Year 2 Practice Book 2C Unit 10 – Fractions

Unit 10 – Fractions 4.

1 Introducing parts and wholes Equal

parts
➜ pages 6–8

1. Unequal
parts

Reflect
Children should fold two pieces of paper; one into
2. a) Children should draw a picture of a whole
equal parts and the other into unequal parts.
snowman.
Check children understand the difference between
b) Children should draw four parts of the snowman.
equal and unequal parts.
For example, hat, eyes, carrot nose, scarf.
3. The truck is the whole.
Accept any three answers from: 3 Recognise a half
The wheel is a part.
The light is a part. ➜ pages 12–14
The bumper is a part.
The window is a part. 1. a) Check children accurately trace over the dotted
4. C
 hildren should provide three examples of whole lines provided.
things that a window could form part of. For example, b) Check children accurately write 12.
a house, a ship, a car, a school, a shop. 2. a)–d) Check children have shaded half of each shape.
5. a) Children should provide relevant whole and part 3. Children should split each shape into equal halves in
sentences. For example: ‘The flower is the whole’; three different ways. For example:
‘The petals are a part’.
b) The swing is the whole. The seat is a part.

Reflect
Children’s answers will vary. For example, the whiteboard
is the whole, the pen is a part; the table is the whole, the
leg is a part.
4. Children should tick the following shapes:

2 Equal and unequal parts √ √

➜ pages 9–11
√
1. a) There are 2 equal parts.
b) There are 3 equal parts.
c) There are 4 equal parts.
2. a) Equal parts.
b) Unequal parts.
c) Unequal parts (though some children may say
equal): for this question it is difficult to say just by
looking at the artwork.
3. There are 12 biscuits and 4 plates. Children should
draw 3 biscuits on each of the 4 plates.

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 Year 2 Practice Book 2C Unit 10 – Fractions

5. Children should circle the following arrows: 5 Recognise a quarter

a) ➜ pages 18–20

1. a) Check children accurately trace over the dotted

b) lines provided.
b) Check children accurately write 14.
2. Check children have shaded one quarter (one of the
c) 4 parts) of each shape.
3. Children should split the two shapes into equal
quarters. For example:
Reflect
Check children can accurately fold a strip of paper into
equal halves.

4 Find a half 4. Children should circle the following shapes:

➜ pages 15–17

1. a) 12 of 6 is 3.
b) 12 of 8 is 4.
c) 12 of 12 is 6.
2. a) 12 of 16 is 8. 5. Check children have split each strip into equal
b) 12 of 18 is 9. quarters. For example:

3. a) Check children accurately shade half of the shape a)

(5 of the 10 squares).
1 b)
2
of 10 is 5.
b) Check children accurately shade half of the shape 6. Check children have shaded a quarter of each square
(10 of the 20 squares). each time. For example:
1
2
of 20 is 10.
4. a) Check children accurately circle half of the stars
(12 of the 24 stars).
1
2
of 24 is 12.
b) Check children accurately circle half of the balls
(9 of the 18 balls).
1
2
of 18 is 9.
5. a) 12 of 6 = 3. Reflect
b) 12 of 22 = 11.
Children’s answers will vary. Children should draw shapes
c) 12 of 14 = 7.
which they then split into 4 equal parts.
d) 12 of 26 = 13.

Reflect 6 Find a quarter

There are 9 sweets to share between 2 people. Tom and ➜ pages 21–23
Mo cannot share the sweets equally as there is an odd
number, so they would have 4 each but with 1 sweet 1. There should be 2 counters in each of the 4 circles.
1
left over. 4
of 8 = 2.
2. Children should draw 5 flowers in each of the 4 vases.
1
4
of 20 = 5.

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 Year 2 Practice Book 2C Unit 10 – Fractions

3. a) Check children accurately shade one quarter of the 8 Find the whole
shape (2 of the 8 squares).
1
of 8 is 2.
4 ➜ pages 27–29
b) Check children accurately shade one quarter of the
shape (3 of the 12 squares).
1
of 12 is 3. 1. 12 is 3.
4 1
of 6 = 3.
4. 14 of 24 is 6. 2
The whole is 6.
5. 14 of 40 is 10.
2. 14 is 3.
6. Children should draw a set or shape with 28 parts, 1
then shade or circle 7 of the parts. 4
of 12 = 3.
The whole is 12.
Reflect 3. 13 is 5.
1
Children should split fewer than 30 counters into equal 3
of 15 = 5.
groups of 4, then write number sentences. For example, The whole is 15.
1
4
of 28 is 7; 14 of 12 is 3; 14 of 24 is 6; 14 of 20 is 5. 4. 14 of 16 = 4.
The whole is 16.

7 Thirds 5. Children should follow a similar structure to previous

questions. For example:
1
is 7.
➜ pages 24–26 2
1
2
of 14 = 7.
1. a) Check children accurately trace over the dotted The whole is 14. Cassie has 14 marbles in total.
lines provided. 6. a) 12 of 10 = 5; 12 of 20 = 10
b) Check children accurately write 13. b) 12 of 20 = 5; 14 of 80 = 20
2. Check children have shaded one third (one of the
three parts) of each shape. For example: Reflect
Children should draw an amount (for example,
5 counters) and specify whether it is 12, 13 or 14 of the
whole. They should check that their partner can
work out the whole accurately.

3. Children should draw 6 counters in each of the three

boxes.
9 Unit and non-unit fractions
4. Check children have split each strip into 3 equal parts. ➜ pages 30–32
For example:
1
a) 1. a) 4
3
b) 4
2
b) c) 4 (or 12 )
4
d) (or 1)
4
c) 1
2. a) 2
2
b) 2 (or 1)
5. a) Children should shade one third
3. a) Children shade 1 of the 3 parts.
(3 of the 9 squares).
1 b) Children shade 2 of the 3 parts.
of 9 = 3.
3 c) Children shade 3 of the 3 parts.
b) Children should shade one third
(5 of the 15 squares). 4. a) Children should draw a picture where the whole is
1 split into 3 equal parts, with all 3 parts shaded.
3
of 15 = 5.
b) Children should draw a picture where the whole is
Reflect split into 4 equal parts, with all 4 parts shaded.

Children may respond that halves are where the whole

is split into 2 equal parts, with 4 equal parts for quarters
and 3 equal parts for thirds. Their drawings should show
shapes split into 2, 3 and 4 equal parts.

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 Year 2 Practice Book 2C Unit 10 – Fractions

5. 2
4 Reflect
Children will provide a variety of answers but should
2
3 show that 12 is equal to 24.
For example:
3 I used a piece of paper.
4
I showed that 12 is equal to 24 by folding the paper in half
and shading 1 half. I then folded the paper in half again
Reflect to make quarters and 24 were still shaded.

Children should circle all unit fractions with 1 as the

numerator: 14 , 12 , 13 . 11 Recognise three quarters
Children should draw a shape split into one of 2, 3 or 4
equal parts, with 1 part shaded. ➜ pages 36–38

1. a) 3 of the 4 parts should be shaded.

10 Recognise the equivalence b) 3 of the 4 parts should be shaded.

of a half and two quarters 2. a) 6 of the 8 squares should be shaded.

b) 3 of the 4 rectangles should be shaded.
c) 9 of the 12 squares should be shaded.
➜ pages 33–35
d) 3 of the 4 segments should be shaded.
1. Children should tick the following shapes: 3. a) 14 of 12 = 3.
b) 34 of 12 = 9.
4. 14 of 16 = 4, so 34 of 16 = 12.
Jack puts 4 brushes in each pot.
There are 12 brushes in 3 pots.
5. 14 of 20 = 5, so 34 of 20 = 15.
✓ ✓
6. a) 14 is 3.
2. Check children have shaded half of each shape. b) The whole is 12.
For example:
2 1
a) Shade 2
a) Shade
4
4. b) Shade 1
b) Shade
2 2
. Reflect
Answers will vary but children should notice that the
shape has not been split into equal quarters. 3 of the 4
Children should notice that 24 and 12 are the parts have been shaded but, because they are not equal
same size – they are equivalent. parts, they do not make 34 of the shape.
2 1 3
3. 4 ; 3 ; 4 .
4. a) Children should shade 4 of the 8 squares. 12 Count in fractions up to a
b) Children should shade 6 of the 12 squares. whole
5. There are 0 cherries left as Ali has had half (10) of
them, and Harry has had two quarters (which is ➜ pages 39–41
equivalent to half, or 10).
1
6. There are various correct answers here. For example: 1. a) 3
Amounts that can be split into halves and quarters: 2
b) 3
4, 8, 12, 16, 20. 3
c) 3
Amounts that cannot be split into halves and
quarters: 5, 6, 7, 9, 10. 2. Children should circle the following shapes:

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 Year 2 Practice Book 2C Unit 10 – Fractions

3.

4. Children circle 22 and 44.

5. a) 34 + 14 = 44 = 1
1 2 3
b) 3 +3 =3 =1
1
6. a) 3 + 23 = 1
b) 34 + 14 = 1
2
c) 4 + 24 = 1 or 12 + 24 = 1
7. Answers will vary but children should recognise that
the whole cake may have been cut into a different
number of different-sized slices.
For example, both cakes could be the same size but
Jemima’s cake may have been cut into 3 smaller slices,
while Sam’s cake was cut into 2 larger slices.

Reflect
Children should circle ‘always true’.
Children should draw or write a variety of fractions. For
example: 44 = 1; 22 = 1; 33 = 1.

End of unit check

➜ pages 42–43

My journal
Children may group the fractions by the type of fraction
they are (for example, unit fractions or non-unit
fractions), by whether they are halves, quarters or thirds,
or by whether they show a whole (for example, 22).
An example would be: I have grouped the fractions into
unit fractions (14, 12, 13 ) and non-unit fractions (24, 34, 22, 44, 33 ).

Power play
Check children are able to represent fractions accurately,
both in pictorial and written fraction forms.

© Pearson Education Ltd 2023 5

 Year 2 Practice Book 2C Unit 11 – Time

Unit 11 – Time 2 Quarter past and quarter to

1 O’clock and half past ➜ pages 47–49

➜ pages 44–46 1. a) b)
quarter past 11 quarter to 5
1.
2.
half past 2 quarter past 2

half past 1
quarter to 11

quarter past 7
2 o’clock

half past 2
9 o’clock

3. a) quarter past 5
2. a) It is half past 8. b) quarter to 3
b) It is 3 o’clock. c) quarter to 5
c) It is half past 4.
a) 4. a) c) c)
3. a) c)

quarter quarter
past 6 past 6 quarter quarter
to 10 to 10
half past 11 half past 6
b) b) d) d)
b) d)

8 o’clock 1 o’clock quarter quarter

past 8 past 8 quarter quarter
to 4 to 4

5. Malik has drawn the minute hand at quarter past,

4. a) Sam has got the hour and minute hands the wrong instead of quarter to. The hour hand should be just
way around on all of the clocks. before the 2, not after it.
b) Check children can accurately draw or make the
6. ‘Quarter past’ means 15 minutes or quarter of an hour
correct times on a clock.
past the hour.
5. If the minute hand is pointing to 12, it must be an
‘Half past’ means 30 minutes or half of an hour past
‘o’clock’ time. The odd o’clock times are 1 o’clock, 3
the hour.
o’clock, 5 o’clock, 7 o’clock, 9 o’clock and 11 o’clock.
‘Quarter to’ means 15 minutes or quarter of an hour
to the next hour.
Reflect
An o’clock time always has the minute hand pointing Reflect
straight up to the number 12.
Clock D shows quarter to 6. The hour hand is
A half-past time always has the minute hand pointing
approaching the 6. The minute hand is at the
straight down to the number 6.
quarter to position.

© Pearson Education Ltd 2023 6

 Year 2 Practice Book 2C Unit 11 – Time

3 Tell the time to 5 minutes 4 Minutes in an hour

➜ pages 50–52 ➜ pages 53–55

1. a) c) 1. 1 hour and 5 minutes is the same as 65 minutes.

2. 85
85
minutes
85
minutes
minutes
five past 6 twenty-five past 10

b) d)
60 25
60
minutes 25
minutes
60
(1minutes
hour) 25
minutes
minutes
(1 hour) minutes
ten to 4 twenty-five to 11 (1 hour)
2. 9
10
11 12 1
2
3
9
10
11 12 1
2
3 9
10
11 12 1
2
3 9
10
11 12 1
2
3
8 4 8 4 8 4
8 4 7 6 5 7 6 5 7 6 5
7 6 5

3. a)

ten to 7 twenty-five twenty ten 75 minutes

past 8 past 3 past 5

3. a) 10 minutes to 12 b)
b) 10 minutes past 12
4. a) c)

1 hour and 30 minutes

4. Accept any answer from 61 minutes (or 1 hour 1
25 minutes past 2 5 minutes to 10
minute) to 76 minutes (or 1 hour 16 minutes).

b) d)
Reflect
There are 60 minutes in an hour.
Children may give various explanations as to how
10 minutes past 7 20 minutes to 3 they know. For example, each number on the clock is
5 minutes, and there are 12 lots of 5 minutes, which is
5. They are both right because 35 minutes past 7 is the 60 minutes. Or, half an hour is 30 minutes and there
same as 25 minutes to 8: it is just a different way of are two halves in an hour, which is 60 minutes.
saying it. The standard way to say the time would
be 25 to 8.

Reflect
At 20 minutes past, the minute hand will point to
the number 4. Each number on the clock represents
5 minutes, and 4 lots of 5 minutes is 20 minutes.

© Pearson Education Ltd 2023 7

 Year 2 Practice Book 2C Unit 11 – Time

5 Hours in a day End of unit check

➜ pages 56–58 ➜ pages 59–60

1.
My journal
I know the time is 25 minutes past 6 because the minute
Wednesday Wednesday hand is at 25 minutes past and the hour hand is nearly
half-way between 6 and 7.
I know the time is 20 minutes to 3 because the minute
hand is at 20 minutes to (at the 40 minute mark), and
the hour hand is approaching the 3.
Tuesday Thursday
Power play
twenty-
START twenty
five ten past 5
Wednesday Wednesday 4 o’clock
past 4
past 7

twenty twenty twenty-

five past 5
past 4 to 5 five to 8

twenty quarter
ten past 4 5 o’clock
past 5 to 7
Tuesday Thursday
40
half past half past
ten to 5 minutes
2. The next aeroplane will leave on Saturday at half past 4 6
past 5
9 (9:30).
20
3. You can sit on the bench at 20 minutes past 1, Friday quarter quarter
6 o’clock minutes
daytime. to 5 past 5
past 6
4. Ella cannot eat the biscuit yet. It is quarter to 10 and
twenty- 20
she needs to wait until quarter past 10, so there is FINISH
five to 5 five minutes
another half an hour to go. 7 o’clock
past 6 to 7
5. Midday/evening times: 12 o’clock, 1 o’clock, 10 o’clock,
11 o’clock
Midnight/morning
 times: 12 o’clock, 1 o’clock, 10
o’clock
Ben
 is correct – there are seven o’clock times with a 1
in them.

Reflect
Maya’s mistake is that the hand goes twice around the
clock in one day, not once.
There are 24 hours in 1 day.

© Pearson Education Ltd 2023 8

 Year 2 Practice Book 2C Unit 12 – Problem solving and efficient methods

Unit 12 – Problem 3 Use a 100 square

solving and efficient ➜ pages 67–69

methods 1. a) 54 + 5 = 59
b) 44 – 8 = 36
c) 73 + 9 = 82
d) 34 – 20 = 14
1 My way, your way! 2. a) 33 + 16 = 49 c) 87 – 67 = 20
b) 26 + 38 = 64 d) 88 – 78 = 10
➜ pages 61–63 3. a) 36 + 43 = 79 c) 97 – 17 = 80
b) 52 – 29 = 23 d) 57 = 38 + 19
1. There are 28 girls.
4. a) + 10 + 10 + 10 +8
2. The shopkeeper sells 68 apples in total.
3. Stacey’s mum is 41 years older than Stacey.
27 30 40 50 60 70
4. ‘Starry Night’ is 20 minutes long.
5. Kimi gets 32p change. b)
1 2 3 4 5 6 7 8 9 10

Reflect 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
Oskar has £75 in total.
31 32 33 34 35 36 37 38 39 40
Children should show or describe the method they used.
41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60
2 Use number facts 61 62 63 64 65 66 67 68 69 70

➜ pages 64–66 71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90
1. a) 47 + 6 = 53 57 + 6 = 63
91 92 93 94 95 96 97 98 99 100
6 + 67 = 73 27 + 6 = 33
b) 83 + 8 = 91 8 + 33 = 41
28 + 43 = 71 13 + 58 = 71
– 4 – 10
2. 30 + 5 = 20 + 15
50 + 5 = 30 + 25
60 + 5 = 50 + 15
30 40 50 60
3.
5. Children should notice that the 1s and 10s in each
square add up to 9. For example, 72 = 7 tens + 2 ones;
7 + 2 = 9.

Reflect
0 10
20
30
40
50 12 + 43 = 55; 43 + 12 = 55
60
70
100 90
80
Children should notice that the total is the same. Using
the 100 square it is quicker to find the answer if you start
4. 75 + 7 = 82 one less with the greater of the two numbers (43 + 12).
65 + 8 = 73 10 less
75 + 18 = 93 10 more
65 + 19 = 84 one more
45 + 38 = 83 equal to
5. Nadia has 20 more cakes than Casey.

Reflect
45 + 15 = 60 45 + 35 = 80
The difference will be 20 because the answer 80 is 20
more than the answer 60.

© Pearson Education Ltd 2023 9

 Year 2 Practice Book 2C Unit 12 – Problem solving and efficient methods

4 Getting started 5 Missing numbers

➜ pages 70–72 ➜ pages 73–75

1. 9 + 2 = 11 1. a) 8 + 12 = 20 b) 35 + 16 = 51
7–6=1 12 + 8 = 20 16 + 35 = 51
2. 9 + 7 = 16 or 8 + 8 = 16 20 – 8 = 12 51 – 16 = 35
Various answers possible: 20 – 12 = 8 51 – 35 = 16
4 + 5 + 7; 3 + 4 + 9; 1 + 7 + 8; 3 + 6 + 7; and so on 2. a) 46 – 27 = 19
3. a) 36 b) 39 + 53 = 92
b) 98 3. a) 21 + 14 = 35 c) 58 – 34 = 24
4. a) 8 + 3 + 6 = 17 b) 30 + 25 = 55 d) 66 – 42 = 26
The bag of sweets cost 17p. 4. Possible answers are:
b) 9p + 8p + 6p = 23p 1 + 23 = 24
c) 9p + 8p + 3p + 3p = 23p 11 + 23 = 34
Or: 8p + 6p + 6p + 3p = 23p 21 + 23 = 44
5. Possible answers are: 31 + 23 = 54
a) 41 + 15 b) 18 + 47 41 + 23 = 64
42 + 14 28 + 37 51 + 23 = 74
43 + 13 38 + 27 61 + 23 = 84
44 + 12 48 + 17 71 + 23 = 94
45 + 11 58 + 7
46 + 10 Reflect
47 + 9
48 + 8 Children’s explanations will depend on the
49 + 7 calculation chosen.
Solutions are:
Reflect 32 + 18 = 50 99 – 62 = 37
The missing column total is always 14, but there are 24 + 50 = 74 81 – 35 = 46
several solutions, such as:
6 Mental addition and
3 7 10 1 9 10 2 8 10
subtraction (1)
5 7 12 7 5 12 6 6 12
➜ pages 76–78
8 1 8 1 8 1
1. a) 2 + 5 = 7 b) 17 – 4 = 13
12 + 5 = 17 27 – 4 = 23
22 + 5 = 27 37 – 4 = 33
32 + 5 = 37 57 – 4 = 53
52 + 5 = 57 87 – 4 = 83
2.   
45 + 3 = 47 2 + 4 = 38 26 + 2 = 29


64 – 3 = 62 8 – 5 = 93

© Pearson Education Ltd 2023 10

 Year 2 Practice Book 2C Unit 12 – Problem solving and efficient methods

3. a) 24 + 10 = 34 b) 72 – 10 = 62 8 Efficient subtraction
24 + 30 = 54 73 – 30 = 43
44 + 50 = 94 23 = 73 – 50 ➜ pages 82–84
24 + 20 = 44 72 – 20 = 52
50 + 24 = 74 23 = 73 – 50 1. a) 83 – 5 = 78
4. a) 78 + 6 = 84 c) 53 + 8 = 61 b) 21 – 4 = 17
b) 7 + 46 = 53 d) 28 + 5 = 33 c) 61 – 58 = 3
5. Poppy’s mental method of counting up from 68 to 75 2. a) 57 – 16 = 41 c) 67 – 55 = 12
is less problematic and more efficient than Kamran’s b) 98 – 34 = 64 d) 74 – 74 = 0
written method because the first calculation here is 3. a) Tilly has 12 stamps.
5 – 8, giving a negative number or involving b) Marek’s score is 27 points.
exchanging a ten for ten ones.
4. 76 – 38 = 38 76 – 36 = 40
76 – 37 = 39 76 – 35 = 41
Reflect
5. Children may suggest counting on or back and/or
Children’s explanations will depend on the using bonds to the nearest multiple of 10.
calculation chosen. 76 – 68 = 8
68 + 2 + 6 = 76
Solutions are:
34 + 4 = 38 79 – 5 = 74 Reflect
34 + 20 = 54 79 – 55 = 24
Children’s explanations may vary.
7 Mental addition and 82 – 4 = 78 counting back 4 from 82.

subtraction (2) 82 – 75 = 7 + 5 + 2 or counting on from 75 to 82.

82 – 29 = 53 subtract 30 add 1.
➜ pages 79–81

1. 26 + 9 = 35 34 – 9 = 25 9 Solve problems – addition

43 + 8 = 51 26 – 8 = 18 and subtraction
27 + 29 = 56 45 – 28 = 17
68 + 28 = 96 32 – 19 = 13
➜ pages 85–87
2. a) Add 20 then subtract 2.
78 + 20 – 2 = 96 1. a) The total cost is 45p.
b) Add 60 then subtract 1. b) Jerry will get 55p change.
26 + 60 – 1 = 85
2. Annie has 27 sweets.
3. a) 70 – 38 = 69 – 37 = 32
3. 16 more children prefer rugby to tennis.
b) 30 – 17 = 29 – 16 = 13
c) 90 – 49 = 89 – 48 = 41 4. Cooper spends more because a badge costs more
d) 100 – 26 = 99 – 27 = 72 72p
than a party blower.
4. 5.
35 + 19 39 – 26
72p
90 – 55 45 + 20

40 – 27 34 + 20

47 + 18 89 – 54 13p
5. 65 – 39 = 26

Reflect 13p
Reflect
To add 18, children may suggest adding 20 then Children should make up their own story about adding
subtracting 2. or subtracting 6 to or from 28, showing 28 + 6 = 34
To subtract 19, children may suggest subtracting 20 then or 28 – 6 = 22.
adding 1.

© Pearson Education Ltd 2023 11

 Year 2 Practice Book 2C Unit 12 – Problem solving and efficient methods

10 Solve problems – End of unit check

multiplication and division ➜ pages 94–95
➜ pages 88–90

1. There are 12 snails altogether. My journal

2. There are 40 chairs in total. First I worked out how many oranges are in the boxes:
3. Freddie needs 6 bags. 10 × 4 = 40.
4. Max and Padma get 45 balloons each. Then I divided 40 by 5 to work out how many bags are
needed: 40 ÷ 5 = 8.
5. Kofi and Abby have 30 cars altogether.
I got the answer that 8 bags are needed for 40 oranges.
Reflect
Power play
Children should make up their own word problem,
showing that 4 × 10 = 40 or 40 ÷ 10 = 4. Hansel and Gretel have 50 pieces of bread at the
beginning (26 + 24).
After dropping some each, they have 30 pieces in total
11 Solve problems – using the (50 – 20).
four operations Each bird gets 6 pieces of bread (30 ÷ 5 = 6).
3 birds get 18 pieces of bread (3 × 6 = 18).
➜ pages 91–93

1. Many answers are possible. For example:

11 + 9 = 20
22 – 12 = 10
4 × 5 = 20
30 ÷ 3 = 10
2. Zac has 67p left.
3. 25 sweets are left.
4. Tia has 40 m left to swim.
5. There are 3 two pence coins in his other hand.

Reflect
Various responses are possible. For example:
Ruben and Finn share 18 sweets. Ruben eats 5 of his.
How many does he have left?

© Pearson Education Ltd 2023 12

 Year 2 Practice Book 2C Unit 13 – Position and direction

Unit 13 – Position and 5.

direction
1 Language of position
➜ pages 96–98

1. The car is above the football.

The football is below the car.
The rabbit is next to the house.
The plane is behind the cloud.
Reflect
2. Children’s answers will vary depending on which items I could say that the star is to the left of the dog. I could
they choose from the grid. For example: The cat is on also say that the star is above the ice cream.
the top row, to the left of the flower. The tree is on the
middle row, between the dog and the bird.
3. Children’s answers will vary. Check they can use 3 Describe turns
positional language to describe the location of an
object in the classroom. Their description should be ➜ pages 102–104
accurate and detailed enough for their classmates to
be able to work out the object. 1. a) clockwise
b) anticlockwise
Reflect c) clockwise
2. a) The ladybird moved a half turn clockwise.
Children may write a variety of positional words, such b) The ladybird moved a quarter turn anticlockwise.
as: above, below, between, beside, to the left of or to c) The ladybird moved a whole turn clockwise.
the right of. Check that they draw pictures that correctly 3. Quarter turn clockwise
demonstrate their chosen word(s).

Whole turn anticlockwise

2 Describe movement
➜ pages 99–101 Half turn clockwise

1. a) 2 is to the left of 3.
b) 2 is standing between 1 and 3. 4. The fly may have made a quarter turn clockwise.
However, it may also have made a three quarter turn
2. a) The ball is above the cup. anticlockwise. It can sometimes be quicker to turn
b) Children should draw the flower on the left of the anticlockwise – it depends on your current position
bottom shelf. and how far you need to turn as to which direction
c) Children should describe its position as being on is quickest.
the bottom shelf, to the left of (or beside) the book
and below the picture frame.
Reflect
3. a) The cube is between the cuboid and cylinder.
b) The cylinder is on top of the cuboid and the cube.
Half turn Three-quarter Quarter turn
4.
clockwise turn clockwise
2 8 6 anticlockwise
2 right, 1 down 1 right, 2 down 2 left, 1 down

7 5 3
1 right, 1 up 1 right, 1 up 2 left, 1 down

4 1
1 right, 1 up 1 left, 2 up 1 left

© Pearson Education Ltd 2023 13

 Year 2 Practice Book 2C Unit 13 – Position and direction

4 Describe movement and 5 Make patterns by turning

turns shapes
➜ pages 105–107 ➜ pages 108–120

1. 1. a) Children should circle:

b) Children should circle:

2. a) Children should draw:

2. Go 2 spaces forwards. Make a quarter turn clockwise.

Go 2 spaces forwards.
3. a) b) Children should draw:
Forwards 2, quarter turn
anticlockwise, forwards 1
Start

3. a) Children should draw:

Forwards 2, quarter turn
clockwise, forwards 2
Start

b) Children should draw:

Forwards 1, quarter turn

clockwise, forwards 1
Start 4. a) The semi-circle turns a quarter turn clockwise
each time.
Or: The semi-circle turns a three quarter turn
b) Forwards 1, quarter turn anticlockwise, forwards 1. anticlockwise each time.
Alternatively: Quarter turn anticlockwise, forwards b) The triangle turns a half turn clockwise each time.
1, quarter turn clockwise, forwards 1. Or: The triangle turns a half turn anticlockwise
4. Rico is correct. A quarter turn clockwise and a each time.
three quarter turn anticlockwise are the same. 5. Children should circle:
Children could try drawing a simple shape or
model to prove this.

Reflect
The shape circled is the odd one out because all the
Answers will vary depending on what children draw, for others have made a half turn each time.
example:
Reflect
The arrow has turned a quarter turn clockwise Check children can create a repeating pattern with two
(or a three quarter turn anticlockwise). shapes. They should also be able to describe a repeating
pattern drawn by a partner.
The arrow has turned a half turn
clockwise (or anticlockwise).

© Pearson Education Ltd 2023 14

 Year 2 Practice Book 2C Unit 13 – Position and direction

End of unit check

➜ pages 111–112

My journal
Children’s responses will vary depending on the items
chosen. Check children can use positional language in
their questioning. For example: Is it on the bottom row?
Is it to the left of the apple? Is it below the cheese?

Power play
Check children can correctly move and turn per the
instructions based on the rolls of the dice.

© Pearson Education Ltd 2023 15

 Year 2 Practice Book 2C Unit 14 – Statistics

Unit 14 – Statistics 2 Tables

1 Make tally charts ➜ pages 116–118

➜ pages 113–115 1. a) There are 6 pens.

b) There are 7 pencils.
1. a) Answers from top to bottom: 19, 17, 13, 11 c)
b) Cats are the most popular. Item Number
c) Fish are the least popular.
d) 4 more people chose a dog than a hamster. Pen 6
2. a) Children should complete the chart to show
the following tallies and frequencies: Pencil 7

Rubber 6
Sport Tally Number
Ruler 4
football 8
2. Children should draw 3 spotty, 5 stripy and
rugby 3 2 plain balloons.
3. a) There are 8 dogs in the show.
tennis 5 b) There are 7 rabbits and mice in the show.
c) There are 13 dogs and cats in the show.
d) There are 20 animals in the show.
cricket 4
e) There are 6 more dogs than mice in the show.
4. Ambika read 13 pages on Thursday.
b) Rugby was the least favourite sport.
c) 4 children chose cricket.
d) 11 children chose football or rugby. Reflect
3. Children should complete the chart to show the Answers will vary. Children must pick a table from
following tallies and frequencies: the lesson and share information from the table.
Preferred Tally Number
pizza toppings 3 Block diagrams
vegetables 17 ➜ pages 119–121

chicken 10 1. a) Climbing frame

b) Horse
pepperoni 14 c) 18
d) 13
cheese 13 2. Children should have shaded the following number
of blocks (from the bottom upwards) in the columns
mushroom 7 of the block diagram:
Apple: 16
Pineapple: 7
Children could have completed the statements in Banana: 14
different ways, for example: Peach: 8
1) More people prefer vegetables to any other food. Grapes: 12
2) More people prefer cheese than mushroom.
3) The least popular pizza topping was mushroom. 3. a) 16
b) 7
c) Children should have circled the safari.
Reflect
Answers will vary depending on children’s data.

© Pearson Education Ltd 2023 16

 Year 2 Practice Book 2C Unit 14 – Statistics

4. 2.
Transport Tally Number Leaf Number

car 8 ash

bike 6
beech
walk 9
birch
bus 7

oak
Children need to shade in 7 blocks from the bottom
upwards in the ‘bus’ column of the block diagram.
3. Children should have circled the tally chart
Reflect on the right.

Children could have noticed the following mistakes: Name Number of goals

The number 11 has been missed out of the scale.

Sandy
The rows (blocks) should all be the same height.
Children could also have commented that each column
Ravi
needs a label to show what the block graph is about.

Liv
4 Draw pictograms (1 to 1)
➜ pages 122–124 4. Children should have drawn 5 children into the tennis
row of the pictogram.
1. a) Children should complete the tally chart to show
the following tallies and frequencies: Reflect
Shape Tally Number
Answers will vary.

5
5 Interpret pictograms (1 to 1)
3 ➜ pages 125–127

1. a) 3
8 b) 8
c) 9
d) 5
b) Children should complete the pictogram as follows: e) 8 gold medals were won and 6 bronze medals were
won. Therefore more gold medals were won. There
Shape Number are more symbols in the gold medal row than in
the bronze medal row of the pictogram.
2. a) There are 9 sunflowers.
circle b) There are 3 more daisies than tulips.
There are 3 fewer poppies than sunflowers.
There are 2 fewer daisies than sunflowers.
square c) There are 26 flowers altogether.
3. a) Chocolate is the children’s favourite flavour.
triangle Chocolate has the most ice cream symbols.
b) 5

Reflect
Children’s answers will vary.

© Pearson Education Ltd 2023 17

 Year 2 Practice Book 2C Unit 14 – Statistics

6 Draw pictograms Reflect

(1 to 2, 5 or 10)
Children’s explanations may vary, but they should
➜ pages 128–130 indicate that they would use 1 symbol to represent
more than one object when there are a lot of items.
1. a) From top to bottom: 8, 4, 10, 6 Otherwise it would mean drawing too many symbols.
b) Children should draw the following number
of circles into the pictogram:
7 Interpret pictograms
Sticker Number of stickers
(1 to 2, 5 or 10)
sun
➜ pages 131–133

smiley face 1. a) Zeb sees 12 cars.

b) Zeb sees 6 motorbikes.
c) Zeb sees 4 more vans than lorries.
rainbow d) Zeb sees 30 vehicles altogether.
e) Zeb is incorrect. There are 8 more cars than lorries.
star Children should understand that Zeb has used the
key incorrectly.
2. a) Chews are the least popular sweet.
2. a) Weather Tally Number of days b) 20 children had chews as their favourite sweet.
sunny 15 c) 40 children had marshmallows as their
favourite sweet.
cloudy 10 d) There were 130 children in total.
3. a) There are 40 children in Year 1.
rain 25
b) There are 75 children in Year 1 and Year 2.
40 + 35 = 75
b)
Weather Number of days Reflect
sunny Eddie is incorrect because each symbol represents 5
children and there is one more symbol in Year 1 so
cloudy therefore there are 5 more children in Year 1.

rain

c) Children’s explanations may vary, for example:

you would have to draw too many pictures.
It is easier having one sun represent 5 days.
3. Children should draw the following number of
ball icons into the pictogram:

Child Number of goals scored

Kira
Hassan
Alfie
Lola

© Pearson Education Ltd 2023 18

 Year 2 Practice Book 2C Unit 14 – Statistics

End of unit check

➜ pages 134–135

My journal
Children will need to realise that Ola is incorrect as
the amounts are equal. They should make use of the
vocabulary provided in the workbook to form their
answer; for example:
Ola is incorrect because there are 4 red and 4 purple
cars. This means the amounts are equal.

Power play
5 pears, 7 oranges, 10 apples and 3 bananas = 25 pieces
of fruit.
10
9
8
7
6
5
4
3
2
1

Children could use counters or cubes of different colours

to represent the fruits but should not complete the
block diagram before they know how many of each
fruit is needed. Children will need to use reasoning
to reach the correct answers.

© Pearson Education Ltd 2023 19