CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Workbook answers
1 Numbers to 10
Exercise 1.1 Exercise 1.3
1 2, 3, 5, 6 1 Learners should have ticked the ten frame
with 5 counters.
2 Yes, (5).
2 Learners should have ticked the domino
3 2 dominoes, 5 drums, 3 bananas and pattern for 6.
7 small toys
3 Learners should have ticked the sets of
4 Learners’ own estimates. 10, 8. 3 cubes and 3 spots.
5 Learners should have drawn 8 more in row 4 Learners should have ringed the domino
9 to make 9 snakes and 9 more in row 10 to with 8 spots.
make 10 ants.
5 Learners should have ringed the set of
6 Yes (9). 4 counters.
7 Learners should have drawn a ring around 6 Learners should have ticked the sets of 7 stars
the final blank 7 domino. and 7 spots.
8 Learners’ own estimates. 7 ladybirds, 9 worms, 7 There are 7 circles.
8 spiders.
There are 4 stars.
9 Learners’ own designs.
There are more circles than stars so there
10 Learners’ own small sets. are fewer stars than circles. Accept words or
11 Learners’ own estimates. 3 horses, 7 cows, drawings of circles or stars.
4 ducks, 1 cat, 2 mice, 6 birds, 8 butterflies. 8 3, 3.

Exercise 1.2 9 10. Accept learners’ own numbers beyond 10.

1 Learners to say and point to all numbers 10 Any number from 0 to 6.

1 to 10. 11 4 is fewer than 5.
2 Learners should have coloured 1, 4, 7 and 12 7 is fewer than 8 and 9.
10 red, 2, 5 and 8 green, and 3, 6 and 9 blue.
13 6, 7 or 8
3 Learners should have added numbers 1 and 10
to the number track. 14 less or fewer, more or greater.

4 Learners should have added the missing 2, 4,

6, 8 and 10 to the first number track. They
Exercise 1.4
should have added the missing 1, 3, 5, 7 and 9 1 three, five, six, nine
to the second number track.
2 Learners’ drawings of an empty plate.
5 7 is missing.
3 one, three, five, seven, nine, ten
6 4, 6, 8, 10
4 Learners’ own drawings showing ‘7’, ‘seven’
7 2 and 7 have been swapped and 4 is missing. and two arrangements of 7 dots.
8 3, 7, 9, 2 5 two, three, four, five, six, seven, nine, ten
9 3; 7; 8; 2, 4; 6, 8; 8, 9

1 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

6 seven, three 2

Biscuits
7 seven, zero, five, four, two, one

Choco
Exercise 1.5 will roll will not roll
1 5, odd. It is odd because there is one left over
from the pairs.
2 6, even. It is even because the pairs match up
with none left over.
3 even, odd, even, odd
4 9 is an odd number.
3 Learners should have coloured the spheres
10 is an even number. blue, the cubes yellow and the cylinders green.
5 Any odd number of socks (1, 3, 5, 7, 9) in 4 Learners should have coloured the spheres
pairs with 1 left over. yellow, the cylinders blue and the cubes green.
Learners should also have drawn a ring
6 When you put an odd number of objects into
around the spheres and cylinders and a
pairs, there is always one left over.
square around the cubes.
When you put an even number of objects into
5 Learner’s own answers.
pairs, there are none left over (or similar
wording) 6 curved, flat, faces, edges
No, all numbers are either odd or even; no 7 cylinder, sphere, cube
number can be both.
cylinder, cube, sphere
7 0 is an even number by continuing the pattern
of every other number being even. Its 8 Cube: balloons and mobile phone are not the
neighbour, 1, is odd, so 0 must be even. It has same shape.
0 groups of 2 with none left over. Learners Sphere: shoe and carrot are not the
may have other ideas. same shape.
Cylinder: carrot and balloons are not the
2 Geometry same shape.
9 false, false, false, true, true, false, true, false
Exercise 2.1
Exercise 2.2
1 face / edge 1 heart, semicircle, circle

curved / flat surface 3, 4, 4, 2

2 circle, square, triangle, rectangle
1, 5, 1, 3

face / edge

2 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

3 5 Learners should have drawn a ring around the

bigger of the two pieces in the second pizza.
Marcus took more than half a pizza.
6 Row 1: the third shape. Row 2: the first shape.
Row 3: the second shape.
7 Learners should have chosen the cake and the
orange that are divided into two equal halves.
8 Yes, yes, yes, no
9 Learners should have divided the
C horizontally, the leaf vertically, the wheel
through one of the inner lines and the
rectangular shape horizontally.
10 Learners should have drawn the mirror image
4 of the heart, spade, arrow and bow shapes.
11 Learners should have drawn the mirror image
of the egg halves.
12 Learners’ own answers.
13 Learners should have divided the stars
horizontally, vertically and diagonally in
both directions.
5 Learners should have coloured the circles red,
the triangles green and the squares blue. 14 Learners should have coloured half of the
rectangle.
6, 6, 6
15 There are 3 ways to halve an equilateral
6 circle, square, triangle triangle. Draw a line from each corner to the
opposite side.
7 sphere: 1; triangle: 3; square: 4; rectangle: 4
There is one way to halve a right-angled
8 square, rectangle, circle, triangle, 3D
triangle. Draw a line through the right angle
9 Learners’ own answers – there are many to the opposite side.
possible patterns.
16 There are four ways to halve a square. Draw a
line from each corner to the opposite corner.
Draw lines from the centre of each side to the
3 Fractions opposite side.

Exercise 3.1
1 Learners should have divided the diamond
4 Measures
horizontally or vertically, the heart vertically,
the moon horizontally, the face vertically. Exercise 4.1
2 Learners’ own shapes showing two halves and 1 Learners should have coloured the first tree.
two shapes that do not have two halves
2 Learners should have coloured the longer in
3 Learners should have drawn the mirror image the pairs: the right pencil, the right scarf and
of the half of the tree. the right kite.
4 Learners should have divided the 3 squares Learners should have coloured the shorter
vertically, horizontally and diagonally from in the pairs: the right ladder and the
top right to bottom left and coloured in bottom train.
one half.

3 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

3 Learners should have coloured the shorter 10

9 8
objects blue: the left bottle and the right tree.
They should have coloured the other, taller, 2 7 0 8
objects red: the right bottle and the left tree.
4 Learners’ own answers. 8
5 Striped is 1, spotted is 2, zigzag is 3, black is 4, 3 5
white is 5.
1 2 3
6 Learners should have coloured the third one in
the top row, the middle one in the second row
11 0+1=1
and the first one in the bottom row.
1+1=2 2+1=3
7 Learners’ own answers.
3+1=4 4+1=5
8 Learners’ own answers.
5+1=6 6+1=7
9 Learners’ own drawings.
7+1=8 8+1=9
9 + 1 = 10
5 Working with
The first column shows that adding 1 to an
numbers to 10 odd number makes an even number. The
second column shows that adding 1 to an even
number makes an odd number.
Exercise 5.1
12 9 + 1 = 10  8 + 2 = 10 7 + 3 = 10
1 Ten frame with 5 counters on it. 4 + 1 = 5
6 + 4 = 10  5 + 5 = 10
Ten frame with 6 counters on it. 5 + 1 = 6
13 10 + 0 = 10
2 Ten frame with 8 counters on it. 6 + 2 = 8
14
Ten frame with 9 counters on it. 7 + 2 = 9 10

3 2+3=5 5 5

4 2 add 4 equals 6. 1 4 1

2+4=6
5 2+5=7 3+6=9 10

4+3=7 5+4=9 5 5

6 + 4 =10 8 + 2 = 10 3 2 3

6 6+1=7 5 + 5 = 10 2 1 1 2

7 Learners’ own stories that match the addition. (bottom row can also be 1, 2, 0, 3 or 3, 0, 2, 1.)
8 Learners’ own estimates.
Exercise 5.2
7+2=9 6+0=6 4+1=5
1 2, 4, 6
5+3=8
2 6−2=4
9 0+3=3 3 + 7 = 10
5 take away 1 equals 4
6+0=6 3+4=7
5−1=4

4 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

3 6−3=3 7−4=3
4−2=2 5−4=1
6 Position
4 6−5=1 7−5=2 Exercise 6.1
5 7 take away 2 equals 5. 7 − 2 = 5 1 Learners should have drawn a ball next to the
6 Learners’ own completed calculations for boy, a spider under the table, a cloud above
6− = the tree, a cat beside the fence and a girl under
the umbrella.
7 8−1=7 8−2=6
2 Learners should have coloured the 4th snail,
8−3=5 8−4=4 the 2nd elephant, the 3rd cat and the 6th car.
8 − 1 = 7, 8 − 2 = 6, 8 − 3 = 5, 8 − 4 = 4, 3 7th, 5th, 8th, 6th, 2nd
8 − 5 = 3, 8 − 6 = 2, 8 − 7 = 1, 8 − 8 = 0
4 The 4th and 8th scarves are not coloured.
8     
6 8 5 2nd, 3rd, 4th, 5th, 7th, 8th, 9th, 10th
2 4 3 5 6 1st – first, 3rd – third, 5th – fifth,
7th – seventh, 10th – tenth
6 10 7 Learners should have ringed the bee, crossed
out the caterpillar, ringed the ladybird,
3 3 7 3 coloured the butterfly and beetle, and
3 0 3 6 1 2
coloured the grasshopper a different colour.
  
8 Learners should have drawn a worm between
9 Learners’ answers will be determined by the the two birds.
spinner.
9 Learners should have coloured the circle in
10 10 − 3 = 7 (or 3 + 7 = 10 by recalling number row 2 yellow, the square in row 1 green, the
bonds) triangles in row 1 blue and the triangle in row
3 red.
8+1=9
10
11
8

4 4

2 2 2

1 1 1 1

11 fourth
10
Bertie could travel several different routes.
3 7 One example is:
2 1 6 • down 5 squares
• right 1 square
2 0 1 5

12 9 − 7 = 2, 9 − 5 = 4, 9 − 3 = 6, 7 − 5 = 2,
7 − 3 = 4, 5 − 3 = 2
Odd number take away an odd number gives
an even number. When you take away an odd
number from an odd number, you remove the
‘1 left over’ that made the original number
odd. So what is left must be even.

5 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

6 Learners’ own answers.

7 Statistics 7 Vegetables and not vegetables would fit, but
learners may choose different options.
Exercise 7.1
1 The 3 pairs of shoes with laces go in the
‘with laces’ circle and the 6 six pairs of shoes
8 Time
without laces go in the ‘without laces’ circle.
Exercise 8.1
2 6 buttons go in the ‘2 holes’ set and 4 buttons
go in the ‘not 2 holes’ set. 1 Morning, afternoon, evening.
Learners’ own drawings.
3 Learners’ own answers – they should have
written three names accompanied by drawings 2 4 o’clock, 10 o’clock
of fruit. 3 Half past 7, half past 3
4 2 cats are sitting. 4 cats are not sitting. 4 Half past 5, half past 8, half past 4
There are 6 cats altogether. Learners’
own answers. 5 Learners should have coloured the days
following the instructions.
5 10 use wheels, 5 don’t use wheels.
6 Learners should have ringed the current day
6 zebra, lion of the week. Learners’ own drawings for what
7 Learners’ own answers. they are going to do tomorrow at school.

8 Learners’ own answers. They could sort them 7 Learners correctly add numbers to the clock.
by cubes/reels/beads. 8 Learners should have ringed the clock
9 Learners’ own answers. showing 1 o’clock.
9 Learners should have ringed the clock
Exercise 7.2 showing 4 o’clock.
1 3, 5, fewer 10 Learners should have ringed the clock
showing 2 o’clock.
2 Circle 1 shows numbers greater than 5 and
outside the circle shows numbers from 0 to 5. 11 Learners should have ringed the clock
Circle 2 shows half objects and outside the showing 6 o’clock.
circle shows whole objects. Labels should show
that circle 1 contains numbers greater than 5 12 Learners should have drawn the small hour
and circle 2 half objects. Allow variations in hand pointing to the number 7.
the wording that demonstrate this. 13 Learners should draw hands showing
3 4, 4, 8 8 o’clock.

4 Learners could choose to sort by straight 14 Half past 6, half past 5, half past 1
or not straight sides, the number of sides or 15
curved. Sunday Monday Tuesday
Monday Tuesday Wednesday
5 Learners should label the circle either ‘plays
tennis’ or ‘plays football’. If labelled ‘plays Thursday Friday Saturday
tennis’ then 5 lines should be drawn from Thursday Friday Saturday
those children into the circle and if ‘plays
football’ then from 3 children. 16 Learners’ own answers.

6 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

17      12 Sofia is correct for 10 to 19. An extra 2 and 0

11 12 1 11 12 1 are needed for 20.
10 2 10 2
9 3 9 3 Exercise 9.2
8 4 8 4
7 6 5 7 6 5 1 13, 16
2 Learners should have drawn 4 more beads on
the bead string.
11 12 1 11 12 1
10 2 10 2 A place-value card of 4 is required.
9 3 9 3
3 There are 15 teddy bears.
8 4 8 4
7 6 5 7 6 5
There are 12 dolls.
    
There are fewer dolls than teddy bears.
18
11 12 1 12 is fewer than 15.
10 2
9 3 4 Yes. There are 12 eggs and 13 egg cups, so
8 4 there is an egg cup for every egg.
7 6 5
5
0 6 10 15 20
19 Marcus is not correct. In three hours it will be
11 o’clock, so it will still be today.’ 6 Learners’ own answers.
7 Learners should have drawn 14 counters in the
9 Numbers to 20 first pair of ten frames and 11 in the second
pair. They should tick the ten frame showing 14.
8 Learners’ own estimate.
Exercise 9.1
There are 14 spoons.
1 14, 17, 19
There are 13 bowls.
2 15; 13, 14; 19, 20
There are fewer bowls than spoons.
3 13, 14, 15
13 is fewer than 14.
4 2, 10
Yes, there is a spoon for every bowl.
5
16 sixteen
9 19 is greater than 15.
17 seventeen
15 is fewer than 19.
18 eighteen
17 is greater than 15.
6 15, 17; 11, 13; 13
15 is fewer than 17.
7 12, 14, 16, 18
15, 17, 19
8 0, 20
10
0 4 10 17 20
9 12 twelve
14 fourteen 11 Learners’ own estimates. There are 18 carrots
19 nineteen and 20 rabbits, so there isn’t a carrot for
every rabbit.
10 16
12 Learners’ own estimates. 16 dragonflies,
11 14 = 1 ten and 4 ones 17 = 1 ten and 7 ones 11 butterflies.
1 ten and 6 ones = 16  
2 tens and 0 ones = 20

7 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

13 10 + 5 = 15
14 Learners’ own estimates. There are 15 balls
10 Geometry (2)
and 13 bats, so there is a ball for every bat.
Exercise 10.1
15 Learners may not record their results in a
table but these are the possible answers. 1 Learners should have coloured the cylinders
blue and pyramids red.
Frogs Lily pads
2 Learners should have circled the cube in the
11 15 first row, the pyramid in the second row, the
12 16 cuboid in the third row and the cylinder in the
13 17 bottom row.

14 18 3 Number Number Flat or

Shape
15 19 of faces of edges curved?
16 12, 15, 18 20, 15, 10 pyramid 5 8 flat
cylinder 2 2 both
17
0 10 13 18 20 cube 6 12 flat
cuboid 6 12 flat
sphere 0 0 curved
Exercise 9.3
1 Odd 5, 11, 15. Even 2, 12, 20. 4 5, 5, 6

2 18 5 Sphere, cylinder, pyramid

3 16 6

4 4, 8; 16, 18
5 2, 20
6 18 shoes
7 8, 12; 6; 10; 11; 10
8 even, even, even, even.
9 8 groups
10 12 wheels
11 6, 8, 10, 14, 16, 18.
18, 6
12 13; 11; 10; 17
Learners correctly describe a cube, pyramid
13 odd, odd, odd, odd. and cuboid.
14 Learners’ own advice, for example, ‘Put a 0 Learners draw a sphere. Description may be:
box above 10 so you can draw another arrow A sphere is an object shaped like a round ball.
from 0 to 10.’ Or ‘0 belongs before 1. Put a
0 box before 1 and draw a large arrow from a Learner’s should have circled the shapes
0 to 10.’ There is no wrong answer provided on the right for the first line and the
learners can justify their answer. shapes on the left for the second line.
b Learner’s own descriptions of a cube,
pyramid, cuboid and learner’s drawing
and description of a sphere.

8 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

7 7
Number Number Flat or triangle
Shape
of faces of edges curved?
triangle- circle
based 4 6 flat
pyramid rectangle
cube 6 12 flat
square- square
based 5 8 flat
pyramid 8 Learners’ own drawings. Answers to the
questions will vary, depending on what
cuboid 6 12 flat learners drew.
sphere 0 0 curved
9 Third shape circled.
cylinder 2 2 both
Learners’ drawings of a shape and then the
Learners should have named, drawn and same shape rotated in three different ways.
described 4 examples of the shapes.
10 Square: This 2D shape is a square.
8 Cube It has 4 straight sides the same length.
9 Cuboid Circle: This 2D shape is a circle.
It has no straight sides.
Exercise 10.2 Triangle: This 2D shape is a triangle.
1 5 circles coloured in red, 10 squares coloured It has 3 straight sides.
in blue. Rectangle: This 2D shape is a rectangle.
2 It has 4 straight sides. Opposite sides are equal.
11 2D shapes: triangle, square, circle, rectangle
3D shapes: cube, cylinder, cuboid
12 Learners’ own answers, depending on what is
in the classroom.
3 Learners should have drawn a triangle 13 I used 9 squares.
pointing up as the next one in the sequence.
14 Learners’ choices of shapes and rotations.
4
15 Name of Number of Number of
2D shape straight sides curved sides
square 4 0
rectangle 4 0
circle 0 1
triangle 3 0

A circle has no straight sides.

16 No corners, no straight sides.
5 3D: cube, cylinder, cuboid
17 One shape is 2D, the other is 3D.
2D: pentagon, triangle, circle
The 2D shape can be found on the 3D shape.
6 Triangle, square, rectangle, circle
The number of faces and edges/sides
Square and rectangle are different.
Circle

9 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

12 Half of :
11 Fractions (2) 2=1 4=2 6=3

Exercise 11.1 8=4 10 = 5 12 = 6

1 The learners should have drawn a ring around 14 = 7 16 = 8 18 = 9

8 of the sweets, 9 of the balls, and 4 of the 20 = 10
lighthouses.
13 Two and a half sandwiches, half an apple,
2 Learners should have drawn the correct one and a half cakes
number of balls in each box.
Half of 18 = 9 Half of 14 = 7
Half of 12 = 6 Half of 20 = 10
12 Measures (2)
Half of 16 = 8 Exercise 12.1
For the last part, learners should have drawn
1 Learners should have circled the shoe, banana
a number of balls to match the even number
and book.
they have chosen. They should have correctly
identified half of this number. Learners should have drawn or written the
shoe, banana and book for the heavier items
3 The second, fourth, fifth and sixth shapes
and the sock, feather and paintbrush for the
show halves.
lighter items.
4 4 whole sandwiches, 5 whole apples, 3 whole
2 The jar on the left, the jug on the right, the
cakes
bottle on the left. Learners should have drawn
5 Learners should have coloured 2 circles, 2 bottles and 2 buckets and labelled them with
3 triangles, 1 square and 4 semi-circles. ‘more’ and ‘less’.
6 Learners should have drawn 2 balls, 3 bats 3 Learners’ own answers, which depend on the
and 1 tennis racket. size of their hands.
7 6, 3, 5 4 The apple is lighter than the pear.
8 6 whole sandwiches, 8 whole apples, 7 whole The pear is heavier than the apple.
cakes
The pear and the lemon balance.
9 Learners should have drawn the correct
The strawberry is lighter than the grapes.
number of objects in each box.
The grapes are heavier than the strawberry.
Half of 10 = 5 Half of 12 = 6
5 Learners should have coloured in the whole
Half of 14 = 7 Half of 16 = 8
jug, half of the baby bottle and none of the
Half of 18 = 9 Half of 20 = 10 bucket.
10 The bar could be divided vertically or into 6 Learners should have drawn 5 cubes to
L shapes. balance half an apple and 2 apples to balance
20 cubes. Learners should have drawn 3 sets of
11 Learners should have drawn 7 eggs in the box scales and written a sentence for each.
and 7 eggs in the bucket.
7 The glass that is left is tall and full of water.
Learners should have written their own
problem about halves.

10 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

Exercise 12.2
13 Working with
1 Learners should have drawn a ring around
the ruler. numbers to 20
Learners’ own drawings for things that are
long or short. Exercise 13.1
2 Learners should have drawn a ring around 1 8 + 5 = 13
the thermometer.
+1 +1 +1 +1 +1
Learners’ own drawings for things that would
make them hot or cold. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3 Learners should have drawn a ring around the 11 + 3 = 14

metre stick.
Learners’ own drawings for things that are the +1 +1 +1

tallest or shortest things they know.

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

4 Learners should have drawn a ring around the

first thermometer. 2 8 + 5 = 13

Learners should only colour in a very small +5

part of the thermometer for cold, up to
midway for warm, up to or near the top for 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
hot and just a small line at the bottom for
freezing. 11 + 3 = 14
5 Learners’ own answers.
+3

6 Sun shining: hot thermometer (first);

snowman: cold thermometer (third); sun and 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

cloud: warm thermometer (second)

3 Learners’ own answers. For example, 1 and 6, 2
7 and 5, or sets of 3 or 4 numbers which total 7.
warm
4 7 + 4 = 11

+3 +1

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

9 + 3 = 12
cold
+1 +2

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

hot 5 For example, 5 plus 5 equals 10. I need to add

1 more and 10 plus 1 equals 11.
6 7 + 4 = 7 + 3 + 1; 11 + 3 = 11 + 3
freezing 7 11 + 5 = 16

+5

8 Ruler, ruler, metre stick

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

9 Metre stick, metre stick, ruler, ruler

11 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

8 Learners’ own additions with totals of 6 Learners’ own choice for order of subtracting
6 and 13. 10 and some ones.
9 6 + 7 = 13 17 − 12 = 5

+4 +3
7 8 − 5 = 3  14 − 9 = 5  18 − 14 = 4
8 Learners’ own selections, methods and
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 calculations.
10 7 + 6 = 13 9 Learners’ own selections, methods and
calculations.
+3 +3
10 Learners’ own answers and number sentences,
depending on the spinner outcome.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

11 Learners’ own answers. Exercise 13.3

12 13 + 7 = 20 1 5 + 0 = 5  10 + 0 = 10  15 + 0 = 15
13 Learners’ own answers. 5 − 0 = 5  10 − 0 = 10  15 − 0 = 15
14 Milo was adding 6 and 8. First he used two 2 Learners’ own addition to a total of 12.
jumps of 4 to solve 6 + 8 = 14. Then he put the
3 Learners’ own estimates.
larger number first and used a jump of 2 to 10
and a jump of 4 to solve 8 + 6 = 14. 13 + 6 = 19  12 − 4 = 8
15 8 + 4 + 4 = 8 + 2 + 6 4 Number 0 1 2 3 4 5
Double 0 2 4 6 8 10
Exercise 13.2
1 Learners’ own choice of method, recording Number 6 7 8 9 10
jumps of 1 or one jump. Double 12 14 16 18 20
17 − 6 = 11
5 Learners’ own number lines showing jumps
13 − 8 = 5
used.
2 Learners’ own choice for order of subtracting
6 Learners’ own estimates.
10 and ones.
15 − 9 = 6 7 + 5 = 12
19 − 11 = 8
7 3 + 3 = 6  Double 6 = 12  Double 9 = 18
17 − 13 = 4
Double 4 = 8 Double 7 = 14 Double 9 = 18
3 14 − 6 = 8
8 0
–2 –4
9 Learners’ own number lines showing jumps
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
used.
10 Learners’ own word problem for 17 − 9 = 8.
12 − 7 = 5

–5 –2
Exercise 13.4
1 Fewer than 10: 1, 2, 5.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
10 or greater than: 10, 20.
4 The difference between 4 and 8 is 4. 2 Learners’ own patterns.
The difference between 12 and 17 is 5. 3 Learners’ own answers.
5 19 − 7 = 12

12 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

4 Learners’ answers will depend on the local Exercise 14.2

currency. If there are more odd coins in local
currency, a random small number of coins is 1 6 trees, 1 swing, 6 cars, 3 birds, 2 cats, 4 bikes,
also likely to contain more odd than even coins. 7 houses
5 Learners’ own design for a coin with 20 or 2 5, 4, 2, 5
twenty on it.
Learners’ own answers.
3 4, 6, 2
14 Statistics (2) 4 5 fish, 7 dogs, 5 penguins, 8 rabbits, 6 horses,
4 cats
Exercise 14.1 5 Colours that children like
1 Sofia saw 3 tigers.
Sofia saw 4 elephants.
Sofia saw 5 penguins.
Sofia saw 6 monkeys.
18 animals
2 Less than 10: 5, 4, 2, 7 Yellow Red Blue Green
Not less than 10: 11, 15, 12, 14, 16
6 Fruits that children like
3 Learners should have drawn 3 stars alongside 10
Monday, 1 alongside Tuesday, 4 alongside 9
Wednesday, 0 alongside Thursday, 2 alongside 8
Friday. 7
Wednesday, Thursday 6
5
Tuesday and Friday 4
4, 2 3
2
4 Animals: ladybird, eagle, duck 1
Cannot fly: crab, penguin and ostrich
5 Can fly: mosquito, dragonfly, bee, grasshopper
Cannot fly: spider, ant, centipede The fewest number of children like apples.

6 7, 2, 6, 4 7 Block graph C is the correct match.

4 8 Favourite fruit of the children in

Abduhl’s class
Odd
5
Lola
4
Learner’s own answers.
7 2

Learner’s own answers. 5

7 The data could be counted using a Venn 6

diagram, a pictogram or a Carroll diagram.
Learners’ own answers for presenting the data.

13 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

9 A table or a block graph could be used to 7 Learners’ answers will depend on what the
count the data. current month is.
8 Clocks with Clocks with
2 hands 1 hand
15 Time (2)
11 12 1 11 12 1
Exercise 15.1 10 2 10 2
9 3 9 3
1 10 o’clock, half past 4, half past 7 8 4 8 4
7 6 5 7 6 5
2 Half past 8, 4 o’clock, half past 3
12 o’clock, half past 12, half past 6
11 12 1 11 12 1
3 Clocks with Clocks with 10 2 10 2
2 hands 1 hand 9 3 9 3

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

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

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

8 4 8 4
7 6 5 7 6 5
9 Friday, Saturday, Tuesday, Wednesday
10 July, August, March, July
11 12 1 11 12 1
10 2 10 2 11 7 days, Saturday
9 3 9 3
12 They are Tuesday and Thursday.
8 4 8 4
7 5 7 5
6 6 It is Monday.
They are March and May.
They are January and February.
4
Ye They are September, October, November
s te
r and December.
da

13 Learners should have ticked the second speech

y

Days of
the Week bubble (6 o’clock).
Today

14 Rakesh is correct. The hour hand and minute

hand do not match. If the hour hand is
correct, the minute hand should point to 12.
r ro
w

o If the minute hand is correct, the hour hand

To m should be halfway between two numbers, not
pointing directly at one number.
5 Learners’ answers will depend on what the
current day is.
6 Thursday, Monday, Friday

14 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 1: TEACHER’S RESOURCE

The learner should have also drawn the sheep,

16 Position, direction duck and farmer on the grid in positions
of their choosing and have given accurate
and patterns instructions from the original positions to the
new positions.
Exercise 16.1 8 Learners should have coloured the star
green, the cross blue, the triangle red, and the
1 The bird is between the flower and the house. pentagon grey.
The window is next to the door.
9 Learners should have coloured the second,
The clouds are above the house. fourth, fifth and seventh snails.
The house is below the clouds. Learners should have coloured the first,
2 Learners should have drawn 3 birds above the second, fourth and seventh birds.
boat, 2 ducks on the water and 4 fish below 10 Learners should have drawn a tree.
the boat.
11 Learners’ own patterns and answers.
The boat is between the clouds.
12 The learner should have drawn the six objects
3 on the grid in positions of their choosing and
have given accurate instructions from the
original positions to the new positions.
13 1 tree  2 cloud  3 tree
14 Thomas, Jack, Bill, Aisha
Bill lives in the 4th house on the left.
15 Learners should have coloured the second,
third and sixth birds.
Learners should have coloured the first, third,
fourth and sixth ladybirds.
16
grey white red
4 Learners should have coloured the left frog
green, the right bug red, the right cat black
and the left parrot blue. yellow black yellow
5 Learners should have drawn a sequence of
spots, stripes, zigzags.
6 Learners’ own patterns and answers. red green blue

7
17 Learners’ own patterns and answers.

15 Cambridge Primary Mathematics 1 – Moseley & Rees © Cambridge University Press 2021