Primary Mathematics Learner's Book 1

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

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CAMBRIDGE

Primary Mathematics Learner’s Book 1

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Cherri Moseley & Janet Rees

Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

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

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University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA

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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108746410 © Cambridge University Press 2021

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

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First published 2014 Second edition 2021

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in ‘country’ by ‘printer’

A catalogue record for this publication is available from the British Library ISBN 978-1-108-74641-0 Paperback

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Additional resources for this publication at www.cambridge.org/delange Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

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Introduction

Introduction Welcome to Stage 1 of Cambridge Primary Mathematics. We hope this book will show you how interesting and exciting Mathematics can be.

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Mathematics is everywhere. Everyone uses mathematics every day.

Where have you noticed mathematics?

Have you ever wondered about any of these questions?

• Are the numbers we use when measuring the same as the numbers we count with?

• Why are the same 10 digits used to make all numbers (0, 1, 2, 3, 4, 5, 6, 7, 8 and 9)?

• What is the difference between 2D and 3D shapes?

• How do you describe a pattern?

• How do you measure the passage of time?

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• How do you solve a mathematics problem?

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You will work like a mathematician to find the answers to some of these questions. It is good to talk about the mathematics and share ideas as you explore. You will reflect on what you did and how you did it to think about whether you would do the same next time.

You will be able to practise new skills and check how you are doing and also challenge yourself to find out more. You will be able to make connections between what seem to be different areas of mathematics.

We hope you enjoy thinking and working like a mathematician.

Cherri Moseley and Janet Rees 3

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Contents

Contents Pages

Unit

6–7

How to use this book

8–33

1

34–45

2 Geometry 2.1 3D shapes 2.2 2D shapes

46–53

3 Fractions 3.1 Fractions

54–63

4 Length 4.1 Length

64

Project 1: Snakes

85

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5

Working with numbers to 10 5.1 Addition as combining 5.2 Subtraction as take away

Project 2: Compare the rows 6 Position 6.1 Position

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86–95

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65–84

Numbers to 10 1.1 Counting sets of objects 1.2 Say, read and write numbers to 10 1.3 Comparing numbers 1.4 Number words 1.5 Odd and even numbers

96–108

7 Statistics 7.1 Sets 7.2 Venn diagrams

109–116 8 Time 8.1 Time 117–136 9

137

Numbers to 20 9.1 Counting to 20 9.2 Counting, comparing, ordering and estimating 9.3 Number patterns

Project 3: Counting fish

4

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Contents

Unit

138–154 10 Geometry (2) 10.1 3D shapes 10.2 2D shapes 155

Project 4: Which one doesn’t belong?

156–164 11 Fractions (2) 11.1 Halves 165

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Pages

Project 5: Fair fruit

166–177 12 Measures (2) 12.1 Mass and capacity 12.2 How do we measure?

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178–201 13 Working with numbers to 20 13.1 Addition by counting on 13.2 Subtraction by counting back 13.3 Using the number line 13.4 Money

202–219 14 Statistics (2) 14.1 Venn diagrams, Carroll diagrams and pictograms 14.2 Lists, tables and block graphs

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220–228 15 Time (2) 15.1 Time

229–239 16 Position, direction and patterns 16.1 Position, direction and patterns 240

Project 6: Finding drawers

241–260 Glossary and index 261

Acknowledgements

5

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How to use this book

How to use this book In this book you will ďŹ nd lots of different features to help your learning:

What you will learn in the unit.

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Important words that you will use.

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Questions to find out what you know already.

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Step-by-step examples showing a way to solve a problem.

Questions to help you think about how you learn.

6

There are often many different ways to solve a problem.

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How to use this book

These questions will help you develop your skills of thinking and working mathematically.

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An investigation to carry out with a partner or in groups.

This will help develop your skills of thinking and working mathematically.

What you have learned in the unit. Tick the column to show how you feel about each thing.

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Questions that cover what you have learned in the unit.

At the end of some units there is a project for you to carry out, using what you have learned.

You might make something or solve a problem.

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1

Numbers to 10

Getting started 1

How many hippos are there?

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Draw a ring around the number that matches the set.

1

3

Count the toys and write the numbers.

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2

2

3

Write some numbers you know in the space below.

Tell your partner something about each of the numbers you wrote.

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1 Numbers to 10

Numbers are all around us.

Sometimes a number is a label, like the number on a football shirt or the number on a bus.

We count to find out how many there are.

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A pack of 2 T-shirts shows 2 on the pack.

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1 Numbers to 10

1.1 Counting sets of objects We are going to ... • count sets of objects.

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You need to say the numbers in the correct order to count.

To count objects, start with 1 and say a number for each object.

The last number you say tells you how many objects there are.

1, 2, . . .

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How many?

1, 2, 3, . . .

count

estimate

4

how many

line

set

total

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1.1 Counting sets of objects

Exercise 1.1 1

Count together.

2

3

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1 4

5

8

9

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7

6

10

1

2

3

4

5

6

7

8

9

10 11

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1 Numbers to 10

2

Put some objects in the box.

Count your set of objects.

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I counted to the same number each time!

Put your objects in a row. Count again.

3

Draw 3 counters

on the ten frame below.

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3

in the ten frame below.

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Draw 6 buttons

Draw 0 counters

6

in the ten frame below.

0 12

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1.1 Counting sets of objects

Worked example 1

Answer:

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Which domino has 4 spots?

This one!

4

Which domino has 5 spots?

Which domino has 9 spots?

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5

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Draw a ring around the correct domino.

Draw a ring around the correct domino.

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1 Numbers to 10

6

Match each picture to the correct number.

8 0

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4 9 7 5

Ask your partner to show you how they got their answer.

Draw 7 bananas.

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7

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Make it easy to see how many there are.

Look at your answer to question 7.

How did you make it easy to see how many you drew?

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1.1 Counting sets of objects

Worked example 2

Answer:

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How many sunflowers are there? Estimate then count.

Estimate

4

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3

Count

I am going to count the sunflowers to see if your estimate was close. 1, 2, 3, 4.

There are 4. I estimated 3, so I was very close.

An estimate is a good guess. I estimate there are 3 sunflowers.

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1 Numbers to 10

8

Look at the picture on the previous page.

Estimate then count. Write the numbers.

Estimate

Count

Count

Let’s investigate

Estimate

Estimate

Estimate

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Estimate

Count

Count

Count

Work with a partner.

Make a poster all about a number.

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Talk about your poster with your class.

Look what I can do!

• I can count objects and write the matching number.

• I can find or draw the correct number of objects.

• I can say how many objects are in some sets without counting.

• I can give a good estimate of how many objects there are.

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1.2 Say, read and write numbers to 10

1.2 Say, read and write numbers to 10 We are going to ...

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• say, read and write numbers and number words to 10.

Saying the numbers in a number rhyme is a good way to learn the order of the numbers.

Exercise 1.2 1

after

next

before

between

numbers

point

order

track

Say this number rhyme together.

1, 2, 3, 4, 5,

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Once I caught a fish alive!

6, 7, 8, 9, 10,

Then I let it go again!

Why did you let it go?

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Because it bit my finger so.

Which finger did it bite?

This little finger on the right.

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Say your favourite number rhyme to a partner.

3

Count to 10. Point to each number as you say it.

1

2

3

4

5

6

7

8

9

10

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1 Numbers to 10

Worked example 3 Which number is missing?

2

3

2

8

9

10

3

4

5

6

7

8

9

10

Count to 10. Which numbers are missing?

2

4

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1

1

5

6

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4

5

1, 2, 3, 4, 5, Once I caught a fish alive! 6, 7, . . . I said 6 then 7, so 7 is the missing number.

Answer: 1

4

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1

4

5

6

7

9

10

5

6

7

9

10

Which numbers have been swapped in this number track?

Write the numbers in the box.

1

2

3

4

8

6

7

5

9

10

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1.2 Say, read and write numbers to 10

6 Write the number that comes after.

2

5

8

7 Write the number that comes before.

5

8

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2

What do you do if you cannot remember a missing number?

Ask your partner to tell you what they do.

Look what I can do!

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• I can count to 10 and find a missing number.

• I can say some number rhymes.

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• I can read and write the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.

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1 Numbers to 10

1.3 Comparing numbers We are going to ...

• compare sets of objects and numbers.

Exercise 1.3 Worked example 4

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You can compare different sets. You can find out which set has more, fewer or the same number of objects as another set. compare equal Fewer means the same as less. fewer more same More means the same as greater.

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Compare the two sets. Look for what is the same or different.

Tick ✓ the set that has more objects.

I can match each shape in one row with a shape in the other row.

There is no match for the last shape in the top row, so there are more shapes in the top row than in the bottom row. I need to tick the top row.

Answer:

✓

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1.3 Comparing numbers

1

Compare the sets.

2

Compare the sets.

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Tick ✓ the set that has fewer objects.

Compare the sets.

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3

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Tick ✓ the set that has fewer objects.

Tick ✓ the set that has more objects.

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1 Numbers to 10

4

Compare the sets.

5

Compare the sets.

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Tick ✓ the sets that have the same number of objects.

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Complete the sentences.

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There are

There are more fewer

than

. There are

.

than

, so there are .

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1.3 Comparing numbers

6

Compare the sets.

There are

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Complete the sentences.

.

.

There are

than

There are fewer are more

than

.

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7 is less than 9.

so there

Use the number track to help you answer questions 8 to 10.

2

3

4

5

6

7

8

9

10

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1

7

Look at question 6.

How many more spiders than snails?

How many fewer snails than spiders?

8

Write a number that is greater than 4.

9

Write a number that is less than 5.

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1 Numbers to 10

10 Draw a ring around the correct number to complete each sentence.

To find a number that is more than a given number, look along the number track towards the 1 / 10.

Let’s investigate

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To find a number that is fewer than a given number, look along the number track towards the 1 / 10.

Work with a partner or on your own.

Take 3 objects.

Take 1 more.

How many do you have now?

Take 1 more.

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How many do you have now?

Repeat until you have 10 objects. What do you notice?

You have 10 objects.

Put 1 back.

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How many do you have now?

Put another 1 back.

How many do you have now?

Repeat until you have 0 objects left. What do you notice?

If you were going to start your investigation again, would you do anything differently?

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1.4 Number words

Look what I can do!

• I can compare two sets of numbers.

• I can say which set has more or fewer (or less or greater).

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• I can recognise when two sets have the same number of objects.

1.4 Number words We are going to ...

• say, read and write numbers and number words to 10.

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We can write numbers in words.

Coins often have words instead of numbers on them.

Two

Five

Ten

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One

We often use words instead of numbers in a story. zero: 0 one: 1 two: 2 three: 3 four: 4 five: 5 six: 6 seven: 7 eight: 8 nine: 9 ten: 10

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1 Numbers to 10

Exercise 1.4 1 Count the spots and read the number words.

1 one

6 six

2 two

3 three

4 four

5 five

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0 zero

7 seven

8 eight

9 nine

10 ten

2 Write the missing word or number on each ten frame. The first one has been done for you.

1

4

three

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one

2

7

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6

five

9

10

eight

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1.4 Number words

3 Match the sets to the number words.

zero

three

two

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one

four

five

six

nine

ten

Which words do not have a matching set of fruit?

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eight

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seven

4 Draw eight apples.

Make it easy for others to quickly see how many there are.

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1 Numbers to 10

Draw a basket with zero fruit in it.

6

Write the number word after. one

7

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5

four

eight

Write the number word before.

four

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one

eight

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Can you read and write all the number words correctly?

Do you find the word track, word ten frame or domino layouts with number words helpful? Explain why.

Let’s investigate

All the number words from zero to ten have either 3, 4 or 5 letters in the word.

Work with a partner to find out which number words have 3 letters, 4 letters or 5 letters.

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1.5 Odd and even numbers

continued How do you know you have checked all the number words?

Look what I can do!

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Are there any number words that have the same number of letters as that number?

• I can read all the number words from zero to ten.

• I can write some number words from zero to ten.

1.5 Odd and even numbers

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We are going to ...

• find out about odd and even numbers.

There are different kinds of numbers.

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Some numbers are called even numbers.

An even number of objects can be put into pairs with none left over.

even

odd

pair

pattern

Some numbers are called odd numbers. An odd number of objects always has 1 left over when the objects are put into pairs.

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1 Numbers to 10

Exercise 1.5 Worked example 5 Draw a ring around the correct word for 3.

Use some cubes to help you.

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odd / even

Answer: 1 pair and 1 left over. 3 is an odd number.

1 Is each number odd or even? Draw a ring around the correct word.

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8 odd / even

odd / even

1 odd / even

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2 Draw an odd number of counters on the ten frame.

Make it easy to see that it is odd.

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1.5 Odd and even numbers

Do you need counters or other objects to find out if a number is odd or even?

Explain to your partner how you use the counters.

3 Colour the even numbers on the number track red.

Colour the odd numbers on the number track blue.

0

1

2

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3

4

5

6

7

8

9

10

What pattern have you made?

4 Is each number odd or even? Use the number track above to help you.

7 odd / even

4 odd / even

10 odd / even

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1 odd / even

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1 Numbers to 10

Worked example 6 6 is the answer.

What could the question be?

Answer:

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Which number is 2 more than 4?

6

Which number is 4 fewer than 10?

What is the next even number after 4?

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5 8 is the answer.

What could the question be?

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8

Look what I can do!

• I can find out if a number from one to ten is odd or even.

• I can remember some odd and even numbers.

• I can describe the pattern of odd and even numbers.

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1.5 Odd and even numbers

Check your progress How many objects are there?

2

Estimate then count.

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1

Count

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Estimate

3

Estimate

Count

Draw a ring around the odd numbers.

7

2

6

9

1

8

33

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