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CambridgeMaths DirectApexMaths

0x6630Service to SchoolsAt Cambridge we aim to exceed your expectations4Our friendly and knowledgeable team of customer service assistants, salesconsultants and information line specialists are on hand to provide the highestpossible standard of service to help you make the right choice for your school.Whether you require product information, wish to place an order, or wishto take advantage of our demonstration or evaluation services, we can offeradvice tailored to your school’s needs.Choose the Right ResourcesDemonstration ServiceOur professional team of Sales Consultants will be happy to talk you through our resources, provideup-to-date information or sample material, and prepare an individualised quotation. This service isfree of charge, entirely without obligation and our Sales Consultants do not receive commission.Our Consultants will be happy to visit your school at a time convenient to you and your colleagues.To make an appointment: Contact your local Sales Consultant direct (see page 25) Return the reply-paid presentation request cards Call our Education Information Line on 01223 325013Approval ServiceSelected individual titles are available for approval. The easiest way to order approval copies of our keynumeracy resources is to return the reply-paid cards. Alternatively use the order form, where titlesavailable on approval are indicated by a tick box. After 30 days, approval copies may be purchased orreturned in good condition at your school’s expense. Approval copies cannot be sent to home addresses.If you wish to see resources that are not available on approval (for example Interactive Pictures)please contact your local Sales Consultant.Education Information Line01223 325013For general enquiries or information on any ofour numeracy resources please call our EducationInformation Line. Our experienced staff will bepleased to help you. Lines are open Monday –Friday 08.30–17.30. A voicemail service can takeyour message outside office ke sure you visit our Primary website for all theessential information on our top-selling literacy andnumeracy resources. Why not take advantage of thefree, downloadable teacher notes and classroomsupport materials?Bookshop ShowroomAll of our Primary resources can be browsed andbought at the Cambridge University Press Bookshop,1 Trinity Street, Cambridge, CB2 1SZ.Phone: 01223 333333.Email: [email protected] product informationTo place an orderCall our Education Information Line onCall Customer Services on01223 325013 or visit01223 325588www.cambridge.org/education/primaryor contact yourlocal Sales Consultant (see page 25)To evaluate resourcesReturn the reply-paid cards or contactyour local Sales Consultant (see page 25)

ContentsAPEX MATHSnew4 –7CAMBRIDGE MATHSDIRECTnew8 –19ACTIVITY AND RESOURCE BOOKS20 – 23BEAM20Talking Points20Numbersnew edition21Playing with Numbers21Puzzles, Mazes and Numbers21Seven Dizzy Dragons22Cambridge Number Rhymes22Mathswords22Cambridge Maths Assessment CD-ROMsnew23Mental Maths23Home Maths23INDEX24SALES CONSULTANTS25

Discover CambridgeApexMathsAssessmentnewExtension for all throughproblem solving.Published Springfor Years 1–6See pages 4–7 HIGHLIGHTS2A ready-made assess and reviewpackage for Reception andKey Stage 1.Available nowSee page 19

Numeracy in 2003CambridgeMaths DirectOur complete maths programme.Now fully published fromReception to Year ols for testingand assessing maths progress.Available nowSee pages 8–19 See page 23 3HIGHLIGHTS

newPaul Harrison andAnn Montague-SmithApex MathsYEARS 2, 5 & 6PUBLISHEDFEBRUARYYEARS 1, 3 & 4PUBLISHEDMAYThe Author TeamExtension for all through problem solvingWith the setting of new targets for 2004, boosting pupils'attainment is more important than ever. Apex offers a newkind of extension resource. Through a series of stimulatingproblems, it stretches the attainment of every child,allowing them to explore solutions in line with their ability.The series provides 30 carefully differentiated problems foreach year, which can fit naturally into your maths planning.Apex Maths: Is for all pupils aged 5–11Ann has over 30 years’experience as both teacherand headteacher in ruralWorcestershire and isPrincipal Lecturer in PrimaryEducation at UniversityCollege, Worcester. Whennot busy writing teachingmaterials, Ann can befound flying kites!Specialising in primarymaths, Paul has taughtand been headteacher inschools across the UK. Anexperienced educationalauthor (Nelson Maths,Maths 2000), Paul hasalso lectured on PGCE andBEd courses and writtenfor the TES. Extends and enriches through problemsolving Stretches to Level 5 and beyond Is designed to develop thinking skills Provides 3 levels of differentiation Allows teachers to plan so that all pupilscan be included Covers all problem-solving objectives Includes background mathematical supportComponents Years 2– 6/P3 – 7Teacher's Book (includes copymasters) andPupil's Textbook for each year Year 1/P2Teacher's Book only (includes copymasters)APEX4

EXTENSION FORALL THROUGHPROBLEMSOLVINGFocus onThinkingSkillsYour Next Step EVALUATIONApex Pupil’s Textbooks and Teacher’sBooks are available on approval.To order use the order form orreply-paid card (centre pages). ORDERINGPost your order to ususing the enclosedFREEPOST order form01223 32558801223 [email protected] DEMONSTRATIONThe best way to evaluate Apex isto contact your Sales Consultantwho can provide information and samplematerial talk you through the resources give a free, no-obligationdemonstration to members ofstaffContact details page 255APEX

Pupil’s Textbooks3How old is Granny?Jan and Chris visited their Granny.Would you like toknow how old I amtoday?It was her birthday.EXTENSION FORALL THROUGHPROBLEMSOLVINGThey took her someflowers and a card. Differentiation at 3 levels Clues and hints encouragechildren to think theproblem through forthemselves Red text indicates thepractical apparatus needed Blue text should be copiedinto exercise books A glossary of key wordsaids understandingShe gave them fiveclues. These were:ertuiI am younger than 60 butolder than 50.Can you work out whatthe tens digit is? Lookcarefully at clue numberone.If you add the digits of myage you get an even number.Both the digits in my age are odd.The two digits are different.If you add the digits in myage you get a 2-digit numberwhich has next-door digits.Now, try clue number 2.Which pairs of digitswould fit?Can you work it out?Dotty polygons9How old do you think Jan and ChrisMake up some clues for their agesare?for your partner to work out.paper.You need centimetre square dottye71 dot inside them.a Draw polygons that have onlyPage from Year 2 Pupil’s TextbookFor each polygon: find the area;count the number ofdots on the perimeter.Write the results by the shape.between the number of dotsb Can you describe a relationshipthe area?perimeter of each polygon andal dots in the same way.c Investigate polygons with 2 internrDraw polygons with 12 perimeterthem.on thedots that have 0, 1, 2, 3, 4, 5 dotsof dotsa Is there a maximum numberdots can have inside it? Investigate.insidethat a polygon with 12 perimeteren the area of a polygon with 12b Can you find a relationship betweof dots inside it?ernumbtheanddotseterperimCan you write a formula?14Page from Year 6 Pupil’s TextbookAPEX6

Teacher’s Books Teachers able to plan lessons so that all pupils can beincluded Easy-to-follow, step-by-step guidance for each problem Scope and sequence chart shows coverage of objectivesand NC levels Mental maths bank specifically focuses on problem solving Background mathematical support aids teacherunderstanding Facsimiles ofpupil’s pagesto help withplanning109930 Apex 6 sample spread20/9/0211:08 amCharts link each activity to the Mathematics 5–14National Guidelines for Scotland and the Lines ofDevelopment for Northern Ireland Includesa detailedplenary forwhole-classdiscussionPage 40Dotty polygons9re square dottyYou need centimet9 Dotty polygonses that have onlya Draw polygon:For each polygondots on theWrite the resultsthe number ofdots on thebetweena relationshipb Can you describeand the area?each polygonperimeter ofin the same way.2 internal dotspolygons withc InvestigateResources‘write on-wipe off’ dottyPupil’s Textbook page 14, PCM 4, largepaper, pinboards andgrid (optional), centimetre square dottyelastic bands (optional)Key vocabularyp, formula, generalarea, polygon, perimeter, internal, relationshistatement, proveWhat’s the problem?ip between the areasInvestigations into the relationshpaper and theof shapes drawn on square dottydots. There is thenumber of internal and perimeterips as formulae.relationshexpresstoityopportunProblem solving objectivesorally and inExplain methods and reasoning,rr dots that haves with 12 perimeteDraw polygonthem.0, 1, 2,3, 4, 5 dots inside12 perimeterpolygon withof dots that amaximum numberte.a Is there ainside it? Investigawith 12dots can havearea of a polygonbetween thea relationshipit?of dots insideb Can you findand the numberperimeter dotsa formula?Can you writewriting.puzzles, recogniseSolve mathematical problems orips, generaliseand explain patterns and relationsh‘What if ?’and predict. Suggest extensions askingstatement about Make and investigate a generalexamplesfamiliar numbers or shapes by findingthat satisfy it.a generalised relationship Develop from explaining inlettersusingformulaaitgin words to expressinas symbols. Differentiation14, problem 2problem 1 (simplerAverage: Pupil’s Textbook, page 14,problem)to Average, but withLess able: PCM 4 (similar problemstep by step direction)Introducing the probleme theAverage and Less able: Children investigatnumber ofrelationship between area and the2, 3, 4 dots insideperimeter dots in polygons withthem.Solutionstwice the numberThe number of perimeter dots isof square centimetres (area).be expressed as aDiscuss how each of these could1A is the area andformula: A 2 p or 2A p, wherep is the number of perimeter dots.relationship willthisthatcertainabsolutelybeweCandot inside?always apply to all polygons with onepolygonsDiscuss. Invite children to draw ‘unusual’thewith one dot inside to test whetherrelationship still applies.2.2 Focus on Textbook page 14, problemgroup to describeAsk children from the More abletheir investigation and findings.a limit to theCan children say whether there iswith 12number of internal dots for a polygonwhy (prove it)?perimeter dots? Can they age 87.)the area of aDiscuss the relationship betweenthe number ofpolygon with 12 perimeter dots andfound that thedots inside it. Children may haveis 5 more(area)escentimetrsquareofnumber(or thepolygontheinsidedotsofthan the numberconverse).be expressedDiscuss how this relationship could5 where A is theas a formula: A d 5 or d A and d is thenumber of square centimetres (area)number of internal dots. 14that childrenBriefly look at each problem, ensuringion. Make itunderstand their particular investigatthe numberclear that the problems involve findingitself. Ifof dots on a perimeter, not the perimeterto the pinboards,available, draw children’s attentionshapes beforewhich they will find useful for creatingthat investigationschildrenRemindthem.drawingway.should be recorded in an organised relationshipMore able: Children investigate theinternal dots inbetween area and the number ofof dots on thepolygons with different numbersperimeter.a large squareIt would be useful to have on displaydrawn and wipeddotty grid on which shapes can beOtherwise,off, e.g. an overhead projector acetate.each shape.dots can be drawn on the board for14, problem 1.pageTextbookand41 Focus on PCMand Less ableInvite children from the Averageions andgroups to describe their investigatof their shapes.findings. Ask them to draw somethe number ofDiscuss the relationship betweenand the area.dots on the perimeter of a shape(one beingexpressedbeThere are 2 ways this canthe converse of the other):es (area) equalscentimetrsquareofnumberThe half the number of perimeter dots.1 dot inside them.by the shape.DevelopmentPlenarypaper. find the area;of count the numberperimeter.Minimum prior experiencesquaresareas of shapes on a grid of centimetreMore able: Pupil’s Textbook, pageEXTENSION FORALL THROUGHPROBLEMSOLVINGTeacher focus for activitythey have foundAll children: For children who thinkshapes they thinka relationship, discuss how manycan confidentlythey need to investigate before theybe sure?evertheyCan.make a general statementip on ‘unusual’Encourage them to test the relationshexamples.shape with 12 dots onMore able: Can you prove that, for aa maximum number ofits perimeter, there either is or is nottical information,internal dots? (See Useful mathemapage 87.)Optional adult inputchildren toWork with the Less able group. Helpe.g. by viewingcalculate the fractional parts of areas,them as half rectangles.The triangular part is the same asrectangular part.More able:(Problem 2)of dots.a No, there is not a maximum numberdots is 5b The area of a polygon with 12 perimeterdots (or themore than the number of internalA area andwhere5 A dconverse): A d 5 ord the number of internal dots.Average:(Problem 1)and number ofa Children’s own polygons; areaperimeter dots for each polygon.the number ofb For 1 internal dot: The area is halfperimeter dots (or the converse).half the number ofc For 2 internal dots: The area isperimeter dots plus 1 (or the converse).Less able:21a 3 cm22a 6 cm123a 3 2 cm4a 512cm2 Probingquestions inthe plenaryhelp withshort-termassessmentb 6 dotsb 12 dotsb 7 dotsb 11 dotsThe area is half the number of perimeterconverse).dots (or thehalf of theArea of rectangular part 2 cm2(distance around, orRevise the meaning of perimeterarea (the amount ofthe boundary of, a 2-D shape) andspace inside a 2-D shape).So area of rectangular part 22 cm2 1 cm12of22So total area 2 cm 1 cm 3 cm24140Spread from Year 6 Teacher’s Book Differentiationat 3 levels Thinking skills developedthrough focused questioningNameDate.4Dotty polygonsThis shape has only 1 dot inside it.The area of the shape is 4 cm2 .CopymastersIt has 8 dots on the perimeter.These shapes have only 1 dot inside.Underneath each shape write the area and the number of perimeter dots.1Some activities are on the copymasters, whichare contained in the Teacher's Books234aaaabbbbDraw your own shapes that have only one dot inside.Write the area and the number of perimeter dots.Can you see a relationship between the area and the number of perimeter dots?Page from Year 6CopymastersApex Maths 2 Cambridge University Press 20037APEX

CambridgeMaths DirectNOWPUBLISHEDFROMRECEPTIONTO YEAR 6newThe respected name. The right solution A comprehensive maths programme for children aged4 –11 Offers full support in planning, teaching and assessing thedaily maths lesson Crammed with inventive activities, all clearly differentiated Provides a lively and rewarding maths experience for allThree strands for successTasterPacks35%discountTry a CMDTaster Pack in schooltoday – offering you anaffordable way to tryout the materials.Packs are available fromany strand for any yearand comprise a Teacher’sBook, Copymasters /Activity Sheets and Pupil’sTextbooks (whereavailable).CMD offers you flexibility and support. Use it as acomplete scheme or focus on just one of three strands.Problem-solving activities are provided within all threestrands.NUMBERSAND THE NUMBERSYSTEMCALCULATIONSMEASURES,SHAPE, SPACE,HANDLING DATA Offer limited to onepack per school Firm order only Full details from yourlocal Sales Consultant– see page 25, orcomplete and returnthe reply-paid card(centre pages)Strand-based resources to help youtarget key areas of mathsCMD8

Our survey said Teachers appreciate CMD! Here are some typical responsesfrom our recent customer survey ‘Easy-to-use duringlessons – no bulkyresources to takehome for planning’implementation‘is Itsa pieceof cake.Children enjoy thelessons and are wellmotivated’‘I trust CMD to deliver the appropriatecurriculum at the appropriate level.I can go straight to itsuggestions for‘theI findmental starter,NUMBERShomework and plenarysessions very useful. Thedifferentiation is a bighelp tooCALCULATIONS’’MEASURES,SHAPE, SPACE,HANDLING DATAWell written whole-class input – great ideas for use of‘language,modelling concepts, reinforcing ideas andalso some useful plenary activities’pupils’ books are bright‘andThechild-friendly– with nottoo much work on the page’Easy to manage and with‘excellentdifferentiation’9CMD

CMD 10RECEPTION/P1 YEARYEAR 1/P2Summer 24.95 29.95Activity Sheets 29.95Activity SheetsPupil’s Textbook 4.50Assess and Review Lesson Plans(Spring / Summer terms only) 7.00 (pack of 10) 9.50Assess andReview Lesson Plans 6.95 29.95Activity Sheets 6.95 29.95Activity Sheets 6.95 25.95Teacher’s HandbookAssess and Review Lesson Plans 9.50 25.95Teacher’s HandbookMaths ReviewWorkbookHandwritingWorkbookInteractive Pictures and User Guide 27.50Teacher’s Handbook 7.00 (pack of 10) 69.95 (16 pics)Maths Review Workbook 29.95Activity Sheets 29.95Activity Sheets 7.00 (pack of 10) 7.00 (pack of 10)Interactive Pictures and User Guide 27.50Teacher’s Handbook 69.95 (16 pics) 9.50Interactive Pictures and User Guide 69.95(16 pics)INCLUDING SOLVING PROBLEMSMEASURES, SHAPE, SPACEAND HANDLING DATAYEAR 1/P2 25.95Teacher’s HandbookCALCULATIONSINCLUDING SOLVING PROBLEMSSummer 19.95Activity SheetsAutumn/Spring 29.95Maths Review Workbook 25.95Teacher’s HandbookTeacher’s HandbooksAutumn/Spring 27.95INCLUDING SOLVING PROBLEMSNUMBERS AND THENUMBER SYSTEMYEAR RECEPTION/P1YEAR 2/P33 STRANDS FOR SUCCESSComponent ChartYEAR 2/P3

34.95(8 pics)AlsoavailablePlanning Packs – FreeR–Y6Y5 –Y6 25.95CopymastersPupil’s TextbookY3–Y4 22.95Y5 –Y6 4.95Y3–Y4 4.00Teacher’s HandbookY5 –Y6 24.95Interactive Pictures User GuideEach pack contains: Half-termly overviewchart – shows whereCMD lessons fit in withthe Framework’s mediumterm planning grids Mixed-year linkinggrids – links teachingobjectives across yeargroups to help plan formixed-age/ability classes Classroom assistant’sbooklet – helps youdevelop the role ofsupport staff within thecontext of the daily mathslesson Checklist of keyobjectives – invaluablesupport for recordkeepingSolutions Books(KS2 only) see order formnewCambridge MathsAssessment CD-ROMs see page 23AT EACH OF YEARS 3,4,5 AND 6/P4–7Y3–Y4 21.95Interactive PicturesCopymasters 69.95(16 pics)Y5 –Y6 25.95Y3–Y4 22.95Pupil’s Textbook 4.95All fouryearsTeacher’s Handbook 29.95All fouryears 9.50CopymastersInteractive PicturesY5 –Y6 25.95Y3–Y4 22.95Pupil’s TextbookY5 –Y6 4.95Y3–Y4 4.00Teacher’s Handbook 24.95All fouryearsAT EACH OF YEARS 3,4,5 AND 6/P4–711 CMD

You want a resource that caters for thedifferent abilities and starting points ofReception children. CMD offers you thisflexibility.ReceptionRECEPTIONnewOur Reception materials are unique inoffering different resources for Autumn/Spring and Summer terms. This reflects thediffering needs of children at this level andthe requirements of the Early LearningGoals. The Reception material: Covers all three strands Gradually introduces pupils to the conceptof a daily maths lesson Emphasises talking about and exploringmaths through practical work andstructured play Encourages home – school links throughfamily activitiesCMD 12

Teacher’s HandbooksAutumn/Spring Term Allows flexibility for the Reception teacher in the early part of the yearthrough a pattern of starter lessons and follow-up lessons to dip into. Introduces direct teaching,differentiated activities and)

new new Contents new edition B E A M new APEX MATHS 4–7 CAMBRIDGE MATHS 8–19 DIRECT ACTIVITY AND RESOURCE BOOKS 20–23 20 Talking Points 20 Numbers 21 Playing with Numbers 21 Puzzles, Mazes and Numbers 21 Seven Dizzy Dragons 22 Cambridge Number Rhymes 22 Mathswords 22 Cambridge Maths Assessment CD-ROMs 23 Mental Maths 23 Home Maths 23 INDEX 24

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