Use this Year 4 pack to turn useful words into actions you can explain: organise a project, follow a direction, compare a feature, record a measurement and check a shared decision. The ten groups contain 200 distinct words, each with a clear contextual meaning and an original example.
Start with a small set that helps with today’s learning. A spoken explanation, a drawing or a practical demonstration can show understanding before a longer written answer is ready. The guide includes a compact starting task, a complete invented project, answer guidance and a flexible practice routine.
The 200-word list: meanings and learning examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new learning purpose.
1–20: Planning a project and keeping it moving · 21–40: Following practical directions in the right order · 41–60: Asking questions and working through decisions · 61–80: Noticing, checking and finding things out · 81–100: Measuring objects and keeping the units clear · 101–120: Counting, sharing and planning small costs · 121–140: Finding information and showing where it came from · 141–160: Designing, building and describing materials · 161–180: Learning about living things and local places · 181–200: Practising independently and caring for shared work
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Planning a project and keeping it moving
- project — A planned piece of work with several connected tasks. Example: Our project is to make a guide to the reading corner.
- task — One piece of work that needs to be done. Example: Measuring the shelf is my first task this morning.
- goal — A result that you are working towards. Example: Our goal is to label every box clearly.
- plan — An arrangement of actions for reaching a goal. Example: Our plan puts measuring before cutting the paper.
- prepare — Get something ready before an activity begins. Example: Prepare the word cards before the visitors arrive.
- organise — Put things or activities into a useful order. Example: Organise the tools so each group can find them.
- schedule — A plan showing when activities will happen. Example: Our schedule leaves ten minutes for tidying the tables.
- deadline — The latest agreed time for finishing something. Example: The deadline for returning the library forms is Thursday.
- checklist — A list used to check that necessary things are done. Example: Tick the checklist after you count the returned brushes.
- resource — Something useful for carrying out a task. Example: A local map is a useful resource for our project.
- equipment — The tools and other items needed for an activity. Example: Put the measuring equipment on the dry table.
- material — A substance used to make or do something. Example: Choose a material that bends around the curved model.
- collect — Bring things together for a purpose. Example: Collect the clean cartons in the box beside the door.
- select — Choose something for a particular purpose. Example: Select a pencil that makes a clear label.
- arrange — Put things in a chosen order or position. Example: Arrange the photographs from the earliest event to the latest.
- divide — Separate something into parts or groups. Example: Divide the twelve cards into three equal groups.
- assign — Give someone a particular task or role. Example: We will assign one person to count the scissors.
- complete — Finish all the parts that a task requires. Example: Complete the labels before placing the books in their boxes.
- progress — Movement towards finishing a task or learning something. Example: Our checklist shows progress because three tasks are now finished.
- adjust — Make a change so something fits or works better. Example: Adjust the paper strap until the model sits level.
21–40. Following practical directions in the right order
- instruction — Information telling someone what to do or how to act. Example: Read each instruction before you begin folding the card.
- direction — Guidance about where to go or which way to move. Example: The first direction tells us to turn towards the library.
- step — One action in a series of actions. Example: The next step is to attach the large label.
- begin — Start an activity or process. Example: Begin the drawing after you have checked the page size.
- continue — Keep doing something that has already started. Example: Continue sorting until every card is in a group.
- pause — Stop briefly before carrying on. Example: Pause the recording while your partner checks the missing word.
- finish — Bring an activity to an end or completion. Example: Finish counting the blocks before you record the total.
- before — Earlier than a particular event or action. Example: Wash the paintbrush before using a different colour.
- after — Later than a particular event or action. Example: Return the ruler after you measure the model.
- during — At some time within a stated activity or period. Example: Keep the doorway clear during the class display.
- until — Up to the time when something happens or changes. Example: Hold the pieces together until the teacher says to release them.
- within — Inside a stated space, amount or time limit. Example: Keep every part of the drawing within the square border.
- between — In the space separating two things. Example: Put the label between the two photographs.
- around — Along the outside of something or surrounding it. Example: Draw a line around the shape without crossing its edge.
- beside — At the side of something or someone. Example: Place the small tray beside the stack of cards.
- clockwise — Turning in the same direction as a clock's hands. Example: Move the pointer clockwise from twelve to three.
- align — Put things into the correct line or position. Example: Align the two paper edges before pressing the fold.
- attach — Join or fasten one thing to another. Example: Attach the label to the front of the folder.
- separate — Move things apart or keep them in different groups. Example: Separate the used paper from the clean drawing sheets.
- secure — Fasten something so it stays in position. Example: Secure the loose flap with the clip provided.
41–60. Asking questions and working through decisions
- discuss — Talk about something while considering one another's ideas. Example: Discuss where the display should go before moving the table.
- question — Something asked to obtain information or understanding. Example: My question is whether both sides need a label.
- clarify — Make something easier to understand or less uncertain. Example: Please clarify which box should hold the finished models.
- repeat — Say or do something again. Example: Repeat the direction so I can check the final turn.
- listen — Pay attention to sounds or to someone's words. Example: Listen to your partner's idea before choosing the materials.
- explain — Make something clear by giving information or reasons. Example: Explain how the folded base helps the card stand.
- suggest — Put forward an idea for someone to consider. Example: I suggest using larger letters on the entrance sign.
- agree — Share a view or accept a particular proposal. Example: We agree to count the blocks before dividing them.
- disagree — Have a different view about a particular matter. Example: I disagree about the location because it blocks the doorway.
- interrupt — Break into someone’s speech or stop an activity before it is finished. Example: Please wait for a pause rather than interrupt the speaker.
- invite — Ask someone to join an activity or contribute. Example: Invite your partner to suggest a different arrangement.
- partner — Someone working with another person on an activity. Example: My partner checks the numbers while I read them aloud.
- group — People or things brought together for a purpose. Example: Our group will prepare the welcome cards together.
- role — A part or responsibility someone has in an activity. Example: My role is to record the group's final decision.
- decision — A choice made after considering what to do. Example: Record the decision so everyone follows the same plan.
- vote — A choice expressed as part of a group decision. Example: Each learner has one vote for the display title.
- permission — Agreement from someone who can allow an action. Example: Ask permission before using another group's materials.
- request — An act of asking for something politely or formally. Example: Our request is to borrow two trays until Friday.
- feedback — Information that can help someone improve their work. Example: The feedback says our labels need larger letters.
- acknowledge — Show that you have noticed or recognised something. Example: Acknowledge your partner's help when you present the model.
61–80. Noticing, checking and finding things out
- investigate — Look into a question in an organised way. Example: Investigate which paper fold holds the most counters in our test.
- notice — Become aware of a feature or event. Example: Notice where the water stops spreading across the paper.
- observe — Look or listen carefully to find out what happens. Example: Observe the model while your partner gently turns the wheel.
- predict — Say what you expect before the result is known. Example: Predict which ramp will carry the toy car farther.
- test — Try something under chosen conditions to learn about it. Example: Test whether the label stays attached when the folder opens.
- method — A planned way of doing something or finding out. Example: Our method uses the same starting line for each trial.
- record — Keep information so it can be checked later. Example: Record the number of blocks before taking the model apart.
- result — What happens or is found after an activity. Example: The result of this trial was a travel distance of 40 centimetres.
- compare — Look at things together to find similarities or differences. Example: Compare the boxes by their width and number of handles.
- sort — Put things into groups using a chosen rule. Example: Sort the buttons by colour, then explain your groups.
- category — A group whose members share a chosen feature. Example: Put each smooth stone in the same category.
- feature — A part or quality that helps describe something. Example: A handle is one useful feature of this container.
- similar — Alike in one or more relevant ways. Example: The containers are similar because both have a lid.
- different — Not the same in a particular way. Example: The labels are different sizes, although their words match.
- change — Make or become different from before. Example: Change the letter size while keeping the label's wording the same.
- condition — A circumstance under which something happens or is tested. Example: Keep the light level the same as one test condition.
- sample — A small part or selection used to examine something. Example: Take one fabric sample from each labelled packet.
- check — Look again to find out whether something is correct. Example: Check the total against the number of counters on the table.
- accurate — Correct or close to the relevant true value. Example: An accurate label gives the same name as the supplied map.
- estimate — Make a sensible approximate judgement without an exact count or measurement. Example: Estimate the ribbon's length before measuring it with the ruler.
81–100. Measuring objects and keeping the units clear
- measure — Find a size or amount using a suitable unit and tool. Example: Measure the shelf before choosing a box for it.
- length — The distance along something from one end to another. Example: The strip's length is 15 centimetres from end to end.
- width — The distance across something from side to side. Example: Check the box's width against the space on the shelf.
- height — The distance from the bottom to the top. Example: Record the model's height while it stands on the table.
- distance — How far apart places or points are along a stated path. Example: Measure the distance along our drawn route to the library.
- perimeter — The total distance around the boundary of a flat shape. Example: Add the four side lengths to find the rectangle's perimeter.
- area — The amount of surface inside a boundary, measured in square units. Example: Each small square covers one square centimetre of the picture's area.
- volume — The amount of space that an object or substance takes up. Example: Record the volume of water in the measuring jug.
- capacity — The greatest amount a container is intended to hold. Example: The bottle's label gives its capacity as one litre.
- mass — How much matter an object contains, measured in units such as grams. Example: Use the balance to compare the mass of the two models.
- unit — An agreed amount used as a reference for measurement. Example: The unit beside this length is centimetres, not metres.
- centimetre — A unit of length equal to one hundredth of a metre. Example: Each centimetre is divided into ten millimetres on this ruler.
- metre — A unit of length equal to one hundred centimetres. Example: The marked ribbon is exactly one metre long.
- millilitre — A unit of volume equal to one thousandth of a litre. Example: The instruction asks us to add one millilitre of coloured water.
- litre — A unit of volume equal to one thousand millilitres. Example: Four full 250-millilitre cups contain one litre altogether.
- gram — A unit of mass equal to one thousandth of a kilogram. Example: The counter has a recorded mass of one gram.
- kilogram — A unit of mass equal to one thousand grams. Example: Two 500-gram bags have a total mass of one kilogram.
- scale — The ordered marks used to read a measurement. Example: Look at the ruler's scale before recording the strip's length.
- reading — A value shown by a measuring instrument. Example: Write the reading and its unit in your notes.
- zero — The number representing none, used as a measurement starting point. Example: Place the strip's end at zero on the ruler.
101–120. Counting, sharing and planning small costs
- total — The amount obtained when all the relevant parts are added. Example: The total is twelve cards after we add both piles.
- amount — How much of something there is. Example: Record the amount of water using millilitres.
- equal — The same in amount, value or size. Example: Each of our three equal groups contains four counters.
- unequal — Different in amount, value or size. Example: Groups of three and five counters are unequal.
- halve — Divide something into two equal parts or amounts. Example: Halve the twelve cards so each partner receives six.
- double — Make an amount twice as large. Example: Double the six paper flags to make twelve.
- fraction — A number that can represent equal parts of a whole. Example: One out of four equal pieces is the fraction one quarter.
- numerator — The top number in a fraction, counting the parts considered. Example: In three quarters, the numerator is three.
- denominator — The bottom number in a fraction, showing equal parts per whole. Example: In three quarters, the denominator shows four equal parts per whole.
- quarter — One of four equal parts of a whole. Example: A quarter of our twelve counters is three counters.
- third — One of three equal parts of a whole. Example: Each team receives one third of the twelve cards.
- remainder — What is left after making equal whole-number groups. Example: Sharing fourteen counters among three groups leaves a remainder of two.
- multiple — A result of multiplying a number by a whole number. Example: Twelve is a multiple of three because three times four is twelve.
- odd — Describing a whole number with one left when arranged in pairs. Example: Seven is odd because three pairs leave one counter.
- even — Describing a whole number that can be arranged in complete pairs. Example: Eight is even because we can make four complete pairs.
- tally — A counting mark used to record one item or event. Example: Add one tally for each card placed in the box.
- budget — The amount available or planned for a particular purpose. Example: Our pretend budget is ten tokens for the class shop.
- cost — The amount needed to obtain or make something. Example: The total cost includes the card and the tape.
- price — The amount asked for an item being sold. Example: The displayed price is two tokens for each notebook.
- receipt — A record confirming what was paid for. Example: Check the receipt against the items in the bag.
121–140. Finding information and showing where it came from
- source — The person, text or place from which information comes. Example: Write the book's title beside the fact to identify your source.
- title — The name given to a book, picture or other work. Example: Read the title before deciding whether the book fits our question.
- contents — A list of sections and where to find them in a book. Example: Use the contents to find the section about garden plants.
- glossary — A list explaining words used in a text or subject. Example: The glossary explains the word habitat before I read further.
- keyword — An important word used to find or organise information. Example: Choose seedling as a keyword when searching the class catalogue.
- page — One side of a sheet in a book or document. Example: Write the page number beside the note from the book.
- section — One part of a larger text, place or collection. Example: This section of the guide explains how to return equipment.
- note — A short record made to help someone remember information. Example: My note says to measure the doorway before moving the display.
- label — Words or symbols that identify something. Example: Put a label on each box showing what belongs inside.
- symbol — A mark or picture that stands for something else. Example: The star symbol shows the meeting place on our map.
- key — An explanation of the symbols used in a map or display. Example: Check the key before deciding what the blue square means.
- map — A representation showing where places or features are located. Example: Our classroom map shows the entrance and the reading corner.
- route — A way from one place to another. Example: Describe a route that goes around the large table.
- address — Details identifying where a place or message destination can be found. Example: The invitation gives the museum's address beneath its name.
- location — The place where something is or happens. Example: Mark the new display's location on the classroom map.
- fact — Something that is true about a situation or the world. Example: We can check the fact that our model has four doors.
- opinion — A person's view or judgement about something. Example: My opinion is that the green border looks more cheerful.
- copy — Make another version that matches an existing item. Example: Copy the room number carefully from the teacher's list.
- credit — Name the person or source that contributed work or information. Example: Credit the photographer when you use the permitted class photograph.
- update — Change information to include a newer situation or detail. Example: Update the plan when the display moves to another room.
141–160. Designing, building and describing materials
- design — A plan showing how something will be made or arranged. Example: Our design places the handle above the container's centre.
- sketch — A quick drawing that records the main features. Example: Make a sketch before choosing the final shape.
- model — A representation used to show or explore something. Example: Our cardboard model shows where the new shelves could go.
- structure — Parts joined or arranged to form a whole. Example: The bridge structure includes two supports and a flat deck.
- base — The bottom part that supports something above it. Example: Widen the base if the cardboard tree keeps falling over.
- support — A part that holds something up or keeps it steady. Example: Add a support beneath the middle of the long shelf.
- joint — The place where two parts are connected. Example: Check the joint where the paper handle meets the bag.
- surface — The outside or top layer of something. Example: The rough surface makes the label difficult to attach.
- edge — The line where a surface or flat shape ends. Example: Keep the ruler straight along the paper's edge.
- corner — The place where sides or edges meet. Example: Fold one corner of the square towards its centre.
- layer — One thickness of material over or under another. Example: Add a second layer of paper beneath the picture.
- frame — A supporting or surrounding structure. Example: The frame holds the thin fabric in position.
- stable — Able to stay steady without easily tipping or shifting. Example: Check whether the model is stable on the flat table.
- flexible — Able to bend without easily breaking. Example: The flexible strip bends around the circular container.
- rigid — Not easily bent or changed in shape. Example: The rigid board keeps the display flat.
- absorb — Take a substance, such as water, into a material. Example: Watch the dry paper absorb a drop of coloured water.
- waterproof — Made to stop water passing through under the stated conditions. Example: The cover's label says it is waterproof during light rain.
- transparent — Allowing light through so objects behind can be seen clearly. Example: We can see the label through the transparent lid.
- opaque — Not allowing light to pass through. Example: The opaque card blocks the light from the small torch.
- reusable — Able to be used again after the first use. Example: Return the reusable trays to the shelf after cleaning them.
161–180. Learning about living things and local places
- habitat — The place or kind of environment where a living thing lives. Example: Label the pond as the habitat shown in this frog photograph.
- shelter — A place or covering that provides protection. Example: The roof gives visitors shelter from the rain.
- soil — The loose surface material in which many plants grow. Example: Compare the colour of the two soil samples.
- root — A plant part that usually takes in water and minerals from soil. Example: The diagram shows a root growing below the stem.
- stem — A plant part that supports growth and carries substances through it. Example: Follow the stem from the soil towards the leaves.
- seed — A plant structure containing a young plant and a protective covering. Example: Keep a record of when each planted seed begins to grow.
- seedling — A young plant that has recently grown from a seed. Example: Measure this seedling from the soil surface to its highest point.
- nutrient — A substance a living thing needs to grow and function. Example: The plant-care card explains which nutrient the mixture supplies.
- sunlight — Light that comes from the sun. Example: Mark the part of the windowsill receiving direct sunlight.
- moisture — Water present in a substance or on a surface. Example: Check the soil's moisture before following the watering instruction.
- weather — Outdoor conditions such as temperature, rain and wind at a time. Example: Record the weather when you observe the garden.
- rainfall — The amount of rain falling in a place during a stated time. Example: Our record gives the rainfall for Monday in millimetres.
- shade — An area where something blocks direct light from the sun. Example: The tree casts shade across part of the pathway.
- pathway — A route or track along which people can move. Example: Leave the pathway clear when you arrange the planters.
- entrance — A place used for going into a building or area. Example: Put the welcome sign beside the entrance.
- exit — A place used for leaving a building or area. Example: Our map marks the exit with an arrow.
- boundary — A line or feature marking the edge of an area. Example: Keep the model garden inside the marked boundary.
- neighbourhood — The area around a place where people live or spend time. Example: Our neighbourhood map includes the library and the playground.
- service — Work or an organised activity that meets people's needs. Example: The library's borrowing service lets members take books home.
- visitor — Someone who goes to a place for a limited stay. Example: Ask each visitor to return the reusable card before leaving.
181–200. Practising independently and caring for shared work
- practise — Repeat an activity with attention to improving it. Example: Practise the directions with a partner before guiding the visitors.
- remember — Keep or bring information into your mind. Example: Try to remember the first step without looking at the card.
- retrieve — Bring back information from memory or from storage. Example: Retrieve the meaning of perimeter before checking the glossary.
- rehearse — Practise an activity before presenting or performing it. Example: Rehearse the welcome message without reading every word.
- attempt — A try at doing something. Example: Keep your first attempt so you can compare it with the correction.
- improve — Make something more useful, accurate or effective. Example: Improve the sign by replacing the unclear arrow.
- correct — Replace a mistake with something accurate. Example: Correct the label after checking the spelling in the book.
- edit — Change a piece of work to improve its expression or accuracy. Example: Edit the directions so the turns appear in the right order.
- spelling — The arrangement of letters used to write a word. Example: Check the spelling of centimetre before finishing the label.
- sentence — Words arranged to express a complete thought in ordinary writing. Example: Write one sentence explaining why the smaller box fits.
- paragraph — A group of sentences developing a connected point. Example: This paragraph explains how we organised the class display.
- confident — Feeling able to do something or express an idea. Example: I feel confident giving the directions after practising them.
- patient — Able to wait or continue calmly through difficulty. Example: Be patient while your partner checks the unfamiliar word.
- responsible — Taking proper care of an agreed duty or action. Example: A responsible borrower returns the ruler to its labelled place.
- fair — Treating people justly while considering the relevant situation. Example: Ask whether the agreed turn-taking rule is fair to everyone.
- helpful — Providing useful support for a person or task. Example: A helpful comment names the instruction that is unclear.
- independent — Able to do an appropriate task without someone supplying the answer. Example: Try an independent explanation after closing the model response.
- borrow — Use something belonging to someone else with an agreement to return it. Example: Borrow the measuring jug after checking with the teacher.
- return — Give or take something back to its place or owner. Example: Return the brushes to the tray after cleaning them.
- repair — Put something wrong or damaged into a better working state. Example: Repair the torn folder before using it to carry the cards.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a quota to insert into one response.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–4: Understand the stage and use words accurately
Sections 5–6: Worked examples and practice
Sections 7–11: Review, revise and continue
At this stage, a useful word helps a learner follow several connected directions, ask a checking question, compare practical features or explain a decision. A child might understand divide by sharing counters correctly before being ready to write a long explanation. Notice the action and the spoken meaning as well as the written sentence.
The IB PYP learning and teaching overview describes inquiry across subject boundaries and skills for thinking, communication, research, self-management and working with others. The projects here give those broad activities concrete language. They are original teaching examples, not prescribed IB tasks.
The IB assessment overview explains that PYP assessment supports feedback and reflection; there is no formal IB assessment in the PYP. Schools use their own classroom tasks and assessment arrangements. School Year 4 and ages 8–9 are this series’ illustrative reader band. Use the child’s actual school placement, language experience and current learning needs when choosing a starting point.
Start here: prepare the blank cards
In this invented classroom task, your group must select six blank cards and divide them into two equal groups. Each sheet contains four blank cards, and two sheets are available. Tell a partner what you would do first, how many cards each group needs, and what you would check before calling the task complete. Use plan, total, divide, check and complete naturally; you may speak in several short sentences. Draw the cards if that helps you explain the amounts. Do not use all the available cards just because they are there. An adult may read the instructions aloud or write down your exact words, but should leave the counting and decisions to you. Keep your first answer before looking at the guidance. If one word stops you, point to the action you mean and mark that word for practice.
Check your response and choose the next step
Two sheets provide eight blank cards, but the task needs six. Select six and leave two unused. Dividing six into two equal groups gives three cards per group. A useful check counts both groups and confirms that the required total is six. The task is complete when both groups have the right amount.
If you used eight cards, reread the goal. If you made unequal groups, use counters to revisit divide and equal. If your actions were correct but the explanation was difficult, rehearse one short sentence about each action. Pick four or five useful words from the bank, then try a new task with the model closed.
Practise useful combinations: make a plan, follow an instruction, ask a question, check a total and record a result. Act out one phrase, say what happened, then use it in another sentence. Knowing that attach means joining things becomes more useful when you can say what attaches to what.
Some words need a partner word: explain an idea to someone; borrow a ruler from someone; divide cards into groups. A question such as “What do we attach the label to?” can repair a missing instruction. Equipment is usually uncountable in this meaning: say “two pieces of equipment” or name “two rulers”.
Keep the quantity and unit together. Length uses units such as centimetres; mass uses grams or kilograms; liquid volume can use millilitres or litres. A number without its unit may not answer the question. The NIST units guide explains the measurement system, and its volume guidance confirms that 1,000 millilitres equal one litre. The symbols stay unchanged: 1 cm and 12 cm.
A map key explains symbols; a door key opens a lock. Point to the sentence or object before deciding which meaning fits. This is more helpful than insisting that a familiar word has only one meaning.
The eduKate Fencing Method is a practice routine: begin with a correct core, add one useful detail, check the meaning, repair any error and try the word in a different setting. It is not an official IB sentence formula. Speaking, arranging objects and drawing can support the first attempt.
Build from a supplied count
Imagine that a folder’s list says twelve cards, but your recorded count is ten. Begin: “Our recorded total is ten cards.” Add one useful comparison: “Our recorded total is ten cards, which is two fewer than the twelve listed.” The new detail helps another learner understand the difference.
Now check an overreach: “Someone lost two cards.” The counts do not establish what happened to the cards. Repair it: “We need to check why the count and list differ.” A useful question could ask whether any cards were borrowed. It remains a question until information answers it.
Do not expand a sentence that already misstates the total. Correct that first. For an independent try, use a tray whose list says eight brushes but whose recorded count is seven. Explain the difference and name a checking action without inventing the cause.
Invented classroom project. Your group will make a borrowing station for twelve word cards. The box must be no more than 20 centimetres wide and must hold all twelve cards. Divide the cards equally among three labelled sections. Your pretend budget is ten tokens. You need one box and one label sheet. Each label sheet costs two tokens and provides four blank sticky labels. The borrowed ruler costs no tokens.
| Box | Width | Number of these cards it holds | Price |
|---|---|---|---|
| A | 18 cm | 12 | 6 tokens |
| B | 23 cm | 20 | 5 tokens |
| C | 19 cm | 8 | 4 tokens |
Read every limit before choosing
Box A meets the stated width and card-count requirements. Box B holds enough cards but exceeds the width limit. Box C is narrow enough but does not hold all twelve cards. The cheapest box does not automatically complete the task. A six-token box and a two-token label sheet cost eight tokens altogether, leaving two tokens from the budget.
“We select Box A because it is 18 centimetres wide and holds twelve cards. With one label sheet, the total cost is eight tokens. We divide the twelve cards into three equal groups of four. We attach a label to each section and use the fourth label for the return instruction.”
Turn the choice into a plan someone can follow
- Count the twelve cards and check the chosen box against the supplied information.
- Divide the cards into three equal groups of four.
- Write the three section labels and the return instruction.
- Check the wording before attaching the labels.
- Ask a partner to follow the return instruction and tell you what is unclear.
Here is the supplied feedback after the first arrangement: one partner says, “I can read the section labels, but I cannot tell where returned cards go.” A suitable next step is to make the return instruction clearer, perhaps by adding an arrow pointing to the correct section. The record does not say that this change has been made or tested. Write “We plan to adjust the instruction”, then check it with another reader after making the change.
This project joins number work, practical reading and discussion. The model explains why a choice fits the supplied limits. It does not prove that Box A will last longest, that every visitor will understand the station or that the feedback problem has already disappeared.
Task 1: put the directions in order
The instructions say to check the spelling before attaching a label, and to attach it before putting the box on the shelf. Arrange these actions: put the box on the shelf; attach the label; write the name; check the spelling against the supplied name card.
Answer: Write the name, check the spelling, attach the label, then put the box on the shelf. Point to the instruction that tells you which actions must come before others. Saying “first” does not make an unsuitable order correct.
Task 2: read a length carefully
A paper strip lies straight along a ruler. One end is at the 3-centimetre mark and the other is at the 17-centimetre mark. What is its length? Explain why copying 17 alone would give the wrong result.
Answer: The length is 14 centimetres because 17 − 3 = 14. The strip does not begin at zero. You can draw the marked interval or count the fourteen centimetre spaces. Keep the unit with the answer.
Task 3: compare volume with capacity
In this paper problem, a bottle has a capacity of 300 millilitres and already contains 200 millilitres. A plan adds another 150 millilitres. Would the planned total fit?
Answer: No. The planned volume is 350 millilitres, which exceeds the capacity by 50 millilitres. There is room for only 100 more millilitres under the stated capacity. This is a calculation about a proposed action; it is not a record that someone actually spilled water.
Task 4: keep a record separate from an explanation
A fictional plant log records one seedling’s height as 4 centimetres on Monday and 6 centimetres on Thursday. A learner says, “Extra sunlight made it grow two centimetres.” What does the log support, and what remains unknown?
Answer: The recorded height increased by two centimetres between those days. The log supplies no information about changes in sunlight or other growing conditions, so it does not establish the cause. Ask what else was observed rather than presenting a guess as a recorded result.
Task 5: report a decision without erasing different views
Five learners vote on a border colour. Three choose green and two choose blue. The agreed rule is to use the colour with more votes. One learner also says the letters need to be larger. Record the decision and a useful next action.
Answer: Green is chosen by three votes to two. It is inaccurate to say everyone chose green. The group can plan to enlarge the letters and ask someone to read them afterwards. The comment identifies a possible improvement; it does not show that a revised sign has already worked.
Transfer: With the answers covered, explain how to pack nine bookmarks equally into three envelopes. Each envelope needs three. Now consider ten bookmarks: three per envelope leaves one over. Ask what to do with that remainder instead of silently hiding it. Use objects, a drawing or spoken sentences.
A wrong answer can have different causes. Ask the learner to show the action, explain it in familiar language and reread the instruction. These checks help you choose a useful repair. Neat handwriting does not establish understanding, and hesitant writing does not show that the word is unknown.
| First attempt | What to check | Useful repair |
|---|---|---|
| “I need two equipments.” | Word pattern | Say “two pieces of equipment”, or name the two tools. |
| “The cheapest box is always the right one.” | Task requirements | Check the width and required card count as well as the cost. |
| “Any one piece is a quarter.” | Mathematical meaning | Show a whole divided into four equal parts before naming one quarter. |
| “My prediction is what we counted yesterday.” | Time and meaning | Call the actual count a recorded result; make a prediction before seeing a new result. |
| The learner repeats a model but cannot explain it. | Support and understanding | Use objects, ask for a plain explanation, then change the example. |
Keep the first attempt beside the repair. Write one reason for the change, or let the child tell you that reason. Later, close both versions and use a different example to see what the learner can do independently.
This suggested routine can fit around current schoolwork. It is not a required quota or a promise of mastery within a week. Select four or five words that solve an immediate difficulty, such as understanding the next project instruction.
- First session: Read the task, choose the words and connect each one to an action, picture or object. Say a useful phrase aloud.
- Next session: Cover the meanings and retrieve them. Check the bank afterwards and correct the part that was missing or wrong.
- Middle of the week: Use the words while planning, measuring or discussing. Ask a partner for one specific piece of feedback.
- Later session: Repair that point, then try a similar action with different objects or numbers.
- Final check: Keep one dated independent example. Record any help, and choose the next word from an actual difficulty.
If several meanings are still uncertain, make the next set smaller. If the learner can explain a word accurately but needs spelling practice, address that separately instead of starting the whole meaning lesson again.
Adults can read a direction aloud, provide counters, offer a picture or write down the child’s exact spoken explanation. A familiar language can help reveal whether the idea is understood before the English wording is practised. Record the help provided. An adult-composed answer cannot show what the learner can explain independently.
Use a fresh setting: plan a game station, label a plant display, organise shared art materials or describe a route on a classroom map. Keep the learning action manageable. For example, use within to explain a drawing boundary one day and a pretend spending limit another day. Ask what the word keeps the same across those settings.
Compare dated attempts for meaning, correct action, useful wording and the amount of prompting needed. Confidence is worth hearing, but a new accurate example gives clearer information about transfer. This essential pack supports instructions and shared learning. Use the same-year essay companion when the task calls for developing longer written explanations; there is no need to force every word into a paragraph.
Must a learner memorise all two hundred words first?
No. Use the list as a reference and choose words connected to a current task. Return to earlier words in different situations. Recognising a word on the page is only one part of being able to use it.
What if the learner can explain the answer but struggles to write?
Accept an oral explanation, actions or a drawing when checking the meaning. An adult can transcribe the child’s exact words. Keep handwriting and spelling goals visible, while recording the understanding already demonstrated.
Should the learner always use the longest word?
No. Choose the word that makes the action or meaning clear. “Attach the label to the lid” is useful because it removes uncertainty. A longer sentence that hides the required action is less helpful.
Why do some familiar words appear again?
A familiar word may do new work in a project. Within can describe a boundary or a limit; key changes meaning with its context. Revisit the sentence rather than assuming recognition guarantees understanding.
Is the PYP exhibition automatically a School Year 4 task?
No. The IB learner overview places the exhibition in the final year of the PYP. The illustrative year label used in this series does not determine an individual school’s final PYP year or exhibition arrangements.
Checked 8 November 2026. The official IB pages linked above support the programme and assessment statements. The NIST pages support the measurement distinctions and unit relationships. The contextual definitions, sentences, borrowing-station data and practice answers are original eduKate teaching material. Invented classroom records are identified so they are not mistaken for research findings.
The eduKate Age 12 vocabulary reference informs the word-bank-first structure; the selection here is written for this younger learning stage. This is an independent eduKate resource, not an official IB publication, mandatory two-hundred-word syllabus or guarantee of a particular result.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP learning foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue to the same-year vocabulary guide for essay writing when the next task calls for a sustained written response.
Essential Word Packs for all school years
Choose the pack that matches the learner’s current tasks and language experience. These school-year labels are approximate reader bands; actual IB programme placement varies by school.
- PYP · School Year 1 — Essential Word Pack
- PYP · School Year 2 — Essential Word Pack
- PYP · School Year 3 — Essential Word Pack
- PYP · School Year 4 — Essential Word Pack
- PYP · School Year 5 — Essential Word Pack
- PYP · School Year 6 — Essential Word Pack
- MYP Year 1 · School Year 7 — Essential Word Pack
- MYP Year 2 · School Year 8 — Essential Word Pack
- MYP Year 3 · School Year 9 — Essential Word Pack
- MYP Year 4 · School Year 10 — Essential Word Pack
- MYP Year 5 · School Year 11 — Essential Word Pack
- DP Year 1 · School Year 12 — Essential Word Pack
- DP Year 2 · School Year 13 — Essential Word Pack
Previous essential pack · Next essential pack
For sustained writing at this stage, continue to the School Year 4 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.