CAMBRIDGE PRIMARY

Mathematics
Learner’s Book

Cherri Moseley and Janet Rees

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Introduction
This Learner’s Book is a supplementary resource that Cambridge Primary Maths brings together the world-
consolidates and reinforces mathematical learning class Cambridge Primary mathematics curriculum from
alongside the Cambridge Primary Mathematics Cambridge International Examinations, high-quality
Teacher’s Resource 1 (9781107656833). It acts as a useful publishing from Cambridge University Press and
consolidation tool for the learners by providing points expertise in engaging online enrichment materials for
for discussion to develop problem-solving skills and the mathematics curriculum from NRICH.
support learning through discovery and discussion. Teachers have access to an online tool that maps
Rote learning and drill exercises are avoided. resources and links to materials offered through
the primary mathematics curriculum, NRICH and
Ideally, a session should be taught using the appropriate
Cambridge Primary mathematics textbooks and
Core activity in the Teacher’s Resource 1, with the
e-books. These resources include engaging online
Learner’s Book page open during the session as a visual
activities, best-practice guidance and examples of
reference and/or guide for the learner. There are
Cambridge Primary Maths in action.
sometimes simple questions or activities that could be
used to assess learner understanding. There is a single The Cambridge curriculum is dedicated to helping
page corresponding to each Core activity in the Teacher’s schools develop learners who are confident, responsible,
Resource 1 printed book. The Core activity that the page reflective, innovative and engaged. It is designed to
relates to is indicated at the bottom of the page. give learners the skills to problem solve effectively,
apply mathematical knowledge and develop a holistic
Hints and tips are provided throughout to support the
understanding of the subject.
learners. They will appear as follows:
The Cambridge Primary Maths textbooks provide
best-in-class support for this problem-solving approach,
Write a list of number based on pedagogical practice found in successful
pairs to help you schools across the world. The engaging NRICH online
resources help develop mathematical thinking
and problem-solving skills. To get involved visit
www.cie.org.uk/cambridgeprimarymaths

Please note that the Learner’s Book on its own does The benefits of being part of Cambridge Primary
not cover all of the Cambridge Primary mathematics Maths are:
curriculum framework for Stage 1. It needs to be used • the opportunity to explore a maths curriculum
in conjunction with the Teacher’s Resource 1. The founded on the values of the University of Cambridge
Teacher’s Resource 1 and Learner’s Book 1 do not follow and best practice in schools
the order of the Cambridge Primary mathematics • access to an innovative package of online and print
curriculum framework. Although all of the objectives resources that can help bring the Cambridge Primary
in the framework are covered, they are approached in a mathematics curriculum to life in the classroom.
different order. This series is arranged to ensure that the curriculum
This publication is part of the Cambridge Primary Maths is covered whilst allowing teachers to use a flexible
project. Cambridge Primary Maths is an approach. The Scheme of Work for Stage 1 has been
innovative combination of curriculum and followed, though there are a few deviations. The
resources designed to support teachers and components are:
learners to succeed in primary mathematics • Teacher’s Resource 1 ISBN: 9781107656833
through best-practice international maths teaching and (printed book and CD-ROM).
a problem-solving approach. • Learner’s Book 1 ISBN: 9781107631311
(printed book)
• Games Book 1 ISBN: 9781107646407
(printed book and CD-ROM).
 Numbers

1 2 3 4 5 6 7 8 9 10
4 Unit 1A Core activity 1.1 Recognising and saying numbers up to ten
Up to Ten
1 2 3

4 6
5

7 9
8

10

1 2 3 4 5 6 7 8 9 10
Unit 1A Core activity 1.1 Recognising and saying numbers up to ten 5
 How many?
How many in each group? Vocabulary
count
How
many?

1, 2, ...

count
How
many?

count
1, 2, ...

5
5

6 Unit 1A Core activity 1.2 Counting to ten

 Make ten
Find two numbers to make ten. Vocabulary
ten frame

Find three numbers to make ten.

Unit 1A Core activity 2.1 Make ten 7

 Ten take away
How many are there left?

8 Unit 1A Core activity 2.2 Ten take away

 Doubles
Double 1 makes 2. Vocabulary
double

Double 2 makes 4.

What other doubles can you find?

Unit 1A Core activity 2.3 Doubles 9

 Giant footprints
Vocabulary
longer

shorter

longer

shorter

longest

shortest
How long is your footprint?
How long is the giant’s footprint?

10 Unit 1C Core activity 3.1 Measuring length

 Height
Which is taller? The ice cream or the boy? Vocabulary

taller

smaller

tallest

shortest

Which is tallest? The lady or the buildings?

Unit 1C Core activity 3.1 Measuring length 11

 Number pairs
Vocabulary
This is a number pair for 6 PM_S1_U1_P10_LB_0070
PM_S1_U1_P10_LB_0070
PM_S1_U1_P10_LB_0070
.
PM_S1_U1_P10_LB_0072
PM_S1_U1_P10_LB_
PM_S1_U1_P10_LB_0072
number pairs:

6 and6
50and
and650
1and
is a 50
and 1and51and 1
number
pair to 6.

?
PM_S1_U1_P10_LB_0074
PM_S1_U1_P10_LB_0074
PM_S1_U1_P10_LB_0074 PM_S1_U1_P10_LB_0076
PM_S1_U1_P10_LB_
PM_S1_U1_P10_LB_0076
This is a number pair for .

4 and4 and4
42and32 is a33
3and 2and33and 3
number
pair to 7.

PM_S1_U1_P15_LB_0330
PM_S1_U1_P15_LB_0330
PM_S1_U1_P15_LB_0330

This is a number pair for ? . This is a number pair for ? .

PM_S1_U1_P15_LB_0340
PM_S1_U1_P15_LB_0340
PM_S1_U1_P15_LB_0340

12 Unit 1A Core activity 4.1 Number pairs less than ten

 Oh no!
Write the teen numbers in the correct order.

Vocabulary
teen numbers:
all the numbers that
are made of ten and
some ones.

Use a number track

to help you.

Unit 1A Core activity 4.2 Ten and a bit more 13

 Estimate and count
Vocabulary
count:
estimate:

How many?

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

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
14 Unit 1A Core activity 5.1 Estimating
Twice as many?
How many? Vocabulary

twice as many

twice as many

Is this twice as many?

twice as many

How do you know?

Unit 1A Core activity 5.2 More estimating 15

 What is the shape?
Vocabulary
circle

square

rectangle

triangle

16 Unit 1B Core activity 6.1 Identifying and sorting 2D shapes

 Making four squares
You will need: Vocabulary
sticks a pencil or chalk a dice square
PM_S1_U1_P10_LB_0070 PM_S1_U1_P10_LB_0

pentagon

5 6 and 0 5 and 1

PM_S1_U1_P10_LB_0074 PM_S1_U1_P10_LB_0

hexagon

4 and 2 3 and 3

dice
PM_S1_U1_P15_LB_0330

You can draw the squares too.

You could make or draw other shapes.

PM_S1_U1_P15_LB_0340

triangle pentagon hexagon

PM_S1_U1_P15_LB_0350
Unit 1B Core activity 6.1 Identifying and sorting 2D shapes 17
 PM_S1_U1_P10_LB_0070 PM_S1_U1_P10_LB_0072
PM_S1_U1_P10_LB_0070 PM_S1_U1_P10_LB_0072

Solids PM_S1_U1_P10_LB_0070 PM_S1_U1_P10_LB_0072

What solids can you make by putting these Vocabulary

2D shapes together? 6 and 0 5 and 1 cube
6 and 0 5 and 1

66 and
and 00 55 and
and 11 PM_S1_U1_P10_LB_0072
PM_S1_U1_P10_LB_0070
PM_S1_U1_P10_LB_0074 PM_S1_U1_P10_LB_0076 PM_S1_U1_P16_LB_0
PM_S1_U1_P10_LB_0074 PM_S1_U1_P10_LB_0076 PM_S1_U1_P16_LB

6 and
PM_S1_U1_P10_LB_0074 0 5 and 1
PM_S1_U1_P10_LB_0076 PM_S1_U1_P16_LB_03

?
PM_S1_U1_P10_LB_0074 PM_S1_U1_P10_LB_0076 PM_S1_U1_P16_LB_036

PM_S1_U1_P10_LB_0074 PM_S1_U1_P10_LB_0076 PM_S1_U1_P16_LB_03

cuboid

PM_S1_U1_P16_LB_03
4 and 2 6 3and and0
3 5 and 1 PM_S1_U1_P16_LB_
4 and 2 3 and 3
PM_S1_U1_P16_LB_0370
PM_S1_U1_P16_LB_0370
44PM_S1_U1_P10_LB_0074
and 22 33 and
and 33 PM_S1_U1_P10_LB_0076 PM_S1_U1_P16_LB_0368

?
and
PM_S1_U1_P15_LB_0330 PM_S1_U1_P16_LB_037
PM_S1_U1_P15_LB_0330 sphere
4 and 2 3 and 3
PM_S1_U1_P15_LB_0330 PM_S1_U1_P16_LB_03
PM_S1_U1_P15_LB_0330 PM_S1_U1_P16_LB_

PM_S1_U1_P16_LB_037
PM_S1_U1_P15_LB_0330 PM_S1_U1_P16_LB_0372
PM_S1_U1_P16_LB_0370

?
4 and 2 3 and 3
PM_S1_U1_P16_LB_037
PM_S1_U1_P16_LB_0374
cone PM_S1_U1_P16_LB_03
PM_S1_U1_P15_LB_0330
PM_S1_U1_P15_LB_0340 PM_S1_U1_P16_LB_0374
PM_S1_U1_P15_LB_0340 PM_S1_U1_P16_LB_0374
PM_S1_U1_P16_LB_0372
PM_S1_U1_P15_LB_0340
PM_S1_U1_P15_LB_0340 PM_S1_U1_P16_LB_0374

PM_S1_U1_P15_LB_0340 PM_S1_U1_P16_LB_0376
PM_S1_U1_P16_LB_03
PM_S1_U1_P16_LB_0374
pyramid PM_S1_U1_P16_LB_0376
PM_S1_U1_P15_LB_0340 PM_S1_U1_P16_LB_0376

PM_S1_U1_P16_LB_0376

?
PM_S1_U1_P15_LB_0350
PM_S1_U1_P15_LB_0350 PM_S1_U1_P16_LB_0376
PM_S1_U1_P16_LB_0378
PM_S1_U1_P16_LB_03
PM_S1_U1_P15_LB_0350
PM_S1_U1_P15_LB_0350
PM_S1_U1_P16_LB_0378
PM_S1_U1_P16_LB_0378
triangular prism
PM_S1_U1_P15_LB_0350
PM_S1_U1_P15_LB_0350
PM_S1_U1_P16_LB_0378
PM_S1_U1_P16_LB_0378

18 Unit 1B Core activity 6.2 3D solids

What is next?
Vocabulary

? pattern

?
?

? ? ?

? ???
Unit 1B Core activity 6.3 Symmetry and patterns 19
 Symmetry and patterns
Vocabulary
pattern

PM_S1_U1_P18_LB_0610

symmetrical
PM_S1_U1_P18_LB_0610

PM_S1_U1_P18_LB_0611

PM_S1_U1_P18_LB_0611

PM_S1_U1_P18_LB_0612

PM_S1_U1_P18_LB_0612

20 Unit 1B Core activity 6.3 Symmetry and patterns

 Jigsaws

Which number pair for seven is missing?

Find the number pairs that are the same.

Unit 1A Core activity 7.1 Number pairs to ten 21

 The 100 square
What number patterns can you see in the 100 square?

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

22 Unit 1A Core activity 7.2 Beyond 20