Busy Ant Maths

Informationen zum Autor Peter Clarke has been a mathematics coordinator and deputy headteacher in primary schools in Australia and London. He has also worked as a mathematics advisor and has written many publications on primary mathematics. He also lectures on initial teacher training and postgraduate courses, and runs INSET at schools and conferences. Peter Clarke has been a mathematics coordinator and deputy headteacher in primary schools in Australia and London. He has also worked as a mathematics advisor and has written many publications on primary mathematics. He also lectures on initial teacher training and postgraduate courses, and runs INSET at schools and conferences. Klappentext Challenge and stretch Year 6 pupils with this resource designed to broaden and deepen children's mathematical understanding. This book supports the classroom teacher in delivering structured guidance and support for gifted children who are exceeding age-related expectations in mathematics. Zusammenfassung Challenge and stretch Year 6 pupils with this resource designed to broaden and deepen children's mathematical understanding. This book supports the classroom teacher in delivering structured guidance and support for gifted children who are exceeding age-related expectations in mathematics.

Product details

• Authors: Peter Clarke
• Assisted by: Peter Clarke (Editor), Peter Clarke (Editor of the series)
• Publisher: Collins Reference
• Languages: English
• Age Recommendation: ages 10 to 11
• Product format: Paperback / Softback
• Released: 06.09.2016
• EAN: 9780008167356
• ISBN: 978-0-00-816735-6
• Dimensions: 210 mm x 297 mm x 12 mm
• Series: Busy Ant Maths; Busy Ant Maths
• Subjects: Children's and young people's books > Play, learning > Mathematics; Education and learning > Schoolbooks, general education schools; JUVENILE NONFICTION / Mathematics / General, For National Curriculum Key Stage 2, For National Curriculum Key Stage 2 (England and Wales), Educational: Mathematics & numeracy, Educational: Mathematics and numeracy