Inquiry-based

resources for the

IB Primary Years
Programme
Fully supporting the PYP approach, these inquiry-based
resources provide comprehensive coverage of the
PYP Mathematics Scope and Sequence:

• Cover the five strands of Number, Pattern and

Function, Measurement, Shape and Space, and Extended practice Unit 4 Patterns and algebra
EXTENSION GROUP
Student Book
In pairs, ask students to perform the same activity,
with one student telling the other the input,
output and number of keys pressed and the other

Data Handling using the PYP methodology of Topic 1 Geometric and number patterns
Students to complete: Guided and Independent
Practice activities, pp. 78–80.
hypothesising about the rule, then testing their
theory. Introduce students to how they could
1 Mia’s cupcake trays hold 9 cupcakes each. [Figure 0033a_03563] represent the pattern as a symbolic rule. For

constructing, transferring and applying meaning

Student Book pages 78–81 Activity sheet
example, if the number machine is multiplying the
Students to begin: Activity sheet 20: Fibonacci fun.
How many cupcakes can fit on: input by 2, the rule could be written as n × 2 = a,
Learning focus number, and then tell the class what the result is
once you have applied your rule. For example, if the Session 3: Instruction and
where n is the input number and a is the answer.
Give students the opportunity to write and test their
a 4 trays? b 40 trays? student says “6”, then your response would be “6.5”. consolidation
• Build mathematical knowledge and skills and
own rules written in this way.
Understand that patterns can be represented, Ask students to suggest what your rule might be.
analysed and generalised using tables, words and WHOLE CLASS Student Book
c 7 trays? d 17 trays? Could there be alternatives? Invite a second student
symbolic rules. Explore flow charts as patterning to give you a number so you can apply your rule Topic exploration: Digital flow charts Students to complete: Extended Practice

explore the PYP transdisciplinary themes via the Suggestions for algorithms again. Let them know the outcome. Does this confirm
the students’ initial suggestion?
Many computer programs such as PowerPoint are
good tools for representing simple branch algorithms.
activities, p. 81.

SUPPORT GROUP
2 How many trays will Mia need if she gets individual, group Materials
Student Books’ inquiry-based activities that are
In mixed-ability pairs, ask students to complete Reproduce the algorithm below in PowerPoint using
an order for: the same activity, with one student thinking of a the Flow chart tools in the Shapes menu. Talk Student Book with teacher support

and class activities • counters

rule that the other student has to guess, and then
swapping the roles. Allow time for students to share
through each step and choice with students as you Students to complete: Independent and Extended

rooted in relevant, real-life contexts

construct the flow chart. Practice activities, pp. 79–81. Check in with students
a 90 cupcakes? b 900 cupcakes?
support planning • calculators some of the rules that they used and how they as they work through the Independent Practice
• Activity sheet 20: Fibonacci fun worked out what the rule was. What will I wear tody? activities, discussing any difficulties, before
c 54 cupcakes? d 540 cupcakes? AT-STANDARD GROUP
supporting them to complete the Extended Practice
Activity sheet materials activities, representing the patterns with concrete

• Provide additional opportunities to consolidate • grid paper Student Book No Do I have to Yes
materials as required.
wear school
Students to complete: Guided and Independent uniform? EXTENSION GROUP
Practice activities, pp. 78–80. Ask early finishers
Potential difficulties:
mathematical knowledge and skills through the 3 The football factory makes boxes that hold 4, 6, 7 or 9 footballs.
Circle the box sizes that could be used to pack exactly:
Identifying patterns
to make and describe their own geometric
patterns. Choose own
outfit
No Is it first or
fourth term?
Yes
Student Book
Students to complete: Extended Practice
activities, p. 81.

Practice and Mastery Books – helping learners to

SUPPORT GROUP
If students don’t correctly identify the basis of a Activity sheet
Concept exploration and skill development: Wear winter Wear summer
pattern, it will affect their ability to accurately Representing patterns uniform uniform Students to complete: Activity sheet 20:

grow in confidence and independence

continue the pattern. Fibonacci fun.
Representing patterns in multiple ways can help
a 63 footballs. 4 6 7 9 • Encourage students to hypothesise about the rule consolidate the concept for students who need extra Brainstorm with students other real-life scenarios
for a pattern and then test their hypothesis. Is the that lend themselves to branch algorithms. In pairs, Practice and Mastery Book
Pre- and post-
support; growing patterns are particularly good for
rule a reliable predictor of the numbers in the this. Start with a simple pattern such as 2, 5, 8, 11. ask students to create a branch algorithm of their See page 3 for information about how to use the
pattern? Write the sequence on the board and ask students choice in PowerPoint. Collate each slide into a class Practice and Mastery activities.

• Draw on a wealth of additional teaching support, assessments help to • Allow students plenty of time to generalise,
represent and complete a pattern, and to make a
if they can see the rule. Represent the pattern using
counters, ensuring that the pattern is evident, as in
algorithm resource and take time to share and
discuss each one. Session 4: Post-assessment
measure progress pattern for which they create a rule to consolidate the following example. Students to complete: Post-test 15, Unit 4,

including planning suggestions, assessments, b 48 footballs. 4 6 7 9 the interdependent role between the two elements.
AT-STANDARD GROUP
Teacher activity: Number machines
Topic 1, p. 103.

worksheets and answers, via the

Students have probably seen number or output
Daily practice activity machines before, but they may not have considered
that calculators are a form of number machine;
2 5 8 11

accompanying Teacher Books

Each day, write a simple flow chart algorithm for a in fact, early calculators were often called adding
regular class activity, such as lining up for sport or Can students make generalisations about the machines! Give each student a calculator and outline
c 360 footballs. 4 6 7 9 cleaning up the classroom. the following scenario:
pattern? How else could the pattern be represented?
(For example, on a number line.) Repeat with other You entered the number 5 into your calculator,
Session 1: Pre-assessment patterns including fractions, geometric patterns, pressed two buttons, then equals and ended up with
Students to complete: Pre-test 15, Unit 4, Topic 1, p. 102. whole numbers and decimals, challenging students the number 10.
to represent the patterns in different ways and to What might the buttons be? Allow students time
Session 2: Topic introduction articulate the rules. to experiment with their calculators to find the “rule”
d 420 footballs. 4 6 7 9 WHOLE CLASS Student Book with teacher support that would result in an output of 10 with an input of 5.
Discuss the fact that there are two possibilities –
Introductory activity: What’s the rule? Students to complete: Guided Practice activities, either + 5 or × 2 – and ask students how they could
sp. (i.e. p. 78). Support students to build their work out which buttons you pressed.
Guided, independent and extended Think of a simple rule, such as “add 0.5”, but don’t
tell the students. Invite one student to nominate a
understanding by using concrete materials or
number lines to represent the patterns.

learning activities progressively OXFORD UNIVERSITY PRESS 31 42 OXFORD UNIVERSITY PRESS OXFORD UNIVERSITY PRESS 43

build understanding OXMATH_PYP_SB4_12237_TXT_3pp.indb 31 13-May-18 10:37:09 AM Book 1.indb 42 29-May-18 6:17:23 PM Book 1.indb 43 29-May-18 6:17:23 PM

Oxford Mathematics Primary Years Programme Student Book 3 Oxford Mathematics Primary Years Programme Teacher Book 6

UNIT 1: TOPIC 8 UNIT 1: TOPIC 1

Using addition and subtraction facts Challenge
Place value
1 Look at the digit cards: 2 8 7 9 0 4
If we remember some things ... we can work out other things. Independent practice Practice
a What is the largest whole number b What is the largest number that
4+2=6 4+2=6 6−2=4 60 − 20 = 40
Let’s look at some ways to help you learn addition and subtraction facts. that can be made using all the cards can be made if the 9 is in the
I am Sam. I am 7. 6−2=4 So, 40 + 20 = 60. So, 60 − 20 = 40. So, 60 − 40 = 20.
if the zero is in the thousands place? tens-of-thousands place? 1 What is the value of the red digit in each number?

Use near doubles. On a separate piece of paper, a 47 625 b 162 752

1 3
complete the addition facts as c What is the smallest number d What is the largest number
c 314 520 d 513 804
a 6+7=?
quickly as you can. Reinforcement that can be made if the zero that can be made if the 7 is e 582 400 f 992 008
6 + 7 = 6 + 6 + 1 = 12 + 1 = 13. is left out? worth seven-tenths?
1+1= 1+2= 1+3= activities support
Write the numbers from question 1 in words.
Practice helps us 7+8= + + 1+4= 1+5= 1+6= and extend learning 2
a
to remember. 1+7= 1+8= 1+9=
Guided practice 2 Match each number below to the correct spike abacus.
= + 2+1= 2+2= 2+3= b
A B
1 Write and remember these addition facts. 2+4= 2+5= 2+6= c
= 2+7= 2+8= 2+9=
a d
+ = 3+1= 3+2= 3+3=
2 Use getting to a 10. 7 + 9 3+4= 3+5= 3+6= Hth Tth Th H T O Hth Tth Th H T O
e

7+9=? 3 6 3+7= 3+8= 3+9= f

C D
b 4+1= 4+2= 4+3=
+ = 10 + 6 = 16
4+4= 4+5= 4+6=
3 Expand the following numbers. The first one has been started for you.
a 9+6= + + 4+7= 4+8= 4+9=
5+1= 5+2= 5+3= a 32 487:
2 Write and remember these subtraction facts. Hth Tth Th H T O M Hth Tth Th H T O
= + 5+4= 5+5= 5+6= 30 000 +
a 5+7= 5+8= 5+9= a 578 472 matches to spike abacus .
– =
= 6+1= 6+2= 6+3= b One million, seven hundred and five thousand, four hundred and seventy-two b 316 321:
14 – 8 6+4= 6+5= 6+6= matches to spike abacus .

b 14 – 8 = ? 4 4
6+7= 6+8= 6+9= c 857 427 matches to spike abacus . Real-world problems
– =
7+1= 7+2= 7+3=
10 – 4 = 6 7+4= 7+5= 7+6=
d Eight hundred and fifty-seven thousand, two hundred and forty-seven matches c 40 370:
allow learners to
to spike abacus .
3 Write these addition and subtraction facts from memory. b 17 – 8 = – – 7+7= 7+8= 7+9= explore and apply
8+1= 8+2= 8+3=
3 Follow the instructions to round the following numbers. Use digits to write the answers. d 806 302: knowledge
8+4= 8+5= 8+6=
a 7+6= b 8+5= c 15 – 7 = = – a Round 427 899 to the nearest hundred thousand
8+7= 8+8= 8+9=
9+1= 9+2= 9+3= b Round 88 699 to the nearest thousand
d 5+8= e 18 – 9 = f 15 – 8 = = e 450 020:
9+4= 9+5= 9+6= c Round 3 743 678 to the nearest ten thousand
9+7= 9+8= 9+9=
d Round 956 723 to the nearest million
36 OXFORD UNIVERSITY PRESS OXFORD UNIVERSITY PRESS 37 OXFORD UNIVERSITY PRESS 3 2 OXFORD UNIVERSITY PRESS

OM_OXMATH_SB2_12213_TXT_4pp.indb 36 29-May-18 2:26:02 PM OM_OXMATH_SB2_12213_TXT_4pp.indb 37 29-May-18 2:26:03 PM

Oxford Mathematics Primary Years Programme Student Book 2 01_OX_M&P_Y5_12664_TXT_6pp.indd 3 30/07/2018 12:51 pm
Oxford Mathematics Primary Years Programme Practice and Mastery Book 5
01_OX_M&P_Y5_12664_TXT_6pp.indd 2 30/07/2018 12:51 pm
Evaluate Student Books
Practice and
Teacher Books
or place Mastery Books

an order Oxford Mathematics

Primary Years
Oxford Mathematics
Primary Years

Year K
Programme Student Programme Teacher
Book K Book K

978 019 031219 0 978 019 031232 9

Oxford Mathematics Oxford Mathematics Oxford Mathematics

Primary Years Primary Years Primary Years
Year 1 Programme Student
Book 1
Programme Practice
and Mastery Book 1
Programme Teacher
Book 1

978 019 031220 6 978 019 031226 8 978 019 031233 6

Oxford Mathematics Oxford Mathematics Oxford Mathematics

Primary Years Primary Years Primary Years
Year 2

Programme Student Programme Practice Programme Teacher

Book 2 and Mastery Book 2 Book 2

978 019 031221 3 978 019 031227 5 978 019 031234 3

Oxford Mathematics Oxford Mathematics Oxford Mathematics

Primary Years Primary Years Primary Years
Year 3

Programme Student Programme Practice Programme Teacher

Book 3 and Mastery Book 3 Book 3

978 019 031222 0 978 019 031228 2 978 019 031235 0

Oxford Mathematics Oxford Mathematics Oxford Mathematics

Primary Years Primary Years Primary Years
Year 4

Programme Student Programme Practice Programme Teacher

Book 4 and Mastery Book 4 Book 4

978 019 031223 7 978 019 031229 9 978 019 031236 7

Oxford Mathematics Oxford Mathematics Oxford Mathematics

Primary Years Primary Years Primary Years
Year 5

Programme Student Programme Practice Programme Teacher

Book 5 and Mastery Book 5 Book 5

978 019 031224 4 978 019 031230 5 978 019 031237 4

Oxford Mathematics Oxford Mathematics Oxford Mathematics

Primary Years Primary Years Primary Years
Year 6

Programme Student Programme Practice Programme Teacher

Book 6 and Mastery Book 6 Book 6

978 019 031225 1 978 019 031231 2 978 019 031238 1

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