and 5c Number of coins: 7 3 a $2.70 or t wo dollar s and se venty 96 99 2 a $55 cent s b i $35 ii $10 iii $23 b $10 5 or one hundred and f ive 3 a $75.95 dolla r s b i $55.95 ii $ 3 0.95 iii $ 43.95 OX FOR D U N I V E RSI T Y PR E S S 145

6 10 s Extended practice 3 match, car, eraser, pencil 7 10, 2 0, 3 0, 4 0, 5 0, 6 0, 70, 8 0, 9 0, 4 Teacher to check. Teacher: Look for 1 a Teacher to check. Teacher: Look for 10 0 ans wer s that show s tudent s’ ability to ans wer s that show s tudent s’ ability to choose appropriate unifor m unit s of 8 30, 6 0, 90 inter pre t the pic ture as subtrac tion area that will comple tely cover sur faces and write an appropriate story. Extended practice without gaps. Also check that student s 10 – 2 = 8 are not overlapping the unit s when they 1 a and c b Teacher to check. Teacher: Look for are measuring area. ans wer s that show s tudent s’ ability to accurately inter pre t the pic ture 5 a 9 squares b 6 squares mathematically – for example, by adding the girls and the boys or the c 7 squares d 10 squares student s with and without hat s – and to choose the cor rec t operation based e 7 squares on their interpre tation. 6 Figure with area of 10 square s is the larges t and should be circled. c Teacher to check. Teacher: Look for Extended practice ans wer s that show s tudent s’ ability 1 Teacher to check. Teacher: Look for to interpre t the pic ture as addition ans wer s that show s tudent s’ ability and to write an appropriate story to under s tand the di erence be t ween with three addends. length and area and to choose 4 + 6 + 7 = 17 appropriate unit s to measure both. A lso check the accuracy of s tudent s’ b 3, 8, 3, 8 measurement s. d 2, 5, 8 , 1, 4, 7, 0 3, 6, 9 2 The ver tical rec tangle should be circled. UNIT 5: Topic 1 2 a 5s b 2s c 10 s 3 T he ver tical rec tangle should have a 3 a 7, 17, 27, 37, 47, 57, 67 O R tick on it. 67, 57, 47, 37, 27, 17, 7 Guided practice 4 The third rec tangle should have a s tar b 10 s 1 a Teacher to check: approx. 2 hand on it. spans UNIT 4: Topic 2 b Teacher to check: approx. 8 hand spans UNIT 5: Topic 2 c Teacher to check: approx. 12 hand spans Guided practice Guided practice 2 a 12 s ticky notes 1 a 3+4=7 b 8–3=5 1 a–d Teacher to check. Teacher: Look c 9 + 5 = 14 b Student s’ ow n ans wer – approx. 12 0 s ticky notes for ans wer s that show s tudent s’ ability to correc tly use a ruler star ting at 0 Independent practice c Teacher to check. Teacher: Look and to record reasonable measurement s for ans wer s that show s tudent s’ 1 a–d Teacher to check. Teacher: in me tres for the given items. ability to accurately measure the Look for ans wer s that show s tudent s’ area of their chosen item without ability to accurately depic t the number Independent practice leaving spaces or overlapping the sentence in a drawing, using the cor rec t 1 Teacher to check. Teacher: Look for s ticky notes. number of items and identif ying the ans wer s that show s tudent s’ ability to operation required. Independent practice make a reasonable e s timate of lengths Number sentences in comparison to a me tre, and to then 1 Teacher to check. Teacher: Look for accurately measure their chosen items a 15 – 6 = 9 ans wer s that show s tudent s’ ability to to check their ans wer s. b 9 – 4 = 5 OR 4 + 5 = 9 choose appropriate unifor m unit s of length. A lso check that student s are 2 less than 1 about 1 more than 1 me tre me tre me tre c 13 – 7 = 6 matching one end of their measurement d 10 + 6 = 16 unit with the nex t without any gaps to 2 Teacher to check. Teacher: Look for ensure accurate measurement and that ans wer s that show s tudent s’ ability to they line up their measuring tool with cor rec tly identif y the operation required the edge of the item being measured. and to think of situations that logically 2 Teacher to check. Teacher: Look for demons trate the operations. A lso check ans wer s that show s tudent s’ ability to for appropriate language to match choose an appropriate smaller unifor m addition and subtrac tion. unit to measure the length of the items 3 a addition b addition and to accurately measure using their c subtrac tion chosen unit. 146 OX FOR D U N I V E RSI T Y PR E S S

Guided practice Extended practice 4 a–c Teacher to check. Teacher: Look for ans wer s that show s tudent s’ ability 1 a–d Teacher to check. Teacher: Look 1 a and b Teacher to check. Teacher: to make reasonable gue s se s to identi f y for ans wer s that show s tudent s’ ability Look for ans wer s that show s tudent s’ items with similar, greater and les ser to correc tly use a ruler star ting at 0 ability to make reasonable es timate s S TOP masses than their counters, and to use and to record reasonable measurement s of capacity and to accurately measure infor mal unifor m unit s accurately to in centime tres for the given items. and record the capacity of their chosen check their ans wer s. container s. Independent practice 2 a and b Teacher to check. Teacher: Extended practice 1 Teacher to check. Teacher: Look for Look for ans wer s that show s tudent s’ 1 a the book ans wer s that show s tudent s’ ability to ability to correc tly model an objec t b the shoes and the football make a reasonable e s timate of lengths with a volume of 8 block s. Accuracy in comparison to 3 0 centime tres, and of drawing is di  icult, so ensure c the apple then accurately measure their chosen student s are able to explain their d the book items to check their ans wer s. drawings to you. 2 a–d Teacher to check. Teacher: Look 3 a volume b capacity 2 less than about more than for ans wer s that show s tudent s’ ability 30 cm 30 cm 30 cm to accurately use unifor m infor mal unit s to find the mass of each item, and to cor rec tly use a balance scale. UNIT 5: Topic 4 Guided practice UNIT 5: Topic 5 1 The following objec t s should be circled: a bir thday cake b shoes Guided practice c bot tle 1 a 12 b9 c 3 d6 2 The following objec t s should be circled: a mouse b car c pencil 2 a 9 o’clock b half past 4 Extended practice 1 am b cm c m Independent practice dm e cm f cm 1 B, C, A , E, D 2 swimming pool 2 a 3 glass 4 about 2 me tres c quar ter past 6 d quar ter to 11 5 about 20 centime tres UNIT 5: Topic 3 b c Guided practice d 1 a 6 blocks b 8 blocks Independent practice 2 a more than 2 coee cups b less than 2 coee cups Independent practice 1 a B, E, A , C, D b A , C and D c A , B and E 2 aC b E c B and C d A , D and E 3 a Fir s t and third objec t s should be circled. b Second and third objec t s should 3 a–c Teacher to check. Teacher: Look be circled. for ans wer s that show s tudent s’ ability to accurately es timate the relative mass 4 a 1, 2, 3 b 3, 1, 2 of the items in their pairs and use a balance scale correc tly to check their ans wer s. OX FOR D U N I V E RSI T Y PR E S S 147