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Created by
experts, developed
for UK classrooms
Help every child achieve
mastery in maths!
Based on the successful Shanghai
teaching approach these
comprehensive resources include:
. Full Teacher Support
. New Practice Books
. High-quality textbooks
. Homework support
. Digital Resources

Find out more at www.collins.co.uk/TheShanghaiMathsProject

Shanghai Maths CG_update jul-17_1.indd 1 21/08/2017 15:32

 Teaching for Mastery

What is mastery?

When we use the term ‘mastery’ in relation to The Shanghai Maths Project, we mean that we
want all children to achieve a thorough understanding of the concepts, procedures and skills
within primary mathematics.

What does mastery look like?

Thorough understanding is evident in what pupils do and say – a concept can be seen to have been
mastered when a learner:
. is able to interpret and construct multiple representations of aspects of that concept
. can communicate relevant ideas and reason clearly about that concept using appropriate
mathematical language
. can solve problems using the knowledge learned in familiar and new situations,
collaboratively and independently
Within The Shanghai Maths Project, mastery is a goal, achievable through
high-quality teaching and learning experiences that include opportunities to
explore, articulate thinking, conjecture, practise, clarify, apply and integrate new
understandings piece-by-piece. Learning is carefully structured throughout and
across the programme, with Teacher’s Guides and Practice Books interwoven
For more information visit our
chapter by chapter, unit by unit, question by question providing complete coverage mastery hub:
of the curriculum objectives for England. www.collins.co.uk/MathsMastery

Shanghai Maths CG_update jul-17_1.indd 2 21/08/2017 15:32

 Is a Mastery Approach to Teaching Maths Right for Me?
In our recent #PrimaryRocks online Twitter chat we found that a mastery approach to teaching is
having a positive impact in schools across England. Here are some of the teachers’ comments:

“Children and
teachers have “Mastery deepens understanding
rediscovered a and gives all pupils the opportunity
love of maths” to develop their reasoning and
problem solving skills”

“The aspirations of lower “Conceptual

ability children have been understanding
raised whilst challenging is at an all-time
the more able pupils to high”
explain their answers”

Visit our blog: freedomtoteach.collins.co.uk To find out more about a mastery approach to teaching
for a full round up of the #PrimaryRocks chat visit our webpage: www.collins.co.uk/MathsMastery

Shanghai Maths CG_update jul-17_1.indd 3 21/08/2017 15:32

 The Shanghai Method of Teaching Maths
The Shanghai method of teaching is
‘The Shanghai approach – with
a whole-class approach that builds children taught as a whole class,
A Shanghai maths teaching
thorough understanding, develops building depth of understanding framework usually follows
higher-order thinking and is supported of the structure of mathematics, this lesson structure:
supported by the use of high-
by the use of high-quality textbooks.
quality textbooks – is proving
The Shanghai pedagogy is based on: a hit in those schools in the 1 Using problems as a starting
point for teaching
country where it’s been tried.
And standards of maths in these
A step-by-
schools are rising rapidly.’
step approach
that emphasises the Whole-class
Nick Gibb, Minister of State for
Schools
2 Guiding students through
development of basic exploratory activities
teaching where
knowledge, skills and teachers reinforce
thorough mastery of that every pupil can
concepts achieve a high
standard in maths
Understanding 3 Establishing variation in
is promoted practice
through a variety of
Skilful representations
questioning
within lessons to
Identifying 4 Summarising
and rapidly acting
promote conceptual
on misconceptions
understanding.
which arise through
Problems are used as a
same-day
starting point for
intervention 5 Modifying based on teaching
teaching objectives

Shanghai Maths CG_update jul-17_1.indd 4 21/08/2017 15:32

 The Shanghai Maths Project
The Shanghai Maths Project is a collaboration between Collins and East China Normal University
Press Ltd. to adapt their bestselling maths programme One Lesson, One Exercise for England,
using an expert team of authors and reviewers. This carefully crafted programme has been
continually refined over the last 24 years, meaning that the materials have been tried and tested
by teachers and children alike.

Meet the experts behind The Shanghai Maths Project

Professor Lianghuo Fan Dr Amanda Simpson

Practice Books Series Editor Teacher Support Series Editor
“The series will help students lay strong “Teachers who work with The Shanghai
foundations, nurture deep learning Maths Project for any length of time will
and develop problem solving skills in find that their knowledge grows and their
mathematics.” Professor Lianghuo Fan confidence grows and this can only be good
for children.” Dr Amanda Simpson
Professor Lianghuo Fan is a Personal Chair in Education at
Southampton Education School, University of Southampton, Dr Amanda Simpson, is an expert in the teaching
where he is also the Head of Mathematics and Science Education of primary mathematics and a mastery specialist.
Research Centre. He received his MSc from East China Normal She holds a PhD in children’s mathematics
University, Shanghai and his PhD from the University of Chicago, development, and is the former Director for
USA. Professor Fan has extensive experience in education and Primary at the National Centre for Excellence in
research in China, USA, Singapore and now the UK. the Teaching of Mathematics (NCETM).

www.collins.co.uk/TheShanghaiMathsProject

Shanghai Maths CG_update jul-17_1.indd 5 21/08/2017 15:33

 The Teacher’s Guides can
also function as an
Teacher Support independent CPD
resource for teaching
for mastery
The NEW Shanghai Maths Project
Teacher’s Guides will fully support you
in delivering the Maths Programme of The Shanghai Maths Project: an overview

Study as part of a mastery approach to Teacher’s Guides

teaching. Theory underpinning the Teacher’s Guides that knowledge about conceptual development and about
teaching for mastery of mathematics concepts and skills; the
The Teacher’s Guides contain all that teachers need in way that difficulty is varied and the same ideas are presented
order to provide the highest quality teaching about all in different contexts is based on the notion of ‘teaching
areas of mathematics, in line with the English National with variation’. ‘Variation’ in Chinese mathematics carries
Curriculum. Core mathematics topics are developed with particular meaning as it has emerged from a great deal of
deep understanding in every year group. Some areas are not research in the area of ‘variation theory’. Variation theory
visited every year, though curriculum coverage is in line with is based on the view that “When a particular aspect varies
Key Stage statutory requirements as set out in the National whilst all other aspects of the phenomenon are kept invariant,

• The two Teacher’s Guides for each year ensure Curriculum in England: mathematics programme of study
(updated 2014).
the learner will experience variation in the varying aspect and
will discern that aspect. For example, when a child is shown
three balls of the same size, shape, and material, but each of a
There are 2 Teacher’s Guides for each year group, one for

complete coverage of the Curriculum the first half of the year and the other for the second.
The Shanghai Maths Project is different to other maths
different color: red, green and yellow, then it is very likely that
the child’s attention will be drawn to the color of the balls
because it is the only aspect that varies. (Bowden and Marton
schemes that are available in that there is no book called
1998, cited in Pang & Ling 2012).

• A comprehensive introduction covering mastery

a ‘textbook’. Lessons are a mixture of teacher-led, partner
and independent work. The Teacher’s Guides set out In summary, two types of variation are necessary,
subject knowledge that teachers might need as well as each with a different function; both are necessary for the

guidance, variation theory and the concrete-pictorial-

guidance on pedagogical issues – the best ways to organise development of conceptual understanding:
activities, to ask questions and to increase difficulty in small
steps. Most importantly, the Teacher’s Guides contain, Variation
threaded throughout the whole book, a strong element of
abstract (CPA) approach will strengthen teachers’ professional development for teachers, focusing on the way
that mathematics concepts can be enabled to develop and Conceptual Procedural
connect with each other.
knowledge
function – this variation function – this variation
The Shanghai Maths Project Teacher’s Guides are a provides learners with helps learners:
complete reference for teachers working with the Practice multiple experiences from ● aquire knowledge step

Books. Each Unit in the Practice Book for each year group is different perspectives by step

• Teachers will be well-supported using the set out in the corresponding Teacher’s Guide over a number ● develop learners

of pages. experience iin problem

Most Units will need to be taught over more than one solving progressively

recommended teaching sequences and planning

● form well structured
lesson – some might need three lessons. In the Practice
Books, Units contain a great deal of learning, densely packed knowledge
into a few questions. If pupils are to be able to tackle and

support succeed with the Practice Book questions, they need to have
been guided to learn new mathematics and to connect it to
their existing knowledge.
“multi-dimensional
variation”
“developmental variation”

This can only be achieved when teachers are able to break Teachers who are aiming to provide conceptual variation

• Teacher’s Guides Units correspond to the Practice down the conceptual learning that is needed and to provide
relevant and high quality teaching. The Teacher’s Guides show
should vary the way that the problem is presented without
varying the structure of the problem itself.
teachers how to build up pupils’ knowledge and experience The problem itself doesn’t change but the way it

Book Units providing step-by-step mastery so that they learn with understanding in small steps; this way,
learning is secure, robust and not reliant on memorisation.
is presented (or represented) does. Incorporation of a
Concrete-Pictorial-Abstract (CPA) approach to teaching
The small steps that are necessary must be in line with activities provides conceptual variation since pupils

instruction and guidance what international research tells us about conceptual growth
and development. The Shanghai Maths Project embodies
experience the same mathematical situations in parallel
concrete, pictorial and abstract ways.

• Activities cover whole-class instruction, same-day

vi
The Comprehensive introduction
includes guidance on mastery, variation
intervention and enrichment theory, the concrete-pictorial-abstract
(CPA) approach, recommended teaching
sequence and planning support.

Shanghai Maths CG_update jul-17_1.indd 6 21/08/2017 15:33

 Conceptual contexts
summarise the conceptual
learning that will take
The What learning... section
indicates how skills and concepts
Teacher Support
place in each Unit and will have formed and developed
provide explanations of during work on particular
mathematical contexts. questions within a Unit. 2
Teacher’s
Guides
Chapter 2 Addition and
subtraction within 10
Chapter 2 Addition and per year
Chapter 2 Addition and subtraction within 10
2.1 Number bonds
subtraction within 10 group
Unit 2.1
Chapter 2 Addition and subtraction within 10 Unit 2.1 Practice Book 1A, pages 39–40 2.1 Number
Chapter bonds
2 Addition and subtraction within 10 Unit 2.1 Practice Book 1A, pages 39–40
Learning objective Represent number bonds to 10
Learning objective Represent number bonds to 10
Give pupils mini whiteboards and ask them to draw 7
Question 1 one at a time to the second plate. Ask a pair of pupils Same-day enrichment
●

simple images. Display a partitioning tree with ‘7’ at the top

Number bonds
Basic questions who worked systematically to display their photos on
Basic to
Ask pupils questions
explain how they know they have found of the tree, then write ‘2’ in one of the parts. Ask pupils to
1 Complete the tables. The first row has been done for you. the whiteboard. ●

all 1theComplete
possiblethecombinations
tables. The first of
rowparts. Pupils
has been donemay
for you. annotate their drawing to match the tree. Count or subitise
0 4 ● Give pupils the opportunity to order their photos if they
successfully complete the activity but find it difficult to confirm that the other part is 5. Repeat with a few more
did not work systematically. 0 4
to explain how they know they have all the possible examples, varying whether you give the whole and one part
● Give pupils interlocking cubes in two colours to model
numbers of parts. or the two parts. Move on to only giving the whole. Look
the systematic pattern for their chosen number. Pupils
out for pupils who can work systematically to list all the
Conceptual context display their patterns on a mini whiteboard, recording the
possible ways of completing this type of partitioning tree.
parts alongside. Photograph one version for each of the Question 2 ● In a group, pupils choose a number up to 10 to explore.
This is the first in a series of units on addition and subtraction within 10. The focus is on recognising that each number 2 Circle the objects and complete the number bonds. numbers from 6 to 10 for display.
Each pair draws and completes a partitioning tree on a
can be split (partitioned) into parts, with a focus on two parts because these form the basis of number bonds. Other What learning will pupils have achieved ● Choose one or two of the display photographs to use to 2 Circle the objects and complete the number bonds.

partitioning will be explored in subsequent chapters. at the conclusion of Question 1? Activities for whole-
support verbalising the number bonds for the number
using your chosen format of parts and whole, for
mini whiteboard. Pupils then order their boards to check
if they have shown all the possible parts and complete
At this stage, the focus is on beginning with the whole and splitting it into two parts. This can be done in several different
ways. Pupils are shown how to work systematically so that they can be confident they have found all the possibilities.
● Pupils will have been introduced to the underlying
patterns of partitioning numbers to 10. class instruction support
example, 1 is a part, 5 is a part, 6 is the whole. Extend to 1
and 5 is 6 altogether. ●
further boards for any missing parts.
Ask one group to show their set of boards to the rest of
As pupils become more familiar with this approach, they will explore how to use the set of objects to identify a missing 5
identified all the possible9
quantity. The quantity of objects is small enough to give pupils ample opportunity to practise subitising. It is important
● Pupils will have
combinations2 of parts of a number by4working
● teachers
When pupils explore the tables in thein developing
Practice Book, ask 5 9
the class. Pupils read each board using the part–whole
format, with the group checking that they are correct.
that pupils develop the skill of working systematically since this will be of use throughout mathematics. It will support them to tell you what is missing from the second table.
their growing knowledge by exposing patterns which they can then internalise and apply in other situations.
systematically and be able to justify how they know
they have found them all.
Compare the two and deepening
tables and pupils’
identify that the second
2 4 Model the number statement format: 2 and 5 equals 7,
then all read the set again in that format. Explain ‘equals’
The language used to verbalise the part–whole relationship is developed in stages into the language of addition. table does not have a row of all white counters. Ask pupils
understanding of means ‘is the same as’, ‘has the same value as’.
39
● Pupils will have used subitising to identify parts and
Once this is introduced, the symbols for writing an addition number sentence are also introduced. Pupils are not yet to draw in the missing row. What learning will pupils have achieved39
wholes.
Knowledge of number bonds to 10 is a vital mental at the conclusion of Question 2?
calculating since they are manipulating a physical quantity or drawings to identify an unknown quantity. Towards
the end of this unit, pupils will be beginning to calculate if they can complete a partitioning tree or number sentence i calculationmathematical concepts.
tool. Pupils need repeated concrete ● Pupils will have further developed their
Same-day intervention
without the need to model it first. experience of these to begin to embed them so that they Draw a large partitioning tree on paper or a mini
Activities for whole-class instruction
●
understanding of part–whole relationships.
It is important that, through these activities and questions, pupils have the opportunities to learn that: can remember and apply them. Pupils have begun to get to whiteboard. Choose a number such as 6 to explore.
Set out two PE mats with four pupils on one mat and none ● Pupils will have consolidated their understanding of Ask a pupil to place 6 objects in the top of the tree.
(a) A quantity can be partitioned into smaller amounts. In other words, they discover that smaller numbers are
● know each number to 10 as a whole quantity. Each number
on the second mat. Ask pupils to say what they see in a bond is that particular quantity partitioned into two groups
the use of abstract tokens to represent objects. Move all the objects into one of the part spaces,
included ‘within’ the larger whole.
sentence, for example: There are four children on one mat and or parts. Every number has its own unique and intrinsic set ● Pupils will have explored recording part–whole saying: If we put 6 here and 0 here, you’ve got how
(b) Working systematically ensures that they can find all the possible solutions and be confident that they have
none on the other. Model back to the pupils: The whole is 4. of number bonds, but every set can be explored relationships in abstract formats such as many altogether? Return the 6 to the top of the tree
found them all.
One part is 4, the other part is 0. All repeat together. systematically and similar patterns noted. The patterns can partitioning trees. and then move 1 into one of the part spaces. Ask the
● Move one child to the empty mat. then be used to support recall. ● Pupils will have begun to develop strategies to pupil to move the rest into the other part space and
Learning pupils will have achieved at the end of the unit The whole is 4, one part is 3, the other part identify the missing number or numbers in a to say what they see. Encourage pupils to subitise.
partitioning tree. Return the objects to the top of the tree and move 2
is 1. Same-day intervention
● Pupils will have been introduced to the underlying patterns of partitioning numbers to 10 (Q1) into one of the part spaces. Continue in the same way
Continue moving one pupil at a time and verbalising ● Give pupils a copy of an empty grid with 11 rows, until all the part–whole statements for 6 have been
● Pupils will have identified all the possible combinations of parts of a number by working systematically and be able to each new arrangement until all four pupils are on the sufficient to work with numbers up to 10, in the same Activities for whole-class instruction
justify how they know they have found them all (Q1) modelled practically and verbally. If necessary, repeat
previously empty mat. style as that on page 33 and counters in two different
Show pupils a set of six objects on the whiteboard, set out for another quantity.
● Pupils will have used subitising to identify parts and wholes (Q1) ● Discuss what would happen if there were a different colours, or double-sided counters. Agree a number
●

Pupils will have further developed their understanding of part–whole relationships (Q2) in two parts, 2 and 4. Ask: What is the whole? What is one
●
number of pupils on the starting mat. Repeat with five between 6 and 10. Pupils begin by placing that many
of the parts? What is the other part?
● Pupils will have consolidated their understanding of the use of abstract tokens to represent objects (Q2) pupils if further reinforcement is needed. counters all the same colour on the first row. Label
● Read the displayed image together, for example, 6 is the
Same-day enrichment
● Pupils will have explored recording part–whole relationships in abstract formats such as partitioning trees (Q2) Ask pupils to work in pairs and get 6, 7, 8, 9 or 10 counting the top of each column with the relevant colour. They
● whole, 2 is a part, 4 is a part. Add a blank partitioning tree ● Ask pupils to produce a set of partitioning trees in
● Pupils will have begun to develop strategies to identify the missing number or numbers in a partitioning tree (Q2) objects and 2 paper plates. Provide pupils with a tablet or record how many of that colour and how many of
alongside the image. Place six objects in the top box of the their chosen format for each of the numbers 6 to 10.
Pupils will have consolidated their recording of part–whole relationships as number bonds in an abstract format (Q3) camera to photograph each step. Pupils treat the paper the second colour in the second and third columns.
● tree and ask pupils how to make the partitioning tree show Challenge pupils to explore how many trees there are for
plates as mats and explore moving objects from one plate Encourage pupils to subitise. Work systematically in
● Pupils will have explored how to complete the unknown part or parts of a partitioning tree by relating it to a part–whole the same as the original image. Complete the image then each number and explain what they notice. The number
to the other to find all the different ways of partitioning each subsequent row, changing one counter at a time
statement and number bond (Q3) call up a second partitioning tree. Complete this together of trees is always one more than the chosen number,
their chosen number. Remind pupils that they may be to the second colour and recording how many of each
using numbers instead of objects. Ask pupils how each because parts range from 0 to the number being
colour. Explore how one part increases as the other
Resources Vocabulary able to subitise small quantities rather than have to count
part decreases. Compare with a different number,
image is the same and how they are different. Repeat the considered, 1 more than the number itself. Ask them if
objects individually. description: 6 is the whole, 2 is a part, 4 is a part to reinforce they find it easier when they move one object at a time
2 PE mats; counting objects including counters, cubes, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, part, whole, and, is, altogether, exploring what is the same and what is different.
● Look out for pupils who work systematically, beginning the fact that this is a further image of the same thing. from one space to another – why?
buttons, pebbles, conkers, etc.; mini whiteboards; paper
plates; tablets or cameras
add, equals, partition, partitioning tree
with all their counters on one plate and moving them Same-day enrichment: for pupils who
67 68 do manage to achieve all the planned 69

Same-day intervention learning, additional activities are

activities are provided for described. These are intended to enrich
pupils in every Unit. and extend the learning of the Unit.
Sample pages from Teacher’s Guide 1A

www.collins.co.uk/TheShanghaiMathsProject

Shanghai Maths CG_update jul-17_1.indd 7 21/08/2017 15:33

 Pupil Resources
The Shanghai Maths Project Practice Books and Learner Books will enable all your pupils to fully
master the Maths Programme of Study.

Practice Books 2nd Editions

• With graded arithmetic exercises and varied practice of key concepts, the Practice Books
promote deep learning and develop higher order thinking
• Your pupils will practice their maths skills through exercises which build upon small steps of
carefully measured progression
• The end of unit tests and an end of year test provide opportunities 2
for pupils to consolidate their learning Practice
Books
per year
group

Teach Primary review of the

1st edition Practice Books:
All pupils should be given
‘[The Practice Books] are of the opportunity to solve
some of the ‘Challenge
exceptionally high-quality and The Basic questions and extension
thoroughly researched. The section should be used questions’, which
for all pupils as starting are good for building
maths isn’t oversimplified, questions, for motivation or confidence, but not all
pupils should be required
but you’ll find plenty of visual introduction or as examples
to solve them.
for clear explanation.
representations to help children This section is designed
make sense of ideas...Workbooks to develop pupils’ basic
knowledge and skills and
like these could help turn around encourage mastery of the
the UK’s well-documented concepts.
Sample pages from
failures in basic numeracy.’ Practice Book 1A

Shanghai Maths CG_update jul-17_1.indd 8 21/08/2017 15:33

 Pupil Resources Chapter 2: Addition and

Partitioning tree
subtractio n within 10

Adding on a number
+4
line

2 whole 10
5 6 7 8 9
0 1 2 3 4
5 3+4=7
ber line
Subtracting on a num
part part
3

Learner Books Bar model

–6

8 9 10
3 4 5 6 7
0 1 2
8–6=2
whole
These pupil textbooks provide further support for part
Adding and subtracting
part on a number line
pupils when using the Practice Books. +7
8 (whole)
6 7 8 9 10
4 5
• All the maths facts and images that children 5 (part) 3 (part)
0 1 2
2+7–4=5
3
–4

need to master the Maths Programme of Study for 4

03/03/2017 11:34

each year are included 6635_Shangai_Maths_

Learner_Book_1_1702
29.indd 4

• A full pictorial glossary of mathematical terms

provides definitions and images to explain key
mathematical vocabulary

Sample pages from

Learner Book 1

www.collins.co.uk/TheShanghaiMathsProject

Shanghai Maths CG_update jul-17_1.indd 9 21/08/2017 15:33

 Homework Guides and Digital Resources on Collins Connect
5.10 Mathematics Playground (3)
Use the number bonds to add and
Homework Guides subtract numbers to 20
1. Complete the number track.

+ 2 10 + 3 10 + 6
10 + 1 10

• A photocopiable master book for each year 11

14 15

to support classroom and home learning 2. Write the numbers coming out of these machines.

• Exercises are directly linked to the Practice IN +6 OUT IN –6 OUT

Book Units allowing pupils to consolidate (a)

IN
4
OUT
(g)
IN
10
OUT

learning at home (b) 5 (h) 11

(c) 6 (i) 12

• A home activity is included on each page (d) 7 (j) 13

(e) 8 (k) 14
providing an idea for practical maths that a (f) (l)

parent or guardian can do with the child

Number machines
Use the number machines you made previously, or make one from a cardboard box. Give
the box a rule, such as ‘Subtract 4’ and change the starting number and the number
subtracted so your child can work out the number coming out of the machine. Ask your
child what would happen if the number that came out, went back through the machine.
This shows that addition is the inverse of subtraction.

54

Sample page from Homework Guide 1

Digital Resources on

• PDF and editable word versions of the Teacher’s Guides and Homework Guides provide flexibility
allowing you to tailor resources to suit your pupils’ needs
• Plan lessons effectively using the Planning Tool
• Ensure coverage of the National Curriculum using the Record-Keeping Tool
• Engage your pupils through interactive maths tools, slides, resource sheets and images
• Book view enables you to display the Learner Book on the whiteboard, ideal for front-of-class teaching

Shanghai Maths CG_update jul-17_1.indd 10 21/08/2017 15:33

 How is The Shanghai Maths Project Structured?

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Practice Books
2nd Editions

Teacher’s Guides

The Shanghai The Shanghai The Shanghai The Shanghai The Shanghai The Shanghai The Shanghai The Shanghai
Maths Project Maths Project Maths Project Maths Project Maths Project Maths Project Maths Project Maths Project
Homework Guide 1A For the English National Curriculum Teacher’s Guide 2A For the English National Curriculum Teacher’s Guide 4A For the English National Curriculum Teacher’s Guide 5A For the English National Curriculum
The Shanghai Maths Project

The Shanghai Maths Project

The Shanghai Maths Project

The Shanghai Maths Project

Based on maths teaching in Shanghai, this series of practice Based on maths teaching in Shanghai, this series of practice Based on maths teaching in Shanghai, this series of practice Based on maths teaching in Shanghai, this series of practice
books for years 1–11 will provide complete coverage of the books for years 1–11 will provide complete coverage of the books for years 1–11 will provide complete coverage of the books for years 1–11 will provide complete coverage of the
maths curriculum for England. maths curriculum for England. maths curriculum for England. maths curriculum for England.

The Shanghai Maths Project Year 1 Practice Book: The Shanghai Maths Project Year 1 Practice Book: The Shanghai Maths Project Year 1 Practice Book: The Shanghai Maths Project Year 1 Practice Book:

Homework Guides
• offers full coverage of the Year 1 English National • offers full coverage of the Year 1 English National • offers full coverage of the Year 1 English National • offers full coverage of the Year 1 English National
Curriculum objectives for maths Curriculum objectives for maths Curriculum objectives for maths Curriculum objectives for maths
• provides exercises that build upon small steps of carefully • provides exercises that build upon small steps of carefully • provides exercises that build upon small steps of carefully • provides exercises that build upon small steps of carefully
measured progression measured progression measured progression measured progression
• includes end-of-unit tests and an end-of-year test. • includes end-of-unit tests and an end-of-year test. • includes end-of-unit tests and an end-of-year test. • includes end-of-unit tests and an end-of-year test.

Also available in this series Also available in this series Also available in this series Also available in this series

9780008144630 9780008144647 9780008144654 9780008144661 9780008144678 9780008144630 9780008144647 9780008144654 9780008144661 9780008144678 9780008144630 9780008144647 9780008144654 9780008144661 9780008144678 9780008144630 9780008144647 9780008144654 9780008144661 9780008144678
Teacher’s Book 1A

Teacher’s Book 2A

Teacher’s Book 4A

Teacher’s Book 5A
Homework Guide 1 Homework Guide 2 Homework Guide 4 Homework Guide 5
This book is a collaboration between This book is a collaboration between This book is a collaboration between This book is a collaboration between
Collins and East China Normal ISBN 978-0-00-814462-3 Collins and East China Normal ISBN 978-0-00-814462-3 Collins and East China Normal ISBN 978-0-00-814462-3 Collins and East China Normal ISBN 978-0-00-814462-3
University Press Ltd. to adapt their University Press Ltd. to adapt their University Press Ltd. to adapt their University Press Ltd. to adapt their
bestselling programme One Lesson, bestselling programme One Lesson, bestselling programme One Lesson, bestselling programme One Lesson,
One Exercise for England. 9 780008 144623 One Exercise for England. 9 780008 144623 One Exercise for England. 9 780008 144623 One Exercise for England. 9 780008 144623

Learner Books

1 Year subscription
to Collins Connect

www.collins.co.uk/TheShanghaiMathsProject

Shanghai Maths CG_update jul-17_1.indd 11 21/08/2017 15:33

 Make
Pricing options the most
of your
Our sales team are on hand to help you create a bespoke package budget
to suit your school’s needs!
Example of a one-form entry school package with 20% discount: You can also include
product training
Component What’s included? in your package,
Learner Books (1 per year) 6 x half-class sets of each Pupil Textbook available at a
RRP: £5.00 each (90 books in total) discounted price!
Practice Books (2 per year) 6 x full-class sets of each Practice Book
RRP: £3.99 each (360 books in total)

Teacher’s Books (2 per year) 6 x copies of each Teacher’s Book

RRP: £100.00 each (12 books in total)

Online subscription to Digital Resources (Years 1–6)

1 Year online subscription for each year group
RRP: £900.00

Package price (with 20% discount) Approximately £3,100

Contact your local sales consultant for more information, to discuss Hear more from the editors and authors of The Shanghai Maths
package options or to place an order: findarep.collins.co.uk
y
Project on YouTube at http://bit.ly/2nl98Al
To buy The Shanghai Maths Project resources individually and to  www.facebook.com/CollinsPrimary
request your FREE evaluation pack, please complete and
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return the enclosed order form.
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Shanghai Maths CG_update jul-17_1.indd 12 21/08/2017 15:33

 Keep up-to-date with The Shanghai Maths Project and register to
Collins Order form evaluate at www.collins.co.uk/TheShanghaiMathsProject

Title ISBN Price Eval

Copy
(ü)
Qty Title ISBN Price Eval
Copy
(ü)
Qty
Your details:
Evaluation Pack 978-0-00-796904-3 FREE Year 4 Name:
Year 1 Practice Book 4A 978-0-00-822613-8 £3.99
Practice Book 1A 978-0-00-822607-7 £3.99 Practice Book 4B 978-0-00-822614-5 £3.99 School:
Practice Book 1B 978-0-00-822608-4 £3.99 Teacher’s Guide Year 4A 978-0-00-819722-3 £100.00
Teacher’s Guide Year 1A 978-0-00-819719-3 £100.00 Teacher’s Guide Year 4B 978-0-00-822604-6 £100.00 School address:
Teacher’s Guide Year 1B 978-0-00-822601-5 £100.00 Year 4 Homework Guide 978-0-00-824142-1 £50.00
Year 1 Homework Guide 978-0-00-824145-2 £50.00 Year 4 Learner Book 978-0-00-822598-8 £5.00
Year 1 Learner Book 978-0-00-822595-7 £5.00 1 Year subscription to 978-0-00-823613-7 £150.00 + VAT
1 Year subscription to 978-0-00-823611-3 £150.00 + VAT Collins Connect – Year 4
Collins Connect – Year 1 Year 5
Year 2 Practice Book 5A 978-0-00-822615-2 £3.99
Practice Book 2A 978-0-00-822609-1 £3.99 Practice Book 5B 978-0-00-822616-9 £3.99
Practice Book 2B 978-0-00-822610-7 £3.99 Teacher’s Guide Year 5A 978-0-00-819723-0 £100.00
Teacher’s Guide Year 2A 978-0-00-819720-9 £100.00 Teacher’s Guide Year 5B 978-0-00-822605-3 £100.00 Postcode:
Teacher’s Guide Year 2B 978-0-00-822602-2 £100.00 Year 5 Homework Guide 978-0-00-824143-8 £50.00
Year 2 Homework Guide 978-0-00-824146-9 £50.00 Year 5 Learner Book 978-0-00-822599-5 £5.00 Email address:
Year 2 Learner Book 978-0-00-822596-4 £5.00 1 Year subscription to 978-0-00-823614-4 £150.00 + VAT
1 Year subscription to 978-0-00-823612-0 £150.00 + VAT Collins Connect – Year 5 Telephone:
Collins Connect – Year 2 Year 6
Year 3 Practice Book 6A 978-0-00-822617-6 £3.99
Practice Book 3A 978-0-00-822611-4 £3.99
Practice Book 3B 978-0-00-822612-1 £3.99
Practice Book 6B
Teacher’s Guide Year 6A
978-0-00-822618-3
978-0-00-819724-7
£3.99
£100.00
How do I place an order?
Teacher’s Guide Year 3A 978-0-00-819721-6 £100.00 Teacher’s Guide Year 6B 978-0-00-822606-0 £100.00 Return your completed form to:
Teacher’s Guide Year 3B 978-0-00-822603-9 £100.00 Year 6 Homework Guide 978-0-00-824144-5 £50.00
Year 3 Homework Guide 978-0-00-824147-6 £50.00
Collins, FREEPOST RTKB-SGZT-ZYJL, Honley, HD9 6QZ
Year 6 Learner Book 978-0-00-822600-8 £5.00
Year 3 Learner Book 978-0-00-822597-1 £5.00 1 Year subscription to 978-0-00-823615-1 £150.00 + VAT Email: [email protected] with your order, quoting
1 Year subscription to 978-0-00-823702-8 £150.00 + VAT Collins Connect – Year 6 SHA1801.
Collins Connect – Year 3 P&P £4.95
Total
International schools:
Please email [email protected]
Terms and Conditions: Evaluation copies are available for UK Educational Establishments to look at without charge for 30 days. After 30 days you can either purchase the product or
return it in a resalable condition. All school returns must be booked through the new returns system at: Contact a sales representative in your area for a free
http://collins.returns.education.co.uk/ Evaluation packs are for UK schools only, one pack per school, available while stocks last.
Prices: Prices are correct at the time of going to press. Collins reserves the right to change these prices without further notification. Offers are not available in conjunction with any other
demonstration, to discuss package options or to order a
offer and while stocks last. Prices listed are without VAT. VAT is applicable to software and digital subscription products and is applied at the current rate. There is no VAT on books. subscription to Collins Connect: Findarep.collins.co.uk
Postage and Packing: Evaluation packs/copies are supplied free of charge. Firm Orders: UK Postage: £4.95

How do I find out more?

y Hear more from the editors and authors of The Shanghai Maths Project Sign up to receive Collins Primary email newsletters:
on YouTube at http://bit.ly/2nl98Al www.collins.co.uk/email
 www.facebook.com/CollinsPrimary  Tel: 0844 576 8126
@CollinsPrimary SHA1801

Shanghai Maths order form sheet 205x292.indd 1 20/08/2017 07:38