This asks students to investigate some of the special properties of zero and one when added and when multiplied.

This displays the Getting started on page 163 of the Student Resource Book.

• Encourage students to use the correct vocabulary when discussing this page.

This displays a city skyline and asks students to describe the route Koko flies in comparison to the path of a hot air balloon.

• Students could also compare the heights of buildings with the balloon and Koko’s flight, and the teacher could introduce symbols to describe what they notice for example the height of the bus < the height of the tree.

This displays an arrow diagram and asks students to complete the diagram and make statements about the relatives ages of people in the family.

• Students may not realise that they can use logic to make statements apart from those directly shown by the arrows. For example, they can make statements about who is younger, by tracing the arrows back, or say that Grandad must be younger than mum and dad because there is no arrow. 
• They should also be able to recognise what is not shown in the diagram. For example, in the diagram on this sheet mum and dad’s ages cannot be compared.

This displays two problems that Jess has solved, one by jumping up through a tens number and one by adding the tens and then the ones. Students are asked to solve another problem in the same way. The number line is given with numbers to fill in.

It is important that students can understand a diagram or equation and be able to transfer their learning to a similar problem.

This displays some equations for students to work out using a calculator. When the answer is turned upside down it spells a word.

This is a good opportunity to discover if students can use a calculator effectively and support them if they have any problems.