Year 1 Science Being a Scientist: worked examples and questions with answers
By the end of this chapter you will be able to
- Ask a question that I can find out the answer to
- Say which way would help me find the answer: look, measure, test or find out in a book
- Use a magnifying glass, a ruler and a timer to look closely and measure
- Set up a fair test where only one thing changes
- Sort things into groups using a rule
- Record what I find with a tally chart, a table or a pictogram
- Suggest an idea for what will happen, and say how I could check it
You should already know
- Noticing and naming things in the natural world (Reception)
- Counting to 10 and naming parts of the body (Reception)
Where this leads
- Plants around us (Chapter 2)
- Animal groups (Chapter 4)
- Seasons and weather (Chapter 9)
National Curriculum for England, Key Stage 1 science, Year 1. Content: Ask simple questions and recognise that they can be answered in different ways, Observe closely, using simple equipment: a magnifying glass, a ruler and a timer, Perform simple tests, Identify and classify things by sorting them into groups, Use observations and ideas to suggest answers, Gather and record data using tally charts, tables and simple pictograms.
- 1.1 Asking good questions: Worksheet (PDF) · Answers (PDF) · lesson page
- 1.2 Looking closely with tools: Worksheet (PDF) · Answers (PDF) · lesson page
- 1.3 Fair tests: Worksheet (PDF) · Answers (PDF) · lesson page
- 1.4 Sorting things into groups: Worksheet (PDF) · Answers (PDF) · lesson page
- 1.5 Recording what we find: Worksheet (PDF) · Answers (PDF) · lesson page
- 1.6 Suggesting answers from what we notice: Worksheet (PDF) · Answers (PDF) · lesson page
- Check-up and end-of-chapter quiz: Worksheet (PDF) · Answers (PDF) · lesson page
Exercise P Do you remember?
Method. Think about which thing grows and is alive.
- Look at each thing. A car and a chair do not grow.car and chair: not alive
- Find the living thing. A tree grows and makes new leaves. It is a plant.tree: a plant
- Write the answer. tree
Check. Plants like trees grow from seeds and get bigger over time. ✓
Watch out. A car and a chair do not grow.
Method. Think about which body part helps you look at things.
- Think about seeing. We look at the world with our eyes.seeing = looking
- Find the body part. Your eyes are on your face, and you use them to see.eyes
- Write the answer. eyes
Check. Close your eyes and you cannot see. Open them and you can. ✓
Watch out. Ears help us hear. Eyes help us see.
Method. Put the two groups together and count them all.
- Find the red balls. Lily has 5 red balls.5 red
- Find the blue balls. Lily has 3 blue balls.3 blue
- Add them together. Together means put the groups together.5 + 3 = 8
- Write the answer. 8 balls
Check. Count all 8 balls one at a time: 1, 2, 3, 4, 5, 6, 7, 8. ✓
Watch out. Count every ball, not just the red ones.
Method. Look for the thing that is different from the other two.
- Look at each thing. An apple and a banana are both fruit.apple: fruit, banana: fruit
- Find the one that is different. A car is not a fruit, and we do not eat it.car: not a fruit
- Write the answer. The car is the odd one out, because the other two are fruit.car
Check. Two of the things are fruit, and one is not. ✓
Watch out. Look for what is different, not for what is the same.
Method. Think about which thing can grow, move or make more of itself.
- Look at each thing. A dog and a tree are living things.dog and tree: alive
- Find the thing that is not alive. A rock does not grow or breathe.rock: not alive
- Write the answer. rock
Check. A dog grows and needs food. A rock does not. ✓
Watch out. Living things grow and need food, water or air.
Asking good questions
Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page
Scientists are curious. They ask questions, and then they find out the answers. A good science question is one we can find out. We can find out by looking closely, by measuring, by testing an idea, or by finding the answer in a book or from an expert. Some questions can be answered in more than one way.
Look at the four ways below. Which one would help you?
Key ideas
- A scientist asks a question, and then finds out the answer.
- We can look closely, measure, or test an idea.
- Some questions need a book or an expert to answer.
- Some questions can be answered in more than one way.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.How long is your shoe?
- Pick the way. A length is a number of centimetres, so we use a ruler to measure it.Way: measure
- Write the answer. measure
Check. Line the shoe up with a ruler and read the number at the end. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.Do all the leaves on one tree look the same?
- Pick the way. Looking closely shows the shape, the size and the colour of each leaf.Way: look
- Write the answer. look
Check. Look at several leaves and compare them. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.Which of two balls bounces higher?
- Pick the way. We can drop each ball and measure how high it bounces.Way: test
- Write the answer. test
Check. Drop both balls from the same height and measure each bounce. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Watch out
Watch out: a question about how long or how much needs measuring. A question about which one works best needs a test. A question like “What is the nicest colour?” is about opinion, so it is not a science question.
Try it at home (with a grown-up). Pick one thing at home, such as a spoon or a book. Ask a question about it that you can find out, such as “How long is it?” Decide together how you could find out: look, measure, test, or use a book.
Exam tip
Grown-up tip. When your child asks “why?”, help them turn the question into one you can find out together. Ask: “How could we find out?” Let them choose look, measure, test or book.
Exercise 1A Asking questions and ways to find out
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.How many petals does a daisy have?
- Pick the way. We can see the petals and count them.Way: look
- Write the answer. look
Check. Count them one at a time. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.How long is your bed?
- Pick the way. A length needs a ruler or a tape measure.Way: measure
- Write the answer. measure
Check. Measure from one end to the other. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.Which towel soaks up water best?
- Pick the way. We can try each towel and see which one takes in the most.Way: test
- Write the answer. test
Check. Use the same amount of water for each towel. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.How do birds keep warm?
- Pick the way. We cannot see the answer by looking, so we can find it in a book.Way: book
- Write the answer. book
Check. Ask a grown-up to help you find a book about birds. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Ask which question asks for a number that we can measure.
- Read question A. It asks how tall the door is. We can measure that with a ruler or a tape measure.A: how tall
- Read question B. It asks which colour is nicest. That is an opinion, not something we measure.B: an opinion
- Write the answer. A
Check. Measure the front door, and you will have an answer for A. ✓
Watch out. An opinion is what someone likes. A measurement is a number.
Method. Think about whether looking closely is enough to find the answer.
- Read question a. You can look at a leaf and see its colour.a: look at the colour
- Read question b. To find how heavy something is, we need scales, not just our eyes.b: needs scales
- Write the answer. a
Check. The leaf is red, so you can see the answer. ✓
Watch out. Looking closely does not tell you how heavy something is.
Method. Think about how Sam can find the answer by trying it.
- Think about what Sam wants. He wants to compare two cars, which is an idea he can try.compare two cars
- Choose the way. We can roll both cars the same way and see which goes further.roll both: test
- Write the answer. A test lets Sam find the answer by trying.test
Check. Roll each car the same way and measure how far it goes. ✓
Watch out. Give each car the same push, so the test is fair.
Method. Think about how Mia can see the answer.
- Look at the coat. The buttons are there to see.buttons on the coat
- Count them. Touch each button once, so you do not miss one.count one at a time
- Write the answer. Counting by looking gives the answer.look (count them)
Check. Count them again from the other side. You get the same number. ✓
Watch out. Touch each button as you count so you do not count one twice.
Method. Think about which tool measures how long something takes.
- Think about the question. Lily wants to measure a time, not a length.a time
- Choose the tool. A timer counts the seconds while she works.timer counts seconds
- Write the answer. timer
Check. Start the timer when she starts and stop it when the laces are tied. ✓
Watch out. A ruler measures length. A timer measures time.
Method. Ask which question we can find out by doing something, such as measuring.
- Read the first question. We can measure a pencil with a ruler to find out.pencil: measure
- Read the second question. Whether blue is nicer is an opinion, so we cannot test it in a science way.blue: an opinion
- Write the answer. How long is a pencil?
Check. Measuring the pencil gives us a number that can be checked. ✓
Watch out. A good science question can be checked by finding out.
Method. Think of something you can measure, such as a length or a height.
- Choose something to measure. A hand, a shoe or a book can be measured.hand, shoe, book
- Make it a question. Start with “How long” or “How tall”.How long is my hand?
- Check it. Can a ruler or a tape measure answer it? If yes, it is a good question.Yes: How long is my hand?
Check. You could answer it with a ruler. ✓
Watch out. The question must be one that a ruler can answer.
Method. Think about what tool weighs things.
- Think about the question. Heavy means how much the bag weighs.how heavy
- Choose the way. We can use scales to measure how heavy it is.scales: measure
- Write the answer. measure
Check. The scales show the weight of the bag in kilograms or grams. ✓
Watch out. To find how heavy something is, we measure it on scales.
Method. Think about what you could measure or look at on your shoes.
- Ask a question. It must be something we can find out.Which shoe is longer?
- Choose how to find out. Measuring each shoe with a ruler gives a number for each one.measure each shoe
- Compare the answers. The shoe with the bigger number is the longer one.Measure both with a ruler, and compare
Check. Lay both shoes on a ruler and check. ✓
Watch out. Keep the ruler at 0 for each shoe.
Looking closely with tools
Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page
Scientists use tools to look closely and find out more. A magnifying glass makes small things look bigger. A ruler measures how long something is, in centimetres (cm). A timer measures how long something takes, in seconds or minutes.
Choose the tool that fits the job.
Key ideas
- A magnifying glass makes small things look bigger.
- A ruler measures length in centimetres (cm).
- A timer measures time. There are 60 seconds in 1 minute.
- Start measuring at the 0 mark.
Method. Think about which tool makes small things easier to see.
- Read the question. We want to see tiny lines, which are very small.tiny lines
- Think about each tool. A magnifying glass makes small things look bigger. A ruler and a timer do not.magnifying glass: bigger
- Write the answer. magnifying glass
Check. Look at the coin through the magnifying glass. The lines look bigger. ✓
Watch out. Hold the magnifying glass close to the coin, and move it slowly.
Key words. A centimetre (cm) is a unit of length. Use a ruler to measure how long something is.
Method. Line up the 0 mark with one end of the object, then read the mark at the other end.
- Put the 0 mark at the end of the pencil. Lining up at 0 makes the count start in the right place.pencil: starts at 0
- Read the mark at the other end. The number at the end is how long the object is.It ends at 9
- Write the length, with the unit. We measure length in centimetres, which we write as cm.9 cm
Check. Count along the ruler from 0 to 9, one centimetre at a time. ✓
Watch out. Start at 0, not at the end of the ruler. Otherwise the answer will be wrong.
Method. Think about counting the seconds on a timer.
- Count the seconds in tens. Counting in tens helps us count to 60 quickly.10, 20, 30, 40, 50, 60
- Check the last number. The last number we count to is the number of seconds in a minute.the last number is 60
- Write the answer. 60 seconds
Check. Half a minute is 30 seconds, and two halves make 60. ✓
Watch out. One minute is 60 seconds, not 100.
Watch out
Watch out: start measuring at the 0 mark, not at the end of the ruler. If you start at a different number, your answer will be wrong.
Try it at home (with a grown-up). Look closely at a coin or a piece of cloth with a magnifying glass, and say what you can see. Never use a magnifying glass to look at the Sun. Then measure a spoon with a ruler. Wash your hands after touching plants or soil.
Exam tip
Grown-up tip. Let your child use a real ruler and a real timer. Ask them to count out loud for 10 seconds, then check with the timer. Ask: “What do you notice when you look closely?”
Exercise 1B Using a magnifying glass, a ruler and a timer
Method. Think about which tool measures length.
- Read the question. We want to measure a length: how long the shoe is.how long
- Choose the tool. A ruler measures length in centimetres.ruler: length
- Write the answer. ruler
Check. Line the shoe up with the ruler and read the length. ✓
Watch out. A timer measures time, not length.
Method. Think about which tool makes small things look bigger.
- Read the question. The marks are very small, so we need to see them bigger.tiny marks
- Choose the tool. A magnifying glass makes small things look bigger.magnifying glass: bigger
- Write the answer. magnifying glass
Check. Look at the stamp through the magnifying glass. The marks look bigger. ✓
Watch out. Keep your hands clean when you touch a stamp.
Method. Count the seconds in tens until you reach one minute.
- Count on in tens. Each ten is ten seconds.10, 20, 30, 40, 50, 60
- Find where one minute ends. One minute is the number we reach at the end of the count.one minute = 60 seconds
- Write the answer. 60
Check. Half a minute is 30 seconds. Two halves make 60. ✓
Watch out. There are 60 seconds in a minute.
Method. Half a minute is half of 60 seconds.
- Start with a full minute. A full minute has 60 seconds.1 minute = 60 seconds
- Find half of 60. Half means share into two equal parts.60 ÷ 2 = 30
- Write the answer. 30 seconds
Check. Count on in tens from 0 to 30: 10, 20, 30. ✓
Watch out. Half of a minute is 30 seconds, not 60.
Key words. A centimetre (cm) is a unit of length. Use a ruler to measure how long something is.
Method. Line up the 0 mark with one end of the object, then read the mark at the other end.
- Put the 0 mark at the end of the crayon. Lining up at 0 makes the count start in the right place.crayon: starts at 0
- Read the mark at the other end. The number at the end is how long the object is.It ends at 6
- Write the length, with the unit. We measure length in centimetres, which we write as cm.6 cm
Check. Count along the ruler from 0 to 6, one centimetre at a time. ✓
Watch out. Start at 0, not at the end of the ruler. Otherwise the answer will be wrong.
Key words. A centimetre (cm) is a unit of length. Use a ruler to measure how long something is.
Method. Line up the 0 mark with one end of the object, then read the mark at the other end.
- Put the 0 mark at the end of the stick. Lining up at 0 makes the count start in the right place.stick: starts at 0
- Read the mark at the other end. The number at the end is how long the object is.It ends at 4
- Write the length, with the unit. We measure length in centimetres, which we write as cm.4 cm
Check. Count along the ruler from 0 to 4, one centimetre at a time. ✓
Watch out. Start at 0, not at the end of the ruler. Otherwise the answer will be wrong.
Method. Measure each bar from 0, then compare the two numbers.
- Measure A. Start at 0 and read the end.A = 4 cm
- Measure B. Start at 0 and read the end.B = 9 cm
- Compare the two lengths. The bigger number is the longer bar.9 is bigger than 4
- Write the answer. B is longer by 5 cm.B
Check. Count the difference on the ruler: 9 − 4 = 5 cm. ✓
Watch out. Compare the two numbers, not how big the bars look.
Method. Take the smaller count away from the bigger count to find how many more.
- Read the two counts. Find the number for each one.Sam: 35, Mia: 20
- Take away the smaller count. The difference is how many more.35 − 20 = 15
- Write the answer. 15 more seconds for Sam than Mia.
Check. Count on from 20 to 35: the steps are 15. ✓
Watch out. Take the smaller number from the bigger one, not the other way round.
Method. Think about what a magnifying glass does.
- Think about the tool. A magnifying glass has a round lens that makes things look bigger.bigger, not smaller
- Compare with what Aisha said. She said smaller, so she is not right.smaller: not right
- Write the answer. No. It makes things look bigger.
Check. Look at a small object through the lens and see it get bigger. ✓
Watch out. Use the magnifying glass to see more detail, not to make things smaller.
Method. Look at the coin through the magnifying glass, slowly.
- Look at the coin. Hold the magnifying glass close and look slowly.the coin, close up
- Notice what looks different. Things look bigger, so you can see more detail.tiny marks or lines
- Write what you noticed. A good observation says what you saw, in your own words.Tiny marks or lines on the coin.
Check. Look again and check that you can see the same thing. ✓
Watch out. Describe what you see. Do not guess what is not there.
Fair tests
Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page
A test helps us find out the answer to a question. In a fair test, we change only one thing. Everything else stays the same. Then any difference in the results must come from the thing we changed.
We measure the results and write them down, so we can compare them.
Key ideas
- A fair test changes only one thing.
- Keep everything else the same.
- Measure the results and write them down.
- Test more than once to check your results.
Method. Read where each ball’s bounce reaches on the ruler, then compare.
- Read the red ball. Find the height on the ruler where it stopped.red ball: 30 cm
- Read the blue ball. Find the height on the ruler where it stopped.blue ball: 18 cm
- Compare the heights. The higher mark on the ruler is the higher bounce.30 cm is higher than 18 cm
- Write the answer. red ball bounced higher.
Check. Both balls were dropped from the same height, so the bounce shows which ball is bouncier. ✓
Watch out. Read the ruler at the bottom of each ball, not at the top.
Method. Think about which thing Ali is changing, and which things are kept the same.
- Find the thing that changes. Ali changes the ball. That is the one thing that changes.changes: the ball
- Find the things that stay the same. The height and the floor must be the same, so that they do not change the result.same: height and floor
- Write the answer. The height and the floor
Check. Drop both balls from the same height again. The result should be fair. ✓
Watch out. If the height changes too, you cannot know which thing made the difference.
Method. Check how many things are changed.
- Find the things that change. The ball changes, and the height changes too.two things: ball and height
- Count the changes. A fair test changes only one thing.two changes
- Write the answer. With two changes, we cannot tell which one made the difference.No. Two things changed: the ball and the height.
Check. Drop both balls from the same height and it becomes fair. ✓
Watch out. Change one thing only, and keep the rest the same.
Watch out
Watch out: if you change two things at once, you cannot tell which one made the difference. Only change one thing.
Try it at home (with a grown-up). With a grown-up, drop two different balls from the same height onto the same floor, in a safe space away from breakable things. Measure how high each ball bounces with a ruler. Do it twice. Which ball bounced higher? Write down your results.
Exam tip
Grown-up tip. Use two balls of different types, and drop each one from the height of your hand. Let your child read the ruler. Ask: “What did we keep the same?”
Exercise 1C Simple tests and fair tests
Method. Think about what makes a test fair.
- Read the question. We want to know what makes a test fair.fair test
- Think about the change. If we change only one thing, we can see what made the difference.only one change
- Write the answer. one
Check. Two changes would mix up the results. One change keeps it fair. ✓
Watch out. Change one thing, and keep the rest the same.
Method. Read where each ball’s bounce reaches on the ruler, then compare.
- Read the yellow ball. Find the height on the ruler where it stopped.yellow ball: 22 cm
- Read the green ball. Find the height on the ruler where it stopped.green ball: 14 cm
- Compare the heights. The higher mark on the ruler is the higher bounce.22 cm is higher than 14 cm
- Write the answer. yellow ball bounced higher.
Check. Both balls were dropped from the same height, so the bounce shows which ball is bouncier. ✓
Watch out. Read the ruler at the bottom of each ball, not at the top.
Method. Read where each ball’s bounce reaches on the ruler, then compare.
- Read the red ball. Find the height on the ruler where it stopped.red ball: 12 cm
- Read the blue ball. Find the height on the ruler where it stopped.blue ball: 26 cm
- Compare the heights. The higher mark on the ruler is the higher bounce.26 cm is higher than 12 cm
- Write the answer. blue ball bounced higher.
Check. Both balls were dropped from the same height, so the bounce shows which ball is bouncier. ✓
Watch out. Read the ruler at the bottom of each ball, not at the top.
Method. Think about why we test more than once.
- Look at the three results. They are 20 cm, 22 cm and 21 cm, which are close together.20, 22, 21
- Think about why we repeat. Testing again checks that the results are not a one-off.repeat to check
- Write the answer. To check his results.
Check. If the results are close, we can trust them more. ✓
Watch out. One test can be a mistake. Testing again helps us be sure.
Method. Think about what Mia wants to compare.
- Read the question. She wants to compare balls of different weights.heavier ball
- Choose the one thing. The thing that changes is the ball, so she uses a heavier one.change: the ball
- Write the answer. the ball
Check. Mia keeps the height and the floor the same. ✓
Watch out. Change the ball, and keep everything else the same.
Method. Think about what would change the bounce if it was different.
- Think about the height. If the height is different, the bounce will change too.height: keep the same
- Think about the floor. A different floor can change how high a ball bounces.floor: keep the same
- Write the answer. the height and the floor
Check. Drop each ball from the same height, onto the same floor. ✓
Watch out. Check the height is the same each time.
Method. Look at what is different between the two drops.
- Look at the first drop. The ball is dropped from 1 metre.1 metre
- Look at the second drop. The ball is dropped from 50 cm, which is lower.50 cm
- Write the answer. The height is the thing that changed.the height
Check. The ball and the floor stayed the same. Only the height changed. ✓
Watch out. 1 metre is 100 cm, so 50 cm is lower.
Method. Count how many things change between the two balls.
- Look at the balls. Two different balls are being tested.red ball and blue ball
- Look at the heights. One ball starts on the table and one on the floor.table and floor: different heights
- Write the answer. Changing the height as well as the ball means it is not a fair test.No. He changed the height as well as the ball.
Check. Drop both balls from the same height to make it fair. ✓
Watch out. Only the ball should change.
Method. Think about what the result would tell us if the height was different.
- Think about the result. If the height changes, the bounce might change because of the height.height changes the bounce
- Keep the height the same. Then only the ball is changed, so any difference comes from the ball.same height, one change
- Write the answer. So the height stays the same, and only the ball changes.
Check. Only one thing changes in the test, so it is fair. ✓
Watch out. Use the same height every time.
Method. Make a prediction first, then think about how to test it fairly.
- Make a prediction. A rug can take up some of the bounce, so the ball may bounce lower.prediction: higher on the hard floor
- Plan a fair test. Drop the same ball from the same height onto each surface.same ball, same height
- Measure and compare. Measure each bounce with a ruler, and compare the two results.Test it, then compare the bounces
Check. Check your prediction against the measurements. ✓
Watch out. A prediction is an idea. Only the test tells us if it is right.
Sorting things into groups
Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page
Scientists sort things into groups to see patterns. We sort by a rule, such as “has wheels” or “no wheels”. Each thing goes in one group only: the group where it fits the rule. Sorting things like this helps us to classify them.
Key ideas
- Sort things by a rule.
- Each thing goes in one group only.
- Check each thing against the rule, one at a time.
- Name each group by its rule, such as “has wheels”.
Method. Check each thing against the rule: can it fly?
- Check the bird. A bird can fly.bird: can fly
- Check the cat and the fish. A cat walks and a fish swims. They cannot fly.cat and fish: cannot fly
- Check the kite. A kite flies in the wind.kite: flies
- Write the answer. bird and kite
Check. Two things fly, and two do not. ✓
Watch out. Check every thing on the list, one at a time.
Method. Check each thing against the rule: “round”. Put it in one group only.
- Check each thing against the rule. Ask: does it fit the rule? Yes or no?ball fits, book does not fit, coin fits, box does not fit
- Put the things that fit in the “Round” group. Each thing goes in one group only.ball, coin
- Put the others in the “Not round” group. Every thing must be in a group.book, box
- Write the answer. Round: ball, coin. Not round: book, box.
Check. Count the things: 2 + 2 = 4. ✓
Watch out. Check the rule, not the colour or the size.
Method. Look for the thing that is different from the other three.
- Look at the fruit. An apple, a pear and a banana are all fruit.apple, pear, banana: fruit
- Find the different one. A carrot is a vegetable, not a fruit.carrot: not a fruit
- Write the answer. The other three are fruit, so the carrot is the odd one out.carrot
Check. Three things are fruit, and one is not. ✓
Watch out. Think about what the things have in common.
Watch out
Watch out: check the rule, not the colour or the size. A red car and a blue car both have wheels, so they go in the same group.
Try it at home (with a grown-up). Gather about 10 safe things from around the house, such as socks, toy animals or buttons. Choose a rule, such as “is it soft?”, and sort them into two groups. Then choose a different rule and sort them again. Check with a grown-up that everything is safe to touch.
Exam tip
Grown-up tip. Ask your child to choose the rule before they sort. Then ask: “Can you think of another rule?” Sorting is about noticing what things have in common.
Exercise 1D Sorting and grouping
Method. Check the rule: does the car have wheels?
- Look at the car. A car has wheels under it.car: wheels
- Check the groups. The group that says “has wheels” is the one for things with wheels.has wheels group
- Write the answer. Has wheels
Check. The bus and the bike also have wheels, so they are in the same group. ✓
Watch out. Check the rule, not the colour.
Method. Check each thing against the rule: does it have wheels?
- Check the bike. A bike has wheels.bike: wheels
- Check the bus. A bus has wheels.bus: wheels
- Check the cup. A cup has no wheels.cup: no wheels
- Write the answer. cup
Check. Look at the groups: the cup is in the “no wheels” group. ✓
Watch out. Check every thing in the list.
Method. Count the things in the group with the wheels.
- Find the group. It is the group named “has wheels”.has wheels
- Count the things. Touch each thing once.car, bus, bike
- Write the answer. 3
Check. Count the other group too: 3 things with no wheels. ✓
Watch out. Count each thing once.
Method. Check each thing against the rule: “is an animal”. Put it in one group only.
- Check each thing against the rule. Ask: does it fit the rule? Yes or no?cat fits, dog fits, oak does not fit, daisy does not fit
- Put the things that fit in the “Animals” group. Each thing goes in one group only.cat, dog
- Put the others in the “Plants” group. Every thing must be in a group.oak, daisy
- Write the answer. Animals: cat, dog. Plants: oak, daisy.
Check. Count the things: 2 + 2 = 4. ✓
Watch out. Check the rule, not the colour or the size.
Method. Check each thing: is it a plant?
- Check the rose. A rose is a plant that grows in a garden.rose: plant
- Check the rock. A rock is not alive, so it is not a plant.rock: not a plant
- Check the sunflower. A sunflower grows from a seed and is a plant.sunflower: plant
- Write the answer. rose, sunflower
Check. Two of the three things are plants. ✓
Watch out. A rock does not grow, so it is not a plant.
Method. Check each thing against the rule: is it red?
- Check each thing. Look at the colour of each thing.red ball, blue cup, red book, blue car
- Count the red things. Touch each red thing once.red ball and red book
- Write the answer. 2
Check. The other two are blue. 2 + 2 = 4 things in all. ✓
Watch out. Check the colour of each one.
Method. Add the counts together to find how many there are in all.
- Read each count. Each row has its own count.round: 6, square: 4
- Add them together. The total is all of them added up.6 + 4 = 10
- Write the answer. 10 buttons
Check. Add them in a different order to check: you still get 10. ✓
Watch out. Make sure you add every row, and that no row is missed.
Method. Look at each number in the table or chart. The most is the biggest number.
- Read each number. Read every row, so you do not miss one.long: 5, short: 7
- Find the most. Biggest is the answer we want.7 is the most
- Write the answer. short
Check. Compare 7 with each of the other numbers. ✓
Watch out. Read the numbers, not the size of the picture.
Method. Look for the thing that is not like the other three.
- Look at the animals. A dog, a cat and a rabbit are all animals.dog, cat, rabbit: animals
- Find the different one. A rose is a plant, not an animal.rose: a plant
- Write the answer. The others are animals, so the rose is the odd one out.rose
Check. Three things are animals and one is a plant. ✓
Watch out. Think about what the things are, not just what they look like.
Method. Think about a rule that splits the toys into two groups.
- Think of a feature. A feature is something a thing has, such as its size, its shape or its colour.size, shape or colour
- Make it a rule. A good rule puts each toy in one group only.big or small
- Write the answer. Big or small
Check. Each toy is either big or small, so it fits in one group. ✓
Watch out. Choose a rule that splits the toys into two clear groups.
Method. Choose a rule first, then sort the things one at a time.
- Choose a rule. A rule must split the things into two groups.my rule
- Sort one at a time. Check each thing against the rule.one at a time
- Say what you noticed. For example, some things were harder to sort than others.Accept any sensible observation
Check. Count the things in each group. Together they make 10. ✓
Watch out. Check that each thing is in one group only.
Recording what we find
Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page
When we find things out, we record the results. Writing them down helps us remember them and compare them. A tally chart uses marks: four lines and one line across them make a group of five. A table lists the results in rows. A pictogram uses one picture for each thing we count. A bar chart shows the numbers as bars, so we can compare them quickly.
Key ideas
- Count each thing once.
- Tally marks come in groups of five.
- A table lists results in rows.
- A bar chart makes it easy to compare the numbers.
Method. Count the groups of five first. Then count the extra lines and add them.
- Count the groups of five. Each group with a line across is five.1 group of 5 = 5
- Count the extra lines. Lines that are not in a full group count as one each.2 extra lines
- Add them together. The total is how many there are altogether.5 + 2 = 7
- Write the answer. 7
Check. Count every mark one at a time: you get 7 again. ✓
Watch out. Count the groups of five quickly, then count the rest. Do not count the lines one by one.
| Fruit | Children |
|---|---|
| Apples | 4 |
| Bananas | 6 |
| Pears | 2 |
Method. Look at each number in the table or chart. The most is the biggest number.
- Read each number. Read every row, so you do not miss one.Apples: 4, Bananas: 6, Pears: 2
- Find the most. Biggest is the answer we want.6 is the most
- Write the answer. Bananas
Check. Compare 6 with each of the other numbers. ✓
Watch out. Read the numbers, not the size of the picture.
Method. Look at each number in the table or chart. The most is the biggest number.
- Read each number. Read every row, so you do not miss one.dog: 5, cat: 3, rabbit: 2, fish: 4
- Find the most. Biggest is the answer we want.5 is the most
- Write the answer. dog
Check. Compare 5 with each of the other numbers. ✓
Watch out. Read the numbers, not the size of the picture.
Watch out
Watch out: tally marks come in groups of five. Make the fifth mark a line across the other four. Do not write five lines in a row, because they are hard to count.
Try it at home (with a grown-up). Ask four people in your family which fruit they like best: apple, banana or pear. Make a tally chart on paper, with one mark for each answer. Then count the marks in fives: five, ten, fifteen.
Exam tip
Grown-up tip. Make the tally chart together. Let your child put in the marks and count them in fives. Ask: “Which fruit has the most marks?”
Exercise 1E Recording and reading tally charts, tables and pictograms
Method. Count the groups of five first. Then count the extra lines and add them.
- Count the groups of five. Each group with a line across is five.no full group of 5
- Count the extra lines. Lines that are not in a full group count as one each.4 extra lines
- Add them together. The total is how many there are altogether.0 + 4 = 4
- Write the answer. 4
Check. Count every mark one at a time: you get 4 again. ✓
Watch out. Count the groups of five quickly, then count the rest. Do not count the lines one by one.
Method. Count the groups of five first. Then count the extra lines and add them.
- Count the groups of five. Each group with a line across is five.1 group of 5 = 5
- Count the extra lines. Lines that are not in a full group count as one each.3 extra lines
- Add them together. The total is how many there are altogether.5 + 3 = 8
- Write the answer. 8
Check. Count every mark one at a time: you get 8 again. ✓
Watch out. Count the groups of five quickly, then count the rest. Do not count the lines one by one.
Method. Count the groups of five first. Then count the extra lines and add them.
- Count the groups of five. Each group with a line across is five.1 group of 5 = 5
- Count the extra lines. Lines that are not in a full group count as one each.1 extra line
- Add them together. The total is how many there are altogether.5 + 1 = 6
- Write the answer. 6
Check. Count every mark one at a time: you get 6 again. ✓
Watch out. Count the groups of five quickly, then count the rest. Do not count the lines one by one.
| Fruit | Children |
|---|---|
| Apples | 4 |
| Bananas | 6 |
| Pears | 2 |
Method. Find the row for apples.
- Find the row. Look for the word Apples in the first column.Apples
- Read the number. The number next to it is the count for apples.Apples: 4
- Write the answer. 4
Check. The bananas have 6, which is bigger than 4. ✓
Watch out. Read the number on the same row as the fruit.
| Fruit | Children |
|---|---|
| Apples | 4 |
| Bananas | 6 |
| Pears | 2 |
Method. Look at each number in the table or chart. The fewest is the smallest number.
- Read each number. Read every row, so you do not miss one.Apples: 4, Bananas: 6, Pears: 2
- Find the fewest. Smallest is the answer we want.2 is the fewest
- Write the answer. Pears
Check. Compare 2 with each of the other numbers. ✓
Watch out. Read the numbers, not the size of the picture.
Method. Find the bar for cats.
- Find the cat bar. Look for the label cat under the bars.cat
- Read the number at the top. The number above the bar is how many.cat: 3
- Write the answer. 3
Check. Count the cats in the chart: there are 3. ✓
Watch out. Read the number at the top of the bar, not the height of the picture.
Method. Look at each number in the table or chart. The fewest is the smallest number.
- Read each number. Read every row, so you do not miss one.dog: 5, cat: 3, rabbit: 2, fish: 4
- Find the fewest. Smallest is the answer we want.2 is the fewest
- Write the answer. rabbit
Check. Compare 2 with each of the other numbers. ✓
Watch out. Read the numbers, not the size of the picture.
Method. Take the smaller count away from the bigger count to find how many more.
- Read the two counts. Find the number for each one.bananas: 6, apples: 4
- Take away the smaller count. The difference is how many more.6 − 4 = 2
- Write the answer. 2 more children for bananas than apples.
Check. Count on from 4 to 6: the steps are 2. ✓
Watch out. Take the smaller number from the bigger one, not the other way round.
| Fruit | Children |
|---|---|
| Apples | 4 |
| Bananas | 6 |
| Pears | 2 |
Method. Add the counts together to find how many there are in all.
- Read each count. Each row has its own count.apples: 4, bananas: 6, pears: 2
- Add them together. The total is all of them added up.4 + 6 + 2 = 12
- Write the answer. 12 children
Check. Add them in a different order to check: you still get 12. ✓
Watch out. Make sure you add every row, and that no row is missed.
Method. Take the smaller count away from the bigger count to find how many more.
- Read the two counts. Find the number for each one.dogs: 5, rabbits: 2
- Take away the smaller count. The difference is how many more.5 − 2 = 3
- Write the answer. 3 more pets for dogs than rabbits.
Check. Count on from 2 to 5: the steps are 3. ✓
Watch out. Take the smaller number from the bigger one, not the other way round.
Method. Think about what you can do with a written record that you cannot do with a memory.
- Think about the record. Writing results down means they stay the same.written results
- Think about comparing. We can see which number is bigger, at a glance.compare at a glance
- Write the answer. So we can see them clearly, compare them, and remember them.
Check. A chart keeps the results safe and easy to read. ✓
Watch out. Writing it down helps you check your work later.
Method. Plan how to count the cars safely, then decide what to record.
- Plan the count. Count from a window with a grown-up, so it is safe.from a window
- Choose what to record. Make a tally chart with one row for each colour.tally: one row per colour
- Compare the totals. The colour with the most marks is the most common.Tally chart: the colour with the most marks
Check. Count the marks in each row, in fives. ✓
Watch out. Never stand near a road to count. Watch from inside a window.
Suggesting answers from what we notice
Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page
Scientists look closely, and then they suggest an answer. This is called an idea or a prediction. Then we test the idea to see if it is right. For example, a puddle may dry up on a warm, sunny day. An idea can be wrong, and that is fine. Testing helps us find out.
Key ideas
- An idea is a suggested answer, based on what we notice.
- A good idea can be tested.
- We check an idea with a test.
- An idea may be wrong. Testing helps us find out.
Method. Look at what we noticed, and think about why it happened.
- Notice what happened. The puddle was there in the morning and gone by the afternoon.puddle: gone
- Think about the sun. The sun is warm, and warm water can slowly go up into the air, where we cannot see it.warm sun
- Write the idea. This is a suggestion we can test later.The sun warmed the water, and it dried up into the air.
Check. We could test this by putting a little water in a warm place and a cool place. ✓
Watch out. An idea is a suggestion. We still need to check it.
Method. Notice what is different about the two plants.
- Notice the colours. The plant by the window is green, and the plant in the cupboard is pale.green and pale
- Notice the places. One plant has light from the window, and the other does not.light and no light
- Write the idea. Plants need light to stay green.The plant by the window has light, and the plant in the cupboard does not.
Check. Test it: put the pale plant by the window for a week and check it. ✓
Watch out. Light is one reason, but we need a test to be sure.
Method. Think about which idea we could check by trying.
- Read idea a. We can put a wooden stick in water and watch whether it floats.float: test
- Read idea b. Whether a colour is best is an opinion, so we cannot test it in a science way.best: opinion
- Write the answer. a
Check. Put a wooden stick in a tub of water, and watch what happens. ✓
Watch out. A test must be something we can measure or see happen.
Watch out
Watch out: an idea is not the same as a fact. Always test an idea before you say it is true.
Try it at home (with a grown-up). With a grown-up, wet two cloths with water. Hang one by a sunny window, and one in a cool, shady place away from the window. Before you start, predict which one will dry first. Check both after an hour, and talk about what you notice.
Exam tip
Grown-up tip. Before any test, ask your child: “What do you think will happen? Why?” After the test, ask: “What did we see? Was our idea right?”
Exercise 1F Ideas and observations
Method. An observation is something we can see or measure now.
- Read (a). We can look at the socks and see that they are wet now.a: we can see it now
- Read (b). We cannot see tomorrow yet, so it is a prediction.b: a prediction
- Write the answer. a
Check. Look at the socks now. They are wet. ✓
Watch out. An observation is about now. A prediction is about later.
Method. A prediction is an idea about what will happen later.
- Read (a). The sun is hot now. That is something we notice.a: an observation
- Read (b). The socks will dry in one hour. That is about the future.b: a prediction
- Write the answer. b
Check. We can check the prediction after one hour. ✓
Watch out. Predictions are about the future.
Method. Think about what helps water to dry.
- Look at the two cloths. One is in the sun by a window, and one is in a dark cupboard.sunny window or dark cupboard
- Think about the sun. Warm, sunny places help water dry faster.warm and sunny: dries faster
- Write the idea. We can check this idea by testing it.The one by the sunny window.
Check. Test it: hang both cloths and check after an hour. ✓
Watch out. Your prediction is only an idea until you test it.
Method. Look at where each plant is.
- Look at the first plant. It is by the window, so light can reach it.by the window: light
- Look at the second plant. It is in a cupboard, where there is little light.cupboard: little light
- Write the answer. the plant by the window
Check. The plant by the window is green, which is one sign that it has had light. ✓
Watch out. Look at the places, not only the plants.
Method. Check which idea we can test by trying and measuring.
- Read (a). Whether dogs are the best is an opinion.a: opinion
- Read (b). We can roll a ball down a slope and on the flat, and time it.b: test by timing
- Write the answer. b
Check. Use a timer and roll the ball both ways. ✓
Watch out. A good idea can be tested with a fair test.
Method. Plan a fair test for Ben’s idea.
- Choose what to change. The size of the ball is the one thing we change.change: the size
- Keep the rest the same. Drop each ball from the same height, onto the same floor.same height and floor
- Measure the result. Measure each bounce with a ruler, and compare.Drop different balls from the same height and measure each bounce.
Check. Check whether the biggest ball bounced the highest. ✓
Watch out. Change only the size of the ball.
Method. Use what Mia noticed to suggest a reason.
- Notice what changed. The puddle was there, and then it was gone.puddle: gone
- Think about the sun. The warm sun can make water go into the air.warm sun
- Write the reason. This is an idea we could test.The sun warmed the water, and it went into the air.
Check. Put a little water in a warm place and check it later. ✓
Watch out. Your idea is a suggestion. Test it to be sure.
Method. Think about how to watch for the leaves changing.
- Choose a tree. Pick one tree that Tom can see from the same place.one tree
- Watch it over time. Looking at it again and again shows what happens over the weeks.several weeks
- Write the answer. The same tree, over several weeks in autumn.
Check. Note what you see on each visit, so you can compare. ✓
Watch out. One look is not enough. Check again over time.
Method. Think about what a test tells us that a guess does not.
- Think about the guess. We may be sure, but we can still be wrong.a guess can be wrong
- Think about the test. A test shows us what really happens.test shows what happens
- Write the answer. To check whether it is really true.
Check. The test gives us the evidence, so we know. ✓
Watch out. Testing makes an idea into an answer we can trust.
Method. Make a prediction, then plan a fair test to check it.
- Make a prediction. Warm sun helps water dry faster, so the sunny cloth may dry first.prediction: sun dries first
- Plan a fair test. Use two cloths of the same size and the same water, in each place.same cloths and water
- Check after an hour. Look at both cloths at the same time, and compare.Test it, then compare the two cloths
Check. Compare what you see with your prediction. ✓
Watch out. Make sure both cloths are equally wet at the start.
Chapter summary
| Skill | Method |
|---|---|
| Ask a question | A science question is one we can find out. We can look, measure, test or use a book. |
| Look closely | A magnifying glass makes things look bigger. A ruler measures length in cm. A timer measures time. |
| Fair test | Change only one thing, keep everything else the same, and measure the results. |
| Sort | Sort things into groups by a rule. Each thing goes in one group only. |
| Record | Use tally marks in fives, a table, a pictogram or a bar chart to record what we find. |
| Suggest an idea | Notice, suggest a reason, then test it to check. |
Can you…?
- I can ask a question that I can find out the answer to
- I can say which way would help me find the answer: look, measure, test or book
- I can use a magnifying glass, a ruler and a timer to look closely and measure
- I can set up a fair test where only one thing changes
- I can sort things into groups using a rule
- I can record what I find with a tally chart, a table or a pictogram
- I can suggest an idea about what will happen, and say how I could check it
Key terms
- question
- something we want to find out
- observe
- look closely and notice what happens
- magnifying glass
- a tool that makes small things look bigger
- ruler
- a tool for measuring length in centimetres (cm)
- timer
- a tool that measures how long something takes
- test
- a way to find out the answer by trying something
- fair test
- a test in which only one thing changes
- prediction
- an idea of what will happen, before we test
- sort
- put things into groups using a rule
- record
- write down what we find so we can remember and compare it
- tally
- marks used to count, in groups of five
- pictogram
- a chart that uses one picture for each thing counted
Exercise 1Z Check-up
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.Which way would help you find out how wide a book is?
- Pick the way. A width is a length, so a ruler can measure it.Way: measure
- Write the answer. measure
Check. Measure across the book from one side to the other. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Think about which tool makes small things bigger.
- Read the question. We want a tool that makes things look bigger.look bigger
- Choose the tool. A magnifying glass has a lens that makes small things look bigger.magnifying glass
- Write the answer. magnifying glass
Check. Look at a small thing through a magnifying glass. It looks bigger. ✓
Watch out. A ruler and a timer do not make things look bigger.
Key words. A centimetre (cm) is a unit of length. Use a ruler to measure how long something is.
Method. Line up the 0 mark with one end of the object, then read the mark at the other end.
- Put the 0 mark at the end of the stick. Lining up at 0 makes the count start in the right place.stick: starts at 0
- Read the mark at the other end. The number at the end is how long the object is.It ends at 7
- Write the length, with the unit. We measure length in centimetres, which we write as cm.7 cm
Check. Count along the ruler from 0 to 7, one centimetre at a time. ✓
Watch out. Start at 0, not at the end of the ruler. Otherwise the answer will be wrong.
Method. Count the seconds in tens until one minute is reached.
- Count on in tens. Each ten is ten seconds.10, 20, 30, 40, 50, 60
- Write the answer. The last number is the seconds in one minute.60
Check. Half a minute is 30 seconds, and two halves make 60. ✓
Watch out. One minute is 60 seconds.
Method. Read where each ball’s bounce reaches on the ruler, then compare.
- Read the red ball. Find the height on the ruler where it stopped.red ball: 18 cm
- Read the green ball. Find the height on the ruler where it stopped.green ball: 25 cm
- Compare the heights. The higher mark on the ruler is the higher bounce.25 cm is higher than 18 cm
- Write the answer. green ball bounced higher.
Check. Both balls were dropped from the same height, so the bounce shows which ball is bouncier. ✓
Watch out. Read the ruler at the bottom of each ball, not at the top.
Method. Check which test changes only one thing.
- Read (a). The height and the floor are the same, so only the ball changes.a: one change
- Read (b). Two things change: the ball and the height.b: two changes
- Write the answer. a
Check. Only one thing changes in test (a). ✓
Watch out. A fair test changes only one thing.
Method. Think about which thing is a fruit.
- Look at each thing. A carrot is a vegetable, and a cup is not food.carrot and cup: not fruit
- Find the fruit. An apple grows on a tree and is a fruit.apple: fruit
- Write the answer. apple
Check. Two of the things are not fruit. ✓
Watch out. Fruits grow on plants and have seeds inside.
Method. Add the counts together to find how many there are in all.
- Read each count. Each row has its own count.red cars: 4, blue cars: 6
- Add them together. The total is all of them added up.4 + 6 = 10
- Write the answer. 10 cars
Check. Add them in a different order to check: you still get 10. ✓
Watch out. Make sure you add every row, and that no row is missed.
Method. Think of a question that you can answer by trying something.
- Choose something to test. A towel can be tested by wetting it and timing how fast it dries.towels
- Make it a question. Start with “Which” so it can be answered by a test.Which towel dries the fastest?
- Check it. We can answer it with a timer and a fair test.Which towel dries the fastest?
Check. Make the test fair by keeping the same amount of water. ✓
Watch out. The question must be one that a test can answer.
Method. Think about what an idea about the future is called.
- Read the sentence. Mia says what she thinks will happen, before the test.before the test
- Name the idea. An idea about what will happen is called a prediction.prediction
- Write the answer. a prediction
Check. We can check the prediction after the test. ✓
Watch out. A prediction is an idea before we test.
Total 16 marks. Allow about 16 minutes.
Exercise 1X End-of-chapter quiz
Method. Think about which tool measures length.
- Read the question. We want the tool that measures length.length
- Choose the tool. A ruler measures length in centimetres.ruler
- Write the answer. ruler
Check. A timer measures time, not length. ✓
Watch out. A ruler is for length. A timer is for time.
Method. Half a minute is half of 60 seconds.
- Start with a minute. A minute has 60 seconds.60 seconds
- Find half. Half of 60 is 30.60 ÷ 2 = 30
- Write the answer. 30 seconds
Check. Count on in tens from 0 to 30. ✓
Watch out. Half of a minute is not 60 seconds.
Key words. A centimetre (cm) is a unit of length. Use a ruler to measure how long something is.
Method. Line up the 0 mark with one end of the object, then read the mark at the other end.
- Put the 0 mark at the end of the pencil. Lining up at 0 makes the count start in the right place.pencil: starts at 0
- Read the mark at the other end. The number at the end is how long the object is.It ends at 8
- Write the length, with the unit. We measure length in centimetres, which we write as cm.8 cm
Check. Count along the ruler from 0 to 8, one centimetre at a time. ✓
Watch out. Start at 0, not at the end of the ruler. Otherwise the answer will be wrong.
Method. Ask what the question wants. Then pick the way that finds the answer.
- Read the question. Think about what we need to find out.Which way would help you find out how many pages a book has?
- Pick the way. We can see the pages and count them.Way: look
- Write the answer. look
Check. Count the pages one at a time. ✓
Watch out. Some questions need more than one way. Choose the one that fits best.
Method. Read where each ball’s bounce reaches on the ruler, then pick the lower one.
- Read the yellow ball. Its bounce reaches the 26 cm mark.yellow: 26 cm
- Read the purple ball. Its bounce reaches the 15 cm mark.purple: 15 cm
- Compare the heights. The smaller mark is the lower bounce.15 is lower than 26
- Write the answer. purple ball
Check. The purple ball is the lower bounce, because 15 cm is less than 26 cm. ✓
Watch out. The lower bounce has the smaller number on the ruler.
Method. Count how many things change.
- Look at the changes. The ball and the height both change.two changes
- Think about a fair test. A fair test changes only one thing.one change only
- Write the answer. No. She changed two things, so she cannot tell which one made the difference.
Check. Change one thing only, and keep the rest the same. ✓
Watch out. Change one thing at a time.
Method. Count the groups of five first. Then count the extra lines and add them.
- Count the groups of five. Each group with a line across is five.3 groups of 5 = 15
- Count the extra lines. Lines that are not in a full group count as one each.2 extra lines
- Add them together. The total is how many there are altogether.15 + 2 = 17
- Write the answer. 17
Check. Count every mark one at a time: you get 17 again. ✓
Watch out. Count the groups of five quickly, then count the rest. Do not count the lines one by one.
Method. Take the smaller count away from the bigger count to find how many more.
- Read the two counts. Find the number for each one.football: 7, dancing: 3
- Take away the smaller count. The difference is how many more.7 − 3 = 4
- Write the answer. 4 more children for football than dancing.
Check. Count on from 3 to 7: the steps are 4. ✓
Watch out. Take the smaller number from the bigger one, not the other way round.
Method. Use what we noticed to suggest a reason.
- Notice what happened. The towel dried quickly.quick drying
- Think about the sun and the wind. Warm sun and moving air can help water dry faster.sun and wind
- Write the reason. This is an idea that we could test.The sun warmed the water, and the wind blew it away.
Check. Test it by drying two towels, one in the sun and one in the shade. ✓
Watch out. An idea is a suggestion. Test it to be sure.
Method. Keep everything the same except the paper towel.
- Choose the one thing that changes. The paper towel changes.change: the towel
- Keep the rest the same. Use the same amount of water and the same size towels.same water and size
- Measure the result. Measure how much water each towel soaks up, and compare.Compare the amounts each towel soaks up
Check. Only the towel changes, so the test is fair. ✓
Watch out. Use the same amount of water every time.