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Cambridge Primary Mathematics

With everything you need to plan and run your lessons, this teacher’s resource
helps you get the most out of the series. You’ll find starter activities and lesson
suggestions to supplement the learner’s book and workbook, as well as learner’s
book and workbook answers.

There are language support suggestions, along with clearly identified assessment
and differentiation ideas to help you meet all your learners’ needs. Includes access
to further lesson ideas, worksheets with additional differentiation activities and
language development worksheets in the accompanying digital resource.

CAMBRIDGE

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Primary Mathematics
• The ‘Background knowledge’ section gives you key information on each unit so
you have the detail you need to teach confidently

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• The ‘Teaching skills focus’ helps you develop your own teaching style and bring
active learning, assessment for learning and differentiation into your classroom
• ‘Common misconceptions’ highlight areas that learners frequently find
challenging and show you how to overcome them
• The ‘Learning plan’ for each topic shows you how your lessons link to the
Cambridge Primary Mathematics curriculum framework
Teacher’s Resource 1
For more information on how to access and use your digital resource,
please see inside front cover. Cherri Moseley & Janet Rees

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This resource is endorsed by
Cambridge Assessment International Education Completely Cambridge
✓ P rovides teacher support as part of a set of Cambridge University Press works with Cambridge

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resources for the Cambridge Primary Maths Assessment International Education and experienced
curriculum framework (0096) from 2020 authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
✓ H
 as passed Cambridge International’s and encourage Cambridge learners worldwide.
rigorous quality-assurance process
To find out more visit cambridge.org/
✓ Developed by subject experts cambridge-international

✓ For Cambridge schools worldwide

Registered Cambridge International Schools benefit from high-quality programmes,

assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.

Visit www.cambridgeinternational.org/primary to find out more.

Second edition Digital access

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CAMBRIDGE

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Primary Mathematics
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Teacher’s Resource 1
Cherri Moseley & Janet Rees
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permission of Cambridge University Press.

First published 2014
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Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.
Projects and their accompanying teacher guidance have been written by the NRICH Team.
NRICH is an innovative collaboration between the Faculties of Mathematics and Education
at the University of Cambridge, which focuses on problem solving and on creating
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opportunities for students to learn mathematics through exploration and

discussion: nrich.maths.org.

NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including
photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence,
and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for
example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.
Cambridge International copyright material in this publication is reproduced under licence
and remains the intellectual property of Cambridge Assessment International Education.
Test-style questions have been written by the authors. In Cambridge Checkpoint tests or
Cambridge Progression tests, the way marks are awarded may be different. References to
assessment and/or assessment preparation are the publisher’s interpretation of the curriculum
framework requirements and may not fully reflect the approach of Cambridge
Assessment International Education.

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CONTENTS

Contents
Introduction 6
About the authors 7
How to use this series 8

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How to use this Teacher’s Resource 10
About the curriculum framework 15
About the assessment 15
Introduction to Thinking and Working Mathematically 16
Approaches to learning and teaching
Setting up for success
Developing mental strategies

Teaching notes
1 Numbers to 10
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25

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2 Geometry 50
3 Fractions 59
4 Measures 65
Project Guidance: Project 1 Snakes 70
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5 Working with numbers to 10 71

Project Guidance: Project 2 Compare the rows 82
6 Position 83
7 Statistics 89
8 Time 98
9 Numbers to 20 104
Project Guidance: Project 3 Counting fish 118
10 Geometry (2) 119
Project Guidance: Project 4 Which one doesn’t belong? 128
11 Fractions (2) 129
Project Guidance: Project 5 Fair fruit 134

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

12 Measures (2) 135

13 Working with numbers to 20 143
14 Statistics (2) 160
15 Time (2) 169
16 Position, direction and patterns 175
Project Guidance: Project 6 Finding baskets 181

Digital resources

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The following items are available on Cambridge GO. For more information on how
to access and use your digital resource, please see inside front cover.

Active learning
Assessment for learning

Differentiation
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Developing learners’ language skills

Improving learning through questioning

Language awareness
Metacognition
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Skills for Life
Letter for parents – Introducing the Cambridge Primary and
Lower Secondary resources
Lesson plan template and examples of completed lesson plans
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Curriculum framework correlation

Scheme of work
Diagnostic check and answers
Answers to Learner’s Book questions
Answers to Workbook questions
Glossary

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CONTENTS

You can download the following resources for each unit:

Additional teaching ideas

Differentiated worksheets and answers
Language worksheets and answers
Resource sheets

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Introduction
Welcome to the new edition of our Cambridge Primary Mathematics series.
Since its launch, the series has been used by teachers and learners in over 100 countries for teaching
the Cambridge Primary Mathematics curriculum framework.
This exciting new edition has been designed by talking to Primary Mathematics teachers all over the
world. We have worked hard to understand your needs and challenges, and then carefully designed
and tested the best ways of meeting them.

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As a result of this research, we’ve made some important changes to the series. This Teacher’s
Resource has been carefully redesigned to make it easier for you to plan and teach the course.
The series has extensive digital and online support, including Digital Classroom which lets
you share books with your class and play videos and audio. This Teacher’s Resource also offers
additional materials available to download from Cambridge GO. (For more information on how to

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access and use your digital resource, please see inside front cover.)
The series uses the most successful teaching approaches like active learning and metacognition
and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.
Formative assessment opportunities help you to get to know your learners better, with clear learning
objectives and success criteria as well as an array of assessment techniques, including advice on
self and peer assessment.
Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered
activities, worksheets and advice about supporting learners’ different needs.
All our resources are written for teachers and learners who use English as a second or additional
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language. They help learners build core English skills with vocabulary and grammar support, as well
as additional language worksheets.
We hope you enjoy using this course.

Eddie Rippeth
Head of Primary and Lower Secondary Publishing, Cambridge University Press
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About the authors

About the authors

Cherri Moseley
After teaching in a range of primary schools, Cherri became a
mathematics consultant, working for a range of providers and
independently. She has also worked with a wide range of publishers to
write a variety of mathematics resources for teachers. For several years,

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Cherri led mathematical videoconferences with numerous schools around
the world for Motivate, part of the Cambridge Millennium Mathematics
Project, and has twice travelled to Africa to work with disadvantaged
teachers to develop their mathematics subject knowledge and teaching.
She has also visited schools in Hungary and Portugal to explore

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teaching methods and approaches. Cherri is an active member of the
Mathematical Association. She is a member of the Primary Group and
Senior Editor of Primary Mathematics, the Mathematical Association’s
journal specifically for those interested in primary mathematics
education.

Janet Rees
Janet was a teacher and then head teacher of both mainstream and
special units, working with children with varying needs, before becoming
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an advisory teacher for Primary Mathematics and then a trainer for the
National Numeracy Strategy across the east of England. She has since
worked as an independent trainer for all aspects of learning and teaching,
specialising in Primary Mathematics for children aged 4 to 11 in both
mainstream and special schools. This has included training and writing,
working with parents and other educators and with a range of publishers
both in the United Kingdom and abroad. Janet has extensive experience
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writing and developing teacher resources and training materials and has
delivered training around the world.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

How to use this series

All of the components in the series are designed to work together.

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The Learner’s Book is designed for learners to use in
class with guidance from the teacher. It offers complete
coverage of the curriculum framework. A variety of
investigations, activities, questions and images motivate
learners and help them to develop the necessary

PL mathematical skills. Each unit contains opportunities

for formative assessment, differentiation and reflection
so you can support your learners’ needs and help
them progress.
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The Teacher’s Resource is the
foundation of this series and you’ll
find everything you need to deliver the
course in here, including suggestions for
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differentiation, formative assessment

and language support, teaching ideas,
answers, tests and extra worksheets.
Each Teacher’s Resource includes:
• a print book with detailed teaching
notes for each topic
• Digital Access with all the material
from the book in digital form plus
editable planning documents, extra
teaching guidance, downloadable
worksheets and more.

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HOW TO USE THIS SERIES

The skills-focused write-in Workbook provides further

practice of all the topics in the Learner’s Book and
is ideal for use in class or as homework. A three-tier,
scaffolded approach to skills development promotes
visible progress and enables independent learning,
ensuring that every learner is supported.
Teachers can assign learners questions from one or

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more tiers for each exercise, or learners can progress
through each of the tiers in the exercise.

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Digital Classroom includes digital versions of the
Learner’s Book and Workbook, complete with pop-up
answers, designed for teachers to use at the front of
class. Easily share the books with the whole class on
your whiteboard, zoom in, highlight and annotate text,
and get your learners talking with videos, images and
DC access card cover
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interactive activities.
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Games Book cover The Games Book is a supplementary resource designed

to encourage learners to apply their mathematical
knowledge through games. It consolidates and
reinforces learning appropriate to the stage.

A letter to parents, explaining the course, is available to download

from Cambridge GO (as part of this Teacher’s Resource).

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver
the content in our Cambridge Primary Mathematics resources. Some of the material is provided as

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downloadable files, available on Cambridge GO. (For more information about how to access and
use your digital resource, please see inside front cover.) See the Contents page for details of all the
material available to you, both in this book and through Cambridge GO.

Teaching notes

be used to deliver the topic.

Topic Approximate
number of
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This book provides teaching notes for each unit of the Learner’s Book and Workbook.
Each set of teaching notes contains the following features to help you deliver the unit.

The Unit plan summarises the topics covered in the unit, including the number of learning hours
recommended for the topic, an outline of the learning content and the Cambridge resources that can

Outline of learning content Resources

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learning hours
1.1 Counting sets 4 Linking the value of numbers Learner’s Book Section 1.1
of objects to quantities through
counting. Introducing 0. Workbook Section 1.1
Resource sheet 1A
Resource sheet 1B
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Cross-unit resources
Digital Classroom: Unit 1 multimedia enhancement
Digital Classroom: Unit 1 activity
Learner’s Book Check your progress
Language worksheet 1A

The Background knowledge feature explains prior

knowledge required to access the unit and gives BACKGROUND KNOWLEDGE
suggestions for addressing any gaps in your learners’
prior knowledge. This unit teaches learners how to count objects
and actions up to 10. Learners will develop their
Learners’ prior knowledge can be informally understanding of the first three counting principles:
assessed through the Getting started feature in the
• The one-one principle. Learners must say
Learner’s Book. (See the Assessment for Learning
only one number name for each object they
downloadable file section for more information.)
are counting.

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How to use this series

The Teaching skills focus feature covers a teaching skill

and suggests how to implement it in the unit. TEACHING SKILLS FOCUS

Manipulatives
Learners learn so much more and develop a deeper
understanding if they explore and discover for
themselves. Using manipulatives allows learners to
see the mathematics for themselves.

Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a
learning topic.

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At the start of each section, the Learning plan table includes the framework codes, learning
objectives and success criteria that are covered in the section.
It is helpful to share learning objectives and success criteria with your learners at the start
of a lesson so that they can begin to take responsibility for their own learning. This also helps
develop metacognitive skills.

LEARNING PLAN

Framework codes

1Nc.01 PL
Learning objectives

• Count objects from zero to 10,

recognising conservation of number and
one-to-one correspondence.
Success criteria

• Learners can successfully

count any collection of up to
10 objects.
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The Language support feature contains suggestions for
how to support learners with English as an additional LANGUAGE SUPPORT
language. The vocabulary terms and definitions from
the Learner’s Book are also collected here. Estimate: a guess that is influenced by what you
know already
How many are there?: a question asking you to find
out how many objects are in the set
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There are often Common misconceptions associated with particular learning topics. These are listed,
along with suggestions for identifying evidence of the misconceptions in your class and suggestions
for how to overcome them.

Misconception How to identify How to overcome

Learners miscount because they Give learners small collections to Encourage learners to touch and move
do not arrange objects in a row count. each object as they count it. This could
or pattern and therefore include be counting from one container to
the same object twice or miss it another. Slowing down and exaggerating
altogether. the movement should help. Then
encourage learners to arrange objects
in a row, on a ten frame or in another
pattern to support counting.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

For each topic, there is a selection of Starter ideas, Main teaching ideas and Plenary ideas.
You can pick out individual ideas and mix and match them depending on the needs of your
class. The activities include suggestions for how they can be differentiated or used for assessment.
Homework ideas are also provided.

Starter idea Main teaching idea

What is inside? (10 minutes + 10 minutes How many are there? (40 minutes)
Getting started exercise) Learning intention: Learners can count a collection
Resources: Box or gift bag with some objects inside. of up to ten objects correctly by arranging objects in
No more than 5 of any set, for example 1 key, 2 a row and touching or pointing to each object in turn

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pencils, 3 large buttons, 4 small toys and 5 bricks. as they count. Learners say one counting number for
Alternatively, link the objects to your current topic. each object and in the correct order.

The Cross-curricular links feature provides suggestions

CROSS-CURRICULAR LINKS

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for linking to other areas of the Primary curriculum.

Thinking and Working Mathematically skills are woven

throughout the questions in the Learner’s Book and
Workbook. These questions, indicated by ,
incorporate specific characteristics that encourage
mathematical thinking.
There are objects to count everywhere. Count
objects linked to a particular topic, for example,
seeds for a growing topic.

Guidance on selected Thinking and

Working Mathematically questions
Learner’s Book Exercise 1.1 question 8
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The teaching notes for each unit identify all of these Estimating uses all of a learner’s current number
questions and their characteristics. The Guidance on selected skills. Through counting objects and looking at
Thinking and Working Mathematically questions section patterns, learners are beginning to understand what
then looks at one of the questions in detail and provides is meant by each number. They are generalising when
more guidance about developing the skill that it supports. they apply the number to the set, regardless of what
Additional teaching notes are provided for the six the set contains.
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NRICH projects in the Learner’s Book, to help you

make the most of them.
Projects and their accompanying teacher
PROJECT GUIDANCE: PROJECT 1: SNAKES
guidance have been written by the NRICH
Team. NRICH is an innovative collaboration Why do this project?
between the Faculties of Mathematics and This task provides opportunities for learners to develop
Education at the University of Cambridge, language to describe and compare (in particular)
which focuses on problem solving and on length and thickness, and to find different ways of
creating opportunities for students to learn measuring these two attributes. Learners will be making
mathematics through exploration and discussion. conjectures as they suggest whose snake is the longest/
https://nrich.maths.org. shortest and then developing their reasoning in order to
Digital Classroom: If you have access to convince others.
Digital Classroom, these links will suggest
when to use the various multimedia
enhancements and interactive activities.

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How to use this series

Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from
Cambridge GO.
Helpful documents for planning include:
• Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources:
a template letter for parents, introducing the Cambridge resources.
• Lesson plan template: a Word document that you can use for planning your lessons. Examples of
completed lesson plans are also provided.
• Curriculum framework correlation: a table showing how the Cambridge Primary Mathematics

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resources map to the Cambridge Primary Mathematics curriculum framework.
• Scheme of work: a suggested scheme of work that you can use to plan teaching throughout
the year.
• a set of documents providing more detailed information about teaching approaches.
Each unit includes:
•
each section in the unit.

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Additional teaching ideas: additional starter, main and plenary activity ideas are provided for

• Differentiated worksheets: these worksheets are provided in variations that cater for different
abilities. Worksheets labelled ‘A’ are intended to support less confident learners, worksheets
labelled ‘B’ cater for most learners, and worksheets labelled ‘C’ are designed to challenge more
confident learners. Answer sheets are provided.
• Language worksheets: these worksheets provide language support and can be particularly
helpful for learners with English as an additional language. Answer sheets are provided.
• Resource sheets: these include templates and any other materials that support activities described
in the teaching notes.
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Additionally, the Teacher’s Resource includes:
• Diagnostic check and mark scheme: a test to use at the beginning of the year to discover the level
that learners are working at. The results of this test can inform your planning.
• Answers to Learner’s Book questions
• Answers to Workbook questions
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• Glossary

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

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About the curriculum framework

About the curriculum

framework
The information in this section is based on the Cambridge Primary Mathematics curriculum
framework (0096) from 2020. You should always refer to the appropriate curriculum framework

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document for the year of your learners’ assessment to confirm the details and for more information.
Visit www.cambridgeinternational.org/primary to find out more.
The Cambridge Primary Mathematics curriculum framework from 2020 has been designed to
encourage the development of mathematical fluency and ensure a deep understanding of key
mathematical concepts. There is an emphasis on key skills and strategies for solving mathematical

•
•
Geometry and Measure
Statistics and Probability.
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problems and encouraging the communication of mathematical knowledge in written form and
through discussion.
At the Primary level, it is divided into three major strands:
• Number

Algebra is introduced as a further strand in the Cambridge Lower Secondary Mathematics

curriculum framework.
Underpinning all of these strands is a set of Thinking and Working Mathematically characteristics
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that will encourage learners to interact with concepts and questions. These characteristics are
present in questions, activities and projects in this series. For more information, see the Introduction
to Thinking and Working Mathematically section in this resource, or find further information on the
Cambridge Assessment International Education website.
A curriculum framework correlation document (mapping the Cambridge Primary Mathematics
resources to the learning objectives) and scheme of work are available to download from Cambridge
GO (as part of this Teacher’s Resource).
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About the assessment

Information concerning the assessment of the Cambridge Primary Mathematics curriculum
framework is available on the Cambridge Assessment International Education
website: www.cambridgeinternational.org/primary

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Introduction to
Thinking and Working
Mathematically

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Thinking and Working Mathematically is an important part of the Cambridge Primary Mathematics
course. The curriculum identifies four pairs of linked characteristics: specialising and generalising,
conjecturing and convincing, characterising and classifying, and critiquing and improving.

Thinking and Working Mathematically

characteristic
Specialising

Generalising

Conjecturing
PL Definition

Choosing an example and checking to see

if it satisfies or does not satisfy specific
mathematical criteria
Recognising an underlying pattern by
identifying many examples that satisfy the
same mathematical criteria
Forming mathematical questions or ideas
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Convincing Presenting evidence to justify or challenge a
mathematical idea or solution
Characterising Identifying and describing the mathematical
properties of an object
Classifying Organising objects into groups according to
their mathematical properties
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Critiquing Comparing and evaluating mathematical

ideas, representations or solutions to identify
advantages and disadvantages
Improving Refining mathematical ideas or
representations to develop a more effective
approach or solution

Please note that the Learner’s Book and Workbook include an introductory section explaining the
eight characteristics. The definitions have been simplified for learners, so please be aware that the full
definitions for the characteristics are as shown in the table.
There are many opportunities for learners to develop these skills throughout Stage 1. Throughout
the exercises in the Learner’s Book and the Workbook, we have added this icon alongside
questions that can be used by you with your learners to develop the Thinking and Working
Mathematically characteristics. There is a list of these questions and their intended characteristics in
the introduction to this resource.

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Introduction to Thinking and Working Mathematically

This section provides examples of questions that require learners to demonstrate the characteristics,
along with sentence starters to help learners formulate their thoughts. Within the teaching notes for
each unit, we have also selected one question or activity from each exercise and provided further
guidance on Thinking and Working Mathematically within the context of these questions to help
guidance and familiarise you with all of the characteristics.

Specialising and generalising

Use an example Test an idea

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Specialising and
generalising

Specialising
Say what would

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happen if . . . Give an example

Specialising involves choosing and testing an example to see if it satisfies or does not satisfy specific
maths criteria. Learners look at specific examples and check to see if they do or do not satisfy
specific criteria.
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Example: When building a tower using 3D shapes, learners are discussing, exploring and agreeing on
the features of different shapes in order to make the tallest tower possible.
Learners show they are specialising when they choose 3D shapes and check to see whether they can
be used to build the tower.

SENTENCE STARTERS
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• I could try . . .
• . . . is the only one that . . .
• . . . is the only one that does not . . .

Generalising
Generalising involves recognising a wider pattern by identifying many examples that satisfy the same
maths criteria. Learners make connections between shapes and use these to form rules or patterns.
Example: Working with a partner, each learner takes a turn to pick a shape out of a bag, show it and
discuss its properties.
Using the attributes of the shapes, learners can sort or group them according to specific maths
criteria such as edges, faces or surfaces and identify a shape that doesn’t fit in a group.
Learners will show they are generalising when they notice that all the shapes in a set have the same
criteria and can be used to make rules or patterns.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

SENTENCE STARTERS
• I found the pattern . . . so . . .
• I think this . . . because . . .
• I could try . . .

Conjecturing and convincing

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Talk maths Make a statement

Persuade someone
PLConjecturing and
convincing

Share an idea
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Conjecturing
Conjecturing involves forming questions or ideas about mathematical patterns. Learners say what
they notice or why something happens or what they think about something.
Example: When learners are working with fractions and are folding and cutting different shapes into
two equal pieces, using those to make patterns, they will be able to ask questions of their partner
and give ideas of their own.
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Learners will show they are conjecturing when they offer ideas, such as suggesting a square always
follows a triangle.

SENTENCE STARTERS
• I think that . . .
• I wonder if . . .
• I’ve noticed that . . .

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Introduction to Thinking and Working Mathematically

Convincing
Convincing involves presenting evidence to justify or challenge mathematical ideas or solutions.
Learners persuade people (a partner, group, class or an adult) that a conjecture is true.
Example: When working and ordering three different coloured cubes, learners are asked to find as
many different ways of ordering them as they can with no pattern repeated and then present the
evidence to justify their answers.
Learners will show they are convincing when they can offer evidence that supports their conjecture.

SENTENCE STARTERS
• This is because . . .

E
• You can see that . . .
• I agree with . . . because . . .
• I disagree with . . . because . . .
• I think that . . .

Characterising and classifying PL

Spot a pattern Organise into groups
M
Characterising and
classifying
SA

Say what is the same and

what is different

Characterising
Characterising involves identifying and describing the properties of mathematical objects. Learners
identify and describe the mathematical properties of a number or object.
Example: If the total number of objects can be counted in twos (pairs), then it is an even number.
Odd numbers have an extra one without a pair.
Odd and even numbers alternate: odd, even, odd, even and so on.
Learners will show they are characterising when they identify what is the same about even numbers.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

SENTENCE STARTERS
• This is the same as . . .
• These are all the same because they all . . .
• These are different because . . .

Classifying
Classifying involves organising mathematical objects into groups according to their properties.
Learners organise objects or numbers into groups according to their mathematical properties.

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They use Carroll and Venn diagrams.
Example: Sort the bugs into a Venn diagram in 2 different ways.

For example: cannot fly or 6 legs.

those that show a negative.

SENTENCE STARTERS
• . . . go together because . . .
PL
Learners will show they are classifying when they sort the bugs into those that show a positive and

• I can organise the . . . into groups according to . . .

M
Critiquing and improving
Find the error Correct the error
SA

Critiquing and
improving

Critiquing
Critiquing involves comparing and evaluating mathematical ideas for solutions to identify
advantages and disadvantages. Learners compare methods and ideas by identifying their advantages
and disadvantages.
Example: Sofia and Marcus each recorded a way to get to 15. Discuss which method you think is
best and why.
Sofia recorded: 10 + 5 = 15

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Introduction to Thinking and Working Mathematically

+ 10 +5

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Marcus recorded: 2 + 3 + 2 + 3 + 2 + 3 = 15

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

This question provides an opportunity for learners to practise critiquing when they are asked to
compare different methods, discussing advantages and disadvantages. Sofia used a jump of 10 and a
jump of 5 to get to 15. Marcus suggested a series of alternate jumps of 2 then 3.

PL
Learners may comment that Sofia’s method has the advantage of being familiar and efficient. They
may comment on the pattern of Marcus’ jumps, remembering that 2 + 3 = 5 but also comment that
its disadvantage is that it is not an efficient method.

SENTENCE STARTERS
• Have you tried . . .
• It might be better to . . .
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Improving
Improving involves refining mathematical ideas to develop a more effective approach or solution.
Learners find a better solution.
Example: Are they all possible?
SA

Learners are improving when they correct the models.

SENTENCE STARTERS
• . . . fit together and balance because . . .
• . . . do not fit together and do not balance because . . .

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Approaches to
learning and teaching
The following are the teaching approaches underpinning our course content and how we understand
and define them.

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Active learning
Active learning is a teaching approach that places student learning at its centre. It focuses on how
students learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think

Assessment for Learning PL

hard’, rather than passively receive information. Active learning encourages learners to take
responsibility for their learning and supports them in becoming independent and confident learners
in school and beyond.

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used
to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
M
gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.

Differentiation
Differentiation is usually presented as a teaching approach where teachers think of learners as
SA

individuals and learning as a personalised process. Whilst precise definitions can vary, typically the
core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or
context, make progress towards their learning intentions. It is about using different approaches and
appreciating the differences in learners to help them make progress. Teachers therefore need to be
responsive, and willing and able to adapt their teaching to meet the needs of their learners.

Language awareness
For many learners, English is an additional language. It might be their second or perhaps their third
language. Depending on the school context, students might be learning all or just some of their
subjects through English.
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that students access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.

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Approaches to learning and teaching

Metacognition
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people

E
from around the globe? To create innovation as technology increasingly takes over routine work?
To use advanced thinking skills in the face of more complex challenges? To show resilience in the
face of constant change? At Cambridge, we are responding to educators who have asked for a
way to understand how all these different approaches to life skills and competencies relate to their
teaching. We have grouped these skills into six main Areas of Competency that can be incorporated
into teaching, and have examined the different stages of the learning journey and how these
competencies vary across each stage.
These six key areas are:
•
•
•
•
•
•
PL
Creativity - finding new ways of doing things, and solutions to problems
Collaboration - the ability to work well with others
Communication - speaking and presenting confidently and participating effectively in meetings
Critical thinking - evaluating what is heard or read, and linking ideas constructively
Learning to learn - developing the skills to learn more effectively
Social responsibilities - contributing to social groups, and being able to talk to and work with
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people from other cultures.

Cambridge learner and teacher attributes

This course helps develop the following Cambridge learner and teacher attributes.

Cambridge learners Cambridge teachers

SA

Confident in working with information and Confident in teaching their subject and
ideas – their own and those of others. engaging each student in learning.
Responsible for themselves, responsive to Responsible for themselves, responsive to
and respectful of others. and respectful of others.
Reflective as learners, developing their ability Reflective as learners themselves, developing
to learn. their practice.
Innovative and equipped for new and future Innovative and equipped for new and future
challenges. challenges.
Engaged intellectually and socially, ready to Engaged intellectually, professionally and
make a difference. socially, ready to make a difference.

Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Examinations.
More information about these approaches to learning and teaching is available to download from
Cambridge GO (as part of this Teacher’s Resource).

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Setting up for success

Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate student learning.
Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities
to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-
solving skills.
Some ideas to consider to encourage an active learning environment are as follows:

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• Set up seating to make group work easy.
• Create classroom routines to help learners to transition between different types of activity
efficiently, e.g. move from pair work to listening to the teacher to independent work.
• Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
•

1
PL
Start a portfolio for each learner, keeping key pieces of work to show progress at
parent–teacher days.
Have a display area with learner work and vocab flashcards.

Planning for active learning

Planning learning intentions and success criteria: these are the most important features of the
lesson. Teachers and learners need to know where they are going in order to plan a route to
get there.
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2 Introducing the lesson: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity where all learners are active from the start of the lesson.
3 Managing activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged; create opportunities for discussion around key concepts.
4 Assessment for Learning and differentiation: use a wide range of Assessment for Learning
SA

techniques and adapt activities to a wide range of abilities. Address misconceptions at

appropriate points and give meaningful oral and written feedback which learners can act on.
5 Plenary and reflection: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have learnt compared to the beginning of the lesson; build on
and extend this learning.

To help planning using this approach, a blank Lesson plan template is available to download from
Cambridge GO (as part of this Teacher’s Resource). There are also examples of completed lesson plans.
We offer a range of Professional Development support to help you teach Cambridge Primary
Mathematics with confidence and skill. For details, visit cambridge.org/education

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Developing mental strategies

Developing mental
strategies
Teachers cannot see what is going on inside a learner’s head, but they can hear it and see the results.
Learners can describe, show and explain their thinking using counting objects, shapes, patterns,

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measuring tools or something else. To find out what learners are thinking, you may need to listen
in when learners talk to or show a partner or a group, ask learners questions or simply ask learners
to explain. As Stage 1 progresses, learners will be increasingly able to use spoken and written
words, diagrams, symbols and other written work to show their thinking, often alongside practical
resources.

PL
Mental strategies are not restricted to calculations. Visualising patterns, shapes and quantities is a
key skill which supports learners to develop their mental imagery and strategies across all areas of
mathematics. As learners manipulate objects, they are internalizing their actions and making sense
of the mathematics. This often begins with counting, a key skill which helps learners to develop their
understanding of how our number system works and how it all fits together.
Counting is a complex skill. There are 5 important principles, identified by Gelman and Gallistel.

The one-one principle

Each object must be given only one counting word, so learners need to recognise which objects they
have counted and which they have not.
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The stable-order principle
The counting words are always in the same order. To be able to count successfully, learners must
know at least the same number of counting words, used in the correct order, as the objects they are
counting.

The cardinal principle

SA

The number name given to the final object when counting is the end of the count and represents the
number of items in that collection.

The abstraction principle

Any collection can be counted, though it is easier for young learners to count objects at first.
Counting sounds, imaginary objects and counting on should follow a little later.

The order-irrelevance principle, also known as conservation

of number
The order the objects are counted in does not matter, provided every item in the collection is counted
once and only once.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Counting can be considered one of the first and most important mental strategies that learners
need to develop. Learners will not be aware of these 5 principles, but as a teacher you can use these
principles to help you identify and deal with any misconceptions.
Learners will begin to use number tracks and number lines as well as shapes, clocks and measuring
instruments for support as they develop their understanding. They can also use these resources to
help them explain their thinking. Teachers need to introduce and model the relevant vocabulary
so that learners have the words they need to talk about their strategies. Class teachers should value
learner’s intuitive methods and will also introduce methods and approaches for learners to practise.
Learners should then have the opportunity to choose which strategy to use and develop their own.
Any method that works is a correct method. It is important that you provide regular opportunities
for learners to explain and discuss their methods, so they share ideas with one another and acquire

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a range of mental strategies. This helps to raise learner’s awareness of other strategies and develop
their confidence and fluency. This could be through mini plenaries within the session or during
a closing plenary. Not all learners will carry out a mental calculation in the same way, but some
methods are more efficient and reliable than others. If you allow time for learners to discuss, explain
and compare different methods you can support them to choose and use efficient methods. Learners
will see the need for methods that can be applied generally, and this eventually leads towards using
standard written methods.

PL
Use starters to practice basic skills such as counting, patterns and the features of shapes. Focus
on an area that is relevant for the session. For example, if you are about to work on counting
to 20, then count to 10 in the starter. If learners struggle with an aspect of the starter, identify the
misconception and clarify that before moving on to the main session.

Key starters
• Count to 10, forward and back, in different voices, for example: deep like a giant, squeaky like
a mouse, quiet as a whisper, loud as a countdown, slow as a creature waking up, fast as a bee
flitting from flower to flower. Learners could also count in twos.
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• Practise and consolidate the rapid and accurate recall of number facts. For number bonds for 10,
prepare 6 cards with the numbers 0, 1, 2, 3, 4, 5 on the front and 5, 6, 7, 8, 9, 10 on the reverse.
Shuffle the cards and show them, one at time, to the learners. Learners call back the complement
to that number for 10. Shuffle the cards and flip some over and repeat.
• Revise and share mental strategies for tackling a number problem, perhaps discussing what
learners did in a previous session.
SA

• Revisit a concept to revise what it means and how to use it, for example, doubling or halving.
What is a double? How do you find one? Can you do it in a different way? What is half ? How can
you find half of a shape or number? Can you do it another way?
• Extend a pattern at either end. Ask, for example: What comes next in my pattern? What could I
put here? What is missing? Have I made a mistake?
• Explore shapes, for example, put a shape in a bag and expose just a small part of it. Ask, for
example: What do you see? What shape could it be? What shape can’t it be? Compare two shapes,
asking, What is the same? What is different? Is this a good shape for building with? Why?

Key plenaries
• Share different mental strategies used in the session.
• Ask learners to explain why they used that method or approach and if they would use the same
approach again.
• Discuss other approaches that could have been used.

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Developing mental strategies

• Complete a puzzle based on the session. Ask learners how they found their solution.
• If I know this, what else do I know?
• If the answer is 5 (or square or something else), what could the question be?
• True or false? How do you know?
• Reinforce the correct use of mathematical vocabulary.
Asking learners to explain their mental strategies can happen at any time during a session.
Useful questions include:
• How do you know how many without counting?
• How did you find your answer?

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• Can you do it a different way?
• Can you show me what you mean?
• How do you know?
• Why can’t the answer be…?

•
•
•
•
•
PL
By the end of Stage 1, learners should be able to:
• Count to and back in ones (0 - 20).
Regroup a number in different ways.
Use patterns of similar calculations.
Recall some number facts to 10 and particularly number bonds for 10.
Extend a pattern, notice and correct mistakes in patterns.
Recognise, describe and use some features of 2D and 3D shapes.
This is not an exhaustive list, but they are key areas which will be built upon in Stage 2.
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References
Gelman, R. & Gallistel, C. (1978) The Child’s Understanding of Number. Cambridge, MA.
Harvard University Press.
SA

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

1 Numbers to 10
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
1.1 Counting 4 Linking the value of Learner’s Book Section 1.1

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sets of objects numbers to quantities
through counting. Workbook Section 1.1
Introducing 0. Resource sheet 1A
Resource sheet 1B

PL Resource sheet 1D
Resource sheet 1E
Resource sheet 1F
Resource sheet 1G
Resource sheet 1H
Resource sheet 1I
Resource sheet 1J
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Worksheet 1A
Worksheet 1B
Worksheet 1C
Language worksheet 1A
SA

Language worksheet 1B
Additional teaching ideas for Section 1.1
1.2 Say, read 4 Using number rhymes Learner’s Book Section 1.2
and write to help recall and use
numbers to 10 the correct order of Workbook Section 1.2
the number words. Resource sheet 1C
Resource sheet 1D
Resource sheet 1M
Additional teaching ideas for Section 1.2
Digital Classroom: Interactive number track

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1 Numbers to 10

1.3 Comparing 4 Comparing small Learner’s Book Section 1.3

numbers quantities using more
than, less than, greater Workbook Section 1.3
than, fewer than and Resource sheet 1D
the same as.
Resource sheet 1E
Resource sheet 1F
Resource sheet 1J
Additional teaching ideas for Section 1.3

E
1.4 Number 4 Learning the written Learner’s Book Section 1.4
words word for numbers to
10, including zero. Workbook Section 1.4
Resource sheet 1D
Resource sheet 1F

1.5 Odd and

even numbers
4 PLExploring odd and
even numbers through
making pairs and
Resource sheet 1G
Resource sheet 1K
Additional teaching ideas for Section 1.4
Learner’s Book Section 1.5
Workbook Section 1.5
looking at the pattern Resource sheet 1B
of the numbers.
Resource sheet 1D
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Resource sheet 1G
Resource sheet 1L
Additional teaching ideas for Section 1.5
Cross-unit resources
Digital Classroom: Unit 1 multimedia enhancement
SA

Digital Classroom: Unit 1 activity

Learner’s Book Check your progress
Language worksheet 1A
Language worksheet 1B

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Thinking and Working Mathematically questions in Unit 1

Questions TWM characteristics covered
Learner’s Book
Exercise 1.1 question 7 Generalising
Exercise 1.1 question 8 Specialising, Generalising
Exercise 1.1 Let’s investigate Convincing
Exercise 1.2 question 6 Generalising
Exercise 1.2 question 7 Generalising

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Exercise 1.3 question 5 Specialising, Generalising, Conjecturing
Exercise 1.3 question 9 Generalising
Exercise 1.3 Let’s investigate Specialising, Generalising, Conjecturing
Exercise 1.4 question 4 Generalising
Exercise 1.4 Let’s investigate
Exercise 1.5 question 2
Exercise 1.5 question 3
Exercise 1.5 question 4
Exercise 1.5 Let’s investigate
Exercise 1.5 question 5
Workbook
Exercise 1.1 question 4
PL Conjecturing, Convincing
Generalising
Generalising
Generalising
Generalising, Conjecturing
Conjecturing, Convincing

Specialising, Generalising
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Exercise 1.1 question 9 Specialising, Generalising, Conjecturing
Exercise 1.1 question 10 Specialising, Generalising, Conjecturing
Exercise 1.2 question 5 Specialising, Generalising
Exercise 1.2 question 7 Specialising, Generalising
Exercise 1.2 question 9 Specialising, Generalising
Exercise 1.3 question 1 Specialising, Generalising
SA

Exercise 1.3 question 6 Specialising, Generalising

Exercise 1.3 question 13 Specialising, Generalising
Exercise 1.4 question 4 Specialising, Generalising
Exercise 1.5 question 1 Specialising, Generalising, Conjecturing, Convincing
Exercise 1.5 question 6 Conjecturing, Convincing
Exercise 1.5 question 7 Conjecturing, Convincing

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1 Numbers to 10

BACKGROUND KNOWLEDGE

This unit teaches learners how to count objects explores numbers to 10, extending to 20 in the
and actions up to 10. Learners will develop their second half of the year.
understanding of the first three counting principles: Digital Classroom: Use the multimedia
• The one-one principle. Learners must say enhancement to introduce the different ways that
only one number name for each object they are numbers are used, for example, as labels or to
counting. Pointing to or touching each object as show how many items there are. The i button will
they say the number names in the correct order explain how to use the multimedia enhancement.
is important as it helps to ensure that all the
objects in the set are included in the count. Supporting learners with the Getting started

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• The stable-order principle. Learners must exercise
say the number words in the correct order. If learners struggle with the Learner’s Book
At first, the words may be said with little questions, provide more experience with numbers
understanding of what they mean. to 5. Counting to at least 5 should be secure before
• The cardinal principle. Over time, learners will learners move on to counting to 10.

be the same.
PL
recognise that the last number said tells them
how many objects they have counted.
Learners will also recognise that they can count
objects and actions in any order, the total will still

As learners develop some understanding of the

value of each of the numbers to 10, they will
begin to be able to compare them and explore
simple patterns.
These are key early steps towards developing a
• Use the Cambridge Primary Mathematics
Starter Books, A, B and C. Book A focuses on
numbers to 5, Book B focuses on numbers
to 7 and Book C focuses on numbers to 10.
Some activities overlap with the content in
Unit 1, making the books a useful source of
other activities.
• Use Resource sheet 1A: 1 to 5 spinner
templates for learners to spin, say the number
and count out that many objects.
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sense of number. The deeper the understanding • Use Resource sheet 1B: Monster order for
of single-digit numbers and 10, the easier it will be learners to order numbers to 5.
to extend understanding to the rest of our number
system. For this reason, the first half of the year

TEACHING SKILLS FOCUS

SA

Manipulatives Manipulatives could be counters, cubes, small

Learners learn so much more and develop a stones, beans or something else. If possible, use
deeper understanding if they explore and discover small counting objects that link with any current
for themselves. Using manipulatives allows learners topic. Each object represents one. To prevent
to see the mathematics for themselves. When they misconceptions from developing, use only
make physical changes to a set of objects, learners small whole objects at this stage. Set aside one
can see the effect of their actions. Seeing what is session for learners to play with manipulatives
meant by mathematical words such as more than, before expecting them to use these to support
fewer than, the same, odd and even helps learners their learning. Work alongside the learners,
to develop deep understanding. making suggestions but not doing it for them.
Watching someone else moving objects around
Learners should use a wide range of materials
is not enough – learners need to experience this
to explore numbers and their characteristics.
for themselves.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CONTINUED

Pictures within the Learner’s Book and Workbook whenever they are doing any mathematics and
reflect the classroom experiences of the learners. perhaps at other times too?
Encourage learners to get out similar materials • Could your classroom now be considered an
(if available) to manipulate to support their active learning environment? (More on this
developing understanding. in Unit 3.)
At the end of this unit, consider which • If colleagues came into your classroom,
manipulatives were regularly used by the learners. could they tell that learners were engaged
• Should you consider changing some of these? in mathematics?
• Have you organised the classroom so that

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learners have access to these resources

1.1 Counting sets of objects

LEARNING PLAN

Framework codes

1Nc.01
PL
Learning objectives

• Count objects from zero to 10,

recognising conservation
of number and one-to-one
correspondence.
Success criteria

• Learners can successfully count any

collection of up to 10 objects.
• They say the number names in
order, say one number for each
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object and recognise that the last
number said is the total.
• Learners also recognise that the
order they count the objects in
does not matter.

1Nc.02 • Recognise the number of objects • Learners are beginning to subitise,

SA

presented in familiar patterns up that is, know how many without

to 10, without counting. counting.
• Learners recognise familiar patterns
of objects on a ten frame or in
a domino pattern and smaller
quantities in random arrangements.

1Nc.03 • Estimate the number of objects Learners are beginning to get a sense
or people (up to 10) and check of numbers and can give a sensible
by counting. estimate of how many when they
cannot immediately subitise.

1Np.01 • Understand that zero represents Learners can label an empty box,
none of something. a blank domino and other examples
with 0.

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1 Numbers to 10

LANGUAGE SUPPORT

Learning a new word or phrase in mathematics Estimate: a guess that is influenced by what you
is just the same as learning a new word when know already
speaking or writing. Draw learners’ attention to How many are there?: a question asking you to
the word and explain its meaning. Say it and write find out how many objects are in the set
it, or point out the written word. Then model its
Row: a set of objects or pictures arranged in a line
use and encourage learners to use it appropriately.
Reading a word is usually easier than writing it at Set: a group of things
first. Provide learners with a copy of the word for Subitise (or subitize): know how many without
them to copy when writing, but gradually remove counting due to familiar pattern layouts

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this support. Total: how many there are altogether

Common misconceptions
Misconception How to identify How to overcome
Learners miscount because
they do not arrange objects
in a row or pattern and
therefore include the same
object twice or miss it
altogether.
Learners do not recognise
that the last number said is
the total. When asked how
many, they count again.
PL
Give learners small
collections to count.

When you ask learners to

get you four of something
and they present a
different quantity.
Encourage learners to touch and move each
object as they count it. This could be counting
from one container to another. Slowing down and
exaggerating the movement should help. Then
encourage learners to arrange objects in a row, on a
ten frame or in another pattern to support counting.
Practise counting, including placing objects in a
row alongside a number track. Focus on the last
object, saying, for example, ‘1, 2, 3, 4. That’s 4
altogether,’ with finger resting on the last object or
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the number on the number track.

Starter idea Ask a learner to find all the buttons (for example),
show the class and then count them together. Repeat
What is inside? (10 minutes + 10 minutes for the other objects. Focus on giving the learners who
Getting started exercise) found the diagnostic check difficult plenty of counting
practice. As objects are counted, make a list on the
SA

Resources: Box or gift bag with some objects inside. No

more than 5 of any set, for example 1 key, 2 pencils, 3 board to remind yourself what was in the box. When all
large buttons, 4 small toys and 5 bricks. Alternatively, objects are counted, read the list together.
link the objects to your current topic. Look out for learners who recognise the numbers and
Description: During this activity, give learners the those who find this difficult. Ask questions such as
opportunity to talk about their own experiences ‘How many buttons are there?’ to assess recognition of
of numbers. Support learners to recognise when a numbers to 5.
number has been used for counting and when it is After this activity, ask the learners to complete the
just a label. Getting started exercise in the Learner’s Book. This will
Tell the learners that you found this box (or bag) but allow you to see if there is anything further that needs
you cannot remember what is in it. Tip the objects out revising before you start the rest of the unit.
onto a tray and ask learners to help you to put them
into groups and count them.

33
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Main teaching idea larger collection, for example seven buttons from a box
of buttons.
How many are there? (40 minutes) Show learners how to find Exercise 1.1 question 1 in the
Learning intention: Learners can count a collection of Learner’s Book.
up to ten objects correctly by arranging objects in a
Invite a learner to choose which set of pictures to count.
row and touching or pointing to each object in turn as
Count together, with everyone touching each picture
they count. Learners say one counting number for each
in turn. Agree how many. Show learners the matching
object and in the correct order.
number and ask them to find that number from the set
Resources: Small counting objects, small pots, sets of of number cards.
Resource sheet 1D: 0 to 10 number cards (remove 0).
Repeat with a different set. Then ask learners to work in
Description: This activity is good for counting to find pairs, taking it in turns to choose which set to count and

E
out how many, including reinforcing that the last find the matching number.
number said is the total.
After this activity, learners could try Learner’s Book
Show learners a small quantity of objects, say five, in Exercise 1.1, revisiting question 1 and moving on to
the palm of your hand. Explain that you would like to question 2 and Workbook Exercise 1.1 questions 1 and 4.
find out how many there are, to know if you need to get
any more.

PL
Deliberately miscount, saying the same number twice,
missing one out or something else. Ask the learners to
explain where you went wrong.
Suggest that if you line the objects up in a line it will be
easier to find out how many there are.
Touch each object as you count with the learners.
Repeat with the same objects but in a different order to
show that it does not matter which object you start with,
the total is the same. You could also spread them out or
Answers: Collections are correctly counted. Learners
are beginning to select the correct number to label each
collection.

Differentiation ideas: Give learners who struggle

smaller collections to count, working with numbers
up to 5 before extending gradually to 10. To challenge
some learners, ask questions such as ‘What if there was
another one? How many would there be then?’
Introducing the ten frame (40 minutes)
M
bunch them together to show that the total stays the same. Learning intention: Recognise the number of objects
presented in familiar patterns up to 10, without
Give the learners small collections of up to ten objects
counting. Learners can use the ten frame to support
to count, with each set in a pot. Set up the collections so
counting and begin to recognise quantities on this layout
that each group has the same objects, for example two
without counting.
beans, three counters, four linking cubes, five buttons
and so on. Resources: Resource sheet 1D: 0 to 10 number cards,
Resource sheet 1E: 0 to 10 ten frame cards, Resource
SA

Give each group of learners a set of 1 to 10 cards.

sheet 1G: Ten frames, Resource sheet 1H: 0 to 10 spinners,
As you move around the groups, ask learners to label
a range of counting objects including counters and cubes.
their collections with a number card.
Description: The ten frame is a useful tool for organising
Ask learners to spread out or bunch up the objects they
objects when counting them. It ensures objects are placed
have just counted, then ask if they need to count again.
in a line. Using a consistent layout on the ten frame will
Check that learners recognise nothing has changed,
build recognition of quantities without counting.
so the total is the same.
Carry out formative assessment by observing learners’
counting strategies. If necessary, support learners to put
objects in a line, and touch or move them as they count.
Use your observations to decide whether learners are
ready to move on to the next part of the activity.
Give learners lots of opportunity to count objects
in further sessions. After counting a given quantity,
learners can move on to taking a given number from a

34
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

Show the learners a ten frame without naming it. Count Ask the learner how they knew that would be 6 objects.
the spaces together and then explain that it is called a These learners are demonstrating metacognition as
ten frame because if you put one object in each space, they have evaluated their learning and made changes to
a full ten frame always has 10 objects. Explain that the their behaviour.
ten frame is also useful for seeing how many there are After this activity, learners could try Learner’s Book
quickly. As learners get used to seeing objects in a ten Exercise 1.1 question 3.
frame, they will not always need to count.
Place a counter in the first space (top left), and check Answers: Ten frame layout used to support counting
that everyone can see one counter. Explain that if and some learners are beginning to recognise how many
learners always start in the same place, they will find it there are without counting.
easier to see how many there are.

E
Repeat for two counters, then three, adding counters Differentiation ideas: Some learners will benefit from
along the top row. using a 1 to 5 spinner first, focusing on the top row of
the ten frame only. Encourage learners who find this
Once the learners have seen three counters in a row and
straightforward to place what would be the last counter
identified that as 3, move the counters to random places
in the ten frame first, then back fill. Are the learners
on the ten frame. Check that learners can see that it is
correct or do they need to make an adjustment?
in random positions.

PL
harder to tell how many there are when the objects are

Return the counters to their original positions. Continue

to 5, emphasising that 5 is a full top row. Continue to 6,
focusing on 5 and 1 more. Continue to 10, emphasising
that the ten frame is full so there are 10 objects. You could
also mention that there are two rows of 5, 10 altogether.
Show learners a ten frame with no counters on.
Introduce 0 as the number for none. There are no
counters on the ten frame, so there are 0 counters. Show
learners the 0 number card.
Plenary idea
Say how many without counting (10 minutes)
Resources: Set of Resource sheet 1E: 0 to 10 ten frame
cards, Resource sheet 1F: 0 to 9 domino pattern cards,
Resource sheet 1J: 0 to 10 random spot cards.
Description:
Arrange the cards in random order, mixing the random,
ten frame and domino layouts.
M
Show each card asking learners to quickly call out how
Give pairs of learners sets of Resource sheet 1E: 0 to 10
many there are.
ten frame cards.
After running through all the layouts once, choose some
Ask learners to put these in order, starting with
cards and ask learners to explain what they see. For
1 counter, then 2 and so on, counting to check.
example, in the ten frame layout for 8, do they see a 5
Ask learners to place the matching number on the ten and a 3, or 6 and a 2, or something else? For the domino
frame. Give learners some copies of Resource sheet 1G:
SA

layout for 8, do they see two rows of 3 and two ones or

Ten frames. Using Resource sheet 1H: 0 to 10 spinners, something else?
learners can then take it in turns to spin the spinner
The ten frame is more structured and perhaps has a ‘right’
and place that many objects on the ten frame, using
answer, but that is less true of the dominoes and random
the ordered set for support. Partners can check that the
layouts. Learners need to begin to see smaller numbers
correct number of objects has been placed on the ten
within the whole, ready for addition and number bonds.
frame before taking their own turn. Learners should
always start from the top left, completing the first row Assessment ideas: Do learners quickly recognise
before moving on to the second row. layouts? Repeat layouts that learners find difficult more
often, pausing to count to reinforce how many there are.
As learners work, listen out for those who are beginning
Are learners beginning to see smaller sets within sets?
to know how many without counting. For example, if
Praise all comments as they are all equally valid.
a learner spins 6, do they first put a counter on the left-
hand side of the bottom row and then fill the top row.

35
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Guidance on selected Thinking and CROSS-CURRICULAR LINKS

Working Mathematically questions
There are objects to count everywhere. Count
Learner’s Book Exercise 1.1 question 8 objects linked to a particular topic, for example,
Estimating uses all of a learner’s current number skills. seeds for a growing topic. Whatever learners are
Through counting objects and looking at patterns, counting, encourage the use of the ten frame
learners are beginning to understand what is meant by or the domino layout to confirm the count or to
each number. They are generalising when they apply the enable the learner to see how many there are
number to the set, regardless of what the set contains. without counting.
When learners estimate, they are matching what they
see to their internalised ideas of how many each number
Homework ideas

E
represents. At first, this will be difficult because the
learners’ ideas of number are still being developed.
Many learners want to be right and find it hard to resist 1 Ask learners to count at home and report back
simply counting. They are also conjecturing that what what it was they counted. Did they put objects in
they see matches their idea of a particular number, a row, a ten frame layout or a domino (or dice)
when the learners’ understanding of that number is still layout to check? Give learners the opportunity to

PL
developing. Estimates are likely to be rather different to
the actual count, but will improve over time.
It is reasonable for estimates to be very different to the
actual count at first. Learners will quickly count small
numbers of quantities, so it is better to ask for estimates
for 5 or more objects. Always follow up an estimate with
counting. Some learners will find it helpful to have a
known pattern within sight when they estimate so that
they can compare what they see with the pattern.
2
demonstrate what they did if possible.
Parents and carers may not have seen a ten frame
before. Give learners a ten frame to take home. Ask
them to explain to their parent or carer why it is
called a ten frame and how it helps them to count.
M
1.2 Say, read and write numbers to 10
LEARNING PLAN

Framework codes Learning objectives Success criteria

SA

1Ni.01 • Recite, read • Learners can say some number rhymes.

and write whole • Learners can count to 10 and find a missing number.
numbers from 0
• Learners can read and write the numbers 0, 1, 2, 3,
to 10.
4, 5, 6, 7, 8, 9 and 10.

LANGUAGE SUPPORT

After: behind, next in place Count: say the number names in the correct order,
Before: in front of, previous in place often to find out how many objects
Between: in the space separating at least two Next: beside, usually after
objects or numbers Number: a label that tells you how many objects in
the set

36
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

CONTINUED

Order: know what comes before and after Track: the counting numbers in order, one number
Point: put a finger on or close to something to in each space
draw attention to it

Common misconceptions
Misconception How to identify How to overcome
Learners say Ask learners to say what comes next in Ask learners to use a number track for support,

E
the numbers in a number rhyme. working from left to right and putting a finger
random order. Ask learners to count from 1 to 5, later on each number as it is said.
1 to 10 without using a number rhyme.
Learners repeat or Ask learners to say what comes next in Start to repeat or miss out a number rhyme
miss out a number a number rhyme. verse, then stop, asking learners to explain
when counting.

Learners reverse
digits such as 3,
making a 3 look
like 5.

Starter idea
PL
Ask learners to count from 1 to 5, later
1 to 10 without using a number rhyme.

Ask learners to record their count.

what you have done wrong.
Encourage learners to use a number track for
support, working from left to right and putting
a finger on each number as it is said.
Encourage learners to trace over large numbers
made from tactile paper, plastic or wood. Give
learners a number track to copy from.

When a number rhyme is established, make a deliberate

M
mistake such as repeating a verse or missing out a verse.
Number rhymes (10 minutes) If learners do not tell you that something was incorrect,
Resources: Resource sheet 1D: 0 to 10 number cards, stop and ask them to explain where you went wrong.
Resource sheet 1M: Number rhymes Units 1 and 2 and Complete the rhyme correctly together.
any props needed to act out the rhyme.
You will need to revisit this starter several times so that
Description: learners become confident in the order of numbers from
SA

Share a familiar number rhyme with the learners, 1 to 10. Look out for learners joining in and those who
one they are likely to have learned in kindergarten are not. Clarify the order of the numbers by sometimes
or preschool. Act out the rhyme using props and stopping and asking which number is next.
number cards to link what is said with how the number
is written. Main teaching idea
Start with rhymes that count forward in ones from 1 to Numbers and the number track
5, then 1 to 10. Ask learners to draw that number in the
(40 minutes)
air and later on a mini whiteboard.
Learning intention: Say the numbers in order, begin to read
Show learners how to find the number rhyme in the numbers on a number track, begin to write numbers.
Exercise 1.2 question 1 in the Learner’s Book.
Resources: Number rhyme (or song or story)
Say the rhyme together, asking learners to point to illustrations or resources, 1 to 10 number track with
each number as it is said or to show that many on each number covered up with an easily removed cover,
their fingers. mini whiteboards and pens (or paper and pens).
Give learners the opportunity to say their favourite
rhyme to their partner, as in Exercise 1.2 question 2.

37
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Description: This activity is useful for linking the spoken Follow up questions such as ‘Were you right?’ and
word to the written number. The activity will also ‘How do you know?’ will encourage learners to explain
support the early writing of numbers as learners begin their thinking, giving further opportunity to monitor
to record numbers. understanding. To support learners who find this
Say the beginning of a popular number rhyme together. difficult, ensure that they have a copy of the number
Ask learners to tell you which number (or numbers) track in sight. To challenge learners who find this
they said. straightforward, ask them more complex questions such
as ‘How do you know?’
Ask learners what the number 1 looks like. Invite some
or all learners to write it in the air, on paper or on their
mini whiteboards or the class board, depending on your
Plenary idea
available resources. Sorting number tracks (10 minutes)

E
Choose some of the written numbers and ask other Resources: Number tracks numbers 1 to 10, some with a
learners if they think the number is correct. range of errors and some correct number tracks.
Explain that a number track has the numbers on it in Description:
order. Explain that when we count, we start with 1, Give out number tracks, one per learner.
so the number 1 is at the beginning of the track. This

start with 1.

PL
would be a good opportunity to explain that there is no
0 on a number track, because when we count objects, we

Remove the cover from a number on the number track

to reveal the number. Check with learners that this is
correct. You might ask learners to write it again now
that they have the visual prompt.
Repeat with 2 and 3, inviting a learner to reveal
the number.
Reveal the rest of the number track one number at a
Ask learners to identify the error on the track. Briefly
share the different errors and list them: missing number,
repeated number, swapped number (or numbers), correct
number track.
Identify an area of the room for each type of
number track.
Learners walk to the appropriate area and check each
other’s number tracks to ensure they have the same type
of error.
Give learners time to tell each other how to correct
M
time, asking learners to read the number with you. the error on their number track. You could count the
learners in each area and conclude which error occurred
When revealed, count along the whole track together. the most often or least often.
After this activity, learners could try Learner’s Book Bring the learners back together, collect the number
Exercise 1.2 question 3 and Workbook Exercise 1.2 tracks and repeat the activity, handing out the number
questions 1 and 2. tracks randomly. If there is enough time, you could
You may need to repeat this activity several times. Use a extend discussions to who had the same error as last time.
SA

different rhyme (or story). Assessment ideas: Peer assessment occurs when
learners in each group check that others in the group
Answers: Numbers correctly identified verbally and on have the same type of error and when they talk within
number track. Numbers beginning to be written clearly. the group about how to correct it. Look out for learners
identifying the type of error quickly and those who need
Differentiation ideas: some support.
Differentiation will occur through whom you choose to Ask learners to consider what it is that they know that
predict or write the number then reveal it. This could helps them to notice the errors and also know how to
be a single learner, but asking different learners to do correct them. This is metacognitive behaviour because
each part will extend your coverage. Target learners learners are reflecting on their own learning.
who found it difficult to identify a number in the
Diagnostic check.

38
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

Guidance on selected Thinking and CROSS-CURRICULAR LINKS

Working Mathematically questions
• Numbers are everywhere and we often use
Learner’s Book Exercise 1.2 Reflection them without thinking. Encourage learners
When using a number rhyme to recall the order of to notice numbers in all that they do. This
the numbers, learners are generalising, recognising could be page numbers in a reading book or
that the numbers always come in the same order. topic book or in a newspaper or magazine
When learners realise what it is that helps them to read at home. Numbers could also be used to
identify the order of the numbers and share it with label classrooms or in playground markings.
a friend, they are beginning to classify numbers and Encourage learners to be number detectives,
open themselves to other ideas. They may also critique noticing numbers in other areas of the
curriculum.

E
what other learners do, comparing and evaluating
methods. If learners like a different method that has • Number rhymes could link to English/literacy
been shared with them, they may choose to adopt that stories and other curriculum areas depending
method themselves. on the chosen rhyme or story.
Within any discussion and sharing of ideas, there will
be those who are willing to consider other methods

PL
and those who are not. Try not to be judgemental
about this. Some learners may simply observe and
later add a method to their own toolbox. Be a
good example – tell learners that you found Sam’s
or Jo’s method helpful and that you will use that
yourself. Alternatively, explain that you did not really
understand a particular method and you are sticking
with the way you know.
Homework idea
Ask learners to notice numbers at home. Invite them
to bring in an example of what they have noticed. This
could include packaging with a number on, a newspaper
or magazine with numbered pages, a photograph of
something they noticed or something else. Set up a table
for learners to place their examples on. Learners could
ask each other about what they brought in.
M
1.3 Comparing numbers
LEARNING PLAN

Framework codes Learning objectives Success criteria

SA

1Np.03 • Understand the relative Learners can compare quantities, initially by

size of quantities to direct comparison then by number, recognising
compare and order quantities that are more/greater, less/fewer or
numbers from 0 to 10. the same as another quantity.

1Np.01 • Understand that zero Learners recognise zero as a quantity and can
represents none of compare it with other quantities or numbers.
something.

39
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

LANGUAGE SUPPORT

Model the use of the language with the learners. Equal: another way of saying that two sets have
Repeat back a question or sentence using the the same value
correct language when learners are beginning to Fewer than: when we compare sets or numbers,
use these words. Sometimes ask questions using we use fewer than (or less than) to show which set
two or three of the new words such as, ‘Is that has the least
more than, fewer than or the same?’ to support
More than: when we compare sets or numbers, we
learners to consider which word is correct.
use more than (or greater than) to show which set
Compare: check if a number or set is the same, has the most
fewer than or more than another set
Same: when we compare sets or numbers, both

E
Comparison: the act of comparing sets do not have a different number of objects

Common misconceptions
Misconception

Learners see quantities that are

spaced apart as more or greater
PL
Learners see more (or greater) and
fewer (or less) as two different and
separate things.
How to identify
When learners have recognised
one statement such as ‘4 is fewer
than 6’, ask learners to record a
‘more than’ statement using the
same numbers.
Set out the same quantity twice
with different spacing. Set out two
than those that are tightly grouped. different quantities and give the
lesser quantity greater spacing
How to overcome
Show learners how to physically
swap the quantities over to
generate the linked statement.
Emphasise that the quantities have
not changed.
Ensure learners match objects
one to one to directly compare
quantities.
M
between the objects.

Starter idea Explain that in mathematics, we look at how many are

in a set and compare that with another set. Sometimes
Using familiar language to explore same both sets will have the same number of objects in them.
and different (10 minutes) Sometimes they will have different numbers of objects
Resources: Two similar items of clothing, for example in. Tell learners that they will be comparing the number
SA

two T-shirts, but different colours, sizes and with of objects in each set in the next few lessons.
different markings. Listen for learners using other comparison words such
Description: as more and less or fewer when they describe the features
of the clothing. Use this as formative assessment, to
Tell learners that we often compare things. We look at inform you about which vocabulary to focus on in the
one thing and see how it is the same and different from following activities.
another thing.
Show learners two jumpers, T-shirts or other items of Main teaching idea
clothing and ask them to talk to their partner about
what is the same and what is different about them. Direct comparison (40 minutes)
After a few moments, share ideas. Learners should Learning intention: to directly compare two quantities,
recognise that the items are the same because they are by matching one to one.
both T-shirts (or whatever they are) but they are also Resources: Counting corner materials from Section 1.2 or
different because one has words on the front and the other small objects, two bowls for each pair of learners.
other one does not or one is bigger than the other,
depending on the differences.

40
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

Description: This activity is good for comparing Differentiation ideas: Encourage some pairs of learners
quantities directly and beginning to express those to put a smaller number of objects, such as 1, 2 or 3, in
comparisons in mathematical sentences. one of the bowls. It is easier to compare amounts that
Invite five learners to come to the front of the class, are very different. Challenge other learners to count how
choosing either two boys and three girls or three boys many in each line once they have taken the objects out
and two girls. of the bowls and put them into lines, so that they can
also say, for example, 2 is fewer than 8.
Ask each boy to stand next to a girl and any other boys
or girls without a partner to stand on their own.
Plenary idea
Ask the rest of the learners if there are more boys than
girls at the front of the class. Ask them to explain how Comparing numbers (10 minutes)
they know. Since learners have been paired, it is easy to Resources: Set of 43 cards illustrating 11 ten frames

E
compare boys and girls. using Resource sheet 1E: 0 to 10 ten frame cards,
Ask if there are fewer boys than girls and link what 10 domino layouts using Resource sheet 1F: 0 to 9
the learners have said. For example, if there are more domino pattern cards, 11 random arrangements using
boys than girls, there are fewer girls than boys. Both Resource sheet 1J: 0 to 10 random spot cards and
statements are true at the same time. Resource sheet 1D: 0 to 10 number cards.

PL
Now ask learners to work with a partner. Give each pair
two bowls and ten objects.
Learners take it in turns to put some objects in one bowl
and the rest in the other. They then put the contents
of each bowl in a line and compare them. Encourage
learners to place the two lines next to each other, so
they match up each item in one row with an item in the
other row.
Learners can then describe the comparison to each
other, for example, ‘There were more cubes in the blue
Description:
Shuffle the set of Resource sheet 1F: 0 to 9 domino
pattern cards and turn over the first two, displaying
them with a space between.
Learners must decide which wording belongs between
the two cards. The learners have a choice of three
statements to place between the two cards: is greater
than, is fewer than, is the same as. Learners could offer
suggestions to the whole class, work as two teams or
work in pairs if there are sufficient sets of cards.
M
bowl this time.’ As you move around the room, listen This plenary can be repeated several times since the
out for words such as ‘fewer’, ‘less’, ‘more’ and ‘same’. random nature of the cards displayed will make it
different each time.
Ask all the learners to pair up, a boy with a girl. Ask any
learners who are left over to come to the front. If playing as a class, allow some selections to be made
quickly to ensure the game is played at a good pace.
Invite learners to describe what they see in a sentence. Occasionally pause and ask questions such as, ‘How
Sentences might include: do you know?’ ‘What makes you think that?’ ‘What if
SA

There are more girls than boys in our class. There are the cards were swapped over – which words would you
fewer boys than girls. choose then?’
Explain that most people usually use ‘less’ in everyday Assessment ideas: Target questions as above to make
life. This is correct when things cannot be counted, for learners think. Learners should be able to explain
example sand or water. For things that can be counted their thinking, but most learners will benefit from
and for people, the correct mathematical word is ‘fewer’, some practice. Support those who struggle by asking
for example, there are fewer boys than girls in our class. questions such as ‘Why can’t it be this one?’ Eliminating
what it cannot be will help learners to identify the
After this activity, learners could try Learner’s Book
correct response.
Exercise 1.3 questions 1, 2, 3 and 4 and Workbook
Exercise 1.3 questions 1, 2, 3, 4, 5 and 6. Are learners developing their understanding of making
and expressing comparisons? If a similar error is being
Answers: Learners compare sets of objects, verbalising made repeatedly, think back to your explanations.
their observations in mathematical sentences. Do you need to revisit them? Make sure you illustrate
all explanations with physical examples and give the
learners opportunities to create their own physical or
pictorial examples.

41
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Guidance on selected Thinking and the number track, then move it when they change the
quantity. This is more secure than using a counter and
Working Mathematically questions having to move the peg along the track helps learners to
Learner’s Book Exercise 1.3 Let’s investigate focus on what changed.
As learners work their way through the investigation,
they will be conjecturing about what they have noticed CROSS-CURRICULAR LINKS
as they look for a pattern. As learners identify a pattern,
• Ask learners to look out for when they
they will continue the investigation, checking that the
compare objects in other areas of the
pattern continues to convince themselves that they
curriculum. When looking for what is the
are correct.
same and what is different, they may discuss
Support learners by encouraging them to record each features rather than quantities, so they are

E
answer. As they record 3, 4, 5, 6 . . . learners should making different types of comparisons, but
notice that they are counting forwards each time they they are still comparing one thing or set with
take another object for their collection. another thing or set.
Learners may find it hard to express what they notice • In later sessions, learners will compare
and to summarise it. Support learners by asking lengths, heights, weights and capacities as

each time you take another object?’

PL
questions such as ‘How does how many you have change

Some learners will be able to generalise that adding

one more makes the next counting number, though
they may express that in different ways. Having
completed the first part of the investigation, they
may find the second part more straightforward and
reach a similar conclusion about putting one back –
taking one away makes the counting number before.
Remember, learners have not yet explored addition
and subtraction. They will have added and subtracted
well as quantities.

Homework ideas
1 Ask children to explore food packaging with
numbers on, comparing the number contained
within two multipacks. Learners need to work with
numbers up to 10 and record their observations in
sentences such as ‘There are 6 chocolate biscuits
and 4 apples. There are fewer apples than chocolate
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as they have carried out various activities but not in biscuits. 6 is more than 4.’ Learners can bring in the
any formal way. It is therefore unhelpful to talk about empty multipacks and share their observations with
adding and subtracting at this time. Instead, focus on the class.
more than and fewer than. 2 Learners could use the items brought in as props
Some learners may benefit from having a number track for asking each other comparison questions.
nearby or by placing their objects on a ten frame to These could be, ‘Can you find two packets that had
count them. As they progress through the activity, the same number in them?’, ‘Can you find a pack
SA

they may not remove the counters from the ten frame, which had fewer in than the pack of oranges?’
simply placing one more directly on to the ten frame or and so on.
removing one from it. To recognise a pattern, learners
will need to focus on the number that they had and how
that changed, so linking to the number track will be
helpful. Ask learners to attach a peg to the number on

42
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

1.4 Number words

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Ni.01 • Recite, read and • Learners can read the number words zero, one, two,
write number names three, four, five, six, seven, eight, nine and ten.
and numbers from • Learners are beginning to write the number names,
zero to 10. though there may be some spelling errors.

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1Np.01 • Understand that zero Learners can label an empty box, blank domino or
represents none of other examples with 0 or zero. They are beginning to
something. recognise why there is no 0 on a number track or ten
frame.

LANGUAGE SUPPORT

PL
In this section, learners are exploring numbers in
words, a very language-based activity. Learners
will link the number words with the counting
support frameworks they already use: number
track, ten frame and domino layout. This will help
learners to develop recognition of the number
words and how each word is written.
Three: 3
Four: 4
Five: 5
Six: 6
Seven: 7
Eight: 8
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Zero: 0 Nine: 9
One: 1 Ten: 10
Two: 2

Common misconceptions
SA

Misconception How to identify How to overcome

Number and number word Match numbers and number Focus on the spelling of each word. Make
mismatched as learner only refers words. other links between numbers and number
to the initial letter of the number words, for example seven is more than six
word. and its word is longer.

Starter idea Description:

Show the learners the number track and explain that
Numbers in words (10 minutes) the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 are often
Resources: Story with numbers in words, coins with written as words.
words rather than numbers on if relevant, other
Show learners the number words in a story or on the
examples of numbers in words, number track.
front cover. Explain that reading numbers means being
able to read them in words as well as in numbers.

43
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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Pass around coins, books and other objects with number Count along the number row then the word row,
words so that learners can see for themselves that words, checking that learners realise that they say the same
not numbers, have been used. thing whether they see the word or the number.
Choose a familiar story that uses number words. Share a We always say the number words in the same order when
short extract with the learners, showing them what you we count, just like the numbers.
saw that made you say a number. If there is time, list the Give learners a blank number track with 11 spaces.
numbers with the words next to them for all the learners Tell learners that they are going to complete their own
to see. number word track. This will help them to recall the
Focus on the fact that every number has its own word. number words. Remind learners that the first space is for
Some start with the same letter, some do not. Learners zero. Provide sets of number word cards for each table.
must look at the whole word to be sure they have the When the tracks are complete, bring the learners

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correct word. back together.
Read along the number word track together. Then
Main teaching idea ask learners to point to 4 or 7 or a different number.
Number track match (40 minutes) Learners are likely to need to count along the track
Learning intention: Match numbers and number words initially to identify the correct word, but this will

PL
to develop recognition of number words. Learners are
beginning to recognise some number words.
Resources: Resource sheet 1D: 0 to 10 number cards and
Resource sheet 1K: 0 to 10 number word cards for each
table, blank 11-space number tracks (large enough to
write the number words on).
Description: This activity is useful for linking the
number words to the relevant numbers, ensuring that
learners focus on the whole word, not just the initial
letter as some number words have the same initial letter.
improve over time.
Ask learners what they could do if they wanted to use
the word track to support counting objects. Elicit that
zero is not needed, so it would be better folded behind 1
so that it does not affect the count.
After this activity, learners could try Learner’s Book
Exercise 1.4 question 1 and Workbook Exercise 1.4
questions 1 and 5.

Answers: Word number track completed correctly.

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Count along the number cards together from 1 to 10.
Differentiation ideas: To support learners who find this
Ask learners where 0 belongs in the order of the difficult, give them 1 to 10 number tracks. Discourage
numbers. Agree that it sits before 1. learners from also numbering their number word track.
Explain that 0 isn’t usually shown on a number track If numbered, learners will rely on the number rather
because the track is used for counting objects, matching than trying to learn the number word.
one object to each space. The last number matched gives To challenge more confident learners, ask them to check
SA

the total. If there was a zero square, learners might their spelling and correct as necessary.
make the mistake of matching the first object with zero.
Position the 0 card before 1. Show the learners three Plenary idea
objects, matching them to 0, 1 and 2 to show that the
last number matched is 2, which is not correct; there are Number word action (10 minutes)
three objects. Go on to explain that it is still important Resources: Large number word cards.
to know how to write zero, so you have included Description:
the 0 card.
Ask the learners what kind of actions they could do
Show learners the word zero, sound it out and say it just where they are. Agree a list such as clap, click
together, then match with the number card. fingers, tap nose or toes, stand up, jump up and so on,
Repeat for all the number words until you have a as appropriate.
number row and a matching word row. Ask a learner to choose an action, for example clap.

44
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

Display a number word and say, ‘Clap this many times. Draw learners together to ask what they found out.
Ready, go!’ or something similar. Do other learners agree or did they reach a different
Count to confirm if learners correctly identified the conclusion? Can pairs of learners who disagree convince
number word. the other pair that they are correct? This gives the
opportunity for both critiquing and improving. Support
Assessment ideas: Learners will notice if someone claps learners to be gentle in their critiquing. We all make
fewer or more times than others. Clarify with questions mistakes and get the wrong idea at times, but we can
such as ‘Did you read that as 5? It is 4, f-o-u-r.’ Display all improve.
that number card later with a different action, observing
if the same learners are beginning to read it correctly.
CROSS-CURRICULAR LINKS
Learners who struggle need more practice with the
number words, perhaps through the Learner’s Book or • Learners are likely to see number words in

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Workbook activities. stories, on coins and banknotes or sometimes
Are learners beginning to recognise the number words? in instructions for other subjects.
It is unlikely that all learners will recall all of them, but • Share stories that include number words. Ask
they should improve with time. Reading the words is the learners to read the words with you and
easier than writing them initially. Learners may choose eventually independently.

prepared in sessions.

Guidance on selected Thinking and

Working Mathematically questions PL
to practise reading the number words independently
using a set of word cards or the materials they have

Learner’s Book Exercise 1.4 Let’s investigate

Learners will be using metacognitive behaviour as they
plan, monitor and evaluate their investigation. They
may go on to make changes to their behaviour as the
• Learners should be well equipped to notice
and read number words in a range of texts
across the curriculum.

Homework ideas
1 Ask learners to look at coins and banknotes,
exploring local currency and currency from English-
speaking countries if available. Do they have words
or numbers on them, or perhaps both? Learners
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investigation progresses. When learners sort the words could bring in any examples of local and foreign
into the relevant sets, learners are specialising, choosing coins that they have.
and testing an example to see if it satisfies or does not
satisfy the given specific mathematical criteria. Learners 2 Start a list of books with number words in. Invite
are also classifying as they create their sets. learners to add the title of a relevant book they
have read at home. Learners could also ask parents
Encourage learners to check what they have done. and carers to show them examples of number
Learners could use one of their previously prepared
SA

words in newspapers and magazines. When the

resources for support. Look out for learners who get newspaper or magazine is finished with, learners
stuck. Ask them to explain what they have done so could bring it in to show the class or add to the
far. This will often be enough to clarify the learner’s class collection.
thinking and get them going again.

45
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

1.5 Odd and even numbers

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Nc.05 • Understand odd and even Learners recognise odd and even
numbers as ‘every other number’ numbers on a number track. They
when counting, from zero to 10 are aware that an even number of
and beyond. objects can be put into pairs with
none left over but that an odd

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number of objects will always have
one left over.

LANGUAGE SUPPORT

PL
Learners may have heard the word odd used to
describe something unusual so initially may be
confused by its use here. Focus on establishing
understanding of even numbers and then move on
to odd numbers. Learners will already be familiar
with pair and pattern but perhaps not in the more
rigorous mathematical uses of the words. Model
the correct use of the language yourself and
regularly check understanding.
Even: a number that can be put into twos with
none left over
Odd: one more or one fewer (less) than an even
number
Pair: two things that go together
Pattern: regular arrangement, often repeated
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Common misconceptions
Misconception How to identify How to overcome
Learners confuse odd and Ask learners to give you an Focus on what the words ‘odd’ and ‘even’
even numbers. odd (or even) number. mean. Ask learners to show you whether a
SA

number is odd or even with objects. Work on

developing recognition of the pattern of odd
and even numbers on the number track.

Starter idea Count the objects. Encourage comments recognising

pairs and noting when there is one left over.
Pairs (10 minutes) Ask learners how they could make any slides with an
Resources: Slides showing a range of paired items such odd one into complete pairs. Accept having one more or
as socks, gloves and shoes or the actual objects. Ensure putting one away.
that some slides or physical examples have an odd one as
Revisit each slide, drawing up a simple chart of ‘pair
well as complete pairs.
numbers’ and ‘one left over numbers’.
Description:
Look at the numbers on a number track and discuss the
Explore each of the slides or sets of objects one at pattern. The ‘one left over’ numbers start at 1 and then
a time. every other number has one left over. The pair numbers
start at 2 and then every other number is a pair number.

46
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

Every number is either a pair number or a ‘one left This may be tricky to organise as a whole class, but it
over’ number. really reinforces the pattern of odd and even.
Explain that in mathematics, the pair numbers are Repeat, swapping learners. The whole class should hear:
called even and the ‘one left over’ numbers are called 1 odd, 2 even, 3 odd, 4 even, 5 odd, 6 even, 7 odd, 8
odd numbers and that during the next few lessons, even, 9 odd, 10 even.
the learners will be finding out all about odd and Remind learners of the pattern they have said and ask
even numbers. them to tell you whether 0 is odd or even. The pattern
Ensure learners link pairs with even numbers and one shows that it is even, but it does not have any objects to
left over with odd numbers. put into pairs.
After this activity, learners could try Learner’s Book
Main teaching idea Exercise 1.5 question 1 and Workbook Exercise 1.5

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questions 1, 2, 3 and 4.
Odd and even cubes (40 minutes)
Learning intention: To explore odd and even numbers Answers: Learners are beginning to recognise and recall
through making pairs with cubes. which numbers from 0 to 10 are odd and which are even.
Resources: Lots of connecting cubes and Resource

to understand a number idea.

will eventually use 55 in their pair.PL

sheet 1D: 0 to 10 number cards for each pair.
Description: This activity is good for using manipulatives

This activity works best if learners are sitting at tables

or desks. Have plenty of cubes on each table as learners

Ask learners to work with a partner. Ask each pair to

take a single cube and the number 1 card.
Ask learners if 1 is odd or even. If necessary, ask if
the cube is in a pair or on its own and remind learners
Differentiation ideas: To support learners who find
this difficult, pair them with a partner with whom they
will work well. This may not be someone from their
usual friendship group. You could consider setting up
maths partners, pairs who always work together in
mathematics. Maths partners need to be willing to listen
to each other. Each partner must be able to ask the
other to explain and both must be willing to support
each other as necessary without taking over.
To challenge learners who find this straightforward,
ask them to demonstrate the odd and even count to the
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that if a number of objects can be arranged in pairs class, then support others to join in.
with none left over, it is an even number. One cannot be
arranged in a pair, so it is odd. Plenary idea
Learners should place the cube on or next to the
number card. Are you an odd class? (10 minutes)
Resources: None.
Next, ask learners to take two cubes and join them
SA

together. Support learners to identify whether 2 is odd Description:

or even. Ask the learners if they are an odd class or an even
Move on to three cubes. This time, learners can make class. Accept the answers given and then ask how the
one pair and have one cube left over, confirming that 3 learners could prove what they have said. For example,
is odd. if the learners say there is an odd number of boys in the
class, ask the boys to stand in pairs and check if a boy
Continue to 10. When learners have explored all
is left over. Make sure you do this on a day when all are
numbers to 10, ask them to rearrange their number
present. You could also take a photograph of the boys
cards and cubes. Ask them to put together all the
in pairs for a display.
odd numbers on the left and all the even numbers on
the right. Repeat for the girls and for the whole class. Explore
other suggestions too. These might include features
Check that everyone has 1, 3, 5, 7 and 9 in their
of the room – does it have an odd number of doors,
odd number set and 2, 4, 6, 8 and 10 in their even
windows or lights? Although the numbers involved are
number set.
likely to extend beyond 10, shift the focus to making
Now tell the learners that one partner needs to count to pairs and whether or not there is one left over.
10 while the other calls out odd or even for each number.

47
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Make a display with the relevant heading – ‘We are an Challenge some learners by saying that two odd
odd class!’ Or ‘We are an even class!’ Or perhaps ‘We numbers together make an even number and two even
are sometimes odd and sometimes even!’, splitting the numbers together make an even number. Learners could
display into two parts. make a set of eight frames to explore this. Remember,
Assessment ideas: Although some learners may make learners have not yet explored addition, so should not be
incorrect suggestions, what matters is how these are asked to record in a more formal way.
proved. If, on pairing up the girls, there turns out to be
an even number rather than an odd number, learners CROSS-CURRICULAR LINKS
should accept their mistake and move on. Where both
odd and even are suggested, showing which it is by • Numbers are everywhere. Often odd and
pairing will clarify. even are used in some way but we rarely
notice, for example, book page numbers.

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Are learners beginning to understand what is meant by Even numbers are usually on the left and odd
an odd number and an even number? Do some learners numbers on the right. This is because we start
need to return to pairing up cubes for the numbers 1 to numbering on the first page with 1 and then
10 to remind themselves of what is meant by odd and progress from there. Learners can check that
even and the pattern of odd and even? this is true for all printed materials.

Guidance on selected Thinking and

Working Mathematically questions

PL
Learner’s Book Exercise 1.5 Let’s investigate
Learners could write a list of what they notice. It will be
useful to remind learners that 10 is an even number.
1, 9. Odd, odd
2, 8. Even, even
3, 7. Odd, odd
• In science, learners often explore the
characteristics of other creatures. When this
involves the number of a particular feature,
these are often even numbers. We have two
eyes to give us a wide field of vision and
two ears to ensure we can hear noises from
all around us. Insects and other creatures
have an even number of legs so they can
walk straight. The same is true of wings. If
legs and wings were not paired, it would
be very difficult to control the direction
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4, 6. Even, even of movement.
5, 5. Odd, odd • Many everyday objects have things in pairs –
two wheels on a bicycle, four wheels on a car.
As they explore, learners are noticing and trying to Learners could look out for other examples
locate a pattern. They may not have looked at the across the curriculum.
ten frames in any order, but they should notice that
two odd numbers put together make 10 and two
SA

even numbers put together make 10. They are both Homework idea
specialising and generalising. Many learners will
want to find out if this is always true by swapping Ask learners to collect examples of odd and even
numbers around. When they do this, they are losing numbers of objects at home. Fold a piece of paper in
the crucial ‘make 10’ criterion. They will discover half. Label one half odd and the other even. Learners
that they can put an odd and even number together, could draw or write on each side. Bunk beds are a
but they cannot make a complete ten frame this way. good example of an even number. Stovetops usually
Learners need to explore this for themselves in order to have four cooking rings on them, but not always. Give
convince themselves. learners the opportunity to share what they noticed.
Those learners who used ten frames with the counters
drawn on will benefit from using those sets. They will see
the quantity directly as well as whether it is an odd or even
number. Learners using the plain sets have recognised the
odd and even properties of the shape created.

48
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ISBN_9781108771498.
 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Numbers to 10

Assessment ideas The Look what I can do! feature is intended to develop
learners’ ability to reflect on their learning and assess
To check learners’ understanding of the concepts in this themselves. As a class, read each statement and ask
unit, you can: learners to tick the circle corresponding to how they feel
• use the Check your progress exercise at the end of about it. The happy face means that they feel confident
the unit in the Learner’s Book, either individually or about the statement. The neutral face means that they
with the whole class are not confident or are unsure. Check learners’ self-
ratings and plan any follow-up actions.
• use the activity in the Digital Classroom with
the whole class. The i button will give you
more information.

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PL
M
SA

49
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ISBN_9781108771498.
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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

2 Geometry
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
2.1 3D shapes 5 Identify, describe and Learner’s Book Section 2.1

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sort 3D shapes by their
properties, including Workbook Section 2.1
reference to the number of Additional teaching ideas for Section 2.1
faces, edges and whether
faces are flat or curved. Digital Classroom: Unit 2 Objects that roll
2.2 2D shapes 4

PL Identify, describe and

sort 2D shapes by
their characteristics or
properties, including
reference to the number
of sides and whether
the sides are curved or
straight.
Learner’s Book Section 2.2
Workbook Section 2.2
Resource sheet 2A
Resource sheet 2B
Resource sheet 2C
Worksheet 2A
Worksheet 2B
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Worksheet 2C
Language worksheet 2A
Language worksheet 2B
Additional teaching ideas for Section 2.2
Cross-unit references
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Digital Classroom: Unit 2 multimedia enhancement

Digital Classroom: Unit 2 activity
Learner’s Book Check your progress
Language worksheet 2A
Language worksheet 2B

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 We are working with Cambridge Assessment International Education towards endorsement of this title.

2 Geometry

Thinking and Working Mathematically questions in Unit 2

Questions TWM characteristics covered
Learner’s Book
Exercise 2.1 question 3 Specialising
Exercise 2.1 question 4 Specialising
Exercise 2.1 Let’s investigate Improving, Conjecturing, Convincing
Exercise 2.2 question 2 Specialising
Exercise 2.2 Let’s investigate Generalising

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Workbook
Exercise 2.1 question 4 Specialising, Generalising
Exercise 2.1 question 7 Characterising
Exercise 2.1 question 8 Generalising, Characterising
Exercise 2.1 question 9

BACKGROUND KNOWLEDGE
PL
This unit teaches learners how to identify 3D
and 2D shapes. By the end of the unit, learners
should understand the differences, similarities
and properties of both. To start the unit, learners
should be able to see and handle shapes in
Characterising

with no spaces between? Which don’t? Why do

you think this is?’
The activities in this unit will be suitable for learners
at different levels of understanding. It is important
that plenty of practical work is included as well as
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the environment. discussion and reasoning.
Learners experience shape from an early age. They Digital Classroom: Use the multimedia
may have building blocks, shape sorters or jigsaws enhancement and associated activity sheet to
that introduce shape through play activities. Play introduce 2D and 3D shapes. The i button will
activities should sometimes be challenging and explain how to use the multimedia enhancement.
lead the learner to new experiences. For example,
questions such as ‘Tell me what you have made’ Supporting learners with the Getting started
SA

will help to develop vocabulary and ‘I wonder exercise

what would happen if …’ will help to develop For learners who find the concept of shape difficult,
thinking skills. give them a wide range of 3D and 2D shapes to
All shapes, both 2D and 3D, have their own names look at, feel and explore. Reinforce looking at the
and properties. It is important to refer to shapes properties of the shape as well as the name.
with both. For example, ‘This 3-sided triangle is • Encourage learners to develop mental images
green. This 3-sided triangle is red. Are they the of shapes. For example, ‘Close your eyes and
same shape?’ think of the clock in our classroom. Does it have
Learners’ understanding may be challenged straight sides?’
when one shape is positioned while another is • Encourage learners to look for similarities and
positioned . differences between shapes. For example, ‘This
Exploring and working with shapes is a way into shape has three straight sides and this shape has
problem-solving. Ask questions such as ‘How do four straight sides. They both have straight sides.
shapes or objects fit together? Which fit together Do you think they are the same shape? Why not?’

51
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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

TEACHING SKILLS FOCUS

What is active learning? order to understand new concepts. Some learners

Active learning or learner-centred learning is an learn best through the written or spoken words of
approach to education focusing on the needs of the teacher or workbook. These can be presented
the learners rather than the needs of the teacher by the teacher in different ways according to the
or pressure from exams. The focus of lessons is on needs of the learner and the content of the lesson.
how the content can or should be taught in order Some examples are:
to enable the learner to learn. This can take many • a class discussion
different forms. • a pair activity that asks learners to think about
For example, teachers need to consider different an activity before they do it

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ways that learners can learn. This can be through • working in a larger group where learners are
visual presentations and resources using pictures given a task to work on together, where each
or diagrams. It can be auditory presentations and member of the group has an active role to play.
activities where learners learn better through spoken
A class game is a way to involve the whole class and
rather than written words. Some learners need more
can be done aurally, visually, kinaesthetically and

PL
time to experience or actively take part in activities
by using their hands to touch and handle objects in

2.1 3D shapes
LEARNING PLAN
written. This means that every learner can access it.
M
Framework codes Learning objectives Success criteria

1Gg.03 • Identify, describe and • Learners can name common 3D shapes.

sort 3D shapes by their • Learners can talk about the similarities
properties, including and differences between 3D shapes.
reference to the number
• Learners can correctly count faces and
of faces, edges and
edges of common 3D shapes.
whether faces are flat
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or curved. • Learners can use appropriate

mathematical vocabulary when talking
about 3D shapes.

LANGUAGE SUPPORT

Listen to the ways that learners discuss ideas cylinders? Were they good shapes to put at the
with each other and ensure they are using the bottom of a tower? Why not?’ Encourage learners
correct mathematical shape vocabulary. Make a to talk and listen to others.
class poster showing the different shapes labelled 3D: any shape that takes up space
correctly for learners to refer to or make a display
Cube: a box-shaped solid object that has six
of 3D shapes that shows both the names and
identical square faces
properties of the shapes. Use questions such
as ‘What did you find out about spheres and Curved: a bending line

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2 Geometry

CONTINUED

Cylinder: a solid object with two identical flat ends Sphere: a three-dimensional object shaped like
that are circular and one curved surface a ball. Every point on the surface is the same
Edge: a place where two faces meet for a 3D solid distance from the centre.
Face: the flat surface of a solid object Surface: the outside layer of an object. It has area
but no thickness. It is a two-dimensional boundary
Flat: not curved or bumpy
that can be flat or curved.
Shape: the form of an object, how it is laid out
in space

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Common misconceptions
Misconception How to identify How to overcome
Learners do not understand Watch learners’ responses when Focus on the learners that need more
the vocabulary. asked to point to or hold up a practice with 3D shapes. Give them

Learners describe visual

qualities rather than
mathematical attributes.

Starter idea
PL
specific shape.

When asking questions to a group

more opportunities to play with and
explore the shapes.
Include the aesthetic as well as the
or the class, listen to the responses attribute when talking about shapes.
of learners who need more support. For example, ‘Look at the red cube.’
Ask questions such as ‘What else can
you tell me about this shape?’

Ask more than one learner for an answer. This gives all
learners the opportunity to listen to what others say.
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What is a 3D shape? (10 minutes + Give learners an opportunity to explain their answers so
10 minutes Getting started exercise) that you can deal with any misconceptions early on.
Resources: Examples of two or more 3D shapes such as If a learner has difficulty understanding the difference
a cube and sphere for comparison. between 3D shapes, use only two to start with. Choose
Description: two that are very different, for example a cube and a
sphere. Give learners many opportunities to play with,
Show two contrasting 3D shapes. ‘Look at the shapes
SA

examine and explore the two shapes. Set up a ramp so

I am holding. What do you notice about them? We have they can see that a sphere rolls and a cube slides. Point
a block and a ball.’ Discuss with the class the similarities out examples of the shapes in and around the classroom.
(such as if any examples are the same colour). ‘Talk to
your partner about what you can see. What is the same?
What is different?’ Encourage descriptions such as ‘flat
Main teaching idea
surfaces’, ‘shapes that roll’, ‘shapes that slide’. In the bag (40 minutes)
Allow time for learners to discuss with their partner then Learning intention: To name and sort common
take feedback. Change the two shapes and repeat the 3D shapes (cube, cylinder, sphere) using features such as
activity two or three more times. Then ask the students number of flat or not flat faces.
to complete the Getting started exercise in the Learner’s Resources: A bag that is not transparent that can hold
Book. This will allow you to see if there is anything up to six 3D objects either from around the classroom
further that needs revisiting before moving on to the rest or from a set of 3D shapes (sphere, cube, cylinder)
of the unit. that the children can feel but not see, a matching set of
shapes visible to the class.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Description: This activity allows learners to become Take feedback from the class and discuss any
aware of some properties of solid shapes when touching misconceptions. Draw a cylinder on the board and label
them, talking about them or discussing them with a each part. Read the labels to the class while pointing at
partner. It will consolidate and extend their knowledge the diagram and ask the class to repeat them.
and understanding of the properties of 3D shapes and After this activity, learners could try Learner’s
the associated vocabulary. Book Exercise 2.1 questions 1 and 2 and Workbook
Explain the activity to the class. ‘In this activity we are Exercise 2.1 questions 1, 2 and 3.
going to be exploring 3D shapes. But before we do, we
need to find out what a 3D shape is. A 3D shape is any Answers:
shape that takes up space. Your body is a 3D shape. • A face is the flat surface on a shape.
How do you know? Because you can’t take up the same • A sphere has no faces but it has a surface.

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space as anything else and they can’t take up any of your • A cube has six faces and 12 edges.
space. To check whether something is 3D or not, try to • A cylinder has two flat faces.
place something in exactly the same place as the shape.’
Show an example of this by taking two pencils. Lay the Differentiation ideas:
first on a table and put the second above it. ‘Can I put To support learners who find this difficult, start the
this pencil (the second one) in exactly the same place as activity with just two different 3D shapes until they are

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the one on the table? No, I can’t. The only way I can do
it is to move the first pencil out of the way.’
‘Here are some 3D shapes for you to look at.’ Place
the shapes so that the whole class can see them. ‘I also
have some in my bag.’ Choose a learner to come to the
front and put their hand in the bag. ‘What can you feel?
Choose one of the shapes and tell us what you can feel.
Feel the top, feel the bottom and feel the sides.’
Some children may need prompt questions so that they
can hear the correct vocabulary, such as ‘Do you think
confident with what you want them to do. Gradually
increase to more shapes.
To challenge confident learners, use up to ten shapes in
the bag and ten shapes on the table. Have variations in
size so that not only does the shape have to match but
also the size. In this way learners will need to work with
two different criteria rather than one.

Plenary idea
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your shape matches this one on the table? How do Name the shape (10 minutes)
you know?’ Resources: Shape name cards, one set per learner, and a
teacher set of shapes.
When the learner has described the shape they can feel,
ask another learner to come to the front and pick one Description: Show the class one shape at a time. Ask
of the shapes from the table that they think fits the learners to hold up the matching name card of the shape.
description. If it matches the shape in the bag, put both Repeat several times, getting gradually faster each time.
shapes next to each other so the class can see. Repeat the
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Assessment ideas: Use this as an informal assessment

activity with different learners until all of the shapes are activity where you can see the knowledge and
out of the bag and matched with one on the table. understanding of the class regarding 3D shapes. For
Show the class a cube. Point out the different parts of a learners who consistently hold up the wrong card,
cube such as edge and face. ‘A face is the flat surface on investigate to see if it is a reading problem or a learning
a shape. An edge is where two faces meet.’ problem. This can be helped for some learners by drawing
a 2D representation of the shape on their word card.
Record the features on the board by drawing a cube and
labelling each part. Point to each word, say it out loud
and ask the class to repeat them. Guidance on selected Thinking and
Show the class a sphere. Ask the class what they notice Working Mathematically questions
about the sphere. Prompt responses by asking questions Learner’s Book Exercise 2.1 Let’s investigate
such as ‘Does it have any flat sides? Does it have
This an ideal activity to cover all of the characteristics
any edges?’
of Thinking and Working Mathematically. Learners can
After discussing the cube and the sphere, show the make their own decisions and choices, learning from
learners a cylinder. ‘Talk to your friend about this shape. what they have done, in order to improve.
Find some things that you can tell us about it.’

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2 Geometry

By choosing blocks and building a tower, learners are

testing the features of each shape to make the tallest CROSS-CURRICULAR LINKS
tower possible. As they are working they are monitoring • Links can be made to shapes in the
and making decisions about the order of the blocks in the environment, for example playground
tower that will allow the tallest tower possible to be built. apparatus, buildings, furniture.
Throughout the building process, learners are forming • Shapes can be linked to building or
ideas about which shape to put where in the pattern constructing patterns or objects in science.
of blocks in order to make and maintain a tall,
stable structure.
The completed tower is evidence to show the Homework ideas
mathematical ideas that were used in order to reach

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a solution. When talking about their towers, learners 1 Ask learners to look for shapes around the house
will be able to identify and describe the properties of to share with the rest of the class. Some families
each 3D shape within their tower. may like to use a camera and take pictures of
real-life examples.
Learners will have learned to build their tower using
the properties of each shape, and through discussion 2 Ask learners to go on a shape walk outside. They

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with a partner or group, they can compare their ideas
and listen to others’ ideas. They can then think about
what other learners have said and see the advantages
or disadvantages of each shape. This will allow them
to refine their approach to the task and develop a more
effective solution.

2.2 2D shapes
should take paper and pencil with them to record
the shapes they find in the environment. Again, they
could use a camera to track the route of the walk
and the shapes that were found.
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LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gg.01 • Identify, describe and sort 2D Learners will be able to identify, describe,
shapes by their characteristics using correct mathematical vocabulary, and
or properties, including sort 2D shapes by their characteristics or
SA

reference to number of sides properties, including reference to number

and whether the sides are of sides and whether the sides are curved
curved or straight. or straight.
1Gg.06 • Differentiate between 2D and Learners will be able to tell the difference
3D shapes. between a 2D and a 3D shape by looking
at the characteristics.

LANGUAGE SUPPORT

2D: a flat shape with width and length but no height Curved: a bending line
Circle: a 2-dimensional shape made by drawing Edge: the side of a shape
a curve that is always the same distance from Face: the flat surface of a solid object
the centre

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CONTINUED

Flat: not curved or bumpy Square: a four-sided flat shape with straight sides
Rectangle: a 2D shape with 4 sides, the opposite where all sides have equal length and every
sides are equal in length interior angle is a right angle
Shape: the form of an object, how it is laid out Straight: not curved
in space Triangle: a 3-sided flat shape with straight sides

Common misconceptions

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Misconception How to identify How to overcome
Learners may be unable You will often see learners Present shapes in different
to recognise 2D shapes turning a shape so that it is in orientations so learners are used
unless they are in their the standard orientation. to seeing them ‘upside down’.
usual orientation.
For example, they may
not recognise this as
a triangle:

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Learners may think that a square is not a Listen when learners are talking
rectangle. It is!

Learners may think that a 2D shape is

about shapes to hear whether
they think they are different.
Some learners think that because
they look different they are not
the same.
Look at the properties of both
shapes. If they are the same they
are the same shape.

Learners will handle ‘flat shapes’ Explain that when working with
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flat and can be picked up. and call them 2D. 2D shapes we are only looking at
the face of the shape.

Starter idea Continue until all of the shapes have been revealed.
For learners who are not yet able to use mathematical
What is it? (10 minutes) terms to describe 2D shapes, give them a lot more
Resources: Shapes to include circle, sphere, cylinder. practical experience in handling, describing and
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A large screen or a bag. discussing shapes in order to introduce and consolidate

Description: new or misunderstood words.
Hide a shape behind a piece of card or in a bag. Slowly
reveal the shape to the class. As the first part of the Main teaching idea
shape appears, ask ‘What can you see?’ Take ideas or Inside outside (40 minutes)
suggestions from the class.
Learning intention: Identify, describe and sort 2D shapes
Show a little more of the shape and ask again, ‘What by their characteristics or properties, including reference
can you see?’ Continue in this way until the complete to number of sides and whether the sides are curved
shape is showing. Ask, ‘Now what can you see?’ or straight.
Some learners may know the name of the shape while Resources: A set of flat shapes for each table to include
others are at an earlier stage but should know about circle, square, triangle, rectangle, plus a set for the
curves and straight. teacher; large labels naming each shape; paper and
Say the name of the shape. Ask the class to repeat it and pencil for learners to take around the classroom
move on to the next shape. or outside.

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2 Geometry

Description: Shape is easier to understand when it comes ‘Did your partner tell or show you something new?
from first-hand experience. This means using school Tell me what that was.’
resources and also the everyday environment. Offering ‘Tell me one thing about a circle. Tell me one thing
practical activities where things are touched, moved about a different shape.’
around and talked about is important. This will increase
confidence, support problem-solving and develop To challenge more confident learners, ask them to
mathematical vocabulary. make a simple shape trail for others to follow by using
drawings or words, or both.
Put a set of 2D shapes on each table. Ask learners to
look at the pictures in their Learner’s Book Exercise 2.2
question 2. Ask them to share some of their ideas
Plenary idea
with their partner. To encourage discussion, ask One minute (10 minutes)

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questions such as ‘What can you see?’, What is the same Resources: None.
about …?’, ‘What is different about …?’
Description: Ask the learners to work in pairs and talk
Explain to the class that a 2D shape is one that has no to their partner about everything they learned about 2D
height so you can only talk about the top surface of shapes. After one minute they swap roles. At the end of
each one (face). another minute ask some of the learners to tell you what

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Choose a circle. Show it to the class. Ask ‘What can you
tell me about this shape? Talk to your partner (or the
group).’ Ask for some feedback from pairs
or groups.
Reinforce the language and confirm what learners have
said. Use both positive and negative attributes, for
example, ‘It has no straight sides. It has a curved side.
We call this shape a circle.’ Match the name label to
the shape.
Choose a square and repeat the activity. End by saying,
‘This is called a square.’ Match the name to the shape.
their partner remembered.
Assessment ideas: Learners discuss what they each
remembered and compare what each other knew or
had forgotten.

Guidance on selected Thinking and

Working Mathematically questions
Learner’s Book Exercise 2.2 Let’s investigate
When working with a partner each learner will be
involved in choosing and testing an example to see if it
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Continue with the remaining shapes, always matching fits specific mathematical criteria. For example, does the
the name and the shape. These labels and shapes can shape have straight or curved sides? How many sides
become part of a wall display on 2D shapes. does the shape have?

Walk around the classroom or go outside. Ask learners This involves recognising the properties of a shape. For
to work in pairs and find as many 2D shapes as they example, are all circles round? Do all triangles have
can. They should be looking for circles, squares and three sides? When working with a partner, learners will
SA

triangles. Ask them to look up high, down to the ground be encouraged to use the words ‘I think this is a _____
and all around them. Back in the classroom the learners because …’
can label the shapes that they found. Learners will give reasons for their decisions. Do other
After this activity, learners could try Learner’s Book learners agree or did they reach a different conclusion?
Exercise 2.2 questions 1, 3 and 4 and Workbook Can a learner who disagrees convince the other learner
Exercise 2.2 questions 1 and 2. that they are correct? If there is still a dispute, learners
can go to any display or reference point to look at
Differentiation ideas: shapes and their labels. This gives the opportunity for
To support learners who have found this activity both critiquing and improving.
difficult, listen to the ways in which they discuss ideas Throughout the activity, learners will be using their
with each other. Ask questions such as: knowledge of properties of 2D shapes, sorting shapes
‘Did you see any shapes that had straight edges? What into groups according to their properties.
are they called?’
‘What did you notice about all of the circles? How many
straight edges did they have?’

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

2 Resource sheet 2B Homework 2 Shapes for cutting.

CROSS-CURRICULAR LINKS This is for learners to use at home for cutting basic
2D shapes can be found in the real world in shapes in order to make pictures or patterns.
fabrics, mosaics and art where shapes, textures
and collages can give different effects. Many Assessment ideas
famous artists such as Picasso, Kandinsky and To check learners’ understanding of the concepts in this
Rothko used geometric shapes in their art. unit, you can:
• use the Check your progress exercise at the end of
the unit in the Learner’s Book, either individually or
Homework ideas with the whole class
Resource sheet 2A Homework 1 Make a shape book. use the activity in the Digital Classroom with

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1 •
Make a ‘My book of shapes’ book for learners to take the whole class. The i button will give you
home. Use one page for each shape and leave space more information.
for the learners to practise writing the word, asking
an adult to draw it, and then counting the number of
sides. They can use the book to find things in their

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own house and then ask an adult to draw them.
For example, a clock could go on the circle page.
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SA

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3 Fractions

3 Fractions
Unit plan
Topic Approximate Outline of learning content Resources
number of
learning hours
3.1 Fractions 5 • Learners will find two Learner’s Book Section 3.1

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halves of a shape.
Workbook Section 3.1
• Learners will combine
Worksheet 3A
two halves of the same
shape. Worksheet 3B
Worksheet 3C

Cross-unit references
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Digital Classroom: Unit 3 multimedia enhancement
Language worksheet 3A
Language worksheet 3B
Resource sheet 3A
Resource sheet 3B
Additional teaching ideas for Section 3.1
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Digital Classroom: Unit 3 activity
Learner’s Book Check your progress
Language worksheet 3A
Language worksheet 3B

Thinking and Working Mathematically questions in Unit 3

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Questions TWM characteristics covered

Learner’s Book
Exercise 3.1 Let’s investigate Specialising
Workbook
Exercise 3.1 question 4 Specialising
Exercise 3.1 question 10 Generalising
Exercise 3.1 question 11 Generalising
Exercise 3.1 question 12 Generalising
Exercise 3.1 question 13 Generalising
Exercise 3.1 question 15 Generalising, Convincing
Exercise 3.1 question 16 Generalising, Convincing

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

BACKGROUND KNOWLEDGE

This unit teaches learners how to make and recognise Digital Classroom: Use the multimedia
halves. By the end of the unit, learners should enhancement to introduce the concept of fractions
understand the difference between halves and two as parts of a whole. The i button will explain how to
unequal parts. To start the unit, learners should know use the multimedia enhancement.
that an object or shape can be split into parts.
Fractions are an important part of the mathematical Supporting learners with the Getting started
curriculum. They have become a part of everyday exercise
language: ‘half an hour’, ‘half a cookie’. As learners Some learners find the concept of fractions difficult to
develop their skills with fractions they should have learn. They will need much more practical experience

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opportunities to work with shape, number and of dividing or cutting a wide range of objects such as
different types of measure such as length, weight pieces of fruit (start with something soft), dough or
and capacity. modelling clay, a sheet of paper, or sharing a drink
Throughout their work on fractions, learners may equally between two glasses. They will also need
need help and support to develop mental imagery. activities for partitioning sets into equal groups.
The concept of a fraction can be very abstract for Use objects such as cubes, blocks, stones, shells or

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some learners, but visualising a part compared
with a whole is a developmental skill. For example,
‘Close your eyes. Imagine your favourite cookie.
In your head, cut the cookie in half. What do you
notice about the two pieces? Are they the same
size as each other?’
It is important that learners develop a vocabulary
so they can talk about fractions. It is helped by the
teacher modelling appropriate language wherever
possible as well as providing practical activities.
beads. Ask learners to talk about their experiences
with fractions using the language of fractions.
Learners need to know and understand that a
fraction is always a part of something: a piece of
fruit, 10 beads or 6 pebbles and that a fraction is an
exact value. For example, ½ is made by separating
something into two equal pieces and not just
breaking into two.
This will give learners the opportunity to complete
the Getting started activities in the Learner’s Book.
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TEACHING SKILLS FOCUS
Questioning • make a point of giving all learners in the class/
Questioning is a skill for both teacher and learner group an opportunity to respond. If not, a small
that develops over time. It seems to be easier ‘elite’ of quick responders will be created, and
SA

to ask questions that ask learners to recall facts the rest become uninvolved or switch off
which often need just a one-word answer. These • give learners sufficient time to think about a
are called ‘closed’ questions. They do not need response
the teacher or learner to think and the answers are • ask learners to discuss their thinking in pairs/
always either right or wrong. These are good to small groups, with a ‘spokesperson’ to respond
use when assessing knowledge but not good for on behalf of the others
assessing thinking and understanding. By using • give learners a choice of different possible
more ‘open’ questions, which need a higher level answers, and have a vote on these options.
of thinking, learners will give an extended response As you work through an activity, be aware of the
and you will generally find the answers are varied. type of questions you are asking. Are they all
For example, a closed question could be ‘What is closed questions? Are there opportunities for you
9 − 6?’, whereas an open question could be ‘Tell to use more open questions? Encourage learners
me two numbers with a difference of three.’ to know the difference and to develop their skill
To improve your questioning techniques: in asking more open questions when working as a
• avoid asking questions and answering them group or in pairs.
yourself seconds later

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3 Fractions

3.1 Fractions
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Nf.01 • Understand that an object or Given a piece of paper learners

shape can be split into two equal can fold it into two equal or
parts or two unequal parts. unequal parts.

1Nf.04 • Understand and visualise that Learners can choose two halves

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halves can be combined to of different shapes and put them
make wholes. together to make a whole.

LANGUAGE SUPPORT

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Start a fraction display. Cut a large circle or square
in half and label each piece a half. Display the
two parts together to show one whole shape.
Halves of cut-out shapes can make a border
for the display, and this can be added to as the
class progresses through the unit. Add speech
bubbles to remind learners of the meanings of the
words. For example, ‘Remember, half means two
equal pieces.’
Equal: the same as
Fraction: a part of a whole
Half: one of two equal parts of a whole
Pair: a set of two things used together or two
people considered together
Part: a piece of a whole
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Common misconceptions
Misconception How to identify How to overcome
Learners may misunderstand the Listen to learners talking during Practise with different shapes or
concept of ‘half’. group work about two pieces that objects.
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could be unequal and two pieces

that are equal.
Learners talk about ‘the bigger Listen and watch when learners are Put halves of a shape on top of
half’. engaged in the activities to see each other so that learners can see
their understanding of half. that they are the same.
Match objects one to one to show
that there is the same amount.
Learners may misunderstand the Watch as learners join halves. Show a set of two things used
word ’pair’. Putting two items together without together that make a whole, such
using the understanding of a pair as a pair of shoes/socks/gloves.
will indicate a non-understanding
of halves and pairs.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Starter idea Talk to your partner.’ Give the class a few minutes to
discuss the questions. You may need to explain the
Half a pair of shoes (10 minutes + meaning of equal as some learners may not have heard
10 minutes Getting started exercise) or used it before. ‘Equal means that something is the
Resources: Two different pairs of shoes, two shoe boxes. same as something else. It has to be the same size.’

Description: Choose three or four pairs to give their choices and their
reasons. ‘Why did you choose this one? What is it about
Show the class the two shoe boxes and ask if they can this one that makes you think that it can be cut into two
tell you what they think might be inside. Do not take pieces that are the same size and shape?’
just one answer. Learners may have different ideas.
When several learners have given their thoughts, take Sort the fruit and vegetables into two sets. Label them
the lids off the boxes and take out the shoes. Hold up ‘can be cut in half’ and ‘cannot be cut in half’. Ask

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one pair and explain that both shoes together make a the class ‘How can we check?’ Take some ideas from
pair. Hold up the other shoes and ask the class what learners.
they can tell you about them. Encourage the use of the Choose a piece of fruit. Place it on the chopping board
word ‘pair’. and slice it in half.
Put one of each shoe back into its box. Ask ‘How many

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shoes make a pair?’ (Two.) Put the other two shoes back
in the boxes but don’t make matching pairs. Show the
class the boxes. ‘Is there a pair of shoes in each box?
(No.) What can you tell me about the shoes in this box?
And in this box?’
Learners may think that there are pairs of shoes in
the boxes. If they do, ask them to give you reasons for
their thinking. Ask a child to come to the front of the
class and move the shoes so that there are matching
pairs in each box. Then ask the learners to complete the
Getting started exercise in the Learner’s Book. This will
Ask the class if the halves are equal. Remind them of
what equal means.
Place them back in the set that is labelled ‘can be cut
in half’.
Choose a carrot and repeat the process, except that
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allow you to see if there is anything further that needs this time cut across the carrot and not down its length.
revisiting before you start the rest of the unit. Show the two parts to the class.

Some learners may think that any two shoes would

make a pair, but in this case the pair has to be matching.

Main teaching idea

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Collecting halves (40 minutes)

Learning intention: Understand that an object (or shape) If the carrot was put in the ‘can be cut in half’ set, ask
can be split into two equal parts or two unequal parts. learners if they would like to change their minds about
which set it needs to be put in now. If they want to keep
Resources: Fruit and vegetables such as apples, pears, it in that set ask, ‘Why do you think that’s a good idea?’
oranges, carrots, potatoes that can be cut into two parts, If they want to change the set ask, ‘Why do you want to
knife for adult use, chopping board, Resource sheet 3A do that?’
Shapes, scissors and glue.
Encourage the use of the vocabulary of half and equal.
Description: Fractions are used when we tell the time, cook,
shop, pay bills and split things up. This activity shows Repeat with the other fruits and vegetables.
learners how fractions are used in real life. Discussing Ask, ‘Is that cut equally? How can you tell? Could I cut
fractions and playing games with the learners are the best it a different way?’ Show different oranges cut in half
ways to help them understand the basic concepts. vertically and horizontally. ‘Some things you can cut in
Show the class the fruit and vegetables. Ask them half and although they are equal, they look different.’
‘Which ones do you think can be cut into half so that
both pieces are the same size and look like each other?

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3 Fractions

It is through thinking and discussing how to halve of the other. In this way they will be able to generalise
something that learners will understand the concept of when identifying other examples of halves that satisfy
half and halves. the same mathematical criteria.
Ask learners to try Learner’s Book Exercise 3.1 Learners will be using the shapes that they have
questions 1 and 2 or Workbook Exercise 3.1 questions 1 made to make patterns where edges fit together.
and 2. They will be discussing and sharing ideas about
Differentiation ideas: different patterns and will present the evidence to
try to convince others who may think differently,
To support learners who find this difficult, encourage by identifying and describing the mathematical
them to talk about the objects that they think cannot be properties of their shapes.
divided in half and ask for their reasons. Use both open
and closed questions to find what learners know and

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CROSS-CURRICULAR LINKS
what they think.
To challenge more confident learners, use the same • Shapes made by halving and halving again
objects to find two different ways to cut it in half and can be used in art and design when creating
two ways to cut it so the pieces are not equal. patterns. Fractions are often used in art as a
way of expressing an idea. They are also used
Plenary idea
Dancing fractions (10 minutes)

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Resources: A large sheet of paper per learner, for
example newspaper, and dancing music.
Description: Give each learner a piece of paper. Learners
place the whole sheet on the floor as a ‘whole piece’.
Play some dancing music so that the learners can dance
on their paper. When the music stops, the learners pick
up their paper and fold it in half before putting it back
on the floor. Then they start dancing on the paper again.
in patchwork to make designs that rotate or
translate to give different effects.
• Fractions are also used to develop the idea of
equal shares.

Homework ideas
1 Go on a fraction picnic. This can be inside
or outside.
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Step 1:
When the music stops they fold their paper in half
again. Keep going until the paper becomes too small Before the picnic, cut out pictures of food from
to dance on. Learners may be dancing on their toes at magazines or downloaded from the internet.
the end. Provide paper plates and glue.
Assessment ideas: Differentiation by task will be Cut each item in half. Learners can begin by
evident during this activity. Look at the learners who planning the picnic and choosing what food
SA

struggle when folding a piece of paper in half. Do they want.

they have trouble with folding or is it that they do not
understand the meaning of ‘half’? Work alongside them Learners can choose from the halves what they
in order to find out what the problem is. would like on their plate. They can glue their food
choices on their paper plate.
Guidance on selected Thinking and Step 2:
Working Mathematically questions Provide a variety of real foods to match the
Learner’s Book Exercise 3.1 Let’s investigate pictures.
When learners are folding and cutting shapes into two Start with the ‘whole’ and then cut each in half
equal pieces they are specialising – choosing and testing equally. The more people at the picnic, the more of
their examples to see if they satisfy or do not satisfy each ‘whole’ will be needed.
specific mathematical criteria. Encourage learners to
check what they have done by placing one half on top Words to use: whole, half, halve

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

2 Teaching fractions with tortillas (or paper circles Show dishes of food items that can be halved, for
but not so much fun!). example a tomato, a pickle, a mushroom.
Step 1: Halve each of these. Fill your tortilla and enjoy!
You will need two tortillas per person and food to Words to use: whole, half, halve
fill it.
Put one tortilla on top of the other to show they are
Assessment ideas
both the same. To check learners’ understanding of the concepts in this
unit, you can:
Explain that one tortilla equals one whole.
• use the Check your progress exercise at the end of
Step 2: the unit in the Learner’s Book, either individually or

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Show how to fold a tortilla in half. with the whole class
• use the activity in the Digital Classroom with the whole
Ask ‘How many halves are there?’ class. The i button will give you more information.
Turn the tortilla over so that the other half can
be seen.

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SA

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4 Measures

4 Measures
Unit plan
Topic Approximate number Outline of learning Resources
of learning hours content
4.1 Length 4 Use familiar language Learner’s Book Section 4.1
to describe length. Workbook Section 4.1

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Worksheet 4A
Worksheet 4B
Worksheet 4C
Language worksheet 4A

Cross-unit references
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Digital Classroom: Unit 4 multimedia enhancement
Language worksheet 4B
Resource sheet 4A
Resource sheet 4B
Resource sheet 4C Homework 1
Resource sheet 4D Homework 2
Additional teaching ideas for Section 4.1
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Digital Classroom: Unit 4 activity
Learner’s Book Check your progress
Language worksheet 4A
Language worksheet 4B

Thinking and Working Mathematically questions in Unit 4

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Questions TWM characteristics covered

Learner’s Book
Getting started question 2 Specialising
Exercise 4.1 question 2 Generalising, Conjecturing, Classifying
Exercise 4.1 question 3 Generalising, Conjecturing, Convincing
Exercise 4.1 question 6 Conjecturing, Classifying
Exercise 4.1 Let’s investigate Generalising, Conjecturing, Classifying
Workbook
Exercise 4.1 question 4 Characterising
Exercise 4.1 question 5 Characterising
Exercise 4.1 question 8 Characterising, Classifying
Exercise 4.1 question 9 Characterising

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

BACKGROUND KNOWLEDGE

This unit teaches learners how to use length as You probably already have ways of organising your
an example of measure. By the end of this unit, class for group work, but a different option would be
learners should understand that height and to look at the resources you use each time. Change
distance are also examples of length. To start this the equipment slightly between groups so the ‘right
unit, learners should be able to distinguish between answer’ doesn’t get handed from pair to pair. For
taller, shorter and longer through play experiences. example, use shorter or longer pieces of string for
Learners need to work on measures from an early each group so they are not exactly the same. Or
age. This will usually be through play activities such remove the string from some groups and replace it
as kicking a football and discussing how far it went with ribbons.

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or being measured for a new pair of shoes. Digital Classroom: Use the multimedia
Introduce a new activity to the whole class, enhancement to introduce the concepts of length
modelling the instructions as you say them. Involve and height. The i button will explain how to use the
the class in asking questions to make sure they all multimedia enhancement.
understand what you want them to do. Learners
need to be able to see, think about and talk about Supporting learners with the Getting started

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length using correct mathematical vocabulary.
Measurement problems are a daily experience
and can be found in many different situations.
For example, is this cloth long enough for the
table? Are these curtains the right size for the
window? It is important for learners to have
opportunities to learn as much as possible about
measurement. They learn through practical
activities, play opportunities and thinking about
measurement problems.
exercise
Learners need to experience free play with a range
of non-standard measuring resources. This can
involve them measuring and comparing the lengths
of various objects such as a table, their lunchbox or
a tower that they have built.
They need to build up their vocabulary of measure
and be able to give examples. This may need to
come from a variety of practical activities if memory
is a problem. Use a display board to show and
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illustrate the words and their meanings.

TEACHING SKILLS FOCUS

Differentiation • Differentiation by support allows teachers to

How do we differentiate? There are many ways target support where and when it is needed
SA

to differentiate tasks and activities for learners in throughout the lesson.

the class: • Differentiation by questioning promotes
• Differentiation by task, giving learners different learners’ thinking and needs to challenge and
tasks according to their ability within the same encourage learners to think deeply.
learning objectives but showing different Choose one of the types of differentiation that you
learning outcomes. are not so familiar with and try it with your class for
• Differentiation by resource that can be used a week, using the lessons in this unit. Keep a diary
with similar or mixed-ability learners. of what you did, why you did it and what you found
out about yourself and the class. How successful do
• Differentiation by pace allows all learners of
you think you were? Could you change anything to
different abilities more time to focus on the task.
make it better?
• Differentiation by outcome, where all learners
have the same task but how far they get in
finishing it and the level achieved may differ.

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4 Measures

4.1 Length
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gg.02 • Use familiar language to • Learners will be able to use the correct
describe length, such as vocabulary when describing length.
long, longer, longest, thin, • Learners will understand that height and
thinner, thinnest, short, distance are lengths.
shorter, shortest, tall, taller,

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• Learners will discuss length using
tallest.
language in local contexts.

LANGUAGE SUPPORT

string or ribbons, for example). PL

Listen to how learners use the language and
vocabulary of length. Encourage them to use
comparative language such as ‘longer than’ and
‘shorter than’ alongside practical examples (using

Encourage learners to answer in full sentences

using the vocabulary of length such as ‘This ribbon
is longer than this ribbon.’ Listen as learners talk
to each other and give the correct word or phrase
Long: of more than usual length
Longer: having the greater length of two
Longest: having the greatest length of several
Short: having little length; not long
Shorter: having the smaller length of two
Shortest: having the smallest length of several
Tall: of more than usual height
Taller: having the greater height of two
M
when necessary.
Tallest: having the greatest height of several
Use pictures or posters to illustrate vocabulary
such as ‘long’, ‘short’, ‘tall’, ‘thin’. Make visual Thin: having opposite sides close together, a very
prompts that use the vocabulary as well as small width
illustrations. These can be cut into cards and Thinner: having the smaller width of two
learners asked to match words and pictures. Thinnest: having the smallest width of several
Length: the measure of something from one end
SA

to the other end

Common misconceptions
Misconception How to identify How to overcome
When you measure the height of Listen to conversations while Use practical materials such as
something standing up and then activities are going on in the pencils to show that the length
the length of the same object lying classroom. and height of the same object are
down, the height and length will be always the same.
different.
When comparing the length or Observe learners working through Remind learners about starting
height of two objects, learners the activities. from the same baseline and give
don’t start at the same baseline. examples of what happens to the
results when they don’t.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Starter idea you to see if there is anything further that needs revising
before you start the rest of the unit.
Longer or shorter (10 minutes + 10 minutes
Getting started exercise) Main teaching idea
Resources: A conversation box (A conversation box
Paper strips (40 minutes)
is a way to create communication opportunities.
It allows us to use objects as the basis of a Learning intention: To use familiar language to describe
conversation. Stored inside the box are various objects length.
related to the activity.), different length objects that Resources: Two long strips of paper about 1 metre, slightly
can be compared such as two pencils, two pieces of different lengths for each pair; several strips of paper or
string, two pieces of ribbon, two boxes, two toy cars, ribbon, sticks, straws of different lengths (20 cm to 1 m);
all of different lengths.

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Resource sheet 4A Spinner of length; counters.
Description: This activity is good for introducing and
consolidating the language of length. Emphasise that
height is also a measure of length as well as length.
? ion Introduce this lesson to the class by explaining that
?
e rsat

A conversation box

Description:
v

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Con ox ?
?B ?

Explain that in the box are pairs of objects. One object

in each pair is long and one is short. Demonstrate the
they will be looking at length. Explain the meaning of
the word ‘length’ and say that they will be learning new
words to help them when they talk about length.
Ask two members of the class to stand some distance
apart, each holding up a long strip of paper by its end.
Make sure the strips are not the same length as each
other. Say to the class: ‘Tell us which strip is longer and
which is shorter. How can you be sure? Does it matter
if they hold the strips like this? (With no common
baseline.) Why does it matter?’
Establish the method of placing the strips together with
M
meaning of the words with your arms wide open for
a common baseline.
long and hands closer together to demonstrate short.
Give each pair of learners several strips of paper and
Take one of the objects from the box and show it to the
some counters.
class. ‘Do you think this is the long (pencil) or the short
(pencil)? How can we find out?’ Each learner chooses one of the strips of paper and
holds it up at arm’s length, away from their partners.
Take suggestions from the class. Some may suggest
The pair discuss and agree an estimate about which strip
SA

putting them together side by side. But you may need to

is longer before bringing them together and checking. If
say ‘I have an idea. I wonder if we put them side by side
their estimate is right, they each take a counter.
we would be able to tell?’
They then spin the spinner (from Resource sheet 4A
Put the objects side by side. Elicit answers by asking
Spinner of length) to find which of them will win
‘What do you notice? Which is the long (pencil)? Which
another counter. If the spinner lands on ‘shorter’, the
is the short (pencil)?’ Then statements about length can
learner with the shorter strip wins an extra counter. If it
be made: ‘We can say that this (pencil) is longer than
lands on ‘longer’ the learner with the longer strip wins
this (pencil). We can say that this (pencil) is shorter than
an extra counter.
this (pencil).
Learners repeat the activity, choosing a new strip each.
Repeat the activity with the other objects in the box.
At the end of the activity, pairs count their counters to
Model the language of long, longer, short, shorter. Look
find the ‘winner’. Give the class two or three minutes
for learners who do not have the same baseline for each
to talk about how easy or how difficult they found the
object when lining them up to compare length.
estimating and whether they got better at it as they
After this, ask the students to complete the Getting worked through the activity.
started exercise in the Learner’s Book. This will allow

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4 Measures

Repeat the activity, but this time learners will look for Guidance on selected Thinking and
the thinner of two strips of paper. Demonstrate what
thin, thinner and thinnest mean using three strips. Working Mathematically questions
At the end of the activity, ask questions such as ‘How Learner’s Book Exercise 4.1 Let’s investigate
did you know if one strip was longer than the other When learners are involved in spinning the spinner
one? How did you know which strip was thinner than and collecting the matching coloured cube, they will be
the other? Do you think your estimating skills are checking to see that their cube matches the criteria of
improving? Why do you think that?’ colour. As they begin to collect more cubes they will be
After this activity, learners could try Learner’s Book able to see the pattern of colours they have collected and
Exercise 4.1 questions 1, 2 and 3 and Workbook use them to build their tower. They will develop ideas
Exercise 4.1 questions 1, 2, 4, 5 and 6. about the colours they use and will work with a partner

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discussing their results.
Differentiation ideas:
Each learner will have an opportunity to discuss and
To support learners who find this difficult, make sure the challenge their partner, taking turns to speak and
strips are very different in length and width. Work with listen especially when justifying their own ideas
this group to model the vocabulary used. and thoughts.
To extend more confident learners, give them strips of

What do you know? (10 minutes)

Resources: None.
Description:
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various widths and lengths and talk about whether the
width helps or does not help when comparing length.

Plenary idea

Learners work in pairs. Ask them to tell each other:

CROSS-CURRICULAR LINKS
• In science this unit links with comparing the
size of plants (1.2 Parts of plants).
• In literacy this unit would link to work done on
comparative and superlative adjectives.

Homework ideas
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• three things they learned 1 Resource sheet 4C Homework 1 Drawing flowers.
• two questions they want to ask about length This homework uses string to help learners to draw
flowers to a measured length.
• one thing they already knew.
You may need to take each of these separately and allow 2 Resource sheet 4D Homework 2 Measuring objects
discussion and feedback before you move on to the next with string. This homework asks learners to measure
one. You may also need to model an answer so that the objects against a length of string and determine if
they are longer or shorter than the string.
SA

class really understand the task.

Assessment ideas:
Assessment ideas
When learners ask questions, ask other members of the
To check learners’ understanding of the concepts in this
class if they can answer them. This will allow you to
unit, you can:
hear what some learners may find difficult and also the
understanding both of the question and the answer from • use the Check your progress exercise at the end of
other learners. the unit in the Learner’s Book, either individually or
with the whole class
Ask the learners how working with a partner
helped them. • use the activity in the Digital Classroom with
the whole class. The i button will give you
Ask the learners what they did when they got stuck.
more information.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

PROJECT GUIDANCE: PROJECT 1 SNAKES

Why do this project? Invite each learner to tell the others about
This task provides opportunities for learners their snake, then pose the questions in the
to develop language to describe and compare Learner’s Book. As you circulate round the
(in particular) length and thickness, and to find room, look out for those learners who are
different ways of measuring these two attributes. justifying their conjectures, for example, by
Learners will be making conjectures as they carefully lining up snakes to compare lengths,
suggest whose snake is the longest/shortest or by using cubes to measure lengths of
and then developing their reasoning in order to individual snakes.
convince others. • In the plenary, you could ask some learners

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to share their ways of convincing others. You
Possible approach could write up their justifications and display
• Begin by inviting learners to create their own them in the classroom along with the snakes.
snake using their choice of materials (within
reason!). You may wish to gather together Key questions
a selection of paper, card, ribbon, dough, • Tell me about your snake.

this purpose.

PL
pipe cleaners, cubes, glue, tape, etc. for

• Try not to say too much by way of introduction

so that learners have the freedom to decide
how their snake will look and to create it in
whatever way they choose. You may wish to
give them some time to consider what their
snake will be like and how they will make it
before they are given access to the materials.
It might be worth asking a few learners to
share their plans with the whole class before
• How will you know which one is longest/
shortest?

Possible support
Some learners may need help deciding how to
determine whether one snake is longer/thicker
than another, particularly if the two are quite
similar. If this is the case, you could invite another
learner or group to show them a way they have
found.
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everyone begins the practical aspect of the Possible extension
task, as this may support those who are You could challenge learners to line up the snakes
struggling for ideas. in order of length/thickness. You could also invite
• As the learners complete their snakes, them to make a longer/shorter/thinner/thicker
ask them to sit in pairs or small groups. snake than any in the set so far.
SA

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5 WORKING WITH NUMBERS TO 10

5 Working with
numbers to 10
Unit plan

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Topic Approximate Outline of learning Resources
number of content
learning hours
5.1 Addition as 6 Understand addition Learner’s Book Section 5.1
combining as combining two sets
Workbook Section 5.1

PL(2 parts) to make a

whole where the total
is 10 or fewer. Through
working with 10 as a
whole, learners will
begin to recognise
complements to 10.
Resource sheet 5A
Resource sheet 5B
Resource sheet 5C
Resource sheet 5D
Resource sheet 5E
Resource sheet 5G
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Resource sheet 5H
Resource sheet 5I
Additional teaching ideas for Section 5.1
Digital Classroom: Unit 5 Part-whole diagrams
Digital Classroom: Unit 5 Number wall
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5.2 Subtraction 6 Understand Learner’s Book Section 5.2

as take away subtraction as taking
away a part from a Workbook Section 5.2
whole, where the Resource sheet 5A Large part-whole diagram
whole is 10 or fewer.
Resource sheet 5E Number strips
Resource sheet 5F Subtraction walls
Resource sheet 5I 1–10 number track
Resource sheet 5J Part-whole subtraction diagrams
Worksheet 5A Caterpillar numbers
Worksheet 5B Bus numbers

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Worksheet 5C Aeroplane numbers

Language worksheet 5A
Language worksheet 5B
Additional teaching ideas for Section 5.2
Digital Classroom: Unit 5 Part-whole diagrams
Cross-unit references
Digital Classroom: Unit 5 multimedia enhancement
Digital Classroom: Unit 5 activity

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Learner’s Book Check your progress
Language worksheet 5A
Language worksheet 5B

Thinking and Working Mathematically questions in Unit 5

Questions
Learner’s Book
Exercise 5.1 Let’s investigate
Exercise 5.1 question 10
Exercise 5.1 Let’s investigate
Exercise 5.2 Let’s investigate
Exercise 5.2 question 7
PL TWM characteristics covered

Convincing
Generalising, Conjecturing, Convincing
Generalising, Conjecturing, Convincing
Conjecturing
Specialising
M
Exercise 5.2 Let’s investigate Conjecturing
Workbook
Exercise 5.1 question 8 Specialising, Generalising
Exercise 5.1 question 10 Specialising, Generalising
Exercise 5.2 question 8 Specialising, Generalising
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Exercise 5.2 question 10 Specialising, Generalising, Conjecturing

Exercise 5.2 question 11 Specialising, Generalising
Exercise 5.2 question 12 Specialising, Generalising, Conjecturing, Convincing

BACKGROUND KNOWLEDGE

Unit 5 introduces addition as combining two • Addition as combining is only one type of
quantities and subtraction as taking part of a addition but it lays a firm foundation for
quantity away from the whole. It is very important later approaches.
that learners work practically to ensure that they • Learners who understand that addition
understand just what addition and subtraction are. combines quantities should not make the
A part-whole diagram will support learners as they mistake of giving a smaller total than one of the
physically move objects to combine amounts or quantities that they combined.
take away an amount.

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5 WORKING WITH NUMBERS TO 10

CONTINUED
Subtraction: Objects are counted into the whole
circle, then one part of that whole is pushed
part part into the first part circle, the rest into the second
part circle. You may want to provide learners with
number tracks or number lines to help them with
their work in this unit.
Number bonds are simply the pairs of parts
that combine to make the whole number.
Learners will begin to look at each number as
whole

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a whole and the numbers within that number.
This will help learners to develop a good
understanding of number bonds, to begin
Addition: Objects are counted into each of the two to calculate.
part circles, then pushed together into the whole • Learners need to become very familiar
circle. Part + part = whole. with 10 as they will use 10 and its number

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• Subtraction as take away also lays firm
foundations for later subtraction approaches.
• Learners who understand that subtraction is
taking away part of the whole should not
make the mistake of giving a larger number
after subtraction than the number they
subtracted from.

whole
bonds to calculate for the rest of
their lives.
Digital Classroom: Use the multimedia
enhancement to introduce the concepts of adding
and subtracting. The i button will explain how to
use the multimedia enhancement.

Supporting learners with the Getting started

exercise
If learners struggle with the ’Getting started’
M
questions, they need more experience with
numbers to 10.
Can learners:
• consistently count to 10?
• accurately count a set of up to 10 objects and
record their count?
part part
SA

• compare quantities and numbers up to 10?

Revisit the relevant parts of Unit 1 or prepare similar
materials that target the specific areas of difficulty.
If the learner has stopped using a ten frame or
domino layouts for support, they may benefit from
being reintroduced to these.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

TEACHING SKILLS FOCUS

Metacognition
Metacognition is the process of considering your This is similar to the planning process most teachers
thinking and learning. In doing this you can: follow, however, the focus is different – you are
• raise your awareness of what you do and do focusing on how you and your learners learn.
not know As you become more aware of your own thinking
• begin to develop your understanding of how and learning, you can support learners to also
you can better focus your own thinking and that become more self-aware. They can then plan and
of the learners. choose their own approach to a task to enable
successful learning.

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Consider these aspects of metacognition as you
plan, monitor and assess your own understanding Take time to verbalise your thinking processes
and learning, and that of the learners. to help develop learners’ metacognitive skills.
Ask yourself and the learners questions such as,
One example of using metacognition is recognising
‘What do you already know about this number?’,
that you or your learners may find it more difficult
‘How did we approach activities like these before?’,
to learn one thing rather than another. Examine

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why that might be and think about it when you plan
how to approach each learning task. Look at what
you and your learners already know. Consider how
to build on what is already known, how to link the
old and new learning together.
When it comes to teaching a session, your planning
should mean that you know why you chose a
particular approach or strategy for that aspect of
learning. During the session, you will be continually
evaluating progress so that you can adjust
‘Didn’t we … when we …?’
During this unit, pay particular attention to the
reflections. Set aside time to really dig deeper
into your own and your learners’ learning. Praise
learners’ efforts to express their thinking. Ask
them to explain what they mean or to say a
bit more on something. Use the knowledge
of your learners’ strengths and weaknesses to
motivate them, and encourage them to motivate
themselves so that they are more engaged in
their learning.
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your, and the learners’ approach as the session
develops. It is essential that you and your learners
reflect on the results. This reflection adds to your
self-awareness and your awareness of how your
learners learn. You can then use this knowledge in
your next cycle of planning.
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Plan

Reflect

Evaluate Monitor

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5 WORKING WITH NUMBERS TO 10

5.1 Addition as combining

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Nc.02 • Recognise the number of objects Learners place counting objects into
presented in familiar patterns up familiar patterns to find out how many
to 10, without counting. there are.

1Ni.02 Understand addition as: Learners can combine two sets and find

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• counting on the total (up to 10).
• combining two sets.

1Ni.04 • Recognise complements of 10. Using a total of 10, learners can

partition to find number bonds for 10.

1Ni.05

LANGUAGE SUPPORT
PL
• Estimate, add and subtract whole
numbers (where the answer is
from 0 to 20).

Learning a new word in mathematics is just the

same as learning a new word when speaking or
Learners are beginning to develop a
sense of number and are becoming
more accurate when estimating.

Altogether: how many there are after addition

4+3=7 7 altogether
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writing. Draw learners’ attention to the word Combine: put two or more groups together
and explain its meaning. Say it and write it, or
First, then, now: words used to tell a short story, to
point out the written word. Then model its use
show what you start with, what changes and what
and encourage learners to use it appropriately.
is at the end
Reading a word is usually easier than writing it at
first. Provide learners with a copy of the word for Number bond: pairs of numbers that add together
them to copy when writing, but gradually remove to make a particular total
SA

this support. Part: not all of the whole

Add/addition: putting two or more groups Total: the result of addition
together and finding how many. The sign for Whole: all of the parts put together. Another word
addition is +. for total.

Common misconceptions
Misconception How to identify How to overcome
Learners misunderstand the word Ask learners to explain what we Use the part-whole diagram to
whole as hole. mean by ‘whole’. illustrate whole.
When using ‘first, then, now’ stories Ask learners to record a ‘first, then, Give lots of examples of ‘first, then,
in addition, learners consider the now’ story in a number sentence. now’ stories and how to record
first thing they do as ‘now’. them in a number sentence.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Starter idea Resources: ‘Five little astronauts’ rhyme from Resource

sheet 1M Number rhymes Units 1 and 2, cubes,
First, then, now (10 minutes + 10 minutes counters or other small counting objects, Resource
Getting started exercise) sheet 1A 1 to 5 spinner templates, mini whiteboards
Resources: some simple toys such as toy cars and a and pens (or paper and pencils), Resource sheet
playmat. 5I 1–10 number track.

Description: Learners will recognise that sets of objects Description: This activity is good for recognising that
can be combined to find out how many there are adding 1 makes the next counting number.
altogether. Share the rhyme ‘Five little astronauts’ with the
Explain that you are going to tell the learners a story learners, acting it out. Ask the learners to explain
and they are going to act it out. what is happening in the rhyme. Elicit that another

E
astronaut keeps arriving, so the number of astronauts is
Begin by saying, ‘First there were 3 children playing with growing. Draw the learner’s attention to the last part of
the cars.’ Invite three learners to pretend to be playing each verse:
with the cars. Ask the rest of the learners to tell you how
many learners are playing with the cars. Confirm that ‘One and one makes two.’
there are 3. ‘Two and one makes three.’

to join the first group.

PL
Next tell the learners, ‘Then 2 more children came to
play.’ Choose two more learners to play and invite them

Ask the learners to tell you how many children are

playing now. Confirm that there are 5. Ask learners how
they know. Some learners may have counted, others may
have recognised that there were 5 without counting.
Explain that what the learners saw was two sets or
groups coming together. First there were 3, then 2 more
arrived. A group of 3 and a group of 2 came together
‘Three and one makes four.’
‘Four and one makes five.’
Ask learners to model each of these with their fingers to
check the sentences are correct.
Give pairs of learners a 1 to 5 spinner and some
counters, cubes or small counting objects, a 1–10
number track and a mini whiteboard and pen. Ask them
to spin the spinner and get that many objects. Then they
need to add 1 more. Ask learners to record what they
did using the sentence (spinner number) add 1 equals
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and now make a group of 5 altogether. (total).
Explain that over the next sessions learners are going Remind learners that they used equal when they
to explore putting groups together and finding out compared sets. The sentence shows that the spinner
how many there are altogether. This is called addition. number with 1 added to it is has the same value as the
Explain that there are different kinds of addition, but total.
they will be concentrating on addition by combining
– putting two groups together and finding how many Give the learners up to 10 minutes for this task then call
SA

altogether. They will act out the stories using the them back together. Ask learners if they recorded all the
counting objects. number sentences from the astronaut rhyme. Learners
should have recorded most, if not all of the number
After this starter, ask the learners to complete the sentences. Finish by returning to the rhyme to check
‘Before you start’ exercise in the Learner’s Book. This where 5 add 1 equals 6 belongs. Confirm that when there
will allow you to see if there is anything further that were 5 astronauts, no more friends were asked to join
needs revising before you start the rest of the unit. them. Perhaps the rocket was full!
After this activity, learners could try Learner’s Book
Main teaching idea Exercise 5.1 questions 1, 2 and Let’s investigate, and
One more (40 minutes) Workbook Exercise 2.1 questions 1, 2 and 11.
Learning intention: Add 1 to a quantity and find the
total (up to 10), begin to recognise that one more is the Answers: Learners record all or some of the number
next counting number. sentences 1 + 1 = 2, 2 + 1 = 3, 3 + 1 = 4, 4 + 1 = 5 and
5 + 1 = 6.

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5 WORKING WITH NUMBERS TO 10

Differentiation ideas: To support learners who find this Learners could say a set of number bonds to a partner
difficult, encourage them to count out physical objects and who checks by using a number strip themselves. In time,
then add one more, throughout the session. Other learners learners may be able to record a list of number bonds
may be able to use their fingers for support or their by working mentally and systematically. Completing
existing knowledge of counting to find out how many addition walls is a good test of applying known
objects there are. Challenge learners who quickly spot the number bonds.
pattern of adding one to continue the pattern until they After repeating the plenary for several numbers, ask
reach 10. Ask them to express the pattern in words. learners what patterns they notice. Ask learners if they
are beginning to recall some number bonds and if
Plenary idea the strips help them to recall them. Are you and your
learners beginning to think about how they learn and
Number strips (10 minutes)

E
what helps them to learn and remember?
Resources: Resource sheet 5E Number strips or strips of
paper with 5, 6, 7, 8, 9 or 10 identical images in a row,
identical strip for each learner.
Guidance on selected Thinking and
Description:
Working Mathematically questions
Learner’s Book Exercise 5.1 question 11

PL
Give each learner a strip of paper with the appropriate
number of images on. Print out the sets provided on
Resource sheet 5E Number strips or make your own to
match learners’ interests.
Begin by counting how many images there are, counting
both left to right and right to left. Ask learners to tell
you how many images there are altogether.
Say back to the learners, for example, 6 is the whole and
have the learners repeat it. Show learners how to fold
back one image. Model saying, ‘1 is a part, 5 is a part, 6
is the whole’ and ask learners to repeat it back to you.
In this investigation, learners are asked to work
systematically to find all the number bonds for 10.
Learners could order their number bonds from 0 to 10
or from 10 to 0 as they are demonstrating that they
can work systematically. As they do this, learners are
specialising the process of working systematically
to 10, having already explored this approach in
the classroom.
Learners are then asked to explain to a partner how
they know that they have found all the possible
M
number sentences. To do this, learners need to
Fold back two images and again model the statement, contemplate why their systematic approach shows that
asking learners to repeat it back to you. Continue until they have found all the possible number sentences.
all images are folded back so that the statement is ‘6 is a As they do so, they are convincing themselves and
part, 0 is a part, 6 is the whole.’ their partner why this is true.
After some experience, learners will be able to make It could be that learners do not work systematically.
the statement themselves. You will need to repeat this When explaining how they know they have found
SA

plenary several times so that learners can practise all the possible number sentences, learners are likely
making the statements for all the numbers from 5 to either indicate their number sentences as they
to 10. You could also ask learners to visualise a strip count from 0 to 10 to show that they have used all
with 0, 1, 2, 3 or 4 images on and say the matching set the numbers to 10 or may reorganise their number
of statements. sentences into number order. This is critiquing and
When you have introduced the term ‘number bond’, improving their work.
sometimes say ‘1 and 5 make 6’ or ‘1 + 5 = 6’. Observe learners as they work. If they are not working
Challenge learners to say the same thing in three systematically, ask questions such as, ‘How will you
different ways: 1 is a part, 5 is a part, 6 is the whole; 1 know when you have found all the number sentences?’
and 5 make 6; 1 + 5 = 6. If learners suggest that they will put the number sentences
Assessment ideas: Learners can use a strip for support in order when they have finished, give them the space to
as they list all the number bonds for a particular do this. Once they have finished, ask learners, ‘Could you
number. After doing this several times, learners may have done the ordering as you were going along?’ and
be able to visualise the number strip to help them ‘Would that have saved you some work?’
recall all the number bonds for a particular number.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CROSS-CURRICULAR LINKS Homework ideas

1 Finger number bonds for 10. Ask learners to count
Whenever learners need to combine two all their fingers and thumbs. Confirm that there are
amounts to make a total in any area of the 10 altogether. Show learners how to fold down one
curriculum, encourage them to model it using finger. Can learners see the number bond for 10,
the part-whole diagram. Encourage the correct 9 + 1 = 10 (9 upright fingers and 1 folded finger)?
use of mathematical language. For example, Challenge learners to show some number bonds to a
ask, ‘Is this a part or the whole?’, ‘If this is the parent, carer or sibling. Learners could record their
whole, what are the parts?’, ‘If this is a part, number bonds for 10 and bring in their list. Ask
what is the whole?’ learners to compare lists with a partner. Did they
miss any?

E
2 Learners could complete one or more Workbook
questions for homework. Highlight which question
with a coloured marker pen and the date if necessary.

5.2 Subtraction as take away

LEARNING PLAN

Framework codes

1Nc.02
PL
Learning objectives

• Recognise the number of objects

presented in familiar patterns up to
10, without counting.
Success criteria

Learners place counting objects into

familiar patterns to find out how
many there are.
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1Ni.03 Understand subtraction as: Learners can take a part away from a
• counting back whole and find out how many are left
(whole up to 10).
• taking away
• difference.
SA

LANGUAGE SUPPORT

The words in this section have very similar Subtract/subtraction: removing part of the whole
meanings. Focus on take away being one type and finding how many are left. The symbol for
of subtraction. Explain that learners will find out subtraction is −. 5 − 2 = 3
about other types later in the year.
Take away: one form of subtraction

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5 WORKING WITH NUMBERS TO 10

Common misconceptions
Misconception How to identify How to overcome
Learners record subtraction Ask learners to record a ‘first, Say and model the number sentence as
number sentences with an then, now’ subtraction story in written and ask the learner if that was what
addition + sign. a number sentence, or record they meant to record. Encourage learners to
any other subtraction. record number sentences as they model the
calculation rather than afterwards.
Learners try to take a larger Learners generate the whole Tell learners a story to match their calculation,
number away from a smaller and how many to subtract. for example, ‘I have 5 grapes and I am going
number to eat 8 of them.’ Learners should recognise

E
that you cannot do that, but if you had 8
grapes you could eat 5 of them. Reinforce
that learners must take away a smaller
quantity from a larger quantity.

Starter idea
First, then, now (10 minutes)

PL
Resources: A simple resource such as construction
bricks.
Description: Tell the learners that you are going to tell
them a new story.
Say, ‘First there were 6 children playing with the
construction bricks.’ Invite six learners to come to the
front and pretend to play with the bricks. Ask the rest of
As with addition, explain that there are different
kinds of subtraction. Explain that learners will be
concentrating on subtraction as take away, having a
quantity and then taking some away and finding out
what is left.
As with addition, check that learners recognise that
the number sentence is a way of recording the story,
so they must include all of what happened and in the
correct order: first, then, now. Highlight the symbol for
subtraction (−) so that learners are clear about which
symbol to use.
M
the learners to confirm how many learners are playing
with the bricks and record 6 where everyone can see it.
Main teaching idea
Tell the learners, ‘Then 2 children went off to do
something else.’ Choose two learners to return to the One fewer (40 minutes)
rest of the class. Learning intention: Subtracting (taking away) 1 from
Ask the learners to tell you how many learners are a quantity and finding how many are left, beginning
playing with the bricks now. Confirm there are 4. to recognise that one fewer is the previous counting
SA

Ask learners how they know. Some will have counted, number.
others will have subitised (know how many without Resources: Number rhymes that count back, first from 5
counting) and some may have remembered that and then from 10, for example, ‘Ten little teddies’ in
4 + 2 = 6. There were 6, but 2 went away. Since 4 + 2 = 6, Resource sheet 1M Number rhymes Units 1 and 2, mini
there must be 4 left. whiteboards and pens.
Remind learners that you told them a ‘first, then, now’ Description: This activity is good for recognising
story for addition and ask how this story was the same that subtracting 1 results in the previous
and how it was different. In the addition story, some counting number.
more children came to play, but in this story, some
Display and share the rhyme ‘Ten little teddies’, acting
children went away. Explain that what the learners
it out. Ask learners how this rhyme is different to ‘Five
saw was a whole of 6 and a part of 2 being taken away
little astronauts’. Point out that one teddy goes off to do
from that whole. So the first quantity was 6. Record the
something else in each verse, so the number of teddies is
matching number sentence 6 − 2 = 4, highlighting 6 as
getting fewer and fewer until there are none left. Explain
first, − 2 as then and 4 as now. Also highlight the minus
that each verse is a ‘first, then, now’ story on its own.
symbol (−) used for subtraction.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Demonstrate this by rereading the first two lines of the Description:

poem and writing the sentence 10 take away 1 equals 9 for As with the addition number strips, give each learner
that ‘verse’. Ask learners to work with a partner to record a strip of paper with the appropriate number of
a sentence for each verse on a mini whiteboard or paper. images on it. Print out the sets provided in Resource
List the number sentences next to each verse so that the sheet 5E Number strips or make your own to match
list can be clearly seen. learners’ interests.
10 take away 1 equals 9 Begin by counting how many images there are, counting
9 take away 1 equals 8 both left to right and right to left. Ask learners to tell
you how many images there are altogether.
8 take away 1 equals 7
Say back to the learners, for example, ‘7 is the whole’
7 take away 1 equals 6 and have the learners repeat it. Remind learners how to

E
6 take away 1 equals 5 fold back one image out of sight. Model by saying, ‘7
5 take away 1 equals 4 take away 1 equals …’ Encourage learners to count the
images they can still see to find the missing number and
4 take away 1 equals 3 repeat the number sentence 7 take away 1 equals 6.
3 take away 1 equals 2 Now fold two images back out of sight and ask learners
2 take away 1 equals 1
1 take away 1 equals 0.

PL
Ask learners what they notice. Remind learners
that when they added 1, they made the next counting
number. Ask learners to describe what happens when
they take away 1. Agree that subtracting (taking away) 1
makes the previous counting number.
After this activity, learners could try Learner’s
Book Exercise 5.2 question 1 and Let’s investigate and
Workbook Exercise 5.2 questions 1 and 9.
to say the number sentence, 7 take away 2 equals 5.
Once learners are clear about the task, change how you
ask them questions. For example, ‘I can see 4 images,
tell me the matching number sentence.’ ‘4 is a part, what
is the other part and the whole? Put that into a number
sentence.’ Challenge learners to say all the subtraction
number sentences for that number.
Some learners may recognise that this is very similar to
addition and may tell you that they can see
7 take away 3 equals 4 and 3 add 4 equals 7. Praise
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any such comments. The link between addition and
subtraction will be explored in Stage 2, when the
Answers: Learners record all or some of the number learners have explored further approaches to addition
sentences above. and subtraction.

Differentiation ideas: To support learners who find Assessment ideas

this difficult, use a rhyme that counts back from 5 first.
• Ask learners to explain their number sentence, for
SA

You could revisit a rhyme that learners used in preschool

example, ‘How do you know that is the correct
or nursery. Make sure that all the information needed
number sentence?’ Challenge learners by asking
is in the number rhyme. Learners could also use
them to say the number sentence if you had folded
counters and a ten frame or something else to work
1 or 2 more (or fewer) images out of sight, without
out each number sentence. To challenge learners who
them carrying out the new folding. This encourages
find this straightforward, give them a rhyme with
learners to visualise the number strip and mentally
less information, so they have less support for the
manipulate it.
number sentences.
• Ask learners if they find the number strips helpful.
Can they explain why? One advantage of the strips
Plenary idea is that they cannot drop one of the images. It is
Number strips (10 minutes) clear what the whole is throughout as it does
not change for each strip. Learners may have
Resources: Strips of paper with 5, 6, 7, 8, 9 or 10 other ideas.
identical images in a row (identical strip for each
learner – see Resource sheet 5E Number strips).

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5 WORKING WITH NUMBERS TO 10

Guidance on selected Thinking and Homework ideas

Working Mathematically questions 1 Introduce learners to number machines. Explain
Learner’s Book Exercise 5.2 Let’s investigate that a number goes into the machine, the machine
does something to the number and a new number
Learners are asked to look at their subtraction
comes out of the other end of the machine.
calculations and explain what they notice. Learners
Machines have a label on them saying what they
will need to generalise from their calculations to
do. Ask learners what they think a machine with a
express what they notice. They have been given the
label saying ‘take away 3’ will do to a number. Work
hint to think about odd and even numbers, but no
through some examples together. Ask learners to
guidance in what way. Learners should examine their
design their own number machine and decide what
numbers and classify the first few numbers that they
it will do. They should show what happens to at

E
check as even numbers. This should cause learners to
least three numbers.
conjecture that all the numbers they have used are even
and encourage them to check all of their numbers. Share some of the learners’ number machines
Some may only look at the numbers provided, others when the homework is returned. Share a spread
will look at the results of their calculations. Learners of machines, from the simplest to the more
who find an odd number should recognise that this complicated. Learners’ own machines are a useful

improving their work.

PL
does not match their conjecture that all their numbers
are even and may go back and check that calculation,

Some learners will stop at the generalisation that

all of the numbers in their subtractions are even
numbers. Others may be able to move on to
summarising their generalisation and expressing it in a
more specific way relevant to the task. For example, an
even number subtracted from an even number gives an
even number.
2
assessment tool as they give you an idea of each
learner’s level of confidence. For example, learners
may create machines that add, perhaps indicating a
lack of confidence with subtraction.
Learners could complete one or more Workbook
questions for homework. Highlight which
question with a coloured marker pen and the date
if necessary.

Assessment ideas
M
This may encourage learners to make a further
conjecture about odd numbers. If they go on to To check learners’ understanding of the concepts in this
explore their statement, they will be classifying, unit, you can:
conjecturing and convincing as they create some • use the Check your progress exercise at the end of
examples to match their statement and find out the unit in the Learner’s Book, either individually or
whether or not it is true. Some learners will be with the whole class
convinced by just one or two examples, others may
• use the activity in the Digital Classroom with
SA

need several.
the whole class. The i button will give you
more information.
CROSS-CURRICULAR LINKS
Learners will take away quantities across the
curriculum. Whenever they do this, ask them
to identify the whole and the parts. Model and
encourage the correct use of mathematical
language. For example, ask ‘Is this a part or the
whole?’, ‘If this is the whole, what are the parts?’,
‘What are you subtracting from the whole?’

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

PROJECT GUIDANCE: PROJECT 2 COMPARE THE ROWS

Why do this project? Key questions
This task, centred around early ideas of subtraction, • Tell us what you see.
gives learners the opportunity to talk about what • What do you think? Why?
they could add to or subtract from one quantity
to make it the same as another quantity. This Possible support
activity helps develop the skill of characterising
Having concrete materials to physically touch and
by encouraging children to describe each row of
move around will help all learners access this task.
cubes and to consider what they represent.
Possible extension

E
Possible approach
This task can be extended in a variety of ways.
Ideally, this activity would be best carried out with
Using larger numbers, perhaps outside the
a small group of learners. Place one row of 8 cubes
learners’ immediate familiarity, will encourage them
and one row of 3 cubes in front of the learners.
to focus more on comparing the rows than on the
(Counters or other identical objects would also
numbers themselves. Once they are confident with
work well for this.) Give learners an open-ended

PL
prompt such as ‘Tell me about these.’ Encourage
them to share their ideas with each other and
to explain their thinking, either by moving or
removing the existing cubes or by adding more
cubes to the shorter row.
Once all learners have formulated their own ideas,
introduce two new rows of cubes – one row of
9 cubes and one row of 4 cubes, as in the Learner’s
Book. In pairs, give learners time to discuss and
draw or write their ideas. At the end of the session,
comparing two numbers, providing three numbers
will give learners more opportunities for discussion.
M
show the children the pictures of Sofia’s and Arun’s
ideas. Talk about what these pictures represent
– are they similar to any ideas that the group has
already discussed?
SA

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6 Position

6 Position
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
6.1 Position 4 • Learners will learn and Learner’s Book Section 6.1

E
use ordinal numbers
up to the 10th through Workbook Section 6.1
focused teaching and Worksheet 6A
practical activities.
Worksheet 6B

PL • Learners will use

everyday language
such as left, right, up,
down, under, above,
below, in front of,
behind to describe
position through
practical activities, pair
Worksheet 6C
Additional teaching ideas for Section 6.1
Resource sheet 1D
Resource sheet 6A
Resource sheet 6B
Resource sheet 6C
Resource sheet 6D
M
and group work. Resource sheet 6E
Resource sheet 6F
Cross-unit references
Digital Classroom: Unit 6 multimedia enhancement
Digital Classroom: Unit 6 activity
Learner’s Book Check your progress
SA

Language worksheet 6A
Language worksheet 6B

Thinking and Working Mathematically questions in Unit 6

Questions TWM characteristics covered
Learner’s Book
Exercise 6.1 question 2 Generalising
Exercise 6.1 question 4 Specialising
Exercise 6.1 question 8 Specialising, Generalising
Exercise 6.1 Let’s investigate Specialising, Generalising

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Workbook
Exercise 6.1 question 4 Generalising
Exercise 6.1 question 7 Generalising
Exercise 6.1 question 10 Generalising

BACKGROUND KNOWLEDGE

This unit teaches learners how to use ordinal Supporting learners with the Getting started
numbers and positioning. By the end of the unit, exercise
learners should understand the position of objects

E
Learners need to develop and use positional
and numbers. To start this unit, learners should be vocabulary such as ‘above’, ‘below’, ‘between’,
able to count to 10. ‘under’, ‘beside’, ‘next’ and ‘on’. These can
Exploring position and movement can enhance be developed through play activities or more
learners’ perceptions as they develop their structured whole-class activities, for example by
own movement patterns and routines. Talking hiding or placing a toy in the classroom so that

mathematical vocabulary.

PL
about their movements and sharing them with a
partner or group will encourage the use of correct

Learners are expected to understand the key

vocabulary associated with position and movement
and can incorporate them into play or structured
activities. For example, ‘I’m putting the bear on my
chair.’ or ‘I’m putting my book in my bag.’
These activities can be done in the classroom or
outside.
learners have to give precise instructions to a
‘searcher’ who is sent to find it.
• Use vocabulary cards such as ‘on’ and ‘in’ so
that learners have the words to read as well as
an illustration of what the word means.
on
M
Think about how many times you use positional
vocabulary throughout the day. How can you be
sure that the whole class understand what those in above
words mean? How could you find out?
• Incorporate positional language into everyday
Digital Classroom: Use the multimedia activities.
enhancement to introduce the concept of ordinal
numbers. The i button will explain how to use the
SA

multimedia enhancement.

TEACHING SKILLS FOCUS

Advantages of cross-curricular work • It gives learners opportunities to practise

What is it that makes cross-curricular work a their skills in other contexts and can reinforce
successful approach for teaching and learning? knowledge and understanding.
• It gives learners opportunities to work on cross- Try combining just two areas to start with. Maths
curricular topics, which develops skills that will through stories covers reading and mathematics.
be useful in their later time in school as well as Mosaics cover art and shape. When developing
in the wider world. cross-curricular links ask yourself if the links make the
learning more exciting and whether they deepen
• It gives learners the opportunities to apply their
learners’ understanding. Are the links made explicit
knowledge to more than the core subject –
to learners and can learners see why there is a link?
across the curriculum as well as out of school.

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6 Position

6.1 Position
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Np.04 • Recognise and use ordinal Learners will be able to recognise and
numbers from 1st to 10th. use ordinal numbers up to the 10th to
describe position in the classroom and in
real life.

E
1Gp.01 • Use familiar language to Learners will be able to use everyday
describe position and direction. language such as left, right, up, down,
under, above, below, in front of, behind
to describe position.

LANGUAGE SUPPORT

PL
Some learners may have difficulty remembering
all of these position and movement words. To
help them, use pictures and words placed on the
furniture and items around the classroom. Link
the words to activities throughout the school day
to make them more relevant to the learners, for
example, ‘Put your lunchbox on the shelf that is
Below: at a lower level
Between: in the space that separates two places,
people or objects
In front of: relative position to something that is
behind the object being considered
Next to/beside: to one side of another object
M
next to the door’ or when lining up, ‘Stand in front On: above and supported by a surface
of Sara and behind Amman.’ As well as listening Ordinal: numbers that give the position of things:
to the words, ask the class to use them regularly 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th
when the occasion arises. Position: the place where something or someone
Above: at a higher level is, in relation to other objects
Behind: relative position to something that is in Under: in a position below or lower than
front of the object being considered something else
SA

Common misconceptions
Misconception How to identify How to overcome
Confusing words that sound Observe and listen to learners As a class, focus more on that
similar such as beside, before and when they are working. vocabulary, supported by charts,
between. pictures or displays that visually
show the differences.
Confusing cardinal and ordinal Observe and listen to learners Remind learners that cardinal
numbers. when they are working. numbers are numbers to count.
Ordinal numbers are numbers to
During class activities observe order. Make the link with the same
learners who are working with both starting sound/letter.
types of numbers.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Starter idea numbers. Keep each set apart. (Cardinal numbers are
counting numbers. Ordinal numbers are the order in
Exploring position (10 minutes + 10 minutes which they come.)
Getting started exercise) Choose two learners at a time to come to take a card.
Resources: A set of cards from Resource sheet 6A One learner should take from the cardinal number pile
Position cards. and the other learner from the ordinal number pile.
Description: They each take their card to their table and keep it face
Tell the class that you have a set of cards with position down. Repeat this until all of the cards have gone.
words on them that you are going to read and they are Each learner then turns their card over and begins to
to act out. look for their number partner. However, they cannot
talk to any other learner. They need to just look to find

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Read ‘Put your hands on your head.’ Check to see that
all learners have understood the meaning of ‘on’. the person they need. When all of the pairs are made,
the pairs make a line across the classroom or at the door
Read the next card ‘Put your hands behind your head.’ in the right order, starting with 1 and 1st and ending
Keep reading through the cards until you get to the end. with 10 and 10th. They still cannot talk to any other
Use words such as ‘above’, ‘below’, ‘under’. Ask learners person. Pairs are expected to find their place in the line

PL
to work with a partner and ask one of them to stand
next to or in front of the other.
Explain that you are going to read them again but this
time quicker.
You could use a five-minute sand timer to see if the class
can do all of the activities within that time. As the class
get better, change the length of time by changing the
timer to two minutes.
Observe the actions the learners make after being given
an instruction. They may look to other learners so that
in the right order.
Choose two learners who have not had cards. They
check the ordering of the numbers in the lines and
discuss if there are any that need to move.
When all the learners are happy with their order, each
takes turns to read their number then the ordinal
number aloud, for example ‘One, first’, ‘Two, second’,
‘Three, third’ all the way to ‘Ten, tenth’.
Repeat the activity until all learners have had a turn
with the cards.
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they can copy or they may not be confident enough to End the lesson by looking at a clock. Start at the
decide. Make a small group of these children at another top of the clock (12). Ask ‘What is the 6th number?’ (6.)
time and play the game again.
Count around the clock using ordinal numbers
After this, ask the learners to complete the ‘Getting with the class. Go back to the top of the clock (12).
started’ exercise in the Learner’s Book. This will allow Ask ‘What is the 8th number? (8.)
you to see if there is anything further that needs revising
before you begin the rest of the unit. Ask ‘Can you tell me the 3rd number without
SA

counting?’ (3.) ‘Can you tell me the 4th number without

counting?’ (4.)
Main teaching idea
Learners work in pairs and take turns to ask their
Order, order! (40 minutes) partner ‘Can you tell me’ questions. Listen to responses
Learning intention: Recognise and use ordinal numbers for any mistakes and misconceptions that can be
up to the 10th. addressed at the end of the activity.
Resources: Resource sheet 1D 0 to 10 number cards After this activity, learners could try Learner’s Book
and Resource sheet 6B Ordinal number cards, scissors Exercise 6.1 questions 2, 3, 6 and 8 and Workbook
and glue. Exercise 6.1 questions 2, 3, 4 and 5.
Description: This activity shows learners how ordinal
and cardinal numbers are connected. Answers: Starting at 12 on the clock, the ordinal
numbers will always match the counting number.
Place the two sets of number cards face down on a table,
one set of ordinal numbers and one set of cardinal

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6 Position

Differentiation ideas: Assessment ideas:

To support learners who find ordinal numbers difficult, Assessment will take the form of targeting different
use a number line for ordering and talking about them. learners with questions with a variety of difficulty.
Write the ordinal number next to the cardinal number. Ask the learners ‘How did you feel when you were being
Use colours as a visual stimulus, for example: asked questions? Did you have time to think about your
answer? Did you feel that you were able to answer the
questions that you were asked?’

1st Guidance on selected Thinking and

Working Mathematically questions
Learner’s Book Exercise 6.1 Let’s investigate

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2nd
When learners are sorting the coloured blocks they are
specialising, choosing and testing to see if they satisfy
or do not satisfy specific mathematical criteria. They
3rd are also classifying as they make and then investigate
different patterns.

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4th

5th
To challenge more confident learners, ask them to draw
pictures of their family and label them 1st for the person
born first (the oldest), 2nd for the person born next, and
so on, including themselves in the line-up. This could be
an activity to be done at home so that they have family
Encourage learners to check what they have done and
watch for learners who find the task difficult. Listen
to their discussions with their partner or group and
encourage discussing any different options with a
partner. Also ask them to make as many examples as
they can that satisfy the same mathematical criteria.
At the end of the activity gather the learners together to
talk about what they have done. Encourage learners to
ask questions or suggest further ideas to each other.
You could ask learners what they think would happen
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help and support. if they added a fourth cube. This will involve a lot of
dialogue among the learners, with each one giving
Plenary idea their own thoughts and ideas. They will also have the
opportunity to question others as well as themselves.
Backwards and forwards (10 minutes)
Resources: None.
CROSS-CURRICULAR LINKS
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Description:
Plan targeted questions that will develop different • Science: Using numbers when looking at
learners’ mathematical thinking. Consider how the results; recording in tables, charts or diagrams
targeted questions will appropriately challenge learners. and placing them in order.
• Problem solving: When explaining results;
For example:
collecting and classifying data. Interpreting
• ‘Sofia, tell me the ordinal number that is between the tables, charts or diagrams.
6th and 8th.’ • World understanding: Direction and
• ‘Arun, tell me an ordinal number between the 3rd position.
and 8th that is less than 6th.’
• Marcus, tell me the ordinal numbers that are more
than 2nd.’

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Homework ideas Assessment ideas

1 Resource sheet 6E Homework 1 Position using To check learners’ understanding of the concepts in this
ordinal numbers. This homework uses paper cups unit, you can:
labelled with ordinal numbers 1st to 10th, a small • use the Check your progress exercise at the end of
toy and someone to play the game with. Players take the unit in the Learner’s Book, either individually or
turns to place the small toy under a cup without with the whole class
their partner looking. Clues can be given until the
• use the activity in the Digital Classroom with the whole
toy is found.
class. The i button will give you more information.
2 Resource sheet 6F Homework 2 Ocean animal
ordinal numbers. This homework requires the use of

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scissors and glue. Ordinal numbers are cut out and
placed next to the correct ocean animals.

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7 Statistics

7 Statistics
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
7.1 Answer non- 6 • Learners will be asked Learner’s Book Section 7.1

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statistical questions to record and organise
(categorical data). data answers to non- Workbook Section 7.1
statistical questions. Resource sheet 7A
Record, organise and They will be asked
represent categorical to record the data Resource sheet 7B
data using practical in a personal way
resources and
drawings.

7.2 Record, organise 6

and represent
categorical data
using Venn diagrams.
PL • 
before they record it
systematically.
They will work
individually, in pairs
or as a group and
whole class.
Learners will be asked
to record, organise and
represent data using
Venn diagrams to sort
Resource sheet 7C
Resource sheet 7D
Additional teaching ideas for Section 7.1

Learner’s Book Section 7.2

Workbook Section 7.2
Worksheet 7A
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numbers or objects using
Describe data one criterion; explain Worksheet 7B
from primary and choices using appropriate
secondary sources. Worksheet 7C
language including ‘not’.
Discuss conclusions Language worksheet 7A
made by self and Language worksheet 7B
others.
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Resource sheet 7E
Resource sheet 7F
Resource sheet 7G
Additional teaching ideas for Section 7.2
Digital Classroom: Unit 7 Venn diagrams
Cross-unit references
Digital Classroom: Unit 7 multimedia enhancement
Digital Classroom: Unit 7 activity
Learner’s Book Check your progress
Language worksheet 7A
Language worksheet 7B

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Thinking and Working Mathematically questions in Unit 7

Questions TWM characteristics covered
Learner’s Book
Exercise 7.1 Let’s investigate Generalising, Classifying
Exercise 7.2 question 1 Generalising, Classifying
Exercise 7.2 question 5 Classifying, Conjecturing
Exercise 7.2 question 6 Classifying
Exercise 7.2 Let’s investigate Specialising, Conjecturing, Convincing, Classifying

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Workbook
Exercise 7.1 question 8 Characterising, Classifying
Exercise 7.1 question 9 Characterising, Classifying
Exercise 7.2 question 7 Characterising, Classifying

BACKGROUND KNOWLEDGE

or sets.
PL
This unit teaches learners how to collect and represent data. By the end of the unit, learners should
understand how a Venn diagram works. To start the unit, learners should be able to sort objects into groups

There are different ways of collecting, sorting and representing data. The starting point is usually a question
we want to find the answer to. For example, what is your favourite snack? How did you come to school
today?
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Data that are collected and recorded need to be able to be understood by someone else. It is this analysis
of the information that is the most important part. For example, if the class were to have an end-of-term
party, which food would they like? You would need data to help when you prepare the party.
There is a distinct order that data goes through from the initial question or problem right through to
analysis:

Ask a Collect the Analyse Represent Interpret

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question data the data the data the results

Asking the right question or developing a suitable problem is important so that learners are clear about
what information (data) to collect.
Digital Classroom: Use the multimedia enhancement to introduce the concept of sorting groups of items.
The i button will explain how to use the multimedia enhancement.

Supporting learners with the Getting started exercise

• Look out for learners who are not able to organise themselves into sets or groups. Ask questions to help
them such as ‘How are you going to do this? What information do you have? What do you need to find
out or do? What else is there to do? Can you tell me what you have done so far? Is there someone or
something that will help you?’

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7 Statistics

CONTINUED

• Look out for learners who are not able to count more practical activities where counting is used
accurately. During counting, watch to see alongside real objects.
which learners coordinate their counting with • Look out for learners who cannot sort
the objects they are counting and which say information into two sets given one criterion.
a string of numbers without making sure that Choose two sets of data that are very different
they correspond to objects. Give learners who from each other such as transport and animals.
have difficulty with one-to-one correspondence This will make the initial sorting more accessible.

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TEACHING SKILLS FOCUS

Skills for life develop creative thinking – the ability to think in

Any skill that is useful in your life can be considered different or unusual ways about problems. This can
a life skill. Tying your shoe laces, swimming, driving be useful particularly in mathematics in order to

PL
a car and using a computer are useful life skills.
By learning new skills or building on skills that we
already have, we increase our understanding of
the world around us and develop qualities that we
need to face challenges and problems.
In school, learners often need support in order to
develop effective listening and speaking skills when
working as a class, in pairs or individually. Having
regular class discussion time will help learners to
develop these skills. It will give them opportunities
to speak as well as to listen to and question others,
find new solutions or generate new ideas.
Think about a week of lessons with your class.
How often do you encourage discussion between
learners? How often do you put the class in
charge of their own learning? Do you encourage
independent thoughts and actions?
Plan for one lesson to be less formal and give
choices to learners about the best way to do a
particular activity. Ask questions such as ‘How
can you do this? What method are you going to
use? Why? What equipment will you need? What
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thereby developing effective communication questions will you ask? Will you work on your own
skills, which are essential in mathematics when or with a partner?’
discussing, reasoning or proving a point. At the end of the lesson, ask reflective questions
Decision-making and problem-solving are integral such as ‘How did you get your answer? Can you tell
parts of mathematics. Problem-solving develops us what you did? Did you check your answer? What
the skill of understanding problems, finding have you learned or found out today? If you were
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solutions to them, alone or with others. This can doing it again, what would you do differently?’

7.1 Sets
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Ss.01 • Answer non-statistical questions Learners will be able to answer non-

(categorical data). statistical questions such as ‘Which
day comes after Tuesday?’ or
‘Do you like chocolate cupcakes?’

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CONTINUED

Framework codes Learning objectives Success criteria

1Ss.02 Record, organise and represent categorical Learners will be able to record,
data using: organise and represent data using
• practical resources and drawings practical resources and drawings.
• lists and tables
• Venn and Carroll diagrams
• block graphs and pictograms.

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1Ss.03 • Describe data, using familiar language Learners will be able to use data
including reference to more, less, most or to explain the information while
least to answer non-statistical questions using the vocabulary of statistics.
and discuss conclusions.

LANGUAGE SUPPORT

PL
Many learners are familiar with the word ‘group’,
used, for example, in terms such as work as a
group, get into groups. This knowledge can be
used to make sets, where the objects or numbers
can be divided into two parts.
Encourage learners to use the words ‘more’ and
‘fewer’ within other areas of maths such as number,
shape and measures.
Fewer: in lesser quantity or amount
Group: a collection
More: in greater quantity or amount
Set: a group of things
Sort: making a group or set of things with a
common feature
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Common misconceptions
Misconception How to identify How to overcome
Some learners may see data as Listening to learners’ use of Give learners a sentence, while
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numbers. Four is a number but language and vocabulary. illustrating with objects for them to
‘Four learners are sitting at this repeat.
table’ is data.
Inability to understand individual Observing learners when they are Give very different objects to sort
characteristics of objects. working on sorting data. such as cars and vegetables.

Starter idea Description:

Show the class one of the pots. Shake it. Ask ‘What do
Sorting colour (10 minutes + 10 minutes you think is in this pot?’ Ask three or four learners what
Getting started exercise) they think, and then take one of the counters/cubes out
Resources: Labels of the colours used to put with the to show the class.
circles; two circles of paper to represent sets; two pots; Explain that each item in the pot is the same as the
ten mixed colour counters or cubes of two different one you are showing but may not be the same colour.
colours such as red and blue, in each pot (make sure Place the object back in the pot and shake it. Take out
there is more of one colour than the other). This needs an object and ask ‘What colour is this?’ Put it in one of
to be prepared before the lesson. the circles. Shake the pot again and repeat the activity.

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7 Statistics

If the next object out is the same colour, put it with the (1, 4, 7.) ‘Which numbers have straight lines and curves?’
previous one. If not, put it on the other circle. Continue (2, 5, 9.) ‘Which numbers only have curves?’ (3, 6, 8.)
until all of the objects are out of the pot. Allow the class two minutes to discuss. Then question
Show the class the labels of the colours. Ask ‘Which some pairs about what they found out. ‘Did any of you
circle does this label go on?’ Place the labels on the think something different? Did you all agree with your
correct circle so the word matches the colour of partner?’ Again, choose some pairs who made different
the objects. decisions to give their reasons.
With the class, count how many are on one of the Give each pair a copy of Resource sheet 7A Sorting
circles. Make a note of the amount. Count the objects numbers. Read through the questions so that all learners
in the other circle and make a note of the amount. Ask know what the task is. Explain what a set is (a group
‘Which colour has more? Which colour has fewer?’ Put of things) and point the two sets out, drawing out the

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the objects back in the pot and repeat the activity, but importance of the labels.
this time choose two learners, one to take out the object, Pairs discuss the numbers and look for the attributes of
the other to place it on the correct circle (which still have curves or straight lines. After agreeing, the numbers are
the labels from before). Look out for learners who are written into the sets according to the rules.
not able to organise objects into sets. Ask questions such
as ‘What colour is already in this set? What colour do Ask ‘Where will you put the numbers that have both

PL
you have in your hand? Is it the same colour as this one?’
Note: This activity can also be done as group work as
part of a main activity.
After this, ask the students to complete the ‘Getting
started’ exercise in the Learner’s Book. This will allow
you to see if there is anything further that needs revising
before you begin the rest of the unit.

Main teaching idea

straight lines and curves? Will they go into one of the
sets? Discuss with your partner.’
Ask the class to share the ideas that they have.
Say ‘If there is no place for those numbers, they can’t go
in. They stay outside.’ Illustrate this by choosing a set
of children who have the same attribute. This could be
long hair, black shoes, wearing a T-shirt, for example.
Stand them together as a group at the front of the class.
Ask ‘Who can see what is the same about all of these
children? That is the rule for this set.’
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Sorting numbers (40 minutes) Repeat with a group of other children who do not have
Learning intention: Answer non-statistical questions. the same attribute. Say ‘This group of children do not
Record, organise and represent categorical data. have ____. They cannot go into the same set as the other
Resources: Resource sheet 7A Sorting numbers, large group. They have to stay outside. If a number does not
numbers 0–9 for display. fit into either of the sets, it must stay outside. Work with
a partner and decide where the numbers belong.’
Description: This activity will reinforce work done in
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previous lessons on shape. It will also allow learners to

take part in discussions, evaluate their own thinking and
make decisions.
Display the numbers 0–9 so that all learners can see
them. Talk about the numbers. ‘I wonder if I can write 5
without taking my pen off the board. Put your hand up
if you think I can.’
Write 5. ‘What did you see? Did I take my pen off the
board?’ (No.)
Ask ‘Which numbers will I need to take my hand off the
board when I write them?’ (4.)
‘Look at the numbers with your partner. Discuss which
numbers have straight lines and which numbers have
Ask learners to try Learner’s Book Exercise 7.1 question
curved lines. Which numbers have only straight lines?’
1 and Workbook Exercise 7.1 questions 1, 3 and 5.
Allow up to 15 minutes for this.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

At the end of the lesson review what the class has done. Guidance on selected Thinking and
Ask questions such as: ‘What is the same about these
numbers? Did you both agree about every number? Did Working Mathematically questions
you sometimes have to discuss which set to write the Learner’s Book Section 7.1 Let’s investigate
numbers in? Tell us what some of your ideas were.’
This investigation is a good one for learners to work in
Encourage learners to talk about any ideas or problems small groups or pairs discussing and reasoning when
that have occurred during the activity. sharing their ideas.
After the activity, or for homework, learners could try Initially they will be looking at the houses and talking
Workbook Exercise 7.1 questions 2, 4, 6 and 7. about their characteristics, which will lead to sorting
them according to their attributes. It is important to ask
Answers: These will depend on the learners’ discussions the learners their reasons for the groupings they have

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and feedback. made. Remember, there is no right or wrong answer, but
there needs to be a reason.
Differentiation ideas: Some learners can be challenged to find two or more
To support learners who find this difficult, allow them criteria leading to two or more groups.
to work with a more confident partner so that they can This activity asks learners to look at the different style
discuss possible answers.

Plenary idea
What is the rule? (10 minutes)
PL
To challenge more confident learners, ask them to also
work with different criteria when sorting numbers. For
example, greater than or fewer than 5, where 5 would
not be in either set.

Resources: A completed sets diagram using two sets (use

circles for the sets) and something to cover up the sets.
of houses and to choose two different ways that they can
be grouped or sorted. Learners will choose their own
criteria and apply them to their groups.
Once they have decided on the groups, learners will be
able to use their sorting diagrams to present evidence to
justify or challenge a mathematical idea or solution to
their peers.
This will involve identifying and describing
mathematical properties of an object, including the
shape of windows and doors, the height of the house,
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the number of windows.
Description:
Put a completed diagram of two sets on the board
CROSS-CURRICULAR LINKS
but cover them so the learners cannot see what is
underneath. Show one part of the image at a time. Ask This topic links to science, in particular:
‘Does anyone know the rule or the labels for these sets?’ • classifying and grouping plants, animals, etc.
Give learners the chance to answer – initially this will be
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guesswork, but as more is revealed they may be able to • counting how many living things there are
give a more accurate answer. • recognising similarities and differences in
plants and animals
Encourage by saying ‘That is an interesting idea, what
made you think that?’ • classifying living things according to
observable characteristics
This could be done as groups so that each member
of the group has time for discussion before an answer It can also link to literacy, by using the data to
is given. describe and construct stories.

Assessment ideas:
As a group the assessment can be through discussion Homework idea
and peer-group decisions.
Resource sheet 7F Homework 1 My house. This
Ask the learners ‘What was the most important thing homework activity asks learners to find five objects that
that you remember?’ How can you share this with are inside their house and five objects that are outside
your group?’ their house and sort them into different groups.

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7 Statistics

7.2 Venn diagrams

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Ss.01 • Answer non-statistical questions Learners will be able to answer non-

(categorical data). statistical questions using Venn
diagrams.

1Ss.02 Record, organise and represent Learners will use what they learned in

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categorical data using: the previous section and will be able
• practical resources and to add to their knowledge of sets by
drawings beginning to use and create Venn
diagrams.
• lists and tables
• Venn and Carroll diagrams

1Ss.03

PL
• block graphs and pictograms.

• Describe data, using familiar

language including reference
to more, less, most or least to
answer non-statistical questions
and discuss conclusions.
Learners will be able to use data to
explain the information while using the
vocabulary of statistics.
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LANGUAGE SUPPORT

A Venn diagram is one type of sorting diagram. Fewer: in lesser quantity or amount
A simple Venn diagram is a circle. The whole of Group: a collection
the items being sorted belong outside the circle,
More: in greater quantity or amount
but those that have a particular criterion are in the
circle. For example, red vegetables in the circle, Set: a group of things
all other vegetables are not in the circle. Learners Sort: making a group or set of things with a
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may find this confusing at first, but careful labelling common feature
and use of language will support their developing Venn diagram: a diagram that shows sets
understanding.

Common misconceptions
Misconception How to identify How to overcome
Venn diagrams are about the Observe learners working both Don’t keep counting all of the
number of objects in the sets. alone and as a pair. Listen to objects in each part of the Venn
the vocabulary they use as to diagram. Sometimes they don’t
whether they are talking about need to be counted!
the attributes of the objects or
something else.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Starter idea Explain that this diagram has a special name and is
called a Venn diagram.
Venn diagrams (10 minutes) Have ready the sets of data: animals with four legs and
Learning intention: Record, organise and represent animals that don’t have four legs.
categorical data using Venn diagrams.
Write ‘4 legs’ in the circle.
Resources: Hoop, a collection of up to 10 objects – some
red and some not red (for example, books, pencils, blocks). animals
Description:
Put the hoop on the floor and the collection of objects
outside it. Put a piece of paper labelled ‘Red objects’
4 legs
inside the hoop.

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Ask learners to work in pairs and discuss what they
would do with some of the outside objects. Give two or
three minutes.
Choose pairs to give an idea, and do what they suggest.
Don’t take feedback until all of the objects are in place. Show the class the pictures one at a time and ask them

PL
Then ask ‘Does anyone want to change where these
go? We can move them but you need to tell me why you
want them moved and where you want them moved to.’
By the end of the activity, all red objects should
be inside the hoop and all non-red objects outside
the hoop.

Main teaching idea

Collecting, sorting and recording data
which part of the Venn diagram they should go in.
Let the learners make the decisions. Be aware that
you are not there at this moment to give them a ‘right’
answer.
Ask ‘What can we do with the fish, the spider and the
bird? Who can tell me why they won’t fit in the circle?’
Give several learners the opportunity to give their
reasons.
Again, this is not a time in the activity for you to correct
them. But you can ask ‘Does everyone agree with this?
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(40 minutes)
Who thinks something different? What do you think?’
Learning intention: Record, organise and represent Use this as an opportunity for peer-group assessment.
categorical data using Venn diagrams. ‘We put the fish, the spider and the bird outside the
Resources: Large sheets of paper or a large board and circle because they don’t fit with the rules.’
pens; two sets of data, for example animals with four
legs such as cat, tiger, lion, elephant and zebra, and
animals that do not have four legs such as bird, spider,
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fish and octopus.

Description:
Draw a Venn diagram on the board.

Say ‘Now we need to decide where to put the other

animals’ and give learners two or three minutes to
discuss the problem.
Take feedback from several pairs and give
positive responses to each. For example, ‘That is a very
good idea. Remember it because we may try it later.’

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7 Statistics

Explain that the animals with four legs go in the 4 legs At the end of the activity, ask three or four groups to
circle. The animals that don’t have four legs go outside share what they talked about, what they did and why
the circle. They are animals, but cannot go with the they did it.
animals that have four legs because they don’t have
four legs. Guidance on selected Thinking and
Finish the activity by sharing a different example. Working Mathematically questions
Learners could try Learner’s Book Exercise 7.2 Learner’s Book Exercise 7.2 Let’s investigate
question 5 and Workbook Exercise 7.2 questions 1,
2, 4 and 5. This investigation gives opportunities for learners to
work as part of a pair or as a group.
Follow the previous activity by drawing a new Venn
diagram. In the circle write ‘can fly’. They will be involved in identifying and sorting

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objects, asking questions of each other, identifying and
Ask the class for ideas that were not in Learner’s Book discussing their properties.
Exercise 7.2 question 5 and to write or draw them in the
Venn diagram. Decisions will be made by learners about organising
the objects into groups and presenting them in a
Some will only go in the ‘can fly’ part, others will go Venn diagram.
outside of the circle because they are animals that
cannot fly.

PL
Answers: The various birds, the helicopter and the
aeroplane go in the ‘can fly’ circle. All the others go
outside the circle.

Differentiation ideas: Differentiation by questioning will

promote thinking. Focus on more open questions that
will give a better idea of learners’ thinking as well as
their knowledge. Examples of questions are within the
CROSS-CURRICULAR LINKS
This topic links to science, in particular:
• classifying and grouping plants, animals, etc.
• counting how many living things there are
• recognising similarities and differences in
plants and animals
• classifying living things according to
observable characteristics.
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main activity text.

Plenary idea Homework idea

Sorting plants (10 minutes) Resource sheet 7G Homework 2 Venn diagram weather
Resources: Paper and pencil per pair or group. This homework activity asks learners to look at and
Description: graph the differences and similarities of wet and
SA

dry days. They will use a Venn diagram to show

Tell learners that they are going to make their own Venn their results.
diagram working as a group or a pair. The title of the
Venn diagram is ‘plants’. Assessment ideas
Ask learners to talk about plants and to list, either by
To check learners’ understanding of the concepts in this
writing or drawing, as many different plants as they can.
unit, you can:
This can include vegetables. Allow three or four minutes
for this. • use the Check your progress exercise at the end of
the unit in the Learner’s Book, either individually or
Ask the learners to group their plants using two labels,
with the whole class
one that uses ‘has’ and the other that uses ‘has not’.
They can use trees, flowers or any other classification • use the activity in the Digital Classroom with the whole
they can think of. class. The i button will give you more information.
Take examples of labels from the class and write them
on the board. Learners can choose which label to use for
the circle.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

8 Time
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
8.1 Time 4 The unit will focus on the Learner’s Book Section 8.1

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everyday language used
Workbook Section 8.1
to describe units of time:
days of the week, morning, Worksheet 8A
afternoon, evening.
Worksheet 8B
Learners will be reading
and reciting the days of the Worksheet 8C

PL week and looking at today,

tomorrow and yesterday as
units of time.
Resource sheet 8A
Resource sheet 8B
The lesson will look at how Resource sheet 8C
o’clock times are made
and will give learners time Resource sheet 8D
to practise and reinforce
the learning.
Resource sheet 8E
Resource sheet 8F
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Resource sheet 8G
Resource sheet 8H
Additional teaching ideas for Section 8.1
Cross-unit references
Digital Classroom: Unit 8 multimedia enhancement
Digital Classroom: Unit 8 activity
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Learner’s Book Check your progress

Language worksheet 8A
Language worksheet 8B

Thinking and Working Mathematically questions in Unit 8

Questions TWM characteristics covered
Learner’s Book
Exercise 8.1 question 5 Specialising
Exercise 8.1 question 6 Specialising
Exercise 8.1 Let’s investigate Specialising, Generalising, Convincing

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8 Time

Workbook
Exercise 8.1 question 15 Specialising, Generalising
Exercise 8.1 question 17 Specialising, Generalising

BACKGROUND KNOWLEDGE

Referring to times during a school day is a good At the end of a week, assess how much impact this
beginning to this unit on time, for example ‘Good has had on the knowledge and understanding of
morning’, ‘This morning we are going to …’, the learners.
This afternoon we will …’, ‘Before you go to bed

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Digital Classroom: Use the multimedia enhancement
tonight …’. to introduce the concept of time. The i button will
Link times during the day to activities the class are explain how to use the multimedia enhancement.
familiar with, such as lunchtime, playtime and home
time. Refer to a large clock that the class can easily Supporting learners with the Getting started
see. Discuss what happens to the clock as time exercise

PL
passes. Before learners are able to confidently tell the
time on a clock they will need to link how time relates
to their own experiences. Analogue clocks help
learners understand the passage of time because
they have hands that are constantly moving.
Think about how many times you refer to time
throughout the day. For example, lunchtime,
playtime, tidy-up time. As you do, refer to the time
on the clock so that the class can make connections
to real time. Begin to ask questions such as ‘What
number is the big (minute) hand pointing to? Where
When using an analogue clock some learners may
confuse the minute and hour hands. Make them
very different lengths, different colours and, if
possible, covered in different texture of materials
such as sandpaper and felt.
Encourage learners to order events in their day.
For example, ‘I wake up, I get out of bed, I have
my breakfast, I clean my teeth and get dressed,
I go to school’ and so on. This will reinforce the
passage of time and ordering throughout the day.
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is the little (hour) hand?’

TEACHING SKILLS FOCUS

Assessment Some of the things you can try are:

There are two main types of assessment: summative • Ask learners to complete the Check your
SA

assessment and formative assessment (assessment progress test at the end of a unit. After marking,
for learning). look at the results of the class. Was there a
Summative assessment is used to evaluate particular question or questions that several
learners’ performance, and involves comparing learners got wrong? Consider how in your next
a learner’s work to a standard and then awarding lesson you could address the errors they have
them a level. Summative assessment is often used made.
at the end of a topic or course. • Encourage your learners to set their own
Formative assessment is when assessment is used learning goals. At this stage, this will necessarily
to influence teaching and learning. Assessments can be very simple. Before an activity, ask learners
identify areas of misunderstanding, which the teacher to think about what they would like to focus on
can then address. Learners receive feedback to help during the activity. For example, they may have
them improve their learning. received feedback about turn taking, so in the
You may be more familiar with summative next activity they will ensure that their partner
assessment and you may want to use more always gets a chance to speak.
formative assessment in your classroom.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

8.1 Time
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gt.01 • Use familiar language to Learners will use language to

describe units of time. describe units of time such as
morning, afternoon, night.

1Gt.02 • Know the days of the week. Learners will be able to order the

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days of the week correctly and
know the day before and after a
given day.

1Gt.03 • Recognise time to the hour and Learners will be able to recognise
half hour. and draw the hands on an

LANGUAGE SUPPORT
PL
Asking questions using ‘before’ and ‘after’ will
develop understanding of sequencing events
and gives learners an opportunity to practise the
vocabulary of time. For example, ‘What lesson do
analogue clock.

Day: a period of 24 hours

Days of the week: Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday
Half past: 30 minutes past any hour
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we have before lunch? What lesson do we have
after lunch?’ Hands: parts of a clock to show hours and minutes
Observe learners when they are talking, discussing Morning: the first part of the day
or working with a partner or within a group to find Night: the period from sunset to sunrise
out how well they identify activities that occur at O’clock: used after a number from one to twelve
different times of the day. What knowledge of time to state the time
do they show when sharing their experiences? Time: a particular moment as expressed in hours
SA

Are they able to correctly use the vocabulary and and minutes
language associated with time?
Today: this day
After: the time following another time or an event
Tomorrow: the day after today
Afternoon: the time from midday until evening
Week: a period of seven days
Before: at or during a time ahead of another time
Yesterday: the day before today
Clock: a device for showing time in hours
and minutes

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8 Time

Common misconceptions
Misconception How to identify How to overcome
Getting confused between the Through oral work in the class and Model drawing the hands very
minute and hour hands. showing the time on a small learner different lengths and draw the
clock during feedback. learner’s attention to this.
Make the hands of the clock
different colours.
Learners may think that, with half Learners who show half past times Always use a geared clock
past times, because the hour hand with the short hand still on the whenever possible, which will
has gone past the 3 and is on its number. For example, half past 3 show how both hands move at the

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way to 4 that it is half past 4. and the small hand is still on the 3. same time.

Starter idea Look for learners who use their clock arms the wrong
way, for example they use the wrong one for the
Starting with time (10 minutes + 10 minutes minute hand.
Getting started exercise)
Resources: Geared clock.
Description:

PL
Begin by asking what learners know about time.
Do they know about morning, afternoon and night?
Write the three words on the board. Ask questions
such as ‘When do you get up? When do you have your
breakfast? When do you go to bed? When do you go
home from school?’ Write or draw each activity in the
appropriate time slots.
Main teaching idea
Days of the week (40 minutes)
Learning intention: Know the days of the week.
Resources: Resource sheet 8A Days of the week,
Resource sheet 8B Special days, Worksheet 8A
Days of the week, Worksheet 8B Days of the week,
Worksheet 8C Days of the week, calendar page showing
one month, coloured pencils, scissors and glue.
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Description: Knowing the days of the week makes
Tell the class that they are going to learn about special the abstract concept of time more concrete for
times of the day when we do things and how a clock young learners. It plays an important part of their
shows us when. Show them the geared clock. everyday lives.
Set the time for 4 o’clock. Explain that the short hand Start the activity by asking ‘What day is it today?
tells us the hour and the long hand tells us the minute. Howdo we know what day it is? What other days do
Turn the gears so the class can see the hands move and you know?’ Take feedback from the class to assess their
SA

point out that the long hand moves quicker than the previous knowledge. Use Resource sheet 8A Days of
short hand. the week to help with discussion. If any days are not
Ask the class to stand up and show how they can make identified then share these with the class.
one arm into the long hand that will be for an o’clock Ask ‘Does anyone know how many days there are in a
time (straight up). week?’ Say each day so that the class can hear the names
They then move that arm in a large circle as they move it and the order. ‘Monday, Tuesday, Wednesday, Thursday,
back to the o’clock position. Friday, Saturday, Sunday.’ Use Resource sheet 8A Days
To finish ask them to move the other arm so that it is of the week to illustrate the words and put them in
pointing to where the 3 would be. Model this for the order. Encourage the class to join in when they can.
class, but remember to turn facing the same way as the Make it into a song, for example:
class or they will be making 9 o’clock instead. (to the tune of “Twinkle, Twinkle, Little Star”)
After this, ask the learners to complete the Getting Sunday, Monday, Tuesday too.
started exercise in the Learner’s Book. This will allow Wednesday, Thursday just for you.
you to see if there is anything further that needs revising
before you begin the rest of the unit. Friday, Saturday that’s the end.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Now let’s say those days again! After this activity, learners could try Learner’s Book
Sunday, Monday, Tuesday, Wednesday, Thursday, Exercise 8.1 question 7 and Workbook Exercise 8.1
Friday, Saturday! questions 1, 5, 6 and 14.

Show a page of a wall calendar. What do the learners Answers: 7 days in a week.
know about this? What do they notice? Explain how a
calendar works.
Differentiation ideas:
Point to various days of the week on the calendar and
To support learners who find this difficult, write the days
ask learners to name them.
of the week in order on a piece of paper so that they
In pairs learners can discuss the pattern of the days and have a visual prop that they can refer to.
dates. After a few minutes, ask the class questions such
To challenge more confident learners, ask them to

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as ‘What day comes before Thursday? The day before
discuss with their group what a perfect day off from
another day is called “yesterday”. What day comes after
school would be like. Which day would it be? Encourage
Monday? The day that comes after another day is called
using words such as ‘before’ and ‘after’, ‘yesterday’
“tomorrow”.’
and ‘tomorrow’. For example, ‘If I had a day off from
The difficult parts are the days at the beginning and end school I would … And then tomorrow I will …’ Or ‘If I
of the week as learners will need to understand how the had the day off from school I would pack a bag the day

PL
days just keep on going, starting with the name of the
first day, going through a week and then to the name of
the first day again. Remind learners of the work they did
with clocks and how the straight strip was made into a
circle to show the numbers going around and around.
Give learners the Worksheets 8A–8C Days of the week.
Explain the task to them and make sure that everyone
understands what they need to do. Some learners may
prefer to work with a partner.
Give learners enough time to finish the task on the
before and go …’

Plenary idea
What’s the time? (10 minutes)
Resources: A large geared clock.
Description:
Put the learners in pairs. Show the clock to the class
and explain the activity. Say ‘I am going to move the
hands slowly round the clock face, and when I stop I
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worksheet and then discuss how a calendar that shows want you to tell your partner the time the clock shows.
the days of the week will help them keep track of the Make sure you whisper so no one else can hear what you
weekly events that happen in their lives. If you have are saying.’
a weekly timetable for the class, show it and discuss
Slowly move the hands round so that the class can see
the different activities they do each day. Talk about
the movement of the hands. Stop at an o’clock or half
the things they do when they are not at school. Ask
past time.
for ideas. There may be things that learners do on a
SA

specific day of the week, for example music lessons, visit After allowing a short discussion within the pairs, ask
grandma, dance class. the class to call out the time that they can see. There
may be some learners who call out the wrong time.
Give each learner a copy of Resource sheet 8B Special
Discuss this as a class and explain why they are wrong.
days and coloured pencils. Tell the class that they can
For example, ‘The long (minute) hand is pointing to the
write or draw the special things they do during the week.
top of the clock face so it has to be an o’clock time. Or,
They should not write about things they do every day
the long (minute) hand is pointing straight down to 6, so
(for example, come to school).
it has to be a half past time.’
Bring the class back together again and ask selected
Do this a few times and then ask learners to take the
learners to show what they have written or drawn.
place of the teacher and make new times for the class.
Emphasise the name of the day in the week that they are
talking about. Assessment ideas: At the end of the activity use what
you have heard from the learners and address any
Finish the activity by singing the days of the week song.
ongoing misunderstandings as a whole-class activity at
another time.

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8 Time

Guidance on selected Thinking and CROSS-CURRICULAR LINKS

Working Mathematically questions
• World: understanding time and calendars.
Learner’s Book Exercise 8.1 Let’s investigate
• Science: plants and light; measuring time
This investigation can help learners reinforce what in days.
they have learned about clocks and telling the time.
They should understand that an analogue clock has two
parts that need to be read independently: the long and
short hands.
Homework ideas
• The investigation itself allows for collaborative 1 Days of the week game using Resource sheet 8H
working where pairs or small groups of learners Homework 1 Days of the week.

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working on the problem share a task. 2 Sequencing a day:
• Learners will be choosing, testing and discussing
each clock to see if it satisfies or does not satisfy Ask the learners to draw four pictures showing what
specific mathematical criteria. In this case, it will be they do on a day when they don’t come to school.
looking at the effect of the position of the hands Give them these labels as a prompt:

PL
to make o’clock or half past times. By looking at
the hands of the clocks, learners should be able to
determine which hand is missing. If the short hand
is halfway between two numbers then the time will
be half past. If it is exactly on a number the time will
be o’clock.
• At the end of the task, learners are asked to justify
their reasoning.
• As learners work through this activity they will be
sharing ideas and discussing outcomes with their
In the morning I
In the afternoon I
In the evening I
At night I

Assessment ideas
.
.
.
.

To check learners’ understanding of the concepts in this

unit, you can:
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partners. They will be able to identify and describe • use the Check your progress exercise at the end of
the mathematical properties of the position of the unit in the Learner’s Book, either individually or
each of the hands on the clock in order to solve with the whole class
the puzzles.
• use the activity in the Digital Classroom with
• They will each present spoken and visual evidence to the whole class. The i button will give you
each other in order to either justify their solutions or more information.
convince their partner.
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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

9 Numbers to 20
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
9.1 Counting to 20 3 • Recite, read and write Learner’s Book Section 9.1

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number names and
Workbook Section 9.1
numbers between zero
and 20. Resource sheet 1D
• Recognise that the Resource sheet 9A
numbers 11 to 19 are
Resource sheet 9B

9.2 Counting,
comparing, ordering
6
PL made up of a ten and
some ones, with 20
being the same as
two tens.
Resource sheet 9C
Resource sheet 9E
Resource sheet 9F
Additional teaching ideas for Section 9.1
Digital Classroom: Unit 9 Number puzzles
• Count up to 20 objects. Learner’s Book Section 9.2
• Estimate the number of Workbook Section 9.2
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and estimating
(to 20) objects or people (up
Resource sheet 1G
to 20) and check
by counting. Resource sheet 9D
• Compare and order Resource sheet 9E
quantities and numbers
Resource sheet 9F
between zero and 20.
SA

Additional teaching ideas for Section 9.2

9.3 Number 3 Count in ones from any Learner’s Book Section 9.3
patterns: counting in number and twos from
Workbook Section 9.3
ones, twos and tens 0, forwards and back.
Extend understanding of Worksheet 9A
odd and even numbers
to 20. Worksheet 9B
Worksheet 9C
Language worksheet 9A
Language worksheet 9B
Resource sheet 9B
Resource sheet 9D
Additional teaching ideas for Section 9.3

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9 Numbers to 20

Cross-unit references
Digital Classroom: Unit 9 multimedia enhancement
Digital Classroom: Unit 9 activity
Learner’s Book Check your progress
Language worksheet 9A
Language worksheet 9B

Thinking and Working Mathematically questions in Unit 9

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Questions TWM characteristics covered
Learner’s Book
Exercise 9.1 Let’s investigate Convincing
Exercise 9.1 question 8 Specialising
Exercise 9.2 question 8
Exercise 9.2 Let’s investigate

Exercise 9.2 question 9

Exercise 9.3 Let’s investigate
Exercise 9.3 question 7
Exercise 9.3 Peer assessment
Check your progress question 1
Check your progress question 2
PL Specialising, Generalising
Specialising, Generalising, Classifying, Conjecturing,
Convincing
Specialising, Generalising
Generalising, Conjecturing, Convincing
Generalising
Convincing, Critiquing
Specialising
Generalising, Convincing
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Check your progress question 3 Generalising, Convincing
Check your progress question 4 Generalising
Workbook
Exercise 9.1 question 7 Specialising, Generalising, Conjecturing
Exercise 9.1 question 12 Conjecturing, Convincing
SA

Exercise 9.2 question 5 Specialising

Exercise 9.2 question 10 Specialising
Exercise 9.2 question 12 Specialising, Generalising, Conjecturing
Exercise 9.2 question 15 Specialising, Generalising, Conjecturing
Exercise 9.3 question 3 Specialising, Generalising, Conjecturing
Exercise 9.3 question 14 Specialising, Generalising, Conjecturing, Convincing

BACKGROUND KNOWLEDGE

This unit extends the learner’s understanding to the Our number system is straightforward, with
numbers 11 to 20. By the end of this unit, learners many repeating patterns. Learners need to
will be able to count, compare and order numbers recognise these patterns as they will use them
to 20. To start the unit, learners should have a again and again. The numbers 11 to 20 are made
good understanding of numbers to 10. up of a ten and some ones, with 20 as two tens.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CONTINUED
The 1 to 9 pattern is repeated in the same order Supporting learners with the Getting started
as before. Learners will build on these patterns to exercise
count in twos, fives and tens. Learners should not move on to explore the
To help develop their understanding, learners will: numbers 11 to 20 if they are not secure with
• count objects and actions numbers to 10.
• break teen number names into two parts to link • If learners struggle with a particular aspect
with tens and ones of numbers to 10, revisit the Unit 1 activities.
A quick revisit to some similar questions could
• represent each number in different ways
be all that is needed. Learners are likely to be
to recognise its value. Through these

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confident counting to 10 as they have had many
representations, learners begin to develop a
opportunities to revisit this in the last half year.
sense of number.
• If learners find it difficult to remember how to
• use what they know about numbers to estimate
write numbers in words then revisit the Unit
and compare quantities and numbers.
1 worksheets.
Digital Classroom: Use the multimedia

TEACHING SKILLS FOCUS

Metacognition
PL
enhancement to extend learners’ understanding of
numbers to include teen numbers. The i button will
explain how to use the multimedia enhancement.

Unit 2 focused on the teacher using the plan,

• If learners find it hard to compare numbers, ask
if they would like to have three or five of their
favourite sweets. Setting questions in a context
of interest to the learners helps them to make
sense of the question and answer it successfully.

After discussing the approach for a specific task,

work together to design a helpful reminder that the
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monitor and evaluate cycle to focus on how their learners can use for support. An example is given
learners learn. To encourage learners to take some opposite, but any supporting diagram will be much
responsibility for their own learning, learners need more effective if you and your learners have designed
to identify their: it together. Print out some copies for learners to
use as a reminder. Have the cards available as a
• knowledge of the task; for example, what is the
useful reminder when learners are working on an
question asking? This should help to activate
investigation. Encourage learners to talk to each
SA

learners’ existing knowledge.

other as they consider each of the prompts.
• knowledge of the available strategies; for
The purpose of this task is to help learners to
example, what can I use to help me? And what
become more self-aware, developing their own
do I already know? These questions activate
metacognition.
planning how to approach the task.
• How successful were you at guiding learners to
• knowledge of themselves; for example, have I
think about how they learn?
answered the question? Did I do a good job?
And what have I learned? These three questions • Did learners understand the three-step process
act as a reminder to check and encourage that you took them through? If not, how did you
learners to evaluate what they did. support them?
• How did you support learners to develop their
ideas into a prompt for future use?

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9 Numbers to 20

CONTINUED

• Are you encouraging learners to use their As you support learners to think about their
diagram to support their approach? own learning, reflect on how your own ideas on
metacognition are developing. What did you
What am I learn about yourself and your own understanding
being asked through this task?
to do?

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What have What can I use
I learned? to help me?

Did I do a
good job?

9.1 Counting to 20
PL Have I
answered
the question?
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LEARNING PLAN

Framework codes Learning objectives Success criteria

1Ni.01 • Recite, read and write number Learners can say, read and write numbers
names and whole numbers and number words from 0 to 20.
SA

(from 0 to 20).

1Np.02 • Compose, decompose and Learners recognise that teen numbers

regroup numbers from are a ten and some ones. They can
10 to 20. decompose teen numbers into a ten and
ones and compose a ten and some ones
to make a teen number.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

LANGUAGE SUPPORT

Number words: eleven, twelve, thirteen, fourteen, Teen numbers: 11, 12, 13, 14, 15, 16, 17, 18, 19.
fifteen, sixteen, seventeen, eighteen, nineteen. Encourage learners to make a strong smile when
Eleven and twelve are Old English words and do they say –teen, really lifting their cheeks as they
not follow the –teen pattern. Learners simply have focus on the –ee– part of each teen number.
to learn these unusual words. This should prevent any confusion with –ty at the
Place value cards: cards used to split numbers end of twenty. Remind learners that –teen means
into tens and ones. Encourage learners to use the a ten and the part of the word before this tells you
correct name for this resource. This will help to how many ones there are with the ten.
remind learners what the cards tell them about the Twenty: the name for two tens. Focus on the –ty

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numbers they make with the cards. sound at the end of the word. This is a change
from –teen and many learners say twenteen at first.
Explain that –ty numbers only have whole tens.

Common misconceptions
Misconception
Learners may miss out, repeat or

order when counting.

Learners may see the ten of the
teen numbers as ones, for example
seeing 13 as 1 + 3.
PL
Learners may confuse –teen and –ty
How to identify
Ask learners to count aloud.
otherwise say numbers in the wrong Count or count objects.

Show learners a number card

such as 13 and ask them to get
you that many counters.
Ask learners to count from 10
How to overcome
Count along a number track.
Match objects to the number track as
they are counted.
Use place value cards and ten frames
to show 13 as 10 + 3.

Learners are only using one –ty

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when saying numbers. to 20. Listen carefully. number at this stage. Focus on –teen
and that twenty has a different sound.

Starter idea answer?’, ‘Which is greater, 6 or 4? How do you know?’,

‘Which is fewer, 6 or 9? How do you know?’
Counting to 10 and before you start Look out for learners who do not join in with counting
(10 minutes + 10 minutes Getting started or are reluctant. Check that they are confident when
SA

exercise) counting to 10 and counting up to 10 objects.

Resources: Resource sheet 1D 0 to 10 number cards, End the starter by counting back from 10 with learners
washing line, simple pendulum. as rockets, blasting off into space at 0. Then ask the
Description: students to complete the Getting started exercise in the
Learner’s Book. This will allow you to see if there is
Count to 10 with learners. Use a range of voices. Repeat
anything further that needs revising before you begin the
using a pendulum to revise odd and even numbers if
rest of the unit.
time allows.
Give the 0 to 10 number cards to 11 learners and ask Main teaching idea
them to peg the numbers on the washing line in the
correct order. Stand in front of the line as you swap two Numbers 11 to 20 (40 minutes)
numbers over. Ask learners to tell you where the mistake Learning intention: Say and read numbers to 20,
is and how to correct it. Move on to ask learners a range compose and decompose numbers 11 to 20.
of questions to help revise numbers to 10 and check
Resources: 1 to 10 number track, 11 to 20 number track,
their understanding. Questions could include ‘Tell me a
Resource sheet 9A (teacher set and set for each pair
number that is more (or fewer) than 8. Is there another
of learners).

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9 Numbers to 20

Description: This activity is good for introducing place Differentiation ideas:

value cards, including how to set them out for easy use, To support learners who find this difficult, pair them
focusing on teen numbers as tens and ones. with a more confident learner. Move around the room
Show learners the 1 to 10 number track, then place with a set of place value cards. Show a number to the
the 11 to 20 track below it to make the first two rows learner and ask them to match it and say it.
of a 100-square. Explain that learners have focused on To challenge confident learners, ask them to make all
numbers to 10 so far to really get to know them well. the numbers in turn from 11 to 20, without reference to
Go on to explain that numbers go on forever and that the number track. Learners could time each other and
there are many more to explore. In this unit, they will be repeat to try to reduce their time.
exploring the next ten numbers.
Read along the number track to 10. Hold up the 10 Plenary idea

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place value card, matching it to 10 on the number track. Three in a row (10 minutes)
Explain that the next number is 11. 11 means 10 and 1
Resources: For each pair of learners: a sheet of A4
more. Show this with the place value cards, matching the
paper, counters in two different colours, Resource sheet
10 and 1 to make 11.
9A Place value cards and an extra 10.
Do the same with 12. Explain that eleven and twelve
Description:

PL
are very old words and learners will need to remember
them. Move on to 13, matching the 10 and 3. Say
the word carefully and ask learners if they can hear
something very similar to three and ten in the word.
Check that learners recognise 13 is 10 and 3 ones.
Continue to 19, focusing on the teen pattern. At 20,
produce the 20 place value card. Explain that 20 is the
name for two lots of 10. If you placed two 10 cards,
one on top of the other, you would not see the bottom
card so you need a new card. Count along the number
track together.
Give each pair of learners a sheet of A4 paper and
counters in two different colours.
Learners fold the paper in half four times, to
make 16 spaces.
Learners write a random number from 11 to 19 in
each space.
Give each learner a 10 place value card and each pair
a set of 1 to 10 place value cards.
Learners shuffle the cards and put them face down
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Give each pair of learners an 11 to 20 number track on the table.
and a set of place value cards to 20. One learner has They take it in turns to take the top card and put it
the number track, the other learner has the place value with their 10 card to make a 2-digit number. Encourage
cards. Ask learners to arrange the place value cards on learners to say the number they make. The learner places
the table in front of them, with 10 and 20 in a column one of their counters on that number on the board.
on the left and 1 to 9 (with 9 furthest away) on the
right. Call out a number from 10 to 20. Learners point When all the ones place value cards have been used,
SA

to the number on the number track and make it using learners need to collect them and shuffle again to continue.
place value cards, then check that they match. After If the learner’s number is already covered, the learner
three numbers, learners swap roles. Check that learners misses that turn. The aim is to cover three numbers in a
recognise that 20 is represented by a single place value row, column or diagonally. The first learner to do that is
card. End the session by counting along the track from 1 the winner.
to 20 together. Assessment ideas: As you move around the room, ask
After this activity, learners could try Learner’s Book learners questions such as ‘Which number (or numbers)
Exercise 9.1 questions 3 and 4 and Let’s investigate, and do you need to make three in a row? Which ones card
Workbook Exercise 9.1 questions 3, 4, 7, 8 and 11. do you need to make that number?’ This is a useful way
of assessing reading and understanding of the numbers.
Answers: Learners correctly identify numbers from 11 Learners will have written the same number more than
to 20. once on their paper. Are learners thinking about which
numbers have already been made and which are still
to be made when choosing which number to cover? In
other words, are they thinking strategically?

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Guidance on selected Thinking and CROSS-CURRICULAR LINKS

Working Mathematically questions
Ask learners to look out for these numbers on
Learner’s Book Section 9.1 Let’s investigate measuring instruments when using them in
The investigation in the Learner’s Book begins by science, art and design. Ask learners to think
stating a conjecture: Tomas says he can make 20 about what the numbers mean. For example, 13
different numbers from his set of 1 to 10 place value centimetres on a ruler means 10 centimetres and
cards. To find out whether or not this is true, most 3 more centimetres, 13 centimetres altogether.
learners will need to carry out the task for themselves.
Some learners may need to use a set of cards, others will Homework ideas
be able to list the numbers. Learners are specialising by

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making examples to meet the given criteria. 1 Give learners a copy of the Resource sheet 9C
As learners complete the task and find that they can Number puzzle and ask them to complete it for a
make 19 rather than 20 different numbers, they may different number from the one they did in class.
well check their work to convince themselves that they 2 Ask learners to take home their folded Resource sheet
have found all the possible numbers. Once convinced, 9B Ten and some ones and use them to explain the
and justify their conclusions.

9.2 Counting, comparing, ordering

and estimating (to 20)
LEARNING PLAN
PL
learners can then state that the conjecture is not true numbers 10 to 19 to a parent, carer or sibling.
M
Framework codes Learning objectives Success criteria

1Nc.01 • Count objects from zero to 20 Learners accurately count up to 20

recognising conservation of number objects, pictures and actions.
and one-to-one correspondence.

1Nc.02 • Recognise the number of objects Learners use familiar layouts such as
SA

presented in familiar patterns up to the ten frame and domino layouts

10, without counting. to support recognising how many
without counting.

1Np.03 • Understand the relative size of Learners compare quantities and

quantities to order and compare numbers using more, greater, fewer,
numbers from 0 to 20. same and equal.

1Nc.03 • Estimate the number of objects Learners use their developing

or people (up to 20) and check by number sense to make reasonable
counting. estimates.

1Np.02 • Compose, decompose and regroup Learners recognise and use teen
numbers from 10 to 20. numbers as ten and some ones, with
20 as two tens.

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9 Numbers to 20

LANGUAGE SUPPORT

Digit: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. The position of Number line: the numbers in order and equally
the digit determines its value, for example in 13 spaced along a line. Since the numbers continue
the 1 means 1 ten, because it is positioned in the forever, number lines should have arrows at each
tens place and the 3 means 3 ones because it is in end, to ensure that learners recognise that they
the ones place. Learners often confuse digit and are only looking at a small part of the number line.
number. The digit 1 can have a value of 1 ten or Draw number lines with just 0, 10 and 20 marked
1 one, depending on its position or place. When so that learners can estimate where a number such
referring to the digit 1 in the tens place, always as 12 belongs.
refer to it as 1 ten or as 1 in the tens place to

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ensure that learners recognise its value.

Common misconceptions
Misconception How to identify How to overcome
Learners may switch digits when
recording numbers, writing the
ones digit first, e.g. 21 for 12.
Learners may think they must
always start from 1 when counting
objects.

Learners may believe that an

PL Ask learners to record a number on
their whiteboard or a sticky note.

Ask learners to count a set of

objects and then give them two
more and ask how many there
are now.

Ask learners to estimate a quantity.

Use place value cards to model
the number, focusing on a ten and
some ones.
Ask other learners to explain
how they counted on from 10.
Model keeping the full ten frame if
counting quantities over 10, where
relevant. Model counting on from a
known quantity.
Praise estimates that are close
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estimate must be the same as the to the count, not those that are
count to be a good estimate. exactly the same as the count.

Starter idea Look out for learners who finish before or after others.
Monitor them to see if this is a simple mistake. Give the
Action counting (10 minutes) learner an opportunity to count aloud quietly to check
Resources: Resource sheet 9F Number cards to 20. that they are saying the correct sequence.
SA

Description:
Main teaching idea
Count to 20 using different voices and starting from
different numbers, forwards and back. Counting objects (40 minutes)
Move on to counting actions. Shuffle the number cards Learning intention: To count up to 20 objects.
then turn over the top card. Without saying the number, Resources: Parcel containing different objects for
ask learners to count in their heads as they do that many learners to count, mini whiteboards and pens, sets of
actions. Start everyone together by counting 1, 2, 3 objects to count or count out a smaller quantity from,
aloud, then learners count in number tracks, place value cards, ten frames.
their heads.
Description: This activity gives plenty of opportunity
Look out for all learners stopping at the same time, to check or work on recognising conservation of
at the correct count. You may need to practise with a number (counting in a different order) and one-to-one
number below 10 at first, to get learners to start together correspondence (using one number name for each object
and keep a similar rhythm so they reach the same and in the correct order). Learners are applying the
number at the same time. order of the counting numbers to count objects.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

It is important that learners experience counting a given tens and some ones strips or place value cards to help
set and also count out a quantity from a larger set. them record the matching number.
Engage learners by bringing in a parcel addressed to To challenge confident learners, give them a list of
the class. Pass the parcel around, allowing learners to objects to collect. This could be a recipe for school stew,
shake it and guess what might be inside. The parcel a list of resources for each table for a following session
could contain new classroom resources, things for your or something else that will engage the learners.
current topic or something else. There should be 20 or
fewer objects of any particular kind, for example 15 glue Plenary idea
sticks, 12 rulers, 18 erasers and so on. Ask learners to
work in pairs, counting the objects and recording how Picture estimating and counting
many there are on a whiteboard. Supply ten frames, (10 minutes)

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number tracks and place value cards for support. Resources: Whiteboard, mini whiteboards and pens,
As you move around the room, check that learners cloned (repeatedly copied) small pictures relevant to
are recording the numbers correctly. When each pair your topic or the learners’ interests, Resource sheet 9D
have checked several sets, call the learners together. Number line to 20.
Produce a packing list and ask learners to tell you how Description:
many there were of each item. Invite one pair to check

PL
a set if more than one number is offered. You could
continue the parcel theme in a further session, this time
asking learners to place a specified quantity in a box or
envelope. Learners could label the packages with sticky
notes and ask another pair to check.
If learners re-count the objects when asked ‘Are you
sure?’, they need to see the objects on ten frames or next
to a number track so that they have a visual check of
their count.
Revisit this session several times to give learners lots
Prepare some whiteboard slides or printouts by cloning
simple pictures, arranged randomly. First, show learners
one of the pictures they will see several of. Then show
learners the slide with several copies of the picture for a
count of 3 seconds, to prevent them counting. Ask them
to record their estimates on their mini whiteboards
and show you.
Scan the estimates and tell learners the most frequent
number. Display the slide again and ask one learner
to come and count the pictures. Encourage them to
rearrange the pictures to support counting or mark
M
of opportunities to count given sets and count out each one as they count. Compare the count with
quantities from a given set. Scenarios could include the estimates.
collecting resources for an activity, checking packs of
Repeat with a different pair of slides. Move on to a
resources or similar, collecting specific amounts from
slide with two different but linked sets of pictures mixed
the counting corner (as in Unit 1) on to a paper plate
together, for example sandcastles and flags, children
labelled with a number and drawing of the object and
and sweets or mugs and biscuits. Ask learners to record
other counting activities linked to your current topic.
SA

estimates of each set and think about whether one set

After this activity, learners could try Learner’s Book has more or fewer than the other or are they about the
Exercise 9.2 questions 1, 2 and 3 and Workbook same as they record estimates of each set.
Exercise 9.2 questions 1, 2, 6 and 11.
Compare estimates to find out if learners think there are
fewer flags, sweets or biscuits. Ask learners to predict
Answers: Learners accurately count sets of objects and
whether there is enough for every sandcastle to have a
can count out a required amount.
flag, every child to have a sweet or if people could have
a drink and a biscuit. Ask learners to think about how
Differentiation ideas: they could find out.
To support learners who find it difficult to keep track
Agree that it would be useful to sort the pictures into
of their count, encourage learners to match objects to a
two sets and count them.
number track. Remind them to place them alongside the
track so they can still see the numbers. Learners could To find out which of the paired sets is smaller, learners
also place objects on ten frames, filling one ten frame could pair a flag with a sandcastle, a sweet with a
before moving on to a second. After filling a ten frame, child or a biscuit with a mug. As they check their
the rest of the objects could be set out in a second ten estimates and predictions, they will also be comparing
frame or in a domino layout. Learners could use their the quantities..

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9 Numbers to 20

Use the paired sets to compare the numbers, and what Engaging in this simple investigation, learners are
that means. If there are 8 children and 12 sweets, 8 likely to be specialising, generalising, conjecturing
is fewer than 12, 12 is greater than 8. There are more and convincing.
sweets than children, so each child can have a sweet.
Revisit this plenary several times to practise estimating CROSS-CURRICULAR LINKS
and comparing both amounts and numbers.
Assessment ideas: Look out for learners who find it • Use images that are relevant to your current
difficult to compare the two quantities. Give them model topic or to the learners’ interests. This helps
sentences and a number line for support. to show that counting, comparing, ordering
and estimating are number skills that they
Ask learners how they feel about estimating. Are they will use again and again in all areas of the
finding it easier as they see more collections of objects? curriculum and in everyday life.

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Are their estimates getting closer to the actual number?
• Draw learners’ attention to number lines in
Do learners accept that an estimate is a number near
the classroom and playground. These may
to the count and does not need to be the same as
be curved or straight, with some or all of the
the count?
numbers on. Measuring instruments such as
rulers, metre sticks and so on are likely sources.
Guidance on selected Thinking and
Working Mathematically questions

PL
Learner’s Book Section 9.2 Let’s investigate
Learners initially choose three numbers from 11 to 20
and order them. They are specialising, choosing from
a limited range and looking for some kind of link or
pattern, which may lead to a conjecture.
Learners then compare the ordered sets of numbers
with the number line. Learners may recognise that the
numbers also appear on the number line in order, from
Homework ideas
1

2
Ask learners to look out for number lines at home.
Remind learners that these could be straight or
curved lines and with all or just some numbers
on. Measuring instruments such as tape measures,
clocks and thermometers are possible sources.
Provide learners with a piece of paper. Ask them
to draw an empty number line, marking 0 at the
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smallest to greatest. beginning and 20 at the end, then 10 halfway along.
Learners can then choose one or two other numbers
This may lead the learners to make a conjecture.
to mark on the number line. Learners could draw
Learners can then choose further sets of numbers to
several lines so that they have estimated the position
find out if their conjecture is always true. They may
of all numbers to 20.
choose several examples to convince themselves that
their conjecture will always be true.
SA

9.3 Number patterns

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Nc.04 • Count on in ones, twos or tens, and Learners can count in twos from 0
count back in ones and tens, starting to 20. They can count on and back
from any number (from 0 to 20). in ones and tens from any number
between 0 and 20.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CONTINUED

Framework codes Learning objectives Success criteria

1Nc.05 • Understand even and odd numbers Learners can continue the pattern of
as ‘every other number’ when odd and even numbers to 20.
counting (from 0 to 20).

1Np.02 • Compose, decompose and regroup Learners use what they know about
numbers from 10 to 20. composing and decomposing teen
numbers as a ten and some ones to
count on and back in tens to find 10

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fewer and 10 more.

LANGUAGE SUPPORT

PL
Model the correct use of language yourself. Echo a
sentence back to the learner using the correct
relevant language to support learners’ use of the
vocabulary. Occasionally ask learners to explain a
word or phrase they used, or give them a choice of
two phrases, for example, ‘Is that counting on or
counting back?’
Counting back: counting back towards 0 from any
number. Counting back can start from any number,
counting back to smaller numbers. It can be in
ones, twos or tens and with or without a number
line or 100-square for support. Learners cannot be
expected to count back beyond zero yet.
Counting on: counting forwards from any given
number. Counting on can start from any number,
counting forwards to greater numbers. It can be in
ones, twos or tens and with or without a number
line or 100-square for support.
M
Common misconceptions
Misconception How to identify How to overcome
Learners confuse odd and Ask learners to tell you an Focus on what the words odd and even mean.
even numbers. odd (or even) number. Ask learners to show you whether a number is
odd or even with objects. Continue to work on
SA

developing recognition of the pattern of odd

and even numbers on the number track.
Learners may try to add Ask learners to use cubes to Remind learners that an even number of
the ‘one left over’ to the find out if 7 (or any other odd objects can be sorted into twos, with none left
last group of 2, making it a number) is odd or even. over. An odd number always has one left over.
3 instead. If you put the left over one with a group of
two, that group will no longer be a group of 2.
Learners may struggle to Ask learners to start from 20 Give learners a number line or track for
count back in twos or tens. and count back in twos. support. After further practice with a number
track or line, ask learners to try without.

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9 Numbers to 20

Starter idea Remind learners that they have counted to 20 focusing

on the even numbers, so ask them to tell you which
Pendulum counting (10 minutes) are the even numbers in the second row. Mark these
Resources: Pendulum. numbers in the same way. Ask learners what
they notice.
Description:
Count to 20, using the pendulum for support. Explain
1 2 3 4 5 6 7 8 9 10
that learners do not have to say every number. Ask
learners to only say the number at one end of the 11 12 13 14 15 16 17 18 19 20
swing, indicating the end that you start from, which
is effectively 0 since the other end of the swing is 1.
Explain that learners will still need to think the number Agree that the pattern continues into the second row.

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at the other end of the swing or they might lose count. Explain that learners could get the correct number of
Count 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 aloud. cubes and put them into pairs to show that each number
really is odd or even, but that does not really explain
Ask learners what they know about those numbers.
why the pattern continues the way it does. Tell learners
If necessary, remind them that they are the even
that they are going to do some exploring to see if they
numbers. Now indicate the other end of the swing,
can come up with an explanation. Either reuse the tens

PL
asking learners to only say the numbers at that end of
the swing. Count 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 aloud.
Ask learners what these numbers are called. If necessary,
remind them that they are the odd numbers.
If learners misname the set of numbers, ask them to
explain what an odd or even number is to check they
are correct.
Revisit this starter to count in odd and even numbers,
forwards and back. Experiment with starting from a
different number. Keep even and odd numbers at the
and ones strips from Resource sheet 9B: Ten and some
ones that learners cut out in Section 9.1 Counting to
20 or give them a new set. Ask learners to choose one
colour for even numbers and quickly colour every even
number on any strip.
Once learners have completed the task, call them back
together. Ask learners to sort their strips in order,
starting with 10 + 0. Ask learners what they notice
in each number, for example for 11, 10 is coloured
because it is even, 1 is not coloured because it is odd.
M
same end of the swing as before to prevent confusion. For 12, 10 and 2 are coloured. They are both even and
together make an even number. Ask learners what
Main teaching idea happens if they remove 10. Learners will be left with 2,
the number above it on the number track. Repeat with
Odd and even numbers to 20 (40 minutes) other numbers.
Learning intention: Learners recognise odd and even
Ask learners if anything is the same in every number.
numbers to 20.
Agree that 10 is on every number strip and is always
SA

Resources: Number track to 20 (in two rows of 10), coloured because it is even. Explain that since 10 is an
Resource sheet 9B Ten and some ones, scissors, even number, whatever single-digit number you put
coloured pencils. with it will decide whether the new number is odd or
Description: This activity is good for reinforcing and even. 17 is 10 + 7. 10 is even, but 7 is odd, so 17 is odd.
extending a known pattern. Learners will also be 18 is 10 + 8. 10 is even and 8 is even, so 18 is even. Give
developing their ‘noticing’ skills and making links learners a few moments to check that this is true for all
between observations. their numbers.
Show learners the number track to 20. Ask learners to End by counting forward and back in only even
identify the even numbers to 10 and explain how they numbers and then in only odd numbers. Check that
know. Learners should know that every other number learners recognise that they said every other number,
is even and you can put that number of objects into because even numbers are every other number and odd
twos with none left over. Highlight the even numbers numbers are every other number.
in some way, for example by placing a sticker or peg
on them.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

After this activity, learners could try Learner’s Book Assessment ideas:
Exercise 9.3 questions 1 and 2 and Let’s investigate and Ensure that learners who find it difficult to maintain
Workbook Exercise 9.3 question 1. their attention are near the beginning of a count.
Learners need to be particularly attentive when you
Answers: Learners can identify odd and even numbers introduce the call out ‘reverse’. Can learners count
as every other number, using the pattern on the number first in one direction and then the other without any
track for support. mistakes, demonstrating that everyone was paying
attention throughout?
Differentiation ideas:
Ask learners if they found it easy or difficult to maintain
To support learners who find this difficult, ensure that the count. Was counting forward easier than counting
the learner sits near you or any other adult in the room back? Was it easy to respond to ‘reverse’?

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for support.
To challenge confident learners, write and say a very Guidance on selected Thinking and
large number, for example 1,234,567 and ask if it is odd Working Mathematically questions
or even and how they know. Learners could work in
pairs, taking it in turns to challenge each other to say Learner’s Book Exercise 9.3 Let’s investigate
whether a large number is odd or even. Learners should

Plenary idea
PL
write their numbers as they are unlikely to be able to
read them.

Circle counting in twos (10 minutes)

Resources: None.
Description:
Arrange learners in a circle, sitting or standing. Choose
a learner to start and a direction around the circle.
Learners are given a conjecture and asked to
investigate whether it is true. Learners may specialise by
trying specific examples. They will be characterising and
classifying numbers as either odd or even as they explore.
Learners will need to try several examples to convince
themselves whether the conjecture is true or not.
Learners should recognise that there are sometimes
4 odd numbers and sometimes 5. They will need to
look in more detail to decide when there are 4 odd
numbers (between two odd numbers) and when
there are 5 (between two even numbers). They will
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Count around the circle in ones. Then explain that they be characterising and classifying to explain their
are going to count in twos to 20. Ask the starter to say reasoning and convince themselves and others that their
0, the next learner to say 2 and so on counting in twos to conclusion is correct.
20. Ask learners to name the numbers that were said, the Learners may go on to consider even numbers,
even numbers. developing their own conjecture from what they have
Ask the learner after 20 to start from 1, so that learners noticed about odd numbers.
SA

count in odd numbers to 19. Check that learners recognise

that they have said the odd numbers. CROSS-CURRICULAR LINKS
Repeat both of these counts around the circle until all • Learners may count in twos to determine how
learners have contributed. many there are in a range of real-life situations
Now choose a learner to be 20 and count back in twos and across school subjects. If necessary, point
in the opposite direction to counting forwards. Move out to learners when this occurs or ask them
on to a learner being 19 and count back in twos. Give to think about how they are counting.
learners instructions using the words odd and even. • Learners may also help with the laundry at
As learners become more confident, call out ‘reverse’ home, checking that each sock has a partner,
at random points. (You may need to explain to a practical application of their understanding
learners what ‘reverse’ means.) The learners respond by of odd and even.
immediately reversing the count and direction.

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9 Numbers to 20

Homework ideas Assessment ideas

1 Give learners a piece of paper to record objects To check learners’ understanding of the concepts in this
which come in twos at home, for example shoes, unit, you can:
socks, hands, feet, paws, eyes, ears and anything else • use the Check your progress exercise at the end of
learners notice. Ask learners to count how many of the unit in the Learner’s Book, either individually or
each there are at home in twos and record next to with the whole class
their drawing or word.
• use the activity in the Digital Classroom with
2 Ask learners to explore the kitchen and bathroom the whole class. The i button will give you
to find things that come in packs of 10. Where there more information.
is a full pack and some more, learners should count

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on to find how many. Learners could record each
item with a word or picture and a number.

PL
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SA

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

PROJECT GUIDANCE: PROJECT 3 COUNTING FISH

Why do this project? fish than the first. It would be interesting to ask
This activity enables the teacher to find out how learners whether they adopted a different way of
learners visualise numbers when counting and/or counting this time, and why or why not.
adding. It is a good catalyst for learners discussing
Key questions
mathematics together and sharing their ideas,
as it is easy to see that there is no ‘right’ way • Can you see how [learner’s name] is counting?
of going about it. A key element of this is the Can you explain how they counted the fish?
teacher creating a supportive environment where • What do you think is the ‘best’ way of
learners feel comfortable sharing their thinking. counting the fish?

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This task helps develop the skill of convincing by • Why do you think that is a good way?
encouraging them to describe and explain how
• How would you check?
they see the picture.
• What made you decide to change your way of
Possible approach counting this time?
Display the first image of the fish so that everyone
Possible support

of six.’ PL
can see it. It may be helpful to use a whiteboard, if
one is available. The aim is to encourage learners
to ‘say’ what is in their heads about their counting,
such as: ‘I can see three lines. One is a line of six
and one is a line of three and there is another line

Provide an opportunity for learners to come to

the front to point to the arrangement of fish as an
aid to explaining their thinking. It is important to
enable them to talk quite freely about how they
are seeing the fish, so try to take a step back and
The difficulty is often in keeping track of what
has been counted and what there is still to count.
See whether the learners can devise strategies to
help, such as making a small dot beside the fish
as they count. Some learners might like to use a
pencil to ‘fence’ the fish into groups. Counting is
not as easy as it first seems!
Try working one-to-one and breaking the activity
down into small steps.
If the learners are less confident with counting the
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facilitate dialogue among the whole group, rather fish, use ‘we’ rather than ‘you’ and give a prompt
than commenting or directly responding yourself such as: ‘We want to find out how many fish there
to each learner’s description. Your learners may are. Can we do that?’
well see the fish in a different way to you, so be
prepared for surprises! Possible extension
Once a number of learners have had the chance Create an arrangement of items such as stacking
cubes, which will challenge learners to count in
SA

to explain their different ways of counting, show

them the second image, which includes more three dimensions.

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10 Geometry (2)

10 Geometry (2)
Unit plan
Topic Approximate Outline of learning content Resources
number of
learning hours
10.1 3D shapes 4 • Identify, describe and sort 3D Learner’s Book Section 10.1

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shapes by their properties,
including reference to the Workbook Section 10.1
number of faces, edges, Resource sheet 10A
and whether faces are flat or
curved surfaces. Resource sheet 10D

10.2 2D shapes 4
PL• Identify when a 3D shape
looks identical as it rotates.
• Use familiar language to
describe sequences of
objects.
• Identify when a 2D shape
looks identical as it rotates.
• Differentiate between 2D
and 3D shapes.
Resource sheet 10F
Resource sheet 10G
Additional teaching ideas for Section 10.1

Learner’s Book Section 10.2

Workbook Section 10.2
Worksheet 10A
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• Identify, describe and Worksheet 10B
sort 2D shapes by their Worksheet 10C
characteristics or properties,
including reference to Language worksheet 10A
number of sides and
Language worksheet 10B
whether the sides are
curved or straight. Resource sheet 10B
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• Use familiar language to Resource sheet 10C

describe sequences of
objects. Resource sheet 10E
Additional teaching ideas for Section 10.2
Cross-unit references
Digital Classroom: Unit 10 multimedia enhancement
Digital Classroom: Unit 10 activity
Learner’s Book Check your progress
Language worksheet 10A
Language worksheet 10B

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Thinking and Working Mathematically questions in Unit 10

Questions TWM characteristics covered
Learner’s Book
Exercise 10.1 question 7 Conjecturing
Exercise 10.1 question 8 Specialising, Generalising, Conjecturing
Exercise 10.1 Let’s investigate Specialising, Generalising, Conjecturing,
Characterising
Exercise 10.2 question 3 Generalising, Characterising

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Exercise 10.2 Let’s investigate Generalising, Characterising
Workbook
Exercise 10.2 question 2 Generalising

BACKGROUND KNOWLEDGE

PL
• This unit builds on Unit 2 and extends the
learning to include rotation of shapes. By the
end of the unit, learners should understand
about rotation of 3D and 2D shapes, including
new shapes in this unit. To start the unit,
learners should understand the properties of 2D
and 3D shapes explored in Unit 2.
• Learners start to become aware of some
• Looking for shapes in the environment links this
unit to real life as well as learners’ experiences.
These can be 2D and 3D and can be inside or
outside, at home or at school.
Digital Classroom: Use the multimedia
enhancement and associated activity sheet to
introduce the properties of 3D shapes. The i
button will explain how to use the multimedia
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properties of solid shapes when touching enhancement.
them, talking about them and discussing them.
This unit builds on learners’ knowledge and Supporting learners with the Getting started
understanding from Unit 2 and introduces two exercise
new shapes: pyramid and cuboid. Learners who are not able to use mathematical
• Encourage learners to talk about what they are terms to describe 2D or 3D shapes need more
doing and the objects they are feeling as this will practical experiences in handling, describing
SA

help them to develop their language skills. Model and discussing shapes in order to introduce and
the appropriate vocabulary as you work with a pair consolidate new or misunderstood words. This can
or a group. Make sure you use the correct name be done:
and properties for all shapes, especially for 3D • as pair or group activities or with extra support
shapes that have faces and curved surfaces. by changing resources
• Encourage learners to use what they already • by using different vocabulary that can be linked
know when looking at the faces of 3D shapes. to a shape name such as ‘this round circle’
Without that knowledge they will struggle with
• by investigating a smaller number of shapes
properties and descriptions of 3D shapes.
with specific features such as round, not round.
• Learners need to be able to make the Use shapes of the same colour if possible
distinctions between 2D shapes that have no so that learners focus on features rather
depth and 3D shapes that have depth (height), than colour.
length and width.

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10 Geometry (2)

TEACHING SKILLS FOCUS

Explaining mathematical vocabulary such as ‘shapes’, ‘faces’

An explanation is giving details about or describing and ‘surfaces’ whenever you show or talk about
something so that it can be understood. Keep a shape.
explanations short but still clear about what you To avoid learner confusion during your lessons,
mean, for example ‘A triangle is any closed shape at whatever level, your explanations and
that has three sides.’ Explanations can be used demonstrations need to fully engage all learners in
alongside visual images. order to check that they understand what you are
saying and doing. Asking both open and closed
questions to find out what they already know and

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understand, and what misconceptions they may
have, is always useful.
An explanation used in a lesson can help learners Involving all learners in small groups to exchange
understand new or unfamiliar concepts or ideas. ideas and talk about what they know and what they
It can make connections for learners who may need to find out will enhance communication skills

PL
find the concepts of 2D and 3D shapes difficult,
or enhance the learning of those who already
know and understand the concepts by looking for
relationships between 2D and 3D shapes.
Explaining new concepts or ideas has a structure
that you can use with all classes. Use appropriate
labels and names of different shapes. Make them
visible to the class and near enough so that
they can be handled by learners. Use correct
and reinforce correct mathematical vocabulary.
For a week, be aware of how and when you use
explanations. Do you support them with visual
examples? Ask questions to make sure that all
learners understand an instruction or a task.
At the end of a week, analyse any changes that you
have noticed about the way learners have used
what you have said to allow them to learn more
quickly or with more understanding.
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10.1 3D shapes
LEARNING PLAN
SA

Framework codes Learning objectives Success criteria

1Gg.03 • Identify, describe and sort 3D shapes Learners will be able to identify,
by their properties including reference describe and sort 3D shapes
to the number of faces, edges and using what they know about the
whether faces are flat or curved. properties of those shapes.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

LANGUAGE SUPPORT

When working with 3D shapes, always use Cuboid: a solid object with 6 faces. Each surface
actual models to show what each word means. of a cuboid is the same size as the one opposite
For example, when talking about a cube, point to it.
to or run your fingers around the edges of each Cylinder: a solid object with two identical flat ends
face to show that the whole area is called a face. that are circular and one curved surface
It may help some learners if you draw a face (eyes,
Pyramid: a solid object with a square or triangular
ears, nose) on each flat surface of the cube. Faces
base and sloping triangular sides that meet in a
can also be drawn on other 3D shapes to remind
point at the top
some learners of the name of the flat surface. Run
Rotate/turn: to turn an object around a fixed

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your fingers along the edges as you use the word
‘edge’. Ideally, it would help learners if they each point
had a shape to say and copy your movements. Sphere: a 3-dimensional object shaped like a ball.
Cube: a box-shaped solid object that has six Every point on the surface is the same distance
identical square faces from the centre.

Common misconceptions
Misconception
The use of 2D shape names
to describe a 3D shape. For
example, calling a cube a
square because learners see the
face of a cube.
Common solids are not
PLHow to identify
Listen to and observe learners
when they are working as a pair
or a group.

Observe learners who are

How to overcome
Work with the learners to help them
understand that a 2D shape is only part of
the 3D object but that the object has its
own name.

Give plenty of opportunities for

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recognised unless they are working with 3D shapes who learners to play with and construct with
upright or in their usual consistently turn a solid to its 3D shapes.
orientation. more recognised position.
Confusing mathematical Listen to learners’ discussions Once learners have articulated their
vocabulary, words such as in groups, feedback to class ideas, you can listen and share them as
‘edge’ and ‘side’ or ‘face’ and activities and pair work. a whole class and debate any similarities
‘surface’. and differences. Use labels with words
SA

and pictorial representations of shapes as

much as possible.

Starter idea Description:

Give learners 10 minutes to answer the Getting
Before you start (10 minutes + 10 minutes started questions in their Learner’s Books.
Getting started exercise) After 10 minutes, ask learners to swap their books with
Learning intention: To check learners have the prior a partner and then check their partner’s answers as you
knowledge required to access the material in this unit discuss the questions as a class.
and to identify any gaps that need to be addressed After the class have marked their work, walk round and
before continuing with the unit. check if there are any questions that learners struggled
Resources: None. with. You may want to recap particular concepts as a
class. Refer to the Background knowledge section at the
start of this unit for suggestions for how to address gaps
in learners’ prior knowledge.

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10 Geometry (2)

Main teaching idea Once a container has been named, place it on a table
with a name card next to it.
Which is which? (40 minutes) Repeat the activity with the cuboid. Explain that a
Learning intention: Identify and describe 3D shapes by cuboid has six faces like a square but they are not all the
their properties. same shape. There are squares but there are also shapes
Resources: A collection of packaging containers called rectangles. Show that a rectangle is a shape that
including a cylinder, cube, cuboid, pyramid and sphere; has two long sides and two short sides. Opposite edges
a selection of 3D solids or building blocks (including are the same lengths as each other.
two cubes, cuboids, cylinders, pyramids and one sphere); Look at the similarities and differences between a cube
name cards for each of the packaging shapes and and a cuboid. Remind the class of the properties of
each solid. a cube and use that to compare the longer faces of

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Description: This activity relates 3D shapes in the the cuboid. Say, ‘This shape has six faces, the same as
classroom to 3D shapes in the real world. a cube. It has 12 edges, the same as a cube. What is
different?’ Encourage learners to look at the four longer
Before the lesson, put a set of 3D solids that match the
faces. Compare against a cube that has all faces the
empty packaging containers on learners’ tables, one of
same size and shape. Say, ‘The cuboid has two faces that
each per pair of learners.
are the same size and shape! But it has four faces that

PL
Show learners the containers and say, ‘I have lots of
different packets, containers and boxes for you to look
at. Who can tell me something about this one?’ Learners
may tell you about the shape, the number of faces or
edges; they may even talk about the colour and what
was in the box. Accept all answers at this stage.
Choose one of the containers and show it to the class.
Give time for discussion, then ask questions such as
‘Do you know what we call these on a 3D shape?’
(Edges.) Slide your finger along an edge as you are
are not squares.’
Give learners plenty of opportunities to touch, feel and
lift the containers.
Explain that you are going to pick up a container and
you want the class to find that shape on their table and
to hold it up high. Start with matching a container to
a 3D solid that the class can find. Show each container
two or three times, and as you hold it up say its name.
For example, hold up a sphere and say ‘sphere’.
Follow this with holding the name label, reading the
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asking the question. Ask ‘How many edges can you see?’
name to the class and asking them to hold up the
Ask ‘Do you know another word for these flat parts?’
matching solid. Begin with reading the name aloud but
(Faces.) ‘How many faces does this shape have?’
gradually move to only showing the word. Use this as an
Repeat with different shapes (cube, cylinder, sphere). opportunity to see which learners are not confident with
Hold up one of the new shapes, such as a pyramid. Ask matching names to objects.
‘How many faces does it have?’ (You may have a square- After this activity ask learners to try Learner’s Book
SA

based pyramid, which has five faces, or a triangle-based Exercise 10.1 questions 1, 2, 3 and 4 and Workbook
pyramid which has four. If possible have both.) Say, Exercise 10.1 questions 1, 2, 3, 4, 5 and 6.
‘This shape is a called a pyramid. Look at the shapes at
Differentiation ideas:
the bottom of these pyramids. Are they the same or are
they different? Talk to your partner.’ To support learners who find this difficult, pair them
with a more confident learner. Provide plenty of
Ask for some feedback from the class and confirm what
opportunities for learners to talk to each other in pairs
they are saying. ‘Yes, this has a square and this has
to support each other.
a triangle. What is the difference between the square
and the triangle?’ ‘Yes, the square has four sides and Give learners who need it more time to make decisions.
the triangle has three sides.’ Learners may give other To challenge confident learners, place them with a less
similarities and differences based on the learning confident learner so that they need to explain what they
in Unit 2. are doing to ensure their partner understands.
Say, ‘We call this one a square-based pyramid.’
(Show the square-based pyramid.) ‘And we call this
one a triangle-based pyramid.’ (Show a triangle-based
pyramid.)

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Plenary idea can be seen each time. They will be able to use their
understanding of different examples by seeing that the
Shape stacking (10 minutes) number of faces is one half of the number a cube actually
Resources: A selection of 3D shapes, Resource sheet 10A has. This will allow them to be able to make conjectures
3D towers. and present evidence to support their findings.
Description:
Show learners a tower that you have built from a CROSS-CURRICULAR LINKS
selection of 3D shapes. Ask ‘Which shapes are better to
• Links can be made to shapes in the
build with. Why?’ (It’s best to stack flat faces on top of
environment, for example playground
each other because the curved surfaces will roll off.)
apparatus, buildings and furniture, as well as
Learners need time to explore the new shapes (pyramids

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links to shapes found at home, for example
and cuboids) as they did with new shapes in Unit 2. a cupboard, a cereal box or a can.
Show (or give groups a copy of) Resource sheet 10A • Shapes can be linked to building or
3D towers. Ask ‘Which towers would stand up? Talk constructing patterns or objects in science.
to your partner and make some decisions about each
tower.’ Give two or three minutes for discussion.

will roll.’
PL
Ask for feedback, focusing on learners using the correct
language of shape properties to justify their reasons.
For example, ‘I think this tower will fall down. The
face of the shape at the bottom is curved. This means it

Assessment ideas: Self-assessment and peer assessment

can be used for this activity. Learners are able to hear
and see what others are doing and can use this to
support or challenge their own ideas.
Homework ideas
1

2
Resource sheet 10F Homework 2 Sweet sorter.
This worksheet is a cut-and-stick activity and
learners will need scissors and glue. The aim is
to sort the sweets into different categories (sets)
according to their criteria: curved edge, straight
edge, straight and curved edges, no edge.
Resource sheet 10G Homework 3 3D feely bag
shapes. This worksheet is a practical activity where
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Guidance on selected Thinking and learners collect 3D objects from around the home
to place in a bag or box. They then feel the shapes,
Working Mathematically questions give clues and ask their partner to guess the name
Learner’s Book Exercise 10.1 Let’s investigate of the shape.
This activity extends the shorter activity in ‘Discovering
more about faces’. Learners will be using cubes for
the activity and will be finding out how many faces
SA

10.2 2D shapes
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gg.01 • Identify, describe and sort 2D Learners will be able to identify, describe
shapes by their characteristics or and sort 2D shapes by their properties.
properties, including reference
to number of sides and whether
the sides are curved or straight.

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10 Geometry (2)

CONTINUED

Framework codes Learning objectives Success criteria

1Gg.06 • Differentiate between 2D and Learners will be able to differentiate

3D shapes. between 2D and 3D shapes.

LANGUAGE SUPPORT

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It is always better if learners can have their own as you talk about sides and points where the
shapes on their tables as you talk through each sides meet.
one. As this section is about 2D shapes, you may Rectangle: a flat 4-sided shape with straight sides
want to give them a sheet with different 2D shapes and where all angles are 90 degrees. Opposite
printed on it to emphasise the difference between sides are equal in length and parallel. This includes
2D and 3D. In this case, learners can trace or draw a square.

Misconception
A square is not a rectangle.

Seeing the same regular shape

PL
round the sides of the shapes with their fingers

Common misconceptions
How to identify
Through classroom or group
discussion.

Observe and listen to pairs and

How to overcome
Use vocabulary such as ‘a square
rectangle’ when referring to
squares.
Discuss properties as well as
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and learning a name rather than a groups working. This happens names.
property. mainly with triangles. Use different
types of triangles in activities.

Starter idea the shape could be. Reveal a little more until a learner
says its name. Ask that learner to take the shape, find
Guess my shape (10 minutes) its matching name label and put the two together on a
SA

Learning intention: Differentiate between 2D and nearby table top. Repeat for the other shapes.
3D shapes. Ask questions such as ‘What do you think this shape is?
Resources: A set of 2D and 3D shapes, a box to put How do you know? What are you looking at that makes
them in and name labels to match the shapes. you think it is the shape you say it is? What shapes can’t
it be?’
Description:
Put all of the shapes back into the box. Ask a learner to
When working with 2D shapes but using 3D shapes
come and become the ‘teacher’ and repeat the activity.
(such as pattern blocks), remind the class that they need
to look at only one face of the shape as 2D shapes have Assessment ideas:
no depth. Self-assessment and peer assessment can be used for this
activity. Learners are able to hear and see what others
are doing and can use this to support or challenge their
own ideas.
Place a range of 2D and 3D shapes into a box. Slowly Look out for learners not using the properties of shape
bring one to the top of the box so that only a small in order to find the name.
part of it is showing. Ask learners what they think

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Main teaching idea If there is time, end the lesson by putting different types
of triangles on each table. Ask learners to work with a
Making shapes with triangles (40 minutes) partner to make different patterns with the triangles to
Learning intention: Identify, describe and sort 2D shapes see what they can discover. They can draw some of their
by their characteristics or properties. patterns if there is time.
Resources: Pre-cut triangles from Resource sheet 10B: After 10 minutes, ask some of the learners to tell
Triangles, mini whiteboards or paper for drawing. or show the class what they have found out and the
patterns they made. If some learners have not completed
Description: This activity gives learners the opportunity
this task it can be done at a different time.
to be creative with a 2D shape. It reinforces the fact that
there is more than one type of triangle. After this activity, ask learners to try Workbook
Exercise 10.2 questions 1, 2, 3, 4 and 5.
Explain that the lesson today is about exploring

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triangles and the patterns they can make.
Answers: These will depend on the patterns learners
Show the class different examples of a triangle. Ask produce and their discoveries.
‘Which of these is a triangle? Talk to your partner.’
Allow two or three minutes for discussion. Differentiation ideas:
Hold the triangles in the air, one at a time, and ask ‘Do

disagreed about or don’t know.

PL
you think this is a triangle?’ Sort the triangles into two
sets, one where learners think the shape is a triangle
and one where learners think it is not a triangle. You
may need a third set for those that learners have either

Go back to the ‘is a triangle’ set and ask ‘Why do you

think these are triangles? Tell me something about them
that make them triangles.’ Allow two or three minutes
for discussion in pairs.
Ask ‘What makes this set a set of triangles?’ (They have
Differentiation can be by support from the class or
within a pairing.
To support learners who find this activity difficult,
remind them that all shapes with three sides are called
triangles. Give them a base sheet with one of each type
of triangle drawn the same size as their shapes and ask
them to place their triangles on top of a matching shape.
To challenge confident learners, ask them to make a
pattern and describe it to a partner, who can try to make
the same pattern without looking at the original.
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3 sides.) Confirm what they have said with ‘Yes, they all
have three sides.’
Plenary idea
Go to the set where there was some doubt one way or Rectangles (10 minutes)
the other. Say ‘Let’s look at these shapes. Talk to your Resources: Large coloured pictures of rectangles,
partner about what these shapes have and what shape different sizes and different colours (both square and
they could be.’ Allow two or three minutes for discussion rectangular).
SA

in pairs. Description:
Say ‘Tell me something you noticed about these shapes.’ Show a set of rectangles.
If there is still some doubt about the shapes, ask ‘How
many sides do they have?’ (3.) ‘What do we call a shape
that has three sides?’ (A triangle.) Ask a learner to put
the shapes with the set of triangles.
Repeat with the ‘not a triangle’ set, emphasising the
properties of the triangle rather than the fact that it
Ask ‘What is the same? What is different?’ Give two or
looks different.
three minutes for discussion in pairs. Ask ‘What must a
At this point in the lesson ask learners to try Learner’s shape have to be a rectangle?’
Book Exercise 10.2 questions 1, 2, 3 and 5.
Depending on time, repeat the same process with a
Say ‘We have a lot of different triangles to explore. What square, circle and triangle.
do they all have the same?’ (3 sides.) Ask ‘Are the lines
Assessment idea: Peer assessment through discussion
straight or curved? Can we have a triangle with curved
and whole-class feedback.
sides?’ (No.)

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10 Geometry (2)

Guidance on selected Thinking and Homework idea

Working Mathematically questions Resource sheet 10E Homework 1 2D shapes at home.
Learner’s Book Exercise 10.2 Let’s investigate This is an activity that asks learners to go on a shape
hunt around their home and draw the 2D shapes they
Learners will initially be using triangles in order to can find.
make different shapes. They will choose examples of
different triangles and use them to recognise patterns
by completing many examples that satisfy the same
Assessment ideas
mathematical criteria. This will allow them to offer To check learners’ understanding of the concepts in this
conjectures, discussing and sharing ideas where both unit, you can:
themselves and others will contribute. • use the Check your progress exercise at the end of

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The finished models and patterns will be offered as the unit in the Learner’s Book, either individually or
evidence of the work completed and will justify the with the whole class
initial activity request. • use the activity in the Digital Classroom with
the whole class. The i button will give you more
CROSS-CURRICULAR LINKS information.

PL
• 2D shapes can be found in the real world in
fabrics, mosaics and art, where shapes, textures
and collages can give different effects.
• They can be included in learners’ own
artwork. Many famous artists such as Piet
Mondrian and Paul Klee can be studied as a
starting point for learners.
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SA

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

PROJECT GUIDANCE: PROJECT 4 WHICH ONE DOESN’T BELONG?

Why do this project? the shape. Repeat this process for each of the
This activity encourages learners to explore and other two shapes. Provide some time for learners
discuss the properties of 3D shapes. It provides to talk to a partner about which shape they think
an open environment where they can use informal doesn’t belong in the group, and why they think
language associated with shape to justify their that. Encourage different pairs to share their ideas
decisions to each other. This task helps develop with the group, emphasising that there is no ‘right’
the skills of characterising and classifying answer as long as they can give a reason for their
by providing a context in which learners can thinking.
investigate the properties of shape and can
Key questions

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categorise shapes based on a variety of different
shape characteristics. • What do you notice about that shape?
• What is the same about those two shapes?
Possible approach What is different?
For a few days before the lesson, provide some • Why doesn’t that one belong in the group?
3D shapes for learners to play with and explore.
• Can you see why [learner’s name] decided that

no obvious ‘odd one out’. PL

It is essential that there are concrete examples of
shapes available for them to handle so that they
become more familiar with the shapes through
experience. Any three shapes can be chosen,
although ideally this would be a set of shapes with

With a small group of learners, take one of the

3D shapes and pass it around. What can learners
say about the shape? Encourage them to describe
both how it looks and feels, as well as any other
qualities that they can think of (such as how it
shape didn’t belong?

Possible support
Providing plenty of concrete shapes for learners to
physically touch and explore will help all children
access this task.

Possible extension
Give learners a wide selection of different
3D shapes and ask them to choose some of the
M
shapes to put into a group that ‘belong’ together.
moves when they roll it, or how it looks when Can they write a label describing their group of
they turn it round). On a whiteboard, write up any shapes?
words and phrases that learners use to describe
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11 Fractions (2)

11 Fractions (2)
Unit plan
Topic Approximate Outline of learning content Resources
number of
learning hours
11.1 Halves 5 • Understand that a half can Learner’s Book Section 11.1

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describe one of two equal
parts of a quantity or a set Workbook Section 11.1
of objects. Worksheet 11A
• Understand and visualise Worksheet 11B
that halves can be

PL combined to make a whole.

• Understand that an object
or shape can be split into
two equal parts or two
unequal parts.
Worksheet 11C
Language worksheet 11A
Language worksheet 11B
Resource sheet 11A
Resource sheet 11B
Resource sheet 11C
Additional teaching ideas for Section 11.1
M
Cross-unit references
Digital Classroom: Unit 11 multimedia enhancement
Digital Classroom: Unit 11 activity
Learner’s Book Check your progress
Language worksheet 11A
Language worksheet 11B
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Thinking and Working Mathematically questions in Unit 11

Questions TWM characteristics covered
Learner’s Book
Exercise 11.1 question 1 Specialising
Exercise 11.1 question 5 Specialising, Generalising, Conjecturing
Exercise 11.1 Let’s investigate Specialising, Generalising, Conjecturing
Workbook
Exercise 11.1 question 11 Specialising, Generalising, Conjecturing

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

BACKGROUND KNOWLEDGE

This unit teaches learners how to recognise Using their knowledge and understanding of
fractions of a whole and will introduce fraction groups and sets in previous units, learners can
1 apply the same principles of sorting when halving.
notation . This may be of numbers or objects.
2 Emphasise that each set must have an equal
By the end of the unit, learners should understand number of objects and then when they are put
that an object, shape or number can be split into back together, they make a whole.
equal as well as unequal parts. To start the unit,
Digital Classroom: Use the multimedia
learners should be able to talk about the work they
enhancement to introduce the concept of halves and
did in Unit 3 on fractions.
how they are combined into wholes. The i button will

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Both shapes and quantities can be split into explain how to use the multimedia enhancement.
halves. But learners need to understand that
each part of the whole must be of equal size Supporting learners with the Getting started
in order for it to be a fraction of that whole. exercise
Learners need plenty of practical experiences of
Focus on halving being fair; that both pieces and
finding equal parts of a whole when the whole is
amounts must be the same size or quantity. Use

is
PL
more than one object. For example half of

and half of

is
activities such as fair sharing so that each learner
has the same amount. For example:

or
M
or
.

TEACHING SKILLS FOCUS

Questioning • How are you going to tackle this?

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In Unit 3, you read about different ways of • What information do you have and what do you
questioning learners before, during and after need to know?
activities. Unit 11 revisits questioning in order to • What equipment will you need?
reinforce and deepen their understanding.
• What questions will you need to ask?
You may have started to implement different
• How are you going to record your work?
styles of questioning in your classroom. Different
questions work well at particular stages of the During a lesson, or if the learners are having
lesson, and statements can also be useful, such difficulties, ask questions such as:
as ‘Tell me how you know that.’ Questions at the • Can you tell me what you have done so far?
beginning of a lesson can tell you what learners • Could there be a quicker way to do this?
already know. Questions during a lesson can • What did you mean by …?
tell you how much the learners understand and
• What did you notice when …?
questions at the end of a lesson can be used
to discover knowledge and understanding. • Is there something that you already know that
For example, at the beginning of a lesson ask might help?
questions such as: • Have you talked to your partner?

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11 Fractions (2)

CONTINUED

At the end of the lesson ask questions such as: or that you sometimes use and see if you can use
• How did you get your answer? them in your classroom over the next two weeks. Or
you may like to work on a stage of the lesson where
• What could you try next?
you would like to develop your questioning.
• How did you check that what you did was correct?
This could be a good opportunity to work with
Choose one of the three sets of questions. You may a colleague to develop your questioning by
like to take one or two questions that are new to you sharing ideas.

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11.1 Fractions
LEARNING PLAN

Framework codes

1Nf.02

1Nf.04

1Nf.03
PL
Learning objectives

• Understand that a half can

describe one of two equal parts
of a quantity or a set of objects.
• Understand and visualise that
halves can be combined to
make wholes.
• Understand that a half can act
Success criteria

Learners will use objects to develop

understanding that two equal parts of a set
can be called halves.
Learners will be able to use sets of objects to
understand and visualise that halves can be
put together to make a whole.
Learners will be able to tell the difference
M
as an operator (whole number between equal and unequal parts.
answers).
1Nf.01 • Understand that an object or • Learners will further develop their
shape can be split into two understanding that the fraction ‘one half’
equal parts or two unequal can act as an operator to give
parts. whole-number answers.
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• Learners will be able to split objects or

shapes in two ways: halves and unequal
parts.

LANGUAGE SUPPORT

It is always better if you have practical examples As you are using the vocabulary, show the class
to work with when working with the vocabulary what you mean by cutting or folding to get two
of fractions. Many learners have difficulty in equal parts.
visualising the concept of half unless they have had Equal: being the same as something else
a great deal of practical experiences. Start with an Half: one of two equal parts of a whole
object that is easy to make into two halves such as Halve: to divide into two equal parts
a piece of fruit or a shape.
Is the same as: two or more things are exactly like
one another

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
Not understanding that half of Observing and listening Use practical materials such as interlocking
an object or a set will be the to learners while they are cubes so that each half can be measured
same size or amount as the working or discussing a halving against the other to show they are the same.
other half. problem.
Emphasise that the fractional parts do not
have to be identical in shape, but they must
be equivalent in size.

Starter idea 1

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Introduce to the class by showing that 1 is cut in half
2
Halves (10 minutes + 10 minutes to give 2 equal pieces.
Getting started exercise) Ask a learner to come to the front of the class. Ask
Resources: Any objects that can show a half. them to hold out an arm. Discuss, with the class, the
For example: a length of string or ribbon, the mass length of their arms. Demonstrate cutting a paper strip

transparent drinking cups; a knife.

Description:

PL
of a piece of modelling clay, the amount of water in a
jug, a banana; a pair of balance scales; two glasses or

Start by asking the class what they already know about

halves. Asking for feedback from learners at this point
will show any misunderstanding or misconceptions. For
example, a learner saying ‘the bigger half’.
Ask learners to come and halve different things.
Remember that the ribbon can be halved end to end or
the same as the learner’s arm length. Discuss where to
start measuring and what to do if the paper strip is too
long. (Mark it and cut off the extra).
Ask the class, ‘What would half the length of [learner’s
name] arm look like?’ Encourage the class to estimate
where on the strip half the length of the learner’s
arm would come to, and once they have agreed on an
estimate, check by folding the strip in half. Put one
strip next to or on top of the other strip to show that
they are the same length as each other. Emphasise that
M
when talking about halves, each part must be the same
side to side, and the banana can be cut along its length size as each other. Show and discuss that the strip ends
as well as its width. halfway up the learner’s arm.
Share ways of solving each problem and check how Place both strips on the learner’s arm to show that
accurate the halves are. 1 1
and make a whole. Say ‘We can show that both
Use open questions to check learners’ understanding 2 2
and vocabulary. For example, ‘How can we check that halves end to end make a whole because they are the
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the jug is half full?’ whole length of [learner’s name] arm.’

After this, ask the students to complete the Getting 1
Write on the board: ‘We found the length of
started exercise in the Learner’s Book. This will allow 2
you to see if there is anything further that needs revising [learner’s name] arm.’ Ask the class ‘Who can explain
before you begin the rest of the unit. 1
what means?’
2

Main teaching idea Repeat the activity, showing how to find half the
length of a body and a leg. Be aware that for some
Half as big (1) (10 minutes) learners there may be a personal or religious issue when
Learning intention: Understand that a half can describe measuring some parts of their bodies. Always measure
one of two equal parts. the length of a body from the back not the front.
Resources: Paper strips and scissors. Learners may find this easier to do if the learner being
measured is lying down.
Description: This activity allows learners to talk together
and discuss the meaning of half and halves while being Pose the problem: How can you measure and make a
actively involved in the task. paper model that is half your size? After five minutes
of discussion time, take feedback from pairs or groups.

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11 Fractions (2)

Keep a record of their ideas. Explain that the next Guidance on selected Thinking and
activity will allow them to make their models.
Working Mathematically questions
After this activity, learners could try Learner’s Book
Exercise 11.1 questions 2, 3 and 4 and Workbook Learner’s Book Exercise 11.1 Let’s investigate
Exercise 11.1 questions 3 and 7. As learners work their way through the investigation,
Differentiation ideas: they will be conjecturing and discussing what they have
done and found out. They will apply this to their own
To support learners who find measuring and cutting work. Support learners if they appear to be having
difficult, provide paper strips ready cut to match the difficulty understanding the task.
approximate length of a learner’s body parts.
By working as a pair, each learner has the opportunity
Show learners how to fold each strip of paper in half to justify their answers by showing that two equal parts

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and then to check that they are the same length as each are halves and that two equal halves can be put back
other. together to make a whole.

Plenary idea CROSS-CURRICULAR LINKS

I think (1) (10 minutes) • Art: using fractions in design, drawing and

be cut in half, and a knife.

Description:

PL
Resources: Objects such as fruit and vegetables that can

Tell the class that you are going to play a game of

‘I think’. Display all of the objects on a table at the front
of the class so that all learners can see them. Cut each
of the fruit and vegetables in half.
‘I have cut these in half. How do you know that they
are in half ?’ (Match the two halves together to show a
whole.) Put the cut objects back onto the table.
painting. Use fractions when visualising or
analysing historical artwork.
• Music: using fractions for the length of notes,
such as a whole note (semibreve), a half note
(minim).
• ICT: presenting ideas through different
software.
• Science: looking at the physical properties
of objects.
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Pick two halves of fruit or vegetables that don’t match,
for example half an apple and half an orange. Say
Homework ideas
‘I have two halves here and I think they make a whole. 1 Resource sheet 11B Homework 1 Halving numbers
What do you think?’ Take feedback from the class. Make game. This game is played with two or more players.
a note of those learners who agree or disagree with your Learners will need a pencil, a paper clip and some
statement. Ask a learner to come to the front of the objects to count. The aim of the game is to collect
class and find the other half of one of the fruits. Put the
SA

objects according to the number shown on the

two halves together. spinner and then halve the amount. At the end of
Repeat with other fruit and vegetables until all the the game the player with most objects is the winner.
halves have been matched. 2 Resource sheet 11C Homework 2 Exploring halves.
Assessment ideas: Listen to what the learners feed back This homework asks learners to identify shapes that
to the rest of the class. Note any misuse of vocabulary show halves and then draw half of different shapes.
or misconceptions to address later.
Assessment ideas
To check learners’ understanding of the concepts in this
unit, you can:
• use the Check your progress exercise at the end of
the unit in the Learner’s Book, either individually or
with the whole class
• use the activity in the Digital Classroom with the whole
class. The i button will give you more information.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

PROJECT GUIDANCE: PROJECT 5 FAIR FRUIT

Why do this project? Encourage learners to explain how they know
The familiar context of sharing is ideal for each type of fruit has been shared equally,
exploring halving and this task involves halving listening out for responses that refer to the two
whole numbers as well as dividing a unit into parts being exactly the same. You may like to
equal pieces. Learners will have the opportunity to discuss different ways of describing the share of
convince each other that each portion really does apple in particular – two pieces, two quarters, one
represent a half. half, etc.

Possible approach Key questions

• How many/much of these/much of this is there

E
You may want to introduce the problem using real
fruit, but if not, the picture could be displayed. No altogether?
matter how you present the food to be shared, • How would we share that fairly between two?
you could contextualise the task by telling a brief
‘story’ to your class. Possible support
Allowing learners to talk, perhaps in pairs, about Having real fruit to share physically will make this

PL
the solution will give them a chance to articulate
what they know about halving. Walking around the
room listening to their discussions will be a good
assessment opportunity for you.
When you come to talking about the solution
as a whole class, it would be helpful to be able
to physically share the fruit, if using real food. If
using the picture, it would be good to be able
to annotate it, for example on an interactive
whiteboard, so children could come up and group/
problem more accessible. Some pairs might find
it easier to have a printout of the picture to work
from.

Possible extension
What would happen if the fruit was shared equally
between four learners instead of two? Are there
other numbers of learners for which it would be
easy to split the fruit?
M
split the images of the items.
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12 Measures (2)

12 Measures (2)
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
12.1 Mass and 4 • Introduce comparing Learner’s Book Section 12.1

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capacity the masses of two
objects. Compare the Workbook Section 12.1
masses of two objects Resource sheet 12A
using a balance.
Resource sheet 12B
• Use familiar language

12.2 How do we
measure?
4
PL to describe capacity
such as full, empty,
less, more.

Explore instruments that

have numbered scales,
and select the most
appropriate instrument
to measure length, mass,
capacity and temperature.
Resource sheet 12C
Resource sheet 12D
Additional teaching ideas for Section 12.1
Learner’s Book Section 12.2
Workbook Section 12.2
Worksheet 12A
Worksheet 12B
M
Worksheet 12C
Language worksheet 12A
Language worksheet 12B
Resource sheet 1D
Resource sheet 12B
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Additional teaching ideas for Section 12.2

Cross-unit references
Digital Classroom: Unit 12 multimedia enhancement
Digital Classroom: Unit 12 activity
Learner’s Book Check your progress
Language worksheet 12A
Language worksheet 12B

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Thinking and Working Mathematically questions in Unit 12

Questions TWM characteristics covered
Learner’s Book
Exercise 12.1 question 2 Specialising, Generalising, Convincing
Exercise 12.1 question 4 Specialising, Generalising
Exercise 12.1 Let’s investigate Specialising, Generalising, Conjecturing, Convincing,
Characterising, Critiquing
Exercise 12.1 question 6 Specialising, Conjecturing, Convincing,

E
Characterising
Workbook
Exercise 12.1 question 5 Characterising
Exercise 12.1 question 7 Generalising

BACKGROUND KNOWLEDGE

PL
This unit teaches learners how to use and compare
measures such as mass, capacity, length and
temperature. By the end of the unit, learners
should understand the language associated
with measures and apply them in different
circumstances. To start the unit, learners should
be able to use what they already know from Unit 4.
Learners can find lots of examples when they
go shopping.
Digital Classroom: Use the multimedia
enhancement to introduce the concepts of mass,
capacity and temperature, and how they are
measured. The i button will explain how to use the
multimedia enhancement.
M
The terms ‘weight’ and ‘mass’ are often used as the
same thing. Weight is the heaviness of an object Supporting learners with the Getting started
caused by gravity, so, for example, your weight on exercise
the Moon is less than the weight of you on Earth. For learners who do not understand the vocabulary
Mass stays the same wherever you are. Weight can of mass, work with them in small groups and allow
change, mass cannot. It is important that learners them access to their own set of balance scales for
understand the difference, but at this stage they may their explorations. Ask them to repeat important
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often use the words as meaning the same thing. words when you have used them and use practical
Mass is measured in kilograms and grams. Mass examples when using a new word.
is not dependent on size. For example, a bowling For learners who have difficulty making sensible
ball and a football are about the same size but the estimates about the capacity of each container,
bowling ball has a greater mass. allow more free play using containers of different
Capacity is all about the amount that something sizes and water or dry sand. Give more practice
can hold. Learners use capacity every day. Whether in practical activities such as emptying, filling,
it is the glass of milk they pour, or their bowl pouring from one container to another to reinforce
of cereal. comparison. Or use cubes or blocks or something
similar that learners can count.

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12 Measures (2)

TEACHING SKILLS FOCUS

Differentiation that what each learner produces may be at a

In Unit 4 you read about different ways to different level. For example, visual learners can
differentiate. This unit revisits differentiation to create drawings or models, auditory learners
reinforce and deepen your understanding. can give an oral report instead of pages of
words and kinaesthetic learners can build
• You can differentiate through offering different
models and use practical resources.
content, for example, two or three levels of
activity, matching vocabulary to pictures and/or • You can differentiate by changing the learning
definitions or giving practical resources to those environment for different learners by giving
learners who still need to work with concrete different resources or support.

E
materials. You can also encourage learners to Choose one or two different ways of differentiating
use different processes, for example, some work for your learners that is new to you. At the
may be working with a worksheet while others end of one or two weeks, look back at what the
are producing one of their own, and some may learners have achieved rather than what they found
need different resources to support different difficult or could not do. Why has this happened?
levels of learning.

PL
• You can differentiate by outcome by giving
the whole class the same activity but realising

12.1 Mass and capacity

LEARNING PLAN
Ask the learners if they noticed anything
different about the work they have been doing
in mathematics. Their feedback will be important
when you start to plan new activities.
M
Framework codes Learning objectives Success criteria

1Gg.04 • Use familiar language to describe Learners will be able to use familiar
mass such as heavy, light, less and language to describe mass.
more.
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1Gg.05 • Use familiar language to describe Learners will be able to use familiar
capacity such as full, empty, less and language to describe capacity.
more.

LANGUAGE SUPPORT

As with any area of mathematics, it is always better Use balance scales to show the meaning of
if learners can experience the meaning of the balance using resources as above.
words with practical equipment. As you use the Less and more can be shown using transparent
words, demonstrate what they mean by filling or containers so that learners can see which has more
emptying containers. This can be done with water, and which has less.
sand, beads or stones.
Involve learners in these practical activities as much
as possible.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CONTINUED

Balance: when both sides have the same value Less: having a smaller amount
Capacity: the amount that something can contain Light/lighter: having little weight
Empty: containing nothing Mass: the amount of matter in any solid object
Full: having no empty space More: having a greater amount
Heavy/heavier: of great weight

Common misconceptions

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Misconception How to identify How to overcome
Learners may think that larger During activities look for those Give learners lots of opportunities
objects or amounts are heavier learners who consistently say that to hold and compare objects to
than smaller or fewer objects or the larger container is always the understand that this is not always
amounts. heavier. true.
Learners may not realise the need
to use the same non-standard unit
in order to compare two different
objects.

Learners may assume that a taller

container always has a greater
capacity.
PL During practical activities, observe
and talk to learners who don’t
show any understanding of the
need to have the same non-
standard unit.

Observe during practical activities

and questions to the class.
Learners should go back to
comparing the two objects directly
against each other on the balance
each time they use a non-standard
measure, in order to deepen their
understanding of non-standard units.
Learners will need a lot of practical
experience of direct comparison to
show them that this is not always true.
M
Starter idea Choose two different containers and repeat until all of
the containers have been used. Look out for learners
Lots of boxes (10 minutes + 10 minutes who assume that larger objects are always heavier than
Getting started exercise) smaller objects.
Resources: Have a selection of filled containers, some After this, ask the students to complete the Getting
small but heavy, some large but light and a set of started exercise in the Learner’s Book. This will allow
balance scales. you to see if there is anything further that needs revising
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Description: before you begin the rest of the unit.

Place the containers so that the class can see them. Pick
up two contrasting containers and ask the class which Main teaching idea
they think is the heavy one and which is the light one. Introducing comparison of mass
Choose two learners from the class. Give them one (40 minutes)
each of the containers. Ask them both, ‘Do you think
Learning intention: Use familiar language to describe
yours is heavy? Do you think your one will be heavier or
mass such as ‘heavy’, ‘light’, ‘less’, ‘more’.
lighter than the other one? Why do you think that?’
Ask the class ‘How can we find out which is heavier Resources: a set of balances per pair and a set for teacher
and which is lighter?’ Show the balance scales and put a use, a range of classroom objects to compare mass.
container on each pan. Description: This activity introduces correct mathematical
Ask the class ‘Why do you think this side has gone vocabulary of mass to the class.
down?’ Take feedback, encouraging the use of vocabulary It allows learners to use the vocabulary in pair and group
such as ‘heavy’, ‘light’, ‘heavier than’, ‘lighter than’. You discussions, adding meaning to their understanding.
may need to model the language at the beginning.

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12 Measures (2)

Explain to the class that this activity is about exploring To end the activity, ask two learners to choose one of
mass and comparing the mass of different objects. the objects each. Ask them to take turns to hold an
Define what ‘mass’ means. object in each hand and say which one feels heavier or
Show two objects of a similar size but very different lighter. They can then place one of the objects each side
masses, such as a sponge and a rock. Ask a learner to of the balance and compare them. Ask the class ‘What
come to the front of the class and pick up both objects do you think? Which is the heavy object and which is the
in turn. Ask the learner ‘Which is harder to pick up? light object?’
Why is that?’ After this activity, learners could try Learner’s Book
Introduce the words ‘heavy’ and ‘light’ by saying ‘This Exercise 12.1 questions 1, 2 and 4 and Workbook
sponge is light. This rock is heavy.’ Show the class the Exercise 12.1 questions 1, 4 and 6.
two objects, one in each of your hands. Say ‘The sponge Differentiation ideas:

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is lighter than the rock. The rock is heavier than the To support learners who find this difficult, use
sponge.’ As you are saying these new words use your illustrations to show the meaning of the words that you
hands as a balance scale and show the rock being lower want them to use. Include plenty of practical activities
than the sponge. that give opportunities for developing the vocabulary.
To challenge learners who find this straightforward,

PL
Show the balance scales and explain how they work.
Explain that later they will learn more about how
balance scales can weigh objects very accurately using
standard measures.
Remind the class about what happened to your hands
ask them to choose two items to put on one side and
one item to put on the other side of the balance scales.
Can they find two items that have a mass less than the
one they have chosen? Or two items that balance the
one they have chosen?

Plenary idea
Heavy or light? (10 minutes)
Resources: None.
Description:
M
when you held the sponge and the rock. Show them
again. Explain that the rock side has gone down because On the board draw a set of balance scales that are
the rock is heavier than the sponge, and the sponge side balanced equally. On the left pan draw a green gift bag
has gone up because the sponge is lighter than the rock. with a teddy bear peeping out and three cubes. On the
Then say, ‘Now we can find out if the book is heavier right pan draw a smaller red gift bag with part of a car
or lighter than the rock.’ Take the sponge out of the peeping out and six cubes. Ask learners to work with
balance. Ask ‘If the book is heavier than the rock, will a partner and discuss what they can see and what they
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the balance side with the book go up or down?’ (Down.) can tell about the bags. Encourage them to use the
Put the book in the balance. Ask ‘Has the book side vocabulary taught in the unit when comparing the mass
gone up or down? Does this mean that the book is of both sets of bags.
lighter than or heavier than the rock? (The answer will After three or four minutes, ask for feedback and
depend on whether the book is heavier or lighter than encourage learners to give reasons for their thinking, for
the rock). ‘What does this mean?’ example ‘The red bag is lighter because it needs extra
Repeat with other classroom objects. Each time ask cubes to balance it with the green bag. The green bag is
the class to predict which of two objects will be heavier heavier because it doesn’t need as many cubes to balance
or lighter. it with the red bag.’
Ask the class to look around the classroom to see if they Assessment idea: Choose two or three learners who
can spot something that they think is heavier than the had a different idea or suggestion during feedback and
sponge but lighter than the rock. Get them to discuss this ask them to explain their thinking. After listening to all
with a partner. After a minute ask for feedback from some three, ask if any learner wants to change their mind and,
of the class. Confirm what they say within a sentence. For if so, why.
example, ‘Yes, the book is heavier than the sponge and it
may be lighter than the rock. How can we find out?’

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Guidance on selected Thinking and CROSS-CURRICULAR LINKS

Working Mathematically questions
• Science: looking at the world around us.
Learner’s Book Exercise 12.1 Let’s investigate
• Technology: Using mass as a means of
This activity challenges learners to think about capacity propulsion; making weights; making scales;
and how it connects with containers the same size as making water timers; designing and making
each other and containers that are different sizes. containers.
Learners will be exploring quantities of rice when
sharing among the group. They will be assessing
whether or not each cup has the same amount and will Homework ideas
be using their experience of sharing equally to see the
1 Resource sheet 12B: Homework 1: Discovering

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pattern of equality.
mass. Encourage learners to help with activities
Working as a group, learners will have opportunities to that include mass such as cooking, shopping and
share ideas about the concept of equality and will be comparing the masses of fruit or vegetables in a
presenting the evidence of equality to the group by the market. Learners should use words such as heavy,
amount of rice in each container. light, heavier than, lighter than.

PL
Throughout, learners will use the correct vocabulary for
capacity when talking to or discussing with their partner
or the group. Through sharing ideas within the group,
learners will be able to compare and evaluate the different
methods of finding equality and will be able to develop a
more effective approach to sharing equally if appropriate.

12.2 How do we measure?

2 Resource sheet 12C: Homework 2: Discovering
capacity. Use different size and shape containers for
filling and pouring water or dry sand to compare
how much each holds. Learners should use words
such as more than, less than, full and empty.
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LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gg.08 • Explore instruments that have Learners will be able to select

numbered scales, and select the most the most appropriate instrument
appropriate instrument to measure to measure length, capacity and
SA

length, capacity and temperature. temperature.

LANGUAGE SUPPORT

Most learners will have met some of these words in Litre: a unit for measuring the volume of liquid
a previous unit, so they are able to support other Metre stick: an object used to measure distances
learners who may have forgotten them, when
Ruler: an object used to draw straight lines and
working as a pair or a group.
measure distances
Always link a new word with a practical activity
Temperature: how hot or cold something is
and write the words with pictures or photos of the
learners working. In this way learners can make Thermometer: an instrument to measure
connections between what they do and what they temperature
need to learn.

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12 Measures (2)

Common misconceptions
Misconception How to identify How to overcome
The difference between length and Observe and listen to learners as This requires teacher modelling the
height has the potential to cause they are carrying out tasks. meaning of words through practical
confusion. activities.

Starter idea to contribute to the class discussion by offering one or

two ideas.
What is hiding? (10 minutes) Tell the class that a ruler is marked in equal parts that
Resources: An image relating to length on the board (for are shown by the small marks along one edge.

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example, a ruler) covered over with paper or material.
Do the same activities as above but using a metre stick.
Description:
Say ‘You have already seen a ruler that shows equal
Ask questions such as ‘What do we use to measure parts. What do you notice on your metre stick?’ (It has
length? What is the name of something that we can equally spaced marks along it.) ‘Each of those marks
use to measure length?’ (This could be a standard or measure the same as the ruler. Put your ruler against the

PL
non-standard reply such as blocks or paper clips, or
centimetres.) It is a good idea to have a mixture of
questions to focus learners on standard measures and
also questions where learners can remember what they
did in Unit 4 and earlier in this unit.
Every time a learner answers a question correctly, reveal
a little more of the image.
Images can be changed every time this activity is used.

Main teaching idea

edge of the metre stick and you will see that the marks
are the same distance apart.’ (Some metre sticks also
show millimetres, so you may need to explain that these
are smaller than a centimetre but won’t be used when
measuring in this activity.)
Then say ‘If we wanted to measure the length of a
pencil, this metre stick would be much too long to carry
in our pocket or bag, so we have a shorter measure
we can use, which is the ruler. A metre stick is used to
measure length when using something shorter may not
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be very accurate. How many rulers do you think we
Metre sticks and rulers (40 minutes) would need to measure a field? Would we have enough?’
Learning intention: Explore instruments that have Show the class some of the items, for example a pair of
numbered scales and select the most appropriate scissors, a paper clip and a pencil that you want them to
instruments to measure length, mass, capacity and measure. Ask them to discuss with their partner which
temperature. of the measuring tools would be the best one to use.
Resources: Rulers, metre sticks (one per pair). In these cases, a ruler would be the best choice. The
SA

length of their table, the length of one wall or the height

Description:
of a door would be best done with a metre stick.
Start the activity by reminding the class what they
Working in pairs, allow learners time to group the
learned in Unit 4 about length – measuring how long
objects you suggested or showed and to record their
things are, how tall they are or how far apart they are,
answers. Remind them to line up one end of the ruler
are all examples of length measurements.
with one end of the object.
Tell the class that they are going to be learning about
Take feedback from the class about what they found
when to use rulers and when to use metre sticks to
easy and what they found difficult. Ask what helped
measure length and distance. Explain that a ruler and
them if they got stuck and how they can remember the
a metre stick are known as standard units because they
difference between a centimetre and a metre.
will always measure the same length.
When they have had the practical experiences of
Write the words ‘ruler’ and ‘metre stick’ on the board.
measuring length, ask them to try Learner’s Book
Show the class a ruler and ask each pair to look at the
Exercise 12.2 question 1 and Workbook Exercise 12.2
one they have. Ask the class to work in pairs and discuss
questions 1, 3, 5, 8 and 9. Not all learners will finish all
what they can see. Take feedback and allow each group
of the questions, but these can be done at a later time.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Differentiation ideas:
CROSS-CURRICULAR LINKS
To support learners who find this difficult, assist them
when working with the resources, either by holding the • ICT: presenting ideas through different
ruler straight or lining up the start of the measure with software; compiling basic databases of
the object being measured. information.
To challenge confident learners, ask them to use metre • Science: looking at the world around us.
sticks and rulers together when measuring, for example
finding the length of the table which measures one metre
stick and half a ruler. Homework ideas
Plenary idea 1 Ask learners to look around their house to find

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three objects used to measure things. They can ask
Sorting temperatures (10 minutes) their carer or sibling for help. They can draw the
Resources: Homemade thermometers per learner (from things they find.
the Temperature main teaching idea); pictures of places
2 Ask learners to look around a shop they go to and
or objects that are hot, warm or cold, for example the
find three objects used to measure things. They can
sun, ice cream, glaciers, ice, a hot drink, flames, an ice

Description:

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lolly, the sun peeping out from behind a cloud; box
or bowl.

Mix all of the pictures in a box or bowl. Each picture

can be used more than once. Tell the class that you are
going to show them one picture at a time and you want
them to use their thermometer to show hot, warm or
cold to match the picture. For example, as you show
the sun, their thermometer shows hot. When they have
matched their thermometer to the picture, ask them to
3
ask their carer or sibling for help. They can draw the
things they find.
Ask learners to look at the clothes they have and to
draw three things they would wear when the weather
is warm or hot and three things when it is cool
or cold.

Assessment ideas
To check learners’ understanding of the concepts in this
unit, you can:
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turn the thermometer round so that you can see what • use the Check your progress exercise at the end of
they have done. the unit in the Learner’s Book, either individually or
Choose one picture at a time to show to the class. with the whole class
Give some learners more time to think and act. As • use the activity in the Digital Classroom with
learners become more confident, speed up the pace at the whole class. The i button will give you more
which you show the pictures. information.
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Assessment idea: As the learners turn their

thermometers so that you can see what they have done,
you will be able to make an assessment about whether
they have understood how a thermometer works.

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13 Working with numbers to 20

13 Working with
numbers to 20
Unit plan

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Topic Approximate Outline of learning Resources
number of content
learning hours
13.1 Addition by 6 Learners add by Learner’s Book Section 13.1
counting on counting on, using
Workbook Section 13.1

PL a number line for

support. Resource sheet 13A
Resource sheet 13F
Resource sheet 13B
Additional teaching ideas for Section 13.1
Digital Classroom: Unit 13 Number line up to 20
Digital Classroom: Interactive number line
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13.2 Subtraction 6 Learners subtract by Learner’s Book Section 13.2
by counting back counting back, using
a number line for Workbook Section 13.2
support. Resource sheet 1H
Resource sheet 13B
Additional teaching ideas for Section 13.2
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13.3 Using the 6 Learners solve Learner’s Book Section 13.3

number line word problems and
explore doubles, Workbook Section 13.3
using the number Worksheet 13A
line for support.
Worksheet 13B
Worksheet 13C
Resource sheet 13A
Resource sheet 13B
Resource sheet 13C
Resource sheet 13D
Additional teaching ideas for Section 13.3

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

13.4 3 Learners explore Learner’s Book Section 13.4

Money what money is, what
it is used for and Workbook Section 13.4
explore their local Language worksheet 13A
currency.
Language worksheet 13B
Resource sheet 13E
Resource sheet 13F
Additional teaching ideas for Section 13.4

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Digital Classroom: Unit 13 Universal coins
Cross-unit references
Digital Classroom: Unit 13 multimedia enhancement
Digital Classroom: Unit 13 activity
Learner’s Book Check your progress
Language worksheet 13A
Language worksheet 13B

Questions
Learner’s Book
Getting started question 2
PL
Thinking and Working Mathematically questions in Unit 13
TWM characteristics covered

Specialising
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Getting started question 3 Specialising
Exercise 13.1 Let’s investigate Specialising, Conjecturing
Exercise 13.1 question 6 Specialising
Exercise 13.1 Let’s investigate (after Q6) Conjecturing, Convincing
Exercise 13.2 Let’s investigate Conjecturing, Convincing
Exercise 13.2 question 6 Specialising, Conjecturing
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Exercise 13.3 question 3 Specialising, Generalising, Conjecturing

Exercise 13.3 question 4 Specialising, Generalising, Conjecturing
Exercise 13.3 Let’s investigate Generalising, Convincing
Exercise 13.4 question 3 Generalising, Classifying
Exercise 13.4 Let’s investigate Generalising, Convincing

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13 Working with numbers to 20

Workbook
Exercise 13.1 question 10 Specialising, Generalising, Conjecturing
Exercise 13.1 question 14 Specialising, Generalising, Conjecturing
Exercise 13.2 question 3 Specialising, Generalising, Conjecturing
Exercise 13.2 question 8 Specialising, Conjecturing, Convincing
Exercise 13.2 question 9 Specialising, Conjecturing, Convincing
Exercise 13.3 question 1 Specialising
Exercise 13.3 question 3 Specialising, Conjecturing
Exercise 13.3 question 10 Specialising, Conjecturing

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Exercise 13.4 question 4 Convincing, Classifying
Exercise 13.4 question 5 Conjecturing

BACKGROUND KNOWLEDGE

PL
This unit teaches learners to add and subtract by
counting forward and back. Learners use a number
line for support initially, but may begin to work
mentally. Learners will also explore word problems
and their local currency. By the end of the unit,
learners will be able to add and subtract within 20.
To start the unit, learners should be able to add
and subtract within 10.
• As the numbers involved become larger,
counting becomes more difficult and prone
their calculation. This is essential at first, but as
learners become more familiar with movement
along the line, they can move a finger back and
forth, focusing on the solution.
• Learners need to be asked to say where the
numbers from the calculation are on the number
line, so that there is a clear link between the
calculation and the tool being used to help
solve it.
Digital Classroom: Use the multimedia
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to error. enhancement to extend the concepts of addition
• Counting on and counting back are a and subtraction to include numbers up to 20. The i
refinement of learners’ existing strategies. button will explain how to use the multimedia
Learners will use a number line for support at enhancement.
first, but may move on to working mentally.
• The number line is simply an ordered list of Supporting learners with the Getting started
numbers, equally spaced along a line. The exercise
SA

counting numbers are in the correct order and Learners need to be confident with addition as
can be counted along in either direction. The combining and subtraction as take away within
space between each number is the same. Each 10 before they move on to working within 20.
number is one more than the one before and Try to identify just what the issue is. It could be
one fewer than the one after. that learners have forgotten how to use the part-
whole diagram, number wall or number line. Some
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 simpler examples with support may be all that is
needed. If necessary, revisit some of the activities
• Learners can record the movement along in the relevant previous units with a small group
the line in jumps of one or more, to see of learners.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

TEACHING SKILLS FOCUS

Concrete, pictorial, abstract work with a partner or small group or to discuss

The concrete, pictorial, abstract (CPA) approach to and show the mathematics more widely. Learners
teaching and learning is a cycle. need to be able to move flexibly between all
three aspects and in any direction to develop
Concrete: When a new concept is introduced
understanding. As the teacher, you need to
to learners, teachers and learners model the
facilitate that flexibility.
mathematics with objects to support developing
understanding. The objects do not have to be
mathematical objects such as cubes and counters;
they simply need to be objects that can be moved

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around to represent the mathematics. abstract concrete
Pictorial: In the Learner’s Book and Workbook,
learners use pictures of objects. Learners might
also draw pictures to represent what they do.
Making a poster is a pictorial activity, though it may

PL
include some abstract numbers and symbols too. A
pictorial image is one that represents objects, the
mathematics or thinking processes.
Abstract: When learners record their work in a
number sentence, they use abstract numbers and
symbols, for example 8 − 5 = 3. There is nothing
about any of these symbols that says what they
represent. Learners must understand what these
symbols mean to use them as a kind of shorthand to
record what they do. When learners calculate without
objects or pictures, they are working in the abstract.
pictorial
When you plan an activity, consider the CPA model:
• Which concrete or pictorial resources will best
support learners to see the mathematics?
• Can learners link their abstract recording to
what they did?
After the planned activity, review the materials used.
• Did you or the learners need to get something
else out to clarify understanding?
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• If you were to teach the same session again,
Teachers and learners may use concrete, pictorial would you use the same resources or something
and abstract materials for individual support, to different?

13.1 Adding by counting on

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LEARNING PLAN

Framework codes Learning objectives Success criteria

1Ni.02 Understand addition as: Learners can add two numbers by
• counting on counting on, using a number line for
support.
• combining two sets.
1Ni.04 • Recognise complements of 10. Learners use complements to 10
to support their choices when
decomposing numbers to add.

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13 Working with numbers to 20

CONTINUED

Framework codes Learning objectives Success criteria

1Ni.05 • Estimate, add and subtract whole Learners use the strategy of counting
numbers (where the answer is on to add.
from 0 to 20).

1Np.02 • Compose, decompose and Learners can compose, decompose and

regroup numbers from 10 to 20. regroup numbers to support addition.
1Np.01 • Understand that zero represents Learners recognise that adding 0 has

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none of something. no effect on a number.

LANGUAGE SUPPORT

PL
Model correct use of the vocabulary yourself.
Encourage learners to use it when discussing
their work or explaining what they have done
and why. Repeat a sentence back to the learners
using relevant vocabulary so that they have an
immediate example of the word or ask them to
explain their use of a word. For example, ‘Did you
mean to say that you had decomposed 14 into 10
and 4?’ Or ‘What do you mean by “complement”?’
Calculation: an addition or subtraction number
sentence to solve, for example, 2 + 3 = ,
7 + 3 = 10. Learners may find it helpful to think
of 7 and 3 as ‘best friends’. Other ‘best friends’
are 0 and 10, 1 and 9, 2 and 8, 4 and 6, and 5
and 5.
Decompose: separate a number into its parts,
often tens and ones. This is also called ‘expanded
notation’ as the number has been expanded to
show the ten and the ones.
Efficient: being organised; doing what is needed
without doing anything extra
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Method: how you do something, for example
6 − 2 = . Learners need to take as much note
counting on using a number line
of the operation sign as they do the numbers. If
not, they may add when they should subtract or Solve: work out the answer to a calculation, for
subtract when they should add. example, 2 + 3 = 5. To solve a calculation, learners
find the missing part or whole. There are many
Complement: how many to add to a number to
different ways to do this.
make 10. The complement to 7 is 3, because
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Common misconceptions
Misconception How to identify How to overcome
When counting on, learners may Ask learners to count on 4 from 12, Remind learners that the start
include the start number as ‘one’, either mentally or using a number number is where they count on or
resulting in a total (or whole) that is line, and tell you where they finish. jump from, so it is not part of the
one fewer than it should be. number they are counting on. If
necessary, model counting on with
objects, so that learners can see
what has already been counted
within the first part.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Misconception How to identify How to overcome

Learners may lose track of how Ask learners to count on 4 from 12, Encourage learners to use and
many they are counting on. either mentally or using a number label jumps of one rather than a
line, and tell you where they finish. single jump of 4. Alternatively, ask
learners to get four counters and
place a counter below each of the
numbers after the start number
until they run out of counters.
Learners then draw a jump of 1 to
each counter, ending with the last
counter.

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Starter idea Resources: Large 0–20 number line, Resource sheet 13B
Number line 0 to 20.
Before you start (10 minutes + 10 minutes Description: This activity is good for reinforcing the
Getting started exercise) order of the numbers as learners repeatedly see these on

PL
Learning intention: To check learners have the prior
knowledge required to access the material in this unit
and to identify any gaps that need to be addressed
before continuing with the unit.
Resources: Ten frames and counters, Resource sheet 9A
Place value cards, Resource sheet 13B Number line
0 to 20.
Description:
Give learners 10 minutes to answer the Getting
started questions in their Learner’s Books. Learners may
the number line.
Remind learners that they have added two numbers using
counting objects. They got the correct number of objects
to match each part, then put all the objects together and
counted to find the whole. Explain that as they work with
larger and larger numbers, they would need too many
objects so they are going to use a number line instead.
Show learners a 0 to 20 number line. Explain that they
are going to explore addition by counting on. Write
a number sentence such as 12 + 5 = . Quickly recap
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use any resources for support. adding 12 and 5 using the part-whole diagram from
Unit 5. Explain that to find a solution, they counted all
Walk around the room to observe learners as they work. the counters twice, once as parts and then again as a
If many learners are struggling with the same question, whole. Using a number line will mean they need to do
stop the class and work through the question together. less counting. Explain that to help you remember where
After 10 minutes, ask learners to swap their books with to start, you are going to draw a ring around the first
a partner and then check their partner’s answers as number in the number sentence.
SA

you discuss the questions as a class. Focus on checking

+1 +1 +1 +1 +1
any questions that learners struggled with. You may
want to recap particular concepts as a class. Refer to
the ‘Background knowledge’ section at the start of this 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
unit for suggestions for how to address gaps in learners’
The number sentence tells you that you need to add 5.
prior knowledge.
Ask learners if they would count on or back to add 5.
Learners are still developing their understanding of Agree that they need to count on 5, moving closer to
addition and subtraction. Listening carefully to what 20. Draw in five jumps of 1, showing learners how to
they say will enable you to gauge their understanding. label each jump to keep track of what they are doing.
Check that learners can see the 12 and the 5 from the
Main teaching idea calculation. Agree the total is 17. Recap that learners
did not need to count the 12, they can go straight to it
Addition on a number line (40 minutes) on the number line. They still need to count on 5, which
Learning intention: Learners understand addition you did by counting on 5 ones. Comment that it was
as counting on. They use a number line to support easier than counting out 12 objects, then 5 objects, then
counting on in ones. pushing them all together and counting them all.

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13 Working with numbers to 20

Display some addition calculations with a total fewer Confirm that the numbers to add are the same but in
than 20. Include some with the larger number first a different order and the total is still 12. Give learners
and some with the smaller number first. Give learners a number line and ask them to check that this is true.
Resource sheet 13B Number line 0 to 20 and ask them Rather than drawing the jumps, ask learners to use
to solve one addition on each number line, writing the a finger.
calculation next to it. Ask learners to think about why it is that two numbers
After learners have completed at least three additions, can be added in any order. Making both numbers in
bring them back together. Check answers, exploring any connecting cubes then breaking the sticks of cubes
incorrect answers. Learners may have added too many showing that each number is made up of ones may be
or not enough. Explore this misconception together to helpful.
prevent future errors. Choose an addition for learners Repeat with a different calculation.

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to put into context to check that it makes sense, for
example, ‘First I had 8 marbles. Then I won 5 marbles. Assessment ideas: This is a good opportunity to check
Now I have 13 marbles.’ if learners can add small numbers mentally. Observe
how learners respond to adding numbers in a different
Learners will need a great deal of practice to become order. You may need to give learners the opportunity
confident in adding on a number line. Revisit this to explore this practically with objects as well as on a
activity several times, generating numbers to add using a

PL
0 to 10 spinner, number cards or something else.
After this activity, learners could try Learner’s Book
Exercise 13.1 questions 1 and 2 and Workbook
Exercise 13.1 questions 1 and 5.

Answers: Learners add by counting on in ones on a

number line, finding the correct total and recording this
in a number sentence.

Differentiation ideas:
number line.

Guidance on selected Thinking and

Working Mathematically questions
Learner’s Book Exercise 13.1 Let’s investigate
Learners have explored three methods of counting on
using a number line for support. The Let’s investigate
conjecture is that you can always use any of the three
methods to add on a number line.
Learners will need to try some additions to convince
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To support learners who consistently count on themselves whether or not this is true. They may try the
incorrectly, ask them to get the matching number of same calculation three ways, try different numbers in
counters. They then place one counter below each of each method, or go back through the calculations they
the numbers after the start number until they run out have already done. Learners will soon realise that they
of counters. They can then draw a jump of 1 for each can always count on in ones, marking jumps of 1 or one
counter. This should ensure they draw in the correct jump of the number to be added.
number of jumps.
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When looking at using complements to 10, learners

To challenge confident learners, give them additions should recognise that they cannot use this method
such as 3 + 14 to solve. It is more difficult to keep track if they are adding to 10 or more. Learners may then
of how many you have counted on for larger numbers. try out a few additions to see that this is correct.
Alternatively, they may immediately be able to generalise
Plenary idea and say that they cannot use complements to 10 when
adding to a number greater than 10.
Same and different (10 minutes)
By trying some examples or generalising, learners
Resources: Large 0–20 number line, Resource sheet 13B will be able to convince themselves that Sumi is not
Number line 0 to 20. correct. Each method has its strengths and weaknesses.
Description: They have identified one method that cannot always
Choose an addition that learners completed during the be used, so they do not agree with Sumi and can
session, for example 8 + 4 = 12. Rewrite the addition explain why.
sentence as 4 + 8 = 12. Ask learners to look at the two
number sentences. Ask them to talk to their partner
about what is the same and what is different.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

sign have the same value, 17. Challenge learners to

CROSS-CURRICULAR LINKS write some pairs of additions. Learners might like a
Learners will add two numbers or quantities number line for support.
together in many areas of the curriculum. Make 2 Ask learners to look out for situations at home when
number lines available and ask learners which things have been added together. This could be when
method they will use in that particular situation. cooking or something else. Learners could write an
addition statement to record what they noticed, for
example egg + butter + flour + sugar = cake or
Homework ideas water + soap = shower. Share statements. These could
also be made into a poster about addition.
1 Collect some calculations from the Learner’s Book
that have the same total, for example 8 + 9 = 17

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and 13 + 4 = 17. Show the learners that they could
write 8 + 9 = 13 + 4, because both sides of the equals

13.2 Subtraction by counting back

LEARNING PLAN

Framework codes

1Ni.03
PL
Learning objectives

Understand subtraction as:

• counting back
• taking away
• difference.
Success criteria

Learners can subtract one number

from another by counting back, using a
number line for support.
M
1Ni.04 • Recognise complements of 10. Learners use complements to 10 to
support decomposing a number to
subtract.

1Ni.05 • Estimate, add and subtract whole Learners use the strategy of counting
numbers (where the answer is from back to subtract.
SA

0 to 20).

1Np.02 • Compose, decompose and Learners can compose, decompose

regroup numbers from 10 to 20. and regroup numbers to support
subtraction.

1Np.01 • Understand that zero represents Learners recognise that subtracting 0

none of something. has no effect on a number.

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13 Working with numbers to 20

LANGUAGE SUPPORT

Build on the vocabulary used in previous units and at first, but numbers can also be composed in
sections. Ask learners questions such as, ‘Are you many different ways, for example 12 = 10 + 2,
decomposing or regrouping the number?’ to help 12 = 8 + 4, 12 = 6 + 4 + 2 and so on.
them clarify their thinking. Sometimes use two Regroup: separate a number into different parts
words with very different meanings and sometimes to support addition or subtraction. Numbers can
use words with similar meanings. be decomposed and regrouped in many different
Compose: put parts of a number together to make ways. For example, 5 can be decomposed and
the whole. This is likely to focus on tens and ones regrouped as 2 and 3 to support subtraction.

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Common misconceptions
Misconception How to identify How to overcome
When counting back, learners Ask learners to count back 4 Remind learners that the start number
may count the start number as
‘one’, resulting in a part that is 1
more than it should be.

Learners may lose track of how

many they are counting back.
PL
from 12, either mentally or using
a number line, and tell you
where they finish.

Ask learners to count back 4

from 12, either mentally or using
a number line, and tell you
where they finish.
is where they count back or jump from,
so it is not part of the number they
are counting back. If necessary, count
back with objects, so that learners can
see that that object has already been
counted within the first part.
Encourage learners to use and label
jumps of one rather than a single jump
of 4. Alternatively, ask learners to get
four counters and place a counter below
each of the numbers before the start
M
number until they run out of counters.
Learners then draw a jump of 1 to each
counter, ending with the last counter.
Learners may use what they know Ask learners to subtract 6 from Set a subtraction context where some
about reordering numbers to 9. Do they see the calculation as items will be used. Model with objects
add to reorder numbers when 6 − 9 or 9 − 6? or counters to show that reordering
subtracting. does not make sense.
SA

Starter idea any order. 12 + 3 and 3 + 12 both have a total of 15.

Demonstrate both additions on a number line.
Not like addition (10 minutes) Explain that subtraction is different, that it does not
Learning intention: to draw attention to the fact that make sense to subtract in a different order.
although numbers can be added in any order, they
Show the learners the 12 pretend sweets and say that
cannot be subtracted in any order.
you are going to eat 3. Ask learners to talk you through
Resources: 12 pretend sweets (bits of paper or something the matching calculation 12 − 3 = 9 on the number line.
simple to represent the sweets). Set aside 3 sweets and show that there are indeed 9
Description: This starter is aimed at addressing the sweets left.
misconception that numbers can be reordered when If you changed the order of the numbers, the calculation
subtracting as they can in addition. would be 3 − 12. Show learners 3 sweets and ask learners
Remind learners that one of the things they found out if you can eat 12 of them. Agree that you cannot do
about addition was that they could add numbers in that, it does not make sense. Confirm that learners
cannot reorder the numbers when subtracting.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Main teaching idea –5

Subtraction on a number line (40 minutes) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Learning intention: Learners understand subtraction
as counting back. They use a number line to support On another number line, draw in the jump of 5,
counting back in ones, initially marking jumps of 1 on counting back 1, 2, 3, 4, 5 aloud as you draw. Check that
the number line then moving on to marking one jump of learners can see the 9, 5 and 4 from the calculation. Put
the relevant size. the subtraction in context to check that it makes sense,
Resources: Two large 0 to 20 number lines, Resource for example, ‘First I had 9 grapes. Then I ate 5. Now I
sheet 13B Number line 0 to 20. have 4 left.’

Description: This activity is good for reinforcing the Display some subtraction calculations. Give learners

E
reverse order of the numbers as learners repeatedly see a sheet of number lines and ask them to solve one
these on the number line. It also reinforces one fewer subtraction on each number line, writing the calculation
than any number as each jump of 1 is drawn on the next to it. Ask them to try each method once, then use
number line and the idea that the value of the number whichever method they prefer.
decreases in size as you move further along the number Check that learners’ answers are correct. Explore
line to the left, towards 0. any incorrect answers. Learners may have subtracted

PL
Remind learners that they counted on, using a number
line for support, to add. Explain that they are going to
count back on a number line to subtract. Taking away
using a part-whole diagram is one type of subtraction.
There was a lot of counting involved. Go on to explain
that as they work with larger and larger numbers, they
will need too many objects to count. Explain that you
are going to use a number line instead, just like you did
with addition.
Show learners a large 0 to 20 number line. Write a
too many or not enough. It is helpful to explore this
misconception together so that learners can avoid
making a similar mistake in future. Ask learners to put a
subtraction into context to check that it makes sense.
Learners will need a great deal of practice to become
confident with subtraction on a number line. Revisit this
activity several times, generating numbers in different
ways, for example using spinners, number cards or
something else.
After this activity, learners could try Learner’s Book
M
number sentence such as 9 − 5 = . Explain that the Exercise 13.2 questions 1, 2 and 3 and Workbook
number sentence tells you that you need to subtract 5 Exercise 13.2 questions 1, 5 and 10.
from 9. Ask learners if they would count on or back
to subtract 5. Agree that they need to count back 5, Answers: Learners correctly subtract by counting back
moving closer to 0. Agree that it is useful to draw a ring on a number line.
around the whole, 9. Ask learners how you could count
back 5. Agree that you could draw in 5 jumps of 1, to Differentiation ideas:
SA

show your counting.

To support learners who consistently count back
Count back 1, 2, 3, 4, 5 out loud as you draw in the incorrectly, ask them to get the matching number of
jumps. Label each jump. Check that learners can see the counters for the number they want to subtract. They
9 and the 5 from the calculation. Ask if they can tell you then place one counter below each of the numbers
what 9 − 5 is equal to. Agree that it is equal to 4. before the start number (starting from the number
–1 –1 –1 –1 –1 next to the start number, on the left) until they run out
of counters. They can then draw a jump of 1 for each
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
counter or a jump to the last counter, closest to 0. This
should ensure they draw in the correct jump or jumps.
Remind learners that they used jumps of 1, then To challenge confident learners, give them subtractions
moved on to making just one jump when they were such as 17 − 14 to solve. It is more difficult to keep track
adding. Explain that you are going to do the same for of how many you have counted back for larger numbers.
subtraction. Encourage them to decompose 14 into 10 and 4 or
something else. This is the focus of the next session.

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13 Working with numbers to 20

Plenary idea other ideas. This will encourage them to think about
what it is about any subtraction that makes it more
Race to 0 (10 minutes) or less suited to a particular method. Learners will be
Resources: Large 0–20 number line drawn on the floor classifying their calculations.
or on a long strip of paper such as wallpaper, inside or If learners are stuck, suggest that they carry out a
outside; two toy creatures that hop or jump in everyday calculation in a different way. They can then compare
life, for example a kangaroo, frog or spider; Resource the two methods and decide what it is that makes
sheet 1H 0 to 10 spinners. one method better than the other for these particular
Description: numbers. They may also decide that both methods
are equivalent. Suggest that they try another method.
Explain that 0 is home. Place the two toy creatures on
If learners have experience of finding the difference,
20. Learners take turns to spin the spinner to find out

E
remind them to think about this method too.
how many jumps of 1 or the size of the single jump
the creature can take back towards 0. As each creature Learners may need to justify to their partner why
approaches zero, the creature must miss a turn if the they think a particular method would be better for a
spinner shows a number of jumps that is too many to calculation. Elements of convincing, critiquing and
reach 0. The winner is the first creature to reach 0, home. improving will all be used to reach a consensus.

PL
Ask learners if they could predict where the creature
was going to be after its turn. Did they need to use the
number line or did they work it out some other way?
Learners who do not need to use the number line are
beginning to calculate.
Assessment ideas: Check that learners accurately count
back. Do they recognise when the spinner displays a
number that is too many? Leave the resources for the
activity available for learners to use at playtime or
in their free time. If the number line is large enough,
learners may play the game using learners as creatures.
CROSS-CURRICULAR LINKS
Provide learners with number lines when they
need to add or subtract in any area of the
curriculum. Learners can choose which method is
best suited to the numbers they need to use.

Homework ideas
1 Collect some calculations from the Learner’s Book
M
Watch their games to assess their understanding of that have the same answer, for example 11 − 6 = 5 and
counting back. 18 − 13 = 5. Show the learners that they could write
11 − 6 = 18 − 13, because both sides of the equals sign
Guidance on selected Thinking and have the same value, 5. Challenge learners to write
Working Mathematically questions pairs of subtractions for any three numbers. Learners
might like a number line for support.
Learner’s Book Exercise 13.2 peer assessment following
SA

question 6 2 Ask learners to look out for situations at home

where something has been subtracted. This could
This peer assessment asks learners to look at each be in the kitchen (cereal poured from a box or
other’s work. They must then decide if they would have container into a bowl) or bathroom (shampoo
approached each subtraction in the same or a different poured from a bottle to use). Ask learners to make
way. To do this, learners need to characterise each a note of what they notice. It is not appropriate
calculation, asking themselves and their partner if the for learners to record these subtractions as a
approach chosen was the best way. Learners will have to subtraction statement in the same way that they did
decide what they mean by best or better. Learners have with additions.
previously talked about being more efficient by making
fewer or shorter jumps. This could be what they apply
to support their definitions of better, but they may have

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

13.3 Using the number line

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Np.01 • Understand that zero represents Learners understand that adding or

none of something. subtracting 0 has no effect on a number.

1Ni.05 • Estimate, add and subtract whole Learners can use a growing range of
numbers (where the answer is methods to add and subtract. They are

E
from 0 to 20). beginning to estimate the answer to an
addition or subtraction.

1Ni.06 • Know doubles up to double 10. Learners know or can quickly calculate
doubles up to double 10.

LANGUAGE SUPPORT

PL
When introducing the use of vocabulary with a
different meaning in everyday life, take time to
explore the different meanings with the learners.
For example, double means two numbers or
amounts the same in mathematics. In everyday life,
learners may have heard about people having a
double, or something else. Although the meanings
are similar, they are not the same.
Double: two amounts the same
Word problem: a problem written in words rather
than in a number sentence
M
Common misconceptions
Misconception How to identify How to overcome
Learners believe that adding or Ask learners how many there will Model adding 0 or subtracting 0
subtracting 0 has an effect on be if you add 0 objects or take from a quantity of objects to show
SA

the number. away 0 objects. that nothing has changed.

Learners misinterpret word Give learners a simple word Identify whether the parts and
problems and add when they problem and ask them to say what whole are known or unknown. Use
should have subtracted or subtract calculation they need to make to this information to write a number
when they should have added. find a solution. sentence and then solve it.

Starter idea Show learners four pencils. Remind learners they have
been exploring addition and subtraction on the number
Adding and subtracting 0 (10 minutes) line. Draw a ring around 4 on the number line. Check
Learning intention: Learners recognise that adding that learners are confident about counting on 1 to find
or subtracting 0 has no effect on a number or in a out how many if you added 1 more and counting back 1
calculation. to find out how many if you subtracted 1.
Resources: Large 0–20 number line, pencils or similar. Ask a learner to come and give you 0 pencils. Give
learners a few moments to talk to their partner about
Description: This starter is intended to ensure
the number of pencils you have. Agree that the number
understanding of 0 as none and its effects.
of pencils did not change. Ask learners if the same

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13 Working with numbers to 20

would be true if a learner came and took 0 pencils After 10 to 15 minutes, invite pairs of learners to share
from you. Agree that the number of pencils would not their ideas. Keep a list of obvious and interesting
change. Ask learners how you might show this on the ways, asking learners to decide which list each method
number line. Agree that you could show a jump of 0, a belongs in.
loop starting from 4 and returning to 4. You could label Ask learners if they could reverse their jumps to count
it +0 or −0. back from 17 to 0. Give learners a few minutes to
Write the calculation 0 + 4 = next to the number discuss this with their partner. Discuss as a class whether
line. Invite a learner to start at 0 and count on 4 on the or not the methods are relevant for counting back to
number line. Check that learners recognise the total is 4. 0. Is an obvious or interesting method for addition still
Now display the calculation 0 − 4 = . Read this as 0 obvious or interesting for subtraction? This will be up
take away 4. Ask learners if you had 0 sweets, could you to you and your class to decide – there is no wrong or

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eat 4 of them? Agree that does not make sense, so you right answer.
cannot complete this calculation. Remind learners that 0 Revisit this activity using a different target number or to
means none. Adding or subtracting 0 has no effect. You focus more on targeting 0.
can add to 0 but you cannot take away from 0 because
there is nothing there! After this activity, learners could try Learner’s Book
Exercise 13.3 questions 2 and 3 and Workbook
After this activity, learners could try Learner’s Book

Main teaching idea

Number line targets (40 minutes) PL
Exercise 13.3 question 1 and Workbook Exercise 13.3
questions 1 and 8.

Learning intention: Learners recognise that they can count

on or back in different ways to reach a target. Learners
always reach the target number and in a variety of ways.
Resources: Large 0–20 number line, Resource sheet 13B
Exercise 13.3 questions 2, 5 and 9.

Answers: Learners can devise a range of methods to

count on to 17 or count back from 17 to 0.

Differentiation ideas:
To support learners who find this difficult, give them
counters in different colours. Learners can choose 17
counters and sort these into colour groups. Placing
the counters along the number line will give learners a
suggested set of jumps.
M
Number line 0 to 20, mini whiteboards and pens.
To challenge confident learners, invite them to try to
Description: This activity is good for developing
be as interesting as possible. Could they include adding
learners’ recognition that there is often more than one
or subtracting 0 at some point? Could they count on
way to find a solution.
past 17 and then count back to finish on 17? How will
Choose a target number, for example 17. learners record these methods?
Explain to the learners that there are many ways to
Plenary idea
SA

reach 17 from 0. An obvious way would be to keep

adding 1. Show 17 jumps of 1 on the number line and
record as 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + Slides and ladders (10 minutes)
1 + 1 + 1 + 1 + 1 = 17. Another obvious way would be Resources: Resource sheet 13D Slides and ladders, paper
10 + 7 = 17. Quickly draw this on the number line to clips and pencils for spinners, counter for each learner,
remind learners. mini whiteboards and pens.
Suggest that 7 + 10 = 17 is an interesting way. It is Description:
different enough from 10 + 7 = 17 to make it interesting Show learners the slides and ladders board and explain
rather than obvious. how to play. Learners must travel up a ladder and down
Tell learners that you would like them to come up with a slide when travelling from 0 to 20. Explain that you
some more interesting ways to reach the target of 17. would like learners to play the game and think about
whether they are adding or subtracting each time
Give pairs of learners a number line, whiteboard and
they move.
pen and ask them to work together to find an interesting
way to count on from 0 to 17. After learners have had time to play at least one game,
bring them back together and discuss adding and
subtracting within the game.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Return to the game in another plenary. Now that than obvious. Learners will need to consider various
learners are familiar with the game, ask them to record examples and then decide if they are interesting.
each move as a calculation. For example, if a player has They could explore patterns of additions (jumps)
a counter on 8 and they spin 3. The number sentence or something else. Correct solutions will be both
to record the move would be 8 + 3 = 11. There is a slide characterised and classified.
on 11, so the learner must slide down the slide to 7. As learners explore possible solutions, ask them if they
The number sentence for this would be 11 − 4 = 7. think what they have done will be interesting to the rest
We often use addition and subtraction within a game of the class. Ask them what it is about their method that
without thinking about what it is we are doing. Drawing makes it interesting. Answering these questions may
attention to this helps learners to see how useful encourage learners to amend their method to make it
addition and subtraction are. more interesting, in their own view. If learners do this,

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Assessment ideas: Can learners count on and back they are both critiquing and improving their work to
accurately? Can learners express their move in a their own criteria. Learners will then need to convince
number sentence, including sliding down a slide or others that their method is interesting.
climbing up a ladder? If learners struggle with any of
these aspects, work with a small group to revisit how CROSS-CURRICULAR LINKS
to add and subtract by counting on or back. The game

PL
track is a number track from 0 to 20 with some added
corners. Ask learners if the corners on the track made
the track more difficult to follow. Challenge some
learners by asking if they could start at 20, travelling
to 0. How would they adapt the game?

Guidance on selected Thinking and

Working Mathematically questions
Learner’s Book Exercise 13.3 Question 2
Problems that require addition and subtraction
to solve them occur in all areas of the curriculum.
They occur so often that learners may not even
realise when they are experiencing and solving
them. Encourage learners to notice them by
asking questions such as, ‘Did you just add/
subtract there? What was it you were adding/
subtracting then?’

Homework ideas
M
Question 2 states: Your target is 15. Record your
interesting way to get from 0 to 15. 1 Ask learners to look out for a problem they added
To answer the question, learners need to think about or subtracted to solve at home. Problems could
what they know about number. They have counted be recorded in words and number sentences and
in ones, twos and a ten with some ones. Any of these collected for a display of ‘Word problems at home’ or
methods could be used to make a total of 15. They something similar. Mealtimes and shopping are likely
are obvious in that learners have used them before. to be rich sources of such problems.
SA

So this question is essentially asking learners to think

2 Ask learners to look out for doubles, two things the
more widely.
same. Learners have seen domino doubles, but can
Learners have been given the specific mathematical they recognise other doubles in everyday life such
criterion – add to 0 to make a total of 15. What they as twins, their own reflection in a mirror or
are being asked for is a specialised way of doing so, something else?
one the learner considers to be interesting rather

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13 Working with numbers to 20

13.4 Money
LEARNING PLAN

Framework codes Learning objectives Success criteria

1Ni.06 • Know doubles up to double 10. Learners know what a double is. They
can recall or quickly work out doubles
up to double 10.

1Nm.01 • Recognise money used in local Learners recognise their own currency

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currency. and know what money is for.

LANGUAGE SUPPORT

vocabulary used here.

PL
Learners may have a range of local languages that
they use to talk about money. A particular coin or
banknote may have a common name because of a
picture or value on it. Focus on the more general

Banknote: paper or plastic notes, often

rectangular, marked with its value and used
as money
Coin: thin metal disc, often round, marked with its
value and used as money
Money: coins and banknotes used to buy
things with
Price: how much you need to pay to buy the item
Value: the amount marked on a coin or banknote is
its value
Worth: another word for value
M
Common misconceptions
Misconception How to identify How to overcome
Learners may think that the Ask learners to put coins Focus on the number or number word. It is
larger the coin, the greater in order according to their this that determines its value. There are often
its value. numerical value. Do not mix two different units operating at the same time,
SA

up coins with different units. for example pounds and pence, cents and
dollars. Emphasise these as two different sets.
Make direct comparisons with the number line.
Remember that learners have only explored
numbers to 20.

Starter idea Draw up a table of numbers from 0 to 10 and their

doubles. Complete the table together. Learners should
Finger doubles (10 minutes) recall some doubles and should be able to count on from
Learning intention: To support learners to recall or a number to find its double, either mentally or with a
quickly work out double to double 10 number line for support.
Resources: 0–20 number lines. Display a number of fingers, for example 3. Learners
should be able to quickly subitise (know how many
Description:
there are without counting) the number of fingers and
Ask learners to remind you what a double is. Confirm respond with the answer that double 3 is 6.
that it is two lots of the same number.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Learners work in pairs. They take it in turns to display If time allows, you could begin to compare values.
a number of fingers. Their partner then tells them the For example, a 2-cent coin has the same value as two
double, saying ‘Double X is Y’ to help develop recall of 1-cent coins. Learners may find this quite difficult to
the doubles facts. understand at first, so this will need to be revisited
many times.
Main teaching idea After this activity, learners could try Learner’s Book
Exercise 13.4 questions 1 and 2 and Workbook
Our money (40 minutes)
Exercise 13.4 questions 2 and 5.
Learning intention: Learners recognise local currency.
They know what money is for. Answers: Learners recognise local currency.
Resources: Pencils or crayons, paper, modelling clay
Differentiation ideas:

E
and a collection of low-value local currency, enough for
up to four learners to share a set of one of each coin. To support learners who find this difficult, give them a
Ideally, do not use plastic replicas. These do not have the list of number words and numbers to help them to read
feel of real coins and often have simplified faces. Many each coin. Other support may be useful depending on
currencies use 1, 2, 5, 10 and 20 coins and/or banknotes, your local currency.
though the local values of coins and banknotes may be
To challenge confident learners, ask them to record

the class whiteboard.

PL
very different. Banknotes may be too high in value to
have enough for classroom use but it would be useful to
have some examples to show learners. You could show a
picture of each coin or banknote that you are using on

Description: This activity is good for revising number

words if these are used on your local currency.
Show learners a selection of local coins and banknotes
and ask learners if they know what they are and what
they are used for. Go on to explain that what you have is
some equivalent values. For example, they could record
1 cent + 1 cent = 2 cents using a crayon and coins with
the add and equals signs. Do not expect learners to work
with numbers outside their current experience, that is,
to 20 only.

Plenary idea
Coin snap (10 minutes)
Resources: Two or four of each of the coins explored
M
called money and it is used to buy things. from your local currency, the same number of paper or
plastic cups (not see-through).
Explain that before money was invented, people
swapped what they had for something they needed. If Description: Split the learners into two teams. Invert the
you had a chicken that laid eggs, you could collect the cups in a grid. Place a coin under each cup. Two learners
eggs. If you wanted a new scarf, you would have to find from each team take it in turns to lift two cups, with
someone who had what you wanted and would swap. advice from their teammates. If the coins match, the
This could get very complicated, so money began to be team keeps them. You can play the game so that this is
SA

used instead. Now you can go to a market or shop and the end of the turn, or the learners can select two more
use money to buy what you want. cups, only stopping when the coins do not match. If
the coins do not match, the coins are hidden under the
Pass around some coins and ask learners to tell you relevant cups again. The winners are the team with the
what they notice. Discuss learners’ observations. most coins when all coins have been matched.
Show learners how to lay a piece of paper across a coin Assessment ideas:
and rub a crayon or pencil across it, so that the image of
Check that learners are recognising the coins. If learners
the coin is left on the page. Show learners how to use a
find it difficult to match the coins, ask everyone to count
small piece of modelling clay (or something similar) to
to 3 before they say anything. This gives learners more
attach the coin to the table to help keep it still. Explain
time to look and compare the coins.
that unless learners keep the paper and coin still, it will
be hard to see which coin they used. Ask learners to do Ask learners if it is easy to quickly recognise the coins.
this for each of the different local coins. Afterwards, Are some easier to recognise than others? Do learners
explore the coins one at a time, describing and showing find it easy or difficult to remember where a particular
it and asking learners if they have a copy of it on coin is? Are some positions, for example the edge of
their sheet. the grid, easier to remember than others? Can learners
explain why that might be?

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13 Working with numbers to 20

Guidance on selected Thinking and Homework ideas

Working Mathematically questions 1 Learners could ask their carers to show them any
Learner’s Book Exercise 13.4 Question 3 coins they have at home. Learners could look out
for local coins that they did not see in school,
In question 3, learners are asked to sort coins. To do
recording these through rubbings. These could then
this, learners need to look at what is the same and
be compared with the coins used in school. If coins
what is different about each coin. Each coin will have a
from other countries are available, either directly
value on it, in words or numbers. Ways of sorting could
or through the internet, how are these coins the
include odd and even values, colour or material, size,
same as the ones they used in school? How are they
shape or something else.
different? Learners could bring in the coins or make
When learners are sorting, they are using similarities and rubbings of them to show the class.

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differences to characterise and classify. If learners are
undecided on where to place a coin, ask them to describe 2 Learners could ask their carers or siblings to help
it. Go on to ask if what the learner has said matches them set up a play shop at home. They could then
with another coin. For example, is there a different silver take turns to be the shopper and the shopkeeper.
coin? Or a different coin with an odd number on it? Other
questions will depend on your local currency. Assessment ideas

PL
If you query why a particular coin belongs in that set,
learners will need to justify their decision, to convince
you that they are correct. When justifying, learners may
change their opinion. If this happens, they are critiquing
and improving their sorting, refining their solution.

CROSS-CURRICULAR LINKS
• Money used in other countries may be
explored in a geography or history topic.
To check learners’ understanding of the concepts in this
unit, you can:
• use the Check your progress exercise at the end of
the unit in the Learner’s Book, either individually or
with the whole class
• use the activity in the Digital Classroom with the whole
class. The i button will give you more information.
M
• The cost of items may be considered when
making things in a design activity, but the
numbers may be beyond those learners have
experienced.
SA

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

14 Statistics (2)
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
14.1 Venn diagrams, 6 Learners explore Learner’s Book Section 14.1

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Carroll diagrams and Venn diagrams,
pictograms Carroll diagrams and Workbook Section 14.1
pictograms. Resource sheet 14A
Resource sheet 14B

14.2 Lists, tables and 6

block graphs PL Learners explore
lists, tables and
block graphs.
Resource sheet 14E
Resource sheet 14F
Additional teaching ideas for Section 14.1
Learner’s Book Section 14.2
Workbook Section 14.2
Worksheet 14A
Worksheet 14B
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Worksheet 14C
Language worksheet 14A
Language worksheet 14B
Resource sheet 14C
Resource sheet 14D
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Resource sheet 14G

Resource sheet 14H
Additional teaching ideas for Section 14.2
Cross-unit references
Digital Classroom: Unit 14 multimedia enhancement
Digital Classroom: Unit 14 activity
Learner’s Book Check your progress
Language worksheet 14A
Language worksheet 14B

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14 Statistics (2)

Thinking and Working Mathematically questions in Unit 14

Questions TWM characteristics covered
Learner’s Book
Exercise 14.1 question 1 Specialising, Generalising, Conjecturing, Convincing,
Characterising, Classifying
Exercise 14.1 question 3 Specialising, Generalising, Classifying
Exercise 14.2 question 5 Characterising, Classifying
Exercise 14.2 Let’s investigate Conjecturing, Convincing

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Workbook
Exercise 14.1 question 2 Classifying
Exercise 14.1 question 5 Classifying
Exercise 14.2 question 1 Generalising, Classifying
Exercise 14.2 question 4
Exercise 14.2 question 7
Exercise 14.2 question 8
Exercise 14.2 question 9

BACKGROUND KNOWLEDGE
PL
This unit teaches learners how to collect and
represent data using lists, tables, block graphs,
pictograms, Carroll and Venn diagrams. By the
Classifying
Classifying
Classifying
Convincing, Classifying

other so that they can be read easily or counted.

They are an arrangement of facts and numbers
that make information easy to understand.
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end of the unit, learners should understand how • A block graph is a type of graph that shows
each is used and when to use them. To start the different amounts or numbers as rectangular
unit, learners need to use what they already know blocks. Each block represents one piece
from Unit 7. of data.
Learners will be answering non-statistical questions Digital Classroom: Use the multimedia
that have just one answer, for example, ‘What did enhancement to introduce the different ways that
you have for lunch today?’ This unit will reinforce
SA

data can be sorted. The i button will explain how to

the work on Venn diagrams from Unit 7 and will use the multimedia enhancement.
extend data representation in other ways.
• A pictogram is a chart that uses a picture to Supporting learners with the Getting started
represent each piece of data. Pictograms exercise
use columns of pictures to show the Identify learners who are not able to understand
numbers involved. the concept of sets. Ask questions to help them
• A Carroll diagram is used to organise data and organise themselves, such as ‘How are you going to
group it according to whether it fits certain do this? What information do you have? What do
criteria. For example, learners may be given you need to find out or do? What else is there to
3D shapes and asked to sort them into the do? Can you tell me what you have done so far? Is
number of faces: more than 5 faces, not more there someone or something that will help you?’
than 5 faces, or number cards more or not more Use two sets of data that are very different from
than 10. each other such as food and transport. This will
• Lists and tables are records of short pieces of make the initial sorting more accessible.
information usually arranged one below the

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

TEACHING SKILLS FOCUS

Skills for life Reflect on what you do to encourage the

Unit 7 described what life skills are and how we development of life skills with your learners. For
need to teach them within our lessons. Any skill example, do you allow discussions, problem
that is useful in your life can be considered a life solving and mathematical thinking to develop? Do
skill. By learning new skills or building on skills that you ask appropriate open questions that will allow
we already have, we increase our understanding of learners to develop their life skills? How do you do
the world around us and develop the qualities that that? What questions do you ask?
we need to face challenges and problems. • Try using open questions more in your lessons.
Young learners often need support in order to Note how that changes the type of answers you

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develop these skills. This can be done within a get.
lesson or during the day using daily activities • Make a list of the most effective questions that
such as talking, discussing, sharing and making work for you and the class.
decisions. • Reflect on some of your lessons to see how
much you allow learners to develop life skills.

Framework codes
PL
14.1 Venn diagrams, Carroll diagrams and pictograms
LEARNING PLAN

Learning objectives Success criteria

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1Ss.02 Record, organise and represent Learners will be able to record, organise
categorical data using: and represent data using both Venn and
• practical resources and drawings Carroll diagrams and pictograms and will
know the difference between these.
• lists and tables
• Venn and Carroll diagrams
• block graphs and pictograms.
SA

1Ss.03 • Describe data using familiar Learners will be able to describe data
language, including reference using familiar language and discuss as a
to more, less, most or least to class, group or pair conclusions made by
answer non-statistical questions themselves and others.
and discuss conclusions.

1Ss.01 • Answer non-statistical questions Learners will be able to answer non-

(categorical data). statistical questions when recording,
organising and representing data.

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14 Statistics (2)

LANGUAGE SUPPORT

To help learners remember the difference between Carroll diagram: a sorting diagram using a grid
the types of graph, use visual and sound links. For Data: information collected to be represented and
example, the first part of pictogram is ‘pict’, which analysed
is also the beginning of picture. So a pictogram is
Label: something that gives information about the
made by drawing pictures.
content of the graph
Venn and Carroll diagrams are not so easy. But
Pictogram: a type of graph that uses pictures or
to show the difference, make the point that a
symbols to show or compare data
Carroll diagram uses straight lines of a grid and a
Venn diagram uses a circle. The two can never use Title: a heading to describe content

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shapes that are the same as their start letter. Venn diagram: a sorting diagram using a circle
within a square

Common misconceptions
Misconception
Learners not understanding
the need for accurate data.

Learners not understanding

what information needs to be
collected.
PL
How to identify
Observe learners working in
pairs or small groups. Listen to
how they talk about data.

Listen as learners take part in

whole-class or group discussions
to see if they understand the
How to overcome
Discuss the need for accurate data, giving
an example of when inaccurate data leads
to misunderstanding. For example, do a
class survey of their favourite biscuit, but
give more of the least popular biscuits to
share among the class.
Have learners work in groups and give each
learner just one piece of information to
find in their group. These can then be put
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meaning of data. together to create a graph.
Learners not understanding When given options, learners Only give one or two different options to
the best way to display data. find it difficult to display the start with.
data they have.

Starter idea Show the outline of a Venn diagram.

SA

Venn diagrams (10 minutes + 10 minutes

Getting started exercise)
Resources: Two or three completed Venn diagrams.
Description:
Ask the class what they remember about a Venn
diagram. Some may need to be reminded about the work
done in Unit 7.

Ask the class if they can tell you what this Venn diagram
is about. Ask ‘Can you tell me what is missing from this
Venn diagram?’ (A title and a label for the circle.) ‘What
could the title be? What could the label be? Talk to your
partner.’ Take feedback. An example could be vegetables
and fruit.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Ask questions about the completed Venn diagram you Give time for the activity to take place but no more
prepared, such as ‘How many vegetables are there? How than 10 minutes.
many pieces of fruit are there?’ Ask learners how they Gather the class on the floor again and ask them to
know the answers to the questions. What is there in the share what they did and what they found out. Did they
Venn diagram that can help them? all have the same results? What was the same and what
Look out for learners who have difficulty numbering the was different?
data and give a total of the two parts instead of each After this activity learners could try Learner’s Book
part separately. Exercise 14.1 question 1 and Workbook Exercise 14.1
After this activity, ask the learners to complete the question 4.
‘Getting started’ exercise in the Learner’s Book. This Differentiation ideas:
will allow you to see if there is anything further that

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needs revising before you begin the rest of the unit. To support learners who find this difficult, pair them
with a more confident learner. Move around the room
listening to the learners as they discuss and question
Main teaching idea their friends. Offer support by asking questions that
Venn diagram (40 minutes) will support them rather than give them answers, such
Learning intention: Record, organise and represent as ‘What information do you already have?’, ‘What

PL
categorical data using Venn diagrams. Describe data
using familiar language including reference to more, less,
most or least to answer non-statistical questions and
discuss conclusions.
Resources: 1 large hoop, blue objects and red objects
(these can be small cars, blocks, balls, bears, even
dinosaurs), Venn diagram labelled ‘red’ in the circle, tape
or chalk, Worksheet 14A Venn diagrams.
Description: This activity is good for reinforcing
comparing and contrasting groups of objects. Venn
do you need to find out?’, ‘What questions will you
need to ask?’
To challenge confident learners, ask them to use the
information they have and write four questions using the
words ‘most’, ‘least’, ‘less’ and ‘more’ that they can ask
their group or the class about their Venn diagram.

Plenary idea
Using data (10 minutes)
Resources: None.
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diagrams can be used for formative assessment as they
are a useful tool to generate discussion and provide Description:
teachers with information about learners’ thinking. Ask the class to think about the methods of showing
Place the hoop on the floor with tape or chalk used data that they have learned about.
to draw a square around the circle. Have the class sit Ask them to work in pairs to think of other ways they
around it. could use those methods. Give some examples, such as
planning for a party and choosing the favourite food for
SA

Explain that they are going to be working with a Venn

diagram. Some may remember doing this in Unit 7. Ask the guests, or planning an outing to a forest or a park,
what they already know about a Venn diagram. What or maybe both.
does it look like and what it is used for? Give the class up to five minutes to think of some ideas,
Share the blue and red objects among some of the then take feedback.
learners. Ask them to help you to sort them into two Make drawings of their ideas and be sure to ask them
groups. which method of showing data they would use and why.
Show learners a label that says ‘red’. Put the ‘red’ label Assessment ideas:
in the circle and ask ‘Who has a red object? Come and
Some learners would benefit from working with a
place it in the circle.’ Allow time for learners to do this.
partner or within a small group so that they can hear the
Ask ‘Who has an object that is not red? Come and place correct vocabulary being used as well as reasons given.
it in the square outside the circle.’
Ask the learners if it matters which type of graph or
Give each learner a copy of Worksheet 14A chart is used to show the information. How could they
Venn diagrams and read through the instructions. choose the best one?
Some learners can work alone and some as a pair.

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14 Statistics (2)

Guidance on selected Thinking and CROSS-CURRICULAR LINKS

Working Mathematically questions
Science gives an opportunity to enable learners
Learner’s Book Exercise 14.1 Let’s investigate to apply and understand mathematical ideas,
Learners will be using the spinner to generate a colour particularly handling data. Graphs and charts
and then fill in a block with the matching colour. communicate information visually to make the
Throughout the activity, pairs will be sharing or offering data easier to interpret.
ideas and asking mathematical questions. After playing
the game for a while, learners will recognise that there
is no pattern to the colours as there is an element of Homework ideas
chance.
1 Resource sheet 14E Homework 1 Making a

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When the pictogram is completed, learners will be able pictogram. Learners are asked to use objects in their
to talk about the results. In this way they will be able home to make their own pictogram.
to offer evidence that can be used to convince others of
their findings. 2 Resource sheet 14F Homework 2 Fruits and
vegetables pictogram. Learners are asked to use the
data of which fruits and vegetables they have eaten

14.2 Lists, tables and block graphs

LEARNING PLAN

Framework codes
PL
Learning objectives
in a week to complete a pictogram.

Success criteria
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1Ss.01 • Answer non-statistical questions Learners will be able to answer
(categorical data). non-statistical questions.

1Ss.02 Record, organise and represent Learners will be able to record,

categorical data using: organise and represent data using
• practical resources and drawings lists, tables and block graphs.
• lists and tables
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• Venn and Carroll diagrams

• block graphs and pictograms.

1Ss.03 • Describe data using familiar language Learners will be able to read the
including reference to more, less, data referring to ‘more’, ‘less’,
most or least to answer non-statistical ‘least’ and ‘most’ and discuss their
questions and discuss conclusions. answers with others.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

LANGUAGE SUPPORT

Lists and tables can be confusing and some Always make connections between the words and
learners may not remember which is which. real-life examples that learners can relate to.
However, if you write a long list with the class Block graph: a type of graph that shows different
and link the beginning sound of list and long, amounts as rectangular blocks of different sizes
they sound the same. This will be remembered,
List: a record of short pieces of information
especially if you make a long list with fun items
usually arranged one below the other so that they
that the class can relate to.
can be read easily or counted
Block graphs could be made using actual blocks
Table: a record of short pieces of information so
before the class see ones printed. This will
that they can be read easily or counted

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reinforce the word ‘block’ when being asked to
complete a block graph.

Common misconceptions
Misconception
Learners not remembering the
difference between a list and a
table.

Learners not understanding

what information needs to be
collected.
PL How to identify
Observe learners working in
pairs or small groups. Listen to
how they talk about lists and
tables.

Listen as learners take part in

whole-class or group discussions
to see if they understand the
meaning of data.
How to overcome
Discuss the reason for the difference.
Show how one can lead to the other,
either by taking information from a table
to make a list or using information in a list
to make a table.
Get learners to work in groups and give
each learner just one piece of information
to find in their group. These can then be
put together to create a graph.
M
Learners not understanding the When given options, learners Only give one or two different options to
best way to collect, sort and find it difficult to collect, sort and start with. Suggest that a more confident
display data. display the data they have. learner can partner a less confident
learner.

Starter idea going to make a block graph to show the different ways
we come to school.’ Put the labels on the board so that
SA

Making a block graph (10 minutes) the whole class can see them and read them aloud.
Resources: Sticky notes, one per learner; labels: ‘bike’, Ask each table group to come up one at a time and ask
‘car’, ‘bus’, ‘walk’. the learners to put their sticky note above the word that
Description: says the same as the way they travel to school. Make
sure that the sticky notes are placed with similar spacing
Explain to the class that they are going to be making
in each column so that the tallest column represents the
a graph called a block graph. Explain what it is and
most frequent way of getting to school.
what it is used for. (It’s a graph made of blocks – actual
blocks, shaded squares or sticky notes can be used – that When all of the notes are on the graph, ask ‘What do
are placed one above the other. It is used to show data.) you notice about the ways we come to school? How
many people come to school on a bus or in a car? How
Give each learner a sticky note and ask them to write
many people walk to school? How many people ride
their name on it.
their bike? Which has the most people? Which has
Show the class the labels (‘bike’, ‘car’, ‘bus’, ‘walk’). the least?’
Explain that in a block graph the labels go at the bottom
Tell the class that a block graph needs to have a title.
and the blocks are built up above them. Say ‘We are
‘Our block graph is about the ways we come to school.’

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14 Statistics (2)

Write the title ‘Ways we come to school’ at the top of For example:
the graph.
Look to see which learners have difficulty in sorting equipment votes
each part of the graph and being uncertain where to
place their sticky note. slides 8

bikes 5
Main teaching idea
Lists (40 minutes) cars 2
Learning intentions: Answer non-statistical questions. scooters 7
Record, organise and represent categorical data using

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lists. Describe data using familiar language, including
Ask the class questions about this data. For example,
reference to ‘more’, ‘less’, ‘most’ or ‘least’ to answer
‘How many people wanted bikes? Which had the most
non-statistical questions and discuss conclusions.
votes? How can you tell? What else do the numbers
Resources: Four or five pots, each labelled with a tell us?’
different type of outdoor toy such as bike, slide, car or
Go through the process of making a list, asking learners
scooter; linking cubes, one per learner; for each group,

sheet 14D Blank table.

PL
pots of coloured counters or natural objects (about 20
per pot) that can be sorted into categories; Resource

Description: In this activity, learners will vote for which

new playground equipment they would like. Voting, then
recording the votes in a table, is a way of organising
information about opinions.
Show the class four or five labelled pots. Read out the
labels and explain that each learner can choose which
new playground equipment they would like. Say that
if they understand how to make one.
Ask learners to work in groups of three. Give each
group a pot of about 20 objects that could be sorted,
for example by colour. Learners work together to sort
them, count them and fill in the blank table in Resource
sheet 14D Blank table.
As they are working, walk around the classroom and
ask questions such as ‘What do you need to write in
these boxes? What do you need to do now you have
counted your objects?’
M
to make the decision fair, they are all going to vote by After this activity, learners could try Learner’s Book
placing a cube or counter into the pot they want. Exercise 14.2 question 1.
When they have voted, ask ‘How can we find out the Differentiation ideas:
most popular choice?’ (Count the cubes.) Tip out the To support learners who find this difficult, give them the
cubes into piles and ask learners to make them into option of just two different outside toys. This will limit
sticks. Count the cubes. Give each pot to a different their choices but will enable them to be more secure in
table so there is no chance the cubes will get muddled.
SA

collecting and representing data.

When the cubes have been counted, write a list of all To challenge more confident learners, ask them to come
the outdoor playthings. Ask ‘Do you think this is a fair up with their own ideas for outside equipment and
way to choose the new equipment? What might make collect the data and represent the data themselves.
it unfair? Talk to your partner.’ After one minute take
feedback from the class. Plenary idea
Draw a list of equipment. Make the list into a table by
adding a new column. In this column write the results of True or false (10 minutes)
the vote using the data from the sticks. Resources: A completed table of information relevant to
your class and a set of up to 10 true and false statements
about the data in your table.
Description:
Show the table to the class. Ask them to tell you what
the table shows.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Read out the true and false statements, one at a time,

that you have prepared. Ask learners to work in pairs CROSS-CURRICULAR LINKS
and agree whether they think the statements are true This topic links to science, in particular:
or false.
• sorting and grouping plants, animals, etc.
Take feedback from the class. If their answers disagree
• counting how many living things
with others, ask them to explain why they came to
the decision they did. Ask if they want to change • recognising similarities and differences in
their mind. plants and animals
Continue until all of the statements have been read out. • sorting living things according to observable
characteristics.
Assessment ideas:
But it can also include analysing historical

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Were learners able to find a way to answer a question? If artwork, analysing populations of people or
not, organise groups for similar work where the learners animals in very simple activities, or researching
who found the activity difficult are supported by more topics online.
confident learners. Ask the confident learners to act as
peer tutors.
Were learners able to record data so that it makes sense Homework ideas

PL
to others? If not emphasise the need to put labels on a
chart or graph in order for it to make sense.
To extend some learners, ask groups to write some true
and false statements about the data shown in the table
and ask other groups to sort out which is true and which
is false.

Guidance on selected Thinking and

Working Mathematically questions
1

2
Resource sheet 14G Homework 3 Block graph and
table. This homework uses a farmyard scene to
gather data about the animals in order to complete
a block graph. The block graph is then used to
complete a table.
Resource sheet 14H Homework 4 Game using a block
graph. This homework encourages working with a
partner in order to play the game. Players will take
turns to spin a spinner and place a marker over
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Learner’s Book Exercise 14.2 Let’s investigate the answer on their own row of numbers. The first
Learners will be using the spinners to generate a number player to cover all of their numbers is the winner.
by addition and then fill in a block with the matching
number. As they work through the activity they will Assessment ideas
begin to recognise a pattern of the totals and can make To check learners’ understanding of the concepts in this
a conjecture about a pattern if they see one. They can unit, you can:
then use this to convince each other.
SA

• use the Check your progress exercise at the end of

Once the activity has been completed, learners will be the unit in the Learner’s Book, either individually or
able to describe the mathematical properties of the with the whole class
block graph, identifying the most popular total. They
can then organise their results into the relevant group • use the activity in the Digital Classroom with the whole
according to their mathematical properties. class. The i button will give you more information.

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15 Time (2)

15 Time (2)
Unit plan
Topic Approximate number Outline of learning Resources
of learning hours content
15.1 Recognise 4 • Accurately Learner’s Book Section 15.1
time to the reading the
Workbook Section 15.1

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hour and half hands on an
past the hour. analogue clock Worksheet 15A
to tell the time
Know the days Worksheet 15B
to the hour and
of the week. half past. Worksheet 15C
Know the
months of
the year.

PL • Use a days of
the week wheel
to find yesterday
and tomorrow.
• Introducing
the months of
the year and
their order.
Language worksheet 15A
Language worksheet 15B
Resource sheet 15A
Resource sheet 15B
Resource sheet 15C
Additional teaching ideas for Section 15.1
Digital Classroom: Unit 15 Days of the week
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Digital Classroom: Unit 15 Months of the year
Cross-unit references
Digital Classroom: Unit 15 multimedia enhancement
Digital Classroom: Unit 15 activity
Learner’s Book Check your progress
Language worksheet 15A
Language worksheet 15B
SA

Thinking and Working Mathematically questions in Unit 15

Questions TWM characteristics covered
Learner’s Book
Exercise 15.1 question 2 Specialising
Exercise 15.1 question 3 Specialising, Generalising
Exercise 15.1 Let’s investigate Generalising, Conjecturing
Workbook
Exercise 15.1 question 3 Specialising
Exercise 15.1 question 14 Specialising, Convincing

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

BACKGROUND KNOWLEDGE

Time is: two-handed clocks. The i button will explain how to

• measured in many different units that repeat use the multimedia enhancement.
over and over again
Supporting learners with the Getting started
• difficult to understand because some cycles,
exercise
such as the months of the year, take a long time
to experience If learners are unable to recognise time to the hour
and half past:
• easier to understand when one cycle is linked
with another, for example days of the week and • revisit Unit 8 to revise reading o’clock and half
months of the year past times

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• a key life skill since many events are time • give learners geared analogue clocks. They
dependent. give better support since the hands are linked
so that both hands will always be in the correct
This unit teaches learners that the position of the
position.
hour hand is important when reading an analogue
clock. Learners use what they know about the Within this unit, support learners by:

PL
12-hour clock and the fraction a half to tell the
time using only the hour hand. Learners will also
begin to recognise and use the repeating patterns
of the days of the week and months of the year.
To start the unit, learners need to be beginning to
recognise time to the hour and half past.
Digital Classroom: Use the multimedia
enhancement to introduce single-handed and
• giving learners a standard clock and a single-
handed clock for support
• linking the hand on a single-handed clock to the
standard hour hand
• linking the days of the week wheel and the
months of the year wheel. Both work in the
same way.
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TEACHING SKILLS FOCUS

Assessment for learning to check for misconceptions. Address them

Assessment for learning focuses on what the immediately, rather than hoping that what comes
learner knows now so that their understanding can next will sort them out. You may need to teach the
be built upon. Resources such as clocks and wheels same content again after clarifying misconceptions.
provide opportunities for self, peer and teacher Try to do this in a slightly different way. This may
SA

assessment. Some teachers use the signalling also mean that one session becomes two sessions.
sentence, ‘1, 2, 3, show me’ to tell learners to turn Ask learners why they need to do something, for
the resource they are using towards the teacher for example, always turn the clock hands clockwise.
a quick check of understanding. Learners explaining to you is an excellent way of
Starters: Use these to remind learners of previous assessing their understanding. Listening to those
learning, ‘activating’ it so that learners can use it explanations will also support other learners.
in the session. Mark your plan at key points where Plenaries: Ask probing and non-standard
you would like learners to show you something so questions to really check understanding. Plan your
you can assess progress. Plan how you will respond assessment questions but be prepared to adapt
to the results of this quick check. them.
Main session: Learners demonstrate good After the session: Ask yourself some questions to
understanding when most are showing the correct help you review the session and plan the next one:
response on their clock or wheel. If most learners • Did the ‘show me’ activities help you to assess
are displaying an incorrect response, you need understanding?

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15 Time (2)

CONTINUED

• Were you able to adapt your teaching in • Did you give learners plenty of opportunity for
response? self and peer assessment?
• Would it have been helpful to have had further • How could you improve assessment for learning
assessment activities in the session? activities in future sessions?

15.1 Time

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LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gt.01

1Gt.02

1Gt.03
PL
• Use familiar language to
describe units of time.

• Know the days of the

week and the months of
the year.

• Recognise time to the

hour and half hour.
Learners can use everyday language to talk about
time.

Learners know the days of the week and the

months of the year and can order them with
support. They recognise the days of the week and
the months of the year as cyclical.

Learners develop their accuracy in reading time

to the hour and half hour on an analogue clock
through focusing on the position of the hour hand.
M
LANGUAGE SUPPORT

Learning a new word or phrase in mathematics Months of the year: January, February, March,
is just the same as learning a new word when April, May, June, July, August, September,
SA

speaking or writing. Draw learners’ attention to October, November, December. The months of the
the word and explain its meaning. Say it and write year are not easy to remember as there is no single
it, or point out the written word. Then model its pattern in the words. Use a song to help learners
use and encourage learners to use it appropriately. recall the correct order.
Reading a word is usually easier than writing it at Tomorrow: the day following today. Focus on ‘to’
first. Provide learners with a copy of the word for at the beginning of the word, explaining that it is
them to copy when writing, but gradually remove the day that has not happened yet, but will begin
this support. as soon as this one finishes.
Future: time that has not yet happened. Learners Year: 12 months. Link year to age. Learners have
will be adults in the future. been alive for 6 or 7 years while adults have been
Month: one of the 12 parts of the year, a period alive for much longer.
of 28, 29, 30 or 31 days. Use the word month Yesterday: the day before today. Focus on ‘day’
whenever you name a month, for example, January at the end of the word to link with the days of
is the first month of the year or March is a cold the week.
month.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
Learners mix days Ask learners to name a day of Focus on the two wheels, days of the week on one
of the week and the week or month of the year or and months of the year on the other. Regularly read
months of the year. answer a relevant question. around the wheel, answering questions with only
that wheel before having both available at the same
time. Remind learners that all the days of the week
have the word ‘day’ at the end of their name.
Learners confuse Ask learners to show you where Focus on the position of the hands (or hand) on the
o’clock and half past the hands on a clock would be clock.

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times. for a particular time.

Starter idea Main teaching idea

Learner clocks (10 minutes + 10 minutes Telling the time with the hour hand only
Getting started exercise) (40 minutes)

Description:

PL
Resources: Large analogue clock with moveable hands.

Remind learners that they made themselves into a model

clock in Unit 8. Ask them to stand up and stretch up
their right arm high above their head. This will be the
minute hand. Check that learners can show you o’clock
and half past with their minute arm, moving in a
clockwise circle. Model this for the class, remembering
to face the same way as the class so that they are seeing
Learning intention: Learners become more accurate with
the placing of the hour hand for o’clock and half past
times.
Resources: geared clock, Resource sheet 15C Make a
single-handed clock and the resources needed for it:
scissors, card, glue.
Description: This activity is good for thinking about
and interpreting the placement of the hour hand on an
analogue clock.
M
the correct movement. Alternatively, hold up a large Tell learners that hundreds of years ago, clocks only had
clock, facing the learners. Show learners which direction one hand. Remind them of their discussion after they
to move their arm using the clock. modelled clocks using their own bodies.
Move on to the left hand, which will be the hour hand. Remind learners that they used a paper strip and an
Ask learners to show you 12 o’clock, both arms raised arrow to show o’clock and half past times in Unit 8.
high over their heads. Move on to half past 12, left hand Now they are going to do the same thing on a clock
moved halfway to what would be the one position, right face, which is really only a curved number track.
SA

arm straight down. Check that learners are positioning

both arms correctly and turning in a clockwise direction.
The aim is to be able to model every half hour from 12 1 2 3 4 5 6 7 8 9 10 11 12
o’clock, half past 12, 1 o’clock, half past 1 and so on all
the way back to 12 o’clock. It will take several attempts Give learners a copy of Resource sheet 15C Make a
before learners can do this, so aim to revisit this starter single-handed clock. Allow around 10 minutes for
over the course of a week. making the clock.
After the activity, ask learners which hand they think Bring the learners back together. Ask them to show you
is the most important for telling the time. Allow 12 o’clock. Ask how they know it is 12 o’clock. Confirm
the discussion to roam freely, neither agreeing nor that the hand is pointing at the 12, and if there were two
disagreeing with any points made. Tell learners that you hands, both would be pointing to the 12.
will explore this again in a future session.
Now ask learners to move their pointer to show half
Then ask the students to complete the Getting started past 12. Check that the pointer is halfway between 12
exercise in the Learner’s Book. This will allow you to and 1 and not pointing at the 6. Ask learners where
see if there is anything further that needs revising before the minute hand and hour hand would be. Confirm
you start the rest of the unit. that the hour hand would be in the same place as their

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15 Time (2)

single hand, the minute hand would be pointing at 6. fallen off the clock. No one was hurt, but the leaders
Work through the full 12 hours, with learners moving are saying that the clock is now useless. Ask learners
their hand to the correct o’clock and half past position to work with a partner to talk about what advice they
throughout. could give the leaders on using the clock without a
Then ask learners to show random o’clock or half minute hand.
past times on their clock as you call them out. Use After a few minutes, bring the learners back together.
the activity as formative assessment. If learners are Make a bullet-point list of key advice to give the leaders
repeatedly unable to show half past times, revisit the to stop them from panicking until the clock can be fixed.
explanation. Use a geared clock to show the time, then If time permits, you could appoint some leaders and
cover the minute hand to focus on the position of the advisers and act out the scene. Alternatively, learners
hour hand. could work individually or in small groups to make an

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Ask learners if they think their single clock hand is an advice leaflet on how to read the broken clock. Since
hour hand or a minute hand. Explain that it is an hour these activities would take longer than the time allowed
hand. Go on to explain that a single-handed clock is in the plenary, either revisit in future plenaries or during
great for o’clock and half past times. In Stage 2 learners a lesson.
will begin to look at times between o’clock and half Assessment ideas:
past. It would be hard to do this accurately with a

PL
single-handed clock, so they will need both a minute
hand and an hour hand then. What the single-handed
clock has done is show learners the importance of the
correct position of the hour hand on a clock.
After this activity, learners could try Learner’s Book
Exercise 15.1 questions 1, 2 and 3 and Workbook
Exercise 15.1 questions 1, 2, 3, 8, 11 and 12.

Answers: Learners correctly position the clock hand on

the hour number for o’clock times and halfway between
Listen in to learners’ conversations. Are they able to
suggest that the broken clock still tells the time and
how to ‘read’ that time? This is an excellent way to
check learners’ understanding of the importance of
the position of the hour hand. Learners will also be
demonstrating metacognition as they consider how they
could explain their learning.
Ask learners to think about how showing the time has
been improved over the years, from a single-handed
clock of limited accuracy to clocks with two hands.
What do learners know of other improvements such
M
two hour numbers for half past times. as second hands, digital clocks and stopwatches?
Can learners explain why we need to measure time so
Differentiation ideas: accurately?
To support learners who find this difficult, check that
learners are positioning the clock hand correctly and Guidance on selected Thinking and
turning the hand clockwise. Position yourself or other Working Mathematically questions
adults near to those who need support.
SA

Learner’s Book Exercise 15.1 Let’s investigate

To challenge learners who find this straightforward,
pair them with ones who find it difficult so that those Learners are asked to work out their age in years and
who find it difficult have an immediate role model to months. Learners usually know how many years old
check with. they are. They will need to use their months of the
year wheel to work out how many further months they
have been alive. They will be generalising the repeating
Plenary idea pattern of the months of the year and specialising
Broken clock! (10 minutes) to find out their own age. Learners will also be
Resources: None. characterising their age, putting it into the same format
as Zara’s so that they can compare their own and Zara’s
Description: age. Learners are then asked to compare with Zara,
Remind learners of a large local clock. This could be who is 6 years and 3 months old, classifying themselves
in school, on a church tower or town hall tower or as older or younger than her or perhaps even the same
somewhere else. Alternatively, display a picture. age as her. Some learners may be able to extend the
Tell the learners that the head teacher, church or town classifying to draw up a list of those who are younger
leaders are in a panic because the minute hand has than Zara and those who are older.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

CROSS-CURRICULAR LINKS Assessment ideas

To check learners’ understanding of the concepts in this
Time is used in many areas across the curriculum: unit, you can:
• Learners may time themselves and others in
• use the Check your progress exercise at the end of
physical education and perhaps repeatedly to
the unit in the Learner’s Book, either individually or
check for improvement.
with the whole class
• Learners may time an experiment in science
or use and explore periods of time in history • use the activity in the Digital Classroom with
and more. the whole class. The i button will give you more
information.

Homework ideas

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1 Ask learners to find out how many clocks there are
at home. Warn learners to be careful as there are
many different types of clock. They may need to ask
parents, carers or siblings for help in finding them

PL
all. Learners could record which room the clock is
in and what it is used for. For example, the timer on
the oven to cook food at the time it is needed.
Ask learners to bring in a newspaper, magazine or
something else with the date on. Items can then
be sorted into those which show day of the week,
month of the year, both day of the week and month
of the year.
M
SA

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16 Position, direction and patterns

16 Position, direction
and patterns
Unit plan

E
Topic Approximate Outline of learning Resources
number of content
learning hours
16.1 Position, 4 Learners will build on Learner’s Book Section 16.1
direction and the vocabulary learned
Workbook Section 16.1
patterns

PL in Unit 6 and will use

familiar language
to describe position
and direction and
sequences of objects
(patterns).
Worksheet 16A
Worksheet 16B
Worksheet 16C
Language worksheet 16A
Language worksheet 16B
Resource sheet 16A
M
Resource sheet 16B
Resource sheet 16C
Resource sheet 16D
Resource sheet 16E
Resource sheet 16F
SA

Additional teaching ideas for Section 16.1

Cross-unit references
Digital Classroom: Unit 16 multimedia enhancement
Digital Classroom: Unit 16 activity
Learner’s Book Check your progress
Language worksheet 16A
Language worksheet 16B

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Thinking and Working Mathematically questions in Unit 16

Questions TWM characteristics covered
Learner’s Book
Exercise 16.1 question 6 Conjecturing
Exercise 16.1 question 8 Conjecturing, Critiquing
Exercise 16.1 question 10 Conjecturing, Critiquing
Workbook

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Exercise 16.1 question 10 Specialising, Generalising
Exercise 16.1 question 13 Specialising, Generalising

BACKGROUND KNOWLEDGE

PL
This unit teaches learners how to recognise
position, direction and pattern. By the end of the
unit, learners should understand the language
associated with each and use them correctly.
To start the unit, learners should be able to already
recognise arrangements of shapes from earlier
units and use the language of position from Unit 6.
Understanding position and direction is developed
around two types of mathematical questions:
direction (Which way?) and location (Where?).
They can use shapes
M
To be able to answer these questions, learners
need to develop a variety of skills, such as
discussing and questioning, demonstrating and
reasoning and thinking and justifying. These can be
encouraged by play, games and stories. ,
For example, ask a series of questions that need
answers using position and direction language: lines
SA

• ‘Where are the crayons?’ (On the shelf, at the

back of the class.)
• ‘Where is Sarah sitting?’ (On the
mat, beside Samira, behind Lia.)
Over time, learners should be able to distinguish
movement ideas and vocabulary such
as ‘left’ and ‘right’, ‘forward’ and ‘backward’
through practical games and activities.
Pattern is an arrangement of lines, shapes or
pictures where each one is repeated at regular
intervals. These can be seen on our clothes, in our
homes, in buildings and in nature.

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16 Position, direction and patterns

CONTINUED

or pictures. Supporting learners with the Getting started

exercise
Early positional language is difficult for some
learners who may have little or no prior knowledge
of it. Learners who find it difficult to follow
instructions can be given pictorial clues on cards
to help them remember. Position and movement
games and activities where learners are actively
engaged in the movements will also help them to

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develop their understanding.
Encourage learners to look for and find patterns
all around them. This can be inside or outside the
classroom, at home and at school.
Digital Classroom: Use the multimedia Learners can make their own patterns by using

multimedia enhancement.

TEACHING SKILLS FOCUS

Cross-curricular work
PL
enhancement and accompanying activity sheet to
introduce the concepts of position, direction and
pattern. The i button will explain how to use the
printing techniques such as potato printing. They
could use shapes that are the same as each other
but different colours. They could use their ruler to
draw lines of different colours but all the
same length.

experiences of the learners, for example, shapes in

a maths lesson, shapes in the home, shapes used in
M
In Unit 6 you looked at the topic of developing
cross-curricular work in the classroom. This unit will their artwork and shapes used in buildings.
take the same topic and explore different aspects When further developing cross-curricular
that can also be used in the classroom. opportunities within your lessons, some questions
When connections between knowledge and skills to ask yourself could include:
in learning are not made, they can sometimes stop • Am I covering all the concepts, knowledge or
understanding developing and learning taking skills in all the subjects that have a connection?
SA

place in other subject areas. • Will learners make progress in each subject?
We need to allow learners to use and reinforce • Will learners be using and applying the
their learning in other subject areas in order for mathematics subject knowledge in a cross-
them to deepen their understanding and make curricular topic?
those connections. When developing working
Cross-curricular investigations can bring together
in a cross-curricular way, make links between
mathematics, art, science and English. You could
subjects real. Choose areas where connections
collaborate with teaching colleagues to create
between subjects occur naturally and are within the
cross-curricular lesson plans.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

16.1 Position, direction and patterns

LEARNING PLAN

Framework codes Learning objectives Success criteria

1Gp.01 • Use familiar language to describe Learners will use familiar language
position and direction. correctly when describing position
and direction.
1Nc.06 • Use familiar language to describe Learners will use familiar language
sequences of objects. correctly to describe patterns.

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LANGUAGE SUPPORT

Learners will know some of these words from work Between: in the space separating two objects

PL
done in Unit 6. However, some learners may need
more support. Continue using pictures and words
placed on the furniture and items around the
classroom. Sometimes move them to a new place
and ask learners to find them, emphasising the
vocabulary. Continue to link the words to activities
throughout the school day to make them more
relevant to the learners.
Above: higher than
Behind: to the back of
In front of: to the front of
Left: one of two opposite directions
Next to/beside: to one side of another object
Pattern: a regular arrangement of lines, shapes or
colours
Position: the place where something or someone is
relative to something else
Right: one of two opposite directions
Under: in a position below or lower than
M
Below: at a lower level something else

Common misconceptions
Misconception How to identify How to overcome
Learners may confuse left Observe learners when giving Teach them to hold out their hands, palms
SA

and right. and receiving instructions for down and thumbs stretched out. The left
direction. hand makes the letter L.
Learners use the wrong Observe during pair or Follow and give instructions such as ‘Stand
vocabulary to describe group activities and listen to behind your partner’ or ‘Run around the
position because of lack of feedback during class time. outside of the playground.’
understanding of position Play a game of ‘Hunt the bear’. Learners
vocabulary. describe where they have hidden a bear, for
example ‘He’s under the chair or behind the
box or on top of the cupboard.’
Learners may be confused Observe learners who appear Allow lots more practical work where
between sequences of objects. unable to ‘see’ patterns. learners are in control of their own pattern.
Ask questions such as ‘Can you tell me what
you have done? Can you show me what
the next shape in your pattern would be?
How do you know?’

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16 Position, direction and patterns

Starter idea Learners will work with others to discuss the meaning
of pattern and will hear and see higher-level learning.
Using models (10 minutes + 10 minutes Introduce the activity to the class. Explain that they
Getting started exercise) will be completing patterns and making patterns of
Learning intention: Use everyday language to describe their own.
position. Ask ‘What does making a pattern mean? Talk to your
Resources: Resource sheet 16A Position vocabulary and partner.’ Take feedback and take the opportunity to
coloured 3D shapes. listen to answers and correct any misconceptions that
Description: may arise.

Prepare labels for the lesson using Resource sheet 16A Invite four learners to come to the front of the class.
Ask the first and third to put their hands on their heads

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Position vocabulary.
and the second and fourth to put their hands by their
Show the word ‘position’ to the class and explain what sides. Ask the class ‘Who thinks they can see a pattern?
it means. (The place where something or someone is Choose a learner from the class to stand at the end of
relative to something else.) the line and continue with the pattern. Ask the rest
Show the class the group of 3D coloured shapes. of the class if what has been done is correct and how

blue shape.
PL
Explain that you are going to move the shapes to find
the position of them. Say ‘I am going to put this blue
shape behind the red shape.’ Move the shapes as you
say the words. Say ‘The blue shape is behind the red
shape.’ Show the label ‘behind’ and place it next to the

Repeat with different coloured shapes and positions.

Choose one more shape and repeat the above activity
but this time put one shape beside another.
Choose three learners to come to the front of the class.
they know.
Choose three more learners to join the line to continue
the pattern. After each time, ask the question ‘How did
you know what to do?’
Ask the class to work in groups to come up with their
own patterns. Give five minutes for discussion time.
Ask each group in turn to show their pattern to the
class. Ask the class if anyone knows what the group’s
pattern is.
After this activity, learners could try Resource sheet 16B
M
Give each of them a label. Ask them to choose a partner Completing patterns and Resource sheet 16C Making
to stand next to them. The learner with the label gives patterns with a partner.
an instruction to their partner using the words ‘behind’,
‘under’ or ‘beside’. The partner has to choose two Ask learners to try Learner’s Book Exercise 16.1
shapes and place them using the position vocabulary questions 5 and 6 and Workbook Exercise 16.1
given to them. question 4.

Look for learners who use incorrect vocabulary to Differentiation ideas:

SA

describe position. To support learners who find this difficult, limit the
After this starter, ask the students to complete the number of objects or shapes and change just one
‘Getting started’ exercise in the Learner’s Book. This attribute, for example, red cube, blue cube, red cube,
will allow you to see if there is anything further that blue cube. This will stop them being overwhelmed by
needs revising before you begin the rest of the unit. too many ideas at once.
To challenge confident learners, give them two or more
Main teaching idea rules to follow when making a pattern, for example,
hands on head and sitting down, hands by their sides
Making patterns (40 minutes) and standing up.
Learning intention: Use familiar language to describe
sequences of objects. Plenary idea
Resources: Resource sheet 16B Completing patterns and
Resource sheet 16C Making patterns with a partner. Position (10 minutes)
Learning intention: Use familiar language to describe
Description: This activity is good for reinforcing
position.
previous language and introducing new vocabulary.

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CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Resources: Resource sheet 16D Round the neck position Guidance on selected Thinking and
labels.
Working Mathematically questions
Description:
Learner’s Book Exercise 16.1 Let’s investigate
Prepare the labels from Resource sheet 16D Round the
neck position labels before the lesson. During this activity learners will be choosing their own
ways to travel across the grid and can choose different
Show the class the labels that show the vocabulary used paths from and to the house. By doing this they can
in this unit. Ask learners to use their hands as you go develop their understanding of pattern within the grid.
through the words, for example ‘Put one hand below
the other hand’, ‘Put one hand under the other hand’, When working with a partner, learners will be
‘Put your hands next to each other’, ‘Hold up your encouraged to talk to each other about their choices and
right hand’, ‘Hold up your left hand’, ‘Put a hand above will be sharing questions and ideas.

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your head.’
CROSS-CURRICULAR LINKS
Explain that learners are going to be asked to get into
positions. PE lessons would be a good opportunity to
Ask three learners to come to the front of the class. Give consolidate the language of position and
spoken instructions to place the learners relative to each direction. Use a wide range of language in the

PL
other, for example ‘Rami stand next to Saul’, ‘Sita stand
behind Amman’, ‘Rami put your hand above Amman’s
head.’ Put the appropriate word label around their
necks.
Give the position labels to some of the learners. Ask
them to get into a position that shows the word on their
label. For example, under the table, behind their chair, in
front of their desk, between two friends.
Look for learners that use the wrong vocabulary to
describe position or do not understand the vocabulary
1
instructions for learners and encourage them to
give instructions for others when moving around
the hall or playground in and around apparatus.

Homework ideas
Resource sheet 16E Homework 1 Match the fish.
This homework game involves learners in cutting
out halves of fish, placing them face down on a
table and finding two that have matching patterns.
M
when given a practical task (moving their hands).
2 Resource sheet 16F Homework 2 Looking for
Assessment ideas: patterns at home. This homework asks learners to
Observe the actions of learners when following look for different patterns in their home and to
instructions. draw four different ones.
Give more practical experiences for those who find the
vocabulary difficult to remember. Assessment ideas
SA

Give visual as well as oral clues. To check learners’ understanding of the concepts in this
unit, you can:
• use the Check your progress exercise at the end of
the unit in the Learner’s Book, either individually or
with the whole class
• use the activity in the Digital Classroom with
the whole class. The i button will give you more
information.

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PROJECT GUIDANCE: Project 6 Finding baskets

PROJECT GUIDANCE: PROJECT 6 FINDING BASKETS

Why do this project? Provide an opportunity for learners to work in pairs
This task gives learners the opportunity to to give each other directions to a basket. Setting
talk about position and direction in a real-life up a role-play experience where one learner gives
context. It helps develop the skill of convincing by the directions to their partner over the phone will
encouraging learners to explain how they worked encourage them to discuss the position of the
out which basket they were being directed to. basket, rather than simply pointing to it.

Possible approach Key questions

Ideally, this task would involve the use of shelving • Where is the play money? How do you know?

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or storage areas in the classroom that have • What is below the empty shelf?
clearly defined materials in each section. This will • What is to the right of the building blocks?
encourage learners to continue to practise using
• What is in the bottom right-hand basket?
positional language around the classroom after
the lesson ends. • Which basket is on the middle shelf on the
left-hand side?
If you are using the image from the Learner’s

PL
Book, go through the pictures on the baskets
and discuss what they could represent. Choose
a basket and ask learners to describe where
that basket is. Once they are comfortable with
descriptions such as ‘on the top shelf’ and ‘on the
left’, encourage them to give the relative position
of the basket compared to another basket, using
language such as ‘to the left of …’ or ‘above …’.
Some learners may need prompting to talk about
where the basket is rather than just pointing to it
or describing it.
Possible support
Providing real-life shelving or cupboards with
resources in different sections will put this task
into context for learners. Some may need support
with deciding if a basket is to the left or to the
right of another basket.

Possible extension
This task could be extended by giving learners a
picture of some baskets without labels and asking
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them to label the baskets by following verbal
instructions.
SA

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