THE EXCITING new whole-school
primary maths programme ensuring
Confidence from the start
Developed for ulum
urric
t h e n e w 2 0 14 c
Wr itt en by mat hs exp ert
Pet er Cla rke and his tea m
Busy Ant Maths Courseguide AW.indd 1
10/10/2013 11:43
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Busy Ant Maths Courseguide AW.indd 2
Busy Ant Maths...
• P r o v i d e s a
c
of study – ohesive programme
en
s u p p o r t in g y o s u r in g p r o g r e s s io n A N D
u in d e li v e r in g
in s p ir in g le s s o
• H a s a s s e s s
ns
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– e m b e d d in g b
e s t p r a c t ic e a a r t a n d s t a r t
cross the sch
• R e a c h e s e v
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ery child –
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p r o g r e s s w it h
le v e ll e d c h a ll e n u r in g r a p id
ges
• H e l p s c h i l
dre
understandi n gain confidence and
n
w it h g a m e s a n g e a r l y o n – a n d is p a c k
ed
d a c t iv it ie s s o
maths too!
t h e y e n jo y
• H a s b e e n w
ri
teachers – w tten by teachers for
it
c la s s r o o m b e t h o v e r 5 0 y e a r s in t h e
w
r e a ll y k n o w w e e n t h e m , o u r a u t h o r t e a m
hat works
10/10/2013 11:37
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Busy Ant Basics
With 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.
tested
y
l
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and deve
ssion
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Busy Ant Maths Courseguide AW.indd 3
10/10/2013 11:37
e
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Provides a co
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AND supporting
inspiring lessons
The Busy Ant Planning Tool
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.
Busy Ant Maths Courseguide AW.indd 4
10/10/2013 11:37
The Busy Ant Teacher’s Guide
The Teacher’s Guide provides you with a progressive, stepby-step programme designed to ensure key concepts are
reviewed and practised regularly. Each term is organised into
four 3-week units, each with 4 lessons per week. The 5th
session is used for consolidation and extension activities, on
whichever day of the week your class needs them.
3, Les so n 14
Un it 3, We ek
Les so n 14:
teac her Guide
Addi ng And sub trAc ting mAs
s
Natio nal Curric ulum Progr amme
of Study :
Measure, compare,
add and subtract mass
Slide of above three lines
(kg/g)
Lesso n Objec tives:
Add and subtract mass
using mixed units
Previous related lesson
s:
U x, W x, L x | U x, W
x, L x | U x, W x, L x
|
U x, W x, L x |
Future related lessons:
U x, W x, L x | U x, W
x, L x | U x, W x, L x
|
Prerequisites for learnin
g
Pupils need to:
• know the equivalents
of ½, ¼, and ¾ of 1 kilogra
m
in grams
Success criteria
Pupils can:
• use knowledge of place
value to add and subtra
ct mass in
multiples of 100 g
• apply knowledge of
place value to add and
subtract mass
in mixed units
Vocabulary
teac h
Resou rces
Say: How many of these
100 g weights will balanc
e 1 kg?
(10)
• Ask a pupil to check
with a pan balance that
ten 100 g
weights balance one 1
kg weight.
Slide of pan balance
Teacher needs to be able
to add 10 × 100 g, 10
x
200 , 10 x 500 g, 5 ×
1 kg weights to pan.]
• Display four set of weigh
ts, 50 g, 100 g, 200 g
and
500 g.
•Holdupthe200gwe
ightandask: If I have
ten 200 g
weights, what weight do
I have in kilograms?
(2 kg) How did you work
it out?
Who had a different way?
• Ask a pupil to check
by weighing that ten 200
g weights
balance two 1 kg weigh
ts.
• Repeat, as above, for
500 g.
• Display: 100 g × 10
= 1000 g = 1 kg
200 g × 10 = 2000 g
= 2 kg
500 g × 10 = 5000 g
= 5 kg
Pupil Book 1 Page X: Mass on the
menu
Progress Guide
Support resource 12: Weighing more
or less
Extension resource 12: Pick your own
strawberries
PLe nar y
Resou rces
Turn & Talk: Ask pairs
to work out how they
can
measure 350 g using the
least number of weigh
ts.
get tIng sta rte d
• Show the 100 g weigh
t.
Say: I have measured
300 g of sugar onto my
kitchen scales.
Ask: How many grams
of sugar do I need to add
to
make 600 g? (300 g)
One kilogram? (700 g)
Say: I have a 1 kg bag
of flour. I measure 400
g
of
flour
onto my scales. Ask: How
many grams of flour are
left
in the bag? (600 g)
Digital resource 2: Slide
of scaled drawings of
above
4 weights. Label each
weight.
• Discuss which weigh
ts to use to measure 350
g of flour.
Choose an activity from
Measures
Pan balance (per class)
standard weights: 10
× 100 g, 10 x 200, 10
x
500 g, 5 × 1 kg (per class)
Ask: A tin of meat weigh
s 300 g. What will 10
tins weigh?
(3 kg) 10 packets of cereal
weigh 7 kg. What is the
weight of one packet?
(700 g) Repeat for other
grocer y
items.
kilogram (kg); gram (g);
compare; measure
• be able to add in multip
les of 100
Each lesson is delivered through a
consistent, 4-part structure; Getting
Started, Teach, Individualised Learning,
and Plenary.
IndI vIdu aLIs ed Lear nIng
Refer to Activity 4 from
the Pupil Consolidation
Activities on
page x.
• Discuss the patterns
in the table and relate
them to
place value.
Lorem ipsum dolor sit amet:
consectetur adipisicing
elit, sed do eiusmod tempo
r
• Repeat, as above, for
750 g, 900 g, 1 kg 200
g and 2 kg.
Say: From the fruit bowl
I take an apple weighing
150 g and
an orange weighing 200
g. Ask: What is the weigh
t of
my two pieces of fruit?
(350 g). I now add a
third fruit,
a banana at 100 g. What
do my three pieces of
fruit
weigh altogether? (450
g) How many grams lighter
than
the orange is the apple
/ banana? (50 g / 100
g)
Progress Check Questi
on: Lorem ipsum dolor
sit amet,
consectetur adipisicing
elit, sed do eiusmod tempo
r
• Repeat, as above, giving
different weights to the
fruit. If
appropriate, use two of
one fruit and add a third
fruit.
Differentiation hint, for
higher ability: Lorem ipsum
dolor sit amet, consectetur
adipisicing elit, sed do
eiusmod tempor
Differentiation hint, for
lower ability: Lorem ipsum
dolor sit amet, consectetur
adipisicing elit, sed do
eiusmod tempor
Pupil Book page (per child)
Ask: What facts can you
tell me about a kilogra
m? (standard
unit of weight, equates
to 1000 g, is ten times
100 g, is
5 times 200 d, is the weigh
t of a bag of sugar, etc.)
Ask: Which is heavier,
a half kilogram of potato
es
or
500 g
of feathers? (same)
• Display the shopping
bags in Challenge 1 of
the
Pupil Book.
Digital resource 2: Slide
of three shopping bags
from
Challenge 1 of the Pupil
Book.
Ask: How heavy is shopp
ing bag b / c in kilogra
ms and
grams? (1 kg 150 g /
1 kg 100 g) How did
you work
it out?
Turn & Talk: Ask pairs
to find the difference in
weight
between shopping bags
a and b. Take answers
then
ask: Who found a differe
nt way?
Comm on diffic ultie s and
remed iation
• If pupils have difficu
lty in exchanging grams
for kilograms
and grams, give them
practice in using the appro
priate
weights for the amoun
t of grams and exchanging
every
1000 g for a 1 kg weigh
t.
Homework
Resource 1: Lorem Ipsum
2
Ant Facts
3
Did you know…
Ants may be the only group apart
from mammals where interactive
teaching has been observed.
Busy Ant Maths Courseguide AW.indd 5
10/10/2013 11:37
t
r
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e
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t
t
a
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m
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A
and from the start
n1
Ork
H O M e w U n it 2 , Le s s o
3
r
a
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Y
ms
a
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r
Groce
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.
Planning
nt
in
e
ssm
Teach
Raise pupil
achievement
g
Ass
e
Busy Ant Maths Courseguide AW.indd 6
s
in g r a m
il o g r a m
ve:
k
i
t
1
C
f
e
o
j
¾
Ob
, ¼, and
Know ½
s.
nd jar each set.
, tins a
s
or
t
f
e
s
k
kg
c
e1
and 1
on pa ms of 3 item
½ kg
900 g
a
t label
Challeng
r
n
h
e
g
e
ig
e
Betw
the w nd weight in
r
s
o
f
ip
h
k
oven c
1. Loo the name a
Frozen
kg
Write
½
n
a
424 g
Less th
beans
d
e
k
a
b
Tin of
.
1
2.
3.
rs.
and ja
h set.
ts, tins ems for eac
e
k
c
2
a
p
e
½ kg
it
g
n
3
n
o
e
f
Chall
kg and 54 g
ams o
t label
¼
r
h
g
n
ig
e
e
in
4
e
ight
he w
Betw
nd we
k for t
1. Loo the name a
jam
Jar of
Write
kg
an ¼
g
h
t
0
s
6
s
1
Le
una
t
f
o
Tin
1.
2.
et.
3.
each s
ween
ms for
e
it
o
hs bet
w
ig
t
e
f
o
W
kg
rams
and 1
e3
ht in g
½ kg
n
ig
e
e
e
w
Challeng
w
and
s bet
name
Weigh d ½ kg
1.
ite the
an
g
k
1. Wr
¼
s less
h
ig
2.
e
W
kg
1.
than ¼
2.
1.
?
t 2 kg
2.
f abou
o
t
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weig
bined
y
a com
it
e
iv
v
t
a
c
h
a
s that
Shared
sheet.
e item
of this
d som
k
n
c
fi
a
u
b
o
he
Can y
rs on t
answe
r
u
o
y
Write
The Busy Ant
Homework Guide
Provides a great way to check children’s
understanding of the lesson objective
as well as providing practice and
consolidation opportunities.
Shared activities provide
opportunities for parents to
support their child’s learning.
10/10/2013 11:37
Les son 14
Uni t 3, Wee k 3,
Le ss on 14 :
Add ing And su btr Act
ing mA ss
Assessment in the
Teacher’s guide
Nat iona l Curr icul um
Prog ram me of Stu dy:
Measure, com
pare, add and
subtrac
Slide of above thre
t mass (kg/g)
e lines
Less on Obje ctiv es:
t mass using mix
ed units
Previous related
lessons:
U x, W x, L x |
U x, W x, L x |
U x, W x, L x |
U x, W x, L x |
Future related lesso
ns:
U x, W x, L x |
U x, W x, L x |
U x, W x, L x |
Prerequisites for
learning
Pupils need to:
• know the equi
valents of ½, ¼,
and ¾ of 1 kilog
in grams
ram
• be able to add
in multiples of 100
Success criteria
Pupils can:
Vocabulary
kilogram (kg); gram
(g); compare; mea
sure
tea ch
2
• Display four set
of weights, 50 g,
100 g, 200 g and
500 g.
•Holdupthe20
0gweightanda
sk: If I have ten
weights, what weig
200 g
ht do I have in kilog
rams?
(2 kg) How did
you work it out?
Who had a diffe
rent way?
• Ask a pupil to
check by weighing
that ten 200 g weig
balance two 1 kg
hts
weights.
• Repeat, as abo
ve, for 500 g.
• Display: 100
g × 10 = 1000
g = 1 kg
200 g × 10 = 200
0 g = 2 kg
500 g × 10 = 500
0 g = 5 kg
Refer to Activity
4 from the Pupil
Consolidation Acti
page x.
vities on
Pupil Book 1 Page X:
Mass on the menu
Progress Guide
Support resource 12:
Weighing more or less
Extension resource 12:
Pick your own strawberrie
s
PL en ar y
Res our ces
Turn & Talk: Ask
pairs to work out
how they can
measure 350 g
using the least num
ber of weights.
Res our ces
Say: How many
of these 100 g weig
hts will balance
(10)
1 kg?
• Ask a pupil to
check with a pan
bala
nce
that ten 100 g
weights balance
one 1 kg weight.
Slide of pan bala
nce
Teacher needs to
be able to add
10 × 100 g, 10
200 , 10 x 500
x
g, 5 × 1 kg weig
hts to pan.]
Say: I have mea
sured 300 g of
sugar onto my kitch
Ask: How many
en scales.
grams of sugar
do I need to add
make 600 g? (300
to
g) One kilogram
? (700 g)
Say: I have a 1
kg bag of flour.
I measure 400 g
onto my scales.
of
flour
Ask: How many
grams of flour are
in the bag? (600
left
g)
Digital resource
2: Slide of scale
d drawings of abo
4 weights. Labe
ve
l each weight.
• Discuss which
weights to use to
measure 350 g
of flour.
ge ttI ng st ar ted
Pan balance (per
class)
standard weights:
10 × 100 g, 10
x 200, 10 x
500 g, 5 × 1 kg
(per class)
• Show the 100
g weight.
Ask: A tin of mea
t weighs 300 g.
What will 10 tins
(3 kg) 10 packets
weigh?
of cereal weigh
7 kg. What is the
weight of one pack
et? (700 g) Repe
at for other groc
items.
ery
• use knowledg
e of place value
to add and subt
multiples of 100
ract mass in
g
• apply knowledg
e of place value
to add and subt
in mixed units
ract mass
Choose an activ
ity from Measure
s
Quickly check that children have
the knowledge they need for
the lesson with prerequisites
for learning.
Ind IvI du aLI se d Lea
rn Ing
• Discuss the patte
rns in the table and
relate them to
place value.
Add and subtrac
Formative assessment opportunities are
built-in throughout each lesson.
Keep track of your pupils’
understanding throughout the
lesson with helpful progress
check questions.
tea che r Guid e
Lorem ipsum dolo
r sit amet: consecte
tur adipisicing
elit, sed do eiusmod
tempor
• Repeat, as abo
ve, for 750 g, 900
g, 1 kg 200 g and
2 kg.
Say: From the fruit
bowl I take an app
le weighing 150
an orange weig
g and
hing 200 g. Ask:
What is the weig
my two pieces of
ht of
fruit? (350 g). I
now add a third
a banana at 100
fruit,
g. What do my
three pieces of fruit
weigh altogethe
r? (450 g) How
man
y
gram
the orange is the
s lighter than
apple / banana
? (50 g / 100 g)
Progress Check
Question: Lorem
ipsum dolor sit ame
consectetur adip
t,
isicing elit, sed do
eiusmod tempor
• Repeat, as abo
ve, giving different
weights to the fruit.
appropriate, use
If
two of one fruit
and add a third
fruit.
Differentiation hint,
for higher ability:
Lorem ipsum
dolor sit amet, cons
ectetur adipisicin
g elit, sed do
eiusmod tempor
Differentiation hint,
for lower ability:
Lorem ipsum
dolor sit amet, cons
ectetur adipisicin
g elit, sed do
eiusmod tempor
Pupil Book page
(per child)
Ask: What facts
can you tell me
about a kilogram
unit of weight, equa
? (standard
tes to 1000 g, is
ten times 100 g,
5 times 200 d,
is
is the weight of
a bag of sugar,
etc.)
Ask: Which is heav
ier, a half kilogram
of potatoes or 500
of feathers? (sam
g
e)
• Display the shop
ping bags in Cha
llenge 1 of the
Pupil Book.
Digital resource
2: Slide of three
shopping bags from
Challenge 1 of the
Pupil Book.
Ask: How heavy
is shopping bag
b / c in kilogram
grams? (1 kg 150
s and
g / 1 kg 100 g)
How did you work
it out?
Turn & Talk: Ask
pairs to find the
difference in weig
between shopping
ht
bags a and b. Take
answers then
ask: Who found
a different way?
Com mon diff icul
ties and rem edia
tion
• If pupils have
difficulty in exch
anging grams for
and grams, give
kilograms
them practice in
using the appropr
weights for the amo
iate
unt of grams and
exchanging ever
1000 g for a 1
y
kg weight.
Homework
Resource 1: Lore
m Ipsum
3
ain where any
rt
ce
as
u
yo
p
el
h
To
have occured,
ay
m
gs
n
di
n
ta
rs
de
misun
d remediation
an
s
ie
lt
u
c
fi
if
d
n
commo
ch lesson.
ea
r
fo
d
de
vi
ro
p
e
ar
Busy Ant Maths Courseguide AW.indd 7
10/10/2013 11:37
Reach every child
Wee k 1 / Les son
14
The Busy Ant
Pupil Book
M a s s o n th e m e
nu
Ob jec tiv
You will need:
e:
Add an d sub tra ct ma
ss in kg an d g.
• Molorrovit ve
l
• A millessunt
atiore
• Itet facearund
us
• Bestia con co
nem
2. Write the lea
st number of
Challenge 1
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.
50 g
1. Write the to
tal mass of fo
od in each ba
g in grams.
2. Find the dif
ference in we
ight between
shopping bags
b and c.
20 0 g
3. Write the to
a. 600 g of ba
nanas
b. 400 g carro
ts
c. 750 g of on
ions
50 0 g
d. 2 kg of potat
oes
od on each tra
a.
b.
ed to measure:
tal mass of fo
a.
600 g
100 g
weights you ne
y in kilograms.
b.
c.
c.
400 g
2 Kg
800 g
750 g
300 g
Food mass pe
salad
r portion:
220 g
orange 200
g
banana 125
g
soup
140 g
apple
150 g
sandwich 17
5g
baked potato
250 g
Challenge 3
Challenge 2
1. Look at the
food in the sh
opping bags.
- Mrs Green bo
- Miss White
1. A market tra
der has six bo
xes of goods fo
He needs to sp
r his stall.
lit them into 2
delivery loads
as equal in ma
which are
ss as possible.
ught potatoes,
carrots and on
ions.
ves of bread an
d three banana
bought two loa
5 kg
s.
6 kg
2
How might he
7 kg
4 kg
10 kg
do it?
8 kg
3
Busy Ant Maths Courseguide AW.indd 8
10/10/2013 11:37
ex te nS iO n 12
ies
r
r
e
b
w
a
r
t
s
n
w
Pick your o
The Busy Ant Progress Guide
O b je C ti v e:
w ei gh ts
Ad d an d su bt ra ct
ort
The Progress Guide contains extension and supp
tice to
resources for those children who need extra prac
need an
master the lesson objective and for those who
extra level of challenge.
erries
icked strawb
Six friends p
it farm.
at a local fru
trays
eighed their
The farmer w
it.
u
fr
r
d for thei
and they pai
0 kg
iend’s
each fr
the table for
te
le
p
m
o
C
.
1
berries.
tray of straw
berries
Tray of straw
ms
Weight in gra
A.
B.
C.
a. 4 kg
. 4 kg 500 g
b
y:
tray _____
tray _____ +
tray _____
tray _____ +
y
ries picked b
strawber
tal weight of
3. Find the to
__________
and E
a. brothers B
__________
dD
b. sisters C an
out 300 g of
friend ate ab
ch
ea
e
m
o
h
ay
4. On the w
berries.
ft in each
w
ra
st
r
thei
berries was le
w
ra
st
f
o
t
h
g
ei
Find what w
ey got home.
th
en
h
w
tray
b. __________
a. __________
d. __________
__
__
__
__
__
c.
e. __________
Busy Ant Maths Courseguide AW.indd 9
F.
1 kg
eigh exactl
s together w
o tray
h tw
2. Write whic
E.
D.
f. 1kg 20 0g
---->
e. 1kg 40 0g
---->
d. 1kg 90 0
---->
c. 2k g 30 0g
2 kg
---->
b. 2k g 60 0g
a. 2k g 80 0g
---->
---->
3 kg
Ant Facts
4 kg
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.
10/10/2013 11:37
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Help child
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and un
Busy Ant Games
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’!
Ant Facts
Did you know…
Ant societies have an innate ability
to solve complex problems.
Busy Ant Maths Courseguide AW.indd 10
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Fluency in Number Facts
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.
to
Out r
e cy
b
m
e
v
o
N t fluen
boos your
in
om!
o
r
s
s
cla
Try out
Fluency
in Number
Facts
in your
school
today!
Visit www.collinseducation.com/flu
ency
for more information.
Busy Ant Maths Courseguide AW.indd 11
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Written by teachers
for teachers
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...
Jeanette Mumford
Jeanette is a highly experienced
teacher and lecturer of primary
maths.
She taught in Glasgow primary
schools for over 15 years befor
e becoming
a lecturer at St Andrew’s Colleg
e for PGCE students specialising
in
Maths. Jeanette was also part of
the team that brought you Collin
s New
Primary Maths.
Peter Clarke, series editor
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.
Busy Ant Maths Courseguide AW.indd 12
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Jo Power
Jo has over 12 years teaching experience across the whole primary phase,
specialising in Key Stage 1 and Early Years. She 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.
Sandra Roberts
er
ndon schools for ov
Lo
r
ne
in
in
ng
hi
ac
in
Sandra has been te
ht every year group
ug
ta
s
ha
e
tim
at
th
25 years and within
has worked for 6
ra
nd
Sa
at
th
of
p
to
On
the primary phase.
London borough
e
th
in
nt
ta
ul
ns
co
maths
years as a primary
of Tower Hamlets.
Elizabeth Jurgensen
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.
Busy Ant Maths Courseguide AW.indd 13
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s
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a
M
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n
A
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s
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B
s
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How
structured?
Available January 2014
Available june 2014
Component / year level
Year 1
Year 2
Collins Connect
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W
A4 W
Teacher’s Guide
Pupil Books
& Activity Books
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Assessment Guide
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PB
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Year 3
A
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Progress Guide
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Busy Ant Maths Courseguide AW.indd 14
PB
A4 S
Getting Started Guide
Fluency in
Number Facts
T
A4
A4 W
PB W
SP
A4
A4 W
PB W
SP
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Key:
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Online Platform
Ring binder
Year 5
Year 6
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Busy Ant Maths Courseguide AW.indd 15
PB
A4 W
A4
A4 W
A4
A4 S
A4
tablet
pb
Component / year level
Collins Connect
W
Online Platform
T
Teacher’s Guide
Pupil Books
RB
& Activity Books
RB
RB
PB
Spiral Bound A4
Available ap ril 20 14
Available January 2014
Year 4
A4
PB
AssessmentPBGuide
Progress Guide
Homework Guide
Getting Started Guide
A4 W
PBA4
W
SP
Fluency in
Number Facts
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