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Ft furthers the University’s mission by disseminating knowledge in the pursult of education, learning and research at the highest international levels of excellence. wwwscambridge.org Information on this title: www.cambridge.org/9781 108746410 © Cambridge University Press 2021 This publication isin copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, rho reproduction of any part may take place without the written permission of Cambridge University Press First published 2014 Second edition 2021 2019 18 17 16 15 14 13 12 11 109.8 7.65 Printed in Italy by Rotolito 5.p.A. - A catalogue record for this publication is available from the British Library ISBN 978-1-108-74641-0 Paperback with Digital Access (1 Year) ISBN 978-1-108-96410~4 Digital Learner's Book (1 Year) ISBN 978-1-108-96409-8 Learner's Book eBook ‘Additional resources for this publication at www.cambridge.org/9781108746410 Cambridge University Press has no responsibilty for the persistence of accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites i, of will remain, accurate or appropriate. Information regarding prices, travel timetables, and other ‘actual information given in this work is correct at the time of fist printing but Cambridge University Press does not quarantee the accuracy of such information ‘thereafter. Projects and their accompanying teacher guidance have been written by the NRICH Tear, INRICH is an innovative collaboration between the Faculties of Mathematics and Education at the University of Cambridge, which focuses on problem solving and on creating ‘Opportunities for students to learn mathematics through exploration and discussion, https/Inrich.maths.org NOTICE TO TEACHERS IN THE UK It’s illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances (where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (il) where no such licence exists, or where you wish to exceed the terms ofa licence, and you have gained the written permission of Cambridge University Press (ii). where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for ‘example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questionsIntroduction Introduction Welcome to Stage 1 of Cambridge Primary Mathematics. We hope this book will show you how interesting and exciting mathematics can be. Mathematics is everywhere. Everyone uses mathematics every day. Where have you noticed mathematics? Have you ever wondered about any of these questions? * Are the numbers we use when measuring the same as the numbers we count with? » Why are the same 10 digits used to make all numbers (0, 1, 2, 3, 4, 5, 6, 7, 8. and 9)? » Whatis the difference between 2D and 3D shapes? « How do you describe a pattern? * How do you measure the passage of time? « How do you solve a mathematics problem? You will work like a mathematician to find the answers to some of these questions. It is good to talk about mathematics and share ideas as you explore. You will reflect on what you did and how you did it to think about whether you would do the same next time. You will be able to practise new skills and check how you are doing and also challenge yourself to find out more. You will be able to make connections between what seem to be different areas of mathematics. We hope you enjoy thinking and working like a mathematician. Cherri Moseley and Janet ReesContents Se (3 6 How to use this book Thinking and Working Mathematically 10 1 Numbers to 10 Number 11 Counting sets of objects 1.2 Say, read and write numbers to 10 1.3. Comparing numbers 1.4 Number words 15 _Odd and even numbers 36 2 Geometry Geometry and measure 2.1 3D shapes 2.2 2D shapes 48 3 Fractions Number 3.1 Froctions 56 (4 Measures Geometry and measure 4.1 Length 66 Project 1: Snakes 67 5 Working with numbers to 10 Number 5.1 Addition as combining 5.2__ Subtraction as take away 86___| Project 2: Compare the rows 87 6 Position Geometry and measure 6.1 Position 97 ——|7_ Statistics Statistics and probability 71 Sets 7.2 _Venn diagrams 110 8 Tithe Geometry and measure 81 Time 118 9 Numbers to 20 Number 9.1 Counting to 20 9.2. Counting, comparing, ordering ond estimating 9.3 _Number patternsContents. 137 __ | Project 3: Counting fish 138 10 Geometry (2) Geometry and measure 10.1 3D shapes 10.2_2D shapes 155 __ | Project 4: Which one doesn't belong? 156 [11 Fractions (2) Number 11.1_Halves 165 __| Project: Fair fruit 166 [12 Measures (2) Number 42.1 Mass and capacity 12.2_ How do we measure? 178 13. Working with numbers to 20 Number 13.1. Addition by counting on 13.2 Subtraction by counting back 43.3. Using the number line 13.4 Money 203 14 Statistics (2) Statistics and probability 14.1 Venn diagrams, Carroll diagrams and pictograms 14.2. Lists, tables and block graphs 221 15 Time (2) Geometry and measure 15.1 Time 230 16 Position, direction and patterns Geometry and measure 16.1_ Position, direction and patterns 241 __ [Project 6: Finding drawers 242 [Glossary 262 AcknowledgementsHow to use this book - In this book you will find lots of different features to help your learning: Questions to find out what you know already. —_________ What you will learn in hee ——————— Important words ——————— » that you will use. Step-by-step examples showing a way to solve a problem. ———__________,, Questions to help you think about how you léarn, —_, 1 This cookies © whole. @ How many parts isthe cookie cut inte? ‘Ace they the some as each other? + count sets of objects: \Whieh domino has 4 spots? There are often many different ways to solve a problem.>> How to use this book These questions will help you—> J © Write thenumber that comes ater. develop your skills of thinking Ba) and working mathematically. An investigation to carty out—>_ ~/ with a partner or in groups. | siisanwtenevats norma nstete rates rte This will help develop Dic wth ye ore your skills of thinking and working mathematically. What you have learned in the unit. Tick the column to SS cote scree "7 2 * show how you feel about ‘+ lean say which set has more or fewer (or less or greater). + Lean recognise when two sets have the same number of ‘objects, each thing. ——________, Questions that cover what you [Xaaaiai i i 1 How hort have learned in the unit. ay feces LY 2 @ @ & gf At the end of some units there is © project for you to carry Out, —_y | or ovis ecard paper sugh pipe ener bong ope using what you have learned cer ccm ra ierpraer ad You might make something or solve a problem. ‘Your fist challenge isto make @ snake! Projects and their accompanying teacher guidanée have been written by the NRICH Team. NRICH is an innovative collaboration between the Faculties of Mathematics and Education at the University of Cambridge, which focuses on problem solving and on creating opportunities for students to learn mathematics through exploration and discussion https:/nrich.maths.org.