INTERNATIONAL ARY MATHS Workbook 1William Collins’ dream of knowledge for all began with the publication of his first book in 1819. Asself-educated mill worker, he not only enriched millions of fives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are Packed with inspiration, innovation and practical expertise. They place you at the ‘centre of a world of possibility and give you exactly what you need to explore it. Collins. Freedom to teach, ‘An imprint of HarperCollinsPublishers 1 London Bridge Street London SE1 9GF Browse the complete Collins catalogue at www.collins.co.uk ‘© HarperCollinsPublishers Limited 2016 1098765432 ISBN 978-0-00-815980-1 Usa Jarmin and Ngaire Orsborn assert their moral rights to be identified as the authors of this work. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issues by the Copyright Licensing Agency Ltd., 90 Tottenham Court, Road, London WiT 4LP. British Library Cataloguing in Publication Data A catalogue record for this publication is available from the British Library. Commissioned by Fiona McGiade Series editor Peter Clarke Project editor Kate Ellis Project managed by Emily Hooton Developed by Joan Miller and Tracy Thomas Edited by Catherine Dakin Proofread by Tanya Solomons ‘Answer check by Steven Matchett Cover design by Ink Tank Cover artwork by Rob Hainer/Shutterstock Internal design by Ken Vail Graphic Design ‘Typesetting by Ken Vail Graphic Design lMlustrations by Ken Vail Graphic Design, Advocate Art and QBS Production by Lauren Crisp Printed and bound by Grafica Veneta S. P. A. Photo acknowledgements Every effort has been made to trace copyright holders. Any omission will be rectified at the first opportunity. Front cover and title page Rob Hainer/Shutterstock, p23t Shutterstock/La Gorda, p23 strawberries mar Shutterstock, p23 apples Jane Kelly/Shutterstock, p25 toys Matthew Cole/Shutterstock, p30 apples Jane Kelly/Shutterstock.Contents Number The numbers 0 to 10 How many? Whole numbers 1 Whole numbers 2 Whole numbers 3 Fractions Addition and subtraction 1 Addition and subtraction 2 Addition and subtraction 3 Multiplication and division 1 Multiplication and division 2 OONOaAARWHND = Geometry 10 2D shape 11 3D shape 12 Patterns and symmetry 13 Position and movement DO 11 23 31 39 47 55 63 71 75 79 83Measure 14 Money 1 87 15 Money 2 ot 16 Length 95 17 Mass 99 18 Capacity 403 19 Time 1 407 20 Time 2 414 Handling data 21 Handling data 1 115 22 Handling data 2 119Oto 10 Gah Ohm garerHow many? 2 EP GE O08 66006606 SOooooe 6606606666 AAA aa S6GO6e @ OO00O 996666600 bo00rr~r""~~ Lesson 1: Counting in 1s e > Fox @® ¢ Count on in 1s from 0 to 100 © Count back in 1s from 20 to 0 ()) Trace the line and count on. ile §y) Trace the line and count back.Lesson 2: Reading numbers to 20 * unt @ Ld ¢ Read numbers from 0 to 20 ff Count and draw a line to the right number. 66 (\, eee 6% We, poe 1/2/3)4/]5]6|]7/8)49 10 | a Count and draw a line to the right number. PQ Rake PFUPRHR Cees RP 9% OR OR BERBERS & de gp te ee 1 2)/3/4)5!]6)7) 8); 49 | 10 11) 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19} 20 a Draw flowers to match the numbers. 7 14 ©©®i 2 ” Ps, : - Lesson 3: Writing numbers to 20 moe ¢ Write numbers from 0 to 20 Trace over the numbers. aka by) Trace over the numbers. Fill in the missing numbers. OBOOOOO6®8 COBOOCO®G @08COBC®a a aa

a se ae 4 : Be _Lesson 8: Estimating ye or ¢ Estimate how many objects there _ are and check this by counting Estimate, then count. Estimate, then count. | BHUSS s25ei8he SOuSy || CSesrevy Estimate Count | Count Estimate Estimate, then count. me Wa wo ew * a We Pree ye gp Wyre ® “iF le ©{ om 2 ie, ie ens a MR 1, a ; Lesson 1: Counting in 2s (2) Yu, @ gy mn ¢Countonin2s ~ You will need ¢ coloured pencils Pt Count in 2s. G8 GO Ge Ue Ue Us de de Ge U8! (Gl 1 Count on in 2s. ®O000 06 ©0000 0 Sebo ete tele eek SPSSSoHETE Start at the circled numbers. Count on 5 sets of 2. Colour the numbers you finish on. 1/2/3|)4(G@)6]7/8) 4/10 113} 13] 14) 15/16/17) 18) 19/20 21 | 22 | 23 | 24| 25 26 | 27 | 28 | 29| 30 ©O®___ Lesson 2: Odd and even numbers Be unit @ * & = w ar ¢ Recognise odd and even numbers BW How many flowers? | Jad or even? se ae iP ee BU 1 tow mary eoves?[ Joutoreven[ | Sugg, / 1G 1 2 Write odd numbers. [_] L] [] (| L| 3 Write even numbers. (J) (_] L_} L] Circle the odd numbers. 7, 12, 54, 3, 15, 78, 60, 21, 33, 26 ©O®: © Count in 10s ia Count on in 10s. 10 30 60 80 ro" 1 Start at 4. Count on in 10s. 4 24 74 2 Start at 6. Count on in 10s. 56 a Start at 3. Count on in 10s. » Lesson 3: Counting in 10s (2) © 2 = You will need e 100 square 44 94 ©G©® 13a sm _Lesson 4: iM or 10 more or less. > on ¢ Say the number that is 1 or 10 more orless _ You will need i Find 1 less and 1 more than each number. \ oe " (] Cais 385 Cima 2 |x 1 less 3 Tmore> [| 3 [| (Tress) 328 [imore> [| WY Sy 1 Find 1 more and 10 more. Find 1 more and less and 10 more and less. 'O 7?) 3 || @ Li@L) D@U U@U 6 LJ LJ [| © 14Lesson 5: Comparing and_ i P un @ ‘ ordering numbers ¢ Compare and order numbers ¢ Give a number between two numbers Fill in using the numbers in il the box. You can use the Se 7 ea eal ale numbers more than once. 1 (| ( 2 ( < less than_| 15 more than [| 3 < less than q [more than > ( a Complete the number track with numbers from the box. a PsoiPaeyen We 1 3 5 Aoel Sea Gea SiG: 13 11] 10 8 16 19 | 20 a Fill in the boxes so that the numbers are in order.a Ie, __,Lesson 6: Ordinal numbers * eo : oat e Use ordinal numbers to show position | Write the ordinal numbers on the carriages in order. Ist | 2nd | 4th 7th | 8th 10th "3" Write the ordinal numbers on the crocodiles in order. [st] 16at > am ns i Lesson 7: Partitioning (1) ee) ° Partition 2-digit numbers into tens and ones [ij Find the missing 10 or 1. ® 9 2 00 00 0 Ey 54) Write the number shown. om Ej) Write the number shown. ra ® oe Ll + ee. 8. _Lesson 8: Partitioning (2) P 4 ¥ * > “ ¢ Partition 2-digit numbers into tens and ones _— You will weed ¢ Write a 2-digit number written as tens © coloured and ones pencils ns" Colour the ones digit. Colour the tens digit. lo a Fill in the tens and ones. oo Ey) Partition the numbers and write the numbers in the boxes. 18» Lesson 1: 1 or 10 more or less (2) S&F . ¢ Say the number that is 1 or 10 more or less nt" Maich the numbers that are 1 more and 1 less. ® @ @ @ @ Oe eo © @& a 1 Find 1 more and 1 a b less than and O more and 10 less. c 18 13 10 2 Find the missing number. Find the missing numbers. 1 2 22 30 ©O® 19Lesson 2: Comparing are . > unt & | € ¢ Compare two numbers * Give a number that lies in between two numbers 1 Circle the larger number. a 1 Circle the larger number. 2 Circle the smaller number. 3 Complete the number lines. "O00 * 39 [| 4 Make these sentences true. 1| 4 |is larger than . 2 is smaller than [ 12} 20 3 | 15 |is larger than but smaller than [_}¢ Find the tens and ones digits of a 2-digit number Find the tens and ones. 1 RS 2 Lesson 3: Tens and ones Wy on tens ones tens ones tens ones | ira wi IU | ene L J J. cards. | | 1 [6/0 33 7 2 |2\0 617 3 3 Lo 29, [1] 4 |3|0 47 9 5 |4|0 15/ 5] Ey] Fill in the tens and ones and write the number sentence. ©®®Lesson 4: Splitting numbers © ""@)* Find the tens and ones digits of a 2-digit number nr] Write the number, find the tens and ones. Number | Tens | Ones | Par | | SSP Bs Match the picture to the number. Then split into tens and ones. tens ones a0 (15) am ooo “4s =P li © mt a Draw and write to complete the table. [ Number | Tens | Ones ——— | | iD SO Ts — h. | | : | ©0®| a a ae it \ Osco, 1: Halves of objects Sh" Find half of an object e Recognise objects that are in halves z i Draw lines to match the halves. Nal MMR 7“ ae, TO OE me IR. a Circle the food that is in halves. Se a ry &}) Draw lines to halve the chocolate bars. a om oeLesson 2: Halves of shapes , unit @ : Find half of a shape ¢ Recognise a shape that is in halves i" Tick the shapes that are cut in half. [Al 1 Match each shape to its half. 2 Draw a line to cut each shape in half. SAE a Show four ways you can cut a square in half. ©O® 24} al pi. fh ~ Lesson 3: Halves of amounts (1) ~ > 4 ¢ Find half of an amount Circle the groups that have been halved. coe: 460. Gaia &e & Cees ioe) Ce SoG Swies a Share the foys equally. How many do they get each? ‘eee “4:h9R yc hips eb os_ Lesson 4: Halves of amounts (2) ~~ unit @ . e Find half of an amount Pt" Can you share the cakes equally? Draw dots to make the halves equal. ajo |% |9 @ 78 8 671% | (<0 e ‘a vio ov} PI} 2% wo @ e@|4% Divide each group in half. e900 e000 es00 26 e000 38069 99e8 O00 oo @eloe eele0e Share the cakes equally. How many will each child get? Guat duetat da on 8 26 ©Lesson 5: Halves of numbers (1) ¢ “unit @ Ao mh oh e Find half of a number [fj Draw dots to find half. 6 1 Find half. 2 Draw dots to show half. 30 a Find the number before it was halved. 1 } 2 3 z } 4 ©G©®a Lesson 6: Raves of RUE (2) ~ unt @ ) ¢ Find half of a number PT Use the strings to work out half. 3 @ Draw beads on the strings to work out half. 1 Ey] Find the number before it was halved. 2 3 28~ Lesson 7: Halves in measures a unit Ss e Find halves when measuring You will need i Circle the cups that are half full. ¢ coloured pencils {Aj 1 Find half the length in cubes. Aan (demeocsoocee ldoseocsooo a [__ ]ovbes b [__]cubes 2 Colour the cubes to show half. Tiseeeeee Meee eeeeeeeeeeee) « (COSCOCSSCS « (COCoooCC oo a Make the scales balance. Ob op Ol | ©O® 29‘ a fad Lesson 8: Combining halves® = oni @ ¢ Put 2 halves together to make a whole Count the halves. 2228264282 There are L_] whole apples. lea 1 Count the halves. AWUeUaAGVeg There are (] whole cakes. 2 Count the halves. CdDadddwoded There are [_] whole tomatoes. a Count the halves. S0EGED ODO EODES % There are (| whole lemons. ©et a se f ie : Lesson 1: Addition: combining sets ~ mn * Combine two sets of objects by counting them all ia Count each set. Then count how many altogether. LJ OL L_}- Count how many altogether. SS eS | Ss eee es eee T eee ——=- —- ——- Match each set to the right total. 5 7 2 3 ® 14 LLL |) | © 31Lesson 2: Addition: counting on ¢ Add two numbers together by counting on Add by counting on. 1 Zand t{ | 2 2and6[ | 3 3onda[ | 4 Mond 4/ | 672 3 4 5 6 7 8 8 10 11 12 13 14 15 16 17 18 19 20 1 130nd7{ | 2 Sand 12 [| . 3 ond 15[ | 4 8and4 (| ©~ Lesson 3: Addition: number bonds — pov for 10 = ¢ Identify pairs of numbers that You will need make 10 ° coloured pencils i Colour enough cubes to make 10. 1 (olsabalaiel Easiilie] L > [ise] Easels Match the eggs to make 10. YQ ABA A BA BA ~G oO @ WY Write as many ways as you can to make 10. LILJ-» | 7 n° [| }+L_]-” LItLJ-° Ll ee | }+L_J- LJ*LI-* LL L_}+LJ- (d+ |e 10 + ©OGO®© ‘Lesson 4: Addition: number bonds to 10 unit @ Y * Find pairs of numbers that add up to numbers from 2 to 10. - les Draw more beads to make the right amount. 14 28 36 Complete the number bonds. 1 w KBE Circle the incorrect number bond.Lesson 5: Subtraction: taking away Z unit mt * Subtract a number by taking away objects PT Take away. How many are left? 1 fale (] 2 @ -3= [_] rs"| 1 Take away the number shown. How many are left? « Wee Re ee wee wee 2 Show the sum by crossing out the buttons. Then write the answer. * 660 » @6600 600 ee660 6-2=[ | 10-4= Write the subtraction and complete the answer.Lesson 6: Subtraction: counting back unit t * Subtract one number from another by counting back Take away these numbers from 5. soeoat ral} orel) al Take away by counting back. 0 12 3 4 5 10 6 7 8 9g 1 1o-7=[ | 2 a-4={ | 3 o-1=[ | 3" Subtract by finding the larger number and counting back. 1. Ayesha had 9 marbles, but she dropped 3. ©SSUST SCD How many does she have now? (_] 2 Sam had 10 sweets but gave 2 to his dad. 364 e Lesson 7: Subtraction: finding the > &"@ difference ¢ Find the difference between two numbers mI Find the difference between the shaded numbers. 1 DOAODOOOOOOD®D 2 POOOOOHOO® [| 3" Use the number line to find the difference. 1 7and10 {| g OGOOOODOOW 2 1and7 __ 15906000000 3 3and9 CS 15586660600 Eyl Use the number line to find the difference. T 8 9 10 11 12 18 14 15 16 47 18 19 20 | eG) 2 2 Tey ona Hel _| 8 3 Ou @_] 4 Gwe &: Lesson 8: Subtraction: number bonds on + Use number bonds for 10 to answer subtraction calculations ic Complete the subtractions. OG OG OG 1 10-7=[ 2 0-1-[ | [ ] 3 0-4-[ | Fa 1 Complete the bond and write the subtraction. 0-H OO: 0 2 Complete the bond to match the subtraction. a 10-9=1 b 10-5=5 ¢ 10-6=4 1 o-[ |=[_ | 2 10- = ©OG® 38Wissen 1: Recording calculations aim ¢ Write number sentences for addition and subtraction calculations Complete the number sentences. 1 Add: 2 Take away: 00 O8 WOO KKKKKKK HORIOO WOUOEL) "| Write a number sentence to match each picture. 1 Add: 2 Add: EEE L HEE s2O5R OF HOU0L) UOUOU 3 Take away: 4 Take away: SAA KARAM HOU0CUW UWOUOL Write a number sentence for the problem. A pet shop has 7 fish. 2 are bought. How many are left?Lesson 2: Adding two single-digit 2°" @ | numbers (1) ¢ Add single-digit numbers together PT" Use a number line to add these numbers. 1 44+3=( ) 2 64+2=( ) 3 54+5=/ ) 1 Use a number line to add these numbers. a 7+4= b 94+5= 5 c 44+8= 2 Write number sentences fo match these problems. a Tom makes a tower of 6 bricks. He adds 1 more. How many are there altogether? (JOUOU b Rachel puts 7 strawberries on a plate then asks for 2 more. How many are there altogether? LIOUOU a Write number sentences to match these problems. 1 Will has 9 toy cars. He is given 8 more. How many does he have now? 0000 2 2 Olivia picks 7 oranges. Lucy picks 6. How many do they have altogether? ® COU0Us Lesson 3: Checking answers oo unit = ¢ Check answers to additions and subtractions ar" Are these number sentences correct? Complete the checking number sentences to find out. Put a ¥ if they are right and a X if they are wrong. 1 6ae7|be5-| 7] 2 Pizeeere lo 3{oa5-a)5e4=| || 4 b-tealbe1-( | 5" 1 Add the numbers in a different order to check. a 64+3=9 b 7+2=8 c 44+3= Lit FL Le FL IL 2 Check the subtractions by adding the answer and the smaller number together. I a 10-6=2 b 5-4=1 © 9-3=2 Le FL JL LI a Write a number sentence to check the answers. 115-5=10/ | 21244217 313-9=3[ | 4 1442=16 LJ - [16 4Lesson 4: Addition and subtraction unit x number bonds for 10 (1) * Know addition and subtraction number bonds for 10 fi Fill in the missing “wes 110-1-[ | we 210-| |=8 oe 5 ) 33+/ |=10 one 45+5=[ | COS 3" Fill in the missing numbers. 1 e+ J={_ | ox 2 wo-[ [| 10 3 0-[ ea oR sf ]e2=t0 os Make your own number bonds and write sentences. '@SO00 O00 © 2 ©) + = i = & ?@S\U0O OOO 8| Lesson 5: Making 10 and adding more cunt @ = e Use number bonds for 10 to make 10, then add more ia First make 10, then add whai’s left over. 1 [elelelele © e\e\e\ee 2 |elelelele| eleleele elele I if] First make 10, then add what's left over. Number LeU +L} LeU KL I-LJ a Complete the additions, making 10 first. 1 5+7 2 7+7 (5 }+(5}+(2)-[12) L JL JL 3 6+5 4 847 LLL -L) LL ©0©®Lesson 6: Adding more than” “© ur @ two numbers ¢ Add more than two numbers, finding You will need number bonds for 10 to help you * coloured pencils nl Colour the groups that make 10, then count on fo find the answer. 1 qet+3=[ | 2 B+442=[ | a Circle the numbers that make 10, then complete the number sentence. 1OO-O 2O-O@ wo+[ J=[ | to+{ |=[ | 3 £3) + (43+) 4 5+ G5) + i> to+f j=[ | wo+[ ]=[ | al Write 3-number additions to make 14, first using bonds to 10. [ |+L }L j=“ L +L} Je“ @ L |+L Je“ [ |+L jl Je“ © © 44ero 1k acne Lesson 7: 2 more or less er ¢ Use a number line fo find 2 more or less Jump the frog forwards to find 2 more. ' i @@SSSOGOOH 2 @O@GOCOOOCO® fy Circle the numbers that are 2 more and 2 less than the starting number. Show your jumps on the number line. 10523845 6 7 8 9 G19 14 15 16 17 18 19 20 rt + 20528 4 5 oT 8 8 OT 12 18 14 15 16 17 GB 19 20 I 10 11 12 18 14 15 16 17 18 19 20 w e asl © a Write the numbers that are 2 more and 2 less than the starting number. Show your jumps on the number line.' Lesson8:10moreorless unt } ¢ Find 10 more or less You will need ¢ coloured pencils 1/2/3/4)5}6)/7/8)9 1/10 11] 12} 13] 14) 15} 16) 17} 18] 19} 20 21 | 22) 23 | 24 | 25} 26 | 27 | 28 | 29/30 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38| 39| 40 41 | 42 | 43 | 44| 45 | 46 | 47 | 48] 49| 50 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} 99100 t-te [TITay Ny a 1 Colour 10 more than 30. 2 Colour 10 more than 25. fi! a Colour 10 more than 9. b Colour 10 less than 68. 2 Count on or back in 10s to find: 1 20 more than 9 [_] 2 30 more than 37 (| ® 3 20 less than 61 (_] 4 40 less than 52 (| © 46~ Lesson 1: Addition and subtraction > (uni we number bonds for 10 (2) ¢ Know addition and subtraction number bonds for 10 ia Complete the number sentence. (2) (5) 1 0) 2 (10) (5) a+{ ]=10 [ |+{ j= 1 Complete the number sentences for each bond. S00" OO” S00" OO 2 Use the same numbers to write another number sentence. a 74+3=10 [J+ |= b 10-7=3 wo-{ ]-[ | a Write two additions and two subtractions. » eg 2 = ——4§‘Lesson 2: Addition and subtraction unit @ ¥ number bonds ¢ Write addition and subtraction number bonds to 10 7" Complete the addition number bonds for 5. fs Les 1 Complete the addition number bonds for 7. eel? GL? Eb? 2 Write three subtraction number bonds for 7. -LJ-LJ LIL 7 | 3 Write three addition number bonds for 6. LiL J-* C}L-+ LL J-e 4 Write three subtraction number bonds for 6. 6- = 6- = 6- = LIL ele eL- a 1 Write four addition number bonds for 9. Cho OO OO Oo 2 Write four subtraction number bonds for 9. “tO OO ‘OO OO 48 ©O®ae Fon 3: Adding two. Single digit Op Qo numbers (2) ¢ Add single-digit numbers together ij Make 10 and then count on to add. pO@C@OCOCOGO—~ 59 ooo a+3=[ | a+s=( | Sa Make 10 and then count on to add. | | g+4=[ | 7+6=( | “lt ‘| s+7=[ | 9449 P| Make 10 and then count on to add. Use the 10s frame to help you. 1 8+6= 2 5495 ©O® 49. _Lesson 4: Adding in any orde! ro) Find the larger number, then count on to add the numbers together. KC @ ?@ ¢ Add two numbers by putting the larger _ number first and counting on 7(] & @ Rewrite these additions, putting the larger number first. Count on io find the answer. ory Ey Use numbers from the box to write additions. Put the larger number first and count on to find the answer. 10 2 7 5 q 3 LI-LJ- Is LI-+L-U6 0 E C 50a B: Missing nOncons oh. x: = calculations: addition ¢ Find the missing number in an addition Ps" Draw the missing triangles. 1 A, _AA AA AAA 2 AA _ AAAA AAA * AAAA Write the missing numbers. 1 GF :+( )|-OF 2 ®+[ |-@ 0-@ + AOA s[_| 4 8+71= a Find the larger number and count on. 1 474+5= 2 8+25= 3 94+74= 4 66+6= : 5 864+7=~ 6 4+88= ©©® 532-digit numbers (2) Lesson 8: Adding single-and © Unit ¢ Solve word problems by adding single- and 2-digit numbers inds 15 shel many shells it Joe How + Louise makes 12 How + Henry has 23 marbles. How mai Ae Bella picks 32 flowers. How many flowers do fi! children i Is. He has 3 more at home. does he have now? biscuits. There are 4 more in the tin. many biscuits are there? . Josh has 6 marbles. many marbles do they have altogether? — Se James picks 5 flowers. they have altogether? They have 18 babies. she have now? in the school. 9 new children join. 54 How many children go to the school now?- * Find and make doubles Draw the same number of dots again to make double the amount. Draw the same number of spots on the ladybirds to make double the amount. 1 | 3 e8@e | Oo 3 c Sg oO (f) S LB nN w i og 6 < = ® on 1 Ly)" Go 3 Cc = o u L] if iy Ee Double 2 = Double 3 = Double 6 = a Draw lines to match each number to its double. 12) %. 84 ©O® 55Lesson 2: Groups of 2 (1) a ¢ Make groups of 2 ¢ Start to recognise multiples of 2 a" Fill in the blanks. 1 ia (Ge Ge [_] groups of 2. [| cubes altogether. 2 Ge we Ce we [| groups of 2. {_] cubes altogether. 3" How many altogether? Draw dots on the leaves to help you. yy J 9 How many groups of 2 can you make from these amounts? & 1 12= [ | orous of 2 2 16= | _|oroups oF 2 e ©. ton B: Groupe of 2 (2) we: 6 6y ¢ Recognise multiples of 2 You will need a Colour the multiples of 2. See peu 1 2 3 4 5 6 Z 8 | 4 } 10 11] 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 "3" 1 Circle all the multiples of 2. ils (be|b3 2 Write some more multiples of 2. UOUdU Write five multiples of 2 greater than 50. oooo0g858 Lesson 4: Groups of 10(1) =” unit @ ° Make groups of 10 ° Start to recognise multiples of 10 Ell Fill in the blanks. 1 se ye eK) [| groups of 10. (] marbles altogether. 2 3@ 2@ SS SS Sa ww (| groups of 10. [_] marbles altogether. a How many altogether? 1 8 groups of 10 = 2 3 groups of 10 = [| 3 7 groups of 10 = 4 10 groups of 10 = [| 1 7 children have been collecting shells. They have 10 shells each. How many shells is that altogether? 2 You can have 10 turns at the game at the fair for $1. Joe pays $5. How many turns can he have? $1 =10.$5=? ©O©® |Unit 6 ¢ Recognise multiples of 10 You will need ¢ coloured pencils ° Lesson 5: Groups of 10 (2) = we, MSS [fii Fill in the missing numbers. Colour the multiples of 10. 1/2)3/4)|5 7\8)9 11} 12) 13| 14) 15 | 16 33 31 29 | 28 | 27 | 26 24 | 23| 22 19/18 34 35 | 36 38 | 39 41| 42| 43 45 | 46) 47 66/65) 64 62| 61 59 56|55/54|53)52 69 71 73|74|75) 76 |78|79 81| 82) 83 85 100 98 | 97) 96 94/93/92} 91 89 87 Circle the multiples of 10. 60 51 100 92 30 70 33 20 55 90 35 10 80 ley Tick (/) the multiples of 10. sof | eso[ | 725[ | lle How do you know? © or© Lesson 6: Sharing objects into 2 equal groups (1) - ° Share objects into 2 equal groups You will need ¢ 20 counters Ahmed is sharing 10 strawberries with a friend. Is it fair? Write yes or no. 1 9 J wv eedGeooe ©@ [__] 2 ©6600 eves | Use counters to count out the numbers. Share them into two equal groups. How many counters are in each group? r4[ | 22[ | a8( | 4i0{ | s6( | 62{ | a 1 Mahira wants to share 16 grapes with her friend. How many grapes will they have each? (_] 2 Sayed wants to share 20 pieces of ® mango with his dad. How many pieces of mango will they have each? (_] © 60BP Lesson 7: Sharing objects into _ o> om 2 equal groups (2) You will need ¢ Share objects into 2 equal groups | ¢ 20 counters , Use counters to share out the number between the bears. 1 $y 2 by a Share each number into 2 groups. How many counters in each group? “ & © @ O vg oO Tick the lines that will share equally between 2 groups. 1 @@@OOO0000 LI 2 ©O0QOOQO00090009 (] LJ 3 ODPOOQQDOOOQOOO9OOO0OO ©OGO®_ Lesson 8: Problems involving > uni Ls grouping and sharing (1) * Solve problems by making groups You will need or sharing ¢ 20 counters ey ‘ ° 2 toys Share the cookies into 2 groups. Circle the groups. 1 DDD 2 De DD DED DD Share the strawberries. Draw them on the plates. 1 66666 2 GO666HH6608 (S) (C) [| shared between 2 is O CO) shared between 2 is 24( J 3" Share the party food. a Seeeee 1 Hiro has [| cakes. coated aie He shares them with Ronan. They have L] cakes each. 2 Jasmin has [| sweets. ®@ 3; She shares them equally with Laura. tists SOM, $53 $ They have sweets each. ® Be © 62‘ Vy : & ing e Lesson 1: Doubles to 10 € ¢ Find and make doubles for the numbers to 10 — oo the same amount to mower double. Double 4 = (| Double 3 = Draw the same amount to make double. i | 3a 4 ee % % ee we He ee ewe Double 10 = Double 8 = Esl Circle the number that is double the star number. 7 7 10 14 12 11 10 18 25 15 20 10 9 16 12 14 20 18 112 22 51 30 12 ©©® 8 15 9 16 18 20 25:7 70 25 50 30 63Lesson 2: Near doubles ny = oe unit GD ed m * Solve additions by finding near doubles oI Complete the ‘double + 1’ calculations. 1 2+2={ |s02+3=[ | 2 7+7={ |so7+8-[ | 3" Use doubling to work out the answers. 1344=2 2 64+7=? Double| 3 | [3 |= [¢ | 3 f Double/ | = a i JOR] 3 84+9=? 444 OL} O=? Double L] = (_] Double L_] 7 L] OLLI Ps" Use doubling to work out the answers. 1 13+14=? Double [| = (| (] 2 114+12=? OL OL Double (] = (| [] 8 onne» Lesson 3: Groups of 2 (3) |” ¢ Soon we, * Recognise multiples of 2 e2 Join the multiples of 2, in order, to make a picture. Start on 2. “me ey Sag Oe era 6 °16 o3) a Join the multiples of 2, in en order, to make a picture. Start on 2. ° 014 °10 e3 e40 @4 39e e5 38¢0@ e6 37@ e7 (36 8 340 °17) 10 285 2% Bios O11 30° 31 \e20°'4 ° 0@ ° 032 5992 912 1 Write three multiples of 2 between 50 and 80. Te TIT 2 Write three multiples of 2 between 80 and 100. ® TITTY &,, OD ee ar ; P Lesson 4: Groups of 10 a) ge un) ¢ Recognise multiples of 10 nT Join the multiples of 10 in order to make a number. 200 °10 44 ©27 © 40 e 8 30¢ 900 1 i e71 ° °70 90 ° 80 a 1 Fill in the missing multiples of 10. OBOOOOOOCOOO 2 Circle the numbers that are not multiples of 10. 20 70 41 80 4 90 40 16 30 3" Circle the multiples of 2. Cross out the multiples of 10. 10 64 80 42 40 37 96 60 73 20 What do you notice about some of the numbers? ©©® 66a = 2 § ; Pie 5: Sharing objects into eo Oy 2 equal groups (3) ° Share objects into 2 equal groups Tick the sets that have been shared equally. .- a $828) SSSece0s C "3" Share the numbers equally. Draw dots in the boxes. Ld 4 10 LLL TH 3" 1 Share 8 stickers with your friend. How many do you have each? [| ) 2 Share 12 pencils equally between 2 pencil cases. © How many pencils are in each case? L ] © 67Lesson 6: Sharing numbers o 10: be unt ° Work out if a number is odd or even by sharing it between 2 ia Odd or even? Circle the answer. ea odd even odd even a Draw dots for each number. Share them between 2 boxes. Is each number odd or even? Circle the answer. 1°6 2 ee eee ee odd even odd even odd even odd even a Draw dots for each number. Share them between 2 boxes. Is each number odd or even? Circle the answer. 115 248 @ | Lj 68 odd even odd even ©Piso 7; Halves # em, Sm Oy Uni Find half of an even number by sharing into 2 equal groups oT] Count the spots on one side of the ladybird to find half. * ft Half of 4 is : Half of 6 i is[_| Draw spots el} on both sides. Count the spots on one side to find half. 1 Halt of 4is | | 2 Half of 2 is [_}- 3 Halt of Sis | | é 4 Half of 10is [_]- 3" Circle true or false. ® 1 Half of 12 is 6. 2 Half of 14is 8. © true false true false Os* Lesson 8: Problems involving Zz grouping and sharing (2) * Solve problems by making groups or sharing Pt" Lana shares 6 flowers equally between 2 friends. A OM yw How many flowers do they each get? [_] fv 1 2 horses ate a total of 10 apples. They each ate the same number of apples. SH & & & & How many apples did each horse eat? [] 2 Circle the answer. a Maya has 7 toy animals to share with her sister. Can she share them equally? yes no b Is 7 anoddoranevennumber? odd even a Dan wants to buy nuts to share equally with Tom. Should Dan buy 13, 14 or 15 nuts? [_] Why? 70a a ‘Wb a: : Picco 1: Naming 2D shapes > = OY ¢ Recognise and name You will ueed circles, triangles, rectangles ¢ red, blue, purple and and squares green coloured pencils Match the same shapes. » &*.. "| Colour the shapes in the house. | squares] green |rectangles| purple blue red green rectangles] purple Geometry squares ©©® 7Lesson 2: Sorting 2D shapes. © i 10) Bp ¢ Sort circles, squares, rectangles You will need and triangles * coloured pencils "| Colour the shapes that are the same. Oo ; OA oO a Join the balloons to the right shape. aIEORSO O square rectangle triangle circle PVT CIUTeY-1 9) 3" Draw lines to show how many sides. 1 side 3 sides 4 sides ©©® LO 72% 710) we - Lesson 3: Describing 2D shapes é ¢ Recognise the features of You will need circles, triangles, rectangles * coloured pencils and squares oI Trace and count the sides. Pa Geometry a Join the shapes to the right box. curved side 4 sides CO) O 3 corners LN C) Colour the shapes that have both curved and straight sides. Via Se (RS iLesson 4: Making patterns using & uni) y 2D shapes ¢ Make patterns using 2D shapes and talk about them en = a pattern made of shapes. ee al Draw the next shapes in the pattern. Lo | | ©@®» Lesson 1: Naming 3D shapes ~ eo @®@ ba! e Recognise and name spheres, You will need cones, cylinders, cubes and cuboids * coloured pencils i Trace the words. — cuboid 7] cube c~ Sphere O Geometry cylinder cone 5" Colour the 3D shapes. 3 Join each shape to its name. 4 @ Ms cone sphere cuboid cylinder cube © 75Lesson 2: Sorting 3D shapes — ge umn ¢ Sort spheres, cones, cylinders, cubes and cuboids Circle the curved shapes. Aljyouioe® BPAUC4\) Do these shapes roll? / for yes, X for no. eal) 2 cylinder sphere cuboid Join the objects to the same shape. 5a 4 @ ‘ 1o,° =a @@: ©G©® 76A “ pA ani "Lesson 3: Describing 3D shapes os. Unit YS ¢ Recognise the features of spheres, cones, cylinders, cubes and cuboids Colour the shapes with 6 flat faces. ey You will need ¢ coloured pencils ~ Geometry "3" Match each picture fo the number of faces and the description. 3 faces 2 faces 6 faces the same 1 face 6 faces 3" Circle the shape with 6 faces the same. dh curved flat and curved flatLesson 4: Making patterns = uni e using 3D shapes ” ¢ Make patterns using spheres, cones, cylinders, cubes and cuboids igi] Draw the next 3 shapes in each pattern. Onoooo PNTCIUC LT} 1 a Choose 3 shapes. Make a pattern. O40 78~ Lesson 1: Recognising symmetry eS "@ + ¢ Recognise symmetry in the You will need world around us ¢ coloured pencils Colour the rainbow so both sides match. 1 1 1 1 1 1 a 1 Colour the matching halves the same colour. Geometry fe Draw a mirror image of the shape. 79a A a a, "Lesson 2: Finding lines of symmetry .¥""@ 1 ¢ Find lines of symmetry in 2D shapes PTI Circle the correct line of symmetry. wl Draw lines of symmetry. Draw lines of symmetry. ©©® 80alt a a fh if ns Pin 3: Making symmetrical ey shapes ¢ Make symmetrical shapes You will need and talk about them * coloured pencils = [fi] Make a symmetrical shape. ft | Geometry P| Make a symmetrical | ] 4 shape. | ttied patterns ¢ Make symmetrical patterns You will need and talk about them * coloured pencils * small mirror "| 1 Add dots to make the picture i symmetrical. 2 Colour the dots — make sure it is still symmetrical. PWT CeY-1 5) make the pattern show symmetry. a Using a black pencil, OC) 3" Make a symmetrical pattern using two colours. ©OGO® 82A a a i a - é Lesson 1: Describing direction * Give directions to move an object ~ ni" Circle the word that shows where the kite is. i 5 = ] 1 5 up down up down Where is Ted going? Circle the correct word. forwards backwards 3" The | moved right to the me. It went up the we and down the ee. It moved right to the @ and went around it. It went left to the Start. Draw the snail’s journey. START S a e @ © 83PNTICIITeLT 9} So Se & ser 4 _Lesson 2: Describing position =o% “ae rs ¢ Describe an object's position, You will need Draw: * coloured pencils ~ &@ - on re) behind iy Where is the cat? on outside cs behind under inside or Ey) Draw: — J over & ly ver ©O®: ~~ . a Tous * z Lesson 3: Describing distance ~ OB ¢ Describe the distance of an object You will need ° col Complete the labels to show the ae distance of each animal from the tree. 4 ay far close to near Geometry 3 Draw: ¢ 2 fish close to the boat ¢ 2 fish far from the boat ¢ 2 birds around the boat Colour the nearest & to the boat blue. ie] Circle the child: 1 nearest to the football. 2. furthest from the football. so taLesson 4: Describing movement ¢ Talk about how Iam moving an You will need object and where I have moved it to * coloured pencils Draw a line to show the snail go up, down and around the free. a Draw: 1 Colour something 2 Draw: —~ Za over the tree. rey inside the tree. going around the tree a blue dot inside the ZN. VY a red dot near the Gs) a circle around the ow; ‘ar away and near to the boy. ©G©®; iceeal @: on * Lesson 1: Recognising coins (1) ~ 2" , ¢ Recognise 1 cent, 5 cent and 10 cent coins Circle the right coin. % ‘Sees VZeec Match each toy to a coin. Measure om Ey) Match each coin to its name. @ @ @ 5 cents 10 cents 1 centa lie Ml gaan, ‘i * es P _Lesson 2: Making totals oe ° Make totals up to 15 cents ff] Write the total. ms Ey) Draw coins to make each fofal. ary) 2 (9) 15¢ ® Cs. 12¢ © a ©i a - <2 il . Lesson 3: Making equivalent totals (1) UUs) ¢ Find different ways to make a fotal of the same value @«u— jeeeeee fleece eee [_] cubes (] cubes [|] cubes Use cubes to measure these things. A) i [| cubes (_] cubes [| cubes Use paper clips to measure these things. Measure ©O® EAB _| povercips 97eee foo 4: arene height = ve ge oon and width + Compare the height and the width of objects _¢ Circle the cone piled highest with ice cream. 1 Circle the highest balloon. 2 Tick the widest balloon. 8 Ey) Draw a tree that is taller and with a wider trunk. }. ~ & - ‘Lesson 1: Comparing and describing weight * Compare the weight of 2 objects J a Join each animal to the right word. lighter Measure ans py Tick two heavier items. a Ee Circle the right word. 1 heavier / lighter than a. 2 2 —® heavier / lighter than 2 ©O®, = ee ROO, a p Lesson 2: Using balance nes + unt YY | : to compare weight oy * Compare the weight of objects using balance scales , 1 Draw something lighter. 2 Draw something heavier. Eons) Draw a line from each animal to its correct place on the balance scales. 1 2 heavier lighter same heavier lighter same © 100* - : Picssen 3: Estimating and iy a ordering objects by weight © Order objects from heaviest to lightest or lightest to heaviest Draw the fruit in order from lightest to heaviest. oO. lightest heaviest Draw something lighter and heavier. lighter heavier 3" Choose four objects and estimate the order. Draw them in the boxes. heaviest lightest ©O® 101, > a Lesson 4: Measuring wet gis 17} ¢ Weigh objects using units that are the same How many cubes? a. - 1 The toy car weighs 2. The hat weighs (] cubes. (] cubes. Add or take away cubes to make the scale balance. ur take away add take away "3" 3%. 3 cubes yd = 2 cubes ¥ = 1 cube 1 The 3 bears weigh [] cubes. 2 Draw cubes on the scale to make it balance. 102aS Oe ne “a ae oP describing capacity ° Recognise when a container | You will need | is full, half full and empty Colour the glass uniil it is full. Se Measure Colour to make the labels true. Sey empty full half full f] Draw a line to the correct label. SI eo f iS ©O® empty full half full aafecson Di Estimating and A gt 18) ordering capacity ¢ Estimate and order capacity from most to least and from least fo most Circle the container that holds the most. Coney yy 1" Order the capacities from holds the least (1) to holds the most (4). a su Bo 6 Draw the containers from Challenge 2 in order, from holds the most to holds the least. 104 — —ga %. po ft ~ Lesson 3: Measuring capacities Op um ‘ ° Measure capacity using units of measurement that are the same Fill the jug with water using the yoghurt pot. The capacity of the jug is You will need * toy bucket * jug ¢ yoghurt pots oghurt pots. LJ Ss} S Fill the bucket with water using the jug. How many jugs did you need to fill the bucket? Draw them: 3 Which is the best container to use to fill the paddling pool? Circle it. ©O® 105einspew Lesson 4: Estimating and measuring capacities ¢ Estimate a capacity, measure it and describe the results Which container is best for filling the bucket? Circle it. be "3" Measure to check this estimate. 106 3% te! unit 3) ; = a You will need * measuring jug * cups * bucket ° spread tubs/yoghurt pots Container Estimate Measure « / "3" Fill in your estimate then measure to check it. Container Estimate Measure ©0®‘ a Lesson 1: Recognising times of @5 eS 719), a the day ¢ Recognise morning, afternoon, day and night and learn what takes a minute and an hour ns Circle the correct time of day for these activities. 1 UY Cte) day night day — night day night a Circle how long it takes to do each activity. 1 Goupanddown 2 Brush yourteeth 3 Do your the slide homework minutes — hours minutes hours minutes — hours How long? Draw a line fo the right time. wave sleep sneeze less than a minute more than an hour"Lesson 2: Reading the time ¢ Read the time to the hour PT" Circle the right time. 1 CY yry i) 5 o'clock 8 o'clock 12 0'clock 3o’clock 11 o'clock 1 o'clock 5" Write the time each clock shows. os ey) 1 ‘Fill in the numbers. 2 Set the time to 4 o'clock. 108KR fe . Lesson 3: Showing the time ¢ Show the time to the hour Pt Draw the hour hand on each clock. Measure 10 o'clock 12 o'clock 1 o'clock Ps" A film starts a 3 o’clock and is 2 hours long. Show the finishing time on the blank clock. Start time Finishing time 109a wee, im ' Lesson 4: Receqnreing and ardcring unit G) } ' times of day ¢ Order my day using times on the hour =" Put the events in order: first, second, third, fourth. CP Tit} of) T] 1 Wake up in the morning. 3 Go home from school. 4 Go to bed at night. Ps" Draw something you do after school. Show the time on the clock. 110RS 1: Days of tha weok ae Mig >. ° Recognise the days of the week» You will need Pt" Draw a weekday activity. ered and blue coloured pencils F Weekend, weekday or both? Activity |Weekend Weekday Both & i) + 5, Colour the weekend days red and the weekdays blue. /~ ( Saturday FridayB Vecson 2 Ordering at P _ Lesson 2: Ordering the days Pal 120) E of the week ° Order the days of the week Fifi Draw lines to put the days of the week in order. Wednesday Monday Sunday Thursday Friday SiNSsD9s| Write the day that comes next. Write the day before and the day after. Yesterday Today Tomorrow Monday Friday Wednesday ©O® 112se & & cas & a fa ~ Lesson 3: Ordering familiar events — un) ¢ Order events by days of the week nT" Order the routine 1, 2, 3, 4. ; : | lll | : a t= ~{. ij i 3 a Order the activity with numbers 1, 2, 3, 4. You will need: packet of seeds, pot, water (] Put the pot in a sunny oo (] Put soil in a pot. S [| Water the soil. O @ [| Put the seed in the pot and cover with soil. Ss 3" Draw your first two activities on a Monday. ©©® 113Lesson 4: Months of the year * unit @0) , ° Recognise and order the months of the year Ps" Draw an event that happens every year. Ents s)) "3" Write the months in order. — 7} a 1 Write the name of the missing season. 2 Draw the weather for that season in the box. Four Spring/ seasons | Autumn in one year ©O® 114~ Lesson 1: Sorting data €” = @ ¢ Sort information to answer questions Ps" Draw a line to the right answer. 5 iS o i] =) = i) c Cj Es (amas) (Shon a Write the letters and numbers in the correct box. Letters Numbers @ A3 BJ 5 1079 © © KO ER3 6G) BN) | We (45 BE) zeLesson 2: Lists and tables 3°" uni @) ; *¢ Organise information into You will need lists and tables ¢ different coloured pencils ns Complete the table. oe s@e Sweet Total sey eT | Total Total ©O® 116i: Picioerana 2 ge, Say * Use a pictogram to show information» le@ Write the totals. Cakes sold Mondo | gaa a a a Tuesday wuiwie Wednesday wa al Write the totals. Safari park arate) AAALL zebra| Ay 4a tiger| SoS ie eh wot tribabnta by bybrbststy bear 9p Sap a Use the table to complete the pictogram. oy g 2 Handling data WOU Ey a KOU Type of |Number Supermarket sales groceries |ofitems | banana banana 2 apple 5 apple ® popcorn 3 popcorn © water 3 water © hieS ao Tar > Lesson 4: Block graphs aye 3 unt @) ¢ Use a block graph to show information You will need Complete the block graph. * coloured pencils F Ey me, a2 * HI a o HO we DO 7) oe « ley) Use the table to draw a block Yd) |) we graph. Use blue to colour the column with the most. 9 8 7 6 5 4 3 2 1 3" Complete the block graph. SNWRUO NOOO ©O® 118 red“ blue greenee a A Pt econ 1: Venn diagrams eee ee ogi Soul uuclC ay Write the numbers in the diagram. 3 4, 10, 21, 25, 28, 24, 29. cS =) [= even = numbers So ks a Complete the Venn diagram. straight sides ©O®@ 119a CR ace Lesson 2: Carroll diagrams ¥ ge nit 2) : e Use a Carroll diagram to sort information ia Complete the Carroll diagram. A B C Letters with curves Letters with no curves DE es B A = 5 (=) 2 re) I ] Draw a line to show where each animal belongs. Lives in water Does not live in water a Complete the diagram. Less than 10 More than 10 )_G © » 99 GOB~ ae MR. « fa » Lesson 3: Collecting and sorting data un) ¢ Collect and sort information to answer a question "| Complete the tally chart. B® SS aad & Vehicle Number So Ee SS m8 motorbikes Handling data Complete the table. Vehicle Number Total lorries HT HHEIIL cars HHL motorbikes W taxis tit How many? ‘ow le¥] Use the information in the table above to answer the questions. 1 How many more lorries than taxis? [ 3) 2 How many more cars than motorbikes] © 3 How many vehicles in total? [| ©. ; lh i € Lesson 4: Collecting, sorting and * unit @2) presenting data * Collect, sort and present information = Ps" Use the information to complete a pictogram. Fruit | Number Favourite fruit TOS) eye) MTT Tet) Zae(le Use the information to draw a block graph. 1 How many people like wT? 2 How many people like 2 3 How many people were asked? Use the information to answer the questions. ® 122