RECORD KEEPING COMING SOON THE EXCITING WHOLE-SCHOOL …resources.collins.co.uk/Samples/Busy Ant Maths... · 2014-09-11 · Point to the space between 124 and 167. Ask: keep all the

NEW FOUNDATION LEVEL COMING SPRING 2015

WRITTEN BY MATHS EXPERT PETER CLARKE AND HIS TEAM

THE EXCITING WHOLE-SCHOOL PRIMARY MATHS PROGRAMME ENSURING

CONFIDENCE FROM THE START

DEVELOPED FOR THE

2014 CURRICULUM

ASSESSMENT AND RECORD KEEPINGCOMING SOON

BUSY ANT BASICSWith Busy Ant Maths you can rest assured that our expert Ants have it covered!

They have been working hard to ensure curriculum continuity and progression throughout the primary phase, and to provide a robust assessment structure.

A flexible whole-school programme that

ensures conceptual understanding and

mathematical fluency from the start.

• PROVIDES A COHESIVE PROGRAMME OF STUDY – ensuring progression AND supporting you in delivering inspiring lessons• HAS ASSESSMENT AT THE HEART AND START – embedding best practice across the school• REACHES EVERY CHILD – ensuring rapid progress with levelled challenges • HELPS CHILDREN GAIN CONFIDENCE AND UNDERSTANDING EARLY ON – and is packed

with games and activities so they enjoy maths too!• HAS BEEN WRITTEN BY TEACHERS FOR TEACHERS – with over 50 years in the classroom between them, our author team really know what works

Busy Ant Maths...

2014 CURRICULUM MATCHED

STRAIGHTFORWARD PRICING THAT

OFFERS GREAT VALUE FOR MONEY

RIGOROUSLY TESTED

AND DEVELOPED

ENCOURAGES PROGRESSION

FOR EVERY CHILD

ASSESSMENT THAT

IS

USEFUL FOR ALL

SUPPORTS THE DEVELOPMENT

OF YOUR SCHOOL CURRICULUM

BUSY ANT BASICSWHAT IS

BUSY ANT MATHS?

“ This is a scheme of work that makes sense, gives pupils a consistently structured yet fun approach and will enable teachers to deliver an exciting and inspiring new curriculum from September 2014.”

- Teach Primary

With an easy-to-use planning tool at the heart of the resource, Busy Ant Maths is simple to implement across your school and gives you the freedom to customise your maths programme of study to suit your own school’s needs.

The planning tool also provides a solution for mixed age planning so you can easily support the needs of all your pupils.

THE BUSY ANT PLANNING TOOL ON COLLINS CONNECT

PROVIDES A COHESIVE PROGRAMME

OF STUDY - ENSURING PROGRESSION

AND SUPPORTING YOU IN DELIVERING

INSPIRING LESSONSCollins Connect is an innovative new online learning

platform designed to support teachers and pupils by

providing a wealth of content and digital resources. It is

ideal as a front-of-class teaching and learning tool, and to

facilitate independent learning and home/school links.

In the Support section on Collins Connect you will find

detailed information about the Busy Ant Maths calculation’s

policy; medium term plans for each year group; and

parent newsletters.

Developed in consultation with schools, and extensively

tested, Collins Connect:

• delivers what you need

• is intuitive and easy to use• and is straightforward and simple to set up

SUPPORT ON COLLINS CONNECTCOLLINS CONNECT -

YOUR ONLINE SUPPORT

The Teacher’s Guide begins with a week by week overview

allowing you to see the expected learning objectives and

outcomes for your pupils. The pre-requisites for learning

highlight what the children should already know to be able

to successfully follow the week’s teaching. The overview also

includes links to the relevant assessment advice from the

Busy Ant Maths Assessment Guide.

THE BUSY ANT TEACHER’S GUIDE

DID YOU KNOW…ANTS MAY BE THE ONLY GROUP APART FROM MAMMALS WHERE INTERACTIVE TEACHING HAS BEEN OBSERVED.

Ant Facts

Each lesson is delivered through a consistent, 4-part structure: Getting Started, Teach, Individualised Learning, and Plenary.

8

Previous related lessons None

Prerequisites for learningPupils need to:• understand the place value of three-digit numbersVocabularyplace value, digit, hundreds, tens, ones

Future related lessonsUnit 5, Week 1, Lesson 2; Unit 5, Week 1, Lesson 3; Unit 9, Week 1, Lesson 1; Unit 9, Week 1, Lesson 2 Success criteriaPupils can:• fi rst look at the hundreds digits in the numbers• when the hundreds digits are the same, look at the tens digits• use the value of the digits to order the numbers

TeachResourcesmini whiteboard, pen and eraser (per pupil)

• Display: Write 241, 142 and 421 on the whiteboard or use the Number Cards tool. • Say: Read these numbers with me. Point to the individual digits as each of the numbers is said. • Ask: What is similar about all of these numbers?• Ask pairs to share their thoughts with the class.• Ensure pupils realise that each of the numbers is a three-digit number (a hundreds number) and

that they contain the same three digits, i.e. 1, 2 and 4.• Ask: How can we know which is the largest number? • Establish that the hundreds digit is the most signifi cant digit, so this is the digit we need to look at fi rst when we are ordering a set of numbers. • Say: Write the numbers on your whiteboard and underline the hundreds digit in each number.

• Put the numbers in order as a class and record them on the board, smallest to largest. • Display: Write 473, 703, 347 on the whiteboard or use the Number Cards tool. • Repeat for these numbers. • Display: Write 683, 601, 632, 675 on the whiteboard or use the Number Cards tool. • Ask: These numbers have the same hundreds digit, so how can we order them?• Ask pairs to share their thoughts with the class.• Establish that for these numbers we need to focus on the next signifi cant digit (the tens digit).

• Say: Write the numbers on your whiteboard and underline the tens digit in each number. • Put the numbers in order as a class and record them on the board, smallest to largest.

Getting Starte d• Choose an activity from Number – Number and place value.• Choose an activity from Fluency in Number Facts: Y3/Y4 – Number and place value.

Lesson objectives• Compare and order numbers up to 1000• Solve number problems and reason mathematically

National curriculum attainment targets• Compare and order numbers up to 1000

Ordering numbers to 1000

Year 3, Unit 1, Week 1, Le s son 4

Year 3, Unit 1, Week 1

9

Year 3: Number - Number and place value

Overcoming Barriers• Pupils may fi nd numbers with 0 as a place holder diffi cult to read, e.g. 407. Model these numbers using base 10, and use HTO

above the digits to give a clear visual image that there are no tens.

Plenary

• Display: Write the numbers 124, 167, 204, 278, 399, 454 on the board or use the Number Cards tool. Leave an empty line between each one. • Say: These numbers are already in order. Read the numbers with me.• Point to the space between 124 and 167. Ask: What number could be written in here and still keep all the numbers in order? Choose and write one of the numbers suggested. • Establish that there are many possible numbers that could go in the space.• Point to the space between two other numbers. • Ask: What number could go in this space? Can you think of two different possible answers to share?

• Ask pairs to share their thoughts with the class and write one of the numbers in the space.

In dividualise d LearningRefer to Activity 4 from the Learning Activities on page 11.

• Display: Write 5, 7, 2 on the whiteboard or use the Number Cards tool. • Ask: What three-digit numbers can we make using these digits?• Record the numbers on the board as pupils say them. • Ask: How do we know we have found all the possible answers? • Establish that we need to be systematic. Rewrite the numbers according to the system the pupils suggest.

• Say: Order the numbers with your partner.

Model how to count on from

124 to support choosing a number.

Ask: What is the smallest

possible number? What is the largest possible number?

Ask: How many

different numbers are possible?

Homework Guide 3Homework, Year 3, Unit 1, Week 1, Lesson 4: Make the larger number

Pupil Book 3AProgress Guide 3

– Page 7: Ordering numbers to 1000– Extension, Year 3, Unit 1, Week 1, Lesson 4: Finding all the three-digit numbers

To support your weekly planning, Collins Connect displays

all the content for that week’s teaching on one page. The

weekly planning grid gives you an overview of the week’s

work; the getting started section suggests warm up activities

to get your class started; and the main section contains

lesson plans, slideshows, links to tools, and all of the

relevant resources for that week’s teaching.

Each lesson plan is provided in both PDF and Word form,

giving you the freedom to edit where necessary and arrange

as you wish.

WEEKLY PLANNING ON COLLINS CONNECT

WHY NOT TRY OUT COLLINS CONNECT

FOR FREE AND SEE HOW IT WOULD WORK IN YOUR SCHOOL?

VISIT CONNECT.COLLINS.CO.UK TODAY

451

O vercoming Barriers• Children who do not have instant recall of the multiplication facts will fi nd division diffi cult. Ensure children can also relate

multiplication and division through fi nding the answer to missing number problems in multiplication number sentences,

e.g. 5 × ■ = 35.

PlenaryResourcesmini whiteboard, pen and eraser (per child)

• Reinforce the expanded written method of division taught in the lesson. Write various

TO ÷ O calculations on the board and ask children to write the approximate answer on their mini

whiteboard, e.g. 72 ÷ 3 (24); 34 ÷ 2 (17); 68 ÷ 4 (17). Display when indicated.• Ask: How did you work out the approximate answer? • Choose one of the calculations for children to fi nd the answer.• Say: Explain to your partner how you would work out the answer to this question using the

expanded method of division on your mini whiteboard.• Ask: Can you explain your method of working out the answer to the class?• Repeat with other examples.

In dividualise d LearningRefer to Activity 1, 2, 3 and 4 from the Learning activities on pages 456–457 .

• Demonstrate on the board how to use the expanded written method of division to calculate

92 ÷ 4.

2 34 9 2

8 0 20 × 41 21 2 3 × 4

0• Say and record the working: Is it possible to make 10 groups of four? (yes, 4 × 10 = 40) Is it

possible to make 20 groups of 4? (yes) Is it possible to make 30 groups of 4? (no) Say: We

started with 92, we subtract the 20 groups of four, which makes 80. Ask: How many are left?

(12) Ask: How many times can 4 be divided into 12? (3) Say: We subtract 12 from 12. Ask: How

many are left? (0) • Say: We can check our answer by using the inverse of division, multiplication. Ask: What is 23

multiplied by 4? (92) • Compare the answer with the estimate.• Repeat with other numbers using multiples of 2, 3, 4, 5 and 8 where it is possible to make 10, 20

or 30 times the divisor, e.g. 65 ÷ 5; 45 ÷ 3; 56 ÷ 4; 96 ÷ 8; 78 ÷ 3; 54 ÷ 2. • For various questions ask the children: What is the approximate answer? How did you work

it out?• Ask children to explain to their partner how they would work out the answer to given division

calculations.

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

Unit 12: Number - Multiplication and division

Busy Ant Maths Y3 TG Unit 12.indd 451

12/02/2014 12:23

Add and subtract capacity using mixed units

Name:

Date:

1

Complete the table. Use the back of this sheet to show your working out.

Container Measurers usedCapacity in ml

a vase2 of A + 1 of B

b jar1 of B + 2 of C + 1 of D

c bowl 1 of A + 2 of B + 1 of C

d pan3 of A + 3 of D

2 How many more millilitres does the pan hold than:

a the vase? b the jar?

c the bowl?

You have three jugs and an empty container.

Use the jugs to fi ll the empty container

to the following amounts using the

least amount of steps each time.

a 750 ml b 250 ml

c 400 ml d 550 ml

e 50 ml f 1000 ml

Draw a table on the back of

this sheet to record your work.

Work with someone at home to fi nd:

• how many tea cups you can fi ll from the teapot in your house

• how many mugs of coffee you can make from a full kettle of water.

© HarperCollinsPublishers Ltd. 2014


Homework

Kitchen capacitie s

te:

A

550 ml

B

470 ml

C

240 ml

D50 ml

Pour inPour out Leaves

600 ml + 1—10

1–4 450 mlExample

1–4

600 ml

1—10

Busy Ant Maths provides comprehensive assessment support. Whether you are looking at an individual child’s progress, at a class, or at a whole year group, Busy Ant Maths offers a simple and robust way of recording, tracking and sharing children’s progress.

THE BUSY ANT HOMEWORK GUIDEProvides a great way to check children’s understanding of the lesson objective as well as providing practice and consolidation opportunities.

ASSESSMENT IN THE TEACHER’S GUIDEFormative assessment opportunities are built-in throughout each lesson.

PLANNING TEACHING ASSES

SMEN

TASSESSMENT AT THE HEART

AND FROM THE START

Raise pupil achievement

450

Teach• Begin by counting in multiples of 4. Write the multiples of 4 on the board.

Continue by counting in multiples of 40. Write these under the multiples of 4 on the board. 4 8 12 16 20 24 28 32 36 4040 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) Continue with

other examples.• 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 calculation.

• Ask pairs to share their explanations with the class.• Say: Today we are going to learn a written method of recording the answer to division

calculations. This method is called the expanded written method and is useful when we are

dividing using larger numbers. • Say: We can work out what the approximate answer would be by seeing how many groups of

ten times four can be made.• Say: Can 10 groups of 4 be made from 92? (yes) Can 20 groups of 4 be made from 92? (yes).

Can 30 groups of 4 be made from 92? (no) Ask: Is 92 closer to 80 or 120? (80)• Say: So the answer will be approximately 20.

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

Previous related lessonUnit 12, Week 2, Lesson 1 Prerequisites for learningPupils need to:• 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

Vocabularymultiple, key fact, divide, division, divisor, divisible by, estimate, partition, tens, ones (units)

Future related lessonsUnit 12, Week 2, Lesson 3; Unit 12, Week 2, Lesson 4Success criteriaPupils can:• make a reasonable estimate for the answer to a calculation• 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


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

National curriculum attainment target• Write and calculate mathematical statements for division using the multiplication tables that they know, using mental and progressing to formal written methods

Division TO ÷ O: Using the expande d written method

The word “ones” has been used throughout this lesson when referring to the least signifi cant digit. However children also need to be familiar with the word “units”.

Year 3, Unit 12, Week 2

Busy Ant Maths Y3 TG Unit 12.indd 450

12/02/2014 12:23

Quickly check that children have the knowledge they need for the lesson with prerequisites for learning.

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.

Shared activities provide opportunities for parents to support their child’s learning.

Using the Assessment Tool on Collins Connect together with the Assessment Guide offers you a simple and robust way of assessing and capturing progress and communicating it effectively to pupils, other teachers and parents.

The Busy Ant Maths programme

embeds best practice across your

school to ensure conceptual

understanding and mathematical

fluency from the start.

RECORD KEEPING ON COLLINS CONNECT

Busy Ant Maths Class Records can be accessed from the

home screen of Busy Ant Maths on Collins Connect. The

system will automatically remember your class, and will take

you through to the class summary. Records can also be

accessed directly from the relevant week within the ‘Teach’

section of Busy Ant Maths on Collins Connect.

NEW ASSESSMENT GUIDES

Built in mechanism for recording the class results for each teaching module

Gain a visual overview of your class’ performance through the year Automatic date stamping keeps each

pupil’s records of achievement and teacher comments up-to-date

Assessment Task

Success criterion A: Count from 0 in multiples of 4

What to doWhat to say

What to look out for

Starting from zero, count on in

steps of four until I say stop.

Ready? Go!

Can the child count to at least the

eighth multiple (32)?

Success criterion B: Count from 0 in multiples of 8




steps of eight until I say stop.

Ready? Go!



Success criterion C: Count from 0 in multiples of 50




steps of 50 until I say stop. Ready?

Go!



Success criterion D: Count from 0 in multiples of 100




steps of 100 until I say stop.

Ready? Go!



Assessment Task 1

Number – Number and place value

National Curriculum attainment target

• Count from 0 in multiples of 4, 8, 50 and 100; find

10 or 100 more or less than a given number

Prerequisite checklist

Can the child:

• count reliably in steps of 2, 3, 5 and 10 from 0?

• find 1 more or less than a given number?

Success criteria

A. Count from 0 in multiples of 4

B. Count from 0 in multiples of 8

C. Count from 0 in multiples of 50

D. Count from 0 in multiples of 100

E. Find 10 more or less than a given number

F. Find 100 more or less than a given number

Resources

RCM 1: Numbers to 1000

30

© HarperCollinsPublishers 2014

Assessment Sheet 2

1 576 = 500 + 70 + 385 = 300 + 80 +

643 = + 40 + 3 827 = 800 + + 7

2 200 + 30 + 4 = 700 + 50 + 1 =

2 + 900 + 60 = 90 + 8 + 400 = 2

4 marks

3 562 → hundreds 958 → hundreds

→ tens → tens

→ ones → ones 3

2 marks

4 Write the value of the bold digit in each of these numbers.

503 → 271 → 772 → 451 → 4

4 marks

5 Write the value of the 6 in each of these numbers.

146 → 634 → 865 → 5

3 marks

6 Write the number shown on each abacus.

6

3 marks

Name: Date:

Number and place value

National Curriculum Attainment Target

● Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

H T OH T O

H T O

Year 3

Total out of 20 Mastery: NYA A A&E

End of Unit Tests can be used to assess understanding of the concepts taught during the unit.

Assessment Tasks for each National Curriculum attainment target can be used diagnostically to yield information that will directly support individual pupils and whole-class teaching.

Assessment Sheets for each National Curriculum attainment target can be used to MEASURE individual pupils’ level of mastery in a specific attainment target.

44

333 x 3 322

x 4

243 x 2 344

x 2 622 x 3

414 x 2

Unit 8, Week 1, Le s son 1

Use partitioning to calculate HTO × O

Multiplication HTO x O using partitioning

1Challenge

1 a 7 x 2 = b 70 x 2 = c 700 x 2 =

4 a 9 x 6 = b 90 x 6 = c 900 x 6 =

2 a 4 x 8 = b 40 x 8 = c 400 x 8 =

5 a 7 x 7 = b 70 x 7 = c 700 x 7 =

3 a 7 x 4 = b 70 x 4 = c 700 x 4 =

6 a 9 x 8 = b 90 x 8 = c 900 x 8 = Write the answer to each of these calculations. Work the answer out mentally,

using partitioning.

Estimate the answer fi rst, then partition each of these calculations to work out

the answer.

2Challenge

3Challenge

a 467 x 4 b 468 x 6 c 738 x 4 d 383 x 3 e 267 x 9 f 691 x 7 g 684 x 5 h 794 x 8i 815 x 9 j 609 x 8

463 x 5 500 x 5 = 2500= (400 x 5) + (60 x 5) + (3 x 5)= 2000 + 300 + 15= 2315

Example

a b c d e

f

62411_P044_055.indd 44

23/01/2014 13:05

45

Unit 8, Week 1, Le s son 2

Multiplication HTO x O using partitioning and the grid methodUse the grid method to calculate HTO × O

a b

c d

e f

g h

i j

1Challenge

2Challenge

3Challenge

Choose a fl ower pot and a fl ower and multiply the numbers together. Estimate your answer fi rst, then use the grid method to work out the answer. Make six calculations. Choose different numbers each time.

One of these calculations is different to the others. Can you fi nd out why?

Write the multiples of 100 that each of these numbers is between. Circle the multiple of 100 it is closest to.

625 x 8 600 x 8 = 4800X 600 20 58 4800 160 40 = 5000

Example

Example

476

138

694

216

585

753

911

832

h

374

647

75 6

49 3

2

8

453

637

675

598

486

477

759

368

468 x 4 624 x 3 234 x 8 732 x 2

300 386 400

62411_P044_055.indd 45

23/01/2014 13:05

REACH EVERY CHILD

With three levels of differentiated challenge built-in to each lesson as well as extra consolidation and extension activities within the Pupil Books and the Progress Guide, Busy Ant Maths ensures rapid progression for every child.

The Progress Guide contains extension and support

resources for those children who need extra practice to

master the lesson objective and for those who need an

extra level of challenge.

THE BUSY ANT PUPIL BOOK

THE BUSY ANT PROGRESS GUIDE

DID YOU KNOW…AN ANT LEADER IS ACUTELY SENSITIVE TO THE PROGRESS OF THE FOLLOWER-ANT AND SLOWS DOWN WHEN THE FOLLOWER LAGS, AND SPEEDS UP WHEN THE FOLLOWER GETS TOO CLOSE.

Ant Facts

© HarperCollinsPublishers Ltd. 2014

Name..

Date..

Year 4, Unit 1, Week 3, Le s son 4Extension

Make patterns by repeatedly refl ecting

shapes in lines of symmetry

You will nee d:• ruler

• sharp pencil

• coloured pencilsRangoli patterns

Rangoli is a decorative design made in living rooms

and on courtyard fl oors during Hindu festivals.

Follow these steps to make your Rangoli pattern.

• Draw 5 lines in the top left-hand square.

• Refl ect the lines in the horizontal and then in the vertical lines of symmetry.

• Now refl ect the lines in the diagonal lines of symmetry. You might want to

draw the diagonal lines of symmetry fi rst.

• Work out a symmetrical colouring plan and colour your design.

Example

1 Complete and colour

this Rangoli pattern.

2 Design your own

Rangoli pattern.

Date.

Busy Ant Y4 Progress U1 & 6-10.indd 20

18/02/2014 09:09

SUPPORT PUPIL PROGRESSION

Give children the key to mathematical understanding from the very start. Busy Ant Maths incorporates fluency games and challenges into every lesson, increasing children’s confidence in their abilities and developing a real enjoyment of maths as they start to ‘get it’!

Help children to develop their mential fluency in basic numerical skills with our Busy Ant Tools. Flexible interactive whiteboard (IWB) teaching tools have been developed to support the teaching of maths in your classroom. Accessible on Collins Connect, Busy Ant Tools ensure pupil engagement and support you in the development of interactive maths lessons.

Visit www.collins.co.uk/fluency for more information.

BUSY ANT GAMES

BUSY ANT TOOLS

FLUENCY IN NUMBER FACTS

Try out Fluency in Number Facts in your school today!

If you’re looking for extra fluency games, activities and

challenges, our busiest ant of all Peter Clarke has developed

a set of resources specifically designed to accelerate

children’s progress and improve children’s mental calculation

skills and recall of number facts.

DID YOU KNOW…ANT SOCIETIES HAVE AN INNATE ABILITY TO SOLVE COMPLEX PROBLEMS.

Ant Facts

HELP CHILDREN GAIN CONFIDENCE

AND UNDERSTANDING EARLY ONDESIGNED TO

BOOST FLUENCY

IN YOUR

CLASSROOM!

With over 50 years’ teaching experience across the country

(and world), our expert team of authors really know what

works and what doesn’t when teaching maths.

MEET PETER AND HIS COLONY OF EXPERTS...

Peter is a highly respected mathematics

consultant and lecturer working

throughout the UK and abroad. A former

Maths Subject Leader, Deputy Headteacher

and LEA Advisor, he has extensive

experience in teaching and writing for

primary mathematics education.

PETER CLARKE, SERIES EDITORSandra has been teach

ing in inner London schools for over

25 years and within that time has taught every year group in

the primary phase. On top of that Sandra has worked for 6

years as a Primary Maths Consultant in the London borough

of Tower Hamlets.

SANDRA ROBERTS

WRITTEN BY TEACHERS FOR TEACHERS

Jo has over 12 years’ teaching experience acr

oss the whole primary phase,

specialising in Key Stage 1 and Early Years. Sh

e is an experienced trainer and

has co-ordinated and run many INSET training days

as well as being part of

the team that brought you Collins New Primary Maths.

JO POWERJeanette is a highly experienced teacher and lecturer of primary maths. She taught in Glasgow primary schools for over 15 years before becoming a lecturer at St Andrew’s College for PGCE students specialising in Maths. Jeanette was also part of the team that brought you Collins New Primary Maths.

JEANETTE MUMFORD

Elizabeth is currently a class teacher and Deputy Head in a London primary school. She has worked predominantly in primary schools in the UK but has taught for a number of years internationally in Australia, South East Asia and the United States. Her experience covers all year groups from Year 1 to Year 6. She has been a Maths Co-ordinator, and Maths Advisor in a London borough and the Director of Learning in the US.

ELIZABETH JURGENSEN

CONTRIBUTING ANTS:

Nicola Morgan, Cherri Moseley, Linda Glithro, Caroline Clissold,

Louise Carr, Rachel Axten-Higgs and Janet Rees

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HOW IS BUSY ANT MATHS

STRUCTURED?

COMPONENT / YEAR LEVEL Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

COLLINS CONNECT ONLINE PLATFORM

TEACHER’S GUIDE

PUPIL BOOKS & ACTIVITY BOOKS

ASSESSMENT GUIDE

PROGRESS GUIDE

HOMEWORK GUIDE

GETTING STARTED GUIDE

FLUENCY IN NUMBER FACTS

AVAILABLE SPRING 2015

COLLINS CONNECT ONLINE PLATFORM

RING BINDER

SPIRAL BOUND A4

PUPIL BOOK

TABLET

ACTIVITY BOOK

Key: A4

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Promotion Code: BAM004

Terms and Conditions:

Evaluation copies are available for UK Educational Establishments to look at without charge for 30 days. After 30 days you can either purchase the product or return it in a resalable condition. All school returns must be booked through the new returns system at: www.collins.co.uk/returns

Prices:

Prices are correct at the time of going to press. Collins reserves the right to change these prices without further notification. Offers are not available in conjunction with any other offer and while stocks last. Prices listed are without VAT. VAT is applicable to software and digital subscription products and is applied at the current rate. There is no VAT on books.

Postage and Packing:

Evaluation Copies are supplied free of charge. Firm Orders: UK Postage: £4.95

CONTACT THE SPECIAL BUSY ANT CONSULTANT

IN YOUR AREA: www.collins.co.uk/findyourrep

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UP-TO-DATE WITH BUSY ANT’S PROGRESS:

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HOW DO I FIND OUT MORE?

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Title ISBN Price QTY

Year 1

Pupil Book 1a 9780007568192 £3.00

Pupil Book 1b 9780007568208 £3.00

Pupil Book 1c 9780007568215 £3.00

Teacher Guide 9780007568178 £75.00

Assessment Pack 9780007568154 £75.00

Homework Pack 9780007568277 £32.00

Progress Guide 9780007568253 £45.00

Collins Connect online platform - 1 year subscription

9780007574773 £200.00 + VAT


9780007574834 £500.00 + VAT

Year 2

Pupil Book 2a 9780007568222 £3.00

Pupil Book 2b 9780007568239 £3.00

Pupil Book 2c 9780007568246 £3.00

Teacher Guide 9780007568185 £75.00

Assessment Pack 9780007568161 £75.00

Homework Pack 9780007568284 £32.00

Progress Guide 9780007568260 £45.00


9780007574780 £200.00 + VAT


9780007574841 £500.00 + VAT

Year 3

Pupil Book 3a 9780007562374 £7.00

Pupil Book 3b 9780007562381 £7.00

Pupil Book 3c 9780007562398 £7.00

Teacher Guide 9780007562350 £75.00

Assessment Pack 9780007562336 £75.00

Homework Pack 9780007562459 £32.00

Progress Guide 9780007562435 £45.00


9780007574797 £200.00 + VAT


9780007574858 £500.00 + VAT

Year 4

Pupil Book 4a 9780007562404 £7.00

Pupil Book 4b 9780007562411 £7.00

Pupil Book 4c 9780007562428 £7.00

Teacher Guide 9780007562367 £75.00

Assessment Pack 9780007562343 £75.00

Homework Pack 9780007562466 £32.00

Progress Guide 9780007562442 £45.00


9780007574803 £200.00 + VAT


9780007574865 £500.00 + VAT

Year 5

Pupil Book 5a 9780007568338 £8.00

Pupil Book 5b 9780007568345 £8.00

Pupil Book 5c 9780007568352 £8.00

Teacher Guide 9780007568314 £75.00

Assessment Pack 9780007568291 £75.00

Homework Pack 9780007568680 £32.00

Progress Guide 9780007558254 £45.00


9780007574810 £200.00 + VAT


9780007574872 £500.00 + VAT

Year 6

Pupil Book 6a 9780007568369 £8.00

Pupil Book 6b 9780007568376 £8.00

Pupil Book 6c 9780007568383 £8.00

Teacher Guide 9780007568321 £75.00

Assessment Pack 9780007568307 £75.00

Homework Pack 9780007568406 £32.00

Progress Guide 9780007568390 £45.00


9780007574827 £200.00 + VAT


9780007574889 £500.00 + VAT

P & P £4.95

Total £

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RECORD KEEPING COMING SOON THE EXCITING WHOLE-SCHOOL …resources.collins.co.uk/Samples/Busy Ant Maths... · 2014-09-11 · Point to the space between 124 and 167. Ask: keep all the