Primary 1 Mathematics Practice Paper 1

TuitionGoWhere Practice Paper 1 - Mathematics Primary 1 (Answers)

Paper: Practice Paper 1 (Version 1 of 5) Total Marks: 25 Note: This answer key matches the question numbering exactly. Step-by-step working and teaching notes are provided for each item.

Section A: Counting and Place Value (5 marks)

Question 1 (1 mark) Answer: 4 (ones)

Teaching note: In the number 42, the digit 4 is in the tens place, but the question asks for the value of the digit, which is the digit itself (4). The digit 4 is in the ones place. Some marking schemes accept just "4" while others require "4 ones" for full clarity. For P1 students, the place value concept is being introduced: the first digit from the right is the ones place, the second digit from the right is the tens place. In 42, the 2 is in the ones place and the 4 is in the tens place. So the digit 4 has a place value of "tens" but the digit itself is 4. The "value" of the digit 4 in 42 is 40 (4 tens), but for P1 level, the answer expected is identifying the digit 4 in its place. Accept "4" or "4 ones" based on the school's marking convention. Common mistake: Students often say "4 tens" when asked for the digit, confusing the digit with its place value.

Question 2 (1 mark) Answer: 60 (or 6 tens)

Teaching note: In the number 67, the digit 7 is in the ones place. The value of 7 ones is 7. However, the digit 6 is in the tens place. The value of 6 tens is 60. For P1, the answer is 7 (ones) if asking about digit 7, or 60 (six tens) if asking about the value. The question asks for the value of the digit 7, which is 7 ones = 7. Common mistake: Students may write "7 tens" by mistake.

Question 3 (1 mark) Answer: 38

Teaching note: 3 tens = 30, and 8 ones = 8. So 30 + 8 = 38. This reinforces the concept that a two-digit number is made up of tens and ones. Common mistake: Students may write 308 (treating each group as a separate digit) or 11 (adding 3 + 8). Emphasize that 3 tens means 30, not 3.

Question 4 (1 mark) Answer: 5

Teaching note: The image shows 2 tens-rods and 5 ones-cubes, representing the number 25. The question asks only for the number of ones cubes, which is 5. Students should learn to distinguish between tens-rods (long blocks) and ones-cubes (small cubes) in base-10 representations. Common mistake: Students may count the tens-rods as ones or give the total number of blocks (7).

Question 5 (1 mark) Answer: 3

Teaching note: The number 30 has 3 tens. Since 30 = 10 + 10 + 10, there are 3 tens in 30. This reinforces the place value concept. Common mistake: Students may say 30 tens or write 3 ones instead of 3 tens.

Section B: Comparing and Ordering Numbers (5 marks)

Question 6 (1 mark) Answer: <

Teaching note: When comparing 56 and 65, look at the tens place first. 5 tens vs 6 tens. Since 5 is less than 6, 56 is less than 65. The symbol < means "less than" (the smaller number is on the left side of the open mouth). Common mistake: Students may use > because 65 has a 5 in it too, or confuse which number is larger.

Question 7 (1 mark) Answer: =

Teaching note: 34 and 34 are the same number, so the comparison sign is = (equal to). Common mistake: Some students may use < or > because they expect a "fun" symbol, not recognizing equality.

Question 8 (1 mark) Answer: 17, 49, 82

Teaching note: To arrange from smallest to greatest, compare the tens place first. 17 has 1 ten, 49 has 4 tens, 82 has 8 tens. So the order is 17, 49, 82. Common mistake: Students may look at the ones digit first. Always teach to compare the tens (or the highest place value) first.

Question 9 (1 mark) Answer: 90, 61, 47, 23

Teaching note: To arrange from greatest to smallest, compare the tens place. 90 has 9 tens, 61 has 6 tens, 47 has 4 tens, 23 has 2 tens. So the order is 90, 61, 47, 23. Common mistake: Students may mix up ascending vs descending order.

Question 10 (1 mark) Answer: 40

Teaching note: The number between 39 and 41 is 40. This is a simple sequencing question. 39 → 40 → 41. Common mistake: Students may say 39.5 or a number not in the sequence.

Section C: Number Patterns and Number Bonds (5 marks)

Question 11 (1 mark) Answer: 60

Teaching note: The pattern increases by 5 each time: 45, 50, 55, 60, 65. Students should recognize counting by 5s. Common mistake: Students may add 10 instead of 5, getting 65.

Question 12 (1 mark) Answer: 70

Teaching note: The pattern decreases by 10 each time: 100, 90, 80, 70, 60. Students should recognize counting down by 10s. Common mistake: Students may subtract 5 or 20 instead of 10.

Question 13 (1 mark) Answer: 12

Teaching note: 7 + 5 = 12. This is a basic number bond / addition fact. Students should know this from their number bond practice within 20. Common mistake: Students may write 11 (off by one) or confuse + with ×.

Question 14 (1 mark) Answer: 8

Teaching note: 6 + 8 = 14, so the missing number is 8. This reinforces number bonds to 14. Students can think: 6 + 4 = 10, then 10 + 4 = 14, so 6 + 8 = 14. Common mistake: Students may say 9 (thinking 6 + 9 = 15) or other incorrect sums.

Question 15 (1 mark) Answer: 10

Teaching note: The pattern increases by 2 each time: 2, 4, 6, 8, 10. This is counting by 2s (even numbers). Common mistake: Students may continue with 8 + 2 = 10 correctly, but some may write 9 or 12.

Section D: Word Problems with Numbers (5 marks)

Question 16 (2 marks) Answer: Sam has 38 marbles altogether.

Marking scheme:

• 1 mark: Correct number sentence (23 + 15 = 38)
• 1 mark: Correct final answer with units (38 marbles)

Teaching note: This is an addition word problem. Students need to identify that "altogether" and "more" indicate addition. 23 + 15 = 38. The working should show the addition. Common mistake: Students may subtract instead of add, or add incorrectly (e.g., 23 + 15 = 33 by only adding the ones digits).

Question 17 (2 marks) Answer: There are 26 blue crayons.

Marking scheme:

• 1 mark: Correct number sentence (50 − 24 = 26)
• 1 mark: Correct final answer with units (26 blue crayons)

Teaching note: This is a subtraction word problem. Total crayons = 50. Red crayons = 24. Blue crayons = 50 − 24 = 26. Students need to identify that "the rest" indicates subtraction. Common mistake: Students may add (50 + 24 = 74) instead of subtract.

Question 18 (1 mark) Answer: 87

Teaching note: Compare 78 and 87. Look at the tens place: 7 tens vs 8 tens. 8 is greater than 7, so 87 > 78. Common mistake: Students may say 78 is greater because 78 comes first, or look only at the ones digit (8 vs 7).

Section E: Ordinal Numbers and Position (5 marks)

Question 19 (1 mark) Answer: 2nd

Teaching note: In the picture, five children stand in a row from left to right: Mei Ling (1st), Bala (2nd), Devi (3rd), Ravi (4th), Anis (5th). Bala is in the 2nd position from the left. Common mistake: Students may count Mei Ling as 0th or confuse left/right.

Question 20 (1 mark) Answer: Ravi

Teaching note: The 4th position from the left is Ravi. Based on the order: Mei Ling (1st), Bala (2nd), Devi (3rd), Ravi (4th), Anis (5th). Common mistake: Students may count from the right or miscount positions.

Question 21 (1 mark) Answer: 5th

Teaching note: The ordinal numbers are: 1st, 2nd, 3rd, 4th, 5th, 6th. The missing ordinal is 5th. Common mistake: Students may write "5" without the "th" suffix, which is technically the cardinal number, not the ordinal.

Question 22 (1 mark) Answer: 2nd

Teaching note: If Mei Ling finished in 1st place, the child behind her finished in 2nd place. "Behind" in a race means the next position. Common mistake: Students may write 3rd (skipping a position) or confuse 2nd with 2.

Question 23 (1 mark) Answer: 6

Teaching note: The picture shows 6 birds in a row. Students simply count the birds: 1, 2, 3, 4, 5, 6. Common mistake: Students may miscount or skip a bird.

End of Answer Key