Oxford Mathematics 2

e Week s: T he school summer holidays f Months: A football season g Year s: Becoming a top athle te 6 P rac tical ac tivity. Teacher to check. Look for student s who choose an 3 : 45 12 : 0 0 ac tivity that takes the appropriate quar ter to 4 12 o’clock amount of time. Extended practice 1 a 10 seconds b 20 seconds c 30 seconds d 50 seconds 2 P rac tical ac tivity. Student s could 7 : 15 10 : 0 0 share their s trategies to ge t be t ter at quar ter past 7 10 o’clock or se ven f if teen estimating in seconds. 3 P rac tical ac tivity. UNIT 5: Topic 6 UNIT 5: Topic 7 Guided practice Guided practice 1 a Gina 1 a 12 b Alex b4 c Sam c3 2 a 2 minutes Independent practice b 3 minutes 3 a 12 0 minutes 1 M ont h S easons S easons b 30 minutes in the in the sout her n nor thern Independent practice hemisphere hemisphere 1 a 4 8 hours Januar y summer winter winter b 14 hour s spring spring Febr uar y summer spring summer 2 a 2 week s summer summer March autumn autumn autumn b 28 days autumn winter 4 a half past 4 b quar ter to 6 d quar ter past 9 f quar ter past 6 A pril autumn c 3 week s c 11 o’clock May autumn d 70 days e half pas t 12 Ju n e winter 3 a 8 week s b 4 week s and 3 days July winter Extended practice 4 a 4 years Augus t winter 1 a half past 8 b 8 o’clock d half past 9 b 36 months September spring c quar ter to 8 c 2 years Oc tober spring 5 Student s could use this as a group N ove m b e r spring ac tivity and be asked to jus ti f y other responses. T he mos t likely ans wer s are December summer b e l ow. 2 a–c Teacher to check. Teacher: Look a Seconds: Writing your name for ans wer s that show s tudent s’ ability b Minutes: Eating a sandwich to accurately sequence months and 2:15 3 : 00 c Hour s: Sleeping at night quar ter past 2 3 o’clock OR t wo f if teen to match the months to the correc t d Days: Reading a chapter book seasons. 148 OX FOR D U N I V E RSI T Y PR E S S

Extended practice e6 Extended practice f June 1 a autumn g A pril 1 Note that many shapes have a number of possible classifications. b late summer and early spring a kite, quadrilateral c 3 Extended practice d b square, quadrilateral, rhombus, parallelogram, rec tangle A boriginal S u m m e r, 1 a–d Teacher to check. Teacher: Look season wint er, autumn or spring? for ans wer s that show s tudent s’ ability c pentagon to correc tly identif y and write the d parallelogram, quadrilateral High summer spring, summer cur rent month and to accurately label the dates. Also check that student s e circle Late summer summer, autumn can use the infor mation they have f oc tagon provided to correc tly identif y the first 2 Early winter autumn day of the month and the number of days in the month. 4 5 8 No corners? Deep winter autumn, winter corners? corners? corners? 2 a No kite (or pentagon oc tagon circle Early spring winter b A pril, June, September or alter native N ove m b e r name) Tr ue spring spring c 3 d 17th square (or alter native name) UNIT 5: Topic 8 UNIT 6: Topic 1 parallel - ogram (or alter native name) Guided practice Guided practice 1 a Tuesday b 6th Febr uar y 1 a 6 corners b 6 sides c Monday 2 a 5 corners b 5 sides UNIT 6: Topic 2 2 a4 b 5 3 a 8 corners b 8 sides c We d n e s d a y d Saturday 3 0 th Guided practice Independent practice Independent practice 1 a 6 faces b 12 edges 1 a and b c 8 corners 1 a M ont h Days 31 28 2 a 3 faces b 2 edges 31 Januar y 30 c 0 corners Febr uar y 31 March 30 3 a 4 faces b 6 edges A pril 31 May 31 c 4 corners Ju n e 30 July 31 Independent practice Augus t 30 September 31 2 1 a 2 triangles 3 rec tangles Oc tober N ove m b e r b 2 circles 1 rec tangle December c 1 square 4 triangles d 6 squares 0 circles 2 a A, E b E c B, C, D d C, D e C 6 sides 4 sides 4 corners, 3 s traight 3 and 6 all the opposite sides b A pril, July, September and December cor ner s same sides are length the same c Febr uar y, M arch, N ovember length 2 a Saturday 18th M ay b Wednesday 2 2nd M ay sphere square cylinder triangular p y ra m id prism 3 Teacher to check. Teacher: Look for c Wednesday, T hur sday and Friday ans wer s that show s tudent s’ ability to d Tuesday 14th M ay use the descriptions to accurately draw 6 corners 1 cur ved 3 faces 5 corners, and 2 1 square a shape that matches the criteria. and 9 face edges face and 4 triangular edges faces OX FOR D U N I V E RSI T Y PR E S S 149

4 3 a–d Teacher to check. Teacher: Look for ans wer s that show s tudent s’ UNIT 7: Topic 3 abilityto accurately use ter ms such as “nex t to”, “ to the le f t of ”, “be t ween” Guided practice and “opposite”. 1 a half turn b quar ter turn 4 a Either the toy shop, book shop, Extended practice toile t s and play area OR the food c quar ter turn d quar ter turn cour t, mu  in shop, je weller y s tore e half turn f quar ter turn 1 and 2 and hairdresser depending on 1 3 route chosen. Independent practice 1 5 b le f t 1 a quar ter turn 2 6 3 Extended practice cube 2 1 a the emu b the koala cone 2 Teacher to check. Teacher: Look for 3 4 b half turn 5 ans wer s that show s tudent s’ ability to 3 use locational language to accurately describe the route and direc tions that 4 2 can be followed. 2 1 1 c half turn triangular triangular pyramid prism UNIT 7: Topic 2 3 a rec tangular prism b cylinder Guided practice d quar ter turn Teacher to check drawings. Teacher: 1 a slide b f lip c f lip d slide Look for ans wer s that show s tudent s’ ability to accurately represent the given Independent practice shapes with the correc t shapes in the faces that are visible. UNIT 7: Topic 1 Guided practice 1 a the tree b the dog c below the tree OR on the picnic 3 a half turn quar ter turn OR blanke t, or similar quar ter turn d the bin e the cat OR Independent practice 2 a slide b either c f lip b half turn d slide e either f f lip 1 a–d Teacher to check. Teacher: Look for ans wer s that show s tudent s have Extended practice a s trong grasp of the vocabulary of location and are able to accurately 1 a identif y where each item is in relation Extended practice to other items in the room. 1 a quar ter turn 2 Item placement is approximately as b f o ll ow s: b c 2 a half turn, then quar ter turn to the right b 3 a The third and fif th shapes should be circled. b The first and second shapes should be circled. 150 OX FOR D U N I V E RSI T Y PR E S S

Extended practice c Teacher to check. Teacher: Look for UNIT 8: Topic 1 ans wer s showing totals that match 1 Teacher to check. Teacher: Look for the tally marks they recorded. answers that show student s’ ability to 3 a and b Teacher to check. Teacher: Guided practice choose an appropriate question that can Look for ans wer s that show s tudent s’ only have “yes” or “no” as the answer. 1 Ice - cream Number of Tot al ability to correc tly identif y the most ( number) 2 Teacher to check. Teacher: Look for fl avour s student s and least popular options using the accurate recording of both the ques tion (t icks) data they collec ted. and the result s in the table. Va n ill a 16 c Teacher to check. Teacher: Look for 3 Teacher to check. Teacher: Look for ans wer s that show s tudent s’ ability recording s trategies such as tick s or to come up with plausible options Chocolate 18 tally marks. Ensure the result s match that their clas smate s are likely to the result s that s tudent s recorded in choose, such as football or r ugby. question 2. Mint 12 Extended practice 1 a Teacher to check. Teacher: Look for UNIT 8: Topic 2 Strawber ry 8 ans wer s that show s tudent s’ ability to identi f y variables that match the pic tures – for example, number of 2 Teacher to check. Teacher: Look for Guided practice legs, animals that can and cannot fly, ans wer s that show s tudent s’ ability to 1 colours of animals or animals that ask an open - ended question that will Milk Wat er Orange Sof t juice drink live in the water/on land. ge t the responses lis ted in the table, forexample, “ W hat is your fa vourite b Teacher to check. Teacher: Look for ans wer s that show s tudent s’ ability To t a l 3 8 15 17 to construc t a table with the correc t number of columns and rows to ice - c ream flavour? ” record their variable s and result s. A lso check that student s are able to 2 make an accurate tally that matche s the data based on their chosen Red B lue Green categories. Independent practice 1 Do you have a brot her? Ye s No To t a l 12 11 8 10 8 c Teacher to check. Teacher: Look for 2a Independent practice W hat pe t do you have? ans wer s that show s tudent s’ ability Cat 6 1 a Teacher to check. Teacher: Look for to accurately count and record the ans wer s that show s tudent s’ ability Dog 10 totals of their tally marks and to to choose appropriate categories, write the total in the correc t place Reptile 2 such as shape or colour, and who in their table. O ther 5 can identi f y variables that match – for example, circles and rec tangles for None 3 shape and blue and green for colour. UNIT 8: Topic 3 b 26 b Teacher to check. Teacher: Look for ans wer s that show s tudent s’ ability 3 Teacher to check. Teacher: Look for to make an accurate tally and to use Guided practice tally mark groupings correc tly. ans wer s that show student s’ ability to 1 a ant s b wor ms c 4 d 24 accurately record 12 ans wer s using either the tick me thod or by writing c Teacher to check. Teacher: Look for Independent practice dow n s tudent s’ names. ans wer s that show s tudent s’ ability to accurately count their tally mark s. 1 a 4 Teacher to check. Teacher: Look for ans wer s that show student s’ ability to d Teacher to check. Teacher: Look for s tudent s who are able to draw simple conclusions f rom their data. 5 accurately record 12 ans wer s using an appropriate me thod. 4 5 Teacher to check. Look for ans wer s 2 a Teacher to check. Teacher: Look for that show s tudent s’ ability to ask an ans wer s that show s tudent s’ ability 3 open - ended question that will ge t to choose appropriate variables that the responses listed in the table – for are likely to appeal to the clas smates example, “ W hat is your fa vourite being sur veyed – for example, 2 spor t? ” baske tball, ne tball, football, c ricke t – and who can record the variables in 1 6 a – b Teacher to check. A ns wer s will the cor rec t sec tion of the table. var y depending on s tudent data. Ti m De von Mai Rex Ti n a Po h Teacher: Look for ans wer s that show b Teacher to check. Teacher: Look for ans wer s that show s tudent s’ student s are able to interpre t their data ability to use tally marks correc tly to keep track of response s. b Tim and Rex c Tina accurately to f ind the mos t and leas t popular spor t. d Mai OX FOR D U N I V E RSI T Y PR E S S 151

2a Extended practice Extended practice Hair colour Tally Tot al 1a 1 a mos t likely b les s likely Transpor t Tally Tot al c impossible 2 a–d cer tain to pick a red ball b b5 c walk d 2 impossible to 8 pick a red ball 7 e Teacher to check. Teacher: Look for 6 ans wer s that show s tudent s’ ability les s likely to 5 to write a question that direc tly pick a green 4 relates to the data, such as how ball 3 many people use a par ticular form of transpor t. mos t likely to pick a blue ball UNIT 9 : Topic 1 Guided practice 2 1 a and b Teacher to check. Teacher: Look for ans wer s that show s tudent s’ 1 ability to justif y their selec tions and use Brow n Blond Black Red the language of chance to describe the probability of each e vent. 3 a Teacher to check. Teacher: Look for 2 a cer tain (unles s there are special ans wer s that show s tudent s’ ability circumstances where student s do to under s tand how to record data in not wear shoes all day ) a lis t and that have 10 piece s of data b cer tain recorded. b Teacher to check. Teacher: Look for Independent practice ans wer s that show s tudent s’ ability to cor rec tly label the table, whose 1 a b d and e Teacher to check. Teacher: tally marks match the data in their list and whose total matches the Look for ans wer s that show s tudent s’ tally marks. ability to justif y their selec tions using the language of chance. c cer tain f impossible c Teacher to check. Teacher: Look for 2 a mos t likely ( for mos t s tudent s) ans wer s that show s tudent s’ ability to match the representations in their b cer tain c les s likely pic tographs to those in their tally d impossible tables. 3 a – d Teacher to check. Teacher: Look d Teacher to check. Teacher: Look for for ans wer s that show s tudent s’ ability ans wer s that show s tudent s’ ability to make a s tatement that accurately to choose and desc ribe e vent s that matches the data, such as identif ying the category with the greatest or accurately match each chance ter m, and least number of responses, or comparing the numbers in both to demons trate that they under s tand categories. the nuances be t ween related ter ms, such as “cer tain” and “mos t likely”. 152 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 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 978-0-19-031221-3 9 780190 312213 1 How to get in contact: web www.oxfordprimary.com/pyp email [email protected] tel +44 (0)1536 452620 fax +44 (0)1865 313472