Collins Primary Maths Catalogue 2013 by Collins

Collins Primary Maths 2013

Reach Every Child

Highlights from Collins Primary Maths Enriching Maths

Assisting Maths

Challenge children working above age-related expectations with a bank of activities that offer genuine breadth, depth and pace without repetition or pre-empting next yearâ&#x20AC;&#x2122;s teaching.

Deliver a personalised programme of intervention support for those children working below age-related expectations.

Professional Development Training

Collins New Primary Maths in Practice

Collins Primary Maths is now offering events to help progress your professional development in primary mathematics. These full day training courses provide practical tips and advice that you can implement directly into your teaching.

See how Collins New Primary Maths works in practice in this new best practice DVD. Discover how Collins New Primary Maths promotes effective teaching and learning and supports you in your planning, teaching and assessment.

with Peter Clarke

ISBN 978-0-00-792964-1

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Reach Every Child

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Our promise to you

Our curriculum promise

At Collins Primary we strive to bring you the most up to date resources for teaching and learning. And because as teachers you want the very best for all your children, whatever their ability, we are dedicated to helping you reach every child.

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Contents Collins New Primary Maths

Key

Investigations

Age 4-11

For ages 4-11

Cross-Curricular Word Problems

For Early Years

Speaking and Listening

KS1

For Key Stage 1

Software

KS2

For Key Stage 2

Professional Development

Assessment Support

For Cambridge Primary

Assisting Maths

Enriching Maths

Mental Maths

Belair

Contact your rep

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Collins New Primary Maths

Collins New Primary Maths Series editor: Peter Clarke

Collins New Primary Maths is a whole-school numeracy resource that is designed to make planning easy, inspire your pupils, and give you a comprehensive range of resources to cater for all ability levels.

●

Enable every child to reach their full potential with a personalised programme of support which can be adapted for individual ability levels.

●

Increase your pupils’ confidence, skills and mathematical fluency with pupil resources that are genuinely accessible and engaging for all.

●

Free up your time with concise and simple planning that also gives you the freedom to customise your lessons your way.

●

Monitor your pupils’ work and track their progress with straightforward assessment and record-keeping tools that are built-in.

Collins New Primary Maths has been expertly written … It offers excellent planning to support your teaching, learning and assessm assessment and will save you time. Teach Primary

Free online www.collinsprimarymaths.com EYFS 2012 guidance Mixed-age planning resources Northern Ireland Matching Chart Scottish Matching Chart Welsh Matching Chart

For more information visit: www.collinsprimarymaths.com aths.com

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KS1

KS2

Unit A2 Lesson n1

Unit A2 Lesson 2

Sweet estimating

Rabbit rounding up

• Estimate up to about 100 objects

• Round any two-digit number to the nearest 10

Work in pairs. Take turns to point out a sweets pattern to your partner. Ask your partner to guess the number of sweets. Now count the actual number of sweets. Find the best way to guess.

How far has each rabbit travelled? Write your answer to the nearest 10 metres.

f metres

1 Round each length to the nearest 10 metres. G a

The number on the label shows how many sweets are in a full jar. Estimate how many sweets are in each jar. a

100

150

17 m

93 m

100

120

2 Round each distance to the nearest 10 metres. G b

a e

22 m

45 m

Collins New Primary Maths

Age 4-11

c Park 53 m

Beach 35 m

Library 18 m

e Museum 96 m

Toilets 104 m

The lengths of the fish have been rounded to the nearest 10 cm.Write five possible lengths for each fish.

A game for 2 or 3 players. G Take it in turns to pick up a handful of cubes and drop them on the sheet of paper. G Each player then estimates the number of cubes on the paper. G Count the cubes. G The player with the closest estimate wins one point.

You need: G cubes

a 10 cm

G paper

70 cm

b d

100 cm 40 cm 5

Sample pa Sample page ge fro from m Pupi P upill Book Book 3B Pupil

Unit B1

B1 Securing number facts, understanding shapes L5

Lesson

Subtraction number facts to 5

Objective

Pupil activities Activity Book 1A Juggle the jugs Page 16

• Derive and recall all addition facts for totals to at least 5; work out the corresponding subtraction facts

Vocabulary zero, one, two…; count on/back /to/from; less; how many less than?; take away; leaves

Additional activity

Oral and mental starter

child works out the answers to their calculations. When each child has done this, they swap calculations and work out the other calculations.When each child has done this, they pool the cards, and compare answers.

Choose an activity from Strand 2 or Strand 3 or Strand 4 Software Teach B1 L5

Main teaching 1

• •

Display the 0–10 number line with the frog at 3 and the snail at 0.

•

Show this to the children, as you say: The frog was on number three, she made two jumps back, and she landed on number one.

• • •

Write and say: 3 – 2 = 1.

•

After each calculation, ask the class to identify the missing sign and choose a child to write in the missing mathematical symbol.

•

Next, move the frog to 3 on the number line, and the snail to 1, and say: The frog is at number three, but has to jump to number one.

• • • • • • • • •

Resources RCMs 24 and 25, Subtraction number facts to five with missing numbers (per pair); pencil and paper (per child)

What to do Children divide the calculation cards evenly amongst themselves. Each

Additional activity

Resources 0–10 number line (per child); counter (per child); 1–6 die (per child); pencil and paper (per child)

What to do Children place their counter on six on the number line. They roll the

Say: The frog is going to make two jumps, back towards the snail. Ask: Which number will she land on? (1)

die, e.g. 2, and move their counter back that number of spaces. They record this as a subtraction calculation, i.e. 6 – 2 = 4. They then put the counter back on six and repeat several times. Variation: children place the counter on seven, eight, nine or ten.

Repeat above several times writing each complete calculation on the board. Now repeat above, but this time omitting either the subtraction or equals sign from the written calculations.

Plenary 2

Write 3 – = 1.

• Display the four subtraction calculations. • Ask individual children to offer the answers. • Display the four subtraction calculations for six, this time including

the answer, but omitting

the second number.

• Ask individual children to offer the answers. Encourage the children to explain their thinking.

Say: Three and how many jumps back to reach one? (2)

Ask: What is the answer to this number sentence? How do you know? How did you work it out? Did anyone work it out in a different way?

Count and show the frog making two jumps back. Write and say: 3 – 2 = 1. One is two less than three. Write 4 – = 2.

• Can you use these numbers and signs to make a subtraction calculation? 4 3 1 – = • Can we start the number sentence with the smallest number? Why not? • If you know that 4 – 1 = 3, what other subtraction calculation do you know? • What if we change the – to a +? What number sentences can we write now?

Ask: Four and how many less will leave two? (2) Count and show the frog making two jumps back. Write and say: 4 – 2 = 2. Two less than four is two. Repeat above several times, using different shapes to stand for the unknown number. Start the subtraction calculations for three, (e.g. 3 – 2, 3 – 1), before starting with larger numbers (e.g. 4 – 0, 4 – 3, 5 – 1, etc.).

Common difficulties and remediation Children sometimes find subtraction facts to be abstract, and may remember them without really understanding them. If they have not remembered them accurately then, without understanding the processes involved, they will find it hard to see their mistakes. Explain the subtraction facts using concrete examples to illustrate each calculation. Relate these where possible to the children’s everyday situations to make their learning more meaningful.

Sample S Sam ple l page ffrom rom Teach T Teacher’s her’’s Guid G Guide ide 1

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Assisting Maths Discussion Book & Teaching Guide

Enriching Maths

Speaking and Listening

CrossCurricular Word Problems

Investigations

Software

Assessment Pack

Differentiation Pack

Homework Pack

Teacherâ&#x20AC;&#x2122;s Guide

Activity Book / Pupil Book

Collins New Primary Maths Reception/P1

Primary Maths Catalogue_P003_026.indd 6

Year 1/P2 Year 2/P3 Year 3/P4

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Enriching Maths

Speaking and Listening

CrossCurricular Word Problems

Investigations

Software

Assessment Pack

Differentiation Pack

Homework Pack

Teacherâ&#x20AC;&#x2122;s Guide

Activity Book / Pupil Book

Year 5/P6

www.collinseducation.com

Year 6/P7 Year 6+

Collins New Primary Maths

Assisting Maths Discussion Book & Teaching Guide

Year 4/P5

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Collins New Primary Maths

Activity Books & Pupil Books Engage your pupils from the start – whatever their ability – and increase their conﬁdence and mathematical ﬂuency with resources that are genuinely accessible.

Activity Books Clear objectives and teacher’s notes explaining the activity are included on every page.

To start children off, worked examples show how to tackle different problems.

Unit B1 Lesson 9

Date

Unit B1 Lesson 10

Date

Propeller problems

Picnic problems

•

• Solve word problems

Describe patterns and relationships

Tom has bought 14 chicken rolls and 12 salad rolls. 3

14 + 12 = 26 rolls

Ayesha has 13 packets of cheese crisps and 16 packets of plain crisps. +

Tom drops 4 on the way! 26 – 4 = 22

Tom has

Megan has 15 cartons of apple juice and 17 cartons of orange. +

cartons

packets

She buys 3 more on the way! +

rolls left.

packets of crisps.

Ayesha has

Marcus has 13 saltfish patties and 12 vegetarian patties. +

patties

She and Leona drink 2 of them! He collects 10 more. + = – =

Megan has

cartons left.

Marcus has

patties altogether.

Teacher’s notes

On each aeroplane propeller, write 2, 3, 4 or 5 in the circles and write the total in the box. Make as many different calculations as you can. You can use the same number twice.

Write the correct numbers into each addition or subtraction calculation and then work out the answer to each problem.

Sample S l page ffrom A Activity ti it B Bookk 2A

Fun and colourful illustrations to engage children from the start.

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KS1

KS2

Collins New Primary Maths

Age 4-11

Pupil Books Engaging activities help pupils practise maths concepts and develop skills.

Children really grasp what they are trying to do in the activity, with child-friendly objectives clearly set out at the start of what they are learning.

Unit A1 Lesson 6

Number sequences • Recognise and extend number sequences 1 Copy and complete the number sequences. G a 6, 12, 18,

b 9, 18, 27,

c –36, –30,

Go forward in 6s

Minor accidentgo back in 10s

2 Add 6 to each of these numbers. G a 42

b 64

c 72

d –12

e –60

f 66

d 99

e 54

f –90

Spaceship sighted! Go back in 5s

3 Add 9 to each of these numbers. G a 27

b –36

c –54

1 Copy and complete the number sequences. G a 1, 7, 13,

b 2, 11, 20,

, ,

c –50,

, ,

, –23, –14,

e 60,

, 36, 30,

Blast off !

d 60,

Go forward in 9s

, , 6, –3, –12 ,

2 Find your way back to the spaceship by following the G correct sequence on the footprints.

Go back in steps of 6

1 Choose a different starting number G each time and make 10 jumps.

Go forward in 6s

Go back in steps of 9

Jump forwards in: a 4s b 9s c 11s Jump backwards in: d 6s e 8s f 5s 2 Record each number in sequence. G

Sample page from Pupil Book 5A

Three clear levels of differentiation ensure that all your pupils are provided with an appropriate level of challenge.

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Collins New Primary Maths

Teacher’s Guide Clear, concise and accessible planning notes make it very quick and easy to plan out your lessons – saving you time.

Unit Overview The introduction to each unit provides a clear summary of everything you need to know before teaching to help you plan for the needs of your class.

An overview and the unit objectives are set out together over a double page, so you know at a glance exactly what needs to be achieved. The main objectives are also summarised in the Key aspects of learning.

B1 Securing number facts, understanding shape

B1 3 weeks

Securing number facts, understanding shape

Unit overview continued Children solve one-step and two-step word problems set in real-life contexts, including money problems, by choosing and using appropriate number operations and methods. They share ideas and listen to others, suggesting how methods could be improved and incorporating the proposals of others where appropriate. They pose their own word problems, and solve number puzzles by drawing on their understanding of number patterns, properties and relationships.

Objectives for this unit

Children solve problems involving solid shapes. They investigate the properties of prisms, hemispheres and other 3-D solids, naming and describing them, and sorting them by their properties.

PNS Framework objectives Using and applying mathematics • Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure • Identify patterns and relationships involving numbers or shapes, and use these to solve problems

Knowing and using number facts • Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100 • Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000 • Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations

Understanding shape • Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes

National Curriculum 2000 KS2 programme of study

They work with a greater range of 2-D shapes, and recognise quadrilaterals. They draw 2-D shapes and make them, using paper, geostrips, and other shapes. They list the properties of the shapes that they create.

• Use notation diagrams and symbols correctly within a given problem • Check results and ensure that solutions are reasonable in the context of the problem

N1g D1e/N4c /S1d

• Recognise, represent and interpret simple number relationships • Search for pattern in their results; develop logical thinking • Recognise and describe number patterns, using these to make predictions

N4d

• Recall all addition and subtraction facts for each number to 20 • Work out what they need to add to any two-digit number to make 100 • Recall multiplication facts to 10 × 10 and use them to derive quickly the corresponding division facts • Recognise two- and three-digit multiples of 2, 5 or 10 • Develop further their understanding of the four number operations and the relationships between them including inverses; use the related vocabulary • Make mental estimates of the answers to calculations; check results • Estimate answers by approximating and checking that their results are reasonable by thinking about the context of the problem, and where necessary checking accuracy [e.g. by using the inverse operation, by repeating the calculation in a different order]

N3d

• Visualise 3-D shapes from 2-D drawings • Describe 2-D and 3-D shape • Make and draw 2-D and 3-D shapes; recognise their geometrical features and properties including faces and symmetry, and use these to classify shapes

S2d S2b S2c

N1k N2b

N3e N3f N2b N3a

Children’s targets • Solve word problems involving ‘real life’ and money • Describe patterns when I solve problems, including

Count on and back in steps of 2,5 and 10

Key aspects of learning • Enquiry • Problem solving • Reasoning • Managing feeling • Social skills • Communication

Know the 2, 5 and 10 times tables and use them for division facts

Vocabulary

Recognise multiples of 2, 5 and 10

problem, solution, calculate, calculation, method, problem, solution, calculate, calculation, operation, inverse, answer, method, explain, reasoning, pattern, predict, estimate, approximate

those including odd and even numbers

• • • • • • • • •

Know and use addition and subtraction facts for all numbers to 20 Add and subtract multiples of 10 in my head

Estimate and check my calculations Recognise 2-D and 3-D shapes from drawings Describe and group 2-D and 3-D shapes Identify patterns involving shapes

add, subtract, multiply, divide, group, sum, total, difference, plus, minus, double, halve pound (£), penny/pence (p), note, coin,

N1e N4c

Key objectives for this unit are in bold.

Unit overview Children solve problems and puzzles involving numbers and shapes, using their increasing understanding of number facts and properties of shapes and numbers. They identify patterns and relationships involving odd and even numbers.

Prior learning Build on previous learning by checking children can:

triangle, square, rectangle, quadrilateral, pentagon, hexagon, octagon, circle, semi-circle, cube, cuboid, pyramid, cone, cylinder, prism, sphere, hemisphere, face, edge, vertex/vertices, surface, solid, side, straight, curved, diagram, right-angled

•

solve one-step word problems involving numbers, money or measures

•

recognise whether answers to word problems are sensible

•

identify number or shape patterns, predicting the next number or shape in a sequence and trying examples to check whether their prediction is correct

•

say or write all addition and subtraction facts for all numbers to 10, all number pairs totalling 20 or less, and all number pairs of multiples of 10 totalling 100 or less

Cross-curricular links

•

say or write multiplication facts and the corresponding division facts for the times tables for 2, 5 and 10

Rocks and soils: Measure the diameter of puddles on different surfaces. (Sci 3d))

• • •

identify two-digit multiples of 2, 5 and 10

Speaking and listening Sustain conversation, explaining or giving reasons for their views or choices.

Science

sort a set of common 2-D and 3-D shapes recognise the properties of common 2-D and 3-D shapes and relate actual shapes to pictur s of them

They practise addition and subtraction facts for all numbers to 20, and for multiples of 10. They recognise that addition is the inverse of subtraction and vice versa, stating related subtraction and addition facts, and use this relationship to check the results of calculations. Children use what they know about counting in steps of 2, 5 and 10 to help them recall the multiplication and division facts for these numbers. They recognise two-digit and three-digit multiples of 2, 5 or 10.

Sample S Sam ple l page ffrom rom Teach T Teacher’s her’’s Guid G Guide ide 3

Each unit has focused cross-curricular links so you can build other subject areas into your lessons very simply and with minimum fuss.

For more information visit: www.collinsprimarymaths.com

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KS1

KS2

Collins New Primary Maths

Age 4-11

Lesson Plan Each lesson plan is broken down into clear steps to provide complete support, ideal for sharing with non-specialist teaching assistants.

Clear objectives and important mathematical vocabulary are highlighted for each lesson.

Suggestions for activities differentiated to three levels are provided with the appropriate resources clearly ﬂagged up, so that you can see what you need for each group at a glance.

Unit B1

B1 Securing number facts, understanding shape L7

Lesson

Reviewing the 2, 5 and 10 times tables

Objective

Main teaching continued

3 – 5

• Derive and recall multiplication facts for the 2, 5 and 10 times tables

•

Revise the 10 times table by displaying various quantities of multibase ten blocks, e.g. pointing to 2 tens, ask: How many altogether? (20) What is this as a calculation? (2 × 10 = 20) If appropriate, write: 2 × 10 = 20.

•

Continue with a few more examples. Ask: What patterns do you notice?

Vocabulary lots of; groups of; sets of; times; multiply; multiplied by; add; equals; two times; five times; ten times;

Pupil activities

times table; product

Pupil Book 3A Terrific tables Page 20

Oral and mental starter Choose an activity from Strand 3 Software Teach B1 L7

Main teaching 1

Easier examples are closer to the key facts, 3 × 2 or 9 × 2. Harder examples are further from the key facts, e.g. 7 × 2 or 8 × 2.

Differentiation Pack Patterns of 2, 5 and 10 ECM 7

Resources coloured pencils (per child)

•

Review children’s knowledge of the 2 times table by asking them to double numbers in random order between 1 and 10.

• • •

Display the four key facts for the 2 times table.

•

Ask: Using these number facts, what is the answer to 9 times 2? (18) Write the calculation above 10 × 2 = 20.

•

Ask: How can you work out the answer to this fact using the key facts? (10 × 2 is 20 so 9 × 2 is 2 less than 20, which is 18)

•

Repeat for the remaining multiplication facts writing the calculations in the appropriate places.

•

When all the 2 times table facts are on the board, rub out the answer to one number fact at a time in random order and ask children to recall the answer.

• •

Display the multiples of 5.

•

Ask: What can you tell me about the number facts we have just written? (they are similar to the ones used for the 2 times table, they are the key facts)

Common difficulties and remediation

•

Say: Now let’s use these number facts to help us recall the other multiplication facts for the 5 times table.

•

Follow the same process as for the 2 times table until all of the number facts for the 5 times table are on the board.

If children experience difficulties in recalling the multiplication facts, spend more time working on recalling the ‘key multiplication facts’ and using these to help them derive the answers to unknown multiplication facts.

•

Erase all of the calculations, leaving only the multiples. Ask quickfire questions, e.g. What is 7 times 5? Be sure to use a range of appropriate mathematical vocabulary.

•

Say: The 10 times table is the easiest. We don’t need the key facts to help us remember these.

Ask children for answers to these facts and write them on the board.

Plenary 6

Say: These are the easiest number facts for the 2 times table. We can use these to help us with all of the other remaining facts for the 2 times table.

Ask: Who can tell me which of the four facts for the 5 times table equals 50 / 25 / 10 / 5? Write the number fact to the left of the multiple, i.e. 10 × 5 = 50.

• Display the 1 to 10 number cards and ‘× 2’. • Say: When I point to one of the number cards I want you to multiply that number by 2 and call out the answer as quickly as possible.

• Once the children have called out the answer, reveal the multiple of 2 on the other side of the card.

7 – 8

• Continue until all of the multiples of 2 have been revealed. • Repeat with × 5 and × 10. • Remind children to use the key facts to help them work out the answers to any unknown facts.

• What is 10 times 4? • Tell me a multiplication fact with an answer of 40. • Did you know that tables fact by heart? If you didn’t, how did you work it out?

Homework

Homework Pack Revising × 2, × 5, × 10 HCM 7

Sample S l page ffrom T Teacher’s h ’ G Guide id 3

In addition to the questions and activities throughout the Main teaching, key questions to support Assessment for Learning are provided on every lesson plan, so that you can easily assess your pupils’ progress without the need to move off the page.

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Collins New Primary Maths

Age 4-11

KS1

KS2

Homework Pack Differentiated photocopiable worksheets providing practice and consolidation opportunities for pupils at home. ●

●

Webs of doubles and halves

Linked to the daily lesson plans to provide practice for the lesson’s objective.

whole numbers, multiples of 5 and multiples of • Double 10 and the related halves

Clear instructions support children in their learning beyond the classroom and enable parents to support their child effectively.

Double each number on the spider’s web. a 20

120

b 900

le ub

Glasgow

a The Smoothies

Raw Donkey

Grace Spender

Heartbeat

48 250 12 twice

200 65

200 CDs sold Band

24 75

Number of CDs sold

500 halve 170

16 32

Four music bands touring the country together sold their own CDs.The pie charts show their sales in Birmingham and Glasgow.

Band

350

The Smoothies

400

100

Represent data in different ways and understand its meaning

Birmingham

Musical pie charts •

b 16

Complete each number web by following the instruction in the centre.

Y6 C3 L7 HCM 61

Name _________________________Date ____________

Y3 E2 L8 HCM 46

Name _________________________Date ____________

45 150

12 500 24 48 1 180 140

2 600 32 1000

Number of CDs sold

Total

Complete the table for Birmingham.

Raw Donkey sold 16 CDs in Glasgow. a What percentage did Raw Donkey sell? b How many CDs were sold altogether? c Complete the table for Glasgow.

Write two sentences comparing the sales in the two cities.

Sample page from Homework Pack 3 You need: G Small circular

object, e.g. rim of a cup G protractor G ruler G colouring

materials

Rachel’s mp3 player has 30 pop, 20 classical, 40 rap and 10 jazz tracks. Draw a pie chart for this data on the back of this sheet.

Sample page from Homework Pack 6

For more information visit: www.collinsprimarymaths.com

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KS1

KS2

Collins New Primary Maths

Age 4-11

Differentiation Pack Support and challenge activities to help children to consolidate or extend their understanding of particular mathematical objectives. ●

Photocopiable worksheets to accompany each teaching unit, with support worksheets for children yet to master the objective and extension worksheets to challenge children who are ready to move on.

●

Simple instructions and child-friendly objectives set out at the beginning of each worksheet ensure children know what it is they are learning.

Name _________________________Date ____________

What time am I?

Y2 B3 L2 ECM 53

Name _________________________Date ____________

See-saw subtraction • Know the subtraction facts to 10 –

–

Y2 B3 L14 SCM 58

–

You need:

–

G coloured pencils

–

8 –

–

1 The time 1 show is in the afternoon at half past the hour

• • • •

3 The time 1 show is earlier than 8 o’clock later than 7 o’clock at half past the hour

• • •

4 The time 1 show is an o’clock time before 5 o’clock half an hour after half past 3

• • •

3:30

12 1 2

4:00

3 8

10:30

8:30

3 8

7:00

3 8

7:30

8:00 5:30

12 1 2

10 9

3:30

3 8

4:00

4 7

Sample Extension Copymaster from Differentiation Pack 2

6:00 2

119

2:00

12 1

Write two subtraction calculations above each pair of children so that the answer to both matches the number on the see-saw. On the back: Write other subtraction calculations you know for 5, 6, 7, 8, 9 and 10.

7:00

4 7

Teacher’s notes

9:00

12 1

7:30

4 7

2 The time 1 show is in the evening more than 4 hours before midnight

11 10

• Solve problems involving time

6:00 Teacher’s notes

118

Look at the clues for each clock to help you tell the time. Draw the time each clock face shows and colour in the digital clock which shows the matching time.

Sample Support Copymaster from Differentiation Pack 2

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Collins New Primary Maths

Age 4-11

KS1

KS2

Assessment Pack Take your tracking and evidencing of pupils’ progress a step further with activities and resources for three different types of differentiation.

Adult Directed Tasks

Task 2 Using and applying mathematics Objectives

●

Adult-directed tasks can be used at any time throughout the year to check the understanding of a particular objective with a group or individually.

●

Self-assessment tasks are completed by each child at the end of a unit.

●

Tests for Years 2-6 are taken at the end of each term to provide an indication of the performance of your class, to inform future planning, and to aid teacher assessment when assigning an overall level in mathematics.

NC AT 1

NC Level 2

• Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples • Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences • Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem

Resources

2: Puzzles 1 • RCM 3: Puzzles 2 • RCM (per child) • ruler • pencil and paper (per child)

Task

to the task, decide which puzzle/investigation to give individual children from RCM 2 and RCM 3. • Prior Alternatively, use puzzles or investigations of your own. Success criteria: Describe patterns and relationships Make predictions Solve puzzles and problems Explain decisions, methods and results each child a puzzle/investigation from RCM 2 or RCM 3 and a pencil and a piece of paper. • Give each child to read through their puzzle/investigation. Ask: Andy, what is your puzzle/ • Ask investigation about? What do you have to find out? What do you know already that can help you solve this?

discuss the puzzle/investigation with each child. • Briefly I now want each of you to work on your puzzle/investigation. If you need anything, or are • Say: unsure of something just ask me. the children sufficient time to spend on their puzzle/investigation. As the children work through • Allow the task, ask specific questions to help individual children with the task as well as to assess children’s ability to interpret and complete the task.

each child has completed their task, ask each child to talk about what they did and what they • Once found out. each child to justify why they worked the way they did. Encourage them to explain their methods • Ask of working and recording. Ask: Why did you…? How else could you have gone about it? What did

Year 2 Self assessment Unit B1

you find easy/difficult about what you did? If you had to do this puzzle/investigation again, how would you do it differently next time?

• If appropriate, repeat the above for other puzzles/investigations.

Self assessment Unit B1 Name _________________________ Date ____________

• I can continue a number pattern

☺

• I can explain to others how I solve a problem

☺

• I can solve problems involving money

☺

• I can recall addition and subtraction number facts for

☺

• I can count in steps of 2, 5 or 10

☺

• I can double and halve numbers

☺

• I know that if I double a number then halve the answer

☺

• I can check the answer to an addition by doing a

☺

• I can look at pictures of 2-D shapes and name them

☺

• I can sort a set of 3-D solids

☺

• I know the order of the days of the week

☺

each number up to 10

I get back to the number I started with

related subtraction

Sample S l page ffrom A Assessmentt P Packk 2

Sample page from Assessment Pack 2

For more information visit: www.collinsprimarymaths.com

Primary Maths Catalogue_P003_026.indd 14

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KS1

KS2

Collins New Primary Maths

Age 4-11

Investigations A set of open-ended real-life mathematical investigations aimed at stimulating the interest of your pupils whilst improving and sharpening their maths and problem-solving skills. ●

Traffic and transport Our bodies

12a 1a

Collins New Primary Maths: Investigations 1

How tall? If you measure three times around your head you’ll find out how tall you are.

Each resource has 60 or more investigations to choose from which will improve the maths skills of your class while maintaining their interest, through problems set in cross-curricular contexts.

• measuring equipment • pencil and paper

You are six of your feet tall.

• Is Rebecca right?

• How many hand spans tall are you?

●

The activities can be included in your daily maths lesson or as additional activities throughout the day and there is support on assessing pupils’ progress.

• Is what you found out the same for other children in your class? © HarperCollinsPublishers Ltd 2009

✂ Our bodies

Collins New Primary Maths: Investigations 1

Body links • Join the tip of your middle finger to the tip of your thumb. Is this the same size as around your wrist?

Our solar system

• measuring equipment • pencil and paper

What do you notice about: – how far you can reach and how tall you are? – the size of your neck and the size of your wrist? – the size of your index finger and the distance from the tip of your nose to your chin?

Collins New Primary Maths: Investigations 6

Orbiting the Sun • pencil and paper

• Think about other parts of your body that are the same length, or where one part is twice the length of the other. © HarperCollinsPublishers Ltd 2009

Jupiter takes about 12 years to orbit the Sun.

The Earth takes one year to orbit the Sun.

Sample from Investigations 1

• Investigate how long each of the other planets takes to orbit the Sun.

Someone who is 12 years old on Earth would be 1 year old on Jupiter. • Approximately how old would you be on each of the other planets in our solar system? © HarperCollinsPublishers Ltd 2009

✂ Our solar system

Collins New Primary Maths: Investigations 6

Speeding planets • pencil and paper

The Earth orbits the Sun. It travels a distance of 107 292 km each hour. • Calculate how far the Earth travels in: – the time it takes you to walk across the classroom – a maths lesson – a school day.

It takes one year for the Earth to orbit the Sun.

• Approximately how many millions of kilometres does the Earth travel in one year?

Mercury is the fastest travelling planet. It travels a distance of 172 318 km each hour. • How much further does Mercury travel than the Earth in 24 hours? © HarperCollinsPublishers Ltd 2009

Sample from Investigations 6

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Collins New Primary Maths

Age 4-11

KS1

KS2

Cross-Curricular Word Problems Using scenarios and topics from other curriculum areas, these differentiated word problems will get children using and applying their maths skills in real-life, everyday situations. ●

Each resource has 40 activities to help children practise and consolidate their maths skills.

●

Differentiated to three levels – catering for differing abilities within your class to ensure all pupils gain experience with problem solving.

Problems involving measures

Name

________________________________________________________

Date

________________________________________________________

Science: 5A. Keeping healthy

What types of food do we eat?

Show any working on the back of this sheet.

I How much meat and vegetables altogether do people in the UK eat?

Problems involving numbers, money or measures History: 10. What can we find out about ancient Egypt from what has survived?

2 The people of which country eat the least amount of fruit and vegetables combined?

Name ________________________________________________________

3 How much more fruit than vegetables do Australians eat?

Date

________________________________________________________

4 The people of which country eat about I 0 times as much vegetables as meat?

Ancient Egypt I A person from which country eats I 2 kg more cereal than fruit?

2 A person from which country eats 34 kg less meat than a person from the USA? 3 Which country has the greatest difference between the amount of meat they eat and the amount of vegetables? 4 How much of the 5 types of food combined does the average person in the UK eat in a year? I The people of which country eat 50% more fruit than people from the UK?

Show any working on the back of this sheet.

2 How many kilograms of vegetables does a family of 6 eat in Greece?

I The main passage inside the largest pyramid in Egypt is 97 metres high. How much less than I 00 metres is this?

3 A French person eats I 25 kg of vegetables each year. People from which country eat –5I more vegetables than this? 4 What is the ratio between the amount of vegetables eaten by a French person and an Italian?

2 Tuthmosis II was pharaoh for only 3 years. Tuthmosis III was pharaoh for 30 years longer. For how long was Tuthmosis III pharaoh? 3 The most famous pyramids in Egypt are the 3 pyramids at Giza. There are the remains of at least 77 other pyramids in Egypt. How many is this altogether?

Collins New Primary Maths: Cross-Curricular Word Problems 5 © HarperCollinsPublishers Ltd 2010

Sample from Cross-Curricular Word Problems 5

I Ramesses the Great ruled Egypt for 67 years. His wife Neferteri died in the 30th year of his reign. For how many years after his wife’s death did Ramesses continue to reign?

2 Most ancient Egyptians were farmers. Every I 2 months they had 3 seasons of the same length. How many months were in each season? 3 Queen Hatshepsut ruled Egypt for 22 years. Ramesses ruled Egypt for 67 years. For how many more years did Ramesses rule Egypt? 4 The sides of the Great pyramid of Kufu were originally 230 metres long. Stones have fallen off in the 4500 years since it was built, and they are now only 227 metres long. How many metres less are they now? I There are about 700 hieroglyphic symbols in ancient Egyptian writing. There are 26 letters in our alphabet. How many more Egyptian symbols are there than letters in our alphabet?

2 The Great pyramid of Kufu is I 37 metres high. When it was built it was 9 –2I metres taller. How tall was it when it was built? 3 Queen Cleopatra was the last queen of Egypt. She ruled for 2 I years. Her family had ruled for 28 I years before her. How long did she and her family reign for altogether? Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010

Sample from Cross-Curricular Word Problems 3

For more information visit: www.collinsprimarymaths.com

Primary Maths Catalogue_P003_026.indd 16

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KS1

KS2

Collins New Primary Maths

Age 4-11

Speaking and Listening Ideal to encourage mathematical reasoning, this set of quick activities will develop and maintain your pupils’ speaking, listening and memory skills. ●

●

Year 1 Calculating ■

Recognise that addition can be done in any order (and that more than two numbers can be added together).

Say to the children:

Resources

Designed to last 20 minutes, each activity contains questions to ask, a record sheet for the children, and further discussion questions.

Provide each child with the following: ■ a copy of Activity 18 pupil sheet ■ a pencil

Listen carefully. I am going to tell you some things to do. I will say them only once, so listen very carefully. Do only the things you are told to do and nothing else.

Key words

If you make a mistake, cross it out. Do not use an eraser.

zero, one, two…twelve add plus makes equals

Each activity is also available as an editable Word document to enable you to customise the activities for your class.

There are 10 parts to this activity.

Answers

The activity 1. Look at rocket eight. Four, one and what other number make eight? Write that number on the rocket. 2. Look at rocket ten. Six, three and what other number make ten? Write that number on the rocket. 3. Look at rocket seven. Three, two and what other number equals seven? Write that number on the rocket.

4. Look at the astronaut. Write your name on the astronaut’s suit. 5. Look at rocket six. Two plus one plus what other number make six? Write that number on the rocket.

Child’s name

6. Look at rocket twelve. Six, four and what other number equals twelve? Write that number on the rocket.

3 2

7. Look at rocket four. One add two add what other number equals four? Write that number on the rocket.

■

Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect; relate to scaling up or down. ■ (Add and subtract 1, 10, 100 and 1000 to or from any whole number.)

8. Look at rocket five. Two and what other two numbers make five? Write these numbers on the rocket. 9. Look at rocket nine. Write down any three numbers that, when added together, make nine.

11 Any two numbers that when added to 2 equal five. Any three numbers that when added together equal nine.

10. Look at the last rocket. Five add two add four equals what number? Write that number on the rocket.

Date

Discussion questions Look at rocket eight. What is four plus one? (5) Five and how many more equal eight? (3) Look at rocket four. One add two add what other number equals four? (1)

Look at the last rocket. What does five add two add four equal? (11) Look at rocket five. Two and what other numbers make five? (1, 2) Did anyone write anything different? (3, 0)

Look at rocket nine. What are three numbers that when added together make nine? (e.g. 3, 4, 2)

270

4884

Did anyone write some different numbers? (e.g. 2, 2, 5) Are there any others? (e.g. 1, 2, 6)

5342

Look at the three rockets at the top of the sheet. What is eight, add ten, add seven? (25) How did you work it out? How else could you have worked it out? Did anyone work it out in a different way?

4962 46

62 I 9

7200 4955

4000

3420

Sample from Speaking and Listening 1 4 I 000

7023

3360

2254

93 I 5 I I 43

6589 7244

800

400

4I 9 I

6 70

Collins New Primary Maths: Speaking and Listening 4 © HarperCollinsPublishers Ltd 2009

Sample from Speaking and Listening 4

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Collins New Primary Maths

Age 4-11

KS1

KS2

Software Visually stimulating and interactive activities that provide a rich bank of resources to support teaching and learning. ●

30 interactive maths tools including a fraction tool, place value cards, pictograms, clocks and function machines. The tools are organised by strand and can be customised with your own data to demonstrate key concepts.

●

A set of whole-class teaching slides is provided for every single Collins New Primary Maths lesson plan to save you preparation time. Sample screen from Software 1

‘Teach’ contains slides for every unit linked to the adult-led activities in your Collins New Primary Maths Teacher’s Guide.

Sample screen from Software 6

‘Tools’ contains simple interactive maths tools that can be used by teachers and pupils on an interactive whiteboard.

For more information visit: www.collinsprimarymaths.com

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Collins New Primary Maths

Professional Development Training Events Collins Primary Maths is now offering events to help progress your professional development in primary mathematics. These full day training courses provide practical tips and advice that you can implement directly into your teaching. ●

Led by experienced maths teaching experts and trainers.

●

Providing ideal opportunities to share best practice with other teachers.

●

Free goody bag for each delegate containing a 25% discount voucher for Collins New Primary Maths orders.

Collins New Primary Maths in Practice With Peter Clarke See how Collins New Primary Maths works in practice in this brand new best practice DVD. Find out how Collins New Primary Maths promotes effective teaching and learning and supports you in your planning, teaching and assessment. ●

Hear how one school has implemented Collins New Primary Maths and raised standards across the school.

●

Helpful strategies to help those working below and above age-related expectations.

●

Useful advice from maths expert and series editor Peter Clarke.

For more information Visit our website www.collinsprimarymaths.com/professionaldevelopment

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Collins New Primary Maths

Assisting Maths Deliver a personalised programme of intervention support for those children working below age-related expectations.

Teaching Guide A consistent teaching approach of ‘assess, teach, practise, apply, review and assess’ provides effective help and repetition in getting across maths concepts to children who are struggling to grasp them.

Detailed lesson plans with key vocabulary and mathematical ideas and methods highlighted encourage discussion and help children relate maths to the world around them.

Unitt 4 Understanding addition ion n and subtraction ion n

Focus

Understand that subtraction is the inverse of addition and vice versa and use this to derive and record related addition and subtraction number sentences

Unit 4 Understanding addition and subtraction Focus H continued

•

Referring to the first row for the number facts for 6, ask: How many oranges are there? (1)

• • • • • •

Write ‘1’ on the large sheet of paper.

• •

Write ‘6’ on the sheet of paper.

• • • •

Next to the ‘6’ write: ‘– 5 =’.

• •

Say: So, 1 add 5 equals 6, is the opposite of 6 take away 5 equals 1.

•

If appropriate, repeat for the addition and subtraction number facts for 8 using Discussion Book 2 page 37.

•

Conclude by writing an addition number fact that the children are secure with on the other side of the large sheet of paper, e.g. 3 + 2 = 5.

•

Ask: Who can tell me the subtraction fact that goes with this addition fact? (accept 5 – 2 = 3 and/or 5 – 3 = 2) Write the corresponding subtraction fact(s) underneath the addition fact.

Elicit from the children that they show apples and oranges and that these are both fruit.

• • •

•

Say: These pictures can help us to learn the addition and subtraction number facts for 6.

•

Repeat several times.

• •

Ask: How many pieces of fruit can you see in each row? (6)

Teach continued NC Level 2

Vocabulary number; zero; one, two, three… twenty and beyond; +; add; addition; more; plus; make; sum; total; altogether; one more, two more... ten more... one hundred more; how many more to make…?; how many more is… than…?; how much more is…?; subtract; subtraction; take (away); minus; leave; how many are left/left over?; one less, two less… ten less… one hundred less; how many fewer is… You may wish to extend this further, so that the children derive the four related addition and subtraction number facts, i.e.

than…?; how much less is…?; difference between; =; equals; sign; is the same as; balance

Resources Discussion Book 2 pages 35 and 37; Discussion Book 2 pages 32–34, 36, 38 and 39 (per pair, optional); RCMs 37–44 (enlarged to A3, optional); large sheet of paper and marker; set of 0–10 number cards (per pair, using the cards from RCM 3 if necessary); RCM 35 (per pair); Discussion Book 2 page 37 (per pair); pencil and paper (per pair)

1+5=6 5+1=6 6–5=1 6–1=5

w & Asse vie

You may wish to extend this further, so that the children derive all the related addition and subtraction number facts, i.e.

Teach

Practise

2+4=6 4+2=6 6–4=2 6–2=4

Occasionally, ask questions such as: How did you get that answer? How did you work that out?

Show the children the number facts for 6 on Discussion Book 2 page 35.

• •

Say: Look at these pictures. Ask: What do they show?

w & Asse vie

Teach

•

0+6=6 6+0=6 6–6=0 6–0=6

Teach

Apply R e

•

Begin by asking questions to review and assess children’s ability to derive and recall addition and subtraction number facts to 10. Ask questions such as: What is 2 add 3? (5) Subtract 2 from 4. (2) What is the sum of 3 and 5? (8) What is 5 add 4? (9) What is the difference between 2 and 9? (7) What is 10 subtract 8? (2) Tell me two numbers with a total of 8. (e.g. 6 + 2) What is 8 plus 7? (15) What is 9 minus 3? (6) Tell me two numbers with a difference of 6? (e.g. 10 – 4)

Review and Assess

•

Apply Re

This teaching sequence focuses on the addition and subtraction number facts for Adapting the 6 and 8 to help children develop an understanding that subtraction is the inverse of teaching sequence addition and vice versa, and to use this to derive and record related addition and subtraction number sentences. If appropriate, use one of the other addition and subtraction number facts to 10, substituting Discussion Book 2 pages 35 and 37 for either Discussion Book 2 pages 32–34, 36, 38 or 39, or RCMs 37–44.

Practise

Ask: How many apples are there? (5) Next to the ‘1’ write: ‘+ 5 =’. Ask: So, how many pieces of fruit are there altogether? (6) Complete the calculation so it reads: ‘1 + 5 = 6’. Still referring to the first row of fruit ask: How many pieces of fruit are there altogether in this row? (6) Do we need to count them? (no) That’s right, we know that there are 6 pieces of fruit. Ask: If I were to take away all the apples from this row, how many apples would I take away? (5) Cover the apples with your hand and ask: How many pieces of fruit are left? (1) Complete the calculation so it reads: ‘6 – 5 = 1’. Referring to the two calculations written on the sheet of paper, say: Look at these two number sentences. Ask: What can you tell me about them? (one is an addition, the other is a subtraction, they both contain the same three digits: 1, 5 and 6) Repeat the above for the remaining rows for the number facts for 6, eliciting from the children the following facts: 3 + 3 = 6 and 6 – 3 = 3 2 + 4 = 6 and 6 – 4 = 2 0 + 6 = 6 and 6 – 6 = 0 After each pair of facts has been identified, be sure to discuss with the children the relationship between each pair of addition and subtraction facts.

Repeat several times. Finally, write a subtraction fact on the sheet of paper for the children to offer the related addition fact(s).

Say: There are 6 pieces of fruit in each row. Remember that, I’m not going to add any more fruit or take away any, there will always be 6 pieces of fruit. So we don’t need to count each row of fruit every time. We know there will always be 6 pieces of fruit in each row.

105 05

106

Sample from Assisting Maths Teaching Guide 2

Simple and robust teaching plans are ideal for TAs to take on and work through in one-to-one situations.

For more information visit: www.collinsprimarymaths.com

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KS1

KS2

Collins New Primary Maths

Age 4-11

Pupil Discussion Book This practical, hands-on approach with plenty of models and images is ideal for intervention and helps to engage children.

Children can easily follow and understand the maths content on the pages as they are clear with plenty of models and images for a practical, hands-on and highly visual approach – ideal for intervention.

Unit 4 Focus H Unit 5 Focus A

Addition and subtraction number facts for 2

Addition and subtraction number facts for 4

Addition and subtraction number facts for 3

Sample from Assisting Maths Discussion Book 2

Verdict: Michelin Maths. This incredibly well-planned and d thought th h out resource is a winner and deserves a ﬁve star rating as a whole package. It’s value for money and deserves our attention as a quality set of resources for mathematical intervention. Teach Primary

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Collins New Primary Maths

Enriching Maths Challenge children working above age-related expectations with a bank of activities that offer genuine breadth, depth and pace without repetition or pre-empting next year’s teaching. Teaching Notes Straightforward teaching notes are included in each Resource Pack to enable you to extend high achievers with little additional planning time.

The planning and guidance is very straightforward and practical, so you can deepen your pupils’ understanding, assess their progress and set them new challenges easily and with little additional preparation time.

Activities are differentiated to ensure children are working at the appropriate level.

Issue 1 Whole numbers

Issue

Issue 1 Whole numbers

Whole numbers

Prerequisites for learning

• • • •

Identify and use patterns, relationships and properties of numbers

•

Make estimations and approximations

Investigate a statement involving numbers and test it with examples

Page 2 continued Famous Mathematicians • Ensure children have completed the Famous Mathematicians activity on page 1 before attempting this activity.

•

Propose a general statement involving numbers

Work with the children, drawing a dot array for the ﬁrst statement, e.g.

Recognise and continue number sequences formed by counting on or back in steps of constant size

Resources pencil and paper; RCM 2: My notes (optional); RCM 3: Pupil self assessment booklet (optional); calculator (optional); computer with internet access

Page 3 Famous Mathematicians • Ensure children fully understand the table and the problem before setting them off to work independently on the activity.

Teaching support

•

Page 1 Famous Mathematicians • Most children should know square numbers up to and including 102, but not all may be familiar with triangular numbers and oblong numbers.

•

The important aspect of this activity is not being able to write the 5th to 10th square, triangular and oblong numbers, but rather working out a rule or formula for ﬁnding any square, triangular or oblong number.

•

If children are not conﬁdent with writing a mathematical rule or formula, discuss with them possible ways of writing this, including the use of symbols such as a or n.

•

If appropriate, discuss with the children the algebraic convention for omitting the multiplication sign when writing an algebraic expression, i.e. n(n + 1) rather than n × (n + 1).

Page 2 The Puzzler • Allow the children to use a calculator for reference.

•

Children explore how many three-digit numbers they can make with, for example, ten light bars only. What about four-digit numbers with only ten light bars?

•

Children include a decimal point or the minus sign to show a negative number. What is the smallest number possible they can display from a given number of light bars?

100

Once the children have completed the activity, discuss with them their methods of working. Were they able to identify the pattern and apply the rule to working out how many pairs of rabbits there would be at the end of the year?

Page 4 Looking for Patterns • Ensure children have completed the Famous Mathematicians activity on page 3 before starting on this activity.

•

Children investigate further the life and work of Fibonacci.

Let’s Investigate • Ensure children complete this activity before starting on the Focus on Science activity which follows.

•

Children discuss how they could use less paper. For example, working as a pair or group with only one taking notes.

Focus on Science • Ensure children have completed the above before starting on this activity.

•

Let’s Investigate activity

Estimates vary hugely from 8000 to 100 000 sheets, as to how much paper is produced from one tree. The most important aspect of this activity is the children justifying their comparisons.

101

Sample from Enriching Maths 4

Mathematical problems are linked to other subject areas in the primary curriculum, so children use their maths skills in a variety of situations to extend and enrich their thinking.

For more information visit: www.collinsprimarymaths.com

Primary Maths Catalogue_P003_026.indd 22

20/10/12 7:05 PM

KS1

KS2

Collins New Primary Maths

Age 4-11

Pupil Activities Each Resource Pack contains pupil activities that encourage children to reason mathematically and apply problem-solving skills.

Engaging activities and problems set in stimulating contexts focus on challenging the knowledge, skills and understanding that your pupils already have, whilst also developing their middle- and higher-order thinking skills.

Issue 1 Whole numbers

Name:

Looking for Patterns Look at the number of pairs in the table in the Famous Mathematicians activity on page 3. This pattern is referred to as the Fibonacci sequence. Apply the rule to write the ﬁrst 20 numbers of the Fibonacci sequence.

Let’s Investigate Approximately how much paper do you use in a day?

Famous Mathematicians Pythagoras was a Greek philosopher (569–500 BC). He made many important discoveries in mathematics, particularly in geometry.

Write about how you arrived at your approximations. Be prepared to justify your approximations.

Approximately how much paper does your class use in a day?

Pythagoras also showed how whole numbers could be represented as geometric shapes. A square number can be represented by dots in a square pattern. These are the ﬁrst four square numbers:

What about in: a week? a term? throughout the entire school year?

1st

2nd

3rd

4th

These are the ﬁrst four triangular numbers: 1st

2nd

3rd

4th

A triangular number can be represented by dots in a triangular pattern.

• • •

An oblong number can be represented by dots in a rectangular pattern, where one side is longer than the other.

Focus on Science

These are the ﬁrst four oblong numbers:

Investigate how much paper is produced from one tree.

1st

2nd

3rd

4th

Can you work out what the 5th to 10th square, triangular and oblong numbers are?

How does this compare with how much paper you and your class use in:

What about the 50th square, triangular and oblong numbers?

• a day? • week? • term? • throughout the entire school year?

Volume 4

Date:

What pattern do you notice?

Sample from Enriching Maths 4

The newspaper-style layout helps to engage the interest of pupils.

0844 576 8126

Primary Maths Catalogue_P003_026.indd 23

www.collinseducation.com

education@harpercollins.co.uk

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Collins Home Learning

Age 5-11

KS1

KS2

Collins Mental Maths Support the development of key mathematical skills

1 How many triangles

2 Is 0.099 > 0.1?

are here?

●

‘How well did I do’ progress charts help children to track their progress Notes provide support for parents to get the most out of the book

3 Is 72 a multiple of 4?

4 150.0 ÷ 100 = 1.5

What is 180.0 ÷ 100? 5 How is 3:01pm shown on a 24-hour clock? 6 What number is at A? −28

÷2

130

8 Round off 11.73 to the

nearest whole number.

7 What fraction of

one year is 26 weeks? Give your answer in its lowest terms. 9 Take five tenths

from 10.55

10 3 × 29 − 17 =

11 Is 14 a multiple of 6?

12 Is 1% (1 per cent)

13 1% (1 per cent) of

1 Clare’s grandfather was

2 1000 = 0.

born in 1933. What age was he in 2010?

another name for 1 1 or 100 ? 1 whole, 10

3 Write 21:45 using am

or pm. 4 Write forty thousand and fifteen in figures.

axes of has symmetry. (1, 3 or 5) ÷12

What is 6% of 100?

14 This is a regular octagon. The triangles

6 What number is at A?

5 This regular pentagon

100 is 1.

inside the octagon are (isosceles, equilateral or scalene).

−7 A

15 What are the next two numbers?

1.5, 3.0, 4.5,

, 33

8 What is the value of 33?

7 Subtract ten thousand

from 83 500. 9

100 ?

10 2.6 = 10

Sample page from Mental Maths 9-10

11 What is the next number?

4, 6, 10, 16, 12 Use >, < or = to fill the gap.

0.1

0.10

13 3 will divide evenly

into 12. Therefore 12 is a multiple of 3. Other multiples of 3 are 3, 6, 9, 15, etc.

14 Add the square numbers

between 2 and 37.

Is 36 a multiple of 3? 15 How is 3:01am shown on a 24-hour clock?

Sample page from Mental Maths 9-10

Visit www.collinseducation.com/primarymathsrevision for more revision titles

For more information visit: www.collinseducation.com

Primary Maths Catalogue_P003_026.indd 24

20/10/12 7:05 PM

Belair

Age 4-11

KS1

KS2

Belair On Display Hands On Numeracy 5-7

Hands On Numeracy 7-11

A guide to using numeracy displays to motivate children, support learning and enrich the classroom environment. Themes include:

A guide to developing a creative approach to maths with oral, visual and practical activities. Chapters include:

●

Number

●

Number

●

Calculating

●

Shape and Space

●

Problem Solving

●

Measures

●

Shape, Space and Measures

●

Probability

●

Data-Handling

Creative Numeracy An inspiring approach to teaching mathematics across the curriculum with activities to encourage interactivity and group work. Each theme covered is divided into three main sections: ●

Art and Display

●

Starting Points

●

Working Walls

Fabulous ideas that inspire hild children’s learning. Emma Welch, Herne Junior Sc School

Sample page from Creative Numeracy

For more information visit www.belaircreative.com

0844 576 8126

Primary Maths Catalogue_P003_026.indd 25

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Customer services For UK sales, more information or order queries contact:

For International sales, more information or order queries contact:

Collins Education

HarperCollins Publishers

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Glasgow G64 1BR

Glasgow G64 2QT, UK

Phone: 0844 576 8126

Phone: 00 44 141 306 3484

Fax:

0844 576 8131

Email: education@harpercollins.co.uk

00 44 141 306 3750

Email: international.schools@harpercollins.co.uk

Find out more online

Order online today at

www.collinseducation.com and browse the entire primary catalogue.

Find out more about Collins Big Cat at

www.collinsbigcat.com â&#x20AC;&#x201C; including free APP support, downloadable worksheets and further information about the series.

Primary Maths Catalogue_P003_026.indd 26

Discover what Collins New Primary Maths has to offer you at

www.collinsprimarymaths.com

If youâ&#x20AC;&#x2122;re looking for creative classroom ideas, practical projects, hints and tips visit

www.belaircreative.com

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Reach Every Child

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Middle East Syed Shah Regional Manager syed.shah@harpercollins.co.uk For other areas Rob Thompson, Export Education Sales Director Tel +44 208 307 4104 rob.thompson@harpercollins.co.uk

education@harpercollins.co.uk

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Collins Primary Maths 2013

Reach Every Child

Highlights from Collins Primary Maths Enriching Maths

Assisting Maths

Challenge children working above age-related expectations with a bank of activities that offer genuine breadth, depth and pace without repetition or pre-empting next yearâ&#x20AC;&#x2122;s teaching.

Deliver a personalised programme of intervention support for those children working below age-related expectations.

Professional Development Training

Collins New Primary Maths in Practice

with Peter Clarke

ISBN 978-0-00-792964-1

Visit www.collinseducation.com and book your appointment to see your local sales consultant.

Primary Catalogue_cover.indd 1-2

9 780007 929641

www.collinseducation.com

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