Busy Ant Maths Course Guide

‘ ONE OF THE BEST WHOLE-SCHOOL G PROGRAMMES AVAILABLE FOR HELPIN CHILDREN DEVELOP MATHEMATICAL MASTERY AND FLUENCY.’ Teach Primary

BUSY ANT MATHS SUPPORTS THE 2019 OFSTED FRAMEWORK CO LL IN S .C O .U K/ BU S YA NT M AT HS

A T R O P P U S N A C S H T A M HOW BUSY ANT L O O H C S R U O Y N I H C A MASTERY APPRO In October 2014 the National Centre for Excellence in the Teaching of Mathematics (NCETM) published ‘Mastery approaches to mathematics and the new national curriculum’.

‘ ENGAGING... ACCESSIBLE...POWERFUL’ Teach Primary

In this document they helpfully outlined 5 principles and features that characterise a mastery approach.

Find out how these characteristics are embedded throughout the entire Busy Ant Maths scheme!

atures that NCETM’s ‘principles and fe proach’ ap ry te as m a se ri te ac ar ch Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.

T he large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.

Busy Ant Maths A philosophy of equal opportunity means that Busy Ant Maths has been designed and written with the assumption that pupils are taught the same mathematics domain (topic), and the same National Curriculum Attainment Target (objective).

See page 4 for the Activity and Pupil Books.

Although there is no differentiation in content taught, the questioning and scaffolding individual pupils receive does differ.

‘Lower attainers’ focus on developing deep understanding and secure fluency with facts and procedures, while ‘higher attainers’ are challenged through more demanding problems.

See page 9 for the Progress Guides and Stretch & Challenge.

es that ur at fe d an s le p ci n ri ‘p ’s M NCET proach’ characterise a mastery ap design methodical curriculum by d ne in rp de un is urces Teaching ted lessons and reso af cr lly fu re ca by d te and suppor ocedural knowledge. pr d an al tu ep nc co to foster deep

Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem. ning in class to test Teachers use precise questio s knowledge, and assess pupil conceptual and procedural at requiring intervention so th regularly to identify those all pupils keep up

Visit collins.co.uk/BusyAntMastery for more information.

Busy Ant Maths An emphasis is given in Key Stage 1 and Lower Key Stage 2 to the knowledge and skills pupils need to achieve the level of mastery and fluency in number that is expected in the Programme of Study.

Using the online Planning Tool via Collins Connect, the Medium-term plans can be easily adapted to meet the specific needs of individual classrooms.

See page 5 for the Teacher’s Guides and page 6 for Collins Connect.

Practice and consolidation in every lesson consists of both written exercises and practical hands-on activities, and includes individual, paired and group tasks. As well as four specific detailed lesson plans, each week Busy Ant Maths provides a bank of four ‘Learning activities’ that teachers can offer pupils to further practise and consolidate their understanding.

See page 5 for the Teacher’s Guides.

Progress Check Questions assist teachers in checking pupils’ understanding of the lesson objective(s). The Assessment Guides and Test Packs give you the support to assess pupils’ mastery of specific targets and the programme of study for each year group.

See page 8 for the Assessment Guides and Test Packs.

“ Busy Ant Maths has helped my class to think more for themselves when they are working on problem solving.

They are more successful in completing their main activity and their extension work.”

H G I H E V E I H C A N A C S L I ALL PUP S C I T A M E H T A M N I S D R A D STAN

Louise Cain, Year 3 Teacher, Richmond Avenue Primary School

ACTIVITY AND PUPIL BOOKS Unit 8, Week 1, Lesson 2

Multiplication HTO x O usin g partitioning and the grid method

Pupils of all abilities work on the same mathematics domain

×O Use the grid metho d to calcula te HTO

Challenge

1

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b

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Three levels of differentiated challenge ensure rapid progression

675

486

598

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One of these calculations is different to the others.

Can you find out why?

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Example

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625 x 8

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216

585

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Y B D E N N I P R E D N U G N I H C A E T CTS FLUENCY IN NUMBER AFA S N O S S E L D E T F R C Y CAREFULL TEACHER’S GUIDES

Year 3, Unit 12, Week 2, Lesson 2

Div isio n TO ÷ O: Usin g the exp and ed wri tten met hod

Nationa l curricul um attainm ent target

• Use the expanded written method to calculate TO ÷ O • Estimate and check the answer to a calculation

• recall all the multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables • understand the effect of multiplying and dividing a number by 10 • subtract using the formal written method of column subtraction Vocabulary multiple, key fact, divide, division, divisor, divisible by, estimate, partition, tens, ones (units)

Pupils can: • make a reasonable estimate for the answer to a calculatio n • partition two-digit numbers into tens and ones • divide a multiple of 10 by a one-digit number • use the expanded written method to calculate division of TO ÷ O

Individ ualised Learnin g

Getting Starte d

Refer to Activity 1, 2, 3 and 4 from the Learning activities on pages 456–457

• Choose an activity from Number – Multiplication and division.

• Choose an activity from Fluency in Number Facts: Y3/Y4 – Multiplication and division.

The word “ones” has been used throughout this lesson when referring to the least significant digit.

However children also need to be familiar with the word “units”.

All teaching is whole-class, keeping all children together

Teach

3 2 0 20 × 4 2 2 3×4 0

• Say and record the working: Is it possible to make 10 groups of four? (yes, 4 × possible to make 20 groups 10 = 40) Is it of 4? (yes) Is it possible to make 30 groups of 4? (no) started with 92, we subtract Say: We the 20 groups of four, which makes 80. Ask: How many (12) Ask: How many times are left? can 4 be divided into 12?

(3) Say: We subtract 12 from many are left? (0) 12. Ask: How • Say: We can check our answer by using the inverse of division, multiplied by 4? (92) multiplication. Ask: What is 23 • Compare the answer with the estimate.

• Repeat with other numbers using multiples of 2, 3, 4, 5 and 8 where it is possible or 30 times the divisor, e.g. to make 10, 20 65 ÷ 5; 45 ÷ 3; 56 ÷ 4; 96 ÷ 8; 78 ÷ 3; 54 ÷ 2.

• For various questions ask the children: What is the approximate answer? How it out? did you work • Ask children to explain to their partner how they would work out the answer to given calculations. division

Future related lessons Unit 12, Week 2, Lesson 3; Unit 12, Week 2, Lesson 4 Success criteria

Unit 12, Week 2, Lesson 1 Prerequisites for learning Pupils need to:

Progressive, step-by-step programmes designed to ensure key concepts are reviewed and practised regularly.

2 4 9 8 1 1

Lesson objectives

• Write and calculate mathema tical statements for division using the multiplication tables that they know, using mental and progressing to formal written methods Previous related lesson

Unit 12: Number - Multiplicatio n and division • Demonstrate on the board how to use the expanded written method of division 92 ÷ 4. to calculate

Plenary

Year 3, Unit 12,

Week 2 • Begin by counting in multiples of 4.

Continue by counting in multiples Write the multiples of 4 on the board. of 40. Write these under the multiples of 4 on the board.

4 8 12 16 20 24 28 32 36 40 40 80 120 160 200 240 280 320 360 400 • Ask: How many fours are there in 8? (2) How many fours are there in 80? (20) other examples.

Continue with • Write on the whiteboard: 92 ÷ 4 =. Ask: How many fours are there in 92?

• Say: Explain to your partner how you would work out the answer to this calculatio • Ask pairs to share their explanatio n. ns with the class.

• Say: Today we are going to learn a written method of recording the answer to calculations. This method division is called the expanded written method and is useful when dividing using larger numbers. we are • Say: We can work out what the approximate answer would be by seeing how many groups ten times four can be made. of • Say: Can 10 groups of 4 be made from 92? (yes) Can 20 groups of 4 be made from Can 30 groups of 4 be made 92? (yes). from 92? (no) Ask: Is 92 closer to 80 or 120? (80) • Say: So the answer will be approximately 20.

Pupil Book 3C – Page 45: Division using the expanded . written method

Resources mini whiteboard, pen and

eraser (per child)

• Reinforce the expanded written method of division taught in the lesson. Write TO ÷ O calculations on the various board and ask children to write the approximate answer whiteboard, e.g. 72 ÷ 3 (24); on their mini 34 ÷ 2 (17); 68 ÷ 4 (17). Display when indicated.

• Ask: How did you work out the approximate answer?

• Choose one of the calculatio ns for children to find the answer.

• Say: Explain to your partner how you would work out the answer to this question expanded method of division using the on your mini whiteboard.

• Ask: Can you explain your method of working out the answer to the class?

• Repeat with other examples .

Overco ming Barrier s

• Children who do not have instant recall of the multiplica tion facts will find division multiplication and division difficult. Ensure children can through finding the answer also relate to missing number problems e.g. 5 × ■ = 35. in multiplication number sentences ,

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The overcoming barriers section will help you to ascertain where any misunderstandings may have occurred, and suggest ways to deal with any confusions the pupils have.

Keep track of your pupils’ understanding throughout the lesson with helpful progress check questions.

S D E E N C I F I C E P S E H MEET T OF YOUR CLASSROOM

Supports assessment with an easy-to-use online Record-Keeping Tool. Simply drag-and-drop pupils using the traffic-light system.

Collins Connect is an innovative online learning platform that you can use as a front-of-class teaching tool.

Everything you need to teach a week of maths in each unit.

The medium-term plans can be adapted using the online Planning Tool.

Flexible tools and teaching slides allow you to use the representations that are most appropriate for your pupils.

Maths games can be played at different levels, timed or untimed, to develop mathematical fluency.

REGULARLY ASSESS CONCEPTUAL AND PROCEDURAL KNOWLEDGE

The Busy Ant Maths programme has

assessment at the heart and from the book Maths Antpractice Busy best Your start, embedding across school. with exciting isthe packed activities to help build and develop the skills you need to be successful in maths.

Written by an expert author team with over 50 years’ combined classroom experience, Busy Ant Maths is a flexible, whole-school mathematics programme that ensures conceptual understanding and mathematical fluency from the start.

This Test Pack offers you a simple and robust way of assessing and capturing pupils’ progress.

PupilPack Book 6A Test Pupil Book 6A

Teacher guidance Includes instructions for administering papers, detailed marking guidance, and marking schemes for each paper.

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13/10/2015 17:03

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Assess pupils against end of year expectations.

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INDIVIDUAL SUPPORT AND INTERVENTION

k You r Bus y Ant Ma ths boo is pac ked wit h exc itin g d act ivit ies to hel p bui ld an to d nee you lls dev elo p the ski be suc ces sfu l in ma ths .

Busy Ant Maths Stretch and Challenge supports the classroom teacher in delivering structured guidance and support for gifted children who are exceeding age-related expectations in mathematics.

Busy Ant Maths is a flexible, whole-school mathematics programme that ensures conceptual understanding and mathematical fluency from the start.

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Problem-solving and cross-curricular activities Promote independent thinking and learning and encourage children to apply their mathematical knowledge and skills across the curriculum

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48

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STRETCH AND CHALLENGE Challenge your more able pupils with resources for each year designed to broaden and deepen their mathematical understanding.

• • Self-contained activity booklets (issues) promote independent thinking and develop children’s problem-solving skills.

• • Accompanying teacher’s notes for each issue provide guidance, support and next steps.

22/07/20

15 10:3 2

Has she paired equivalent fractions, decimals and percentages?

40%

25

D E H N T R A O F E C G I T C A N R I P L V A E D L I M SO ATS REASONING PAPESRS S U PIL B OO K I NG P ARS 1-6

0·125

Explain your reasoning.

For each pair of cards, write the missing equivalent fraction, decimal or percentage.

1 20

1 8 0·5

Think about …

Use equivalent fractions, decimals and percentages

0·25 20% 0·4

4%

Think about how equivalent fractions equivalent decimals and percentages.

equivalent fractions, decimals and percentages that you don’t know.

e value

W ho ge ts what?

Pupils investigate, explore and

I D E AL PROBLEM SOLVING AND REASONING P R A C T I C E PUPIL FO R T H E S skills : You will need • • Develop mathematical problem solving and thinking AT S R E • • Reason and communicate mathematically A SO NI N G PA P E Rproblems S! • • Use and apply mathematics to solve real-world What if ?

Solvin g l mathematica prob lem s

Look at all the fractions, decimals and percentages above.

Order all the fractions, from smallest to greatest.

BOOKS

Round decimals with 2 decimal places to the

9

bers.

–9 digit

• set of 1 cards

Round decimals with 3 decimal places to the nearest hundredth and tenth.

Arrange the percentages into two groups: those less than 50% and those 50% or more.

40

usand.

When you’ve

to page 80.

Challen ge

This pie chart shows who ge Prompting questions provide both ts the money wh en you buy an assisting of means a springboard and a item of clothing pr od uc ed in pupils in accessing and working through the challenge.

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vestigate how much each gr oup in the pie char t gets of the money you pay for an item of clothing . the average wa Extension or variation challenIfges ge in develop about ing untries is abou allow pupils to think more deeply co t £5 per week , how many ite the challenge to further develop their ms of your clo thing would a facto thinking skills. ry worker have to make to earn this amount?

Think about …

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Using and applyin g mathematic s in real-world contexts

You will need:

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factory workers 1%

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generalis m aterials ons using conclusi an d facto ry trans

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shop 50%

d name 25%

Choose at lea st three or four items of clothing, including shoe s.

Prompting questions provide both a springboard and a means of assisting pupils in accessing and working through the challenge.

A worker in a developing co untry who m a shop in the akes a pair of of questionsUK is paid about 37 set and Offers a structure jeans that are p. sold for £37 in If yo u were paid this intended to provide pupils with an opportunity am ount to make ha ve to a pair of jeans make to pay to share their results, discuss their methods, , for: how many pa irs would you • a burger an strategies and mathematical reasoning. d chips?

• a ticket to the cinema?

• a compute When y Think about ot r game? ou’ve her things yo u spend mon many pairs of ey on and how jeans you wo to uld have to m page 80 ake in order to .

1000.

100 and by 10. th d undre

I D E!

If necessary, round the pri ces for your item s of clothing to the nearest po und.

Prompts support pupils in working through challenges.

S TO MS

mber number d whole and th, tenth

apply their mathematical knowledge and skills to solve problems ‘within’ mathematics itself.

Extension or variation challenges to further develop reasoning skills.

When you’ve to page 80.

8 10:44

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Extension or variation challenges 61 allow pupils to think more deeply about p their the challenge to further develoBuild pupils’ understanding thinking skills.

Sample page from Busy Ant Maths: Year 6 Problem Solving and Reasoning Pupil Book

after every challenge with a set of discussion questions.

Pupils inv apply their and skills to mathematics

HOW IS BUSY ANT MATHS STRUCTURED? COMPONENT / YEAR LEVEL

Foundation

Year 1

COLLINS CONNECT ONLINE PLATFORM

A4 W

PUPIL BOOKS & ACTIVITY BOOKS

PB

PROGRESS GUIDE A4

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TEACHER’S GUIDE

HOMEWORK GUIDE

Busy Ant Maths is also available in Euro editions, to find out more go to collins.co.uk/BusyAntMaths

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Fluency in Times Tables

9780008386412

£165.00

Stretch and Challenge Connect Pack, Year 1 – Year 6

9780008196905

£450.00 + VAT

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Year 3 Teacher’s Guide

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Foundation Activity Book

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Foundation Homework Guide

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9780008260569

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9780008260507

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