Year 1 Textbook 1C Unit 11 – Multiplication and division

Unit 11 – Multiplication 4 Equal groups

and division ➜ pages 20–23

1 Count in 2s Discover
1. a) There are 4 rowing boats.
➜ pages 8–11 There are 2 people in each rowing boat.
b) There are 3 sailing boats.
Discover There is not the same number of people in each
1. a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 sailing boat.
There are 10 wheels. Think together
b) 2, 4, 6, 8, 10
1. There are 5 groups of 2 ice cubes.
There are 10 wheels.
2. Answers will vary depending on how many counters
Think together
are put in each circle.
1. Children count 2, 4, 6, 8, 10. For example, 3 equal groups of 2; 3 equal groups of 3.
2. Children count 2, 4, 6, 8, 10, 12, 14, 16, 18, 20. 3. Set A shows equal groups.
3. a) 2
b) 4
c) 6 5 Add equal groups
d) 8
e) 10 ➜ pages 24–27
f) 12
Discover
1. a) There are 6 shoes.
2 Count in 10s b) There are 15 flowers.
Think together
➜ pages 12–15
1. 10 + 10 + 10 = 30
Discover 2. a) 5 + 5 + 5 + 5 + 5 = 25
1. a) Children show all 10 fingers on two hands or b) 2 + 2 + 2 + 2 = 8
10 cubes. 3.
b) 2 tens is 20 altogether. 2+2+2
Think together
1. Children count 10, 20, 30.
2. Children count 10, 20, 30, 40.
5+5+5+5
3. a) Children point to and count 10, 20, 30, 40, 50.
b) Children point to and count 10, 20, 30, 40, 50.

3 Count in 5s
5+5+5
➜ pages 16–19

Discover
1. a) Each tube has 5 tennis balls. 10 + 10
b) There are 25 tennis balls in total.
Think together
1. Children count 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
2. Children count 5, 10, 15, 20, 25, 30, 35, 40.
3. a) Children point to and count 5, 10, 15, 20, 25, 30, 35,
40, 45, 50.
b) Children point to and count 5, 10, 15, 20, 25,
30, 35, 40.

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 Year 1 Textbook 1C Unit 11 – Multiplication and division

6 Make arrays Think together

1. There will be 3 groups of 4 children.
➜ pages 28–31 2. There are 6 groups (pairs) of 2 socks.
Discover 3. a) 4 towers of 5 cubes.
b) 2 towers of 10 cubes.
1. a) There are 10 seeds in each row. c) 5 towers of 4 cubes.
There are 2 rows. d) 10 towers of 2 cubes.
10 + 10 = 20 e) There are not enough cubes to make equal towers.
There are 20 seeds in total. There are 6 towers of 3 cubes, with 2 cubes left
b) Children show 2 equal rows of ten counters or over.
cubes.
Think together
1. a) Children show 3 equal rows of 5.
9 Sharing
b) There are 3 rows of 5.
c) There are 15 in total. ➜ pages 40–43

2. a) 5 + 5 = 10 Discover
b) 5 + 5 + 5 + 5 = 20
1. a) 10 shared between 2 is 5 each.
3. a) 2 + 2 + 2 = 6 2+2+2+2=8 b) 10 shared between 2 is always 5 each.
or 3 + 3 = 6 or 4 + 4 = 8
Think together
2 + 2 + 2 + 2 + 2 = 10
or 5 + 5 = 10 1. 6 shared between 2 is 3.
b) The rows and columns are not equal. 2. 6 shared between 3 is 2.
The rows do not have an equal number of counters
3. a) 12 cubes shared between 2 is 6 cubes each.
in them.
b) 12 cubes shared between 3 is 4 cubes each.
c) 12 cubes shared between 4 is 3 cubes each.
7 Make doubles d) 12 cubes shared between 5 is 2 cubes each with
2 left over.
➜ pages 32–35 e) 12 can be shared equally between 2, 3 and 4 but
not between 5.
Discover
1. a) Tariq rolled double 4.
b) Double 4 is 8.
End of unit check
Think together ➜ pages 44–51
1. a) Double 2 is 4. b) Double 3 is 6.
1. D
2. Double 1 is 2.
Double 2 is 4. 2. C
Double 3 is 6. 3. A
Double 4 is 8.
Double 5 is 10. 4. B

3. Double 6 is 12. Think!

Double 7 is 14. All 3 children are correct.
Double 8 is 16.
Double 9 is 18.
Double 10 is 20.

8 Grouping
➜ pages 36–39

Discover
1. a) There are 10 children in total.
1 group of 2.
1 group of 3.
1 group of 5.
b) Children show 5 equal groups of 2.

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 Year 1 Textbook 1C Unit 12 – Fractions

Unit 12 – Fractions b) The whole is 8.

One half is 4.
1 Recognise and find a half of a 4 is half of 8.
shape
➜ pages 48–51

Discover
1. a) Think together
1. Half of 6 is 3.
2. A and D
3. Various answers are possible:
Double 2 is 4. Half of 4 is 2.
Double 3 is 6. Half of 6 is 3.
Double 4 is 8. Half of 8 is 4.
Double 5 is 10. Half of 10 is 5.
b)
3 Recognise and find a quarter
of a shape
➜ pages 56–59

Think together Discover

1. Shape A is half shaded. 1. a) There are 4 equal parts.
2. Each part is one quarter.
Here are some possible answers: b)

a) c)

b) d)

3. Various responses are possible, such as measuring the

string or folding it in half.

2 Recognise and find a half of There are 4 equal parts.

a quantity Each part is 1 quarter.
Think together
➜ pages 52–55 1. A and B are split into equal parts.
B is split into quarters.
Discover
2. No. There are 4 parts, but they are not equal, so they
1. a) There are 8 apples. are not quarters.
8 shared equally between 2 is 4.
3. There will be 4 equal parts.

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 Year 1 Textbook 1C Unit 12 – Fractions

4 Recognise and find a quarter

of a quantity
➜ pages 60–63

Discover
1. a) Each child gets 2 oranges.
b) There are 3 oranges in each quarter.
The whole is 12 oranges.
Think together
1. 1 is a quarter of 4.
2. The whole is 16, 4 groups of 4.
3. a) 5 is a quarter of 20.
b) 6 is a quarter of 24.

End of unit check

➜ pages 64–65

1. C
2. B
3. C
4. D
Think!
Various responses are possible, but should indicate that
the whole is 10 so can be halved (5).
10 cannot be split into 4 equal parts, so Eva cannot have
a quarter of 10.

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 Year 1 Textbook 1C Unit 13 – Position and direction

Unit 13 – Position and 3 Describe position – forwards

and backwards
direction Discover
1 Describe turns
➜ pages 76–79
➜ pages 68–71
Discover
Discover 1. a) Amy will make a quarter turn to the right.
b) Walk forwards to the next cone. Make a quarter
1. a) Tom will point to the tree.
turn left. Walk forwards to the end of the maze.
b) A half turn will make you look directly behind you
each time. Think together
For example, if Tom is looking at the pond, a half 1. 1. Walk forwards 4 steps; 2. At the cone, make a
turn will mean he is looking at the playground. quarter turn left; 3. Walk forward 4 steps to the finish.
If he is looking at the tree, then a half turn will
mean he is looking at the rock. 2. 1. Walk forwards 5 steps; 2. At the cone, make a
quarter turn left; 3. Walk forward 3 steps; 4. At the
Think together cone, make a quarter turn left; 5. Walk forwards
1. Check children can make quarter turns in different 8 steps to the finish.
directions. They should understand that if they 3. You will end up at the monkey bars.
change the way they turn, they will end up facing in a If you follow Ash’s suggestion and for step 3 you walk
different direction. backwards 2 steps, you would end up at the swing.
2. Tom will face either the tree or the rock, but it
depends which direction he makes his quarter turn in.
3. Observe children as they practise making whole, half
4 Describe position – above
and quarter turns. Do they notice that making two and below
quarter turns is the same as a half turn? Or that
4 quarter turns is the same as one whole turn? ➜ pages 80–83

Discover
2 Describe position – left and 1. a) The books are above the dinosaur.
right b) The teddy is on the bottom shelf. The teddy is
below the stacking rings. The teddy is to the right
➜ pages 72–75 of the robot.
Think together
Discover
1. a) The teddy is on the bottom shelf.
1. a) The cat and the tree are on the left side of the road. b) Children should point to the stacking rings above
b) The house and the person are on the right side of the teddy.
the road. c) The books, doll and penguin on the slide are on the
top shelf.
Think together
2. Children should discuss with a partner the counter’s
1. Children’s answers will vary. Check they can accurately
position in the grid.
describe things to their left and their right.
For example: The wall is to my left. My partner Amy is 3. a) Check children can follow instructions to work out
to my right. an unknown item, for example, it is below the
helicopter (bicycle).
2. Children should lift their left/right hand and point to
b) Check children can follow instructions to work out
their left/right foot.
an unknown item, for example, it is to the right of
3. a) The lion is on the left. the boat (train).
b) The zebra is on the right.
c) The elephant is in the middle.
d) The elephant is on the left of the zebra.
e) The elephant is on the right of the lion.

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 Year 1 Textbook 1C Unit 13 – Position and direction

5 Ordinal numbers
➜ pages 84–87

Discover
1. a) The second activity is throwing a bean bag into
a bucket.
b) The fourth activity is jumping over some buckets.
Think together
1. Children should point left to right in order and say,
‘first, second, third, fourth, fifth’.
2. There is meat on the fourth pizza.
3. 1st – Asha; 2nd – Meg; 3rd – Milo; 4th – Joe; 5th – Ola;
6th – Tim; 7th – Jack; 8th – Lou.
The 7th person comes after the 6th person.
The 7th person is Jack.

End of unit check

➜ pages 88–89

1. D
2. C
3. B
Think!
There is more than one possible answer.
For example: Move one square to the right.
Make a quarter turn right. Move 2 squares forward.
Make a quarter turn left. Move one square forward.

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 Year 1 Textbook 1C Unit 14 – Numbers to 100

Unit 14 – Numbers to 4 Number line to 100

100 ➜ pages 104–107

1 Count from 50 to 100 Discover

1. a) The triangle marks the number 3.
➜ pages 92–95 The star marks the number 12.
b) 21 comes next after 20.
Discover
Think together
1. a) Count across the row and then go back and start
1. Children should point to 21 and 29 on a number line.
the next row. Continue in this way from 1 to 100.
b) Children’s answers will vary; ensure they identify a 2. a) 33, 34, 35, 36, 37, 38, 39
hidden number between 1 and 100. b) 68, 69, 70, 74, 75
c) 40, 50, 60, 70, 80, 90, 100
Think together
3. a) Can children adjust to the different start and end
1. a) Children should accurately count from 51 to 60.
points of the number lines to locate 45 accurately?
b) Children should accurately count from 61 to 70.
It is the midpoint on the top number line and half-
2. The hidden numbers are 9, 31, 59, 71, 79, 81 and 99. way between 40 and 50 on the bottom number line.
3. Children should accurately count forward 1, 2 or 3 b) Children should point to 93 on the number line.
places each time, from 0 to 100.
5 One more and one less
2 10s to 100
➜ pages 108–111
➜ pages 96–99
Discover
Discover 1. a) There are 35 shells.
1. a) All of the 10s are covered: 10, 20, 30, 40, 50, 60, 70, b) One more than 35 is 36. There are 36 shells now.
80, 90 and 100. Think together
b) Show 10 on two hands. Count aloud: 10, 20, 30, 40,
1. a) One more than 42 counters is 43 counters.
50, 60, 70, 80, 90, 100.
b) One more than 56 eggs is 57 eggs.
Think together
2. One less than 84 flowers is 83 flowers. Max has
1. The children are showing 30. 83 flowers now.
2. Children should count: 10, 20, 30, 40, 50. One less than 83 flowers is 82 flowers. Now, Max has
3. a) There are 70 flowers altogether. 82 flowers.
b) There are 100 sweets altogether. 3. a) 56, 57, 58
b) 70, 71, 72
c) 49,
 50, 51
3 Partition into 10s and 1s 66, 67, 68

➜ pages 100–103
6 Compare numbers
Discover
1. a) Children should count in 1s. There have been ➜ pages 112–115
31 days of sun.
b) Children should count in 10s and then 1 extra: Discover
10, 20, 30, 31. There have been 31 days of sun. 1. a) Children should make 35 and 39 on tens frames or
Think together with cubes.
b) Seth collected more leaves (39).
1. There have been 62 rainy days.
Children should be able to see this on the tens frames or
2. Children should count: 10, 20, 30, 40, 50, 51, 52. by comparing the cubes.
3. a) There are three 10s. There are four extra 1s. Think together
b) There are 34 stars altogether.
1. 44 is smaller than 47.
2. Children could choose any number from 66, 67, 68, 69
or 70.

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 Year 1 Textbook 1C Unit 14 – Numbers to 100

3. a) A: 38 is greater than 29 – it has more 10s.

b) 29 < 38 The hundred square shows us that
although 29 has more 1s than 38, 38 has more 10s
and so is the greater number. The further down
the hundred square the number is, the higher the
number of 10s it has, so the greater the number is.

End of unit check

➜ pages 116–117

1. C
2. C
3. B
4. C
5. A
Think!
Children should correctly make 75 with equipment.
Describe it: 75 is made up of seven 10s and five 1s.
Break it apart: 75 has the parts 70 and 5.
Children should can accurately draw or model 75.

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 Year 1 Textbook 1C Unit 15 – Money

Unit 15 – Money b)

1 Recognise coins
least greatest
➜ pages 120–130

Discover Think together

1. a) The coins in the tray to start with are: 1.
Note How many?

1 pence coin 20 pence coin 5

4
2 pence coin 50 pence coin

2
5 pence coin 1 pound coin

3
10 pence coin 2 pound coin

2. 10 pounds
b) The 5 pence coin has been removed.
Think together
1. Children should point to:
a) b) 50 pounds

20 pounds
c)

2. 2 × 1p, 1 × 2p, 3 × 10p, 4 × 20p, 2 × £1 5 pounds

3. a) 5 pence is worth 5 1 pence coins.
10 pence is worth 10 1 pence coins.
20 pence is worth 20 1 pence coins. 3. a) £5 < £50
Altogether, 35 1 pence coins = 20p + 10p + 5p b) £20 > £10
b) 20p has the greater value. c) £10 < £50

2 Recognise notes
➜ pages 124–127

Discover
1. a) 5 pound notes

10 pound notes

20 pound notes

50 pound notes

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 Year 1 Textbook 1C Unit 15 – Money

3 Count in coins
➜ pages 128–131

Discover
1. a) There are five 1 pence coins = 5 pence altogether.
There are four 2 pence coins = 8 pence altogether.
There are six 5 pence coins = 30 pence altogether.
There are four 10 pence coins = 40 pence altogether.
b) The most coins are in the 5 pence line.
The most money is in the 10 pence line.
Think together
1. a) 12 pence
b) 50 pence
c) 20 pence
2. a) 3 × 5p > 3 × 2p
b) 5 × 2p = 10p
c) 5 × 1p < 3 × 2p
3. Mia could have fifteen 1 pence coins or three 5 pence
coins.
15 is an odd number so it cannot be made with just
2 pence coins.
15 cannot be made exactly with 10 pence coins.

End of unit check

➜ pages 132–133

1. B
2. D
3. A
4. B
5. C

Think!
Various answers are possible, for example:
50p =
10p + 10p + 10p + 10p + 10p
5p + 5p + 5p + 5p + 5p + 5p + 5p + 5p + 5p + 5p
2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p
+ 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p
10p + 10p + 10p + 10p + 5p + 5p
10p + 10p + 10p + 10p + 2p + 2p + 2p + 2p + 2p
5p + 5p + 5p + 5p + 5p + 5p + 5p + 5p + 2p + 2p + 2p + 2p + 2p
5p + 5p + 5p + 5p + 5p + 5p + 5p + 5p + 10p

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 Year 1 Textbook 1C Unit 16 – Time

Unit 16 – Time 3 Months of the year

1 Before and after ➜ pages 144–147

➜ pages 136–139 Discover

1. a) Meg’s birthday is Sunday 19 November.
Discover b) There are 12 months in a year.
1. a) Before school, Nina wakes up, gets dressed, Think together
eats her breakfast, brushes her teeth and walks
1. Charlie’s birthday is Wednesday 20 April.
to school.
b) After school, Nina says goodbye to her friend, rides 2. Children should point to Thursday 8 July.
her bicycle and reads a book. 3. a) There are 12 months in a year.
Think together b) The months are: January, February, March, April,
May, June, July, August, September, October,
1. Before: children should point to Joe putting his
November, December.
boots on.
c) April, June, September and November have
After: children should point to Joe having a drink
30 days.
of water.
d) Children’s answers will vary. Check they can
2. Children’s answers will vary, for example: 1. (Before) accurately locate their birthday on a calendar.
plants a seed; 2. waters the shoot; 3. (After) the plant
grows a big flower.
3. Children’s answers will vary, for example: First, the 4 Tell the time to the hour
baker takes milk and eggs from the fridge. Then, she
puts all the ingredients in a bowl. Before it goes in ➜ pages 148–151
the oven, she mixes it all together with a spoon. Next,
she puts the cake in the oven. After it has cooked, she Discover
takes the cake from the oven and decorates it. 1. a) The time is 3 o’clock.
b) The hour hand will point to 5 and the minute hand
will point to 12.
2 Days of the week Think together
➜ pages 140–143 1. The time is 7 o’clock.
2. The time is 2 o’clock.
Discover
3. Harry has put the hour hand pointing to 11 instead of
1. a) Tuesday 10, so he has drawn 11 o’clock.
b) Yesterday was Monday and tomorrow will be Maya has mixed up the clock hands and put the
Wednesday. minute hand pointing to 4 and the hour hand
Think together pointing to 12. They should be the other way round.
1. a) Thursday
b) Sunday 5 Tell the time to the half hour
c) Monday
2. a) He is walking the dog. ➜ pages 152–155
b) He played football.
c) He will paint a picture. Discover
3. a) Before Tuesday, it was sunny on both Sunday 1. a) The time is half past 9.
and Monday. b) At half past 10, the hour hand will be between 10
b) The day after Wednesday is Thursday. On Thursday, and 11 and the minute hand will point to 6.
it will be stormy with rain, thunder and lightning.

11 12 1
10 2
9 3
8 4
7 5
6

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 Year 1 Textbook 1C Unit 16 – Time

Think together
1. The time is half past 11.
2. The time is half past 1.
3. Myra has got the clock hands the wrong way round.
The longer minute hand should be pointing to 6 and
the shorter hour hand should be pointing between
8 and 9.
Filip needed to draw the hour hand half-way between
the 2 and the 3.

End of unit check

➜ pages 156–157

1. C
2. A
3. D
4. C
5. Anya will come home on Tuesday 22 August.
Think!
Same: The minute hand on both clocks is pointing to 6,
which is half past the hour.
Different: The hour hands are pointing to different times
(between 4 and 5 and between 8 and 9).
Different: One clock is showing half past 4 and the other
is showing half past 8.

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