Macmillan Mathematics

Macmillan
Mathematics Teacher’s Book 1

1
Paul Broadbent & Mary Ruddle

[Macmillan Education logo]

Teacher’s Book

Paul Broadbent & Mary Ruddle

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Contents
Page 4 Introduction
Page 5 Oral and mental starters
Block A Sorting and counting to 9 7
Unit 1 Sets and counting 8 Unit 7 Addition and subtraction 43
Sorting and counting to 5 Number lines
Sorting and re-sorting Trios
Matching Using addition
Numbers to 3 Addition and subtraction
Numbers 4 and 5 Missing numbers

Unit 2 Numbers to 9 14 Unit 8 Assess and review 49

Counting to 5 Revision and assessment of
Numbers 6 and 7 Units 5, 6 and 7
Numbers 8 and 9
Counting to 9 Block C Numbers to 99 53
Matching numbers
Unit 9 Numbers to 20 54
Unit 3 Comparing and ordering 20 Numbers to 20
Zero Counting to 20
Counting on and back Tens and units
More and fewer Comparing numbers to 20
Comparing numbers Ordering numbers to 20
Ordering numbers
Unit 10 Numbers to 99 60
Unit 4 Assess and review 26 Numbers to 50
Revision and assessment of Counting in tens
Units 1, 2 and 3 Numbers to 99
Place value
Block B Addition and subtraction to 9 30 Using an abacus

Unit 5 Adding to 9 31 Unit 11 Number patterns 66

Combining sets Sequences
Counting on Odd and even numbers
Making totals Counting patterns
Adding to 9 Comparing numbers to 99
Addition facts Ordering numbers to 99

Unit 6 Subtraction within 9 37 Unit 12 Assess and review 72

Taking away Revision and assessment of
Counting back Units 9, 10 and 11
Subtraction
Comparing groups
Finding the difference

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Block D Addition and subtraction 76
Unit 19 Fractions 12 and 14 112
Unit 13 Adding 2-digit numbers 77 Halves and wholes
Adding to 20 ½ as equal parts
Adding tens Quarters
TU + U (no renaming) ¼ as equal parts
TU + Tens Halves and quarters
TU + TU (no renaming)
Unit 20 Assess and review 118
Unit 14 Subtracting 2-digit numbers 83 Revision and assessment of
Subtracting within 20 Units 17, 18 and 19
Subtracting tens
TU – U (no renaming) Block F Measures and problems 122
TU – Tens
TU – TU (no renaming) Unit 21 Measuring length 123
Comparing length
Unit 15 Money 89 Comparing height
Coins and notes Ordering length
Ordering coins Using cubes
Equivalence Measuring with non-standard
Finding totals units
Shopping
Unit 22 Measures problems 129
Unit 16 Assess and review 95 Comparing objects
Revision and assessment of Capacity
Units 13, 14 and 15 Weight
Balancing
Block E Shapes and fractions 99 Time: days of the week

Unit 17 Solid shapes 100 Unit 23 Number problems 135

Comparing shapes Tallying
Sorting and matching Reading block graphs
Naming solid shapes Addition and subtraction problems
Solid shape properties Missing number problems
Position of objects Number puzzles

Unit 18 Flat shapes 106 Unit 24 Assess and review 141

Shape patterns Revision and assessment of
Matching shapes Units 21, 22 and 23
Sorting shapes
Naming shapes
Squares and rectangles

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Introduction
Macmillan Mathematics is a complete mathematics scheme for pupils from Grades 1 to 6. It is written not only
to develop a thorough understanding of mathematics, but also to foster interest, enthusiasm and confidence
in mathematics. Its mathematical structure provides progression and development of concepts to ensure
continuity and curriculum coverage.
Components
l The Teacher’s Book gives clear guidance on planning, practical activities and the use of the pupil’s material
for each unit of work.
l The Pupil’s Book provides a clear explanation of the key steps needed to learn specific skills and concepts,
as well as practice, reinforcement and enrichment activities to consolidate these skills and concepts.
l The Pupil’s CD-ROM provides further reinforcement and assessment of the skills and concepts developed
within each unit, with the provision of interactive exercises.
Planning and organisation
For each grade, the curriculum has been organised into six blocks of work that are developed over the year.
Each block is split into four teaching units. A teaching unit consists of a week of lessons, and covers the set
of objectives that guide planning, teaching and students’ learning. The fourth unit in each block is an ‘assess
and review’ unit. This provides an opportunity for pupils to use and apply the skills and concepts learnt in the
previous three units, and also allows teachers to assess and monitor pupils’ progress. Those pupils who are not
keeping up with their peers can then receive the additional attention and support they need.

Teaching sequence
Term 1 Term 2
September October November December January February March April May
Block A Block B Block C Block D Block E Block F

Successful teaching and learning with Macmillan Mathematics

Macmillan Mathematics is intended to be used in the context of quality-first teaching, with activities to
support the teacher in their efforts to develop pupils’ learning, confidence and love of mathematics. The authors
give these principles to outline their thoughts on teaching and learning mathematics:
1 Plan and provide a balanced, practical experience that incorporates the acquisition, consolidation and
application of knowledge and skills, with opportunities to use and extend thinking and reasoning.
2 Model ways to explore mathematics. Look for patterns, rules and properties. Direct pupils’ learning by
providing examples that enable them to identify appropriate methods and understand rules and ideas.
3 Give pupils the opportunity to consolidate their learning, with frequent and regular periods of practice that
are short, sharp and focused.
4 Ensure that pupils recognise how their learning builds on previous learning and help them to see
connections. Ensure that they feel appropriately supported and challenged by the work they are given.
5 Engage with pupils’ thinking. Give them sufficient time for discussion and time to think about their ideas
and methods by prompting and by asking probing questions.
6 Demonstrate the correct use of mathematical vocabulary and the interpretation and use of symbols, images,
diagrams and models as tools to support pupils’ mathematical thinking and communication.
7 Share the excitement of mathematics, capturing pupils’ imagination by teaching creatively and with enthusiasm.

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Structure of Teacher’s Book
Objectives: The objectives from the Syllabus covered by a paticular unit.
Vocabulary: The key words to use and develop with pupils. List these on the wall or board for the pupils to read.
Lessons: The focus for each lesson. Share this with your pupils at the start of each lesson.
Oral and mental starters: Suggested starter activities for the first 5 minutes of each lesson (see below).
Resources: Practical resource suggestions to help support the teaching and learning of this unit.
Prior learning: The step before this unit of work. Use this as a basis for some questions at the start of the unit
to assess the pupils’ prior knowledge and understanding.

Background notes: Linking theory with practice, this briefly outlines some common difficulties and
misconceptions for this unit of work and gives key teaching points.

Supporting the topic: Lists suggestions for using and applying the mathematics in real-life situations.
End of unit evaluation: Learning outcomes for this unit of work, with key areas of assessment linked to the
objectives.

This unit overview is followed by lesson notes containing practical activities and references to the Pupil’s Book.

Oral and mental starters

These are suggestions for whole class mental maths activities for the first 5 or 10 minutes of each lesson.
They are interactive and lively oral activities, with questions, games and practical activities that actively involve
the pupils. They enable pupils to become confident and agile with mental calculation and number, as well as
consolidating work done on algebra, shape, measures and handling data. The starters have a number of purposes.
l They can prepare the pupils for the unit of work ahead, rehearsing and sharpening skills. For example, for a
unit on fractions of amounts you may plan mental starters on division facts to support their understanding.
l They can be used as a method of ‘keeping sharp’ the skills and concepts introduced in previous units. For
example, an oral starter on names and properties of 2D shapes, 4 weeks after teaching shape, will remind
pupils of that teaching and consolidate their learning.
l They reinforce the importance of the language of mathematics, with regular re-visiting of vocabulary.
l They allow you to quickly assess pupils’ knowledge and understanding of an area you intend to teach in the
main part of the lesson. For example, before teaching subtraction of 2-digit numbers, you could ask oral
questions on adding tens to check pupils’ understanding.
Basic resources such as number cards, counters and number lines are important. Once you have used some of
the activities, refine and develop them and plan your own starters to support your teaching.
Boys and girls (sorting): Ask about eight pupils out to the front. Ask the class to suggest a way of putting
them into two groups, and then the pupils at the front organise themselves accordingly. Ask for another way in
which to sort the pupils so that the pupils at the front rearrange themselves into new groups.
Sort them out: Repeat ‘Boys and girls’ using a variety of criteria for sorting then discuss the groups, e.g. ‘Which
is the largest/smallest group? ’ ‘How many more in the largest group? ’
Point and count: Make a number of marks on the board, (the number appropriate to the stage in learning).
Point to each mark in turn as the class counts them together. Repeat, asking different pupils to do the pointing.

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Hide it (one-to-one correspondence): Ask five pupils each to bring a book to the front. Ask them to face the
class with the books behind their backs. Ask the class, ‘How many pupils? How many books? ’
One each (one-to-one correspondence): Ask a small number of pupils to come to the front. Ask another pupil
to bring enough objects so that he or she can give one to each. Repeat with different pupils and objects.
Hands up (reading and writing numbers): Write numbers on the board, e.g. 1, 2, 3, 4, 5. Ask a pupil to come out
and point to a given number. Ask the class to raise their hands if they agree. Repeat using other given numbers.
Hold up (reading and writing numbers): Ask pupils to write a given number and hold it up for you to see.
Fingers and thumbs (conservation of number): Ask pupils to hold up three fingers (thumbs can be included).
Ask them to hold up three different fingers and then another three fingers. Repeat with other numbers.
One more (conservation of number): Ask a pupil to stand at the front. Ask the class, ‘How many pupils? ’ Ask
another pupil to the front. ‘How many pupils now? ’ Encourage pupils to answer without counting. Repeat,
asking one more pupil out each time, emphasising that there is no need to count the new group because the
previous group number was known, they just need to add 1 more.
Zero!: Ask pupils to count from zero to an appropriate number and then count back, clapping with each number.
What’s the order?: Write a set of numbers in random order on the board. Explain that pupils have to put the
numbers in order, starting with the smallest. Ask the class to suggest which should come first, second etc. Write
the numbers out in the order suggested. Ask, ‘Is this correct? ’ Alter, if necessary.
Start here: As a class, count on from different starting numbers, e.g. start at 3 and count to 9. Develop to
include counting back to the starting number.
Steps: As a class, count on from a given starting number in steps of 2 and then back. Use other steps, e.g. 5, 10.
Arrows away: Show an appropriate 2-digit number using two arrow cards, e.g. 35. Ask, ‘What is this number?
What does the 3 mean? ’ (thirty or 3 tens). Move the top arrow card to reveal 30 on the card beneath. Replace
the top card. ‘What is the value of the 5? ’ (5 ones or units) Repeat with other 2-digit numbers.
Halves: Ask an even number of pupils to come out to the front. Ask them to form two groups. Ask ‘Is this group
half of the pupils? How do you know? ’ Ask the pupils at the front to make two equal groups if they were unequal.
Quarters: Ask 8 or 12 pupils to come out to the front. Repeat ‘Halves’ above for four groups.
Hidden fingers (addition/subtraction facts for 5 or 10): Hold up one or two hands, palms facing you. Ask
pupils, ‘How many fingers (including thumbs) can you see? ’ Hide a number of fingers by bending them down
towards you. ‘How many can you see now? How many can’t you see? ’ Repeat, hiding different numbers of fingers.
Flash facts (addition and subtraction facts): Ask questions such as 2 + 2, 5 + 3, 6 – 2, 9 – 4 for pupils to
answer by holding up a number card when you give a signal, e.g. a clap. Develop to additions and subtractions
within 20.
Pairs for sums (addition facts): Give an appropriate number. Pupils choose two numbers which have that total
when added together. They could use number cards and hold them up or write two numbers and hold them up.
My way (adding and subtracting 2-digit numbers mentally): Write a 2-digit addition or subtraction on the
board for pupils to work out mentally. Ask volunteers to explain their method. Record their method on the
board, e.g. for 26 + 12, ‘I added 26 and 10 which is 36.’ (Record 26 + 10 = 36) ‘Then I counted on 2 more to 38.’
(Record 36 + 2 = 38)
Name it: Describe a shape to the class using mathematical properties, e.g. ‘This shape has three faces. Two of
its faces are circles. It can roll. What is the name of the shape? ’

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Pupil’s Book 1A
Block A Sorting and counting to 9

Maths Topic National Standards from Government Guidelines

Unit Curriculum area End of year objectives / success criteria
1 Sets and counting Numbers and numerical l Identify and describe a set.
operations l Classify things into sets according to certain criteria.
Algebra, relations and l Compare between two sets of things by matching the
functions elements of both sets.
l Comprehend that a number is an expression of the
quantity of things contained in a set.
l Count fluently and comprehensively.
l Identify the number of things in small groups up to 9.
2 Numbers to 9 Numbers and numerical l Comprehend that a number is an expression of the
operations quantity of things contained in a set.
l Relate between what a number represents, its figure
and its name and use this to deal with simple
everyday situations.
l Arrange a group of numbers and display (represent)
them on a number line.
l Recognise the numerical order of numbers.
Recognise the concept of zero.
3 Comparing and Numbers and numerical l
Identify the empty set without explicitly naming it.
ordering operations l
Arrange a group of numbers and display (represent)
Algebra, relations and l
functions
them on a number line.
Recognise the numerical order of numbers.
l
Identify the number of things in small groups up
l
to 9.
l Relate between what a number represents, its
figure and its name and use this to deal with
simple everyday situations.
4 Assess and review Activities to monitor, assess, evaluate and consolidate pupils’ knowledge and
understanding.

During this block of work, pupils will experience:

1 Sorting up to 9 objects from a collection
2 Counting up to 9 objects and matching to a numeral
3 Reading numbers to 9
4 Writing numbers to 9
5 Recognising zero as an empty set
6 Ordering numbers 0 to 9

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Unit 1 Sets and counting
Term 1 Block A Objectives
Sorting and counting to 9 At the end of the unit, students should be able to…
Unit 1 Sets and counting l Identify and describe a set.
Unit 2 Numbers to 9 l Classify things into sets according to certain criteria.
Unit 3 Comparing and ordering l Compare between two sets of things by matching the elements of
Unit 4 Assess and review both sets.
l Comprehend that a number is an expression of the quantity of
things contained in a set.
l Count fluently and comprehensively.
l Identify the number of things in small groups up to 9.

Vocabulary Lessons
one, two, three, four, five, number, 1 Sorting and counting to 5
next, altogether, count, how many?, 2 Sorting and re-sorting
sort, group, match, set 3 Matching
4 Numbers to 3
5 Numbers 4 and 5
Oral and mental starters Resources
Boys and girls (sorting) It would be useful to have a display table with small containers such
Point and count as boxes, bowls, saucers etc., each with a set of objects for pupils to
Hold up count, e.g. 3 cubes, 2 buttons, 1 ball, 4 counters, 5 small toys. Have a
Fingers and thumbs card for each number (1–5) so that individual pupils can come out,
count the objects and place the appropriate card with each set.
A large number line on the wall numbered 1–5 in numerals and words,
and pictures illustrating the numbers would be helpful. Counting
materials for each child, such as counters, cubes, buttons etc.
Pupil’s Book pages 4–13
Prior learning Background notes
Some pupils will have experienced Practical experience of sorting objects into two sets and then
counting and sorting in everyday comparing the size of the two collections by counting will help pupils
activities at home, but this cannot to understand the concepts involved in this unit. Young pupils can
be assumed for all pupils. often recite numbers in order without understanding how those
numbers relate to a set of objects. They need to understand that:
l the reason for counting is to find the exact number of objects;
l each number in a count relates to one object in a set;
l each object in the set must be included in the count;
l the last number in the count represents the total number of objects.

End of unit evaluation Supporting the topic

Check that the pupils are able to: Explain that the pupils will be learning how to count and recognise
1 Sort objects from a collection and and write numbers to 5. Use every opportunity to count small numbers
match to numerals. of things together in the classroom, such as pupils in a small group,
2 Read numbers to 5. objects from the display table, pictures, windows etc.
3 Write the numbers 1 to 5 on the Discuss situations in everyday life when things need to be counted,
board or in their exercise book. e.g. the number of plates needed for a family at mealtimes.

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Lesson 1 Sorting and counting to 5
Pupil’s Book pages 4 and 5 Oral and mental starter: Boys and girls (sorting)

Sets and counting

Sorting and counting to

1 2 3 4 5

1 Sort the animals into groups.

Count the different animals.

Try this
Count the animals that are sleeping.
Count the animals that are in the shelter.

Activities
l Talk about the main picture on pages 4 and 5. Ask l Focus on the main picture together again. Explain
‘What animals can you see? How many legs does a that there are other ways in which the animals
donkey have? ’ could be sorted. Ask pupils to suggest another way,
l Look at the pictures at the top of page 4. Explain and then count the number in that group.
that these animals have been sorted into groups. l Explain that one animal can be part of several
Ask, ‘How many goats are there? How many ants? ’ groups: it may be a cow, a white animal and an
l Check that pupils are counting correctly. If animal eating. The animals can be sorted by size.
necessary, demonstrate by drawing a number of Explain that some animals look different but are
objects on the board (one, two, three, four, or five) the same type.
and then touch each one in turn as you count.
Repeat with different drawings, asking individuals Answers
to come out and count the objects. 1 4 sheep, 3 goats, 4 mice, 5 ants, 5 butterflies, 3 donkeys, 1 cow,
1 dog, 3 egrets, 2 chickens
l Ask, ‘Which group has two animals in it? Which
group has four? Which has one? ’ etc. and record Try this
l 2 animals are sleeping
these on the board. Say the numbers together.
l 4 animals are in the shelter

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Lesson 2 Sorting and re-sorting
Pupil’s Book pages 6 and 7 Oral and mental starter: Point and count

Sorting and re-sorting 2 Sort these shapes.

These toys have been sorted.

Maths for the Middle east PB1A

A–W A5 003a
The toys have been sorted in a different way.

Maths for the Middle east PB1A

A–W A5 003b

1 Sort these in different ways.

Draw them in two sets.
Count the number in each set.

Maths for the Middle east PB1A

A–W A5 forks
004 red things small things knives

Activities
l Talk about the balls and bricks at the top of page Answers
6. If possible, provide some balls (or circles) and 1 a) 4 b) 2 c) 4 d) 4
bricks (or squares) of different colours and sizes 2 Check the shapes have been sorted into squares and circles.
to demonstrate sorting to the class and model in
different ways.
l Count the balls and the bricks. Write the numbers
on the board and compare the amounts. Ask which
set has more objects and which has fewer. Check
that pupils understand this, using other examples
as necessary.
l Ask pupils to sort the objects in different ways by
colour and size. Once again, record the numbers
and compare the sets.
l Talk about the sets of knives and forks on page 6,
discussing the different ways that these can be
sorted. Then ask pupils to record the numbers to
match.

10

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Lesson 3 Matching
Pupil’s Book pages 8 and 9 Oral and mental starter: Hold up (numbers 1–3)

Matching 2 Draw lines to join the matching shoes.

Can you see the matching socks? The matching socks go together.

Maths for the Middle east PB1A

A–W A7 006a Maths for the Middle east PB1A
A–W A7 006b
1 a) Draw spots to make matching pairs. Maths for the Middle east PB1A
3 A–WColour
A8 009
and join the matching socks.

b) Join
Maths matching
for the numbers of ants.
Middle east PB1A
A–W A7 007

Maths for the Middle east PB1A

Try this
A–W A8 010

Draw lines to match the items that go together.

Maths for the Middle East PB1A

aw_011

Activities
l Remind the class of the sorting from Lesson 2 to Answers
reinforce their understanding. 1 a) Check that there are the same number of spots on both
leaves.
l Look at the picture of the socks and ask the class b) Check that matching numbers of ants have been joined.
to match the pairs. 2 Check that matching shoes have been joined.
l Discuss how each pair of leaves can be made to 3 Check the socks are coloured in matching pairs.
match. Try this
l Discuss the household items, asking pupils to Lock and key, bat and ball, cup and saucer, spoon and ball, pen
identify each picture. Ask for one example of items and paper, toothbrush and paste
that go together from the picture.
l Ask pupils to suggest things which would go
together with items you say, e.g. ‘What could go
with a hairbrush? With a pillow? With a kennel?
With a mop? ’

11

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Lesson 4 Numbers to 3
Pupil’s Book pages 10 and 11 Oral and mental starter: Hold-up (numbers 1–3)

Numbers to 3 2 Count how many are in each group.

Join the group to the correct number.

1 one 2 two 3 three

Maths for the Middle east PB1A
A–W A9 012

1 Write these numbers.

Try this
How many flowers are in each pot?

10 11

Activities
Maths for the Middle east PB1A

l Discuss the picture of the trees at the top of page 10. l Ask the class to hold up three fingers, three
A–W A10 015

Point out that each number is shown as a word objects, etc.

and as a numeral. l Demonstrate writing 1, 2 and 3 on the board,
l Ask three pupils out to the front. Count them with stressing the starting point and the writing
the class. Ask one pupil to stand apart and then direction in each case. Ask the class to write 1, 2
walk back to his chair. Count together the number and 3 ‘in the air’ as you write them again on the
remaining. Repeat the activity until only one pupil board.
remains. Ask, ‘How many pupils are left? ’ l Ask pupils to put their fingers on each dot on
l Ask the class to hold up one finger, one hand, etc. page 10, and then trace over the numerals, following
l Talk about things that come in twos, such as arms, the direction of the arrows. Repeat using pencils.
ears. Ask the class to hold up two thumbs, two
hands, point to two eyes. Ask them to suggest Answers
other pairs they have, e.g. socks, shoes, feet etc. 1 Check that the numbers have been written accurately.
2 Check that the numbers and matching numbers of objects
l Draw three shapes on the board then count them have been joined.
with the class. Ask a pupil to come out and draw Try this
three more shapes. Repeat with a few more pupils. a) 1 b) 3 c) 2 d) 2 e) 1 f) 3

12

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Lesson 5 Numbers 4 and 5
Pupil’s Book pages 12 and 13 Oral and mental starter: Fingers and thumbs

Numbers and 3 Practise writing these numbers.

4 four 5 five
Maths for the Middle east PB1A
A–W A11 016

1 Write these numbers.

Assessment
2 How many spots are on each box?
Count the dots. Match the numbers and words.
5 1 3 4 2

three two five one

four
Maths for the Middle East PB1A
12 aw_020 13

Maths for the Middle east PB1A

Activities A–W A12 018

l Discuss the balloons on page 12. Point out that XXXX XXX
each number is shown as a word and as a numeral. X XX
l Indicate numbers 1, 2, 3, 4 and 5 on the class l Write a large 5 on the board, emphasising starting
number line as pupils say them together. points and direction. Ask the class to write 5 ‘in the
l Ask a pupil to draw four rings on the board, air’ as you write another 5 on the board.
another to draw four crosses, another four biscuits l Ask pupils to suggest examples of objects that
etc. Each time ask the class to count as the pupil illustrate 5, e.g. toes on one foot, points on a star.
points to his or her shapes in turn. l Pupils who finish early could draw a picture to
l Ask pupils to name objects that illustrate 4, e.g. illustrate the number 4 or 5.
wheels on a car, corners on a square.
l Write a large 4 on the board, emphasising starting Answers
points and direction. Ask the class to write 4 ‘in the 1 Check that the numbers have been written accurately.
air’ as you write another 4 on the board. 2 a) 4 b) 5 c) 5 d) 4 e) 4 f) 5
3 Check that the numbers have been written accurately.
l Draw five crosses in a row on the board and count
them together. ‘What other patterns can be made Assessment
with 5? ’ For example: Check that the numbers and words have been joined correctly.

13

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