Keen Kite Spring 2017

Spring 2017

Pick-up-and-go resources to . . .

• tackle the reading test • promote mastery • include EAL children in all Maths lessons

PLUS MUCH MORE!

Reading

Practise for the new harder test

KS2 Reading SATs Practice Test Papers

PUBLISHING MARCH 2017

• 2 complete, photocopiable tests • Written to match the level and style of last year’s test • Answers and mark schemes







       



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



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

 



    





  



            







              





 

 









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

 

 

 

 

 

 Antibiotic Resistance

At first antibiotics seemed like a miracle  cure for the many diseases caused by  bacteria. But bacteria began fighting back.



 



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

 





of Microorganisms

             







New weapons It is getting harder to find or make new antibiotics. Doctors worry that more and more bacteria will become resistant. So scientists are exploring new ways to fight bacteria – using viruses.

Attack of the phages Viruses don’t just infect plants and animals. There are viruses that infect bacteria too. Scientists discovered these “phages” more than a hundred years ago.

Bacteria reproduce very quickly. This means they can adapt very quickly to changes in their habitat. Imagine a population of bacteria living inside a person. If the person takes antibiotics, the habitat suddenly becomes     dangerous for bacteria.







The Mysterious World

  

1 billion Phages in a millilitre of river water 1 million Bacteria in a millilitre of river water

The antibiotic starts to kill the bacteria – but it can’t kill them all. This is because no two bacteria are exactly the same.

Small differences or variation between the bacteria means that the antibiotic will not affect some of them. These bacteria are resistant to antibiotics. Most of the bacteria are killed, but resistant bacteria survive.

The first sign of phages was the strange healing power of river water from the Ganges. Scientists realised that the water was full of viruses that destroyed bacteria!

The resistant bacteria now have all the food and space to themselves.

They reproduce, and pass on their resistance. Soon the only bacteria left are the antibiotic-resistant type. The population of bacteria has adapted to the new habitat. Doctors find it very difficult to treat infections caused by antibiotic-resistant bacteria, so they can be deadly.

Every time we take antibiotics, we change the habitat inside our bodies and give bacteria a chance to become resistant. It’s important to take antibiotics only when you really need them, and not for illnesses caused by viruses.

Antibiotics can only fight bacteria – they can’t fight viruses

MRSA are a type of bacteria that have become resistant to antibiotics.

10

1

11

Reading Practice Test Papers

ISBN

Schools’ Price

Printed book (March 2017)

9780008238513

£60

Online download (February 2017)

9780008238520

£50 + VAT

Order for online at www.keenkite.co.uk Also available maths!

See page 11

Reading

Solve the mystery of the reading test

Reading detectives • Questions focussed on inference and deduction • Texts with the level of vocab seen in last year’s SAT • Support and extension from a top literacy consultant

EDITABLE Word files on the CD or online download

The Visitor

in the air: It was torn from her grasp and tossed ‘I’ll drag you out of bed by your hair!’

the moon; A crumbling churchyard, the sea and and bone; The waves had gouged out grave A man was walking, late and alone…

Questions

it say?’

‘What was that, William? What did IT AWAY! ring through the window! THROW

1 Name the characters Throw the in the poem.

He saw a skeleton on the ground; A ring on a bony finger he found.

[1 mark]

2 Which of these words is not a synonym of ‘gouged out’: leapt it. Theoutskeletonvalley scoop out She threw hollow excavate

her the ring.

He ran home to his wife and gave not a thing.

‘Oh, where did you get it?’ He said

3

from the sill, [1 mark] downhill, Scooped up the ring and clattered Summarise the poem in your own words. still.[2 marks] Fainter…and fainter… Then all was

4 What do you notice about the way the poem is organised?

[3 marks]

er IantoSerrailli 5 Why had the poet chosen use capitals for THROW IT AWAY?

she said, It’s the loveliest ring in the world,’ off to bed.

As it glowed on her finger. They slipped

[1 mark]

6 How do you think William’s wife will react once she’s certain the skeleton has gone?

[3 marks]

outside, At midnight they woke. In the dark ‘Give me my ring!’ a chill voice cried.

7 Compare these stanzas. What do you notice about the pace of the rhythm?

Why do you think the poet has done this?

9 Ellipses are used to create different effects in the first and last stanza.

Explain how they are used.

10 Which evidence suggests the house is at the top of a hill?

g the bed.’

‘I’m reaching you now! I’m climbin her head.

The wife pulled the sheet right over The Visitor

The skeleton The husband 1 mark (Content Domain 2b)

2 Valley for key points such as the grave being exposed through the erosion of the waves, William taking the ring, William avoiding his wife’s questioning, the appearance of the skeleton, the wife asking what the skeleton said three times, the skeleton’s threats, William throwing the ring away and the departure of the skeleton.

2 marks (Content Domain 2c)

[3 marks]

8 The poem finishes with the word ‘still’. What impression does this give you about the skeleton [2 marks]

it say?’

‘What was that, William? What did away.’

‘Don’t worry, my dear. It’ll soon go

1 The wife

3 Pupils should try to use their own words to tell the narrative of the poem. Look

It was torn from her grasp and tossed in the air.

‘I’ll drag you out of bed by your hair!’

door.

‘I’m coming!’ A skeleton opened the the floor.

‘Give me my ring!’ It was crossing

Supporting pupils to read and analyse poetry.

When answering questions about poetry encourage pupils to read the poem at least twice before making a start. After this, encourage pupils to ask themselves what the poem is about; making sure that they think about the title as well as the content of the poem. Pupils are now ready to look for organisational features such as the use of stanzas, rhyme scheme and rhythm.

They should mark these on their copy of the poem. Next, encourage pupils to think about the descriptive quality of the poem including the use of vocabulary, description and figurative language. They should underline the important descriptive words and put a circle around any words they are unsure about. They can then look back at the tricky words to try and work out their meaning from the context. Pupils are now ready to start answering questions about the text.

1 mark (Content Domain 2a)

A crumbling churchyard, the sea and the moon; The waves had gouged out grave and bone; A man was walking, late and alone…

it say?’

‘What was that, William? What did away.’

‘Don’t worry, my dear. It’ll soon go

Teaching assessment

4 Expected standard: Pupils should be able to be able to identify that the poem

is structured with an opening stanza of three lines and that this is mirrored in the final stanza, also of three lines. They should also be able to identify that the middle of the poem is structured with 10 sets of rhyming couplets. 1 mark

Extension: In addition to the above some pupils may note the following organisational features: • Whilst the opening and closing stanzas are both of three lines, their structures are not identical e.g.

– two lines of the opening stanza rhyme (bone, alone) and all three lines of the final stanza rhyme (sill, downhill, still); – the first stanza is one sentence separated with semi-colons whilst the final stanza is three separate sentences. Up to 2 additional marks (Content Domain 2g) 3

[2 marks] [1 mark]

5 Expected standard: Pupils should note how the use of capitals reflects William’s urgency

be rid of the ring. Some pupils may refer to William’s fear of the skeleton, especially after it climbed on the bed.

2

to

Whilst the use of capitals indicates that William is shouting, pupils should refer to the fear and urgency that William is feeling. It is not enough to say ‘he is shouting’.

1 mark (Content Domain 2g)

4

5

ISBN

Schools’ Price

Year 3 (book and CD-ROM) (May 2017)

9780008244552

£55 + VAT

Year 3 (online download) (May 2017)

9780008244569

£50 + VAT

Year 4 (book and CD-ROM) (May 2017)

9780008244576

£55 + VAT

Year 4 (online download) (May 2017)

9780008244583

£50 + VAT

Year 5 (book and CD-ROM)

9780008218829

£55 + VAT

Year 5 (online download)

9780008218843

£50 + VAT

Year 6 (book and CD-ROM)

9780008218836

£55 + VAT

Year 6 (online download)

9780008218850

£50 + VAT

Order onlineEmail at www.keenkite.co.uk orders@keenkite.co.uk

2

Reading detectives

Grammar, punctuation and spelling

Kickstart confident spelling

Spelling rules!

• Games and lesson ideas for teaching rules and patterns • Interactives for your whiteboard • Support and extension from a top literacy consultant

EDITABLE Word files on the CD or online download

Hilarious homophones

ing between homophones Learning to spell by distinguish Key terminology:: homophone

same when pronounced. ones if they sound exactly the Two different words are homoph p.76 key stages 1 and 2. Glossary English Programme of Study:

• •

•

ones. ce in meaning between homoph It is important to know the differen ix 1: Spelling p.47 key stages 1 and 2. Append English Programme of Study:

For this lesson you will need:

CD-ROM) sheet [p6] or full colour version on Homophone picture cards (see resource Whiteboards and pens Post-it notes Scissors and glue sticks

• • • • • •

A blank table : This homophone table for your reference

pair

pear

son

sun

see

sea

night

knight

Application of new learning

rds and show to you. E.g. “Write for children to write on their whiteboa Play ‘quick write’ by saying a word have written. Continue with other the children to show you what they ‘pear’ as in the fruit,” and then ask words from the memory card game.

Dictation your class.

Dictate the following sentence to

so he could see the sea.

The sailor climbed the ship’s mast clearly (repeat the sentence whilst they listen to you say the sentence Ask pupils to put down their pencils the sentence silently in their your pupils). Encourage pupils to repeat several times if you feel it will benefit to write the sentence. children the ask the sentence as a class. Now own head. Next ask them to repeat have heard. Finally, say the to check it matches the sentence they Encourage them to read their writing the key words used in the lesson. check you Ensure see. to pupils for sentence again and write it clearly

hair

hare

Introduction of new learning •

Practising with new learning

memory game cards so that children table on the board. Distribute the Display the completed homophone tables and to take turns at turning place the cards face down on their can play in pairs. Instruct them to post-it notes to have found pairs they should use children When pairs. make to time a over two cards at spelling. label each image with the correct game cards into their books and and stick a photocopy of the memory As extension, children could cut-out label them with the correct spelling.

Tell pupils the following joke:

clothes on?”

“What do you call a panda with no A bare bear.

Other ideas

They should write a sentence both homophones in the same picture.

Ask children to draw pictures showing at night, a hare with hair… use of the homophones e.g. A knight or caption underneath showing the classroom books that take a fun look jokes that use homophones. Two For homework, ask children to find at homophones are:

by Marvin Terban Eight Ate: A Feast of Homonym Riddles

by Gene Barreta Deer Dear: A Book of Homophones

• Do pupils ‘get’ the joke? ‘bear’ on the whiteboard. What do a panda is: a bear. Write the word • Ask pupils what kind of animal the whiteboard. Therefore, a (or naked). Write the word ‘bare’ on we call having no clothes on? Bare bear’. ‘bare a is panda with no clothes on . We call these words meanings different have they the same but that • Explain how both words sound Say the word ‘homophone’ as ‘same’, and phone means ‘sound’. ‘homophones’ because homo- means a class. the blank homophones table and learning about homophones. Display • Explain that today you will be it together. explain that you are going to complete you may want to enlarge memory game card set (see p6 – the from pear a of image the • Show pupils anyone can offer the correct rd). Ask them what it is and see if these and display them on a whiteboa ‘pair’ meaning ‘two’. for spelling a offer can image. See if anyone spelling. Now show them the pair cards. It is recommended that Repeat with the other memory game Enter the two words into a table. in the homophone table. presented as ne homopho you start with the more obvious

3

2

Spelling rules!

3

ISBN

Schools’ Price

Year 2 (book and CD-ROM)

9780008218867

£65 + VAT

Year 2 (online download)

9780008218881

£60 + VAT

Year 3 (book and CD-ROM)

9780008218874

£65 + VAT

Year 3 (online download)

9780008218898

£60 + VAT

Order Call 0844 844online 1352at www.keenkite.co.uk

Grammar, punctuation and spelling

Clear-up complex grammar

Fill Grammar Gaps • Fresh ideas for recapping the trickiest areas of the curriculum • Interactives for your whiteboard • Variety of text extracts for teaching in context

EDITABLE

Word files on the CD or online download

Joining clauses and words using and

Teach • Introduce the example text – The Tunnel by Anthony Browne (see PDF1) – to pupils.

• Highlight the use of the word ‘and’ to join words and clauses.

• What do children think of the first sentence where ‘and’ is used three times? This is a matter of opinion.

It is likely that the author used it to make the story exciting and to make you read more quickly.

At this stage, pupils should understand that letters carry meaning and they are able to represent spoken sounds (phonemes) through writing appropriate letters (graphemes). Pupils achieving their Early Learning Goal for writing should be able to write a simple sentence which can be read by themselves and others.

Although some words may be incorrectly spelt, they will be phonetically plausible. For example, ‘I likt the ays creem.’ (I licked the ice cream.)

Practise

• Using the interactive programme, ask pupils to decide where to add ‘and’ and where to place a full stop and start a new sentence.

Review • Ask pupils what they think a sentence is. How would they recognise a sentence? They would be looking for a capital letter at the start and a full stop or other punctuation at the end.

• The focus for this session is on how to use the joining word (conjunction) ‘and’ to create longer sentences. We can use ‘and’ to join words or groups of words together.

• It is important to remind pupils not to overuse the word ‘and’ within a sentence. They can do this by re-reading and checking their work.

• Using the interactive programme, ask pupils to create a simple sentence. Remind pupils that they will need to add a full stop at the end of the sentence.

Apply • Ask pupils to work with their partner to add ‘and’ and then think of their own additional words and phrases for the following sentences. One example has been provided for each sentence.

– Peter ran home and … fell asleep in bed.

– The fox was clever and … tricked the Gingerbrea d Man. – Gail blew out the candle and … everyone cheered.

• To turn this into a game, prepare the sentences by writing the first and last parts of each sentence and the word ‘and’ onto separate pieces of paper.

There should be three parts to each sentence.

Have multiple copies of each. The children then need to find the corresponding part of their sentence and the word ‘and’.

• Model overuse of the word ‘and’ by building a sentence containing ‘and’ 3–4 times. Ask pupils to read the sentence with you. How does it sound? It makes sense but we don’t want to use ‘and’ in a sentence more than twice and, usually, only once.

• Take suggestions from pupils to edit the sentence into two or more sentences, and correctly add capital letters and full stops.

• Using the interactive programme, ask pupils to add words or groups of words to build a simple sentence.

Ask pupils to re-read and check the sentence when they have finished, and ensure they have placed the full stop correctly.

Answers for pupil sheet Activity 1:

and

nda

and

and nad and Activity 2: a. The cat was cuddly and cute.

dan dan

and

adn

adn

and

dna

b. The line of cars grew longer and longer. c. The children played on the beach and they built a sandcastle. d. The car was green and it pulled a caravan.

Activity 3:

The spider went to the gate The chair looked cosy The sky turned dark Farmer Pete went to feed the pigs

and the boy sat down. and spotty. and the sheep.

and it spun a web.

The little dog was brown and thunder rumbled.

Activity 4: a. The kitten and puppy sat and ate dinner. and Then they curled up and slept. b. The garden was full of daffodils and tulips. and The birds were feeding on nuts and seeds. c. The party girl had a new dress and shoes. and Everyone came to play pass the parcel and sing.

The

Fill Grammar Gaps

3

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2

Grammar, punctuation and spelling

Assess what you want, when you want

Grammar, punctuation and spelling Topic Assessment • An editable test for each content domain • Questions get progressively more difficult • Answers and mark schemes

EDITABLE Grammatical terms/word classes

Word files on the CD or online download

ls in these sentences.

Underline the adverbs or adverbia

3

noisily. a) She crunched the popcorn very

adverbs.

Change the following words into

1

a warm place to sleep. b) Every afternoon, the cat found a) cheerful

into the boot of the car. c) The football kits were packed

2 marks

b) quick 2 marks

c) gentle

4

in the following sentence.

Underline the adverbial phrases rd all afternoon.

The boy practised tricks on his skateboa

2

1 mark

d next to the word that the underline Read the sentence. Tick the box adverb is modifying.

Nathan smiled cautiously at the group

of children standing by the wall.

Nathan smiled standing wall 1 mark

3 2

Grammar, punctuation and spelling Topic Assessment

5

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See page 12

A-Z of Grammar • Full coverage of curriculum terminology • Explanations and worked examples “Offering relevant and child friendly examples … the A-Z of Grammar is a fantastic resource and a must have for all schools.”

Daniel Balchin, Weyfield Primary Academy

Adverbial

Adverbs

A B

Adverbial

C

An adverbial can be an adverb, an adverb phrase, a preposition phrase or a subordinate clause. It describes how the action in the sentence is happening, for example when it is happening, where it is happening, how it is happening , how often it is happening or why it is happening. Not all sentences have adverbials .

D E F H J L M

I’ll make a cup of tea when I’ve finished reading

O P R S

The door closed with a loud bang.

She is going on holiday tomorrow.

H I

Phone the police immediately.

I really want to see that film.

J K

He was completely exhausted.

M

You never come out to play football.

My sister and I always argue about who sits

Seriously, are you wearing that?

Adverbs that appear at the beginning of a sentence Fortunately, it didn’t rain.

the stadium quickly.

When the cake is golden brown, take it out

of the oven.

L

Some adverbs describe how often:

At the end of the match, the players shook hands.

Bitterly disappointed, the home supporters left

U

G

The plane flew south.

Some adverbs describe how much:

When the adverbial is at the start of the sentence it is called a fronted adverbial. These are followed by a comma:

Q

T

this.

Honestly, I didn’t mean to be rude to you.

N

F

Some adverbs describe when:

An adverbial can go anywhere in a sentence: I greatly admire your courage.

E

The children sing loudly.

Some adverbs describe where: We live here.

You probably won’t notice it after a while.

I K

C D

Ella runs quickly.

Breathing quietly, Lee crept out of the room.

B

Some adverbs describe how:

Suddenly, it started to rain heavily.

G

A

Adverbs An adverb is a word that explains more about a verb. Many adverbs end with the letters -ly.

Certain adverbs can be used to indicate that Maybe we can go next week.

N O

in the front seat of the car.

P

can modify the whole sentence:

Q

Sadly, Jackie can’t come on Friday.

R

something is not definite.

S

Perhaps you can help me with this?

T

She is possibly too late to join the class now.

V

U

Adverbs can connect different parts of text:

W X Y Z

Grammar, punctuation and spelling

Your essential survival guide

V

I clean my teeth. Then I get dressed. (Then shows

time relationship)

I get dressed. Next I make my lunch. (Next shows

time relationship)

W X Y Z

6 7

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6

A-Z of Grammar

English

Quick fire question practice

Ready, Steady, Practise!

Pupil Books • 3 levels of differentiated questions • Explanations and worked examples • Progress tests and self-evaluation opportunities Teacher Resources • Teaching notes and worked examples • Creative photocopiable activities and games • Answers “A fantastic resource both for teachers and children alike.”

Bea Collis, Heatherlands Primary

Ready, Steady, Practise! Comprehension

7

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Ideal for intervention Purchase 20 Pupil books and a Teacher Resource and get 20% off.

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Ready, Steady, Practise! Grammar and Punctuation

Maths Mastery

Promote mastery for all

Everyday Problem Solving and Reasoning • Ready-to-use problems for each content domain • Guidance and examples for all 11 strategies • Pupil target sheets to track mastery Reasoning: Explain how you know

Reasoning: Explain how you know

Learning objective To give an explanation using words and diagrams and using correct mathematical vocabulary.

Bank of ‘Explain how you know’ questions

Links to year 5 problem solving and reasoning pupil target sheet

1. Here are the library opening times. If Sidney arrives at the library at 12.50 on a Sunday, how long is it until the library closes?

Reasoning I can explain my reasoning using clear sentence structures, calculations and diagrams.

I can make conjectures (statements) about mathematics and further develop the ability to convince others by proving and justifying my answers using further examples to back up reasoning.

Teaching notes • Ask the class a straightforward mathematical question which has a yes or no answer. The questions should require some reasoning and not just be factual knowledge.

• Model how to explain the answer orally and in writing, emphasising the correct use of mathematical vocabulary.

• Give pupils a range of simple questions to enable them to practise writing out their explanations using the correct vocabulary.

Example: Java says that there are 126 hours in three-quarters of a week. Is he correct? Explain how you know.

EDITABLE

• Ask: What does the question want to know? (Are there 126 hours in three-quarters of a week?)

– In order to know whether our answer is going to be a sensible one, first we need to estimate by working out how many hours are in a whole week. 24 × 7 = 168 so we know our answer has to be less than 168. When estimating, pupils should also realise that their answer will be more than a half (84) as we want three-quarters. So a sensible estimate could be 100.

• Ask: How do we calculate three-quarters of 168?

– Model how to calculate three-quarters of 168 in a variety of ways.

For example: Half of 168 = 84, half again = 42 then add them together 84 + 42 = 126 or 168 ÷ 4 = 42 then multiply by 3, so 42 × 3 = 126 • Ask: So do we know that Java is correct?

– Model how to explain the answer. ‘Java is correct. I know this because there are 168 hours in one week. Three-quarters of 168 is 126. So there are 126 hours in one week.’

For pupils – Steps to success

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opens 09.30 08.45 10.00 09.45 08.50 10.10 10.00

Closes 18.00 18.45 17.00 17.35 18.30 18.00 16.30

2. Fazam writes a large number: 857 641. He says that the value of the digit 7 is 70 000. Is he correct?

Yes or no. Explain how you know.

3. Two friends are adding up their computer game scores. Harry’s scores are 27 037 for game 1; 38 208 for game 2 and 83 369 for game 3. Chris’s scores are 15 469 for game 1; 18 402 for game 2 and 88 325 for game 3. They work out that Harry scores 26 418 points more than Chris. Do you agree with them? Yes or no. Explain how you know.

4. Jessie says that three of these calculations have an answer that is between 0.2 and 2.1. Is she correct? Explain how you know. a) 28.32 − 26.82

c) 42.29 − 40.39

1. Identify what the question is asking you to do.

2. Identify a strategy to solve the problem.

3. Work out an estimation to know if the answer is a sensible one.

4. Explain clearly using a range of mathematical vocabulary and diagrams.

e) 14.24 − 13.83

See the pupil activities marked with the this strategy. © 2016 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

XXXXX_TG_P001_048.indd 22

d) 0.83 + 1.27

f) 31.40 − 28.99

5. Harley, Bailey and Summer have 403 keyrings between them. Summer has 28 fewer than Bailey.

Harley has 53 more than Bailey. How many keyrings do they have each?

Explain how you know.

6. The product of two numbers is 14 greater than the sum of the two numbers. Both numbers are even and are multiples of 12. One number is 50% greater than the other number.

What are the two numbers? Explain how you know.

Word files on the CD or online download 22

b) 21.75 − 12.88

icon on pages 34 to 67 for topic-based practice of

© 2016 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

23

09/06/16 6:08 PM XXXXX_TG_P001_048.indd 23 09/06/16 6:08 PM

9

Everyday Problem Solving and Reasoning

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Maths mastery with greater depth

Teacher Resources and CD-ROM

Year

Maths Mastery

Stop your more-able treading water

• Editable greater depth activities for every curriculum topic • Examples of the required conceptual understanding • Support and extension for each question National Curriculum Objectives, Y6, Ratio and proportio

Ratio and proportion Fractions, ratio or both?

Challenge 1:

Maria and Neil share £35 in the ratio 2:5.

Challenge 1 Answer:

How much more money does Neil have

Neil has £15 more than Maria. = £35

than Maria?

Challenge 2: Challenge 3:

week to school. Oliver walks 24 km. What Oliver and Petra walk a total of 42 km each by the two pupils in its simplest form? is the ratio of kilometres walked each week He uses 4 eggs, 200 g flour, Stefan decides to make a cake for 8 people. chocolate. The following week he makes 200 g sugar, 200 g butter and 60 g dark enough cake for 18 people.

How much of each ingredient does he

Challenge 4:

need?

team supporters’ survey in a school. The The pie chart shows the results of a football to Leicester City is 75%. The ratio of Chelsea sum of pupils who support Chelsea and Manchester United and Aston Villa supporters Leicester supporters is 7 : 8. The sum of is 45.

Assessment:

Maria’s 2 parts and Neil’s 5 sum of money is divided into 7 equal parts: Pupils should be able to argue that the the ratio as £5. By multiplying by 7 calculates the value of one part in parts. They should reason that £35 divided £25 and Maria to have £10; they Maria by 5, pupils calculate Neil to have the respective parts belonging to Neil and question. total from Neil’s to get the answer to the Maria’s subtract they Finally, £35. check that these figures total one part more than Maria. shows that Neil has 3 times the value of Alternatively, they will see that the ratio ratio then dividing the sum (in this of problem by adding the numbers in the Pupils will move towards solving this type this by the number multiply will they part, one of value have identified the case £35) by the result (7). When pupils of subtraction to find the that this information needs the final operation of parts given in the ratio. They will show answer to the question.

Challenge 2 Answer: The ratio of kilometres walked is 4 : 3.

Assessment:

and that they cover a fraction of covered each week by Oliver and Petra Pupils will reason that 42 km in total are total journeys that Petra makes is pupils will reason that the fraction of the 42 km each. From a concrete perspective, (42 – Oliver’s journey) out of 42.

Manchester United Aston Villa

24 km

Oliver

Chelsea

How many pupils said they preferred Leicester

EDITABLE

= 42 km

?

Petra

Leicester City

a)

Challenges and expert guidance for deepening understanding

n

or can be found shapes where the scale factor is known • solve problems involving similar of fractions and multiples sharing and grouping using knowledge • solve problems involving unequal

to reason that if Oliver’s fractions and, in particular, equivalent fractions 18 Pupils should continue to make links to 4 journey represents 42 of the 24 be simplified to 7 . In the same way, Petra’s proportion of the journey is 42 this can the ratio of distance travelled in its 3 journeys are reduced to 7 equal parts, total journey which reduces to 7 . As both simplest form is Oliver : Petra = 4 : 3. the problem as an addition of to this type of problem by initially seeing Pupils will start to take an algebraic approach of which one numerator is unknown. two fractions with identical denominators,

City?

Word files on the CD or online download

42 42

⇒ 24 + n = 42 = + 42 this idea by reducing both fractions part of the total journey. They continue From this, they calculate 18 km as Petra’s other is simply the numerator they know that the ratio of one to the to their simplest form. Once this is completed values of the simplified fraction. n 42

24

Chelsea? b) What fraction of the survey prefer

24 42

+

18 42

=

12 21

+

9 21

=

4 7

+

3 7

⇒4:3

3 2

ISBN

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9780008244651

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Maths mastery with greater depth

Maths

Prepare for the worst

KS2 Maths SATs Practice Test Papers • Great value, with 2 complete tests • Harder than last year’s SATs, just like you asked!

• Answers and mark schemes

More papers available online!

Visit www.keekite.co.uk to download.

4,000 − 500 =

4

993 + 10 =

1

1 mark 1 mark

2

5

63 × 3 =

637 − 279 =

1 mark 1 mark

3

6

120 ÷ 4 =

112 =

1 mark 1 mark

2

of HarperCollinsPublishers Ltd. © 2016 Keen Kite Books, an imprint

KS2 Maths SATs

11

3

of HarperCollinsPublishers Ltd. © 2016 Keen Kite Books, an imprint

ISBN

Schools’ Price

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9780008241957

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9780008172695

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9780008175740

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See page 1

Maths

The freedom to assess flexibly

Maths Topic Assessment • An editable test for each content domain • Questions get progressively more difficult • Answers and mark schemes

EDITABLE Word files on the CD or online download

ISBN

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12

Maths Topic Assessment

Maths

The speediest way to practise key skills

Ready, Steady, Practise!

Pupil Books • 3 levels of differentiated questions • Explanations and worked examples • Progress tests and self-evaluation opportunities

Harder fractions of amounts Example: Hassan has 20 pencils. He lends pencils does Hassan lend?

To find 1 4 1 4

3 4

we need to find

1 4

3 4

Test yourself June threads 5 red beads and 4 yellow beads on to a string.

4

a) What fraction of the beads is red? b) What fraction of the beads is yellow?

to his friends. How many

first.

of 20 = 20 ÷ 4 = 5 = of 20 = 5

We know that So

3 4

3 4

=

1 4

+

1 4

+

1 4

5

4 Meena has 36 coloured pencils. 9 of the pencils are 2 blue and 6 are red. How many pencils are red and blue?

of 20 = 5 + 5 + 5

3 4

= of 20 = 15

3 4

of 20

the A shorter way of showing this calculation is to divide the amount by denominator (in blue) and then multiply by the numerator (in red).

6

Peter has a number card.

5 He says ‘ 6 of my number is 30’.

Is Peter correct?

48

20 ÷ 4 = 5 5 × 3 = 15 3 4

of 20 = 15

Warm up 1

Find

3 4

of these amounts.

a) 12

Challenge yourself 7

c) 24 Find

2 3

of these amounts.

a) 9

3

8

Louisa has collected 24 buttons. She gives Petra 8 of 2 the buttons and Zara 6 of the buttons. Who has the most buttons: Louisa, Petra or Zara?

9

The greengrocer has a tray of 56 pieces of fruit.

There are 21 bananas on the tray. What fraction of the fruit is made up of bananas?

b) 16

2

3

5 are banana The teacher has a bag of 24 jelly beans. 12 are strawberry flavoured, 8 orange flavoured and the rest are orange flavoured. How many jelly beans are flavoured?

b) 18 c) 12 3

Find

3 5

of these amounts.

a) 25 b) 15 c) 45

10

Ready, Steady, Practise! Fractions and Decimals

13

How did you do?

11

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Maths

Inclusive lessons for EAL children Teacher Resources • Teaching notes and worked examples • Creative photocopiable activities and games • Answers Mental Arithmetic for EAL

PUBLISHING AUGUST 2017

• Matches the original pupil book, but with extra support on the page • Diagrams and explanations • Checked and approved by EAL experts

ISBN

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9780008161347

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9780008161354

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9780008161248

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9780008161361

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9780008161255

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9780008161378

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Mental Arithmetic for EAL

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9780008226732

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9780008238551

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14

Ready, Steady, Practise! Mental Arithmetic

Maths

Your essential survival guide

A-Z of Maths vocabulary • Full coverage of curriculum terminology • Explanations, worked examples and diagrams • Identifies words by key stage and topic

Free supporting checklists available!

Visit www.keekite.co.uk to download.

Analogue clock • Arc

Abacus • a.m.

A

A KS1

B

Abacus

C

An abacus is a simple calculating tool. count Stones, beads or rings are used to to and calculate. This example has beads

D

slide along rods.

E

Adjacent

KS2

ing.

Adjacent means near or next to someth

KS1

Analogue clock An analogue clock measures time hands moving around a dial.

using

KS1

Anticlockwise

it When something turns anticlockwise, n to goes round in the opposite directio the hands on a clock.

For this set of number cards, 4 is adjacent to 9.

G clockwise, rotate

beside

H

Adjust

I J

KS2

K

Acute angle

L

An acute angle is smaller than a rightn 0° angle. It is an angle that is betwee

M

and 90°

O P

angle, obtuse angle, reflex angle,

S

or Addition is finding the total of two ion more numbers. The + sign in a calculat shows that numbers are being added together.

T V

The addition of 12 and 7 gives 19.

W

12 + 7 = 19

y=2 equation, formula

a.m.

KS2

angle

reflex angle, acute angle, degree, obtuse angle, right angle

Annual

KS2

s An annual event is one that happen once a year.

It Your birthday is an annual event. would be great if you could celebrate it more than once a year!

m’ is The short way of writing ‘ante meridie noon. a.m., which means before midday or

I J

to An approximate answer is very close sign the right answer, but not exact. The ≈ means ‘is approximately equal to’.

K L M

The approximate answer to 19 × 31 is 600

N

19 × 31 ≈ 600

O P

estimate, round KS2

Arc

Q R

make a An arc is a curved line that would A complete circle if you continued it. sky. rainbow is an arc of colour in the

S T U

a

rc

Addition

Angle

KS2

If y + 3 = 5, what is the value of y?

KS1

KS1

turns is The amount by which something , an angle. It is a measure of rotation measured in degrees (°).

If you change the scale it will adjust the shape of a graph.

right angle

R

U

or

KS2

Approximate

digital clock

Algebra is a kind of language for nt mathematics that uses letters to represe s numbers. It is used to help solve problem s. pattern r numbe ate and investig

30°

Q

KS2

To adjust something means to change alter it.

Algebra

N

V W X

chord, circle, circumference

Y

The lessons started at 9.15 a.m.

X

Z

sum, total

Y

midday, p.m.

Z

7 6

A-Z of Maths vocabulary

E

H

G

15

C D F

3 6 2 9 4

F

B

ISBN

Schools’ Price

Single copy

9780008192662

£4.50

Pack of 5

9780008195694

£ £2020

Order for online at www.keenkite.co.uk Also available grammar!

See page 6

Impact Intervention • Support and extension ideas

PUBLISHING MARCH 2017

• Prompts and open questions • Ready-to-go activities

If your intervention and booster groups are only scratching the surface, these handbooks provide immediate ways to dig deeper and take learning down the right track.

Maths and English

Make an impression in every session

Keep one up your sleeve if you’re a TA, Classroom Assistant, NQT or time-strapped teacher who plans and delivers regular intervention.

Use alongside your existing Intervention schemes, including Ready, Steady, Practise!

Order by Key Stage and get 10% off All of Key Stage 1 £45

All of Key Stage 2 £90

Call our dedicated customer service team on 0844 844 1352 to order.

ISBN

Schools’ Price

Year 1 (March 2017)

9780008228385

£25

Year 2 (March 2017)

9780008238445

£25

Year 3 (March 2017)

9780008238452

£25

Year 4 (April 2017)

9780008238469

£25

Year 5 (April 2017)

9780008238476

£25

Year 6 (May 2017)

9780008238483

£25

Email orders@keenkite.co.uk

16

Impact Intervention

• Outdoor learning ideas for English, Maths and Science curriculum objectives • How to evidence learning and demonstrate purpose • Teach lessons in your school grounds and that don’t cost the earth

No m

No messing around

PUBLISHING AUGUST 2017

essing ar

a

d oun

Maths and English

Coming soon!

b d

c

Take the core curriculum outdoors No messing around

ISBN

Schools’ Price

Key Stage 1 Teacher Book (August 2017)

9780008238490

£55

Key Stage 2 Teacher Book (August 2017)

9780008238506

£55

Reception to Year 1

PUBLISHING SPRING 2018

• Foundation style lesson ideas for Year 1 content • Fill gaps in key foundation skills • Plan for a gradual transition

M�ke the big le�p � bit e�sier Reception to Year 1

17

ISBN

Schools’ Price

Book and CD-ROM (Spring 2018)

9780008238568

£55 + VAT

Online download (Spring 2018)

9780008244736

£50 + VAT

Order online at www.keenkite.co.uk Email orders@keenkite.co.uk

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