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Index 3
14
Unlimited Press Egypt 16
Arabi 21 18
Publishing Division 20
Traning & Consultation 22
NATIONAL UK FRAMEWORK 26
English 27
Foriegn Language 28
French 31
Maths 34
Science 37
Geography 38
History 40
Music 41
Early ICT 43
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Art and Design 45
Design and Technology 46
P.E 47
Special Needs 48
Gardening 49
CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION 52
Primary 54
Lower Secondary 60
Upper Secondary 62
Advanced 63
AQA EXAMINATION
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2

‫‪Dear Teachers،‬‬ ‫ﻋﺰﯾﺰﺗﻲ اﻟﻤﻌﻠﻤﺔ ‪ -‬ﻋﺰﯾﺰي اﻟﻤﻌﻠﻢ‪،‬‬

‫‪Unlimited Press is one stop shop for all your needs, The trust and‬‬ ‫إن ﺷـﺮﻛﺔ آن ﻟﻴﻤﺘـﺪ ﺑﺮﻳـﺲ ﮬـﻲ اﻟﺤـﻞ اﻷﻣﺜـﻞ ﻟﺘﻠﺒﻴـﺔ ﺟﻤﯿـﻊ اﺣﺘﯿﺎﺟﺎﺗﻚ‪ ،‬إن‬
‫اﻟﺜﻘــﺔ واﻟﺘﻘﺪﻳــﺮ اﻟــﺬي ﻧﺤﻈــﻰ ﺑــﻪ ﻣــﻦ ﻣﺨﺘﻠــﻒ ﻋﻤﻼﺋﻨــﺎ ﻣﻨﺤﻨــﺎ اﻟﺘﻮاﺟــﺪ‬
‫‪appreciation we receive from our clients has enabled us to be in the‬‬
‫‪international schools market since 2002.‬‬ ‫ﻓﻲ ﻣﺠﺎل اﻟﺘﻌﻠﻴﻢ اﻟﺪوﻟﻲ ﻣﻨﺬ ﻋﺎم ‪.2002‬‬
‫‪The company is not only providing supply of books and educational‬‬ ‫ﻧﺸـﺎط اﻟﺸـﺮﻛﺔ ﻻ ﯾﻘﺘﺼـﺮ ﻓﻘـﻂ ﻋﻠـﻰ ﺗﻮﻓﯿـﺮ اﻟﻜﺘـﺐ واﻟﻤـﻮاد اﻟﺘﻌﻠﯿﻤﯿـﺔ‬
‫‪materials but also providing business services as consultations, teachers‬‬ ‫‪،‬ﺑــﻞ ﻧﻮﻓــﺮ أﯾ ًﻀــﺎ اﻟﺨﺪﻣــﺎت اﻟﻤﺘﻌﻠﻘــﺔ ﺑﻤﺠــﺎل ﻋﻤﻠﻨــﺎ‪ ،‬ﻛﺎﻻﺳﺘﺸــﺎرات‬
‫‪training and schools visits from various international experts to represent‬‬ ‫اﻟﺘﺮﺑﻮﻳــﺔ واﻷﻛﺎدﯾﻤﯿــﺔ وﺗﺪرﯾــﺐ اﻟﻤﻌﻠﻤﯿــﻦ وﺗﻨﻈﻴــﻢ زﯾــﺎرات اﻟﺨﺒــﺮاء‬
‫‪the latest educational programs and trends in the Middle east and North‬‬ ‫اﻟﺪوﻟﯿﯿــﻦ ﻟﺘﻘﺪﻳــﻢ أﺣــﺪث اﻟﺒﺮاﻣــﺞ اﻟﺘﺮﺑﻮﻳــﺔ واﻟﺘﻌﻠﯿﻤﯿــﺔ ﻓــﻲ اﻟﺸــﺮق‬
‫‪Africa.‬‬
‫اﻷوﺳﻂ وﺷﻤﺎل أﻓﺮﯾﻘﯿﺎ‪.‬‬
‫‪Unlimited Press is a leading company of high quality certified resources.‬‬
‫آن ﻟﻴﻤﺘـﺪ ﺑﺮﻳـﺲ راﺋـﺪة ﻓـﻲ ﺗﻘﺪﻳـﻢ اﻟﻤﺼـﺎدر اﻟﺘﻌﻠﻴﻤﻴـﺔ اﻟﻤﻌﺘﻤـﺪة ﻋﺎﻟﻴـﺔ‬
‫‪It has grown significantly since its inception in 2002 by focusing on‬‬ ‫اﻟﺠﻮدة‪ .‬وﻗﺪ ﺷﻬﺪت ﻧﻤﻮ ًا ﻛﺒﻴﺮ ًا ﻣﻨﺬ إﻧﺸﺎﺋﻬﺎ ﻓﻲ ﻋﺎم ‪ 2002‬ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫‪academic quality.‬‬
‫اﻟﺠﻮدة اﻷﻛﺎدﻳﻤﻴﺔ‪.‬‬
‫‪We understand and anticipate the needs of schools, teachers and librarians.‬‬
‫‪We constantly challenge ourselves to provide the highest level of products‬‬ ‫ﻧﺤﻦ ﻧﻔﻬﻢ وﻧﺘﻮﻗﻊ اﺣﺘﻴﺎﺟﺎت اﻟﻤﺪارس واﻟﻤﺪرﺳﻴﻦ وأﻣﻨﺎء اﻟﻤﻜﺘﺒﺎت‪.‬‬
‫‪and services.‬‬ ‫ﻧﺤـﻦ ﻧﺘﺤـﺪى أﻧﻔﺴـﻨﺎ ﺑﺎﺳـﺘﻤﺮار ﻟﺘﻮﻓﻴـﺮ أﻋﻠـﻰ ﻣﺴـﺘﻮى ﻣـﻦ اﻟﻤﻨﺘﺠـﺎت‬

‫واﻟﺨﺪﻣﺎت‪.‬‬

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َُ َ ِ َ

ٍَِ ُ َ َِِ َُ ِ ُ َ
َ َِ ّ َْ َ

َ١

َ٢

ُْ ٣

٤

ِ٥

Ball and Book:Activity sheet

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‫‪    ‬‬

‫أﻃﻔـﺎ ُل اﻟﻴـﻮ ِم ُﻫـ ْﻢ ِرﺟـﺎ ُل اﻟ ُﻤﺴـﺘﻘﺒ ِﻞ ﻳﺠ ُﻨـﻮن ِﺛﻤـﺎ َر َﻣـﺎ ﻳﺰر ُﻋـﻪ ﺑﺪا ِﺧﻠﻬـﻢ اﻷ َﻫﺎﻟـﻲ َواﻟ ُﻤﺠ َﺘ َﻤـ ُﻊ َﻋـ ْﻦ ﻃﺮﻳـ ِﻖ اﻟ ُﻜﺘـ ِﺐ واﻟ َﻤـﻮرو ِث اﻟ ﱠﺜﻘﺎ ِﻓـﻲ‬
‫اﻟﻤﺘﺠـﺪ ِد‪ ،‬ﻓ ُﺘ َﻌـ ﱡﺪ ﺳﻠﺴـﻠ ُﺔ ُﻫﻮ ﱠﻳ ِﺘـﻲ ﺑـﺎدر ًة ُﻣﻀﻴﺌـ ًﺔ ﻟﺘﻨﻤﻴـ ِﺔ و َﻏـﺮ ِس اﻟ ُﻬﻮ ﱠﻳـ ِﺔ اﻟﻮ َﻃﻨ ﱠﻴـ ِﺔ واﻟﺘﺮاﺛﻴـ ِﺔ ﻟـﺪ َى َأﻃﻔﺎﻟ َﻨـﺎ اﻟ ﱢﺼﻐـﺎر‪َ ،‬ﻓﻬـ ِﺬه اﻟﺒ َﺮاﻋـ ُﻢ‬
‫اﻟ ﱠﺼﺎدﻗـ ُﺔ ﺗﻌ ﱢﺒـ ُﺮ ﺑـ ُﻜ ﱢﻞ ﺣﻤـﺎ ٍس و َﻓ ْﺨـ ٍﺮ و ِﻋـ ﱠﺰة ﻋـﻦ ﺑﻼدﻧـﺎ اﻟ َﺠﻤﻴﻠـ ِﺔ ِﻓـﻲ َﻣﺸـﻬ ٍﺪ َراﺋـ ٍﻊ ِﻋﻨـ َﺪ إﻧﺸـﺎ ِدﻫﻢ اﻟ ﱠﻨﺸـﻴ َﺪ اﻟ َﻮﻃ ِﻨـﻲ و َرﻓ ِﻌﻬـﻢ ﻟﻠﻌ َﻠـ ِﻢ‬
‫ﻋﺎﻟ ًﻴـﺎ ﺗﻌﺒﻴـ ًﺮا َﻋـ ِﻦ اﻟﻤﺠـ ِﺪ واﻟﻜ َﺮاﻣـ ِﺔ‪ ،‬ﻟـ َﺬا وﺟـ َﺐ ﻋﻠﻴ َﻨـﺎ ﺗﻌﺰﻳـ ُﺰ اﻟ ُﻬﻮ ﱠﻳـ ِﺔ اﻟﻮ َﻃﻨﻴـ ِﺔ ِﻣـ ْﻦ ِﺧـﻼ ِل ﺷـﺨﺼﻴﺎ ٍت ِﻓـﻲ َﻧﻔـ ِﺲ اﻟﻤﺮﺣﻠـ ِﺔ اﻟ ُﻌﻤﺮﻳـﺔ‬
‫) َﺣﻤـﺪ – َداﻧـﺔ( ﺑ ُﺄﺳـﻠﻮ ٍب ِﻗﺼﺼـ ﱟﻲ ُﻣﺸـ ﱢﻮ ٍق وﺟـﺎذ ٍب‪َ ،‬ﻣـﻊ ﺗﻘﺪﻳـ ِﻢ أ َﺳـﺎﻟﻴﺐ وا ْﺳـﺘﺮاﺗﻴ ِﺠ ﱠﻴﺎت َﺗﻮ ِﺿﻴﺤﻴـ ٍﺔ ﻟ َﻜﻴﻔﻴـ ِﺔ َﺗﻘﺪﻳـ ِﻢ اﻟ ِﻤ ْﻨ َﻬـﺎ ِج و َﻛﺬﻟـ َﻚ‬
‫َأﻧ ِﺸـﻄﺔ َﺗﻄﺒﻴ ِﻘﻴـﺔ ُﻣﺘﻜﺎ ِﻣﻠـﺔ َﺗﺤﺘـﻮي ﻋﻠـ َﻰ ﻣ َﻬـﺎرا ٍت ُﻟﻐﻮﻳـ ٍﺔ وﻣﻔﺎ ِﻫﻴـﻢ ِرﻳﺎ ِﺿﻴـﺔ وﻋﻠﻤﻴـ ٍﺔ وﻓﻨ ﱠﻴـ ٍﺔ ﺗﺘـﻼ َء ُم ﻣـ َﻊ ﻃﺒﻴﻌـ ِﺔ وﺧ َﺼﺎﺋـﺺ ِﻃﻔـﻞ‬

‫اﻟ ﱠﺮوﺿ ِﺔ‪.‬‬

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‫ﻟﻘــﺪ ﺟــﺎءت ﻣﻌﺎﻳﻴــﺮ ﺗﺼﻨﻴــﻒ ﻣﺴــﺘﻮﻳﺎت اﻟﻨﺼــﻮص‬
‫اﻟﻌﺮﺑﻴــﺔ اﻟﺘــﻲ وﺿﻌﺘﻬــﺎ د‪ .‬ﻫﻨــﺎدا ﻃــﻪ ﺑﺘﺸــﺠﻴﻊ ودﻋــﻢ‬
‫وﺗﺒـ ّﻦ ﻣـﻦ ﻣﺆﺳﺴـﺔ اﻟﻔﻜـﺮ اﻟﻌﺮﺑـﻲ وﻣﺸـﺮوﻋﻬﺎ اﻟﺮﻳـﺎدي‬
‫ﻋﺮﺑــﻲ ‪ 21‬ﻛﺘﺠﺮﺑــﺔ راﺋــﺪة ﺗﻀﻴــﻒ ُﻋﻤ ًﻘــﺎ ﻛﺒﻴــ ًﺮا ﻟﺠﻬــﻮد‬

‫اﻟﻤﻬﺘ ّﻤﻴﻦ ﺑﺘﻌﻠﻴﻢ وﺗﻌ ّﻠﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻟﻘـﺪ ﻗﺎﻣـﺖ ﻫـﺬه اﻟﺘﺠﺮﺑـﺔ اﻟﺠﺮﻳﺌـﺔ واﻟﺮاﺋـﺪة ﻋﻠـﻰ أﺳـﺎس‬
‫اﻟﺒﺤــﻮث اﻟﺮﺻﻴﻨــﺔ واﻟﺘﺠﺮﺑــﺔ اﻟﻤﻴﺪاﻧﻴــﺔ اﻟﻮاﻋﻴــﺔ اﻟﺘــﻲ‬
‫اﺳــﺘﻤﺮت أﻛﺜــﺮ ﻣــﻦ ﺧﻤــﺲ ﺳــﻨﻮات ﻣﻨــﺬ ﻃﺮﺣﻬــﺎ ﻓــﻲ‬

‫ﺻﻴﻐﺘﻬﺎ اﻷوﻟﻰ‪.‬‬
‫ﻋﺸــﺮات دور اﻟﻨﺸــﺮ اﻟﻌﺮﺑﻴــﺔ اﻟﻤﺸــﻬﻮرة ﺗﻠﻘﻔﺘﻬــﺎ‬
‫واﻋﺘﻤﺪﺗﻬــﺎ ﻓــﻲ ﺗﺼﻨﻴــﻒ إﺻﺪاراﺗﻬــﺎ إﻳﻤﺎ ًﻧــﺎ ﻣﻨﻬــﺎ‬
‫ﺑﺄﻫﻤﻴﺘﻬـﺎ‪ .‬وﻛﺬﻟـﻚ ﺗﺒ ّﻨﺘﻬـﺎ ﻋﺸـﺮات اﻟﻤـﺪارس اﻟﻤﺮﻣﻮﻗـﺔ‬
‫وﻃﺒﻘﺘﻬــﺎ ﻓــﻲ ﺗﺼﻨﻴــﻒ اﻟﻨﺼــﻮص اﻟﻌﺮﺑﻴــﺔ ﻓــﻲ‬

‫ﻣﻜﺘﺒﺎﺗﻬﺎ وﺟ ّﺮﺑﺘﻬﺎ ﻣﻊ ﻃﻼﺑﻬﺎ‪ ،‬وﺳﻌﺪت ﺟ ًّﺪا ﺑﻨﺘﺎﺋﺠﻬﺎ‪.‬‬

‫و ﻗــﺪ ﻗﺎﻣــﺖ أن ﻟﻴﻤﺘــﺪ ﺑﺮﻳــﺲ ﺑﺎﻋﺘﻤــﺎد ﻧﺼــﻮص‬
‫إﺻﺪارﺗﻬﺎ ﻟﺘﺼﻨﻴﻒ ﻋﺮﺑﻲ‪ 21‬اﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ‪:‬‬
‫ﺳﻠﺴﻠﺔ ﻗﺼﺺ رﻳﻜﺎ‪.‬‬
‫ﻳﻮﻣﻴﺎت ذﻛﻲ‪.‬‬
‫ﺳﻠﺴﻠﺔ اﻟﻬﻮﻳﺔ‪.‬‬
‫ﺑﺮدي‪.‬‬

‫وذﻟـﻚ إﻳﻤﺎ ًﻧـﺎ ﺑﻤـﺎ ﻧﻘﺪﻣـﻪ ﻣـﻦ ﻣﺤﺘـﻮى ﺗﻌﻠﻴﻤـﻲ وأدﺑـﻲ‬
‫ﻳﻌــﺰز اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ وﻳﻌﻠــﻢ اﻟﻄﻔــﻞ اﻟﻘــﺮاءة ﺑﻤﺨﺘﻠــﻒ‬

‫أﻋﻤﺎره‪.‬‬

‫‪14‬‬

‫َطا ِر ٌق َوال ِقط ُة‬ ‫ِ الشا ِر ِع‬ ‫َأ ْز َر ُع َز ْه َر ًة‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫طَا ِر ٌق َوال ِقط ُة‬ ‫ِ الشا ِر ِع‬ ‫أَ ْز َر ُع َز ْه َر ًة‬
‫ﺗَﻠْ َﻌ ُﺐ‬ ‫اﻟ ِﻘﻄﱠ ُﺔ‬ ‫ﰲ اﻟﻄﱠﺮﻳ ِﻖ‬
‫‪..‬‬ ‫ِﺑ ِﺮ ْﻓ ٍﻖ‬ ‫َﻣ َﻌ َﻬﺎ‬ ‫َوﺗُ ِﺤ ﱡﺐ َﻣ ْﻦ َﻳ َﺘ َﻌﺎ َﻣ ُﻞ‬ ‫َﺣ َﺪ َث‬ ‫َﻫ َﺬا َﻣﺎ‬ ‫‪..‬‬ ‫ﺗُﻣﺸﻦﺎرﻣﻛ ْﻨَﻬﺎﺰ ِلِررﺣﻠﺷَﺘﺎﻬﺎإ اﱃﻟﻘﺑﻴﺼ ِﺖ ِةﺟﻟﺘﺪﺗﻌﻬﺮﺎ َﺗَفـﻣﻤﺎﱡﺮذاﺑﺄﺷﺷﺎﻴﺎﻫ َءﺪﻣ ْﺘتﻌ؟ ﱢﺪد ٍة‬ ‫ﻣﺎ رأﻳ َﻚ أن‬ ‫َﻫ ْﻞ أَﺣ َ ْﴬﺗُ ْﻢ أَ َد َوا ِت اﻟ ﱢﺰ َرا َﻋ ِﺔ؛ ﻟِ َﻨ ْﺰ َر َع َز ْﻫ َﺮ ًة َﺟ ِﻤﻴﻠَ ًﺔ َﻣ ًﻌﺎ؟‬
‫َﻣ َﻊ َﺻ ِﺪ ْﻳ ِﻘ َﻨﺎ ﻃَﺎ ِر ٍق‪.‬‬

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‫الن ْح ُل َو الن ْم ُل‬ ‫‪5‬‬ ‫ِ النا ِدي‬ ‫ا َ ْس َما ُك‬

‫‪4‬‬ ‫‪6‬‬

‫الن ْح ُل َو الن ْم ُل‬ ‫ِ النا ِدي‬ ‫ا َ ْس َما ُك‬
‫َﻋﺎﻟَ ُﻢ اﻟْ ِﺒ َﺤﺎ ِر‬
‫َﺣ َ َﴩا ٌت ﺗَ ِﺴ ُ ِﺑ ِﻨﻈَﺎ ٍم َد ِﻗﻴ ٍﻖ ‪ ..‬ﺗَ ِﻌﻴ ُﺶ ِﰲ ﺗَ َﻌﺎ ُو ٍن ُﻣ ْﺴ َﺘ ِﻤ ﱟﺮ‪.‬‬ ‫اﻟ ﱠﻨﺎ ِدي ُﻓ ْﺮﺻ ٌﺔ َذﻫﺒ ﱠﻴ ٌﺔ ﻟﺮﻓ ِﻊ اﻟﻠ َﻴﺎﻗ ِﺔ اﻟﺒﺪﻧ ﱠﻴ ِﺔ‪ ..‬ﻫﻞ ﺳﺘﺬﻫ ُﺐ ﻣﻌﻨﺎ؟‬ ‫ٌ‪.‬‬ ‫ﻛَ ِﺒ‬ ‫َ ِك‬ ‫ِﺑﺎﻷَ ْﺳ‬ ‫َواﻷَﻧْ َﻬﺎ ِر َﻣ ِﲇ ٌء‬ ‫اﻟْ ُﻤ َﺘ َﻨ ﱢﻮ َﻋ ِﺔ ِﰲ‬
‫َﻋﺎﻟَ ٌﻢ‬ ‫‪ ..‬إِﻧﱠ ُﻪ‬ ‫اﻟْ َﺤ ْﺠ ِﻢ َواﻟﻠﱠ ْﻮ ِن‬

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‫ال َ ْ َما ِئـيا ُت‬ ‫ال َق َم ُر‬ ‫الت َلو ُث‬

‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬

‫ال َ ْ َما ِئـيا ُت‬ ‫ال َق َم ُر‬ ‫الت َلو ُث‬

‫ﻛَﺎﺋِ َﻨﺎ ٌت ﺗَ ِﻌﻴ ُﺶ َﺣ َﻴﺎﺗَ َﻬﺎ َﺑ ْ َ اﻟ َ ﱢﱪ َواﻟـ َ ِء‪َ ..‬ﻫ ﱠﻴﺎ ﻟِ َﻨ ْﻌ ِﺮ َف أ ْﻛ َ َ َﻋ ْﻦ َﻫ ِﺬ ِه اﻟ َﻜﺎﺋِ َﻨﺎ ِت‪.‬‬ ‫ﺗوﻌﻫﻳﺎﺎَْﻞلﺗُﺗﻧﺮﺘىﺼﻌ ﱢﺪﺮﻣﺎ ْقفاﻟأﻋﱠﺬن ايﲆﻟﻳﻘﻫﻤﺤ َﺬﺮﺪه ُاﺟثﻹﺴﻋﺟٌﻨﻢﺎﺑﺪ ِﻣﺔﻣﺎﻌ ِﺘوﻳ ٌﻏﻢﺪ؟ِو! ُرﻫﺎﺣﻣﻮ َﻦلاﻟﻧـﻔﻤ ِﺴﻌ ِﻠﻪ؟ﻮﻣﺎ ِت اﻟﺠﺪﻳﺪ ِة واﻟـﻤﻔﻴﺪ ِة‪..‬‬ ‫ﺗﻧﻌﺎﺴ َ َلﻌ ﻟﻰﻨﻟﻌﻠﺮﻌﻴَف ِأﺶﺷﻜﰲﺎﻟَﺑﻴﻪﺌ ٍﺔوﻧﻧﺤﺎﻈﻴو َﻔل ٍﺔاﻟوﻘﺻﻀﺎﺤ َءﻴ ٍﺔﻋ‪..‬ﻠﻴﻟﻪﻜ‪ .‬ﱠﻦ اﻟﺘﻠﻮ َث ﺣﻮﻟَﻨﺎ ﰲ ﻛ ﱢﻞ ﻣﻜﺎ ٍن ‪..‬‬

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‫‪15‬‬ ‫‪www.unlimitedpress.net‬‬



‫ﻗﺴـﻢ اﻟﻨﺸﺮ‬

17 www.unlimitedpress.net

TRANING & CONSULTATION

limited Pre
Un

tation
ss

Tran
ing & Consul

The teacher is the main element in the educational process and needs a ‫اﻟﻤﻌﻠﻤـﺔ ﻫـﻮ اﻟﻌﻨﺼـﺮ اﻷﺳﺎﺳـﻲ ﻓـﻲ اﻟﻌﻤﻠﻴـﺔ اﻟﺘﻌﻠﻴﻤﻴـﺔ وﻳﺤﺘـﺎج إﻟـﻰ ﺣﺰﻣـﺔ‬
package of knowledge and skills that prepare and qualify her to work in ‫ﻣــﻦ اﻟﻤﻌــﺎرف واﻟﻤﻬــﺎرات اﻟﺘــﻲ ﺗﻬﻴﺌﻬــﺎ وﺗﺆﻫﻠﻬــﺎ إﻟــﻰ ﻋﻤﻠﻬــﺎ اﺿﺎﻓــﻪ اﻟــﻲ‬
addition to the curriculum and to be able to:
:‫اﻟﻤﻨﺎﻫﺞ و اﻟﻮﺳﺎل ﻛﻲ ﺗﻜﻮن ﻗﺎد ًرة ﻋﻠﻰ أن‬
- Plays her part with confidence.
- Understand her professional and educational responsibilities. .‫ ﺗﻘﻮم ﺑﺄداء دورﻫﺎ ﺑﺜﻘﺔ‬-
- Using assessment results to develop herself. .‫ ﺗﻔﻬﻢ ﻣﺴﺌﻮﻟﻴﺎﺗﻬﺎ اﻟ ِﻤ ْﻬﻨﻴﺔ واﻟﺘﻌﻠﻴﻤﻴﺔ‬-
- Planning and design methods of teaching and evaluation. .‫ ﺗﺴﺘﺜﻤﺮ ﻧﺘﺎﺋﺞ اﻟﺘﻘﻮﻳﻢ ﻓﻲ ﺗﻄﻮﻳﺮ ﻧﻔﺴﻬﺎ‬-
- Design rich activities that achieve learning outcomes. .‫ ﺗﺨﻄﻂ و ﺗﺼﻤﻢ ﻃﺮق اﻟ ﱠﺘﺪرﻳﺲ واﻟ ﱠﺘﻘﻮﻳﻢ‬-
- Apply new trends towards sustainable professional development. .‫ ﺗﺼﻤﻢ أﻧﺸﻄﺔ ﺛﺮﻳﺔ ﺗﺤﻘﻖ ﻧﻮاﺗﺞ اﻟﺘﻌﻠﻢ‬-
- Apply the knowledge and skills gained in her professional practices. .‫ ﺗﻜ ﱢﻮن اﺗﺠﺎ ًﻫﺎ إﻳﺠﺎﺑ ًّﻴﺎ ﻧﺤﻮ اﻟﺘﻨﻤﻴﺔ اﻟﻤﻬﻨﻴﺔ اﻟﻤﺴﺘﺪاﻣﺔ‬-
- Applying the most appropriate methods and modern practices of .‫ ﺗﻄﺒﻖ ﻣﺎ اﻛﺘﺴﺒﺘﻪ ﻣﻦ ﻣﻌﺎرف وﻣﻬﺎرات ﻓﻲ ﻣﻤﺎرﺳﺎﺗﻬﺎ اﻟ ِﻤ ْﻬﻨﻴﺔ‬-
.‫ ﺗﻄﺒﻖ أﻧﺴﺐ اﻟﻄﺮق واﻟﻤﻤﺎرﺳﺎت اﻟﺤﺪﻳﺜﺔ ﻟﻠﺘﻌﻠﻴﻢ واﻟﺘﻌﻠﻢ‬-
teaching and learning.

[email protected] 18

TRANING & CONSULTATION

CIPP Training - British Council Collins Primary Training - Sudan. BSME -Abu Dhabi.
Alexandria.

ELT Conference - Jordan. ELT Conference - Nile Tesol. The 1st Conference for National Institutes Development.

Didier - French Programs Training. Traning - Abu Dhabi. Primary Training.
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19

‫‪NATIONAL UK FRAMEWORK‬‬ ‫اﻟﻤﻨﻬـﺞ اﻟﺒﺮﯾﻄﺎﻧﻲ‬

‫‪We Offer our customers wide range of resources from most‬‬ ‫ﻧﺤـﻦ ﻧﻘـﺪم ﻟﻌﻤﻼﺋﻨـﺎ ﻣﺠﻤﻮﻋـﺔ واﺳـﻌﺔ ﻣـﻦ اﻟﻤـﻮارد ﻣـﻦ ﻣﻌﻈـﻢ اﻟﻨﺎﺷـﺮﯾﻦ‬
‫‪well-known UK publishers and suppliers.‬‬ ‫واﻟﻤﻮردﯾﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻤﺘﺤﺪة‪.‬‬
‫) ‪Our presence in Egypt and UK ( Liberty Education UK Ltd‬‬
‫‪makes us one stop shop for all your needs.‬‬ ‫إن وﺟﻮدﻧــﺎ ﻓــﻲ ﻣﺼــﺮ واﻟﻤﻤﻠﻜــﺔ اﻟﻤﺘﺤــﺪة )ﻟﯿﺒﺮﺗــﻲ ﻟﻠﺘﻌﻠﯿــﻢ ﺑﺎﻟﻤﻤﻠﻜــﺔ‬
‫اﻟﻤﺘﺤﺪة اﻟﻤﺤﺪودة( ﯾﺠﻌﻠﻨﺎ ﻣﺤﻄﺔ واﺣﺪة ﻟﺠﻤﯿﻊ اﺣﺘﯿﺎﺟﺎﺗﻚ‪.‬‬

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RISING STARS

Teach Learn Shine

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English

FindelEducation Resources

English

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English

INSPIRE YOUR PUPILS READING ASSESSMENT TOOL READING
TO LOVE READING WITH ASSESSMENT
Mmaeinnu
IDEAL FOR Help TOOL FOR
GUIDED KS1 & KS2
READING
Rseessusimone
sSetsasriton

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BEAUTIFUL ENGAGING NON-FICTION
NEW FICTION MATCHED TO THE

NATIONAL CURRICULUM

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English

Everything you need

for English, under one roof

providing complete coverage of the National Curriculum

Spelling Comprehension

Vocabulary, Grammar and Punctuation

Composition Handwriting

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RISING STARS English

Teach Learn Shine Talk about the story
321AtsWhHkWehoyhsoawoauttumrtrancaardhenni‘sltsydph’ coet?hhrcetihlsddielriddeqrneuthneaesrtterciaohovnienlsdl:lrtihneeng
“Reading Planet really redefines our on ? with
understanding of how children learn to read. [...] bus?
It’s a highly credible approach that will change
the way you teach, and it’s a sound investment see beginning
in more ways than one, with activities galore to
4 sWouhnatdt‘rpa’n?sport did they see beginning with the
explore.”John Dabell, Teach Primary
5 Have you ever travelled on a bus, train or plane ?
6 What transport would you most like to travel on?

Can your child retell the story using their own words ?
Re8ading Planet Notes

10_ISPY_PAGES.indd 8 AFTER SHARING

About this book
icnThthriilosddwrueocaredd:ylefsosrbreoaodkinisgd. eYsoiugnceadn While sharing yDTyojrioroPymutaouuuPhrtwaurlthifsanngtateeaydgeiwvsneoypsaoeoe1.?oiub4gWca:ycrW2retacshoi5uhgtt.mhaueireTiv2eaniae0rrfiate1tknsooro6iceeier/nra0nfams6rtemoIgn/eu0wxSno1arwytypnifkaototyishetotuubrhiwaayneuhgndoaicsetyosuic.ohaoiphTrnlrueaylocagorlorrhkge?tthuih.neal?rodetbocmW:rsofhoaeuhiunltdaondytrtdocosua.snrpy
to get your sbSp(meeSFePgaoeaGeylbaiyrdniolfyoeitbntythuxItoiholanetSearumpgwoster,youhpwycsugaalechiensthtoi,shldyiodootsoeht‘mnhsceuae’aarpce,ngsnphtastoohkpgomstiaeretonttyahnuhge2tritnecb,onobhsdouglgeae,agtegyotehrhttidn.enehgtrneee.thrnIsrtiae,nacsac=tn.gpbhamsylowkppeowioai.n)tkgrihg.tteh‘.s’. eEl.eyngtoc.tRuosehesurwsioargaaapdnglnkyssed,-iagtnywronooo-ostuur,irenrcsdeaucdsshdpoo,ieleundrttmcsdti.ogaornonktsroeisptat,isce
use it to
ptichiactneuMhpstroahoeooRkleuyiiseenconbeeaaudtoadhs.sotnieySoorkde-wub,mtnenmooa,.adpo-gtatrhk.kfcero.eoheaArnlndeatsaeosknetnaayey-dnnpowpdauetihcshraotoea,csufunckhmrtnteeirtliaadeh.dvnt-eifctntsomohyparihocntoorgtpfoyr
bthaeckpcaortvseor,fbalubrobo, ekt(cfr.)ont cover, tAhfetebrosohkarfionrgm, gooretoidtehaes!back of
rhel(etofthrfewtoelltntociotto.rcrtiograevlhkcetta,r,ofbtrrhoodeunettirnatfotosertbronraeracyalkdap, ineantdggce.)as
book
from

sdt,bJhotour,toisnphuae,tgsyhrht,eshmptceoohy,wtaiplnbndl.aedreWygnibIhnSo?incpnihnytgfhooenwrmttiothshpeotidrhf etercajskonouosurfpnntodhersyet: ISBN: 9781471876868
osHPufBoafrtwsroriAbhctinsostrPaihtheTltihtmPlaSisthhSeehunWurrcrhiatotdiianiwetaotntLmgoltCtitnALuhtebeRtouiepwFchoeaniahDssdaeniClbnnrkiuUtrsermbnwrrscesspHmotdritCsfHbytKyrnuhtafrrs.tipooroeroooolyo’taiSergreaisiipgtcrdynysypnnsrccmclnsoetekphirinuSikhgfy;hetnPCtEidkf;osteoebg,;HrserotrgsCaaptoKiiprvr:hliihltsglaHotmirmnssi4r6tolcte3c.sesatuwitohleYoo:wghnTdy,:aalaa©sUtC©ouovW©htiUegr.nttr0ionhLsoKgseriyAsred2yDKoMuaa-.itKeerputcpu0SLhlnl:tlifZorCtoeyidinis5o1tcka©inlhoPdvrcnosogh.u06rrlgi2cantrhotm,igVsmPgosoiok0mV-Gspismofaehhiinoerrm1hnnpiaidoaoaocitsgllpa6leg-ta,lrntrtlg;imLPortsapLooBenASdbbyeiaupooctvwuryutglyynahiSbleaahenfdapa.VendcaRnnnarlHadygeiniEsyhtnicdgnstomoosremcaioattyutkeinnudlhroynlrtaol/ysebmgo;ittdaogsnLoel/htSa;o©theksirAuneteSmHnpihparueafpgt2AkeDuraufEetavinaoee0mttrucdcrtaraseemrnl1/ttskgnltut,lseedruoc6aleuUssaihicorn.yrtwntylstaRsAituKFwteonustLettiitutocitncsigrCiLhdtnoeSmtriakcegtnIertemcnpl;Pdukroh,ig’hfps;dtrnsrneoG,reotpoe1eSedwoCrirdrcc4on:vtcoecdapeai,©:loeeotkrut,eSser©hlwhr;rSsUsoptPardopaoehmmaJUphKui7salfeblrmiiKoiestcl:gcoaslirce©opspo_LernPheietptcnefaorlhadHlaaizyrsnetdnmninm;nurosxdo;idEitgcaugpIbcfiolrrrshrenashetoRaesyher/lEuctsloceiB,esDio,Slt_dBrycliaihkEope1an/CncnceAeicrddIsuotdrw0ihPacslgolsnAsohocliiautko–lnniuuon,vbtacutgruudabc6nnodesbgoideedodvwnattualttronellsehtKeracrldiPto,iscer:nocsatsiioomi(tCppeilesorJlrrhofitotaguarbng;ysaoosarionecin:ncngbtPoicnfynrprvrUgGoaorkoceteghld:e:e:rhCleSpn;ecntirrNoeHSulnC,fpmNotuokpJ:lyifprfaracivtaer;oAt2Btnrontuertlrottoesipcl:lt:nyuhosmmgescearykokmMrc©5susldtilgnhsyaasuosieBp,:ultiatogoirnntttVLdrpt©hPPophalaayyhentmddMoeaeCiyeropeunanles,onrnatilhtmSnhboatnsekLgrpnhud:BtouoBttioleong:ucaPiedrs:orPya/acrrFuvoidbMrrsaernAaatpraIioiiDyheirenlrnas/ttsinhiaedofEpArriesuelfdheofd:igworaChnrrcstdsaJneoonettrLie1mkasav,goeellidmtro’NymecK;boscrnseSuokrPsin;ocrPnCn8atwclacrhCsaeriroeytTahnatrdiutolaoamiyctaSekoobBinttlhokn.rnohoneaarAedodgeaBlrr)eAr;lrWny,kgigatmercosoeulSrposlaroarsilcorocnnahywohcedtc/edoibinne,oalouedc/tnielcen,sesd
Before sharing
TagHtltaLakoamolsgkaoIbeyeakSotobbphauuoeyetrtufrtoc.tthhRhrteeeebihldafu?emrdospgentlaaahtmnyecteiroentadivgtoneltfesohrpIfioosS:oufprtttyhl.oeubdoaonkd

10_ISPY_IFCIBC.indd All Pages

11:33 2016/06/01

Talk about the story
Ask your child these questions:

1 How many wet pads did Frog hop on ?
2 How many hens did Fox run past ?
3 Why did Fox and Frog want to get to the
4 Who ate the jam mu ns in the end ? jam mu ns ?

5 Have you ever been camping in a tent ?
6 Have you ever made mu ns or cakes ?

12 Can your child retell the story using their own words ?

Reading Planet Notes AFTER READING

In this book Before reading Try these activities with your child: Ready-to-read tip
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w (as in web ) What to happen
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y (as in yak ) story ?
z (as in zebra )
qu (as in queen ) While reading ISBN: 5 997 47187 1 978
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Your child may need saIjafIGtufyytmitovhhtehupeeeryyiimnncohhduteoiiorlvsduociitdthgaquliteolueadtuilscotdsksirom.tlymuuecntaoktdko,csetoreiaenrllarmwetdhciosetetramtadhcksheteaom,wndp.dooorndin’t.t
help with these words: upTnaaldgkeearobstfoatunhtdewinshtgoa.rty’sthoacphpeecnkinyoguorncheailcdh’s
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let’s they
all are

Ready-to-read activity oftAoaffrlttkhqeiaursbrebeosoatuiodotkintn.hsgea, esntndocraoyc.utYriovaiugti’elelsyoanutdrthicdeheibaldsactok
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Maths

TEACHER’S GUIDES

Year 3, Unit 12, Week 2, Lesson 2

Division TO ÷ O: Using the Unit 12: Number - Multiplication and division
expanded written method
• Demonstrate on the board how to use the expanded written method of division to calculate
4 ÷ 92.

National curriculum attainment target Lesson objectives 23
• muWseriinntgetaatlhnaednmdcauplclrtouipglalritecesasmtiinoagnthtteoambfolaertsmictahallawstttrahitteeteymnkenmnoteswthf,ouorsddinsivgision • Use the expanded written method to calculate 49 2
TO ÷ O
• Estimate and check the answer to a calculation 4 × 8 0 20
12

4×3 1 2
0

Previous related lesson Future related lessons • Sm(spa1toay2asrn)astAyenibdsdalkerwr:eetiolctHehofmort9wd?a2kt,m(he0wea)2enw0syougtrbrikomtiurneapgscs:tcotahfnIse44i2tb0p?eog(ydsreosivsiub)idpleeIssdtoiotfinmpfotooauskrs1,ei2wb1?lhe0ictgohr(3omm)uaSapkakseyeo:s3f08Wfo0geu.rros?uubptAsr(asoyckeft:s41,H?42o0fwr=o(nmm1o0a)1n×S2ya4ya).:rAeWslIekse:fitt?How

Unit 12, Week 2, Lesson 1 Unit 12, Week 2, Lesson 3; Unit 12, Week 2, Lesson 4
Prerequisites for learning Success criteria

Pupils need to: Pupils can: • Say: We can check our answer by using the inverse of division, multiplication . Ask: What is 23
multiplied by 4? (92)
Unit 8, Week 1, Lesson 2 • recall all the multiplication and division facts for the 4 ,3 ,2, • make a reasonable estimate for the answer to a calculation
8 ,5 and 10 multiplication tables • Compare the answer with the estimate.
• partition two-digit numbers into tens and ones
• understand the effect of multiplying and dividing a number • divide a multiple of 10 by a one-digit number • Repeat with other numbers using multiples of 5 ,4 ,3 ,2 and 8 where it is possible to make 20 ,10
by 10 or 30 times the divisor, e.g. 2 ÷ 54 ;3 ÷ 78 ;8 ÷ 96 ;4 ÷ 56 ;3 ÷ 45 ;5 ÷ 65.
aMnudlttihpelicgaritdiomn eHtThOodx O using partitioningCh1alleUngisesWaebrteihtteewt4geh7erei6ndm. Cmuilretcitplheloetshdbeotfom1cu0al0tlictphulealatoteefa1Hc0hT0Ooitf×tishOcelsoesensutmtob.ers • use the expanded
• subtract using the formal written method of column of TO ÷ O written method to calculate division • For various questions ask the children: What is the approximate answer? How did you work
subtraction it out?

Vocabulary • Ask children to explain to their partner how they would work out the answer to given division
calculations.
multiple, key fact, divide, division, divisor, divisible by,
estimate, partition, tens, ones (units)

Getting Started Individualised Learning Pupil Book 3C – Page 45: Division using the expanded
• Choose an activity from Number – Multiplication and division. Refer to Activity 3 ,2 ,1 and 4 from the . written method
• Choose an activity from Fluency in Number Facts: Y3/Y4 – Multiplication and division. Learning activities on pages 457–456

The word “ones” Te a c h Year 3, Unit 12, Plenary
has been used Week 2 Resources
throughout this lesson mini whiteboard, pen and eraser (per child)
when referring to the • BCeognintinbuyecobuynctoinugntiinngmiunltmipuleltsipolfe4s.oWf 4ri0te. Wthreitemtuhletispeleusnodfe4r on the board.
least significant digit. the multiples of
Example However children also 4 on the board.
386 400 need to be familiar with
the word “units”. 4 8 12 16 20 24 28 32 36 40 • RwTeOhini÷tfeoObrcoceaatrlhdcue, elea.gtxip.o1an7ns)do4end÷twh6e8ribt;(t1oe7an)rdm2 a÷ent3hd4oad;s(2ko4fc)hd3iilvd÷isr7eio2nn).ttoDaiwusgprihltaetyitnwhethheaenplpeinrsodsoxicinma.tWaetdre.itaenvsawrieoruosn their mini
40 80 120 160 200 240 280 320 360 400
300
753 c • Ask: How many fours are there in 8? (2) How many fours are there in 80? (20) Continue with • Ask: How did you work out the approximate answer?
g 138 other examples.
f
911 694 h d • Write on the whiteboard: 4 ÷ 92 =. Ask: How many fours are there in 92? • Choose one of the calculations for children to find the answer.
i • Say: Explain to your partner how you would • Say: Explain to your partner how
• Ask pairs to share their explanations with the work out the answer to this calculation . expanded method of division on you would work out the answer to this question using the
class. your mini whiteboard.
832 e • Ask: Can you explain your method of working out the answer to the class?
216 • Sdcaaiyvlc:iduiTlnaogtdioaunyssiwn. gTehlaaisrregmegerotnihnuogmdtboiselcerasa.lrlnedatwheritetxepnamndetehdowdroitfterencmoredtihnogdthaendanisswuseerftuol division • Repeat with other examples.
when we
are

• Say: We can work out what the approximate answer would be by seeing how many groups of
ten times four can be made.
Ch2alleeMnatgthcCaehehkheneotniusomuissxmeeec.btaahelflcerousgwltaroietdgiroempntoshe.tetChar.hnoEoddsotatisomeflwoadwtoiefrefkeyroroaeununrdttatnmnhuseumwaltebnipreslwfirysres3tr.7, 4
585 j • Say: Can 10 groups of 4 be made from 92? (yes) Can 20 groups of 4 be made from 92? (yes). Overcoming Barriers
647 Can 30 groups of 4 be made from 92? (no) Ask: Is 92 closer to 80 or 120? (80) • Cemh.guil.dlt5ripe×nlicw■athi=oon3d5ao.nndodt ihvaisvioenintshtraonutgrehcfianlldoinf gthtehme aunltsiwpleicrattoiomnifsascintsgwniullmfinbderdpivroisbiolenmdsiffiincumltu. lEtnipsluicraetciohnildnruemn bcaenr saelsnoterneclaetse,

• Say : So the answer will be approximately 20.

625 x 8 60E600x0axm4p80le0 450 451
X5 160 4800 8 Busy Ant Maths Y3 TG Unit 12.indd 450 12:23 2014/02/12
5000 20 = 8
= 40 12:23 2014/02/12
453 675 486 759 Busy Ant Maths Y3 TG Unit 12.indd 451

7
4 56
Ch3allenCgisOae ndnieyffoeo6urfe3tfin7hntedtsoeoutchat5elw9co8uhtlyah?teiorsn.4s77 368 93 8
468 x 4 2

624 x 3 234 x 8

62411_P055_044.indd 45 732 x 2

ACTIVITY AND PUPIL BOOKS45
13:05 2014/01/23

Test Pack 2

Assessment at TEST PACKS
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PROGRESS GUIDES

FIND OUT HOW Assessment Guide 1 Stretch and Challenge
BUSY ANT MATHS CAN
SUPPORT A MASTERY StretchandChallenge3 3
APPROACH IN YOUR SCHOOL
Atfshrsoeemshsetmahreetnsattnaadrtt PSEETREIERSCELDAIRTKOER Stretch and Challenge muEnandtrheicerhsmtianangtidcianlg PSEETREI ERSCELDAIRT OK ER
WWW.COLLINS.CO.UK/BUSYANTMATHS
Assessment Guide 3 Assessment Guide 5 5 Stretch and Challenge
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Assessment at PS EE RT IEERS CELDAI TROK E mEunanrtdihceehrmisntagatnicdailng mu nEandtrhei cer shmtianantgidcianlg PETER CLARKE
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ASSESSMENT GUIDES STRETCH AND CHALLENGE

28

Maths

RISING STARS

Teach Learn Shine

11a Applying addition and Let's practise
subtraction
1
You need: Answer these.

Let's learn Base 10 Try these calculations. Remember to think about mental methods first and Sample pages
apparatus make an estimate each time: from the Year 5

Is my place-value grids a 2475 + 500 12 d 9463 – 348 15 g 1478 – 000 30 Textbook
calculation digit cards 1 3 5
correct? b 2477 – 8350 e 3520 – 620 14
You have lined up your digits
but you have not thought c 1500 + 9248 f 10.55 + 6250
about place value! A mental
005 2 method would help here.
+ 5.5 2 1
2
5.5 7 3

Answer these.

Answer these calculations involving decimals. Remember to make an estimate before
completing each calculation.

Addition and subtraction + 125 + 0.5 a 0.7 – 2.92 c 1.2 – 1.248 e 0.12 + 5.275

Remember that larger numbers do not always mean 2625 2625.5 b 1.65 + 8.35 d 1.79 + 3.25
you have to use a formal written method. Method 2

Why do you think Amy suggested a mental 2500 57621 3 4
method for 125.5 + 2500? – 8425 Apply. Think.
Look at the 2 methods used for the subtraction Method 1
calculation 5248 – 675 12. 7675 = 5000 – 675 12 7247 Here are some di erent masses. 8700 ml 9.05 l 4300 ml
Which would you use and why? 7475 = 200 – 7675 3.895 l 5.125 l 6.856 l
7435 = 40 – 7475 2
10
7427 = 8 – 7435

Adding and subtracting decimals 2.45 kg 7965 g Opal made an addition calculation using
2 capacities from the grid.
1.2 + 1.35 3.9 kg

You need to know + += The home-grown programme for
the place value of
the digits in numbers 10.5 kg 4269 g She used rounding to estimate an answer teaching world-class maths lessons
before you calculate. Find as many sums and di erences of 12 litres. Let’s get
as you can, but be careful with the a Which 2 capacities did she use? started!
1 35 1 units of measurement! What is the
10 100 largest di erence you can find? 29 www.unlimitedpress.net

Look at the same calculation using a mental Method 1 Method 2 b Complete the calculation for Opal using
method and a formal written method. 0.2 + 1 + 1.35 = 1.2 + 1.35 53 .1 a written method.
What is the same? What is di erent?
Try the subtraction 1.2 – 1.35 using = 0.2 + 2.35 +02 .1 c Make up your own subtraction calculation
these methods. = 2.55 55 .2 using 2 capacities from the grid.
Remember to make an estimate first.

Teacher’s Guide Before working through the Textbook, study page 146 of the Teacher’s Guide to see Teacher’s Guide See page 147 of the Teacher’s Guide for ideas of how to guide practice.
how the concepts should be introduced. Read and discuss the page with the children. Work through each step together as a class to develop children’s
132 Provide concrete resources to support exploration. conceptual understanding. 133

11Unit Addition and subtraction using Year 5 Unit 11
measurement
Engaging and exploring Encourage children in pairs to make up their own scale for
You could ask children to look at each picture and the the container starting from zero and write the value of the
question that goes with each and discuss them with a water level. You might like to use a rain gauge to collect rain
partner. Focus on each picture in turn. water and revisit these activities in a hands-on, real-life way.

For the picture of the rain gauge, you could: For the picture of the weighing scales you could:

Mathematical focus Discuss what children notice about the container and the Discuss the use of kilograms on the scale here rather than Sample pages
level of the water. Encourage them to use the language of grams. Children should use their experience from previous from the Year 5
Number: number and place value, addition and subtraction, fractions capacity and fractions, e.g. the container is more than half activities to identify the scale using the information given.
Measurement: capacity, mass, time Teacher’s Guide
Statistics: solve problems, interpret data full; the water level is 3 of the way up the scale. Establish the mass of the parcel and consider the ways that
3
this can be written, i.e. 2.5 kg or 2 1 kg. Ask them to decide
Suggest that the container holds one litre of water. Children 2
should draw on knowledge of litre and millilitre conversion whether 2.50 kg and 2.500 kg are also equivalent.
and recognise that the scale can be labelled as 0.1l, 0.2 l,
0.3 l, etc. or as 100 ml, 200 ml, 300 ml, etc., so the value Focus just on the 0.2 kg parcel and challenge children to
shown is 750 ml or 0.75 litres. reason about and describe the new position of the arrow
when the parcel is also put on the weighing scales.

Prior learning Revisit the place-value grid to support converting litres to erent about the 300 g parcel. What is
Children should already be able to: millilitres and vice versa. erent about the mass of this parcel? Look at converting
• add and subtract numbers mentally with increasingly between kilograms and grams, revisiting the language
large numbers as before.
• add and subtract whole numbers with four digits,
including using formal written methods (columnar Suggest that you would have found the total mass of the
addition and subtraction) rst. Children should then explain
• use rounding to check answers to calculations and
determine, in the context of a problem, levels of accuracy why you may have done this. Other number bonds can
• solve addition and subtraction multi-step problems in be explore here that total 1 kg. You might like to use real
contexts, deciding which operations and methods to use weighing scales to support these tasks.
and why.
For the bar chart you could:

Discuss what children notice about the bar chart, e.g. bars
are horizontal, the scale is in kilograms but with intervals of
0.25 kg.

Key new learning Suggest they give you ‘silly’ answers when asked the mass of
• Add and subtract whole numbers with more than four the tray of soil and explain their reasoning each time.
digits, including using formal written methods (columnar
addition and subtraction). Challenge children to describe each of the masses using
• Add and subtract numbers mentally with increasingly fractional language, e.g. two whole kilograms, 118 kg, etc.
large numbers.
Ask children to compare the masses and describe them, e.g.
determine, in the context of a problem, levels of accuracy. the tray of sand is 0.25 kg heavier than the rock.
• Solve addition and subtraction multi-step problems in
nding
contexts, deciding which operations and methods to use
and why. Talk about Things to think about For the picture of the pies you could:
• Solve problems involving number up to three decimal places. le of mental calculation? Ask children to discuss the statement and decide whether
• Recognise mixed numbers and improper fractions and It is important to use precise mathematical they agree. They should use representations to prove their
convert from one form to the other and write mathematical vocabulary from the beginning and make • How will you organise groupings for discussions and thinking and should refer to equivalent fractions.
connections to language that supports activities? Discuss what the mistake is and perhaps describe a third
• Add and subtract fractions with the same denominator and understanding, e.g. equivalence or the equals pie that has three pieces missing but still an equivalent
denominators that are multiples of the same number. • Which manipulatives will help to develop conceptual fraction of pie remains, i.e. ninths with three pieces eaten
understanding for addition and subtraction? and six remaining. Can they make a generalisation about the
Making connections possible number of slices?
• Addition and subtraction problems involving measure • What opportunities will you provide to children to carry Challenge children to calculate how much of the two pies
provide an opportunity to revisit converting units of uency when children have left in total. Is there more than one whole pie
metric measure so that, e.g. children give the answer to left? Look at the calculation, focusing on the fact that the
not 201.75 km or m. working with measure and statistics? denominators are not the same.
• How will you provide opportunities to develop problem
erence sign should be seen as ‘has the same value but
problems using information presented in a line graph, erent’. Also, explore the language solving strategies outlined in the introduction, which will
with work in science. of measurement to reinforce units and their be appropriate for your Year 5 children? Checking understanding
relationship to each other, e.g. ‘milli’ means You will know children have mastered these concepts when
144 Rising Stars Mathematics they can solve addition and subtraction problems (including
thousandth so a millilitre is 1 of a litre .
1000 erent contexts, appropriately choosing
and using number facts using their understanding of place
value and mental and written methods. They can explain
their decision making and justify their solutions.

Teacher’s Guide 5 145

Applying addition and subtraction Each plank of wood is 3.45 m in length. Each is cut into two pieces. Sample pages
Calculate the missing lengths. from the Year 5
Use mental methods to answer these.
3.4 5 m m Practice Book
a 3.5 + = 9.25 d 6.6 – = 2.9
e – 7.08 = 2.04 a 1.7 9 m m
b – 7.6 = 4.05 f 1.95 + b 3.1 4 m m
= 5.19 c 2. 9 m m
c + 2 = 1.87 d 0.8 5 m m
e 1.50 3 m m
Answer these. d 23.779 f 2.67 8 m m
+ 8.04 g 1.06 2 m
a 6.045 97
+ 19.68

b 15.63 e 7.98
+ 40.657 + 7.526

c 59.291 f 64.13
+ 3.153 + 9.86

96

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