Oxford Mathematics 1

Independent practice 1 Which way should the cat move to: a f ind the mouse first? clockwise anticlockwise b f ind the f ish f irst? clockwise anticlockwise 2 Which way should the hippo move to: a f ind the lion f irst? clockwise anticlockwise b f ind the zebra f irst? clockwise anticlockwise 3 Which way should the giraffe move to: a f ind the lion first? clockwise anticlockwise b f ind the zebra first? clockwise anticlockwise Ho w would you describe where the lion is? 98 OX FOR D U N I V E RSI T Y PR E S S

START 4 Colour the path as you go. a Move for ward 4 spaces from START. b Turn to the right. c Move for ward 3 spaces. Is a right turn clock wise or anticlock wise? d Turn to the le f t. e Move for ward 2 spaces. f Turn to the right. g Move for ward 2 spaces. h Where are you? OX FOR D U N I V E RSI T Y PR E S S 99

Extended practice 1 Write direc tions to get from: a the sandpit to the see -saw. b the swings to the slide. 100 OX FOR D U N I V E RSI T Y PR E S S

UNIT 8: TOPIC 1 Ho w many dogs are Representing data there? Ho w many rabbits? Animals in the park 5 4 3 2 1 Guided practice 1 Use ticks to show how many animals are on the farm. 5 4 3 2 1 Horses Chickens G oats OX FOR D U N I V E RSI T Y PR E S S 101

Independent practice 1 How many: a triangles? b rec tangles? c circles? d hexagons? 2 Show on the pic tograph. 1 2 3 4 5 6 7 8 9 10 102 OX FOR D U N I V E RSI T Y PR E S S

3 Use the data to f i nish the pic tograph. Favourite fruits in 1M Banana A pple Cherry Orange 10 9 8 7 6 5 4 3 2 1 Banana A pple Cherry Orange Which fruit was the favourite? OX FOR D U N I V E RSI T Y PR E S S 103

Extended practice 1 a A sk 10 people their favourite crisps avour. Record with ticks. Plain Salt and vinegar Chicken O t her b Use the data to make a pic tograph. 1 2 3 4 5 6 7 8 9 10 Plain Salt and vinegar Chicken O t her 104 OX FOR D U N I V E RSI T Y PR E S S

UNIT 8: TOPIC 2 Interpreting data Favourite colours in 1T is the most popular colour. 5 is the least popular 4 colour. 3 2 Two people like best. 1 Four people like best. Red Blue Green Pink Ho w many people are represented on the graph? Ho w do you kno w? Guided practice 1 Answer the questions. Eye colour in 1T 5 4 3 2 1 Blue Green Brown Grey a Which colour has the most? b Which has the least? blue green brown grey blue green brown grey c How many people have green eyes? d How many people have brown eyes? OX FOR D U N I V E RSI T Y PR E S S 105

Independent practice 1 a Use the data in the table to make the graph. Favourite fruit Favourite fruit graph A pple Joe, Beth, 5 Banana Silo, Simon, 4 Dom 3 2 Lee, Henry 1 Orange Raj, Mason, A ngela Strawberry Justin, Tran b Which fruit is most popular? c Which is least popular? d How many people like strawberries best? e How many people like bananas best? f Which fruit does Layton like? g How many more people like oranges than bananas? h Who likes strawberries best? 106 OX FOR D U N I V E RSI T Y PR E S S

Favourite subjects in Year 1 1 2 3 4 5 6 7 8 9 10 11 12 Reading Spor t Art Maths O t her 2 Answer the questions. a Which subjec t is most popular? b Which is least popular? c Which subjec t is the favourite of nine people? d Which two subjec ts do the same number of people like? e How many people like spor t best? f Do more people like reading or ar t? “other” means? OX FOR D U N I V E RSI T Y PR E S S 107

Extended practice 1 a A sk 10 people what kind of pet they have and record their answers. C at Dog Fish O t her No pe t b Make a pic tograph showing the data. Pets in our class 1 2 3 4 5 6 7 8 9 10 11 12 C at Dog Fish O t her No pe t c Which has the most? cat dog f ish other no pet d Which has the least? cat dog f ish other no pet e How many dogs? 108 OX FOR D U N I V E RSI T Y PR E S S

UNIT 9: TOPIC 1 Impossible Maybe Chance Cer tain I will go to school I will dance with an I will go to the today. alien today. Guided practice Ho w likely is it that you will do any of these things today? 1 Colour the best answer. a cer tain I will wear runners today. maybe impossible b cer tain I will do mathematics maybe today. impossible c cer tain I will ride a maybe mammoth today. impossible OX FOR D U N I V E RSI T Y PR E S S 109

Independent practice 1 Circle the best match. a This will be impossible today. b I will maybe go here today. c I will maybe eat this today. d This will be cer tain today. 110 OX FOR D U N I V E RSI T Y PR E S S

2 Match the events with the chance of them happening today. A cow jumps over the It starts snowing. You see a cat on the way moon. home. You will travel in a car. cer tain maybe impossible You will leave the classroom. You will receive a school Earth. award. 3 What is the chance you will pick out: a a red chocolate? cer tain maybe impossible impossible b a yellow chocolate? cer tain maybe Ho w likely is it that you will pick out a green chocolate? OX FOR D U N I V E RSI T Y PR E S S 111

Extended practice 1 Draw something: a you will do b you might do c you won’t do tomorrow. tomorrow. tomorrow. 2 What is the chance that: a tomorrow is a weekday? cer tain maybe impossible b tomorrow is the weekend? cer tain maybe impossible c it will rain tomorrow? cer tain maybe impossible d you will have pasta for dinner tonight? cer tain maybe impossible e you will y to Jupiter one day? cer tain maybe impossible f the sun will go down later today? cer tain maybe impossible 112 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. cardinal numbers Numbers that tell you how many things there are. balance scale Equipment that balances 1 2 3 4 5 6 items of equal mass – used to compare the category A group of people or things mass of dierent items. Also called pan sharing the same charac teristics. balance or equal arm balance. Pink Green OX FOR D U N I V E RSI T Y PR E S S 113

centime tre A unit for measuring the data Information gathered through length of smaller items. methods such as questioning, sur veys or obser vation. E xample: Length is 15 cm. 80 cm day A period of time that lasts 24 hours. circle A 2D shape with a continuous cur ved line that is always the same dierence (be t ween) A form of distance from the centre point. subtrac tion or take away. E xample: The dierence between 11 and 8 is 3. clock wise Moving in the same direc tion as the hands on a clock. digit The single numerals f rom 0 to 9. They can be combined to make larger cone A 3D shape with a circular base numbers. that tapers to a point. E xample: 24 is a 2- digit number. 378 is a 3 - digit number. division/dividing Sharing into equal corner The point where two edges of groups. a shape or objec t meet. E xample: 9 divided by 3 is 3 corner cube A rec tangular prism where all 8 faces are squares of equal size. double/doubles Adding two identical numbers or multiplying a number by 2. cylinder A 3D shape with 2 parallel E xample: 4 + 4 = 8 2x4=8 circular bases and one cur ved sur face. 114 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 115

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 116 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. 1 2 3 4 5 6 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 117

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 118 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 119

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. 120 OX FOR D U N I V E RSI T Y PR E S S

ANSWERS UNIT 1: Topic 1 UNIT 1: Topic 2 2 73 Less than 20 Guided practice Guided practice 1 less than 37 More than 70 1 a 22 23 34 b 36 37 38 1 a 12 b 28 c 15 1 more than 62 36 c 54 55 56 d 67 68 69 d 53 e 14 f 45 e 71 72 73 f 29 30 31 2 a eighteen b for ty -six 63 Independent practice Independent practice 1 1 a 26, 27, 28 , 2 9 3 0, 31, 3 2 33 34 b 43, 4 4, 45, 4 6 47 4 8, 49, 5 0 51 16 c 6 6, 67, 6 8 69 70 71 72 73 74 2 a 3 a–c b 80 81 82 84 85 87 c d 4 a–d 30 29 28 27 25 24 2 a se venty - one b six ty - t wo c thir ty - eight d one hundred 53 52 50 49 48 47 45 5 13 37 48 52 67 84 113 3 23 six ty - three 6 10 5 86 74 51 39 21 15 Guided practice Extended practice 1 a tens? 2; ones? 1; altoge ther? 21 se venteen 36 1 a 72 5 b 18 c 143, 47 d 18 , 47 63 b tens? 5; ones? 3; altoge ther? 53 t wenty - 42 t wo 2 Teacher to check. Look for ans wer s t wenty - c tens? 3; ones? 8; altoge ther? 3 8 three that show ability to make reasonable d tens? 6 ; ones? 2; altoge ther? 62 estimations about where the numbers should go, and that space the number s Independent practice accurately and order the number s 1 a correc tly. 3 346 36 4 406 436 634 6 43 17 20 thir ty -six b UNIT 1: Topic 4 22 Guided practice for ty - t wo 1 a 12 b 17 c 17 Extended practice 50 Independent practice c 1 a Words: for ty - fi ve; N umeral: 45 1 a 19 b Words: thir ty - one; N umeral: 31 c Words: thir teen; N umeral: 13 b 19 30 d Words: se venty - se ven; N umeral: 77 0 1 2 3 4 5 6 7 8 9 10 11 2 e Words: one hundred and t wo; c 23 N umeral: 10 2 26 13 31 21 UNIT 1: Topic 3 2 a 14. Teacher to check number line. 3 Look for ans wer s that accurately show the equation on the number line, using Guided practice s teps of 1, 2 or 4 to reach the total. 1 a bigger b bigger b 17. Teacher to check number line. b smaller d bigger Look for ans wer s that s tar t at the 2 a smaller bigger number (13) to f ind the ans wer, Extended practice c bigger and use s teps of 1, 2 or 4 to accurately 1 a 59 b 16 c 20 d 89 b 59 d 29 show the solution. Independent practice 2 a 50 c 41 c 17. Teacher to check number line. 1 a 25 b 81 c 50 d 78 OX FOR D U N I V E RSI T Y PR E S S 121

3 a 17 23 2 a&b Teacher to check. Look for Extended practice 22 24 ans wer s that success f ully identif y 22 1 a7 b 15 c 22 d 22 b 38 d 75 combinations that add to the required f 86 2 a 32 c 57 total and that demons trate an under s tanding of place value as a basis e 27 4 a 14 for par titioning. UNIT 1: Topic 7 UNIT 1: Topic 6 Guided practice Guided practice 1 a4 b7 c4 f3 1 a9 b3 c 12 d 13 d2 e 5 Independent practice Independent practice 1 a 12 1 a4 b6 0 1 2 3 4 5 6 7 8 9 10 11 c 6 d4 b 10 0 1 2 3 4 5 6 7 8 9 10 11 Extended practice 1 a 32 b 31 c 35 c 4 f 38 2 d 94 d 44 e 37 2 a 47 b 60 c 77 2 a 14. Teacher to check the number 6 and 3 line. Look for ans wer s that accurately show the equation on the UNIT 1: Topic 5 number line, using s teps of 1 or 2 to reach the cor rec t ans wer. Guided practice b 11. Teacher to check. Look for 1 a 4 and 3 b 10 and 9 ans wer s that s tar t at the bigger 3 a3 b5 c8 b6 c8 c 26 is the same as 2 0 and 6 number ( 2 0 ) to f ind the ans wer and 4 a8 show s teps of an appropriate size Independent practice (e.g. 1 or 3) to accurately reach the Extended practice solution. 1 a 1 Note: pair s can be in any order is the c 10. Teacher to check. Look for same and as 7 and 11 2 5 and 21 18 and 14 19 and 2 3 16 and 2 0 student s who star t at the bigger number and count back by 1s, 2 s, 5s 8 6 2 b or 10 s to f ind the cor rec t ans wer. 2 a4 b6 c9 3 a 15 11 Teacher to check number lines. Look for ans wer s that show ability to use is the and e  icient s trategies such as jumping by 2 same and that accurately show working using the number line. as 13 8 5 c 4 a 26 19 is the and UNIT 1: Topic 8 same as 16 10 6 Guided practice d 14 1 a 2, 4, 6, 8, 10 12 14 16 18 20 17 is the 22 same and as b 5, 10, 15, 2 0, 2 5 30 35 40 45 50 55 25 20 5 b7 f 20 c 10, 2 0, 3 0, 4 0 50 2 a1 c 4 d 10 h 10 Independent practice e4 g 20 1 a Extended practice 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 1 a&b Teacher to check. Look for N OT E: for ques tions 3 – 6 the speci f ic counters crossed out are not impor tant, as long as the correc t number has been b crossed out. ans wer s that success f ully identif y 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 41 42 43 44 45 46 47 48 49 50 combinations that add to the required c total and that use both drawings and nu mber s. 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 41 42 43 44 45 46 47 48 49 50 122 OX FOR D U N I V E RSI T Y PR E S S

2 a 3 8 , 4 0, 42, 4 4, 4 6, 4 8, 5 0, 5 2 54 3 a 56 UNIT 2: Topic 1 b 35, 4 0, 4 5, 5 0, 5 5 6 0, 6 5, 7 0, 75, 80 Guided practice b2 c 10, 2 0, 3 0, 4 0 50 6 0, 70, 8 0 90 1 a2 b4 10 0 4 a 12 shared be t ween 3 is 4. 2 quar ters 3 a 5, 10, 15, 2 0, 2 5 b 8 shared be t ween 4 is 2. 3 half b 10, 2 0, 3 0, 4 0, 5 0 c 12 shared be t ween 6 is 2. c 2, 4, 6, 8 , 10, 12, 14 d 15 shared be t ween 3 is 5. Independent practice d 5, 10, 15, 2 0, 2 5, 3 0, 35, 4 0, 45, Extended practice 50, 55, 6 0 1 a Teacher to check. Look for answers Extended practice that show ability to successfully represent 12 items and that demonstrate an 1 73 88 66 98 65 56 10 0 98 understanding of equality by dividing the total into three equal groups. 68 87 86 28 72 70 88 96 b4 76 78 80 82 84 48 60 94 2 a Teacher to check. Look for answers that show ability to success f ully 74 72 48 90 86 88 90 92 represent 15 items and that demons trate an understanding of equality by dividing 71 70 63 78 68 46 64 72 the total into f ive equal groups. b 15 shared be t ween 5 is 3. 2 26 14 64 46 49 52 33 78 84 3 41 5 80 65 44 30 94 22 17 63 UNIT 1: Topic 10 53 37 28 10 12 15 16 75 39 81 92 56 70 35 86 60 95 50 20 47 Guided practice 93 87 32 55 94 91 6 25 87 59 1 Teacher to check. 3 a – c Teacher to check. Look for ans wer s 39 45 40 85 27 21 73 90 99 77 where the shapes have been divided into 2 a red b grey c green 32 24 63 72 58 68 66 43 51 31 t wo pieces and where the pieces are of Independent practice approximately the same size. Sec re t number: 3 4 4 a – c Teacher to check. Look for ans wer s 1 Teacher to check. where the shapes have been divided into 2 Teacher to check. UNIT 1: Topic 9 four pieces and the f rac tions look to be 3 of approximately equal size. 5 half quar ter Guided practice 1 a4 b3 4 f irs t, second, third, four th Independent practice 5 a cat b cow c dog d f rog 1 a 6 a 1 1 4 2 Extended practice b5 b 1 Teacher to check. Look for ans wer s that c 2 a show more than one solution and whose four par t s are of approximately equal s i z e. Extended practice b2 1 Teacher to check. 2 1 2 3 4 5 6 7 OX FOR D U N I V E RSI T Y PR E S S 123

2 N OT E: the par ticular segment s coloured b is unimpor tant. UNIT 3: Topic 1 A B C AB C A Guided practice Independent practice 1 1 a3 b2 c 2 d3 2 a b Teacher to check. 5 10 20 50 1 2 cent s cent s cent s cent s dollar dolla r s 3 a 2 a $2, $1, 5 0 c, 2 0 c, 10 c, 5c b Teacher to check. b $1 and $2 c 5c 4 a Independent practice UNIT 2: Topic 2 1 a b pink Guided practice 5 a 1 3 5 6 4 2 B B A B B AA B A 1 a halves b quar ters d halves c quar ters b 20c, 50c c $2 bB 2 a Independent practice Extended practice 1 a Two groups of 7 f rogs should be 1 a circled. b b2 c 7 2 a Four groups of 4 apple s should be b circled. 3 a b4 c 4 2 a&b Teacher to check. Look 3 for ans wer s that demons trate an understanding of repeating colour b pat ter ns and that accurately describe the pat ter n created. 3 a&b Teacher to check. Look 4 a for ans wer s that demons trate an 4 understanding of either a repeating or a growing pat ter n using shapes and that b accurately describe the pat ter n created. 5 h a l ve s quar ters 5 UNIT 4: Topic 2 Guided practice Extended practice 1 a 1 a6 b 30c b $2 2 a4 b $10 b $3 1 1 3 a5 4 2 4 a 30c b 2, 4, 6, 8, 0 ( sequence can star t at any point, e.g. 0, 2, 4, 6, 8 ) Extended practice c 32, 3 4 36 38 40 1 a 24 UNIT 4: Topic 1 b 12 circles should be coloured red. Independent practice c 6 circles should be coloured blue. Guided practice 1 a d 12 e 6 f half 1 a g quar ters h quar ter b 2 a Y Z Y Z Y Z Y b 5, 0 ( in any order) 124 OX FOR D U N I V E RSI T Y PR E S S

c 55, 6 0 65 70 5 a–b Teacher to check. Look for UNIT 5: Topic 1 ans wer s that demons trate that s tudent s 2 a can compe tently compare the area of t wo di erent objec t s and can accurately Guided practice measure using infor mal unit s. 1 a 6 paperclips long 6 Teacher to check. A ns wer s will var y b 9 paperclips long depending on the size of the blocks c 5 paperclips long and the s ticky notes used. Look for 2 zucchini ans wer s that include reasoning using the language of measurement. Independent practice 1 a–c Teacher to check. Look for UNIT 5: Topic 2 reasonable estimates of the length of the items in paperclips and ans wer s b0 c e ven that have been measured accurately by Guided practice placing the paperclips end to end with 3 a &c 1 a 3 cubes b 6 cubes d 7 cubes no gaps. c 9 cubes d A pproximately 5 small or 4 large paperclips long. Independent practice 2 T he pencil is likely to be the shor te s t 1 a 6 cubes b 4 cubes item. Look for ans wer s that include c 12 cubes d 9 cubes reasoning, using language of measurement such as shor ter and Teacher to check s tudent s ’ models. Look for responses that accurately make the l o n g e r. model using cubes and that can use the physical model to identi f y the volume. Guided practice 1 a 8 tiles b 24 tiles c 4 tiles 2 a M odel C should be circled in blue. 2 calendar b Model B should be circled in red. 3 aB bD b 19 d 19 Independent practice 4 a 35, 4 0, 45, 5 0 55 6 0, 65, 7 0 75 1 a–d Teacher to check. Look for Guided practice 8 0. Counting by? 5 reasonable estimates of the area of the 1 a 4 cups b 6 cups d 8 cups items, taking into account the size of b 4 0, 5 0, 6 0, 70, 8 0 9 0, 10 0. c 10 cups the block or tile being used, and for Counting by? 10 ans wer s that demons trate an ability to c 2 0, 2 2, 24, 2 6, 28 , 3 0 32 3 4, 36, Independent practice accurately measure by placing the tiles 3 8. Counting by? 2 or blocks with no gaps. 1 a spoon b mug 2 Teacher to check; mos t likely to be the c mug d bucke t Extended practice book or the lunch box lid. Look for There may be an oppor tunity to discuss the concept of the most 1 a–c & 2 a–c appropriate unit s to use as student s re spond to this que s tion. For example, ans wer s that include reasoning and it is possible to measure the capacity of the f ish tank using the coee mug 1 2 3 4 5 6 7 8 9 10 that demons trate an under s tanding of bu t it is not the quic ke s t o r mos t e  icient way of doing it. the concept of area. Extended practice 1 a–b Teacher to check. Look for ans wer s that demons trate accurate measurement techniques, placing the 2 a–b Teacher to check. Look for items end - to - end with no gaps or reasonable es timates of items that have 61 62 63 64 65 66 67 68 69 70 ove r l a p s . a greater and smaller capacity than the 71 72 73 74 75 76 77 78 79 80 2 pencils saucepan and jus tif ication of ans wer s 81 82 83 84 85 86 87 88 89 90 using the language of capacity. 3 a–b Teacher to check. Look for 91 92 93 94 95 96 97 98 99 100 ans wer s that demons trate accurate c A ns wer s will var y depending on measurement techniques, placing unit s the items draw n in a & b. M os t likely 1 d8 in rows with no gaps or overlaps. the mug or bucke t will be appropriate 2 d 4, 5, 9 for the f irst item and the spoon or 4 Teacher to check – ans wer s will var y 3 a 10 0, 10 2, 10 4 10 6, 10 8 , 110, 112 mug for the second. Look for ans wer s depending on the size of the blocks and 114 116 118 that provide justif ication and that s ticky notes used. Look for ans wer s demons trate an under s tanding of how b 10 5, 110, 115, 12 0, 12 5, 13 0 13 5 that include reasoning using the to choose the most appropriate unit. 14 0, 14 5 15 0 language of measurement. c 10 0, 110, 12 0, 13 0, 14 0 15 0, 16 0, 17 0 18 0 19 0 OX FOR D U N I V E RSI T Y PR E S S 125

Extended practice 2 teabag, teaspoon, coee mug, milk, ke t tle 1 a–b Teacher to check. Look for student s who are able to construc t Accept slight variance s i f s tudent s can jus ti f y their response s – e.g. the ke t tle t wo di erent models with a volume of may be lighter than the milk container if it is empty. 8 cubes, and who can describe their models using the language of volume. 2 a–b Teacher to check. Look for Extended practice 1 s tudent s who are able to make UNIT 5: Topic 4 reasonable estimates of the capacity of their chosen containers in cups, and who are then able to accurately Guided practice measure and record the result s. 1 a o’clock b o’clock c half past 6:3 0 12: 0 0 5:3 0 12:3 0 5:0 0 d half past e o’clock f half past UNIT 5: Topic 3 2 a 5 o’clock b half past 8 c half past 3 2 a 8:0 0 b 7:3 0 c 6:0 0 f 11:0 0 d 3:3 0 e 11:3 0 Independent practice 3 hal f pas t four, 4:3 0 1 Guided practice 1 a–b Teacher to check. Look for ans wer s that show an under s tanding of UNIT 5: Topic 5 the concept s of lighter and heavier and that demons trate reasonable choices in 7 o’c l o c k 11 o’c l o c k 2 o’c l o c k 6 o’c l o c k comparison with the items show n – e.g. Guided practice a glue s tick would be lighter than the 1 a months b hours c days f months paint can and a pencil would be lighter d week s e hours than the calculator. 2 a–b Teacher to check. Look for Independent practice ans wer s that show an under s tanding of 1 a–b Teacher to check. Look the concept s of lighter and heavier and for ans wer s that demons trate an that demons trate reasonable choices in under s tanding of duration by drawing comparison with the items show n – e.g. f rom familiar e vent s to choose options a bot tle of water would be heavier than that take longer than the given times, the cupcake and a car would be hea vier and that use the language of time to than the pumpkin. justif y responses. Independent practice 2 a 1 a–d Teacher to check. Look for ans wer s that show ability to choose pairs with an obvious dierence in mass, and to put the heavier and lighter item in each pair on the correc t side of 5 days 4 week s 2 hours 4 months the pan balance. b Watching a movie. 2 A ns wer s will var y depending on the 3 3 a2 3 1 mas s of each s tudent ’s pencil case and the ver sions of the items chosen. Look b1 2 3 for ans wer s that show ability to use c 3 2 1 s trategies such as he f ting to accurately half past 3 h a l f p a s t 11 half past 7 half past 2 A ns wer s may var y depending on when the s tudent ’s bir thday is. predic t the result s and ability to correc tly use a pan balance to check. 4 A ns wer s will var y depending on when Likely result s are: the s tudent ’s bir thday is. Look for a lighter b heavier c heavier d lighter f lighter ans wer s that jus tif y the response using e heavier the language of duration. Extended practice Extended practice 1 a–d A ns wer s will var y depending on 1 a 24 b7 c 4 d 12 the size of the cubes and counters used. 2 a–f A ns wer s will var y. Look for Look for ans wer s that demons trate ans wer s that identif y appropriate unit s ability to achie ve a reasonable balance to measure time, for example, hour s be t ween the given number of cubes and for shor ter time periods such as the the required number of counters and time until dinner, and week s for longer that demons trate an under s tanding of periods such as the time until the end equality of mass. of term. 126 OX FOR D U N I V E RSI T Y PR E S S

3 a–b Teacher to check. Look Extended practice for ans wer s that demons trate an UNIT 6: Topic 2 1 a–b A ns wer s will var y. Look for under s tanding of the relative duration ans wer s that show ability to accurately of e vent s, and for plausible es timates of Guided practice use positional language such as above, the duration of ac tivities chosen by the below, near, be t ween e tc. to de sc ribe 1 face student s. the position of each item. cor ner 2 a–b Teacher to check. Look for edge ans wer s that show an under s tanding of UNIT 6: Topic 1 positional language in describing where 2 cylinder, cone the dog is. Guided practice Independent practice 1 a 2 horizontal lines, 2 ver tical lines, UNIT 7: Topic 2 4 corners, 4 sides 1 The following objec t s should be circled: b 2 horizontal lines, 0 ver tical lines, a cube b triangular prism 6 corners, 6 sides Guided practice c sphere d triangular prism c 1 horizontal line, 1 ver tical line, 1 a clockwise b anticlockwise d clockwise e sphere f triangular prism b for wards 3 corners, 3 sides 2 T he cone, sphere and cylinder should be c anticlockwise d 1 horizontal line, 2 ver tical line s, circled. 2 a backwards 5 corners, 5 sides 3 a3 b2 c4 Independent practice d2 e 3 Independent practice 4 1 a clockwise b anticlockwise b clockwise 1 a&b b anticlockwise 2 a anticlockwise 3 a clockwise 4 a–g 2 Extended practice 1 a cube b cylinder 2 a drawing of a rec tangle 1 ver tical side 2 ver tical sides 2 ver tical sides 0 ver tical sides 0 ver tical sides b drawing of a rec tangle 2 horizontal 0 horizontal 2 horizontal 1 horizontal 0 horizontal sides sides sides side sides c drawing of a square or a smaller 5 sides in total 6 sides in total 8 sides in total 3 sides in total 4 sides in total 5 corners 6 corners 8 corners 3 corners 4 corners rec tangle that shows the Pent agon H e xagon Oc tagon Triangle Quadrilat eral propor tion of the side view S TA R T h the beach 3 a4 b3 c4 d5 e 1 UNIT 7: Topic 1 Extended practice 4 a parallel b not parallel 1 a&b Teacher to check. Look for c p a ra ll e l d not parallel ans wer s that show ability to accurately Guided practice e parallel f not parallel use language such as le f t, right, 1 a in the tree b in the shed for wards, backwards, clockwise and Extended practice c nex t to the tree d under the car anticlockwise to accurately describe the 1 a–b Teacher to check. Look for paths. Likely response s: Independent practice ans wer s that show ability to draw a a M ove for ward 2 space s. Tur n right. M ove for ward 1 space. shape that mee t s the criteria, and that 1 a–e Teacher to check. Look for demons trate an under s tanding of the ans wer s that show ability to accurately key language. inter pre t positional language to b M ove for ward 3 space s. Tur n right. M ove for ward 3 space s. Tur n le f t. correc tly place the items. M ove for ward 1 space. 2 a hexagon b oc tagon 2 N OT E: accept either w rit ten or draw n Teacher to check the de sc riptions. Look ans wer s f rom s tudent s. for ans wer s that show ability to use the language of shape, including side s, a the train b the boat cor ner s and line types, to accurately describe the shapes. c the blocks d the duck 3 a&b A ns wer s will var y. Look for ans wer s that show ability to accurately use positional language such as above, nex t to, le f t of, e tc. to de sc ribe the position of each item. OX FOR D U N I V E RSI T Y PR E S S 127

Independent practice UNIT 8: Topic 1 UNIT 8: Topic 2 1 a–d A ns wer s may var y based on student s’ experiences and situations. Guided practice Guided practice T he mos t likely response s are below; howe ver, any plausible re sponse should 1 1 a brow n b grey c 2 d5 5 be accepted if the s tudent can give adequate reasoning. Independent practice 4 1 a a Child ying a plane should be circled. 3 2 5 b Child at the super marke t and/or cinema should be circled. 1 4 c The sandwich or bowl of cereal G oats Horses C hic ke ns should be circled. 3 d Child having a drink should be circled. 2 2 A ns wer s will depend on s tudent s’ Independent practice 1 individual circumstances. Look for ans wer s that show ability to cor rec tly 1 a7 b5 c 4 d9 A pple B anana Orange Strawberry categorise impossible e vent s, such as 2 dinosaur s taking over the Ear th, and 1 2 3 4 5 6 7 8 9 10 that oer plausible explanations for their choices. b apple c s trawber ry 3 a maybe b impossible d2 e3 f banana g1 h Jus tin and Tran Extended practice 2 a spor t b ar t c maths 1 a Teacher to check. Look for ans wer s d reading and other e 12 that oer plausible choices for each 3 likelihood categor y and that can jus ti f y f reading reasoning using the language of chance. 10 Extended practice 2 a Cer tain or impos sible, depending 9 on the current day. 1 a A ns wer s will var y. Look for ans wer s 8 that show ability to accurately record b Cer tain or impos sible, depending on the current day. clas smates’ response s in the table. 7 Note that in some instances the total c Maybe 6 responses might be more than 10 i f some s tudent s sur veyed have more than d Could be any, depending on the s tudent ’s reasoning. 5 one pet. e Impossible 4 b Responses will var y depending on f Cer tain data collec ted. Look for ans wer s that 3 demons trate ability to accurately represent the data in a pic tograph. 2 c–e Responses will var y depending 1 on the data collec ted. Check that the B anana A pple C her ry Orange ans wer accurately inter pre t s the data. Extended practice UNIT 9 : Topic 1 1 a A ns wer s will var y. Look for ans wer s that show ability to accurately record the responses of 10 s tudent s in the Guided practice table using ticks or tally marks. 1 a Teacher to check. Look for ans wer s b A ns wer s will var y. Look for ans wer s that include justif ication using the that show ability to use the data f rom the pre vious ques tion to make an language of chance. accurate pic tograph using one - to - one cor respondence. b A ns wer s will var y depending on individual clas s time table. c impossible 128 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 1 1 A n ita Gr e en 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 978-0-19-031220-6 9 780190 312206 1 How to get in contact: web www.oxfordprimary.com/pyp email [email protected] tel +44 (0)1536 452620 fax +44 (0)1865 313472