Year 1 Practice Book 1C Unit 12: Multiplication

Unit 12: Multiplication Reflect

Counting in 10s, 5s and 2s Children should have drawn different pictures, one
to show equal groups and the other to show unequal
➜ pages 6–8 groups. Children should have understood that equal
groups each contain the same number of objects but do
1. a) Children should have matched the pictures to the not necessarily need to be organised in the same way.
number lines as follows:
Top picture (fingers) ➜ middle number line
(0 to 20) Adding equal groups
Middle picture (sticks) ➜ bottom number line
(0 to 40) ➜ pages 12–14
Bottom picture (eyes) ➜ top number line (0 to 10)
b) There are 20 fingers. There are 40 sticks. There are 10 1. a) Missing number on number line: 6, 8, 10.
eyes. 2 + 2 + 2 + 2 + 2 = 10. There are 10 wheels.
2. Missing numbers on number line: 20, 25, 30, 35. There b) 5 + 5 + 5 + 5 = 20. There are 20 spots.
are 35 beads. 2. 5 + 5 + 5 = 15. 15 buttons are needed for 3 snowmen.
3. Children should have noticed that Filip has missed out 3. Children should have completed the table as follows:
20 when counting in 5s so there are 30 bags, not 35. 4th column: 5 + 5 + 5 = 15
4. a) Children should have circled 2, 4, 6, 8, 10, 12, 14, 16, 5th column: 5 + 5 + 5 + 5 = 20
18, 20, 22, 24, 26, 28, 30 4. a) Missing number on number line: 30
b) Children should have coloured in 5, 10, 15, 20, 25, 30 10 + 10 + 10 = 30
c) 10, 20, 30 b) Missing numbers on number line: 30, 40
d) Any multiple of 10 would have both a circle and a 10 + 10 + 10 + 10 = 40
colour so 40, 50, 60…
5. Oliver and Anna are both incorrect. They have the
same number of stickers because 5 + 5 + 5 + 5 = 20
Reflect and 4 + 4 + 4 + 4 + 4 = 20.

Children could have written different explanations for how

to count the wheels on 5 bicycles, e.g.
Reflect
I would count up in 2s until I get to five 2s: 2, 4, 6, 8, 10. Children could have described different methods, e.g.
There are 10 wheels.
I can work out how many shells there are by counting up
I would add 5 and 5 to get 10. in 5s: 5, 10, 15, 20, 25, 30. There are 30 shells.
5 + 5 + 5 + 5 + 5 + 5 = 30. There are 30 shells.
Making equal groups I can work out how many shells there are by drawing
circles around two groups of 5 each time and then
➜ pages 9–11 counting in 10s: 10, 20, 30.

1. a) There are 5 groups of 4 candles.

b) There are 5 groups of 6 lollies. Making simple arrays
c) There are 3 groups of 2 gloves.
d) There are 4 groups of 2 hats. ➜ pages 15–17
e) There are 2 groups of 2 scarves.
1. a) There are 3 objects in each row. There are 2 rows.
2. a) Children should have added 3 dots in the second
b) There are 3 objects in each row. There are 4 rows.
group and 2 dots in the third group to complete 3
equal groups of 4. Alternatively, some children might 2. Children should have matched the arrays to the
have added dots to the first picture as well, to make descriptions as follows:
equal groups of a different size. top array ➜ top description (4 columns,
b) Children should have drawn 2 more groups of triangles, 2 triangles in each column)
so that not all of the groups contain 4 triangles.
middle array ➜ bottom description (3 columns,
3. Oliver made 3 groups of 4. 4 triangles in each column)
4. Children could have written different stories, e.g. bottom array ➜ middle description (4 columns,
Equal groups: There are 3 equal groups of 5 books. 3 triangles in each column)
Unequal groups: There is a group of 3 computer screens
3. Missing numbers in number line: 10, 15
and a group of 2 computer screens.
5 + 5 + 5 = 15. There are 15 stars.
The CDs are in two unequal groups, with 2 CDs in one
pile and 1 CD in another.

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 Year 1 Practice Book 1C Unit 12: Multiplication

4. Tim has made a mistake. Children could have Solving word problems –
explained their reasoning in different ways, e.g.
Every row in an array should be the same but Tim has
multiplication
put 6 counters in the top two rows and 7 counters in
➜ pages 21–23
the bottom row.
Tim has not organised his array so that every row is 1. a) There are 5 pots of 2 brushes. There are 10 brushes
the same and every column is the same. altogether. Children should have completed the
5. It is most likely that children will draw 3 dots to number line with 6, 8, 10.
complete a 3 by 10 array, however children could have b) There are 30 pencils altogether. Children should
drawn in more dots to create larger arrays. have completed the number line with 15, 20, 25, 30.
2. Children should have matched the questions to the
Reflect number lines as follows:
How many circles? ➜ middle number line (0 to 10)
Children will have needed to know the number of rows
and the number of columns to work out how many How many squares? ➜ bottom number line (0 to 8)
smiley faces are in the array. They could have completed How many triangles? ➜ top number line (0 to 6)
the number line by drawing two jumps of 5 or by 3. There are 15 dots in total.
drawing five jumps of 2 (or both). Hopefully, children
will have started to appreciate that it does not matter 4. a) 14
whether they think of each row as a group (giving 2 b) 5
groups of 5) or each column as a group (giving 5 groups
of 2) as the total number of objects is the same (10). Reflect
Children could have written many different questions to
Making doubles match the number line, e.g.
I have 5 groups of 2 objects. How many objects do I have
➜ pages 18–20 altogether?

1. Children should have circled the dominoes that show: 5 children have got paint all over their hands. How many
double 2, double 4, double 3. hands are covered in paint?

2. Children should have drawn counters into the right I have five 2 pence coins in my purse. How many pennies
column of each ten frame so that it matches the would have the same value?
counters in the le column.
Double 1 is 2. Double 2 is 4. Double 3 is 6. Double 4 is End of unit check
8. Double 5 is 10.
➜ pages 24–25
3. Children should have matched:
1st card in top row (3) ➜ 4th card in bottom row (6)
2nd card in top row (7) ➜ 1st card in bottom row (14) My journal
3rd card in top row (5) ➜ 2nd card in bottom row (10)
4th card in top row (8) ➜ 3rd card in bottom row (16)
Children could have given a number of different reasons,
4. a) Double 4 is 8. e.g.
b) 10 is double 5.
Joe is right because there are 2 groups of 10. When there
c) 2 is double 1.
is the same number twice it means there is double that
d) Double 6 is 12.
number.
5. Children could have chosen any number from 1 to 10
Sara is right because the columns in the array show
and coloured its double in the grid. They could have
10 groups of 2.
noticed that the double is a number they say when
they count in 2s from 0. Poppy is right because the rows in the array show
2 groups of 10.
Reflect
Different children will have been able to recall a different
range of doubles facts from the following:
Number: 1 2 3 4 5 6 7 8 9 10
Double: 2 4 6 8 10 12 14 16 18 20

© Pearson Education 2017 2

 Year 1 Practice Book 1C Unit 13: Division

Unit 13: Division 3. Children should have drawn jumps of 10, from 40 to 0,
along the number line.
Ella has 4 groups of 10 sticks. She can make 4 flower
Making equal groups (1) patterns.

➜ pages 26–28 4. Children should have completed the table as follows:

4 2 jumps of 2 on number line, from 4 back to 0.
1. a) The farmer needs 4 horseboxes with 2 horses each. 2 groups of 2
b) The farmer needs 5 pens of 3 sheep. 8 4 jumps of 2 on number line, from 8 back to 0.
2. There are 6 groups of 3 bees. 4 groups of 2
3. Children should have matched sets of counters to the 10 5 jumps of 2 on number line, from 10 back to 0.
descriptions as follows: 5 groups of 2
1st set of counters (3 by 5 array) ➜ There are 15 Children should have noticed the pattern that the
counters in groups of 3 or This is 15 sorted into number of people is double the number of groups
groups of 5. of 2.
2nd set of counters (2 by 5 array) ➜ 10 has been put
into groups of 5 or 10 is sorted into groups of 2. Reflect
3rd set of counters (5 groups of 2) ➜ 10 has been
sorted into groups of 2. There are 3 groups of 10 pens. Children could have
explained different methods for finding the answer, e.g.
4th set of counters (3 by 5 array) ➜ There are 15
counters in groups of 3 or This is 15 sorted into I drew 30 dots and then put a loop around a group of 10
groups of 5. at a time. There were 3 groups.

4. Children should have ticked the 1st and 2nd pictures. I counted back in 10s along a number line from 30 to 0.
There were three 10s.
5. Children need to have drawn the same number of
counters in the two grids. I knew that three 10s made 30.

The most likely answers are: There are 2 groups of 6.

There are 6 groups of 2. Sharing equally (1)
However, alternative answers are possible: There are
4 groups of 3. There are 3 groups of 4. There are 12 ➜ pages 32–34
groups of 1. There is 1 group of 12.
1. Children should have drawn 2 cars in each set.
Reflect There are 6 cars. They are shared between 3 children.
Each child gets 2 cars.
Jed can make 5 more chains of 3 paperclips, i.e. there will 2. There are 15 dinosaurs. They are shared between
be 6 chains altogether where each chain is made of 3 5 children. Each child gets 3 dinosaurs.
paperclips. 3. a) 18 shared between 2 is 9. Each child gets 9 cards.
b) A is correct. Children could have explained their
reasoning in different ways, e.g.
Making equal groups (2)
18 shared between 3 is 6, and 6 is less than 9 so
➜ pages 29–31 each child will get fewer than before.
If the number of cards is the same but they have to
1. Children should have grouped the shoes in 2s and be shared between more children, each child must
continued jumps of 2 backwards along the get fewer.
number line. 4. 12, 16 (either way round)
There are 5 groups of 2 shoes.
2. a) Children should have grouped the counters in Reflect
5s and drawn jumps of 5, from 15 to 0, along the
number line. Children could explain different approaches, e.g.
There are 3 groups of 5. Luke fills 3 pots.
b) Children should have grouped the counters in He could get 20 counters and put one counter next to
5s and drawn jumps of 5, from 25 to 0, along the each cake and keep doing this until all of the counters
number line. are used up.
There are 5 groups of 5. Cora fills 5 trays. He could get arrange 20 counters in an array that has 4
rows. The number of counters in each row is the number
of cherries that should go on each cake.

© Pearson Education 2017 1

 Year 1 Practice Book 1C Unit 13: Division

Sharing equally (2) Reflect

➜ pages 35–37
The following questions involve making equal groups: 1, 2.
The following questions involve equal sharing: 3, 4, 5.
1. a) There are 2 carrots for each rabbit. There are
5 groups of 2 carrots. Children could have identified different questions as the
b) There are 10 carrots for each rabbit. There are hardest.
2 groups of 10 carrots.
2. Each tortoise gets 3 leaves. There are 4 groups of End of unit check
3 leaves.
3. a) Children should match the top array (4 groups of 5) ➜ pages 41–42
to the bottom picture (4 children).
Children should match the bottom array (10 groups
of 2) to the top picture (10 children). My journal
b) 20 shared between 4 is 5 for each person.
20 shared between 10 is 2 for each person. The girls are correct because they have 6 teddy bears
each while the boys only have 5.
4. Eve has shared between 3 equally. Children could have
explained the mistakes in different ways, e.g.
Power puzzle
Ben has shared his sweets into more than 3 groups.
Sara has organised her sweets into 3 groups but they Children should recognise that they need to first find out
are not equal. the total number of dots and then consider what equal
groups they can make using that number.
5. 42, 48, 54 (in any order)

Reflect
Children could explain their method in different ways, e.g.
I can share 8 cubes between 4 people equally by giving
each person one cube each until all of the cubes are
shared out.
I can share 8 cubes between 4 people equally by giving
each person 2 cubes because I know that 4 groups of 2
can be made from 8.

Solving word problems –

division
➜ pages 38–40

1. Leo can fill 5 transporters.

2. Jade fills 5 rows.
3. Eva will have 6 toys on each shelf. Tom will have 3 toys
of each shelf. So, Eva has more on each shelf.
4. Eva is correct because the cubes need to be sorted
into 2 bags, so if Eva shares the cubes into 2 groups
then one group can be put into each bag. Some
children could have described a method that involves
sorting the cubes into groups of 2 if, for example, they
argued that then one cube from each group should
be put into each bag.
5. a) There are 10 groups.
b) There are 2 counters in each group.

© Pearson Education 2017 2

 Year 1 Practice Book 1C Unit 14: Halves and quarters

Unit 14: Halves and 3. a) Half of 10 is 5.

b) 9 is half of 18.
quarters c) 2 is half of 4.
d) Half of 6 is 3.
Finding halves (1) 4. Children should have coloured, from le to right: any
2 squares, any 3 squares, any 3 squares, any 3 squares
➜ pages 43–45 5. star = 3, triangle = 6

1. Children should have drawn lines as follows: Reflect

Rectangle: any line through the centre of the shape,
e.g. horizontal line, vertical line, diagonal line Children could have explained different methods, e.g.
Heart: vertical line down the middle of the shape
Oval: any line through the centre of the shape, e.g. I can find half of 12 by sharing 12 counters into 2 equal
horizontal line, vertical line, diagonal line sets.
Butterfly: vertical line down middle of shape I can find half of 12 by colouring a row of 12 squares on
2. a) Children should have coloured one of the marked squared paper and drawing a line down the middle.
parts on each shape.
b) Any straight line which passes through the centre
of the shape, e.g. vertical, diagonal. Finding quarters (1)
3. Children should have ticked: 1st and 4th triangles, 1st ➜ pages 49–51
and 3rd circles.
4. Children should have matched each shape with its 1. There are different ways to draw lines to divide the
mirror image: rectangle into quarters, e.g.
The two right-angle, isosceles triangles together 3 evenly spaced horizontal lines, 3 evenly spaced
would make a square. vertical lines, 1 horizontal line and 1 vertical line
The two right-angle, non-isosceles triangles together through the centre of the shape, 2 diagonal lines
would make a non-square rectangle (oblong). through the centre of the shape
The two rectangles whose horizontal sides are twice
as long as their vertical sides together would make a 2. Children should have coloured a quarter in the
square. following ways:
The two other rectangles together would make a non- Shapes on first and second rows – shade one marked
square rectangle (oblong). part of each shape.
Rectangles in third row – draw lines to divide each
5. Shapes should be matched to descriptions as follows: shape into 4 equal pieces (probably in similar ways to
4th shape in top row, 1st shape in bottom row, 2nd 2nd row) and then shade one piece.
shape in bottom row ➜ less than half shaded.
1st shape in top row, 3rd shape in top row, 4th shape 3. Children should have ticked the following:
in bottom row ➜ exactly half shaded. Top row: 1st shape and 4th shape
2nd shape in top row, 3rd shape in bottom row ➜ Bottom row: 3rd shape
more than half shaded. 4. Children should have matched shapes to descriptions
as follows:
Reflect Top row: 2nd shape, bottom row: 2nd shape, bottom
row: 4th shape ➜ less than a quarter shaded
Children could have given different answers but the Top row: 1st shape, top row: 3rd shape, bottom row:
most likely answer is that the 3rd shape is the odd one 3rd shape ➜ exactly a quarter shaded
out because less than half of it is shaded whereas exactly Top row: 4th shape, bottom row: 1st shape ➜ more
half of each of the others is shaded. than a quarter shaded
5. There are alternative answers but the most likely
answers are:
Finding halves (2) Cross: 1 vertical and 1 horizontal line crossing in
centre of shape; two diagonals which cross at right-
➜ pages 46–48 angles at centre of shape
Star: 1 vertical and 1 horizontal line crossing in centre
1. a) Half of 8 children is 4 children. of shape; two diagonals which cross at right-angles at
b) Half of 10 children is 5 children. centre of shape
2. Children should have coloured: Rhombus: 1 vertical and 1 horizontal line crossing in
a) 2 cars. centre of shape; lines from the centre of one side to
b) 7 books. the centre of the opposite side and cross at centre of
c) 6 bananas. shape.
d) 8 smiley faces.

© Pearson Education 2017 1

 Year 1 Practice Book 1C Unit 14: Halves and quarters

Reflect Reflect
There are many ways to divide a rectangle into quarters. Which questions needed you to think about quarters?
The most likely ways children will have shown are: 1b, 2b, 3, 4
3 evenly spaced horizontal lines, 3 evenly spaced vertical Which questions needed you to think about halves?
lines, 1 horizontal line and 1 vertical line through the 1a, 2a, 4
centre of the shape, 2 diagonal lines through centre of Children could have identified different questions as
the shape harder.

Finding quarters (2) End of unit check

➜ pages 52–54 ➜ pages 58–59

1. a) A quarter of 4 is 1.
b) A quarter of 8 is 2. My journal
c) A quarter of 20 is 5.
d) A quarter of 12 is 3. It is easier for Luke because you can share the
strawberries equally into two halves. It is harder for Eva
2. Children should have circled the 2nd, 3rd and 4th
because you cannot share the strawberries equally into
pictures.
quarters. There will be two le over.
3. a) more than
b) exactly Power puzzle
c) less than
4. a) A quarter of 4 is 1. Children should shade half of the total number of boxes
b) A quarter of 8 is 2. in each grid without producing the same pattern twice.
c) A quarter of 16 is 4.
d) A quarter of 4 is 1.
5. Meg is right. Children might have explained their
reasoning in different ways, e.g.
There are 20 sweets and a quarter of 20 is 5.
4 is a quarter of 16 but there are more than 16 sweets
altogether.
6. star = 6, square = 4

Reflect
Children could have explained different methods, e.g.
I can find a quarter of 12 by dividing 12 objects into 4
equal sets.
I can find a quarter of 12 by dividing 12 objects in half
and then dividing each set in half again.

Solving word problems –

halves and quarters
➜ pages 55–57

1. a) Half of 8 donuts is 4 donuts. 4 donuts are eaten.

b) 5 is a quarter of 20. There are 20 toy cars in total.
2. a) A half of 20 is 10. 10 pebbles have dots.
b) A quarter of 20 is 5. 5 pebbles have stripes.
3. There are 9 birds le.
4. Children should have circled picture C.

© Pearson Education 2017 2

 Year 1 Practice Book 1C Unit 15: Position and direction

Unit 15: Position and 5. Half turn le. Children could have given different
explanations, e.g.
direction If the tractor had turned a half turn then it would
have ended up facing in the opposite direction to the
one it started in.
Describing turns
➜ pages 60–62 Reflect

1. a) monkey Children should have ended up facing the teacher again.

b) monkey
c) quarter turn or three-quarter turn
Describing positions (2)
2. Answers from top to bottom: True, False, True
3. Yes. Children could have given different explanations, ➜ pages 66–68
e.g.
Two quarter turns in the same direction are the same 1. Children should have circled the following words:
as a half turn. a) above
If you turn a quarter turn and then another quarter b) right
turn, you will end up facing in the opposite direction c) below, right
to the one you started in. This is what Josh has done. 2. The finished grid should contain pictures arranged as
4. a) S follows:
b) S Top row: tree, car, blank
Bottom row: pond, house, bicycle
Reflect 3. The three most likely answers are as follows: The
socks are below the T-shirt. The socks are to the right
Children could have chosen any of the turns to draw and of the shoes. The socks are to the le of the trousers.
explain to their partner, e.g. 4. a) c
Whole turn: You will turn all the way round and end up b) a
facing in the same direction as when you started. c) k
Quarter turn: There are two directions you can turn in. d) e
You end up facing in a different direction to when you
started. You would need to make 4 quarter turns to end Reflect
up back where you started. If you start facing North and
turn a quarter turn clockwise, you will end up facing East. Children could have chosen any shape and used a range
of positional language to describe its position to their
partner, e.g.
Describing positions (1) Square: It is above the pyramid. It is to the le of the
cuboid in the middle row. It is below the cube.
➜ pages 63–65

1. Children should have circled the following words: End of unit check
a) le
b) right ➜ pages 69–70
c) right
d) le
My journal
2. Children should have drawn a smiley face in the le-
hand square.
There are four possible paths:
3. Children should have put the following numbers next
Go forwards 1 square; make a quarter turn right; go
to the directions:
forwards 2 squares; make a quarter turn le; go forwards
Turn 1 quarter turn right: 2
1 square.
Walk 6 steps forwards: 3
Walk 8 steps forwards: 1 Make a quarter turn right; go forwards 1 square; make a
Turn 1 quarter turn le: no number quarter turn le; go forwards 2 squares; make a quarter
turn right; go forwards 1 square.
4. First walk 10 steps forwards.
Then, turn 1 quarter turn le. Go forwards 1 square; make a quarter turn right; go
Next, walk 3 steps forwards. forwards 1 square; make a quarter turn le; go forwards
one square; make a quarter turn right; go forwards
1 square.

© Pearson Education 2017 1

 Year 1 Practice Book 1C Unit 15: Position and direction

Make a quarter turn right; go forwards 1 square; make a

quarter turn le; go forwards 1 square; make a quarter
turn right; go forwards 1 square; make a quarter turn
le; go forwards 1 square.

Power puzzle

Maya Molly

Anya Katie Bob

Hassan Shaan

© Pearson Education 2017 2

 Year 1 Practice Book 1C Unit 16: Numbers to 100

Unit 16: Numbers to 100 Reflect

Counting to 100 Children should have positioned the numbers 15, 25,
46, 70 and 99 on the 100 square. The positions of the
➜ pages 71–73 numbers may vary depending on the way in which they
have oriented their 100 square. It should be clear from
1. There are 36 buttons. the positioning of their numbers where the 1 and the
2. Children should have written the following numbers 100 would be on the square.
onto the number line: 10, 20, 30, 40, 50, 60, 62. For example, if the child decided to orient their 100
There are 62 pegs. square so that 1 is in the top le hand corner of the
3. a) There are 53 counters. square and 100 is in the bottom right hand corner of the
b) There are 18 counters. square, the numbers should have been placed as follows:
4. Missing numbers from le to right:
a) 48, 49, 50 15
b) 71, 73, 74, 76 25
c) 61, 60, 59
d) 83, 85, 86
5. Children should have joined the dots to make a
picture of a chick.
70
Reflect
Children should have counted from 34 to 62, completing 99
the ten frames up to 62 as they went.
The most challenging sections of the count are likely to
have been counting over the tens boundaries.
Partitioning numbers (1)
➜ pages 77–79
Exploring number patterns
1. a) Missing numbers on number line: 10, 20, 30, 37.
➜ pages 74–76 There are 37 apples.
b) There are 53 carrots.
1. square = 42, triangle = 66, circle = 70, pentagon = 9, 2. Children should have matched the images to the
parallelogram = 95, star = 29 place value grids and written in numbers as follows:
2. Children should have filled in the missing numbers as Top image ➜ bottom place value grid, 32
follows: Middle image ➜ top place value grid, 28
a) second row: 28, 30 Bottom image ➜ middle place value grid, 17
third row: 37, 39 3. Children should have drawn:
fourth row: 48, 50 a) 4 tens and 5 ones
b) horizontal sequence: 54, 55, 56, 58 b) 2 tens
vertical sequence from top to bottom: 35, 55, 65, 85 4. It is possible to make six 2-digit numbers: 25, 26, 56,
3. a) 74 52, 62, 65 using the three cards, assuming that you
b) 30 cannot use the same number twice. Children could
c) 17 have drawn and made their number using different
d) 47 objects and equipment, e.g. number line, tens and
e) one less than ones blocks, counters.
4. Children should have shaded the numbers: 3, 13, 23,
33, 43, 53, 63, 73, 83, 93. Reflect
Children should have noticed that the shaded
numbers are in a vertical line. There are many possible pairs of numbers children could
5. Children should have completed the pattern so that it have made using the 5 tens and 4 ones blocks. Each pair
reads as follows: of numbers will total 54, e.g.
Horizontal sequence from le to right: 21, 22, 23 2 tens and 3 ones (23) and 3 tens and 1 one (31)
Vertical sequence from top to bottom:12, 22, 32 1 ten and 2 ones (12) and 4 tens and 2 ones (42)
5 tens (50) and 4 ones (4)

© Pearson Education 2017 1

 Year 1 Practice Book 1C Unit 16: Numbers to 100

Partitioning numbers (2) Reflect

➜ pages 80–82 Children could have described a range of methods, e.g.
1. a) Missing numbers on number line: 10, 20, 30, 40, 46. I would make the numbers with tens and ones blocks
There are 4 rows of 10 rubbers. There are 6 more and line up the blocks to see which number is greater
rubbers. There are 46 rubbers. and which is smaller.
b) Missing numbers on number line: 0, 10, 20, 30, 40, I would show each number on a bead string and see
50, 53. There are 53 pencils. which had more beads.
2. Children should have completed the diagrams and I know 66 is smaller than 72 because it has 6 tens but 72
number sentences as follows: has 7 tens.
a) 25, 25
b) 9 (tens) and 7 (ones), 97
3. a) 45 Comparing numbers (2)
b) 86
c) 7 ➜ pages 86–88
d) 0
e) 36 1. a) 25 is less than 28. This is because 5 < 8 (or 8 > 5).
f) 54 Alternatively, some children could have written
g) 20 25 < 28 (or 28 > 25).
h) 8 b) 40 is equal to 40. 40 = 40.
4. There are several possible pairs of numbers. Each pair 2. a) 64 > 48
of numbers should total 53, e.g. b) 90 < 95
21 = 20 + 1 and 32 = 30 + 2 c) 23 < 28
42 = 40 + 2 and 11 = 10 + 1 d) 33 = 33
50 = 50 + 0 and 3 = 0 + 3 e) 72 > 27
f) 55 > 5
5. a) There are many possible answers, e.g. 56, 52, 257
b) There are many possible answers, e.g. 65, 25, 5 3. Children should have circled the following numbers:
c) There are many possible answers, e.g. 72, 65, 752 a) 39
d) 26 b) 9
4. Children should have circled the following numbers:
Reflect a) 75
b) 19
Answers will depend on the children’s dice roll. They 5. Children should have written the following digits
could have drawn and made the number in different into the gaps in the number sentences from top to
ways, e.g. using counters, part-whole diagrams or tens bottom:
and ones blocks. 8 or 9
any digit from 0 to 6
any digit from 5 to 9
Comparing numbers (1)
Reflect
➜ pages 83–85
Children could have suggested and described different
1. Ray planted more than Ola.
methods, e.g.
2. a) 47 > 32
I can compare 54 and 58 by looking at the tens digit in
b) 70 > 67 or 67 < 70
each number. This is the same so I need to compare the
c) 26 < 28 or 28 > 26
ones. 4 is less than 8 so 54 is less than 58.
3. a) The greater number is 34. This is because 30 > 20
I can compare 15 and 76 by looking at the tens digit
(or 20 < 30). Alternatively, some children could have
in each number. 15 has 1 ten but 76 has 7 tens so 76 is
written 34 > 29 (or 29 < 34).
bigger than 15.
b) The smaller number is 74. This is because 4 < 6
(or 6 > 4). Alternatively, some children could have I can compare the numbers by making them with tens
written 74 < 76 (or 76 > 74). and ones blocks and lining up the blocks for each
number underneath each other to see which is the
4. Children should have added 4 counters so there are
smaller number and which is greater.
30 counters in the le-hand set of ten frames.
5. Children should have drawn 1 to 3 beads on the bead
string and 5 to 10 counters in the ten frame.

© Pearson Education 2017 2

 Year 1 Practice Book 1C Unit 16: Numbers to 100

Ordering numbers Bonds to 100 (2)

➜ pages 89–91 ➜ pages 95–97

1. Children should have circled 54. 1. a) There are 4 rows shaded. There are 6 rows not
2. 28, 44, 58 shaded. 4 + 6 = 10 or 6 + 4 = 10
b) There are 40 squares shaded. There are 60 squares
3. a) 63 < 65 < 72 not shaded. 40 + 60 = 100 or 60 + 40 = 100
b) 11, 30, 38, 48 or 11 < 30 < 38 < 48
2. a) 8 + 2 = 10 or 2 + 8 = 10
4. a) 64 > 48 > 47 b) 6 + 4 = 10 or 4 + 6 = 10
b) 33, 31, 30, 13 or 33 > 31 > 30 > 13
3. Children should have circled the following bonds:
5. Assuming the same card cannot be used twice: Bonds to 10: 7 + 3, 5 + 5, 2 + 8
a) 36 Bonds to 100: 90 + 10, 10 + 90, 100 + 0, 20 + 80
b) 98
4. a) 5 + 5 = 10, 50 + 50 = 100
6. Children should have selected or written 27, possibly b) 2 + 8 = 10, 80 + 20 = 100
by circling the picture showing 27 made with tens and c) 100 – 30 = 70, 10 – 3 = 7
ones blocks. d) 20 + 80 = 100, 100 – 20 = 80
5. There are 80 red apples.
Reflect
40 < 44 < 54 < 61 or 40, 44, 54, 61. Reflect
Children could have described different methods for Children should have been able to use their knowledge
ordering the numbers, e.g. of bonds to 10 to help them identify the missing number
I looked at how many tens each number has and then in bonds to 100.
how many ones.
I marked each number of a number line to compare them. End of unit check
➜ pages 98–99
Bonds to 100 (1)
➜ pages 92–94 My journal
1. a) 70 + 30 = 100 or 30 + 70 = 100 Children should choose a clear, concrete method (for
b) 90 + 10 = 100 or 10 + 90 = 100 example, Base 10 equipment, counters, a bead string) to
c) 60 + 40 = 100 or 40 + 60 = 100 represent 75.
2. Children should have coloured 20 counters or 80 They should write that 75 is made up of 7 tens and
counters (or each set in a different colour). 5 ones and complete the part-whole model to show
3. a) 40, 90 75 = 70 + 5 (with the parts in either order).
b) 60 + 40 = 100, 40 + 60 = 100, 100 – 40 = 60, Their drawing should clearly represent 75.
100 – 60 = 40 or
10 + 90 = 100, 90 + 10 = 100, 100 – 90 = 10,
100 – 10 = 90
4. a) 40 + 60 = 100 50 + 50 = 100
30 + 70 = 100 0 = 100 – 100
100 – 90 = 10 100 – 20 = 80
b) 60 + 40 = 30 + 70 10 + 90 = 90 + 10 (though
other answers are possible, e.g. 10 + 80 = 90 + 0)
5. circle = 50, triangle = 5, heart = 12

Reflect
The following answers are possible:
10 + 90 = 100, 20 + 80 = 100, 30 + 70 = 100, 40 + 60 = 100,
50 + 50 = 100, 60 + 40 = 100, 70 + 30 = 100, 80 + 20 = 100,
90 + 10 = 100
Some children might also have included: 0 + 100 = 100
and 100 + 0 = 100.

© Pearson Education 2017 3

 Year 1 Practice Book 1C Unit 17: Time

Unit 17: Time Reflect

Using before and after Children could have completed the reflection statement
in different ways, e.g.
➜ pages 100–102
Today, I have used a calendar to find what day of the
week a date is.
1. a) before, aer (or the reverse order, as children could
have interpreted the artworks differently, e.g. the Today, I have used a calendar to order the months of
boy filled the half-empty glass up) the year.
b) aer, before
c) before, aer
2. Children should have numbered the pictures from le
Telling time to the hour
to right: 3, 1, 2
➜ pages 106–108
3. a) Noah rode his bicycle.
b) Noah planted a flower/did some gardening. 1. Children should have matched the times to the clocks
4. Children should have underlined all of the days except as follows:
Saturday. Some children may also have circled all of 12 o’clock ➜ bottom clock
the days except Saturday if they consider the cycle of 8 o’clock ➜ top clock
days in the week rather than the way days have been 1 o’clock ➜ middle clock
written into the grid. 2. a) 5
5. Children should have written they day they completed b) 6
the page, the day before and the day aer. c) 11
3. Children should have drawn the minute hand pointing
Reflect to the 12 and the hour hand pointing to the following
numbers:
Children could have suggested different ideas, e.g. a) 10
b) 2
Before: The girl might have dropped her drink. Someone
c) 7
might have knocked into the girl.
4. Children should have circled the child/time on the
Aer: The girl might get a towel and dry the floor. The
right.
girl might get another drink.
5. There are four possible times: 1 o’clock, 10 o’clock,
11 o’clock and 12 o’clock.
Using a calendar Children might have suggested different activities
they do at these times of the day, e.g.
➜ pages 103–105 1 o’clock: I come in from lunchtime.
10 o’clock: I go to assembly.
1. Children should have underlined the day they 11 o’clock: I come in from break.
completed the question, circled the day before and 12 o’clock: I eat my lunch.
coloured the day aer.
2. a) The month is August. The number day in the Reflect
month is 10. The day of the week is Thursday.
b) The month is August. The number day in the Since the lesson focused on telling the time on analogue
month is 19. The day of the week is Saturday. clocks, children are most likely to draw an analogue clock
showing 4 o’clock. They should have recognised that the
3. a) Thursday
minute hand should be longer than the hour hand, that
b) Tuesday
the minute hand should point to 12 and that the hour
c) 5
hand should point to 4.
d) Children should have drawn a star on the calendar
on 27 Dec. Alternatively, children who have used digital clocks could
e) Children should have drawn a cross on the calendar have shown 4 o’clock on a digital clock, i.e. 04:00 (or even
on 20 Dec. 16:00).
f) Tuesday
4. Children should have written the following numbers
from top to bottom:
1, 2, 5, 3, 4, 7, 8, 6, 11, 9, 10, 12.

© Pearson Education 2017 1

 Year 1 Practice Book 1C Unit 17: Time

Telling time to the half hour 4. Yes. Children should have recognised that 60 seconds
is the same as 1 minute.
➜ pages 109–111 Some children might have suggested that the
children are not right because it is not clear whether
1. Children should have matched times to clocks as the race has been timed correctly.
follows: 5. Children’s answers will vary.
half past 5 ➜ 2nd clock
half past 8 ➜ 4th clock Reflect
half past 6 ➜ 3rd clock
half past 7 ➜ 1st clock Children could have suggested different actions that
2. a) 11 c) 10 they can do in 1 minute and in 1 hour, e.g.
b) 9 d) 1 1 minute: I can walk to the hall. I can read a page of
3. Children should have drawn the minute hand pointing my book.
to the 6 and the hour hand pointing as follows: 1 hour: I can bake a cake. I can walk from my house to
a) half-way between 2 and 3 the swimming pool.
b) half-way between 4 and 5
c) half-way between 3 and 4
d) half-way between 9 and 10 Comparing time
4. No. Children could have given different explanations
for why Astrid is not correct, e.g. ➜ pages 115–117
The minute hand is pointing to the number 12 so it is
1. Children should have circled the following words:
6 o’clock, not half past 6.
a) greater
5. The following answers are possible: half past 1, half b) more time
past 2, half past 3. c) longer
Children might have described different activities d) slower
they do at these times of the day, e.g.
2. Children should have ticked the child on the right.
half past 1: I put away my reading book. 18 minutes is faster than 20 minutes.
half past 2: I am working.
3. Children should have circled the following words:
half past 3: I walk home from school.
shorter, faster, longer, slower

Reflect 4. Five (whole number) answers are possible: 7, 8, 9, 10

or 11.
Children should have drawn a clock showing half past 7.
Since the lesson has focused on telling the time on an Reflect
analogue clock, it is likely that most children will draw
one. They should have drawn the minute hand as longer Children should have circled: 10 hours.
than the hour hand and realised that the minute hand Children should have underlined: 15 seconds.
should point at the 6. Some children might have drawn
the hour hand pointing at the 7, though hopefully most Children could have explained how they identified the
children will have appreciated that the hand should be longest and shortest times in different ways, e.g.
pointing half-way between the 7 and the 8. I knew that 10 hours was the longest time because all of
Some children, who have used digital clocks, might have the other times are shorter than 1 minute and 1 minute
drawn 7:30 (or even 19:30) on a digital clock. is shorter than 10 hours.
60 seconds is the same as 1 minute, so 15 seconds is
shorter than 1 minute. All of the other times are longer
Writing time than 1 minute, so 15 seconds must be the shortest time.

➜ pages 112–114

1. Children should have matched:

A night’s sleep ➜ hours
Eating a biscuit ➜ seconds
Playing football ➜ minutes (though some children
could have said hours)
2. a) minutes
b) hours
3. Children’s answers will vary.

© Pearson Education 2017 2

 Year 1 Practice Book 1C Unit 17: Time

Solving word problems – time

➜ pages 118–120

1. 8 + 4 = 12 or 4 + 8 = 12. Jack’s meal takes 12 minutes.

2. Claire has 14 minutes le.
3. Tariq was faster. Children could have explained how
they worked this out in different ways, e.g.
Tariq set a timer for 20 seconds but finished with 5
seconds le on the timer. 20 subtract 5 is 15 so he
took 15 seconds. Sue took 16 seconds. 15 is smaller
than 16 so Tariq took less time than Sue. This means
he was faster.
4. 9 o’clock
5. There are many possible answers, e.g.
Mixing the cake: 20 minutes
Baking the cake: 20 minutes
Mixing the cake: 10 minutes
Baking the cake: 30 minutes
Mixing the cake: 18 minutes
Baking the cake: 22 minutes

Reflect
Children could have completed the reflection statement
in different ways, e.g.
Today, I have learned to answer word problems which
use time.
Today, I have learned to work out how long an activity
took using subtraction.

End of unit check

➜ pages 121–122

My journal

For the first question children should recognise that

both of the clocks show half past the hour and both of
the minute hands are pointing straight down at the 6.
For the second question children should recognise that
the hour hands are in different positions and the first
clock shows half past 4, and the second one shows half
past 7.

© Pearson Education 2017 3

 Year 1 Practice Book 1C Unit 18: Money

Unit 18: Money 3. a) 3

b) 4
c) 2
Recognising coins d) 2

➜ pages 123–125 4. a) >

b) =
1. Children should have matched coins to words as c) <
follows: 5. Children should have circled the £10 note because
£2 coin ➜ 2 pounds £20 notes have a greater value than £10 notes, so
50p coin ➜ 50 pence the £20 notes should have come before the £10 note
5p coin ➜ 5 pence when ordering from greatest to least value.
10p coin ➜ 10 pence
1p coin ➜ 1 pence Reflect
2p coin ➜ 2 pence
£1 coin ➜ 1 pound Children should have circled: The two £5 notes, the £10
20p coin ➜ 20 pence note and the £20 note.
2. There is a 2 pence coin hidden. Children should have identified that there are no £15
3. Children should have drawn a line from each coin as and £30 notes in real life.
follows:
20p coin ➜ Greater than 10 pence
Less than 10 pence 5p coin Counting with coins
50p coin ➜ Greater than 10 pence
Less than 10 pence 2p coin ➜ pages 129–131
Less than 10 pence 1p coin
4. Children should have drawn a line from the follow 1. a) 25, 25
coins to fill the gaps: b) 3
a) 10p c) 40
b) 1p d) 6
c) Le box: 1p, 2p, 5p, 10p, 20p or 50p. Right box: £2. 2. Children should have drawn:
5. Children should have circled coins and filled gaps to a) Eight 1p coins
complete the table as follows: b) Four 2p coins
2nd row: Circle 20p coin, 20 pence, Less than 50 pence. 3. a) Two 5p coins
3rd row: 2p coin circled, 2 pence, Greater than 1 pence. b) One 10p coin
4th row: Circle 10p coin, 10 pence, Less than 20 pence. 4. a) <
b) <
Reflect c) >
d) =
Children could have asked a range of questions to guess
5. Jack is not correct.
their friend’s chosen coin, e.g.
6. There are two possible answers:
Is the coin silver?
Lucy has six 5p coins. Pavel has three 10p coins.
Is the value of the coin greater than 10p? They both have 30p.
If you drew round your coin, would you draw a circle? Lucy has six 10p coins. Pavel has three 20p coins.
They both have 60p.

Recognising notes Reflect

➜ pages 126– 128 There are four possible ways to make 20 using 1p, 2p, 5p
and 10p coins and using only one coin type each time:
1. Children should have matched groups of notes to Twenty 1p coins, ten 2p coins, four 5p coins and two 10p
amounts as follows: coins.
1st picture ➜ Two 5 pound notes
2nd picture ➜ One 20 pound notes
3rd picture ➜ Four 10 pound notes
4th picture (no match)
5th picture ➜ Two 10 pound notes
2. The 50 pound note is missing.

© Pearson Education 2017 1

 Year 1 Practice Book 1C Unit 18: Money

End of unit check

➜ pages 132–133

My journal

There are six possible ways to make 20p from the coins
listed:
10p + 10p
5p + 5p + 10p
5p + 5p + 5p + 5p
2p + 2p + 2p + 2p + 2p + 10p
2p + 2p + 2p + 2p + 2p + 5p + 5p
2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p

© Pearson Education 2017 2