CAMBRIDGE PRIMARY L Mathematics | Starter Cherri Moseley and Janet Rees¢ International Examinations Primary Mathematics Curriculum Framework Stage 1, Count and match numbers up to 7 ‘Count and write numbers up to 8 Counting up to 8 and back to 0 How many spiders? 10 Count and write numbers up to 8. ‘1Nn2, INN Spinforthe spides'iegs! [11 | Countupto8 INn2, Nn Bone collector 12-13 | Counting up to 10 and back Nn2, 1Nn3 Bubbles 14 More than and less than NN2, 1Nn7 Grids 15 Write and order the numbers 1-9 INN2, INn9 Growing grids 16 Filling in missing numbers, 0-10 INn2, 1Nn3, Nn? Fishy numbers 7 Counting and writing numbers to 10 TNn2. 1Nn3, Dh) Domino addition 18 ‘Combine two sets with total up to 10 Nn2, 1Nn3, NcT, INc2, 1Nc8 Jumping back 19 | Counting back from numbers up 1010 | Nn, 1Nn2 on a number track Nc? Ten pink flowers 20-21 | Counting back from 10 Nn1, 1Nn2, 1Nn9 Jungle sizes 22 | Comparing size and length TMI 1M, Snakes 23 Comparing size and length MI, 1MI3 Who will win the race? 24-25 | Using comparative language INn1, 1Nn2, IMB Hungry frog 26 Counting and recording data INN2, INn3, 10h1 Sorting animals 27 | Counting and recording data Ont. INh2, * 1Nn3, INNS, Animal spinner 28 | Counting and recording data 1Nn2, 1NN3, | | 10hns Draw the matching number of butto! on each coat. The first one is done for you. What to do Count along the number track to 7 together Help the children to draw the correct fo match the num umber of buttons on each coat lber written on the pocket. ‘Count the buttons together, with the Children, to check, meti2isials|]6 a—Staircase Complete the staircase numbers. 0, 1, 2,3, 4,5, 6,778; more than, less than, how many? What to do The children should be able to count to 7 confidently The staircase shows the ‘quantity value’ of each number. The children can count along the boxes at the bottom, or they can count the blocks in each tower to find the totals, They write the appropriate number in each box. Children draw that number of objects in each tower, ‘one in each block. ‘Count and write numbers up to 8What to do Read the thyme to the children, pausing regularly to count the spiders Talk about how there is one more spider in each verse on this page and one fewer (less) spider in each verse on the facing page. This rhyme is set fo the tune of There were 10 in the bed. You could teach the children to sing along with it. There was one on tha , And the little spider sqiq “Come join me, Come join, There were two on the web And the little spider said ) “Come join us, come Join ue There were three on the wail - And the little spider said “Come join us, come join us There were four on the web ~ And the little spider said, “Come join us, come join us!” There were five on the web And the little spider said, “Come join us, come join us!” There were six on the web - And the little spider said, “Come join us, come join us!” There were seven on the web And the little spider said, “Come join us, come join us: There were eight on the web And the little spider said, “Too many! Too many:So they all ran about and one There were seven on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were six on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were five on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were four on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were three on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were two on the web And the little spider said, “Too many! Too many!” So they all ran about and one There was one on the web And the little spider said, “Just me, Hooray!” ell o fell oj fell o ell o fell o ell 0} 1/2/3|4/5[6 Count up to 8 and back to 0Takk about which web has more or fewer (less) spiders than a particular web. Help the children to count the spiders on each web and to write the Matching number in the box loli[2[s|4|s|«6|7|8] Count and write numbers up to 8Spin for the : spiders’ legs! 0.1.2,8,4,5,6,7,8, more than), less than, how many? Draw the spiders’ legs. NERY NERY NRE SoS & © oe | Me | You will need: a pencil and a Paperclip to use the spinner How to play the game Ths is @ game for one or two children The children spin the spinner to find out how many legs to draw on a spider By the end of the game, each spider must have 8 legs For a two-player game, the children either claim four spiders each or the player who draws the eighth leg on any particular spider can colour in the box under that spider. The winner is the player with more spiders in their own colour. eRBone collectormore than, less than, how many? How to play the game This is a. game for two children. The children take turns to roll the dice. Based on the score, they move from the kennel, along their ‘own path to the dustbin to collecta_ bone. i When they have collected a bone. they take it back along the path to their kennel, using the dice to determine the number of steps. as before. Then they move back to the dustbin for another bone. When all the bones have been claimed, children count how many each of them has. The winner is the player with more bones. You will need: a counter for each player, i a 1-6 dice, 15 yellow counters for bones‘Bubbles Join each statement to 0.1,2,3,4.5, the correct number. alec) than 2 What to do Revise ‘one more and one less’ with the children, using everyday | ‘objects and the number track Then the children draw a line to join each bubble to the correct number. Some children may need help with reading the instructions ‘More than and less than,Grids Complete the grids. 0,1, 2, 3,4,5, 6, 7,8,9, 1 more than, 1 less than, how many? What to do The first grid contains the numbers 1 0 9 with a continuous line joining the numbers in order. Help the children to complete the other grids, placing the numbers 2 to 9 in any order they choose. Then they must draw a line joining the numbers, in order. Each line may cross itself at some point. The number 1 has been written in each grid fo make sure children start their numbering in different places, ME f2[s[4[sl4\7I/8\/9 Write and order the numbers 1-8| ‘Growing grids Complete the grid. ye + is @ of & R d by | Laat a Pd 4 | % + (e228 @ 10 What to do The childrer pees eh ‘enimals in each row, from 1 to 8, and write in the missing numbers. ey draw the correct number of animals, copying the picture that is provided. Filling in missing numbers, 0-10Fishy numbers “Vocabulary How many? Write the numbers. 0,1, 2,3,4,5,6,7,8.9, 10, 1 more than, 1 less than, how many? __ What to do The children count how many there are of each different animal or object. Some children will find it helpful to cross out each object as they count i They record the totals in the correct boxes, - = @ ese ee Counting and writing numbers to 10Complete each addition. | | | + = What to do that have totals greater than 10 0,1, 2,3, 4,5, 6,7, 8,9, 10, more than, less than, add, addition, equals, how many? Domino addition The children count the spots on each part of the domino. Then they work out how many spots there ore otfogether on the whole domino. Some children will count all the spots, others may be able to count Fosfurther practice, children can add the spots on a set of real dominos, but remove from the set OFY + = 4 8 | 9 | 10]Jumping back Where will each creature land? Jump back 2. Colour the square where the frog lands. 0,1,2.3,4,5,6,7,8,9.1 more than, less than, add, addition, equals, how many? - foji[/2|3l4[sje[7[s 9/10 Jump back 5. Colour the square where the kangaroo lands fo] 11.2] 3..42qeneeeeae 9 | 10 Jump back 4. Colour the square where the rabbit lands. of 1 | 2s eee 7/8 Jump back 6. Colour the square where the flea lands. ®@ fol1|2)314|5|6|7|8 What to do Act out the activity on a floor number track before osking the Children to complete the tracks above. Discuss counting back with the children as they investigate Jumping back on the number track. Counting back from numbers up t0 10 € ‘on a number trackTen pink flowers BReReeeyee Ten pink flowers, growing when it’s fine, A slug came and ate one, then there were nine. PEP Pee ee Nine pink flowers, growing through the gate, Thomas came and picked one and then there were eight. FPS e eee Eight pink flowers, beginning to redden, A bird came and pecked one and then there were seven. SPPeeee Seven pink flowers, propped up by sticks, A mole came wriggling and then there were six. Beeeee Six pink flowers, glad to be alive, A ball came and squashed one and then there were five. What to do Read the rhyme to the children, Use the iistrations to tak about ‘one more’ ‘and ‘one k \e less’ Then the children can complete the Number t ‘Yo practise counting back trom 10 ieoec 299ee Five pink flowers, not any more, (A mouse came and nibbled one and then there were four. eee Four pink flowers, as bright as can be, A ladybird came munching and then there were three. Fee Three pink flowers, none of them were new, A caterpillar came crawling, and then there were two. 3? Two pink flowers, happy in the sun, Dad came collecting and then there was one. 3 One pink flower, the only one I've got, Pll keep it on my windowsill, now planted in a pot. WE 2is] [sie] |e] aol ——————— eeeJungle sizes What to do fall, short, shorter. igh, higher, small, a Draw an animal that is shorter than the giraffe, Draw a monke higher up the tree Draw a smaller elephant.a weeabaE Colour the longest snake red. long, longer, longest, short, shorter, shortest, thin Colour the shortest snake blue. , , Colour the thin snake green. | | What to do a ey Help the children to follow the instructions pote eel fecognise which snake is longest, whic! th 'inecessary, shade over the instructions lightly with the Ppropriate. colours.Who will win the race? Sammy the snail is slowly moving See him slide across the grass, He leaves a silver trail behind him So that we can see he’s passed.How to play the game ame for two players. be either inner and hi the ov means Stay where YoU are for that turn om 01,2345, More than, less than, slow, slowly, Slowest, fast, faster, how ma ny? The fist ployer to reach Finish’ is th pscuss how the winner must have You will need: a | pencil and a | Paperclip to use the spinner Galloping, galloping How fast my horse can go, It’s only when he’s tired He goes slow, slow, slow. ———, | omoaratve 20oue0®Hungry frog Complete the table. What to do The children count how many there are ‘of each animal in the frog's stomach. Then they write the number in the correct row of the table. They use the information to complete the two sentences. They can write oF draw to fil the gaps. Frog ate more than = Frog ate fewer thang... er —————& 4 legs | not 4 legs eo ar There are more animals with than : 4 % G legs, not 4 legs) 4 legs, not 4 legs) What to do The children sort the animals into the correct boxes, They could either draw the animals or draw a line from each animal to the correct box. Children choose the correct words to complete the sentence. Countingie ae & aR How many & ? How many = ? as How many @ ? How many ee 2 How many 2 pees How many we? Whattodo The children spin the {0 find out which ani square to tick or colou They use the number keep count of the num spins Atter 10 spins, children use the information in the blogs graph to answerthe ~~ questions. MM l2ls[4[sleHow many? Count the vehicles and write the number below What to do [iS actly wil give the chikdien opportunities to demonstrate their Counting QNd recording skills within 10,‘seinspew pub sedDys ‘Wed -}UStissess™ Te ebonbup] eayosndui0s 6ulsn ee ee Draw a ring around the taller Giraffe. Draw a ring around the shortest snake Draw a ring around the higher bird. Draw a ring around the longest crocodil Draw a ring around the smallest Bs End-of-t What to do This activity gives chiloren opportunity to demonsich some understanding of Me language of comparative measures. Explain the instructions supporting reading © needed.What to do and dry sand, Encourage children to practise writing pati ststnsiens yen {hen writing them in the grid or with foam, palnlienelscn iat Pens, and/or modelling them in dough and i This page and th Practise numeral to following page give children the opportunity formation. it would be ullcfen should practise a particular number as eos oat viol Ipful. It would Not be helpful to ask children to Page at one timeNumeral practice; . CAMBRIDGE PRIMARY ? Mathematics Starter Combridge Primary Mathematics is a flexible ond engoging course written specifically for the Cambridge Primary Mathematics Curriculum Framework The course offers o discussion-led approach with problem-solving integrated throughout to encourage learners to think and talk about mathematics in place of rote learning and drill practice. The language throughout the course is pitched to EAL/ ESL learners with illustrations (where possible) supporting visual understanding and learning. Cambridge Primory Mathematics Storters are a complementary set of Activity Books which Maths] © Are specially designed 0s preparatory activity books before children embark on the Cambridge Primary Mathematics Curriculum in Grade 1 + Provide a range of activities which will help children acquire the vital numeracy skills they will need for primary school, such os numbers, counting, identifying shapes and comparing sizes and quantities. «Include discreet activity guidance for the teacher or porent as they support their child in completing the Other components of Cambridge Primary Mathematics Teacher's Resource 1 ISBN: 978-1-107-656833 Learner's Book! ISBN: 978-4.107-631311 Gomes Book 1 ISBN: 978-4-107-646407 Storter A ISBN: 978-4-316-50%104 Storter 8 ISBN; 978-1-316-509111 Storter C ISBN; 978-1-316-509128 For our full range of Cambridge Primary titles, including Scie Global English, visit combridge.orgicambridgeprimary Borer r rine ake 1SBR 978-1-316:50912-8CAMBRIDGE PRIMARY L Mathematics | Starter Cherri Moseley and Janet Rees¢ International Examinations Primary Mathematics Curriculum Framework Stage 1, Count and match numbers up to 7 ‘Count and write numbers up to 8 Counting up to 8 and back to 0 How many spiders? 10 Count and write numbers up to 8. ‘1Nn2, INN Spinforthe spides'iegs! [11 | Countupto8 INn2, Nn Bone collector 12-13 | Counting up to 10 and back Nn2, 1Nn3 Bubbles 14 More than and less than NN2, 1Nn7 Grids 15 Write and order the numbers 1-9 INN2, INn9 Growing grids 16 Filling in missing numbers, 0-10 INn2, 1Nn3, Nn? Fishy numbers 7 Counting and writing numbers to 10 TNn2. 1Nn3, Dh) Domino addition 18 ‘Combine two sets with total up to 10 Nn2, 1Nn3, NcT, INc2, 1Nc8 Jumping back 19 | Counting back from numbers up 1010 | Nn, 1Nn2 on a number track Nc? Ten pink flowers 20-21 | Counting back from 10 Nn1, 1Nn2, 1Nn9 Jungle sizes 22 | Comparing size and length TMI 1M, Snakes 23 Comparing size and length MI, 1MI3 Who will win the race? 24-25 | Using comparative language INn1, 1Nn2, IMB Hungry frog 26 Counting and recording data INN2, INn3, 10h1 Sorting animals 27 | Counting and recording data Ont. INh2, * 1Nn3, INNS, Animal spinner 28 | Counting and recording data 1Nn2, 1NN3, | | 10hns Draw the matching number of butto! on each coat. The first one is done for you. What to do Count along the number track to 7 together Help the children to draw the correct fo match the num umber of buttons on each coat lber written on the pocket. ‘Count the buttons together, with the Children, to check, meti2isials|]6 a—Staircase Complete the staircase numbers. 0, 1, 2,3, 4,5, 6,778; more than, less than, how many? What to do The children should be able to count to 7 confidently The staircase shows the ‘quantity value’ of each number. The children can count along the boxes at the bottom, or they can count the blocks in each tower to find the totals, They write the appropriate number in each box. Children draw that number of objects in each tower, ‘one in each block. ‘Count and write numbers up to 8What to do Read the thyme to the children, pausing regularly to count the spiders Talk about how there is one more spider in each verse on this page and one fewer (less) spider in each verse on the facing page. This rhyme is set fo the tune of There were 10 in the bed. You could teach the children to sing along with it. There was one on tha , And the little spider sqiq “Come join me, Come join, There were two on the web And the little spider said ) “Come join us, come Join ue There were three on the wail - And the little spider said “Come join us, come join us There were four on the web ~ And the little spider said, “Come join us, come join us!” There were five on the web And the little spider said, “Come join us, come join us!” There were six on the web - And the little spider said, “Come join us, come join us!” There were seven on the web And the little spider said, “Come join us, come join us: There were eight on the web And the little spider said, “Too many! Too many:So they all ran about and one There were seven on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were six on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were five on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were four on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were three on the web And the little spider said, “Too many! Too many!” So they all ran about and one There were two on the web And the little spider said, “Too many! Too many!” So they all ran about and one There was one on the web And the little spider said, “Just me, Hooray!” ell o fell oj fell o ell o fell o ell 0} 1/2/3|4/5[6 Count up to 8 and back to 0Takk about which web has more or fewer (less) spiders than a particular web. Help the children to count the spiders on each web and to write the Matching number in the box loli[2[s|4|s|«6|7|8] Count and write numbers up to 8Spin for the : spiders’ legs! 0.1.2,8,4,5,6,7,8, more than), less than, how many? Draw the spiders’ legs. NERY NERY NRE SoS & © oe | Me | You will need: a pencil and a Paperclip to use the spinner How to play the game Ths is @ game for one or two children The children spin the spinner to find out how many legs to draw on a spider By the end of the game, each spider must have 8 legs For a two-player game, the children either claim four spiders each or the player who draws the eighth leg on any particular spider can colour in the box under that spider. The winner is the player with more spiders in their own colour. eRBone collectormore than, less than, how many? How to play the game This is a. game for two children. The children take turns to roll the dice. Based on the score, they move from the kennel, along their ‘own path to the dustbin to collecta_ bone. i When they have collected a bone. they take it back along the path to their kennel, using the dice to determine the number of steps. as before. Then they move back to the dustbin for another bone. When all the bones have been claimed, children count how many each of them has. The winner is the player with more bones. You will need: a counter for each player, i a 1-6 dice, 15 yellow counters for bones‘Bubbles Join each statement to 0.1,2,3,4.5, the correct number. alec) than 2 What to do Revise ‘one more and one less’ with the children, using everyday | ‘objects and the number track Then the children draw a line to join each bubble to the correct number. Some children may need help with reading the instructions ‘More than and less than,Grids Complete the grids. 0,1, 2, 3,4,5, 6, 7,8,9, 1 more than, 1 less than, how many? What to do The first grid contains the numbers 1 0 9 with a continuous line joining the numbers in order. Help the children to complete the other grids, placing the numbers 2 to 9 in any order they choose. Then they must draw a line joining the numbers, in order. Each line may cross itself at some point. The number 1 has been written in each grid fo make sure children start their numbering in different places, ME f2[s[4[sl4\7I/8\/9 Write and order the numbers 1-8| ‘Growing grids Complete the grid. ye + is @ of & R d by | Laat a Pd 4 | % + (e228 @ 10 What to do The childrer pees eh ‘enimals in each row, from 1 to 8, and write in the missing numbers. ey draw the correct number of animals, copying the picture that is provided. Filling in missing numbers, 0-10Fishy numbers “Vocabulary How many? Write the numbers. 0,1, 2,3,4,5,6,7,8.9, 10, 1 more than, 1 less than, how many? __ What to do The children count how many there are of each different animal or object. Some children will find it helpful to cross out each object as they count i They record the totals in the correct boxes, - = @ ese ee Counting and writing numbers to 10Complete each addition. | | | + = What to do that have totals greater than 10 0,1, 2,3, 4,5, 6,7, 8,9, 10, more than, less than, add, addition, equals, how many? Domino addition The children count the spots on each part of the domino. Then they work out how many spots there ore otfogether on the whole domino. Some children will count all the spots, others may be able to count Fosfurther practice, children can add the spots on a set of real dominos, but remove from the set OFY + = 4 8 | 9 | 10]Jumping back Where will each creature land? Jump back 2. Colour the square where the frog lands. 0,1,2.3,4,5,6,7,8,9.1 more than, less than, add, addition, equals, how many? - foji[/2|3l4[sje[7[s 9/10 Jump back 5. Colour the square where the kangaroo lands fo] 11.2] 3..42qeneeeeae 9 | 10 Jump back 4. Colour the square where the rabbit lands. of 1 | 2s eee 7/8 Jump back 6. Colour the square where the flea lands. ®@ fol1|2)314|5|6|7|8 What to do Act out the activity on a floor number track before osking the Children to complete the tracks above. Discuss counting back with the children as they investigate Jumping back on the number track. Counting back from numbers up t0 10 € ‘on a number trackTen pink flowers BReReeeyee Ten pink flowers, growing when it’s fine, A slug came and ate one, then there were nine. PEP Pee ee Nine pink flowers, growing through the gate, Thomas came and picked one and then there were eight. FPS e eee Eight pink flowers, beginning to redden, A bird came and pecked one and then there were seven. SPPeeee Seven pink flowers, propped up by sticks, A mole came wriggling and then there were six. Beeeee Six pink flowers, glad to be alive, A ball came and squashed one and then there were five. What to do Read the rhyme to the children, Use the iistrations to tak about ‘one more’ ‘and ‘one k \e less’ Then the children can complete the Number t ‘Yo practise counting back trom 10 ieoec 299ee Five pink flowers, not any more, (A mouse came and nibbled one and then there were four. eee Four pink flowers, as bright as can be, A ladybird came munching and then there were three. Fee Three pink flowers, none of them were new, A caterpillar came crawling, and then there were two. 3? Two pink flowers, happy in the sun, Dad came collecting and then there was one. 3 One pink flower, the only one I've got, Pll keep it on my windowsill, now planted in a pot. WE 2is] [sie] |e] aol ——————— eeeJungle sizes What to do fall, short, shorter. igh, higher, small, a Draw an animal that is shorter than the giraffe, Draw a monke higher up the tree Draw a smaller elephant.a weeabaE Colour the longest snake red. long, longer, longest, short, shorter, shortest, thin Colour the shortest snake blue. , , Colour the thin snake green. | | What to do a ey Help the children to follow the instructions pote eel fecognise which snake is longest, whic! th 'inecessary, shade over the instructions lightly with the Ppropriate. colours.Who will win the race? Sammy the snail is slowly moving See him slide across the grass, He leaves a silver trail behind him So that we can see he’s passed.How to play the game ame for two players. be either inner and hi the ov means Stay where YoU are for that turn om 01,2345, More than, less than, slow, slowly, Slowest, fast, faster, how ma ny? The fist ployer to reach Finish’ is th pscuss how the winner must have You will need: a | pencil and a | Paperclip to use the spinner Galloping, galloping How fast my horse can go, It’s only when he’s tired He goes slow, slow, slow. ———, | omoaratve 20oue0®Hungry frog Complete the table. What to do The children count how many there are ‘of each animal in the frog's stomach. Then they write the number in the correct row of the table. They use the information to complete the two sentences. They can write oF draw to fil the gaps. Frog ate more than = Frog ate fewer thang... er —————& 4 legs | not 4 legs eo ar There are more animals with than : 4 % G legs, not 4 legs) 4 legs, not 4 legs) What to do The children sort the animals into the correct boxes, They could either draw the animals or draw a line from each animal to the correct box. Children choose the correct words to complete the sentence. Countingie ae & aR How many & ? How many = ? as How many @ ? How many ee 2 How many 2 pees How many we? Whattodo The children spin the {0 find out which ani square to tick or colou They use the number keep count of the num spins Atter 10 spins, children use the information in the blogs graph to answerthe ~~ questions. MM l2ls[4[sleHow many? Count the vehicles and write the number below What to do [iS actly wil give the chikdien opportunities to demonstrate their Counting QNd recording skills within 10,‘seinspew pub sedDys ‘Wed -}UStissess™ Te ebonbup] eayosndui0s 6ulsn ee ee Draw a ring around the taller Giraffe. Draw a ring around the shortest snake Draw a ring around the higher bird. Draw a ring around the longest crocodil Draw a ring around the smallest Bs End-of-t What to do This activity gives chiloren opportunity to demonsich some understanding of Me language of comparative measures. Explain the instructions supporting reading © needed.What to do and dry sand, Encourage children to practise writing pati ststnsiens yen {hen writing them in the grid or with foam, palnlienelscn iat Pens, and/or modelling them in dough and i This page and th Practise numeral to following page give children the opportunity formation. it would be ullcfen should practise a particular number as eos oat viol Ipful. It would Not be helpful to ask children to Page at one timeNumeral practice; . CAMBRIDGE PRIMARY ? Mathematics Starter Combridge Primary Mathematics is a flexible ond engoging course written specifically for the Cambridge Primary Mathematics Curriculum Framework The course offers o discussion-led approach with problem-solving integrated throughout to encourage learners to think and talk about mathematics in place of rote learning and drill practice. The language throughout the course is pitched to EAL/ ESL learners with illustrations (where possible) supporting visual understanding and learning. Cambridge Primory Mathematics Storters are a complementary set of Activity Books which Maths] © Are specially designed 0s preparatory activity books before children embark on the Cambridge Primary Mathematics Curriculum in Grade 1 + Provide a range of activities which will help children acquire the vital numeracy skills they will need for primary school, such os numbers, counting, identifying shapes and comparing sizes and quantities. «Include discreet activity guidance for the teacher or porent as they support their child in completing the Other components of Cambridge Primary Mathematics Teacher's Resource 1 ISBN: 978-1-107-656833 Learner's Book! ISBN: 978-4.107-631311 Gomes Book 1 ISBN: 978-4-107-646407 Storter A ISBN: 978-4-316-50%104 Storter 8 ISBN; 978-1-316-509111 Storter C ISBN; 978-1-316-509128 For our full range of Cambridge Primary titles, including Scie Global English, visit combridge.orgicambridgeprimary Borer r rine ake 1SBR 978-1-316:50912-8