Cambridge Primary Mathematics Learners Book 2 Second Edition - Nodrm

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Look at the picture

on the cover. Work in
pairs and answer the
questions.
Activity box
1 What numbers can you see?
2 How many odd numbers are there?
3 What is the biggest number you can see?
4 How many football boots can you see?
5 David scored 2 goals. Zara scored 4 more than David. How many goals did
Zara score?
6 Half a match was 10 minutes long. How long was the whole game?
Cambridge Primary
Mathematics
Second Edition
Learner’s Catherine Casey
Book 2 Steph King
Josh Lury
Series editors:
Paul Broadbent
Mike Askew
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15:53
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ISBN: 978 1 3983 0094 1

© Catherine Casey, Steph King, Josh Lury 2021
First published in 2017
This edition published in 2021 by
Hodder Education,
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Contents
How to use this book 4
Term 1
Unit 1 Numbers to 100 6
Unit 2 Addition and subtraction 13
Unit 3 Shapes, direction and movement 28
Unit 4 Statistical methods and chance 37
Unit 5 Multiplication and division 43
Unit 6 Time and measurement 58
Term 1 Review66
Term 2
Unit 8 Money 81
Unit 9 Number patterns and place value 88
Unit 11 Shapes, direction and movement 112
Unit 12 Fractions 120
Term 2 Review125
Term 3
Unit 13 Statistical methods and chance 127
Unit 14 Number patterns and place value 137
Unit 16 Multiplication and division 161
Unit 17 Fractions 178
Term 3 Review194
Mathematical dictionary 196

Thinking and Working Mathematically (TWM) skills vocabulary 200
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How to use this book
This book will help you to learn about mathematics.
Explore the picture Unit 11 Shapes, direction and movement

This icon shows
or problem. Position and movement
Explore
you that the
What do you see? Where is
the parrot? activity links with
What can you find? other subjects
in your school
Understand new Maths words
turn curriculum.
Maths words. clockwise
anticlockwise
whole turn
The Mathematical half turn

quarter turn
dictionary at the Learn
back of the book

A turn changes
the direction you
are facing.
can help you.

Your position
stays the same.
115
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Unit 5 Multiplication and division
Learn new
Learn
There are 10 baseball bats. 10 divided into groups of 2 is
We can put them in groups of 2. 5 groups, so: 10 ÷ 2 = 5.
mathematics skills How many groups can we make? Can we put the 10 baseball
bats in groups of 5?
How many groups can we
with your teacher. 2 4 6 8 10

make this time?
10 ÷ 5 =
Look at the pictures Practise
to help you. 1 You will need 20 counters. Find how many groups each time.
Make groups of 5. 20 ÷ 5 = 4
The shaded
a Make groups of 2.
20 ÷ 2 = 20 ÷
b Make groups of 10.
=
questions show
2 There are 30 tennis rackets. Maris puts 10 in each basket.
How many baskets will she use? Write the division sentence.
3 a Look at the basketballs in groups of 5.
you what you
How many groups are there?
b Complete the division sentence. need to do.
÷5=
Remember to write Let’s talk
any answers in What can David do to help him make groups of 5 or 10 for division?
Try out your ideas to solve:
your notebook, not

I can count in twos
30 ÷ 5 = and 60 ÷ 10 = to help make groups
of 2 for division.
in this textbook. 54
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How to use this book
Do the Practise
Unit 4 Statistical methods and chance
Practise
activities to David asked his friends what their favourite fruit is.
Fruit Number of 1 Write the totals.
learn more. children 2 Use your results to draw a block graph.

3 Answer these questions about the
ll
Work like a
block graph.
a How many children like mangoes?
llll b How many children like oranges?
mathematician. llll lll

c Which is the most popular fruit?
d Which is the least popular fruit?
e How many more children like
l oranges than mangoes?
Try this activities llll

f How many children did David ask?
make you think Try this
carefully about Ask your friends what their favourite fruit is.
Create a block graph.
This star shows
mathematics.
How will you collect the data? Which categories
or types of fruit will you choose?
you the activities

For Let’s talk that require you
Let’s talk
You have looked at tally charts, block graphs and pictograms.
activities, talk
Which do you like best? Why? Use your critiquing skills.
Which is most useful? When would you use each one? to Think and Work
about your ideas. 39
Mathematically.
9781398300941_HCP_MATH_S2_LB_04.indd 39 2021/05/28 15:46
Do each Quiz to This icon shows you that

find out how much audio material is available.
you have learnt. Listen and you will learn.
Unit 1 Numbers to 100
Mathematical dictionary
Quiz
1 Make these numbers on ten frames. 2D shapes two-dimensional geometric B

shapes; flat shapes with sides and angles block graph a diagram to show
a Seven b Twelve c Seventeen information
2 a Write the missing numbers. circle triangle square C
calculation a way of finding the
1 2 3 4 5 6 7 8 9 10 number of something
rectangle pentagon hexagon calendar a chart or pages that show
11 12 13 14 15 16 17 18 19 20 3D shapes three-dimensional the months and days of a whole year
geometric shapes; solid shapes with capacity the largest amount that
21 22 23 24 25 26 28 29 30 faces, edges and corners; see also face, something can contain
edge and corner Carroll diagram a table used for
sorting things
31 32 33 34 35 36 37 38 39 40
Multiple of 5 Not a multiple of 5
cube cuboid cone cylinder Even 10, 20, 30 2, 6, 12
41 43 44 45 46 47 48 49 number
Not an even 5, 15, 25 3, 7, 11

51 52 53 54 55 56 57 58 59 60 number
sphere triangular prism square-based
pyramid
61 62 63 64 65 66 67 69 70 A category a division, class or certain
type of thing; music has categories
addition a calculation of the sum of such as hip hop, folk, blues, pop
71 72 73 74 75 76 77 78 79 80 two numbers or things
cent(s) a coin value
amount the total of things such as
81 82 83 84 85 86 87 88 90 numbers, size or value
anticlockwise in the
91 92 93 94 95 96 97 98 99 100 opposite direction to centimetre (cm) there are
the hands of a clock 100 centimetres in a metre
array an arrangement chance a possibility of
b Explain how you know what the missing numbers are.
made up of rows and columns something happening
3 Estimate how many people are in your class. Count to check. clockwise in the same
direction as the hands
4 a Estimate how many books are on a shelf. Count to check. of a clock
b Estimate how many pencils are in the class. Count to check. coin a piece of metal used as money
12 196
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1 Numbers to 100
Reading and writing numbers to 20

Explore
Look at the picture of a night sky.
Can you see different groups of stars?
Say how many stars are in each group. Count them to check.
Are there different ways to count each group?
Do you need to count one by one?
Learn
Maths words
One ten frame is full. count
The other ten frame has 9 counters.
twenty
estimate
19 is 10 and 9 more.
Now take 18 counters.
Show the different ways you can make 18 on 2 ten frames.
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Practise
1 Make these numbers on ten frames. Draw each pattern you make.
a 1 11 b 5 15 c 10 20
2 a Find the matching pairs.
20 12 7 11 17 14
twelve seventeen four fourteen eleven twenty seven
b Which card does not match?
3 How many cubes are there? Estimate. Then count to check.
Copy the table and write your answers.
I estimated … I counted …
a b c d
Try this
Draw a space picture.
Show groups of stars that add up to 20.
Then add some other space objects.
Let’s talk
Challenge a partner to estimate how many stars

there are in each group in your space picture.
Then count the groups of stars together aloud.
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Reading and writing numbers to 100

Explore Maths words
hundred
Look at the hundred (100) number grid.
numeral
1 2 3 4 5 6 7 8 9 10 thirty
11 12 13 14 15 16 17 18 19 20 forty
21 22 23 24 25 26 27 28 29 30 fifty
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 Which numbers
do you know?
51 52 53 54 55 56 57 58 59 60 Can you see any
61 62 63 64 65 66 67 68 69 70 number patterns?
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Learn
Point to and say each numeral on the number track.
Find the matching words.
10 20 30 40 50 60 70 80 90 100
ten twenty thirty forty fifty sixty

seventy eighty ninety hundred

Now practise counting from 21 to 29.
21 22 23 24 25 26 27 28 29
Twenty-one, twenty-two … How do I go on?
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Practise
1 Say each number aloud.
31 32 33 34 35 36 37 38 39 40
2 Write the missing numbers in words and numerals.
a 41 43 44 45 47 48 49
b 51 52 54 56 58 59
3 Which numbers are wrong?
61 62 63 65 64 66 67 68 69 70
71 27 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 98 90
91 92 93 94 95 96 97 89 99 100
Try this Let’s talk

Use 2 of the cards below
to make a number. A numeral is a figure
How many different or symbol that
numbers can you make? stands for a number.
1 3 0 7 You need a large

100 grid and counters.
I made thirteen. Play with a partner.
Take turns to cover 5 numbers
on the 100 grid.
Write the hidden numbers
in words and as numerals.
Score a point for each correct
I made seventy-three. word or numeral.
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Estimating and counting to 100

Explore
David and Zara are counting to 100.
I see a pattern in the
Thirty-eight, thirty-nine, thirty-ten, … numbers. This helps
I am lost! Please help me. me to count correctly.
Estimate the number of marbles, then count to check.
Learn
The paperclips fell out of the box.
Discuss the children’s estimates. Then count to check.
I can see a lot Is it nearly 100?
more than 10.
Practise
1 Use a 100 grid to practise these counting patterns.
a Start on 1. Count up to 50. b Start on 63. Count up to 83.
c Start on 25. Count up to 45. d Start on 100. Count back to 1.
10
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Practise (continued)
2 Estimate. Then count to check.
a b
Try this
Make your own number grid.
Invent a different pattern for placing the numbers.
Challenge your classmates to count on your number grid.
Let’s talk
Work in a group. Use 100 cubes or counters.

Place some of the cubes or counters in a circle.
All group members must estimate how many there are.
Then count together to check.
11
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Quiz
1 Make these numbers on ten frames.

a Seven b Twelve c Seventeen
2 a Write the missing numbers.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 28 29 30
31 32 33 34 35 36 37 38 39 40
41 43 44 45 46 47 48 49
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 90
91 92 93 94 95 96 97 98 99 100
b Explain how you know what the missing numbers are.

3 Estimate how many people are in your class. Count to check.
4 a Estimate how many books are on a shelf. Count to check.
b Estimate how many pencils are in the class. Count to check.
12
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2 Addition and subtraction
The relationship between addition

and subtraction
Explore
Let’s also buy
some lemonade!
Lemonade
2 friends join you in the line to buy lemonade.

How many children are in the line now?
When the first 3 children have paid for their lemonade,
how many are left in the line? What do you notice?
Learn
Maths word
In the Explore box above: 5 + 3 = 8 and 8 – 3 = 5. inverse
+3 children
0 1 2 3 4 5 6 7 8 9 10
–3 children
✗ ✗ ✗
0 1 2 3 4 5 6 7 8 9 10
When we add 3 and then subtract 3, we go back to the start.
Addition and subtraction are inverse operations because one
operation undoes the other.
13
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Unit 2 Addition and subtraction
Practise
1 Give the addition and subtraction sentences to match each pair
of number lines.
a + =
0 1 2 3 4 5 6 7 8 9 10
✗ ✗ – =
0 1 2 3 4 5 6 7 8 9 10
b ✗ ✗ – =
0 1 2 3 4 5 6 7 8 9 10
+ =
0 1 2 3 4 5 6 7 8 9 10
2 Copy these inverse addition and subtraction wheels.
Look at the example and then complete them.
Write the matching addition and subtraction sentences.
a add b c add
add 3 add 4
2 5 5 6 7 6 9
subtract 3 subtract subtract 4 subtract
Let’s talk
What could the missing numbers be in this set of related facts?

+ = 9
9 – =

+ = 9
9 – =

Share your ideas with the group.
Have you all picked the same numbers? Why?
14
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Addition and subtraction facts for 10

Explore Maths words
Look at the children’s total amount
number cards! complement
7
What are the missing numbers? 6
2+ = 10 + 6 = 10 4
3 2
0 10
10 = 2 + 10 = +6 1 9
What other totals of 10 can
5
you make?
8
Learn
We can use the addition number facts for 10 to find the
subtraction facts.
6 + 4 = 10 10 – 4 = 6
When we take away 4 from 10, it leaves 6. The number line shows
that we subtracted the same amount that we added.
6 + 4 = 10
0 1 2 3 4 5 6 7 8 9 10
10 – 4 = 6
15
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Practise
1 Write the addition and subtraction facts.
a + = 10 b – =

c + = 10 d – =

2 Look at the hands. Write an addition and subtraction fact.
a b
8 + 2 = 10 7+ = 10 + = 10
10 – 2 = 8 10 – 3 = 10 – =
3 Here are 2 number facts for the flowers.
2 + 8 = 10 and 10 – 8 = 2
Write 2 number facts for each row of flowers.

a
16
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We say that two numbers Show a friend how you
that total 10 are answered these questions
complements of 10. using number facts for 10.
How many complements
of 10 can you remember? a Annay has 10 stickers and
gives away 3. How many
does he have left?
b There are 10 cars in the
car park and 8 drive away.
How many are left?
c Viti has 10 cents.
She spends 5 cents.
How many cents does she
have left?
Pairs that total 20

Explore
Zara and Annay want to
put 20 pencils in a pot.
Which 2 packs of pencils
can they put together
to make 20?
Which other pairs
of pencils make 20? 20
20 pencils 20
Can they fill 5 pots?
pencils
17 9 3 11 pencils
20 20
pencils pencils
13 5 7 15 6
17
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Learn
We can use what we know about complements of 10 to help us
find complements of 20. Look at the examples.
What do you notice?
What is the same?
What is different?
20 is 10 more than 10.
16 is 10 more than 6.
What number is 10 more than 4?

Can you use this to make
6 + 4 = 10 16 + 4 = 20 another complement of 20?
Practise
1 Find the missing numbers to complete the complements of 20.
a 20 b 20 c 20 d 20
11 6 3 7
2 a Complete the number sentences.
12 + = 20 3+ = 20 + 6 = 20
2+ = 20 13 + = 20 + 16 = 20
b What patterns do you notice?
Let’s talk
What should you look for when finding complements of 20?

Make up some rules that will help others.
18
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Addition and subtraction with numbers to 20

Explore
Maths words
Zara and Jack play a game. part-part-whole model
They number 20 stones from 1 to 20. regroup
Zara always adds the two numbers
that she turns over.
Jack always subtracts the smaller number
that he turns over from the larger number.
Who will make a number more than 10?
Who will make a number less than 15?
What numbers did the children make? 9
4 20
5
What other numbers could they
make on their next turn?
Play the game with a partner.
Learn
On her first turn, Zara adds 9 and 4.
She uses a number line to help her. +1 +3
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
She adds 1 and then she adds 3.
Why do you think she does this?
The part-part-whole model also shows
Zara’s addition: 4
Zara makes a 10. She can regroup 9 + 1 + 3 = 13

(break up) the 4 into 1 + 3
because she knows that 9 and 1
is a complement of 10. 10
19
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Practise
1 Complete these additions. Oh look, 7 + 6 is a bit more than
Draw number lines or 6 + 6. We say that 7 + 6 is a near
part-part-whole models double. Can you spot any other
to help you. near doubles in the questions?
a 11 + 4 = b 12 + 4 =

c 8+ 7 = d 9 + 10 =

2 Complete the additions. How will you regroup the red sticks
of cubes to help you make a 10?
a b c
+ + +
3 a A bag of stones is 6 kg heavier than a 13 kg bag of sand.

What is the mass of the bag of stones?
b A crayon is 5 cm shorter than a pencil.
The crayon is 8 cm long. How long is the pencil?
Try this
Which additions have totals greater than 15? Do not calculate.
8+5 13 + 1 9+8 16 + 4 5+6 3 + 13 6 + 10
Explain to a partner how you know.
20
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Learn
Jack subtracts 6 from 14. He uses a number line to help him.
–2 –4
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
He subtracts 4. Then he subtracts 2. Why do you think he does this?
Practise
1 Complete these subtractions. Draw number lines or
part-part-whole models to help you.
a 20 – 7 =
b 15 – 6 =

19 – 7 = 15 – 7 =

18 – 7 = 14 – 6 =

– 7 = 14 – = 7

2 Annay has $17. Maris has $16.
Annay spends $4 on a book and then $8 on a ball.
Maris spends $12 on a game.
Who has more money left? How much more?
Try this
Jack continues to play the 1 to 20 stones game
from Explore on page 19. He says he must always
regroup (break up) the smaller number to help
him subtract it from the larger number.
Do you agree? Can you think of other methods 20
you could use? Give some examples. 5
21
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Adding small numbers

Explore
Zara and David want 2 5 5 2
to buy some balloons. 8 9 8 7
4 6
Which balloons can
the children buy? 3 1 3 4
Can they buy
2 balloons each?
Can they buy 3 each?
How will you add the
numbers to check?
I want my balloons to
have a total of more
than 15 but less than 20. I want my balloons to have
a total of less than 15.
Learn
When we add small numbers, it helps Can you see a pair that
to look for pairs that total 10 first. totals 10 in this example?
Remember that we can
add in any order.
8 + 2 + 6 = 8 and 2 total 10. 5 +4+ 5

10
10 and 6 total 16, so 8 + 2 + 6 = 16 Can you also see a double?
22
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Practise
1 Complete these additions. Draw number lines or
part-part-whole models to help you.
a + +
b + + Make an estimate
c first. Will the total
+ + be greater than 10
d + + each time? Will it
2 Use ten frames and counters to add be less than 20?
these. First find a pair that totals 10. How do you know?
a 4+6+7= b 3+3+7=

c 8+1+9= d 5+ 3 + 7 + 5 =

3 Maris has some ribbon: 7 metres of red,
8 metres of blue and 3 metres of yellow.
How many metres of ribbon does she have in total?

Rewrite these additions
to show the order you Sometimes you will not find a pair of
will add them. numbers that total 10 straight away.
3+4+6= What can you do to help you complete
these additions?
2+5+3= 3 + 4 + 3 7+2+1

3 + 2 + 5 6+8+6
1+3+9+2=
Share your ideas with a partner.
2+5+5+8= Can you make up some other examples
that you might add in a similar way?
23
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Adding multiples of 10
Explore
Maths words
Annay is exploring patterns. multiple of 10 equal
He makes rows of circles and triangles.
How many circles do I use in each pattern?

How many triangles? How many shapes altogether?
What other patterns can
you make with the rows?
Talk about the number
of circles and triangles
each time.
Learn
There are 10 shapes in each row of Annay’s patterns.
We can count the rows in tens.
A number that can be counted in tens is called a multiple of 10.
There are 10 rows of ten in each pattern. 10 tens is equal to 100.
Look at the diagrams below. They show other number facts to 10
to help you add multiples of 10.
+ =
4 ones + 3 ones = 7 ones
+ =
4 tens + 3 tens = 7 tens

What is the same about these additions? What is different?
4 tens is equal to 40. 3 tens is equal to 30.
7 tens is equal to 70. So, 40 + 30 = 70.
24
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Practise
Complete the matching number sentences each time.
1 Here are some more of Annay’s patterns.
a
tens + tens = tens

+ = 100

b
tens + tens = tens

+ = 100

c
tens + tens = tens

+ = 100

2 a
ones + ones = ones

+ So, tens + tens = tens

and + =

b
ones + ones = ones


and + =

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c
ones + ones = ones


and + =

3 Complete these additions.

a 30 + 40 = b 20 + 70 = c 50 + = 60

40 + 30 = 70 + 20 = 10 + = 60

50 + 30 = 70 + 30 = + 50 = 70

4 A farmer planted 70 seeds.
20 seeds grew into plants.
How many seeds did not grow?
Try this
Sort these calculations into sets by their totals.
20 + 60 90 + 10 40 + 60 10 + 80 50 + 40 20 + 80
Total is 80 Total is 90 Total is 100
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Quiz
1 Complete these number sentences:

a 4 + 7 = 11 so – =4

b 5 + 6 = 11 so –6=

c 8 + 3 = 11 so – =

2 Write the addition and subtraction facts for each of these.
a 10 b 10 c 10
3 7 4 6 1 9
3 True or false?
a 12 + 8 = 20 b 14 + 5 = 20 c 7 + 12 = 20 d 8 + 12 = 20
4 Complete these additions and subtractions.
a 11 + 6 = b 9+8= c 15 – = 11
d 6+ = 17 e 20 – 8 = f 15 – 7 =
5 There are 14 goats on the mountain. Five more goats arrive.
How many goats are on the mountain now?
6 Complete each number sentence.
a 3 + 5 = 8, so 30 + 50 =
b 4 + 3 = 7, so 40 + = 70
c 5 + 5 = 10, so + = 100
d 8 + 2 = 10, so + = 100
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Shapes, direction
3 and movement
2D and 3D shapes
Explore Maths words
Look at the pictures that the children are holding. corner
curved
They show different shapes!
side
face
edge
Name the 2D shapes that you can see.

Name the 3D shapes that you can see.
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Unit 3 Shapes, direction and movement
Learn
This table shows the features of 2D shapes.
Object Name of shape Description/features
0 corners
Circle
1 curved side
3 corners
Triangle
3 sides
4 square corners
Square
4 sides of equal length
4 square corners
Rectangle 4 sides
Opposite sides of equal length
6 corners
Hexagon
6 sides
This table shows the features of 3D shapes.
Object Name of shape Description/features
Cone 1 circle face, 1 curved surface
Cuboid 8 corners, 6 faces, 12 edges
Sphere 1 curved surface
Cylinder 2 circle faces, 1 curved surface
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Learn (continued)
Circles are all around us. A circle has a centre point.
The distance from the centre
to any point on the curved side
is always the same.
centre point
The table below shows one way to sort these shapes.
Shapes that have 4 corners Shapes that do not have 4 corners
Practise
1 Which shapes are circles?
a b c d e
f g h i
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2 Complete a table like this.
Shape Number Number Number of edges
of corners of faces
Cylinder 0 3 2
Cuboid
Triangular-
based prism
Triangular-
based pyramid
3 Write two special features of each shape.

square a cube b pentagon
4 corners
4 sides
c square-based d octagon e triangular

pyramid prism
4 What 2D shapes are the faces of these 3D shapes?

a b c d
square triangle rectangle hexagon

Some 3D shapes have
different face shapes.
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5 Sort each set of shapes into 2 groups. Explain your groups.
a
bicycle wheel textbook car tyre clock window button

b
square-based sphere cube cone cuboid cylinder

pyramid
c
cardboard box ball of string box of tissues golf ball traffic cone football
6 This shape has This shape has

straight sides. straight sides.
It has 3 corners. It has 4 corners.
a What is the same about the shapes?
b What is different about the shapes?

Jack and Maris are
playing draughts. Look at the shapes
How many around you. How many
squares can circles can you find?
you see? Explain the features of
a circle to a partner.
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Patterns and pictures

Explore
Jack and Annay are decorating bags.
They have printed patterns.
What shape is next in Annay’s pattern?
What shape is next in Jack’s pattern?
How are the patterns different
to each other?
Learn
Maths words
Patterns and sequences are made from shapes pattern
or numbers repeating. sequence
What shape is next?

What is the pattern
that is repeated?
What shape is next?

What is the pattern
that is repeated?
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Learn
The picture shows a racing car track!
What 2D shapes What 3D shapes

can you see? can you see?
This picture shows a jungle model that Elok made! What 3D shapes
can you see?
What 2D shapes
can you see?
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Practise
Draw the next shape in each sequence for questions 1 and 2.
1 a b
c
2 a b
3 What shapes do you see in the picture?

a

b
e
b
c
d
d a

e

f c f


Use modelling clay to make
3D shapes. Can you make an What is the pattern?
animal from your shapes?
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Quiz
1 a Which 2D shapes is the robot made of?

b How many sides does each shape have?
c How many corners does each shape have?
2 a Write the name of each shape, A and B.

b How many faces does each shape have?
c How many edges does each shape have?
d How many corners does each shape have?
A B
3 Sort these shapes in 2 different ways.
4 Copy the pattern and draw the next shape each time.
a
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Statistical methods
4 and chance
Pictograms and block graphs
Explore Maths words
popular
The children are having fun at the beach!
tally chart
tally
data
block graph
pictogram
category
Tally chart
Fishing ||||
In the sea ||||
What is the most popular activity? Flying a kite |||

Which activity do you like best? Reading ||
Look at the tally chart. Have you used one?
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Learn
Zara asked her friends what their favourite colour is.
She made a tally. The picture shows you how she did this.
What is your favourite colour? Record or keep track of

Blue |||
each person as a line.
Remember that the
Red |||| ||
fifth line goes across
Orange || the first four lines.
Green ||||
Zara used the information or data to draw a block graph and

a pictogram.
A block graph to show children’s A pictogram to show children’s
favourite colours favourite colours
10
9
Blue
8
Number of children
7
6 Red
5
4
3 Orange
2
1 Green
0
Blue Red Orange Green
Favourite colours Key: = 1 person
What is different about the

block graph and the pictogram?
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Practise
David asked his friends what their favourite fruit is.
Fruit Number of 1 Write the totals.
children 2 Use your results to draw a block graph.
3 Answer these questions about the
ll block graph.
a How many children like mangoes?
llll b How many children like oranges?
c Which is the most popular fruit?
llll lll d Which is the least popular fruit?
e How many more children like
l oranges than mangoes?
f How many children did David ask?
llll
Try this
Ask your friends what their favourite fruit is.
Create a block graph.
How will you collect the data? Which categories
or types of fruit will you choose?
Let’s talk
You have looked at tally charts, block graphs and pictograms.

Which do you like best? Why? Use your critiquing skills.
Which is most useful? When would you use each one?
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Venn diagrams and Carroll diagrams

Explore Maths words
Venn diagram
How have these shapes been sorted? Carroll diagram
What could the sorting labels be?
Learn
We use Venn diagrams and Carroll diagrams for sorting numbers
or objects. For example, look at these numbers:
2 5 14 10 25 6 15 20 12 35
Which numbers are even numbers?
Which numbers are multiples of 5?
The numbers have been sorted in these diagrams.
Venn diagram Carroll diagram
Even numbers Multiples of 5 Even Not even
numbers numbers
6 10 5 Multiples 10 5 15
2 20 15 of 5
25 20 25 35
12
14 35 Not multiples 2 6
of 5 12 14
Where would you put the number 30? Where would you put 21?
What do you notice about the diagrams?
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Practise
1 Complete a Venn diagram like this. Use these numbers:
Odd numbers Multiples of 5 5 20 1
3 9 10 7
11 15 25
2 Complete a Carroll diagram like this. Use the numbers given:

3 5 12 20 17 13 2 8
10 or bigger Not 10 or bigger
Even
Not even
Try this
Use a handful of 2D shape tiles.
Choose a shape and place it into
a blank Venn diagram. Repeat.
How many shapes can you put into the
Venn diagram before your partner guesses your rule?
Let’s talk
Use your critiquing skills. What is different about Venn diagrams

and Carroll diagrams? What is the same about them?
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Quiz
1 This tally chart shows children’s favourite animals.

Animal Tally a Use the tally chart to draw a block graph.
Elephant llll l b Write the most popular animal.
c Write the least popular animal.
Zebra llll llll
d How many children like lions the most?
Rhino lll e How many more children like zebras
Lion llll lll than rhinos?
15 or bigger Even 8 18
5 15
12 16
20 14

3 Choose 12 numbers to complete a Carroll diagram like this.
20 or bigger Not 20 or bigger
Even number
Not an even number
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5 Multiplication and division
Counting in twos, fives and tens

Explore Maths word
total
The market sells fruit.
I’m going to buy I’m going to buy

some strawberries! some pineapples!
David has 7c. Zara has 35c. How much can they buy?
Learn
When Annay visits the market in Explore, he buys 6 oranges.
We can count in fives to help us find out how much he spends.
cents
0 5 10 15 20 25 30
Annay also buys 3 passion fruits. How much does he spend in total?
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Learn (continued) How much change

will Annay get
We can carry on counting in fives from 30.
from 50 cents?
cents
30 35 40 45
Annay spends 45 cents in total.
Practise
Look at Explore on page 43 to answer questions 1 and 3.
1 How much do the fruits cost in total? Use counting to help you.
a 7 strawberries b 3 passion fruits and 4 oranges
c 5 pineapples d 5 pineapples and 3 bananas
e 7 strawberries and 2 more strawberries
2 Answer these. Count back to zero each time:
a in fives from 25; how many fives did you count?
b in tens from 90; how many tens did you count?
c in twos from 16; how many twos did you count?
3 Maris has 80 cents. She buys 6 passion fruits and 4 oranges.
How much money does she have left?
Let’s talk
David counts in twos from zero. Zara counts in fives from zero.
Which of these numbers will the children say:
40 24 20 15 21 10 9?
Which numbers will they not say? Can you think of other numbers
they will not say? Convince your partner.
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Multiplication as repeated addition

Explore
At the animal sanctuary, the
helpers pack boxes of fruit for
the animals to eat, 1 box has:
1 watermelon 2 melons
3 grapefruits 4 plums
5 pineapples 6 passion fruits
7 bananas 8 kiwi fruits
9 mangoes 10 guavas
How many of each fruit
are needed for 2 boxes?
What patterns do you notice?
Learn
There are 2 melons in each box. We can count in twos to find
how many melons we need for more than 1 box.
+2 +2 +2 +2 +2 +2 +2 +2 +2 +2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
For 2 boxes, we need 4 melons.

We can write this as a repeated addition: 2 + 2 = 4
For 3 boxes, we need 6 melons. We can write this as a repeated
addition: 2 + 2 + 2 = 6
Maths words
Write a repeated addition sentence to show
the number of melons for 4 boxes. repeated addition
multiplication
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Practise Use the number line

1 Each box has 2 melons. Write the in Learn to help you.
repeated addition for how many in:
a 6 boxes? b 7 boxes?
c 9 boxes? d 10 boxes?
2 A box has 5 pineapples in it.
a Draw a number line to show the count of 5 up to 50.
b Fill in a table like this.
Number of boxes Repeated Total number of
addition sentence pineapples
2 5 + 5 = 10 10
5
6
10
3 A box has 10 guavas in it.
a Draw a number line to show the count of 10 up to 100.
b Complete a table like this.
Number of boxes Repeated Total number of
addition sentence guavas
2
4
7
10
Try this
I think:
2 + 2 + 2 + 2 + 2 + 2 + 2 = 15
Do you agree with David? I don’t need to check Viti’s addition.

Explain your thinking. I know she has made a mistake.
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Learn
4 boxes have 20 pineapples because: 5 + 5 + 5 + 5 = 20
5 is the size of each group.

4 is the number of groups.
0 5 10 15 20
20 is the total number
box box box box of pineapples.
We can write this using the
We can also say that multiplication (×) sign as:
5 multiplied by 4 is 20. 5 × 4 = 20
Practise
1 How many pineapples? Write a repeated addition sentence and
a multiplication sentence each time.
a b
c d
2 True or false?
a 2 + 2 + 2 = 2 × 3 b 2 + 2 + 2 + 2 = 2 × 5
c 2+2+2+2+2+2+2=2×6
d 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 2 × 9
Try this
Jack’s multiplication sentences show what fruit to pack in boxes.
5 × 6 = 30 2 × 8 = 16 10 × 7 = 70 5 × 9 = 45
Which digits show the group size? Which show the number of
groups? Write the repeated addition sentences to match.
Why do you think Jack wrote multiplication sentences?
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Using arrays to show multiplication

Explore
These stamps were

designed to celebrate
the Olympic Games.
How can you find the total

number of stamps in each set?
Is there a different way?
What do you notice about the
way the stamps are arranged?
Maths words How can this help you?
array
equal
Learn
An array has equal rows and columns. This array has 3 rows of 5.
We can also see 5 columns of 3.
We can write:
3+3+3+3+3=3×5
3 × 5 = 15 and 5 × 3 = 15
We write: 5 + 5 + 5 or 5 × 3
How many counters in total? 3×5=5×3
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Practise
1 Complete the addition and multiplication sentences for
each array. Look at the example.
2 + 2 + 2 = 6

2 × 3 = 6

a
+ + + =

× =

b
+ =

× =

c
+ + + + + =

× =

Think about the number of groups
and the group size each time.
2 Write 2 multiplication sentences
for each set of stamps.
a b
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3 Use counters to make arrays that match each pair of
multiplication sentences.
a 2 × 5 = 10 b 2 × 6 = 12 c 2 × 7 = 14
5 × 5 = 25 5 × 6 = 30 5 × 7 = 35
d Which 2 arrays come next in this pattern?
Write the multiplication sentences.
Try this
Choose 2 numbers.
1 2 3 4 5 10
Write a multiplication calculation. Use counters to make an array.
Can you use the same total number of counters to make a different
array? Write the new multiplication sentence.
Let’s talk
This array
shows 5 × 4.
Talk to a partner:
Do you agree or disagree with Jack?
Why might Jack think he is correct?
Why is Jack wrong?
Can you improve Jack’s array?
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Division as sharing
Explore
Maths words
The owl needs to feed the 5 owlets. share
divide
How many worms

must the owl find
so that the owlets
get an equal share?
Learn
The owl collects 15 worms. It shares
them equally between the owlets.
Each owlet gets 3 worms.
15 divided equally between 5 is 3.
We can write: 15 ÷ 5 = 3
We can show this as a bar model
with 5 equal parts.
The ÷ sign
15 worms means divide.
3 3 3 3 3
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Practise
1 You will need 20 counters.
a Share them equally between 2 groups.
How many are in each group? 20 ÷ 2 =
b Share them equally between 5 groups.
How many are in each group? 20 ÷ 5 =
c Share them equally between 10 groups.
How many are in each group? 20 ÷ =
2 The owl collects 30 worms.
The owl divides the worms equally between the 5 owlets.
How many for each owlet? Write the matching division sentence.
3 Write the matching division each time.
a 8 b 10 c 30
4 4 2 2 2 2 2 ? ? ? ? ? ? ? ? ? ?
Try this
Maris cuts a 50 cm length of ribbon into 5 equal pieces.
How long is each piece? Write the division sentence.

Maris then cuts each piece in half.
Explain why the division sentence is now: 50 ÷ 10 =
Let’s talk
Dividing equally between 2
is the same as halving.
Do you agree?
Use some examples to help convince your partner.
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Division as grouping
Explore
Maths word
Sort the sports balls into groups. sort
group
Put an equal number of balls in each basket.

How many baskets will you use each time?
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Learn
There are 10 baseball bats. 10 divided into groups of 2 is
We can put them in groups of 2. 5 groups, so: 10 ÷ 2 = 5.
How many groups can we make? Can we put the 10 baseball
bats in groups of 5?
How many groups can we
make this time?
2 4 6 8 10
10 ÷ 5 =
Practise
1 You will need 20 counters. Find how many groups each time.
Make groups of 5. 20 ÷ 5 = 4
a Make groups of 2. b Make groups of 10.
20 ÷ 2 = 20 ÷ =

2 There are 30 tennis rackets. Maris puts 10 in each basket.
How many baskets will she use? Write the division sentence.
3 a Look at the basketballs in groups of 5.
b Complete the division sentence.
÷5=
Let’s talk
What can David do to help him make groups of 5 or 10 for division?

Try out your ideas to solve:
I can count in twos
30 ÷ 5 = and 60 ÷ 10 = to help make groups
of 2 for division.
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Division as repeated subtraction

Explore
Maths word
A group of 20 children visit the fun park repeated subtraction
for a day. Here are some of the rides.
Teacup ride
5 people in each car
House of Mirrors
10 people at a time
Fun drive
ride
2 people
in each c
ar
All the children want to go on the 3 rides.

How many cars will the children need for each ride?
How many groups of 10 for the House of Mirrors?
Learn
We can count back in fives to find how many Teacup ride cars
20 children will need.
–5 –5 –5 –5
0 5 10 15 20 25 30
We need 4 cars for 20 children.
We can count back (subtract) 4 groups of 5 and no children will be left.
We can write this as a repeated subtraction: 20 – 5 – 5 – 5 – 5 = 0
How many cars are needed for 15 children? And for 10 children?
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Practise
1 Write repeated subtraction sentences each time.
How many Fun drive ride cars are needed for:
a 14 children b 16 children c 18 children d 22 children?
2 Write a repeated subtraction sentence to match each number line.
a – 10 – 10 – 10 – 10
0 10 20 30 40
b – 10 – 10 – 10 – 10 – 10 – 10
0 10 20 30 40 50 60
c – 10 – 10 – 10 – 10 – 10 – 10 – 10
0 10 20 30 40 50 60 70
3 Zara has 80 cents to spend. She spends 10 cents on each ride.
How many rides is this? Write the repeated subtraction sentence.
Try this
The Teacup ride can take 5 people per car.
The Fun drive ride can take 2 people per car.
Convince a partner that 26 people cannot be on the Teacup ride,
but 26 people can be on the Fun drive ride.
Let’s talk
I can use repeated subtraction 15 ÷ 5 = 3

to solve a division. 15 – 5 – 5 – 5 = 0
Do you agree with Annay? I subtracted 3 lots of 5,
Try his idea for 30 ÷ 10 and 18 ÷ 2. as there are 3 fives in 15.
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Quiz
1 Count on in twos from 0 to 24. How many twos?

2 Count back in tens from 50 to 0. How many tens?
3 Count on in fives from 0 to 45. How many fives?
4 Write repeated addition and multiplication sentences to match
each array of cupcakes.
a b
5 A baker packs bread rolls into bags.

Each bag has 4 rolls in it.
a How many bread rolls are in 2 bags?
b How many bread rolls are in 5 bags?
c How many bread rolls are in 10 bags?
6 a The baker bakes 60 biscuits.

She puts 10 on each tray.
How many trays does she use? 60 ÷ 10 =

b The children take 2 biscuits each from one of the
trays in part a.
How many children can take 2 biscuits?
7 The baker bakes 30 cupcakes.
She divides them equally between 5 plates.
How many cupcakes are on each plate? 30 ÷ 5 =
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6 Time and measurement
Time
Explore
Maths words
Make a paper plate clock! hour hand
minute hand
You need year
l paper plate month
l felt-tip pen week
l split pin paper fastener day
l sheet of coloured card hour
l pair of scissors minute
seconds
Method
1 Write the numbers 1 to 12
around the paper plate. Look at the
Space them evenly, as on finished clock.
a clock face. What time does
2 Draw and cut out an hour it show?
hand and a minute hand
from the coloured card.
3 Use the split pin to attach
the minute and hour
hands to the paper plate.
4 Check that the hands can
move easily. Choose a
time and set the hands of
the clock to show this time.
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Unit 6 Time and measurement
Learn
1 year = 365 days 1 week = 7 days 1 hour = 60 minutes
1 year = 12 months 1 day = 24 hours 1 minute = 60 seconds
0
55 5
50 10
hour hand
45 15
minute hand
40 20
35 25
30
What time is it? How do you use the numbers on a clock?
The time on an analogue clock The time on a digital clock
The hour hand is
pointing to the 4. hour minutes
The minute hand
is pointing to the 12.
It is 4 o’clock. It is 4 o’clock.
The hour hand is
pointing past the 4.
The minute hand
is pointing at the 2.
It is 10 minutes past 4. It is 10 minutes past 4.
The hour hand is
pointing between
the 4 and 5.
The minute hand
is pointing to the 8. It is 4:40 or 40 minutes
It is 4:40 or 40 minutes past 4. past 4.
59
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Practise
1 Match the time on each analogue clock to the digital clock.
a 1

b 2

c 3

d 4

e 5

f 6

g 7
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2 Which is longer?
a 1 day or 1 hour b 1 hour or 1 week
c 1 minute or 1 second d 1 second or 1 year
e 1 month or 1 year f 1 year or 1 week
g 1 day or 1 week
Try this
Time yourself.
How long does it take you to
write the numbers 1 to 20?
Compare your time with
others in your group.
How could you show
your results?
Let’s talk
Work with a partner. Answer the questions.

1 The aeroplane took off at 3 o’clock.
It landed at 8 o’clock.
How long was the flight?
2 T
he film started at 4 o’clock.
It finished 2 hours later.
What time did it finish?
Can you write a time question for your partner?
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Length
Explore Learn
Jack and Annay are having Using non-standard units
a jumping challenge. How many counters fit along
the pencil?
I think I can jump
about 60 metres (m).
Using centimetres and a ruler
cm
0 5 10 15
The tip of the pencil is in line

with the 12.
cm 10 20 30 40 50 60 70 80
The pencil is 12 cm in length.
I think I can jump about Non-standard units

60 centimetres (cm). are all different.
cm 10 20 30 40 50 60 70 80
Who made a good estimate? Maths words

How far did each child jump? metre (m) centimetre (cm)
Who jumped the furthest? length
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Practise
1 How long is each item? book hand span shoe
a Estimate in counters.
Then use counters to
measure.
b Estimate in centimetres.
Then measure each item.
2 How high can you jump? Estimate and then measure.
Learn
B
Compare the sunflowers.
Put the sunflowers in order from A
shortest to tallest.
C
The shortest sunflower is 28 cm .
The next is 42 cm .
The tallest sunflower is 63 cm . 42 cm
42 cm 63 cm
63 cm 28 cm
28 cm
1 metre (m) = 100 centimetres (cm)

The 3 sunflowers are all shorter than 1 metre. B
Point to something that A

is shorter than 1 metre. C
Point to something that

is taller than 1 metre.
shortest tallest
You can also put the sunflowers 28 cm
28 cm 42 cm
42 cm 63 cm
63 cm
in order from tallest to shortest.
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Practise
1 Estimate which items are taller or longer than 1 metre.
2 Put each set of lengths in order from shortest to longest.

Use a ruler and metre stick to compare them.
a 4 cm, 8 cm, 6 cm b 1 m, 10 m, 5 m
c 18 cm, 16 cm, 14 cm d 10 m, 20 m, 15 m
e 24 cm, 28 cm, 26 cm f 20 m, 30 m, 25 m
g 34 cm, 38 cm, 36 cm h 35 m, 40 m, 33 m
3 a Estimate how many metres each item is:
l the length of the classroom
l the height of the door.
b Measure each item in metres.

Measure and order different
lengths of string. How many items can you
You need a ruler, some string find in the classroom that are:
l taller or longer than 1 metre?
and a pair of scissors.
l shorter than 1 metre?
Measure and cut pieces of string
in these lengths:
l 5 cm l 10 cm l 15 cm How could you
l 20 cm l 25 cm. record this?
Then put your measured lengths
in order from shortest to longest.
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Quiz
a 1
b 2
c 3
2 Put each set of lengths in order from shortest to longest.

a 3 cm, 9 cm, 12 cm, 6 cm
b 13 m, 19 m, 22 m, 16 m
c 23 cm, 29 cm, 32 cm, 26 cm
3 Find 3 pencils of different lengths.
Use a ruler to measure each pencil in centimetres.
cm
0 5 10 15
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Term Review
1
Units 1–6
1 Take a large handful of counters. Place them in a pile.
Estimate how many there are. Then count to check.
Write the number as tens and ones.
2 Write the related subtraction facts.
a 7 + 3 = 10 à 10 – = b 8 + 2 = 10 à 10 – =
c 4 + 6 = 10 à 10 – = d 9 + 1 = 10 à 10 – =
3 Do these calculations.
a 19 – 4 = b 14 + 6 =
c 13 + = 17 d 18 – 5 =
4 What are the next 2 shapes in each sequence?
a

b

c

5 Sort the shapes into a table like this.
3 or more corners Not 3 or more corners
a b c d e f
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Term 1 Review

Odd numbers 30 or more
5 10
12 35
50 38
17
7 Write the multiplication to match each array.

a b c
8 Jack has 15 marbles. He gives 5 marbles to each

of his friends. How many friends will get 5 marbles?
9 Match the units of time. 10 Give the digital time
1 year 7 days for the clock.
1 week 24 hours
1 day 60 minutes
1 hour 12 months
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Addition and subtraction facts for 20

Explore Maths words
I will put some more complement
shells in my bucket so inverse
that I have 20 altogether.
How many shells could David
have to start with? How many
more did he collect?
David then puts the same number
of shells back on the beach.
How many does he have left
in his bucket?
Learn
We can use complements of 20 to help us think about the number
of shells David has to start with and how many more he collects.
+ = 20
The number line below shows a possible solution. 15 + 5 = 20
15 shells add 5 shells is 20 shells.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
20 – 5 = 15
We can also see that 20 shells take away 5 shells leaves 15 shells.
Subtraction ‘undoes’ addition so we can use our addition facts
to find out subtraction facts.
We say that addition and subtraction are inverses.
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Practise
1 Write the addition and subtraction fact to match.
a b
+ = + =
14 15 16 17 18 19 20 13 14 15 16 17 18 19 20
– = – =
2 a Complete these bar models to show complements of 20.

20 20 20
10 ? 11 ? 8 ?
b Write matching addition and subtraction sentences for each.
3 Complete these.
a 16 + = 20 20 – 4 =
b 15 + = 20 – 5 = 15
c + 6 = 20 20 – 6 =
Try this
Write 5 pairs of items that will balance the scales.
17 g
1g
3g
20 g
10 g 18 g
2g 16 g
10 g 19 g
4g
Write addition sentences and the matching subtractions.
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Adding and subtracting multiples of 10

Explore
The children are playing with blocks of tens.
Maris adds 2 extra blocks to her pile.
What is the value of her pile
now?
Annay uses a ball to knock
blocks off his pile.
What could the value of his
pile be now?
Maths word
multiples of 10
Learn
We can use addition facts to 10 to help us add multiples of 10.
The total is 10 times as big.
+ = 1 + 9 = 10
+ = 10 + 90 = 100
10 – 9 = 1
100 – 90 = 10
Subtraction is the inverse of addition,
so we can write:
1 + 9 = 10 10 – 9 = 1
10 + 90 = 100 100 – 90 = 10
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Practise
1 Answer these additions and subtractions.
a 80 + 20 = b 100 – 20 = c 80 + 10 =
70 + 30 = 100 – 30 = 90 – 10 =
60 + 40 = 100 – 40 = 90 – 80 =
2 Work out the related facts for each number sentence.
a 40 + 60 = 100 b 30 + 70 = 100 c 20 + 80 = 100
60 + = 100 + 30 = 100 + = 100

100 – 60 = 100 – = 30 100 – =
100 – = 60 – 30 = 70 100 – =

Try this
Jack starts on 40 and adds a multiple of 10.
Viti starts on a number and subtracts a multiple of 10.
My new number is the same
That’s strange.
as your starting number!
How many ways can you make this true?
Let’s talk
10 20 30 40 50 60 70 80 90 100
Use counters on the track to convince a friend each time.
a 30 + 70 = 100 and 100 – 70 = 30 b 60 + 20 = 80 and 80 – 20 = 60
What other addition and subtraction facts can you make?
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Making estimates
Explore
Maths word
Maris and David are making buns. estimate
I need to make 4 buns

I need to make 3 buns for
for Grandpa and 5 buns
Gran and 8 buns for Uncle.
for Auntie. Is there
Is there enough space
enough space in my tin?
in my tin?
What do you think? How can Maris and David check?

Can they use estimates to help them? Talk about it.
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Learn
Maris knows that double 5 is 10. David knows that 3 and 7
How does that help her? are a pair that total 10.
How does that help him?
4 is less than 5, so 4 + 5 must be

less than double 5 (or 5 + 5). 8 is more than 7, so 3 + 8 must
be more than 3 + 7.
Practise
1 Will the answers to these additions be more or less than 10?
Write the number fact you use to help you.
a 6 + 3 b 6 + 5 c 8 + 4 d 2 + 7 e 5 + 5 + 1
2 Write less or more to complete these sentences.
a Double 5 is 10, so 5 + 6 is than 10.
b Double 4 is 8, so 4 + 3 is than 8.
c Double 6 is 12, so 6 + 6 + 1 is than 12.
d Double 10 is 20, so 9 + 8 is than 20.
3 Will the answers to these subtractions be more or less than 10?
Write the number fact you use to help you.
a 9 – 3 b 18 – 10 c 18 – 7 d 12 – 4 e 20 – 11

Look at: 20 – 5 = 15.
Will 20 – 8 be less or
I know that 10 + 5 = 15, so
more than 15? 9 + 6 must be more than 15.
Will 20 – 4 be less or
more than 15?
What do you think about Viti’s
Explain how you know.
estimate? How can you improve it?
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Adding small numbers

Explore Maths word
double
Play a game.
Throw 3 bean bags into
3 numbered buckets.
What different total scores could you get?
How can you show that you have
found all the different total scores?
Learn
You can add numbers in any For example: 3 + 4 + 3 + 6 =

order: 3 + 2 = 2 + 3
First think about an estimate.
When adding sets of numbers, double 3 = 6
look for complements of 10
or doubles. 3 + 4 + 3 + 6 = 16
4 + 6 = 10
Practise
1 Copy the numbers and add them. Write the answers.
a 3 + 2 + 8 + 3 = b 4 + 3 + 7 + 4 =
4+2+8+4= 5+3+7+5=
5+2+8+5= 6+3+7+6=
6+2+8+6= 7+3+7+7=
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2 The children are playing a game. They try to knock over as
many skittles as they can. Who has the highest score?
Name Throw Total
1st 2nd 3rd 4th score
David 4 2 6 2
Viti 6 6 3 7
Jack 3 3 1 9
Maris 2 8 4 4
3 Zara is playing a game.
She throws 3 balls at the target.
What can her total score be?
Try to make an estimate first.
Will the score be more than 15?
Write some possible numbers of throws.
Jack catches 3 fish

with these numbers:
3 7 2
2
5
9
6 8 1 I know that we can
What is his total? 10 4
add numbers in any
Viti also catches 3 fish. order. I don’t think
Two of her numbers are 1 and 8 . we can subtract
numbers in any order.
a What can the number on Viti’s
third fish be? How can you
b Write all the possible totals that convince Maris that
Viti can make. she is correct?
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Adding two-digit and one-digit numbers

Explore
The children spin
a 1 to 6 spinner.
Annay moves his

counter on 3 spaces.
What number is his
counter on now?
Zara spins the spinner and moves on this number of spaces.
What number can her counter be on now?
Learn
32 + 4 = 36 Remember that you can do addition in any order.
You can count on from the larger number on a number line.
Count on 4.
30 31 32 33 34 35 36 37 38 39 40
You can also use addition facts to help you.

2 + 4 = 6, so 32 + 4 = 36
+ =
Maths word
addition 32 4 36
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Practise
1 Copy the calculations. Write the answers.
a 22 + 3 = b 33 + 2 = c 40 + 5 =
23 + 3 = 33 + 4 = 41 + 5 =
24 + 3 = 33 + 6 = 42 + 6 =
34 + 3 = 43 + 6 = 42 + 7 =
2 Write the number sentence and the answer.
a b
24 25 26 27 28 29 23 24 25 26 27 28 29
3 Write the number a b

sentence and
the answer.
+ +
Try this
Annay writes a number. He adds 5. His new number is 29.
What number did he write? Make up your own problem like this.
Let’s talk
Jack says that 23 + 6 = 29

How many other additions can you make to give the answer 29?
Use a two-digit number and a one-digit
+ = 29
number each time.
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Subtracting a one-digit number from

a two-digit number
Explore Maths word
subtraction
What can you see

in the picture?
How many cars are
in the car park?
How many cars can
drive away so there
are more than 20
cars left?
Give as many
answers as you can.
Learn
27 – 3 = 24 Always do subtraction in the order it appears.
You can count back from the first number on a number line.
Count back 3.
20 21 22 23 24 25 26 27 28 29 30
You can also use subtraction

facts to help you.
7 – 3 = 4, so 27 – 3 = 24 27 – 3 = 24
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Practise
1 Copy the calculations. Write the answers.
a 29 – 4 = b 38 – 7 = c 49 – 5 =
28 – 4 = 38 – 6 = 47 – 5 =
27 – 4 = 38 – 5 = 48 – 6 =
37 – 4 = 38 – 4 = 48 – 8 =
2 Write the number sentence and the answer.
a
31 32 33 34 35 36 37 38
b
41 42 43 44 45 46 47 48
3 Write the number a b

sentence and
the answer.
Try this
Viti writes a number. She subtracts a number less than 10.
What number could she have written? My answer is 22!
Let’s talk
18 – 5 = 13
Talk about any patterns you notice.
How can you use the patterns to find the answer 28 – 5 = 23
to 48 – 5? Can you continue the pattern? 38 – 5 = 33
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Quiz
1 Complete these calculations.

a 10 + 10 = à 20 – 10 =
b 12 + = 20 à 20 – 8 =
c + 5 = 20 à 20 – 5 =
d 17 + = 20 à 20 – = 17
2 Use 4 of these numbers once to make each number

sentence correct.
80 40 10 50 30

a 60 – 50 = b 20 + = 100

c 90 – = 50 d 50 + = 80

3 100 passengers board an aeroplane. 30 are carrying a suitcase.
How many passengers are not carrying a suitcase?
4 Complete these additions and subtractions.
a 39 – 4 = b 31 + 6 =
c 42 + = 45 d 49 – = 47
5 There are 45 pens in a box. Zara takes 4.
How many are left?
6 A T-shirt costs $22. A game costs $6 more.
How much is the game?
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8 Money
Understanding coins and notes

Explore
Maths words
coin
note
cent
dollar
I have been
saving up for …
What coins and notes can you see?

Which is worth more: 1 cent or 1 dollar?
Do you ever save or spend money?
What would you like to save for?
Why do some people give money away?
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Unit 8 Money
Learn
We can use addition facts to 10 to help add multiples of 10.
The total is 10 times as big.
I wonder how many

1c coins this is worth?
Practise
1 Sort these coins in order from least value to greatest value.
2 Which has the least value?
I am thinking of a coin or Has one of these machines broken?

note. It is worth more than Discuss with a partner.
10 cents, but less than $10.
What could it be?
COIN CHANGER COIN CHANGER
Find all the

possible answers.
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Unit 8 Money
Working out the total amount

Explore
Maths words
The children are at the market! total
amount
What questions
could you ask these
children at the
market?
Learn
Annay has these coins. That is 11c in total.
0 1 2 3 4 5 6 7 8 9 10 11 12
Jack has these coins.

How much is the total amount?
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Unit 8 Money
Practise
1 Work out the total for each bar model.
a b c
d e
2 Work out the total amounts of money.

a b
c d
3 Work out how much money is in each bowl.
Sort the total amounts in order.
a b c d e
4 Work out the mystery coins.

a b
50 cents 75 cents
? ?
Try this
Use coins or toy coins. Choose 5 coins at random.
Challenge your partner to work out the total amount.
Then try it with 6 coins at a time.
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Unit 8 Money
Making amounts
Explore
Annay and Maris are shopping. They have notes to spend!
What would you buy? What notes would you have to use?
What could the children buy?
Learn
Which coins could make exactly 35c?
What notes could you use to buy the bear?
35c
$14
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Unit 8 Money
Practise
1 Draw coins or notes to make each of these amounts. $18
a 11c b 19c c 21c d$16
26c
e 50c f $30 g $21 h $49
$18
2 Choose 2 items to buy. $16 $18
$1
4 $16 $15 $18
$18 $16
$1
$15 $17
4
$16
$1
$15
4
$1
$1$15
7
4
$15 $
17 would use.
a Work out the total cost. Show the notes you
b Choose 3 items to buy. Work out the notes you would $17
use to make
$1the exact amount.
7
Price list:
3 Zara buys 3 items from the price list. pen 20c
She pays using these coins. pencil 15c
ruler 25c
eraser 10c
notepad 30c
Which 3 items did Zara buy?

Zara invents her own money
for a game. She only uses 2c, Set up your own shop
5c and 30c coins. with price labels.
What different amounts can Role-play shopping for the
she make? different items.
Are there any amounts that Make your own coins and
she cannot make? notes of different values.
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Unit 8 Money
Quiz
1 Look at this selection of coins and notes.

a Sort them from smallest to largest value.
b Sort the money from largest to smallest.
2 How much money is there each time?

a b
3 Draw 2 different ways to make 26c from these coins.
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Number patterns and
9 place value
Tens and ones

Explore
Maths words
How many tens tens
can you see? ones
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Unit 9 Number patterns and place value
Learn
16 is 1 full ten and 6 ones.
The 1 stands for 1 ten. The 6 stands for 6 ones.
26 is 2 full tens and 6 ones.
What do the 3 and the 6 stand for in 36?
How would you write a number with 6 full tens and 2 ones?
I can use rods and

cubes to show
tens and ones.
Practise
1 Write these numbers as tens and ones.
a b c d
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2 Write these numbers as tens and ones.
a b c d
3 Write these as numbers.

a 2 tens and 3 ones b 4 tens and 9 ones
c 9 tens and 1 one d 8 tens and 0 ones
4 Represent (show) the number 32 in as many ways as you can.
Use equipment, drawings, numbers and words.

Write the different numbers
that David and Maris might Write each number as tens
have. and ones.
ten twenty thirty

My number
has 6 tens. forty fifty sixty
seventy eighty ninety

My number
has 6 ones. What does the 0 stand for
in each number?
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Counting in tens and ones

Explore
Let’s look for tens!
One
Thirty Eighty hundred
Ten Fifty
Twenty Sixty Seventy
Forty Ninety
60 70 80 90 100
10 20 30 40 50
First count aloud in tens!
Then use counting

equipment to make
each number.
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Learn
Look at this counting pattern. How would it continue?
I wonder why 10
more is always
3 13 23 33 underneath?
Practise counting on and back in tens in this pattern.

Make the numbers using counting equipment.
Practise
1 Make each pattern and write the next numbers.
a
4, 14, 24, 34,
, , ,
, ,
b
6, 16, 26, 36,
, , ,
, ,
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2 Use a 100 grid. Then answer the questions below.
a Choose any starting number in

the top row. Count on in tens.
Write the counting pattern you used.
b Choose any number in the bottom row.
Count back in tens. Write the counting
pattern you used.
3 Copy each number track and fill in the missing numbers.

a 7 17 37 67
b 31 61 81
c 88 58 28
d 100 60 10
3535
Try this
Some of this number is hidden.
Write all the numbers it could be.
There
There
areare
3 tens
3 tens
andand
5 ones.
5 ones.
Let’s talk I can count back
from 25, but what do
What would you say to explain how to I do when I reach 21?
count on and back in 1s from any number?
21 22 23 24 25 26 27 28 29 30
I can count on in ones from
25, but what do I do after 30?
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Counting in fives
Explore
Maths word
Let’s count in fives! fives
How many fingers in each row?

How many fingers in total?
Estimate. Then count to check.
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Learn
The number track shows the counting pattern in fives.
5 10 15 20 25 30 35 40 45 50
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Use your skills of
21 22 23 24 25 26 27 28 29 30
conjecturing and
31 32 33 34 35 36 37 38 39 40 characterising.
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Find the fives counting pattern on the 100 grid.
What do you notice? Now start on 1. Count in fives.
Look at the pattern on the 100 grid.
Practise
1 Count forwards and backwards in fives.
Point to each number as you count.
5
10 15 20 25
30 35 40 45
50
55
60 65 70 75
80 85 90 95
100
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2 Continue these counting patterns.
a 2, 7, 12, 17, , , , , , , ,
b 3, 8, 13, , , , , , , , ,
c 4, 9, 14, , , , , , , , ,
3 Zara starts on 99. She counts down in fives.
Which of these numbers will she say?
98 50 44 95 89 59 34 84 75 4 5 10 19
Try this
A bee has 5 eyes.
Count how many
bees you see.
How many eyes
do all the bees
you counted have?
A group of bees fly away.

When you count the eyes of those left in the hive, there are fewer
than 20. How many bees could there be in the hive?
Let’s talk
Spread out a large number of counters or cubes.

Sort them into piles of 5 to make counting them easier.
Try this with different numbers of objects.
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Counting in twos
Explore
Maths words
Discuss different ways to count the penguins. twos even odd
How can you make sure that you are correct?
Learn
Count the pile of counters in twos. How many in total?
We can sort the counters into pairs. Count them in twos.

How many in total?
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Learn (continued)
The numbers in the circles are even numbers.
What do we call the numbers We call them

in between the even numbers? odd numbers.
Practise
1 a Count forward in twos on these rows of a 100 grid.
b Count back in twos from 40. Can you predict the numbers
you will say? What if you count back from 39?
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
2 a Write all the even numbers between 30 and 50.
b Write all the odd numbers between 30 and 50.
3 Take 24 counters. Share them into 2 equal groups.
Now try to share 27 counters into 2 equal groups.
What do you notice?
Try this
Predict which numbers can be shared equally between 2 groups.
Then predict which numbers leave 1 left over.
Can you explain what you find out?
31 32 33 34 35 36 37
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Quiz
Use this picture to help you answer the questions below.
1 Choose 2 players. Write each number as tens and ones

in tables like this.
a 10s 1s b 10s 1s
2 Estimate how many players are on the field.

3 Count the players in ones.
4 a Draw 25 footballs. b Count them in fives.
5 Count the players’ kit bags in twos.
6 Write 3 even and 3 odd numbers that you see in the picture.
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Time
Explore Maths words
Look at all these clocks! hour
minute
seconds
01:05
03:35
Can you read the time on each clock?

What different types of clocks can you see?
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Learn
0
55 5 minute hand
50 10
hour hand
45 15
40 20
35 25
30
What time is it? What are the numbers on the outside of the clock?
The time on an analogue clock The time on a digital clock
The hour hand is

pointing to the 10. hour minutes
The minute hand
It is 20 past 10. It is 20 past 10.
The hour hand is

pointing past the 4.
The minute hand
is pointing at the 3.
It is 15 minutes past 4. It is four fifteen.
The hour hand is

pointing between
the 4 and 5
The minute hand
It is 4:40 or 40 minutes
It is four forty. past 4.
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Practise
1 2 3 4
a b c d e f g h
5 6 7 8
2 Write each time as it would be on digital clocks like this.

a b
twenty past four quarter past six

c d
three o’clock half-past eight

How many seconds
can you go without Is there a clock in the
blinking? classroom? What time is it now?
Work with a partner What time do you have lunch?
to time each other. What time do you finish school?
What is your favourite time of
the day? Explain why.
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Length
Explore
Maths words
centimetres
metres
difference
Which items would you measure in centimetres?

Which items would you measure in metres?
Which measuring tools are best for each measuring task?
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Learn
We can use a ruler to measure an item in centimetres.
The carrot is 12 cm.

Use a ruler to draw the line.
How to draw a line that is 8 cm long

1 Put the ruler flat on the paper and hold
it still.
2 Put your pencil on 0 cm and make a dot.
3 Put your pencil on 8 cm and make a dot.
4 Join the 2 dots, drawing along the ruler.
We can add lengths together.
0 1 2 30 1 2 3 4 5
0 1 2 3 4 5 6 7 8 3 cm + 5 cm = 8 cm

We can find the difference between 2 lengths.
0 1 2 3 4
6 cm – 4 cm = 2 cm

0 1 2 3 4 5 6 The difference is 2 cm.
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Practise
1 How long is the brinjal, the sweet potato and the carrot in
centimetres?
a b
2 How tall is each flower in centimetres?

a b c
3 Draw a line for each length.

a 3 cm b 6 cm c 9 cm
d 12 cm e 10 cm f 7 cm
a 7 cm + 3 cm = b 5 cm + 9 cm =

c 14 cm + 2 cm = d 18 cm + 4 cm =

e 5 cm + 7 cm = f 9 cm + 3 cm =

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5 Find the difference between each pair of straws.
a 8 cm – 2 cm = cm
b 7 cm – 3 cm = cm
c 3 cm – 1 cm = cm
Try this
In April the flower was 12 cm tall.
In May the flower was 20 cm tall.
How much had the plant grown?
Viti is 133 cm tall.

Zara is 125 cm tall.
How much taller is Viti than Zara?
Let’s talk
How many items can you find in the

classroom that are: How could you
l taller or longer than 10 centimetres record this?
l shorter than 10 centimetres?
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Mass
Maths words
Explore mass
Nuts for sale! gram (g)
kilogram (kg)
heaviest
lightest
  12  
Viti has __
a kilogram.
Viti has 500 g.
Viti has 5 kg.
Who is correct? Explain why.

How much will Viti’s nuts cost?
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Learn
We measure the mass of an object in grams (g) and in kilograms (kg).
We can use a scale to measure how heavy an object is.
0
Look at the scale on the right. 90 10
80 20
What is the mass of the parcel? 70 grams 30
The red arrow points to 80 g. 60
50
40
The parcel weighs 80 g.
We can use signs to compare mass:

< is less than > is greater than
50 g > 2 g 100 g > 10 g 4 g < 25 g 3 g < 60 g
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Practise
1 Write the mass of each parcel.
a b
0 0
90 10 90 10
80 20 80 20
70 grams 30 70 grams 30
60 40 60 40
50 50
2 Use weighing scales to find the mass of 5 objects.

Record your results in a table like this.
Remember to estimate the mass first.
Object I estimated … Mass 175
0 25
g
150 50
100 g 90 g 125
100
75
3 Annay has weighed these objects.

glue
10 g 200 g 300 g 75 g 50 g
a Which object has the heaviest mass?

b Which object has the lightest mass?
c Write the objects in order from lightest to heaviest.
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4 Copy these statements.
Complete them by filling in either < or >.
a 10 g 11 g b 20 g 25 g c 90 g 90 kg
d 20 kg 20 g e 10 kg 9 kg f 20 g 15 kg

5 Use the <, > or = signs to write a statement for each pair.
a b
50 kg 100 kg 50 kg 50 kg
Try this
50 kg 40 kg
The children picked and
then weighed tomatoes.
Viti’s tomato weighed 65 g.
Let’s talk Zara’s tomato weighed
10 g less than Viti’s.
Would you measure these Jack’s tomato weighed
in grams or kilograms: 20 g more than Zara’s.
l feather l pencil l Zara
How much did Jack’s
l large sack of potatoes?
tomato weigh?
Think of 5 other items that
you would weigh in:
l grams
l kilograms.
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Quiz
1 Match each analogue clock to the digital clock.
2 Use a ruler to a b c
measure the
length of each
pencil.
3 Write the mass of the parcel.
0
90 10
80 20
70 grams 30
60 40
50
4 Put the objects in order from lightest to heaviest.

a b c d e
350 g 240 g
10 g
75 g 500 g
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Shapes, direction
11 and movement
Symmetry
Explore
Maths words
What a beautiful butterfly! line of symmetry
symmetrical
What shapes
can you see?
Learn
Lines of symmetry are all around us.
Symmetrical means that something
is the same on two or more sides.
A line of symmetry shows that the
shape or picture is symmetrical.
It is the same on both sides when
you fold it in half down the line
of symmetry.
line of symmetry
line of symmetry line of symmetry
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Practise
1 Copy each shape. Then draw a line of symmetry.
a b c d
2 Copy the table. Draw 4 shapes under each heading.

Shapes with lines Shapes with no lines
of symmetry of symmetry
3 Make a symmetrical pattern.

4 Which lines of symmetry are correct? Write the letters.
a b c d
5 On which shapes can you draw a line of symmetry?

Complete a table like this.
Shape ✗ or ✓ Shape ✗ or ✓
a b
c d
e f
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6 Part of each shape is missing. The dotted line is a line of
symmetry. Copy each shape and complete it.
a b c
7 Part of the picture is missing.

The dotted line is a line of symmetry.
Copy the picture and complete it.
Try this
Look at the symmetrical shape.
Use 10 cubes to make your own
symmetrical shape.
Draw a picture of it.
Let’s talk
All rectangles have a line of symmetry.
Is Viti correct?
Explain your answer.
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Position and movement

Explore
Where is
the parrot?
Maths words
turn
clockwise
anticlockwise
whole turn
half turn
quarter turn
Learn
A turn changes
the direction you
are facing.
Your position
stays the same.
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Learn (continued)
You can turn in different ways.
You can turn clockwise and anticlockwise.
Clockwise Anticlockwise
You can turn in different amounts.

You can do a whole turn, a half turn or a quarter turn.
Whole turn Half turn Quarter turn
A right angle is the same as a quarter turn.

A quarter
turn, clockwise
You can turn shapes and objects.

You can find right angles in many places.
90°
90°
90°
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Learn (continued)
Annay turns a square through a whole turn.
The square looks the same 4 times.

Try turning a rectangle through a whole turn.
How many times does it look the same?
Practise
1 Look at the shape.
Annay turns the shape a quarter turn.
Did he turn it clockwise or anticlockwise?
a b
Think of the hands of
a clock. They move in
a clockwise direction.
2 Look at the shape.

Viti turns it clockwise. a b
Did she turn it a half turn
or a quarter turn?
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3 Look at the shape: The teacher turns the shape:
He turned it a He turned it
quarter of a turn. half of a turn.
Who is correct?
4 How many times does the shape look the same through a
whole turn of the shape?
a b c d
rectangle pentagon equilateral cross

triangle shape
Try this
Which shapes have right angles? How do you know?
a b c d
Let’s talk
How many right angles can you find around the classroom?
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Quiz
1 Copy each shape and draw a line of symmetry.

a b c
d e f
2 Draw the bee after each turn.

a A quarter turn clockwise
b A half turn anticlockwise
3 Which of these shapes have right angles?

a b c
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12 Fractions
Equal parts
Explore
Maths words
Folding is fun! half fraction
halve quarter
equal
Fold a square of paper in half. Then fold it in half again.

We can say that we halve the paper and then halve it again.
What will you see when you unfold the paper?
Try this with different shapes and sizes of paper.
Learn
Two of these 3 shapes are Two of these shapes are
divided into equal parts. broken up into 4 equal parts.
The equal parts are fractions Each part is a quarter.
of the whole shape.
One shape is not divided One of the shapes is divided

into equal fractions. into 4 parts, but they are not
Can you see why? equal. Can you see why?
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Unit 12 Fractions
Practise
1 Copy each shape and show one way to break up each shape
into quarters.
a b c d
2 a None of these shapes is broken up into quarters.

Copy the table and sort the shapes.
Not 4 parts Not equal parts
b Explain why we can say:

This shape is not divided into quarters.
3 Use 3 or more different lengths of string.
Fold them in half, then in half again. Compare each quarter of
the lengths of string. What do you notice? Explain what you see.
Try this
How many ways can you fold a square
of paper into 4 equal parts?
Experiment with different ways of folding.
Can you make these shapes?
Let’s talk
Use tape, chalk or ropes to divide these school spaces into quarters:
l the school hall l your desk l the playground.
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Unit 12 Fractions
Fractions of a group
Explore
The teams are

ready to play!
Learn
You can find fractions of a group. Find a quarter of 8.
Find half of 8 marbles.
So a quarter of 8 is .
Half of 8 is 4.
1
  12   of 8 is 4.
__  __
4 of 8 is .
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Unit 12 Fractions
Practise
1 Use cubes or counters to find these.
Draw your fractions to show the whole and the parts.
1 1
a  __
2   of 6 counters b  __
2   of 12 counters
1 1
c  __
4 of 20 counters d  __
4 of 16 counters
2 Write a fraction statement for each picture.
a b c
I have found a quarter

because there are 4 cakes
Do you agree with Zara?
on each plate. A quarter
Explain why this is wrong.
of 12 cakes must be 4.

Which sets of books can we
share into equal quarters? Work out these pairs of fractions
using counters or cubes.
What do you notice?
1
__
2   of 12 is  14 of 20 is
__
  14 of 12 is
__   12   of 40 is
__
What do you notice?   12   of 20 is

__   41 of 40 is
__
Can you continue the pattern?
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Unit 12 Fractions
Quiz
1 Draw a picture of a shape broken up into quarters.

2 Draw a picture of a shape not broken up into quarters.
3 Explain why one shape shows quarters and the other
does not.
4 Find a quarter of all the fish in the picture.
Use cubes or counters to show how to solve this.
5 Choose a group of counters. Show whether you can break up

the group into halves or quarters.
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Term Review
2
Units 7–12
1 Choose pairs of numbers that total 20.
5 14 0 2 15 20 6 18
2 Find the totals. Think about the numbers you will add
together first.
a 3 + 4 + 7 = b 6 + 5 + 5 =
c 1 + 9 + 4 + 3 = d 3 + 1 + 8 + 2 =
3 Draw 2 different ways to make each amount.
a 15c b 40c c $35
4 Ask up to 10 children to stand in a line.
Then ask them to wave gently with both hands.
Count all the fingers in 5s.
Now count in 10s.
Is there an odd number or an even number of fingers?
5 How long is the pencil in centimetres?
cm

6 Draw a line for each length.
a 4 cm long b 8 cm long
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Term 2 Review
7 Jack’s sunflower is 35 cm tall.

Annay’s sunflower is 33 cm tall.
a b
33 cm 35 cm
How much taller is Jack’s sunflower?

8 This picture is symmetrical. Copy the picture and complete it.
9 Collect 20 counters.
Sort them into equal halves. Then sort them into equal quarters.
What is half of 20?

What is a quarter of 20?

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Statistical methods
13 and chance
Pictograms and block graphs
Explore
Maths words
Look at all the different fish! tally chart
How many blue fish? How many spotted fish? pictogram
How many orange fish? How many blue, spotted block graph
and orange fish altogether? common
How many more orange fish than blue fish? category
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Learn
We can make a tally chart. We can make a pictogram.
Fish Tally Number of fish
llll llll llll
Pink fish llll llll llll Pink fish
llll llll llll

Blue fish llll llll llll llll
ll
Spotted fish
Blue fish
llll
Striped fish
Spotted fish
lll
Yellow fish Striped fish
Yellow fish
l
Stingray Stingray
We can make a block graph.

Pink fish
Blue fish
Spotted fish
Striped fish
Yellow fish
Stingray
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
How many pink fish did the diver see?

How many yellow fish did the diver see?
Which was the most common fish?
Which was the least common fish?
How many fish did the diver see altogether?
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Practise
1 This graph shows children’s favourite sports.
y Block graph to show children’s favourite sports
12
10
8
Number of children
0 x
Tennis Football Cricket Cycling Archery
Favourite sports
a Which is the most popular sport?

b Which is the least popular sport?
c How many children like cycling?
d How many more children like football than cycling?
e How many more children like cricket than archery?
f How many children answered the questions altogether?
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2 The table shows the number of T-shirts sold.
Complete a table like this.
Then answer the questions.
Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Tally ll
T-shirts
2 8 3 5 4 10 0
sold
a How many T-shirts were sold on Friday?
b On which day were the most T-shirts sold?
c On which day were the least T-shirts sold?
d How many T-shirts were sold on Saturday and Thursday?
e How many T-shirts were sold in total?
f Why do you think no T-shirts were sold on Sunday?
g Draw a pictogram to show the data in the table.
Try this
Ask your friends what their favourite type I like reading
of book is. Then create a block graph. animal stories.
How will you collect the data?
What categories or types of
books will you choose?
Let’s talk
What do you think would happen if you did not pick categories
before collecting data? Why is it important to pick categories
before asking a question about collecting data?
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Venn diagrams and Carroll diagrams

Explore Maths words
Venn diagram
How many different ways could you sort Carroll diagram
these animals?
Which animals Which animals

live in water? have legs?
Learn
We use Venn diagrams and Carroll diagrams for sorting
objects and numbers.
Which shapes are circles? Which shapes are blue?
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Learn (continued)
Blue Circle
The shapes have been sorted
in a Venn diagram.
The shapes have been sorted

in a Carroll diagram.
Blue Not blue
Circle
Not a circle
Practise
1 Complete a Carroll diagram like this.
Red Not red
4 or more corners
Not 4 or more
corners
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2 a Copy the Venn diagram.
Even number 6 or bigger
b Spin a spinner twice to get 2 numbers. Add the numbers.

c Write the number on the Venn diagram.
d Repeat to fill the diagram with more numbers.
Try this
Choose a two-digit number.
Write your number on a blank Venn diagram. Repeat.
Can your partner guess what your rules are?
Let’s talk
Talk to your partner. How could you sort the animals?

What headings would you use in the Carroll diagram?
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Chance
Explore
Maths words
Let’s play marbles! likely
will not happen
will happen
might happen
chance
Use your conjecturing skills to answer these questions.

Do you think Zara will pick a blue marble from the bag next?
Do you think Viti will pick a red marble from the bag next?
Who do you think will win?
Play a game of marbles with a friend.
Learn
There are 4 red marbles and 4 green marbles in the bag.
Annay picks a marble from the bag without looking.
How likely is he to pick a red marble? It might happen.
How likely is he to pick a marble? It will happen.
How likely is he to pick a white marble? It will not happen.
What chance does Annay have of picking a green marble?
There are 4 green marbles and 8 in total, so he has
4 out of 8 chances of picking a green marble.
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Practise
1 David picks a counter from the bag. Use these words.
It will not happen It might happen It will happen
a How likely is it that he will pick an orange counter?
b How likely is it that he will pick a blue counter?
c How likely is it that he will pick a white counter?
d How likely is it that he will pick a counter?
2 Look at each set of counters. Is there a pattern?
Describe the pattern in your own words.
a
b
c
Try this
Make sure you put
Put 5 blue and 5 red counters the counter back in
in a bag. Pick 1 but do not look. the bag each time.
What colour could it be? How
likely is it that it will be a blue
counter, a red counter or a
green counter? How likely is How could
it that it will be a counter? you record it?
Pick out 1 counter 10 times.
What chance do you have
of picking a red counter … You could
and a blue counter? keep a tally.
Let’s talk
Use your skills of characterising.

Can you think of some things that will happen today,
that might happen today and that will not happen today?
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Quiz
1 Use this block graph to answer the questions.

y Flowers sold a How many red flowers were sold?
13
12 b Which was the most popular colour?
11
c Which was the least popular colour?
Number of flowers
10
9
8
7
d How many orange and white
6 flowers were sold?
5
4 e How many more orange flowers
3
2 were sold than purple flowers?
1
0 x f How many flowers were sold
Red Purple Yellow White Orange
Colour of flowers
altogether?
2 Complete a Carroll diagram like this.

4 sides or more Not 4 sides or more
Blue shapes
Not blue shapes
3 Annay spins a 1 to 6 spinner.

Answer each question with a statement.

How likely is it that he will spin:
a a number?
b the number 4?
c the number 20?
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Number patterns and
14 place value
Patterns and ordinals

Explore
Maths words
pattern
first, second,
third, …
7 8 9 10
11 12 13 14 15 16 17 18 19 20 Viti makes a pattern.
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 She continues like this.
41 42 43 44 45 46 47 48 49 50 What shape will cover 99?
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 What about the number 100?
71 72 73 74 75 76 77 78 79 80 How do you know?
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Learn
Point to the people in the picture and say the position words:
First, Second, Third, Fourth, Fifth, Sixth,
Seventh, Eighth, Ninth,
Tenth, Eleventh …
1st, 2nd, 3rd, 4th, 5th,
6th, 7th, 8th, 9th,
10th, 11th …
Practise saying these

position numbers:
21st, 22nd, 23rd, 24th, 25th, 26th, 27th, 28th, 29th, 30th, ….
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Practise
1 Point to each place on the track.
Say: 1st, 2nd, 3rd, …
2 What shape is:
a 5th
b 14th
c 19th
d twelfth
e twenty-first?
3 a In what position are
Annay, Viti and Jack
standing?
Annay is in position.
Viti is in position.
Jack is in position.
b What shapes are they covering?
4 Later, Jack stands on the 45th square.
Viti stands on the 50th square.
What shapes are they covering?
Try this
You will need a blank 100 grid.
Create your own repeating pattern of shapes on it.
What would be in 25th, 75th and 99th position on your square?
Invent your own patterns to challenge a partner.
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Tens and ones

Explore
Maths words
What is the same? decompose
What is different? compose
Learn
We can decompose 24 into We can compose 3 tens and
2 tens and 4 ones. 2 ones to make 32.
24 32
20 4 30 2
This is 20 and 4. 30 and 2 make 32.
20 + 4 = 24 30 + 2 = 32
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Practise
1 Decompose each number into tens and ones.
a 17 b 23
? ? ? ?
c 42 d 74
? ? ? ?
2 Compose these parts to make wholes.

a ? b ?
50 6 60 7
c ? d ?
90 9 40 8
a 20 + 5 = b 30 + 5 =
c 40 + 5 = d = 50 + 4
e = 40 + 5 f 44 = 40 +
g 90 + = 94 h + 4 = 84
i 4 + = 74 j 44 = 4 +
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Try this
The number 31 has been regrouped in different ways.
See how many different ways you can find to regroup

these numbers.
32
41 70
Let’s talk
No. I think it means

I think this shows 300. 30 + 0, which is 30.
?
30 0
Do you agree with David or Viti? Discuss this with a partner.
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Comparing and ordering numbers

Explore
What do you notice about the order of the
shirts on the washing line?
Maths words
order
What shirt number could be on the ground? compare
Learn
Choose a number line that will help you 24 is less than 28.
to put each set of numbers in order. 28 is greater than 24.
Set A Set B
35 32 40 39 24 9 70
Compare the number lines before choosing.
What is similar? What is different?
20 30
30 40
0 10 20 30 40 50 60 70 80 90 100
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Practise
1 Put the shirts
in order.
2 Put each set of numbers in order from smallest to largest.
0 10 20 30 40 50 60 70 80 90 100
a 25, 14 b 26, 62, 4 c 72, 27, 5, 18
d 16, 61, 11, 39, 35 e 34, 12, 38, 26, 62 f 33, 37, 13, 63, 36
3 The table shows each child’s time of running a race.
Child Time a Who was first?
Zara 76 seconds b Who was second?
David 71 seconds c Who was third?
Viti 85 seconds d Zara finished between David and
Annay 83 seconds Annay. What was her time?
Jack 67 seconds
Let’s talk
19 28 37 46 55

Use the number cards above to complete these sentences.
is less than . is greater than .

How many more number sentences can you make?
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Round to the nearest 10

Explore
How far can they throw?
I got just 10 m 20 m 30 m 40 m

over 20 m.
I threw halfway between

30 m and 40 m. Maths word
round
Learn
24 rounds to 20
Look at the number 24. It is between 20 and 30. because it is nearer
Is it nearer 20 or 30? 20 than 30.
20 30
Who do you agree with?
24 rounds to 30 29 is so close to 30
because it is above 20. that it must round up.
25 is exactly halfway
so we can’t decide.
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Practise
1 Round each number to the nearest 10. Use the number track.
10 20 30 40 50 60 70 80 90 100
a 23 b 57 c 73
d 41 e 98 f 66
g 82 h 25 i 54
j 94 k 36 l 87
2 The arrows are pointing to different numbers.

Write each number and round to the nearest 10.
a A B C b A B C
30 40 60 70
35
3 Round each number to38the nearest 10.
a 10s
30
1s 40 b 10s 1s
9 6 3 4
c d
70 5
40 50
Try this My number is even.

Find all the possible answers. It rounds to 70.
My number has 2 My number has 5

tens and some ones. My number is odd. as one of the digits.
It rounds to 30. It rounds up to 40. It rounds to 50.
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Let’s talk
Use your critiquing skills. Talk to a partner about the diagram.

How does it help to explain how to round numbers?
30 31 32 33 34 35 36 37 38 39 40
multiple of 10 multiple of 10
Quiz
1 Look at a 100 grid to answer these questions.

a What is the 2nd even number?
b What is the 21st odd number?
2 Decompose each number into tens and ones.
a 41 b 57 c 80
3 a Use 0 to 9 digit cards to make
0 1 2 3
5 numbers between 10 and 100.
b Put your numbers in order. 4 5 6
7
8 9
4 Each number rounds to 50.
What are the missing parts?
a b c
? ? ?
50 ? 40 ? ? 9
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Using mental strategies to add and subtract

Explore Maths words
calculation doubles
The children are talking about different difference
ways to solve calculations.
We can use
pairs that total We can also use what
10 to help. we know about doubles.
We can count on to And we can

find the difference. count in tens!
Which calculation is each child talking about?

Can they use their ideas for more than one calculation?
Talk about other calculations you can solve in this way.
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Learn
We can use different mental strategies to help us add and subtract.
Counting in tens helps us to add or subtract a number of tens.
56 + 20 = 76
+ 10 + 10
+ 56 66 76
50 55 60 65 70 75
56 – 10 = 46
– 10
46 56
40 45 50 55 60
We can use doubles to help us find near doubles.
4 + 3 = double 3 + 1
1 3 3
Practise
1 Write the missing numbers.
a 36 – = 26 b 36 + = 46

36 – = 16 36 + = 56

36 – =6 36 + = 66

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c 45 – = 35 d 45 + = 55

45 – = 25 45 + = 65

45 – = 15 45 + = 75

2 Use doubles to help you calculate these.
a 3 + 3 + 5 = b 5 + 6 =

c 6+6+5+5= d 8 + 9 =

3 Make a ten each time to help you calculate.
a 7 + 6 + 3 + 2 b 1 + 8 + 9
c 5 + 4 + 10 + 5 d 8 + 9 + 1 + 2
4 Count up from the smaller number each time to find
the difference. What do you notice?
a 16 – 14 = b 26 – 24 = c 36 – 34 =

16 – 13 = 26 – 23 = 36 – 33 =

16 – 12 = 26 – 22 = 36 – 32 =

Try this
I cannot see any pairs that total 10.
I will have to use another way to add.
5 + 7 + 2 + 1 4 + 5 + 1 8 + 1 + 6 + 1 3 + 4 + 2 + 3
What do you think? Can you help David to add the numbers?
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Making estimates
Explore Maths words
estimate
It’s market day! The children are making more
estimates to see what they can buy. less
I have 75 cents
to spend.
I have 50 cents
to spend.
I have 99 cents
to spend.
Does Zara have enough to buy 1 apple and 1 lemon?

Which 2 items can Jack buy?
Does Maris have enough money to buy any 2 items?
Learn
Jack wants to buy an orange for 45 cents and a lemon for 24 cents.
Jack estimates: 45 rounds up to 50; 24 rounds down to 20.
His estimate is: 50 + 20 = 70.
Will the actual total be more or less than 70 cents? 45 + 24 =

Work out the answer and check against Jack’s estimate.
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Practise
1 A banana costs 52 cents. Estimate the total cost for:
a 1 apple and 1 banana b 1 orange and 1 banana
c 1 banana and 1 lime d 2 bananas
2 Make an estimate each time.
a 32 + 51 = b 68 – 42 =
c 23 + 76 = d 94 – 52 =
e Now calculate and check the answer against your estimate.
Try this
Use estimates to sort these subtractions by their answers:
Less than 30 Between 30 and 60 More than 60
76 – 32 98 – 77 43 – 22 62 – 9 38 – 19 84 – 19
Will the actual answer be more or less each time?
Make up another subtraction for each group.
Let’s talk
Zara is finding answers to some additions.

48 + 36 = 37 + 34 = 41 + 38 =

She uses rounding to make estimates first.
Her estimate is 70 because 40 + 30 = 70
Which of the 3 additions match her estimate?
Now make estimates for her other additions.
Talk about the methods you use.
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Adding pairs of two-digit numbers

Explore
Maths word
The children are playing a game. decompose
5 6 7 8 9 10 11 12 13
3 4 14
1 2
0
16
17
22 23 24 25 26 18 19 20
27
28
37 38 39 40 41 42
29
30 31 34 35 3 6
32 33
43
44
45 4
6 47
49 48
50
Help Viti to move her counter on to match the total of the

3 numbers that she spins.
How much does she add in total?
Now help Jack to move his counter.
How much does he add in total?
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Learn
We can add two-digit numbers in another way.
35 + 24 =

Decompose the numbers into tens and ones.
35
35 24
24
There are
There are3 tens and and
3 tens 5 ones.
5 ones.There areThere
2 tensare
and 2
4 ones.
tens and 4 ones.
Add the tens:

3 tens + 2 tens = 5 tens
30 + 20 = 50
Add the ones:

5 ones and 4 ones = 9 ones
5 + 4 = 9
Add these together:

50 + 9 = 59
The answer is 59.
35 + 24 = 59
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Practise 34
1 Use cubes to help you complete these additions. + 23 is a
different way of
a 25 + 12 = 22 + 15 = writing 34 + 23.
35 + 12 = 32 + 15 =
b 34 34 44 44
+ 23 + 25 + 23 + 25
2 Draw number lines to help you complete these additions.

Look at the example.
+ 10 + 10 +2
35 + 22 = 57
35 57
a 35 + 23 = b 42 + 21 =
c 42 + 23 = d 42 + 25 =
3 The stall holder buys 23 oranges and 45 passion fruits from
the farmer. How many fruits does she have in total?
First make an estimate.

4 5 Look together at the additions

Find at least 3 and your answers for Practise
+ 2 1 other additions question 1b. What patterns do
like this with you notice? Try to continue any
6 6
the answer 66. patterns you find.
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Subtracting two-digit numbers

Explore Maths word
A shop sells these items. subtract
10 cups 10 cups There are more cups than

glasses. How many more?
10 cups 10 cups The shop sells 15 cups. How
many are left on the shelf?
The shop also sells some of
10 glasses 10 glasses
the boxes of glasses and
3 of the single glasses.
10 glasses 10 glasses How many glasses could be
left on the shelf?
Learn
The cubes show The shop sells 15

the total number cups, so we subtract
of cups on the a 10 and 5 ones.
shelf. There are 32 cups left.
We can write 47 – 15 = 32 or 47
– 15
32
We can do the same calculation on the number line.
–5 – 10
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
We count back 10 and then use the subtraction fact 7 – 5 = 2
to take away the ones.
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Practise
1 Use cubes to help you solve these subtractions.
a 45 – 13 = b 58 – 22 = Look for numbers
that are close
45 – 23 = 58 – 32 = together.
Sometimes it is
45 – 33 = 58 – 42 = easier to count on to
find the difference.
45 – 43 = 58 – 52 =
c 57 67 77 87
– 24 – 34 – 44 – 54
2 Complete these subtractions by counting back on the number line.

–2 – 10 – 10
77 – 22 = 55
55 57 67 77
a 87 – 24 = b 97 – 26 = c 65 – 34 =

d 55 – 23 = e 45 – 12 = f 76 – 31 =

3 Complete these. Which method will you use this time?
a 27 – 26 = b 65 – 64 = c 18 – 17 =

27 – 25 = 65 – 63 = 18 – 16 =

27 – 24 = 65 – 62 = 18 – 15 =

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Try this
I am using the number

line to calculate 39 – 16.
–6 – 10
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
I think Annay has made a mistake.
What mistake has Annay made?

Draw a number line to show the correct answer.
Let’s talk
The answer to 56 – 24 is about

30 because 50 – 20 = 30.
The answer is about 40 because 60 – 20 = 40.

The answer is between 30 and 40.
What did the children do to make their estimates?

Can you use the children’s ideas to estimate the answer to 48 – 33?
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Addition and subtraction facts to 100

Explore
It is a busy day in the
city. Many people use
the bus to travel from
place to place.
More than 20 people
get off the bus.
The same number
get on the bus.
How many people could
be on the bus now?
Maths word
Explain your thinking.
inverse
Learn
To start with, there are 36 people on a bus.
Look what happens when 22 people get off the bus.
–2 – 10 – 10
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
We write: 36 – 22 = 14. There are 14 people left on the bus.
The same number of people get on the bus.
We write: 14 + 22 =
+ 10 + 10 +2
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
What is the same and what is different about the 2 number lines?
14 + 22 = 36 is the inverse addition sentence for 36 – 22 = 14.
What is the inverse subtraction sentence for 14 + 22 = 36?
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Practise
1 Write the inverse addition sentence for each subtraction.
a 25 – 13 = 12 b 36 – 16 = 20 c 49 – 27 = 22
d 55 – 24 = e 67 – 36 = f 79 – 48 =
2 True or false?
a 45 + 12 = 57 so 45 – 12 = 57
b 56 + 23 = 79 so 23 – 79 = 56
c 67 + 31 = 98 so 98 – 31 = 67
3 Write a number sentence to match each number story.
a There are 35 people on a bus.
14 more get on. Then 14 get off.
b There are 47 people on a bus.
24 get off. Then 24 more get on.
Try this
Look at these bar models. Find the 2 addition sentences and the
subtractions for each bar model.
75 80 93
50 25 20 60 51 42
Let’s talk
I think you can use an inverse subtraction

sentence to check an addition.
What do you think? Try out some examples.
How can David check a subtraction? Explain your idea.
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Quiz

a 10 + 53 = 20 + 53 = 30 + 53 =
b 84 – 10 = 84 – 20 = 84 – 30 =
c 67 – 63 = 57 – 53 = 47 – 43 =
d 33 + 33 = 33 + 34 = 33 + 32 =
2 Complete these additions. Make an estimate first.

a 43 + 26 = ? c 62
b 55 + 32 = ? + 27
?
3 Complete these subtractions. Make an estimate first.
a 46 – 23 = ? c 67
b 59 – 32 = ? – 25
?
4 Write the inverse subtraction sentences each time.
a 43 + 22 = 65
b 35 + 21 = 56
c 54 + 32 = 86
5 Write the inverse addition sentences each time.
a 46 – 25 = 21
b 75 – 32 = 43
c 68 – 45 = 23
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16 Multiplication and division
Multiplication as doubling
Explore
Monday Tuesday
Wednesday Thursday
Friday Each day, Jack catches twice as

many fish as the day before.
How many fish does he catch
on Thursday and Friday?
Maths word
doubles
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Learn
×2 two lots of
double
twice 2 groups of
Double Counters As an As a As a
addition multiplication division
Double 1 1+1=2 1×2=2 2÷2=1
Double 2 2+2=4 2×2=4 4÷2=2
Double 3 3+3=6 3×2=6 6÷2=3
Double 4 4+4=8 4×2=8 8÷2=4
Double 5 5 + 5 = 10 5 × 2 = 10 10 ÷ 2 = 5
Double 6 6 + 6 = 12 6 × 2 = 12 12 ÷ 2 = 6
Double 7 7 + 7 = 14 7 × 2 = 14 14 ÷ 2 = 7
Double 8 8 + 8 = 16 8 × 2 = 16 16 ÷ 2 = 8
Double 9 9 + 9 = 18 9 × 2 = 18 18 ÷ 2 = 9
Double 10 10 + 10 = 20 10 × 2 = 20 20 ÷ 2 = 10
Try to learn these doubles facts!
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Practise
1 Write the answers to these doubles. See the example.
+ = 2 glasses of juice
a +
+ =
=
+ =
b ++ =+= =
c ++ = += d= + == =
2 How many counters are there in each picture?

Write a number sentence to match.
a b
c d
3 Complete the addition sentences.

a 2 + 2 = × b 5 + 5 = ×
c 6+6= × d 10 + 10 = ×
Let’s talk
You know that double 10 is 20 and double 3 is 6.

How does that help you to find double 13?
How can you use double 10 and other doubles you know to find:
double 11 ? double 12 ? double 14 ? double 15 ?

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Multiplication tables of 1 and 2

Explore
What is different about the 2 cycles?

How many wheels are on 3 monocycles?
What do you notice about the number
of monocycles and the number of wheels?
Maths words
repeated addition
multiplication
times table
Learn
The number line shows the This number line shows the
number of wheels on three number of wheels on three
monocycles. bicycles.
+1 +1 +1 +2 +2 +2
0 1 2 3 4 5 0 2 4 6
Repeated addition can help us to write the multiplication tables.
1×1=1 1 2×1=2 2
1×2=2 1+1 2×2=4 2+2
1×3=3 1+1+1 2×3=6 2+2+2
1×4=4 1+1+1+1 2×4=8 2+2+2+2
1×5=5 1+1+1+1+1 2 × 5 = 10 2+2+2+2+2
This is part of the This is part of the 2 times
1 times table. table. I can see some doubles!
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Practise
1 Complete the multiplication 2 Write the multiplication
tables. Use repeated fact to match each
addition to help you. sentence.
1×1= 2×1= a 3 groups of 1 is
1×2= 2×2= b 4 groups of 2 is
1×3= 2×3= c 5 groups of 1 is
1×4= 2×4= d 6 groups of 2 is
1×5= 2×5= 3 2 × 5 = 10
Which division sentence
1×6= 2×6= also tells us that there are
5 groups of 2 in 10?
1×7= 2×7= 2 ÷ 10 = 5 10 ÷ 1 = 10
10 ÷ 2 = 5 10 ÷ 10 = 1
1×8= 2×8=
1×9= 2×9= Let’s talk
1 × 10 = 2 × 10 = I have 7 bags with 1 apple

in each. There are 7 apples.
I have 7 bags with 2 apples

Try this in each. I have double the
True or false? number of apples as David!
1×4=2×2
Can you make other number Do you agree with Zara?
sentences like this using Draw or write something
multiplication facts you know? to convince your partner.
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Multiplication tables of 5 and 10

Explore
The children are making
trains with blocks.
5 5 5 5
5 5 5
What can the totals
of their trains be? 5 5 5
How many blocks must
they each use for the
totals to be the same?
What do you notice? 10 10 10 10
10 10 10 10
10
10
Learn
We can use the fives blocks We can also use the tens
and repeated addition to help blocks to help build the
build the 5 times table. 10 times table.
5×1=5 5 10 × 1 = 10 10
5 × 2 = 10 5 5 10 × 2 = 20 10 10
5 × 3 = 15 5 5 5 10 × 3 = 30 10 10 10
5 × 4 = 20 5 5 5 5 10 × 4 = 40 10 10 10 10
How does the pattern How does the pattern continue?
continue?
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Practise
1 Complete and compare the 2 Write the multiplication fact
multiplication tables. to match each sentence.
5×1= 10 × 1 = a 3 groups of 5 is
5×2= 10 × 2 = b 3 groups of 10 is
5×3= 10 × 3 = c 6 groups of 5 is
5×4= 10 × 4 = d 6 groups of 10 is
5×5= 10 × 5 = 3 a One bucket holds 5 litres

of water: What is the
5×6= 10 × 6 = total for 3 buckets?
b One box holds 10 kg
5×7= 10 × 7 =
of rocks: What is the
5×8= 10 × 8 = total for 5 boxes?
What is the total
5×9= 10 × 9 = for 10 boxes?
5 × 10 = 10 × 10 =

Jack has some 10 cent coins.
Viti has some 5 cent coins. Make up some word problems
The children have an equal to match these multiplication
number of cents in total. facts.
Find different ways to make 5 × 7 = 35 10 × 6 = 60
this true. Convince another pair that
What patterns do you notice? your word problems match.
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Using arrays
Explore
Maths word
The children are visiting the animal sanctuary shop. array
There are many things to buy.
$2 Postcards $10
Badges
$1
$5
$5
What do you notice about the way the items are arranged?
How many are there of each item?
How much will it cost to buy 2 of each item?
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Learn
At the animal sanctuary,
each penguin eats 2 fish.
How many fish will the
sanctuary volunteer need
if there are 4 penguins?
2×4
⎫ A pair of penguins being fed fish
⎪ by a sanctuary volunteer
⎬ The array shows 8 fish.
⎪ 2×4=8
⎭ This is one of the facts in the 2 times table.
Practise
1 Each penguin eats 2 fish. Use the arrays to work out how many
fish the volunteer will need each time, for:
a 5 penguins b 6 penguins
2×5= 2×6=
c 7 penguins d 8 penguins
2×7= 2×8=
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2 Each monkey eats 5 bananas.
Draw an array and write a matching multiplication sentence.
Show how many bananas the volunteer will need each time.
a 2 monkeys will need: 5 × 2 = Remember, you should

also think about the
b 3 monkeys will need: 5 × 3 = multiplication tables
that you know!
c 4 monkeys will need: 5 × 4 =
d 5 monkeys will need: 5 × 5 =
e 6 monkeys will need: 5 × 6 =
3 The children line up in 4 rows of 10 to visit the sanctuary.

How many children in total? Write the multiplication sentence.

Use the array to complete the
multiplication sentence:
How many different arrays can
you make with 30 counters?
Use your skill

× = × of specialising.
How could you change the Write a multiplication sentence

array to show 10 × 2 = 20? each time.
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Sharing for division

Explore
Maths words
Viti is playing Animal snap with 20 cards. share
equal
division
divide
How many cards does

Viti have when she plays
on her own? The other
children join in one
at a time. They share
the cards so they each
get an equal number.
What happens?
Learn
20 ÷ 4
We can use sharing for division.
If we divide or share 20 equally between 4 groups, we get 5.
20
That’s the same as
5 5 5 5 finding quarters!
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Practise
1 Use sharing for division. Explain your method to a friend.
a 10 ÷ 2 = b 10 ÷ 5 = c 10 ÷ 10 =
d 40 ÷ 4 = e 40 ÷ 5 = f 40 ÷ 10 =
2 Write the matching division sentences. Explain how you know.

a 16 b 16
c 25 d 50
3 Which is the odd one out? Explain your decision.

18 ÷ 2 90 ÷ 10 8 ÷ 1 45 ÷ 5
Try this
Viti has 2 packs of 20 animal cards. She invites some friends
to play. How many friends could play a game so they each have
the same number of cards? All the cards need to be used.
Let’s talk
I think the answer is
1 because there will
10 ÷ 1 = only be one group.
I think the answer is 10 because there are

no other groups to share 10 between.
Do you agree with Annay or Maris? Discuss with a partner.
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Grouping for division

Explore
It’s a beautiful day for a balloon ride.
What different number sentences can you make about the picture?
What if 100 people went on a balloon ride that day?
How many balloons would there be?
Learn
There is 1 group of 10 people in each balloon.
There are 5 groups of 10 in 50 because 10 × 5 = 50.
50 divided into groups of 10 is 5.
50 ÷ 10 = 5
50
10 10 10 10 10
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Practise
1 Complete these divisions. Explain your method each time.
a 8÷1= 7÷1= 6÷1= Think about the
multiplication
b 16 ÷ 2 = 14 ÷ 2 = 12 ÷ 2 = facts you know.
c 40 ÷ 5 = 35 ÷ 5 = 30 ÷ 5 =
d 80 ÷ 10 = 70 ÷ 10 = 60 ÷ 10 =
2 Write number sentences. Explain your method each time.
a There are 18 sandbags. Each balloon has 2 sandbags.
How many balloons are there?
b There are 60 blankets. Each balloon has 10 blankets.
c There are 45 pairs of binoculars. Each balloon has 5 pairs.
Try this
Look at Zara’s division.
Do you agree with her? 35 ÷ 5 = 6
Explain your thinking. I know that 5 x 6 = 35,
Correct Zara’s work if you so there are 6 fives in 35
think she is wrong.
Let’s talk
Use your skill of classifying.

Which of these numbers can you group in twos? 25, 16, 40, 9
Talk about the numbers that you can group in fives or in tens.
What do you notice? Which number is the odd one out? Why?
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Division as repeated subtraction

Explore Maths words
Different animals are together repeated subtraction
at a watering hole.
Soon all the animals

will be gone.
How many groups
of animals leave the
watering hole when
they walk away in:
l ones?
l twos?
l fives?
l tens?
Learn
We can use repeated subtraction to show the animals walking
away from the watering hole.
What does this number line show us?
0 5 10
How many animals walk away in each group?
Write this as a division sentence.
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Practise
1 Imagine 20 animals at the watering hole. How many groups
leave the watering hole when the animals walk away in:
a ones? b twos? c fours? d fives? e tens?
2 Write each division as a repeated subtraction.
15 ÷ 5 = 3 15 – 5 – 5 – 5 = 0 a 25 ÷ 5 = 5
b 30 ÷ 10 = 3 c 50 ÷ 10 = 5
d 6 ÷ 2 = 3 e 10 ÷ 2 = 5
3 Write the matching repeated subtraction sentence:
There are 18 gloves in a basket.
How many children can take a pair?
Try this
How many ways can

÷ =4 you make this true?
Make up a repeated subtraction number story

to match one of your solutions.
Let’s talk
Maris uses repeated subtraction to solve a division:
– – – = 0 What could the division be?
Work together to find at least 3 solutions.
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Quiz
1 Complete these sets of multiplications.
a 1 × 3 = b 2×3=
1×4= 2×4=
1×5= 2×5=
c 5 × 5 = d 10 × 5 =
5×6= 10 × 6 =
5×7= 10 × 7 =
2 Sketch an array for each of these.

Write the total each time.
a 5 × 3 b 2 × 6 c 10 × 4
3 At a school, 8 teams have 5 players each.
How many players are there in total?
4 Write the division number sentence each time.
a The teacher puts 20 children into teams of 5.
How many teams are there?
b How many groups of 10 can you take from 90?
c There are 16 oranges in a box.
Elok shares them equally between 2 children.
How many oranges does each child get?
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17 Fractions
Divide to find fractions

Explore
This is half
of my shape.
This is one
What is the whole?
quarter of
my shape.
Maths word
one quarter
Learn
Find half of 6
Divide 6 by 2
I will share 6
between 2. I will use 6 counters.
But is my problem
like yours?
Compare these problems:   14 of 12.
Find __
1
12 ÷ 4 =  __
4 is one quarter.
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Unit 17 Fractions
Practise
1 Solve these fraction problems using cubes, counters and drawings.
1
a Find  __
2   of 10.  12   of 16?
b What is __
1 1
c  __
4 of 12 is . d  __
4 of 8 is .

2 There are 16 children in a class. Divide them into 4 equal teams.
Write your answer as a fraction number sentence.
3 Complete the missing information.
1 1
a  __
2   of is 5. b  __
4 of is 5.
1
c  __
2   of is 2. d of 4 is 1.
Try this
Explore the whole numbers up to 20.
Which whole numbers can you divide into halves?
Which whole numbers can you divide into quarters?
Let’s talk
Are all these shapes broken up into quarters?

Discuss this with a partner.
179
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Unit 17 Fractions
One quarter, two quarters, three quarters …

Explore
Think about equal parts. Draw one of these shapes.
Colour in 2 equal parts.
What fraction have you coloured in?
Learn
Place fractions on a number line. Where does half go?
0  14 
__ 2
__
4 
3
__
4 
4
__
4 
1
Compare two quarters and one half ( __
2  ). They are equivalent.
1
__
4 
2
__
4 
3
__
4 or three quarters
4
__
4 
1
__ Maths word
2 
two quarters
Which fraction is less than one half? equivalent
Which fraction is greater than one half? three quarters
180
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Unit 17 Fractions
Practise
1 a Draw a number line from 0 to 1.
b Label it with quarters and halves in the correct places.
2 a Say the name of each fraction.
b Find a pair of equivalent fractions.  41  __
__
4
2
__
4   3
__
1
__
c Write the fractions in order.  2  4  4 
3 First Viti painted 1 half yellow.
Then Zara painted 1 more quarter blue.
a What fraction is painted? b What fraction is not painted?

4 Copy each shape.
a b
Colour half of each shape yellow.
Colour 1 more quarter of each shape blue.
c d What fraction have you shaded?
What fraction is left blank?
Try this
Practise counting from 0 to 1 in quarters. Draw a number line to
help you. Try counting forwards and backwards.
2 1
Try saying __
4   instead of __
2 when you count.
Quiz
1
1 Find  __
4 of each number: a 8 b 12 c 20
2 Draw one quarter, two quarters, and three quarters.
181
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Time
Explore Maths words
calendar
The calendar shows the month of July.
What is happening in July? day
week
month
year
JULY
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
2 3 4 5 6 7 8
Jade’s Jade’s
birthday party
9 10 11 12 13 14 Gran 15
coming
to stay
16 17 18 19 20 21 22
Sports
day
23 24 25 26 27 28 29
Haircut Dentist
30 31
182
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Learn
There are 7 days in a week. There are 52 weeks and
There are 24 hours in a day. 12 months in a year.
January
There are 60 minutes in an hour.
cember Feb
e ru
There are 60 seconds in a minute. D
ary
r
ctobe ovembe
unday Monday T
Marc
S ue
y
h Apri
rN
Saturda
sd
ay Wed
l M
O
a
y
ne
yJ
r
da
be
sda un
y Thursday Fri eJ
uly A tem
ugust Sep
Practise
The calendar shows the month of January.
1 Which day comes after Wednesday?
JANUARY
2 Which day comes after Friday? SUN MON TUES WED THU FRI SAT
3 Which day comes before Monday?
1 2 3 4
4 Which day comes before Friday?
5 Which month comes after January? 5 6 7 8 9 10 11
6 Which month comes before January? 12 13 14 15 16 17 18

7 Which month comes after June? 19 20 21 22 23 24 25
8 Which month comes before June? 26 27 28 29 30 31
Let’s talk
What day of the week is it today? What day will it be in 10 days?

How could you work it out? Which month of the year is it now?
What month will it be in 6 months? How can you check?
183
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Capacity
Explore
Maths words
David, Annay and Zara water the plants. litres
They each use 4 litres of water. capacity
measuring cylinder
measuring scale
millilitres
Annay fills his watering can 4 times.

Zara fills her watering can twice.
David fills his watering can once.
How much water does each watering can hold?
184
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Learn
Capacity is the amount that a container can hold.
We can measure capacity by counting how many
cups of water fill a container.
The cups must be the same size and shape.
Remember to fill the cup each time.
Remember that you can only

compare containers if you
measure them in the same way.
The bowl holds 2 cups. The jug holds 3 cups.

The bucket holds 4 cups. It holds the most water.
It has the largest capacity.
We can also measure capacity using a measuring cylinder.
It has marks or lines to show you how much is in it.
We call these lines a measuring scale.
A measuring scale is similar to a continuous number line
where the in-between marks have values.
185
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Learn (continued)
We measure capacity in litres (ℓ) and millilitres (ml).
We use the symbol ℓ for litres. We use the symbol ml for millilitres.
We use measuring jugs and measuring cylinders to measure the
capacity of containers.
The water level in the measuring jug is at the 300 ml mark.
The measuring jug holds 300 ml of water.
ml 500
450
400
350
Using the symbols makes 300
it quick and easy to write 250
200
the measurement. 150
100
50
Practise
1 Use a table like this. Fill in the answers to the questions.
Container Estimate Number of cups
__________________________________________________________________
watering canwatering
watering
watering can
can can jam
jam jar
jam jarjam jar
jar jug jug
jug
jug water
waterwater
bottlebottle
water
bottle bottle
watering can jam jar jug water bottle
a Estimate which container holds the most water.

b Find out exactly how many cups of water each container
holds. How will you do this?
186
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2 Which container holds the most water?
3 Which container holds the least water?
4 Put the containers in order from:
holds the least  to  holds the most.
5 Estimate each time.
a How many jam jars of water will fill the watering can?
b How many bottles of water will fill the jug?
c Does the watering can or the jug hold the most water?
6 How much water is in each measuring container?
a ml 500
450
400 It is important to
350
300
measure correctly.
250
200
150
50
100
Put the measuring
container on a flat
b ml
500 surface. Use a table
450
400 or counter. Never just
350
300
hold it in your hand!
250
200
150
100 Always measure at
50
eye level, looking
straight at it. Bend
c ml
500 down if you need to.
450
400
350
300
250
Pour in the liquid
200 until it is exactly at
150
100
the measuring line,
50 not above or below it.
187
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7 Copy the number sentences. Use <, > or = to compare amounts.
a 100 ml 50 ml b 100 ml 150 ml

c 3 ℓ 1 ℓ d 2 ℓ 1 ℓ

8 Use <, > or = to compare the amounts.
a b 500
450
400
350
300
250
200
150
100
50
250 ml
250 ml 300 ml
300 ml 250 ml
250 ml 250 ml 500 ml
500 ml
c d
300 300 ml
ml
300 ml 200
ml ml
200200 ml 300
300 mlml 300 ml
300 ml 200 ml
Let’s talk
I think the measuring

cylinder has the largest
capacity. It is the tallest.
Is Jack correct? Explain why or why not.

measuring bottle cup
cylinder
188
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Measures
Explore
Can you name these measuring instruments?
What could you use each measuring instrument to measure?
189
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Learn
Measurement Measuring instrument Unit
Centimetres
Length Metres
Kilometres
Grams
Mass
Kilograms
Millilitres
Capacity
Litres
190
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Practise
1 Annay is baking a cake. Which measuring instrument should he
use to weigh the butter?
a b c
2 Zara is measuring the length of the classroom.

Which measuring instrument should she use?
a b c
3 Jack is measuring out some water.

Which measuring instrument should he use?
a b c
191
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4 How long is each pencil?

a
5 How heavy is each letter? What is its mass?

a b
Let’s talk
Match each measuring instrument a b

to the correct unit of measurement.
c
centimetres metres
d
millilitres grams

What could you use each measuring instrument to measure?
192
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Quiz
1 Which month comes after February?

2 Which day comes before Tuesday?
3 Which month is after July?
4 Which month is before April?
5 How much water is in the 6 Copy these capacity
measuring cylinder? sentences and fill in the
ml <, > or = signs to compare
500
450 the amounts.
400
350 a 5 litres 10 litres
300
250
200 b 400 ml 300 ml
150
100
50 c 5 litres 1 litre
7 Write which instrument you would use to do these things.

a Measure the length of a piece of ribbon.
b Weigh a parcel.
c Measure an amount of water.
193
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Term Review
3
Units 13–18
Even numbers 20 or more
1 Complete a Venn diagram,
like the one on the right.
Use these numbers:
23, 42, 4, 6, 12, 28, 31
2 Viti spins a 1 to 6 spinner.
How likely is it that she:
a spins and gets a number? 1 2
b spins and gets an 8? 6 3
c spins and gets a 3? 5 4
Choose from these words to

answer each time.
3 How many children are in your class today?

Round the number to the nearest 10.
4 Find the missing numbers.
Then write the inverse calculation sentences.
a 100 – 30 = b 60 + = 100

c 50 + 20 = d 90 – = 60

a 52 + 23 = b 52 c 66
+ 25 – 25
d 68 – 25 =
194
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Term 3 Review
6 Complete these divisions.

a 16 ÷ 2 = b 30 ÷ 5 =
c 60 ÷ 10 = d 25 ÷ 5 =
7 Fill in the missing numbers in these multiplication facts.

a 2 × = 8 b 5 × = 15
c 10 × = 50 d × 9 = 18
e × 9 = 45 f × 10 = 100
8 Draw a number line to show one quarter, two quarters,

three quarters, 0 and 1.
Explain where half is on the number line.
9 Viti is measuring the length of a table.
Which measuring instrument should she use?
a b c
10 How much water is in each jug?

a 1000 ml b 1000
ml
195
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2D shapes two-dimensional geometric B

shapes; flat shapes with sides and angles block graph a diagram to show
information
circle triangle square C
calculation a way of finding the
number of something
rectangle pentagon hexagon calendar a chart or pages that show
3D shapes three-dimensional the months and days of a whole year
geometric shapes; solid shapes with capacity the largest amount that
faces, edges and corners; see also face, something can contain
edge and corner Carroll diagram a table used for
sorting things
Multiple of 5 Not a multiple of 5
cube cuboid cone cylinder Even 10, 20, 30 2, 6, 12
number
Not an even 5, 15, 25 3, 7, 11

number
sphere triangular prism square-based
pyramid
A category a division, class or certain

type of thing; music has categories
addition a calculation of the sum of such as hip hop, folk, blues, pop
two numbers or things
cent(s) a coin value
amount the total of things such as
numbers, size or value
anticlockwise in the
opposite direction to centimetre (cm) there are
the hands of a clock 100 centimetres in a metre
array an arrangement chance a possibility of
made up of rows and columns something happening
clockwise in the same
direction as the hands
of a clock
coin a piece of metal used as money
196
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common happens often doubles numbers added to

compare to note similarities and themselves, such as 2 + 2 = 4; 4 + 4 = 8;
differences 8 + 8 = 16
complement(s) the amount you must E
add to something to make it a whole edge the straight side of a 2D object;
compose to combine place value where two faces of a 3D shape meet
parts, for example: equal(s) the same as, shown by the
200 + 40 + 2 = 242 sign =
corner where two or more lines meet equivalent the same as something
and form an angle else
count to use numbers to see how estimate a sensible guess, or to make
many there are of something a sensible guess
curved round, not straight even the same in size; even numbers
D are all numbers ending in 0, 2, 4, 6 or 8
data information that has been F
collected in some way face surface of a solid shape
day there are 24 hours in a day; a day fifty the number 50
is one of the 7 days in a week
first, second, third, … ordinal
decompose separate a number into numbers, written as 1st, 2nd, 3rd …
each of its place value parts
fives used when counting 5 numbers
24 on or back, for example, 5, 10, 15, 20
20 4 forty the number 40
difference the answer when fraction a part of something 1
subtracting one number from another or part of a number, for example, 4
divide to find how many times a G
number is contained in another
number gram (g) there are 1000 grams in one
kilogram
division to break up a number into
equal parts group to gather/collect
dollar a unit of money H
half something divided by 2
half turn not a full turn; half of it
halve to divide something by 2
double twice as many
heaviest weighs the most; has the
most mass
197
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hour a unit of time hour where in-between marks have values

(60 minutes) metre (m) a unit of length (equal to
hour hand the shorter arrow on an 100 cm)
analogue clock; points to the hour might happen used in chance;
hundred the number 100 will possibly happen
I millilitre there are 1000 millilitres in
one litre
inverse opposite; subtraction is inverse
to addition; multiplication is inverse to minute there are 60 minutes in
division 1 hour; there are 60 seconds in
1 minute
K minute hand the longer arrow on an
kilogram (kg) a measurement analogue clock; points to the minutes
of weight (equal to month there are 12 months in a year:
1000 grams) January, February, March, April, May,
0g 500 g 1000 g
L June, July, August, September, October,

length how far from one November, December
point to another more greater in number or size
less not as many multiple of 10 a number that can be
lightest weighs the least; has the least divided equally by 10
mass multiplication an operation that we
likely a good chance of something can represent as repeated addition or
happening as an array
line of symmetry a line line of symmetry N
that divides something note(s) paper money
into two identical halves
numeral a figure or
litre a unit of measurement symbol that stands
(equal to 1000 millilitres)
for a number
M O
mass how much something weighs odd all numbers ending in 1, 3, 5,
measuring cylinder a container to 7 or 9
measure liquids one quarter one part of something
measuring scale marks or lines on a divided into 4 parts
measuring instrument to show the value, ones shows the ones place value;
for example, grams, millilitres or litres; numbers up to 9: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
similar to a continuous number line
198
9781398300941_HCP_MATH_S2_LB.indb 198 2021/05/28 15:58

order an arrangement of objects or S

numbers from smallest to largest or second comes after first
largest to smallest
seconds a minute has 60 seconds;
P a second is one sixtieth of a minute
part-part-whole model when a whole sequence the order in which
is broken up into 2 or more parts, such something is arranged, such as
as: 2 (part) + 13 (part) = 15 (whole) numbers or events
15 share to divide something between
15
others
2 13 2 13
side a line of a shape
pattern a repeated design on fabric subtract to take away something
or in numbers from another
subtraction a way of finding the
difference between two numbers or
pictogram a picture that things
represents a word or a number symmetrical each half is
popular well liked exactly the same This beetle is
Q T symmetrical.
quarters something divided into 4 tally a way of keeping a score or
amount llll llll llll
tally chart a chart used to keep
quarter turn a right-angle turn a tally score
tens shows the tens place value
R
third comes after second and
regroup exchange for something with before fourth
the same value, for example: regroup
10 ones to make 1 ten thirty the number 30
repeated addition to add over and three quarters 3 of 4 parts
of something   3  is shaded
__
over again, for example, 2 + 2 + 2 4
repeated subtraction to subtract over times table a table showing

and over again, usually until you reach numbers multiplied together
0, such as 20 – 5 – 5 – 5 – 5 = 0 total the answer to an addition
round done to find the nearest whole calculation
number; we can round 28 to 30; turn to rotate or change position
21 to 20, 39 to 40 twenty the number 20
two quarters half of __  12  is shaded
something
199
9781398300941_HCP_MATH_S2_LB.indb 199 2021/05/28 15:58

twos the numbers used when

counting, for example, 2, 4, 6, 8 … Thinking and Working Mathematically
or 11, 13, 15, 17, 19 (TWM) skills vocabulary
characterising identifying and
V
describing the mathematical properties
Venn diagram a diagram with of an object
circles to show sets
classifying organising objects into
Even numbers Multiples of 5 groups according to their mathematical
6 10 5 properties
2 20 15
12 25 conjecturing forming mathematical
14 35 questions or ideas
convincing presenting evidence to
W justify or challenge a mathematical idea
week there are 7 days in a week: or solution
Monday, Tuesday, Wednesday, critiquing comparing and evaluating
Thursday, Friday, Saturday, Sunday mathematical ideas, representations or
whole turn solutions to identify advantages and
a full rotation whole turn disadvantages
generalising recognising an underlying
will happen used in chance; pattern by identifying many examples
something that is certain that satisfy the same mathematical
to happen criteria
will not happen used in chance; improving refining mathematical ideas
something that is certain not or representations to develop a more
to happen effective approach or solution
Y specialising choosing an example and
year 365 (or 366) days make a year checking to see if it satisfies or does not
satisfy specific mathematical criteria
This calendar
shows the
12 months
of a year.
200
9781398300941_HCP_MATH_S2_LB.indb 200 2021/05/28 15:58

Cambridge Primary Mathematics
Teacher’s Guide with Boost Subscription
Created with teachers and students in schools across the globe, Boost is the
next generation in digital learning for schools, bringing quality content and
new technology together in one interactive website.
The Cambridge Primary Mathematics Teacher’s Guides include a print
handbook and a subscription to Boost, where you will find a range of online
resources to support your teaching.
● Confidently deliver the revised curriculum framework (0096): Expert

author guidance and explanations for new mathematical content, an
introduction on the mastery approach and emphasis throughout on
thinking and working mathematically.
● Develop key concepts and skills: Let learners see how their skills are
developing with a range of activities, assessment ideas, success measures
and knowledge tests for stages 5 and 6.
● Support the use of ESL: Introductions and activities included that have
been developed by an ESL specialist to help facilitate the most effective
teaching in classrooms with mixed English abilities.
● Enrich learning: Character artwork taken from the Learner’s Books to be

used front of class, audio recordings of the vocabulary in the Learner’s Books
and flashcards with pictures and words based on the vocabulary covered.
To purchase Cambridge Primary Mathematics

Teacher’s Guide with Boost Subscription, visit
www.hoddereducation.com/cambridgeprimary-maths

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The Cambridge Primary Mathematics series consists of a Learner’s Book, Boost eBook, Workbook and Teacher’s Guide

with Boost Subscription for each Cambridge Primary stage.

Learner’s Books Boost eBook Workbook Teacher’s Guide with

Look at the picture

ISBN: 978 1 3983 0094 1

9781398300941_HCP_MATH_S2_LB.indb 2 2021/05/28 15:53

How to use this book 4

Mathematical dictionary 196

9781398300941_HCP_MATH_S2_LB.indb 3 2021/05/28 15:53

This book will help you to learn about mathematics.

Explore the picture Unit 11 Shapes, direction and movement

The Mathematical half turn

dictionary at the Learn

back of the book

can help you.

9781398300941_HCP_MATH_S2_LB_11.indd 115 2021/05/28 15:47

Unit 5 Multiplication and division

with your teacher. 2 4 6 8 10

Look at the pictures Practise

Remember to write Let’s talk

your notebook, not

9781398300941_HCP_MATH_S2_LB_05.indd 54 2021/05/28 15:48

9781398300941_HCP_MATH_S2_LB.indb 4 2021/05/28 15:53

learn more. children 2 Use your results to draw a block graph.

mathematician. llll lll

Try this activities llll

make you think Try this

you the activities

You have looked at tally charts, block graphs and pictograms.

Do each Quiz to This icon shows you that

1 Make these numbers on ten frames. 2D shapes two-dimensional geometric B

Not an even 5, 15, 25 3, 7, 11

9781398300941_HCP_MATH_S2_LB_01.indd 12 2021/05/28 15:46 9781398300941_HCP_MATH_S2_LB_19.indd 196 2021/05/28 15:45

9781398300941_HCP_MATH_S2_LB.indb 5 2021/05/28 15:53

Reading and writing numbers to 20

9781398300941_HCP_MATH_S2_LB.indb 6 2021/05/28 15:53

Challenge a partner to estimate how many stars

9781398300941_HCP_MATH_S2_LB.indb 7 2021/05/28 15:53

Reading and writing numbers to 100

9781398300941_HCP_MATH_S2_LB.indb 8 2021/05/28 15:53

Try this Let’s talk

1 3 0 7 You need a large

9781398300941_HCP_MATH_S2_LB.indb 9 2021/05/28 15:53

Estimating and counting to 100

Estimate the number of marbles, then count to check.

9781398300941_HCP_MATH_S2_LB.indb 10 2021/05/28 15:53

Work in a group. Use 100 cubes or counters.

9781398300941_HCP_MATH_S2_LB.indb 11 2021/05/28 15:53

1 Make these numbers on ten frames.

b Explain how you know what the missing numbers are.

9781398300941_HCP_MATH_S2_LB.indb 12 2021/05/28 15:53

The relationship between addition

2 friends join you in the line to buy lemonade.

9781398300941_HCP_MATH_S2_LB.indb 13 2021/05/28 15:53

subtract 3 subtract subtract 4 subtract

What could the missing numbers be in this set of related facts?

9781398300941_HCP_MATH_S2_LB.indb 14 2021/05/28 15:53

Addition and subtraction facts for 10

What are the missing numbers? 6

9781398300941_HCP_MATH_S2_LB.indb 15 2021/05/28 15:53

3 Here are 2 number facts for the flowers.

Write 2 number facts for each row of flowers.

9781398300941_HCP_MATH_S2_LB.indb 16 2021/05/28 15:53

How to use this book 4

Mathematical dictionary 196