Second Edition

Maths Progress

Your guide to our

KS3 maths course

pearsonschools.co.uk/
mathsprogress
 Key Stage 3 Maths has evolved, so our resources have too
Shown to build
confidence
We want every student to engage with the power of maths so
they can develop the skills and confidence to achieve and progression
progress throughout their lives. problem-solving

That’s why Maths Progress (Second Edition) has been built fluency**
on our well-loved 2014 course, your feedback and the latest
research to engage your Key Stage 3 students, boost their
mathematical confidence and give them the best preparation
for GCSE study and beyond.  Focus on skills-building
and practice
Pages 16–19
Next steps
What’s in Maths Progress Pages 26–27
(Second Edition)?
Pages 4–7 The Core Curriculum
your whole cohort
can use
Pages 10–11 Why choose
Maths Progress?
Bolstering progression Pages 28–31
for KS3 and beyond
Pages 20–25
Tried-and-tested
differentiation to
A unique approach support every student
to boosting students’
mathematical Pages 12–15
confidence
Pages 8–9

Start a 30-day free trial

of Maths Progress
(Second Edition)

2 ** Findings from the Independent research study with the Institute of Education, UCL about the effectiveness of the course 3
 What’s behind the evolution?

The Maths Progress course has been purposefully updated to

support you and your students with making the most of Key
Stage 3 maths and preparing for their next steps.

We’ve used the following… to shape a course with more of what you love…

KS3 Maths Progress is used in 2,300 schools • Helping KS3 students master maths with confidence with an
established, UK-specific approach that draws upon global best
 practices and cutting-edge research

KS3 Maths Progress being in classrooms since 2014

• Tried-and-tested differentiation with a unique unit structure to
support every student’s progress

Feedback from thousands of teachers and students • Focus on confidence, progression, problem-solving and fluency
 • Consistency across 11–16 through seamless alignment with our
GCSE Maths courses
An independent research study with the Institute of Education,
UCL focusing on the effectiveness of KS3 Maths Progress

 and to take it even further…

Reviews by global experts in teaching for mastery
• Apathway
well-paced and structured Core Curriculum, creating a connected
you can use with your whole cohort

‘The 10 key principles of building confidence in maths’
(see page 8)
• Updated textbooks and digital services that work together to give the
fullest support for planning, teaching, assessing and progress-tracking
across KS3 and on to GCSE
 • Extra skills-building support and practice to consolidate learning,
Working alongside teachers in our Teacher Partner Programme deepen understanding and forge connections between topics
to ensure that our resources really deliver what’s needed

 • Updated and appropriately levelled assessments

that reflect the latest exams to ease and bolster
students’ progression to GCSE
The latest cutting-edge approaches such as Purposeful Practice
(see page 19)

4 5
 The series at a glance

There’s no one ‘right’ way to teach maths. That’s why Maths Progress (Second Edition) has several components that
you can choose and use to create the course that works best for you and your students.

Textbooks with tried-and-tested differentiation

ActiveLearn – your online toolkit

Teaching Planning
Resources

Core Textbooks – for your whole cohort Student

Resources
Progress
& Assess

Purposeful Practice Books –

a different kind of practice book

Support Books Depth Books

– strengthening skills – extending skills
and knowledge and knowledge

Explore free samples, resources, and start a free trial online at: pearsonschools.co.uk/mathsprogress

6 7
 A unique approach to boosting students’ mathematical confidence

Every student can be a confident mathematician.

That’s why the Maths Progress series is specifically founded on And the approach works…
key principles to nurture students’ confidence in maths so they From what teachers, students and research studies have told
can believe it too. us, we’ve seen that the Maths Progress series has helped
students’ confidence in maths grow across the world.
And if they can believe it, they can persevere, achieve, and
progress.

The 10 key principles of building confidence in maths Students do say ‘I like maths’ a My confidence has grown.
lot more than they used to. Maths
Progress has obviously contributed – Year 8 Student*
These evidence-based principles underpin Maths Progress to that.
to boost students’ confidence and raise attainment:
– Head of Maths*
Fluency

Problem-solving
Reflection

Mathematical Reasoning Everyone can have a go, it doesn’t

matter if you a make a mistake.
Progression There is that environment that’s
Effectiveness of
been created and I would say these
KS3 Maths Progress
Linking resources have helped do that.
highlighted by an
Multiplicative Reasoning – Maths Teacher independent research
Hamstead Hall Academy study with the Institute
Modelling of Education, UCL

Concrete–Pictorial–Abstract (CPA)

Relevance

* Quotations from the independent

research study with the Institute
of Education, UCL about the
effectiveness of KS3 Maths
Progress
8 9
 The Core Curriculum your whole cohort can use
How it works
To help every student become a confident mathematician,
Maths Progress (Second Edition) is built on a well-paced The Core Textbooks and ActiveLearn materials
Core Curriculum, creating a connected pathway that all are designed for every class to use.
your students can follow.
Core Textbooks – for your whole cohort
Sequenced to ensure topics and concepts are revisited and built
upon throughout KS3, to embed conceptual understanding and Based on a single, well-paced curriculum with built-in differentiation,
fluency, problem-solving and reasoning so you can use them with
develop problem-solving skills
your whole cohort. They follow the unique unit structure that’s been
shown to boost confidence and support every student’s progress.
Accessible starting points for every lesson to boost confidence and
identify misconceptions early

Consistent and accurate use of mathematical language and Aligned Support and Depth materials enable students
explanations, to give students the vocabulary they need to reason to work at the level that’s right for them.
mathematically

Built-in differentiation enables all students to work on the same

Support Books – Depth Books –
topic at the same time, so you have the flexibility to use it with sets or
strengthening skills extending skills and
mixed-ability classes and knowledge knowledge
Fully aligned Core, Support and Depth books, with online and Provide extra scaffolding Deepen students’
printable homework activities to help students build understanding at and support on key understanding of key
the level that’s right for them concepts for each lesson in concepts, and build
the core curriculum, giving problem-solving skills for
students the mathematical each lesson in the core
A free interactive scheme of work brings together teacher guidance, foundations they need to curriculum so students
resources and paid-for assessments all in one place, to help plan the progress with confidence. can explore key
most effective lessons concepts to their fullest.

10 11
 Tried-and-tested differentiation to support every student

To help your Key Stage 3 students progress and master

maths with confidence, differentiation is embedded within
the structure of each unit in the Core Textbooks. The resources help me check There is that clear structure
my progress so I can look back embedded within each topic,
Unique UK-specific approach and see how far I’ve come. It and as a result the lessons have
also allows me to simplify the the questions building from
Draws on global best practice and cutting-edge research question if I don’t understand it basic skill to really advanced
the first time. skill[s]. But they are open-ended
Effectiveness evaluated in a study with the Institute of Education, UCL – there are so many different
– Student* approaches you can take.
Aligns seamlessly with our GCSE resources for a consistent 11-16 experience
– Maths Teacher*
Enables students to personalise their learning

How it works… In areas where they have yet to develop

a solid understanding and/or they do
not feel confident, they can choose to
strengthen their learning:

Strengthen
3 Students decide on
their personalised
Master Check route through the Test
rest of the unit:
1 Students are helped to master 2 Before moving on with the rest
Extend
4 Finally, students do a
fundamental knowledge and of the unit, students check test to determine their
skills over a series of lessons. their understanding in a short progression across
formative assessment, and give an In areas where they performed well in the unit.
indication of their confidence level. the assessment and also feel confident,
they can choose to extend their learning.

You can use the Support and Depth Books at any point
throughout the unit. They’re designed to give the right
level of support and additional problem-solving content to
help strengthen students’ understanding of key concepts.

* Quotations from the independent research study with the Institute of Education,
UCL about the effectiveness of KS3 Maths Progress
12 13
 A closer look at the Core Textbook unit structure

Master Check up
Master p26 Strengthen p50 Extend p55 Unit test p57
Check up

2 Check up

Written methods
1 Work out these calculations.
Make an estimate to check your answer.
a 318 b 431 c 8 32 9 d 4137 − 82
+ 471 1 289 2 6 64 5

2 Work out 404 ÷ 4.

Show how you checked your answer.
3 Work out these calculations.
Make an estimate first.
a 2513 × 4 b 28 × 34 c 419 ÷ 19

Mental work
4 a Round 28 417 to the nearest 10 000.
b Round 562 104 to the nearest 10 000.

5 Work out
a 8 × 30 b 60 × 70 c 20 × 5000

6 Work out 23 × 9.
7 a In Edinburgh the temperature was −3 °C.
In Liverpool the temperature was 5 degrees warmer.
What was the temperature in Liverpool?
b In Cardiff the temperature was 4 °C.
In Llanberis the temperature was −5 °C.
How many degrees warmer was it in Cardiff than in Llanberis?

8 Write the correct sign, < or >, between each pair of numbers.

Strengthen Extend Unit test

a 3 ... −1
b −5 ... 2
c −4 ... −6

9 16 2 4 19
9 18 23 12
Master p26 Check up p48 Extend p55 Unit test p57 Master p26 Check up p48 Strengthen p50 Unit test p57 Master p26 Check up p48 Strengthen p50 Extend p55
Strengthen Extend Which of the numbers in the box are Unit test
a factors of 36 b multiples of 8
c prime d square numbers?
2 Strengthen 2 Extend 210 Unit test
Work out
a −2 + 5 b −6 + 3 c 1–5 d −5 – 2

Written methods 1 a Work out 1 Round 2 486 005 to the nearest 100 000.
i (4 + 4) ÷ (4 + 4) ii (4 × 4) ÷ (4 + 4)
Unit 2 Number skills 48
1 Work out these calculations. The first two have been started for you. iii (4 + 4 + 4) ÷ 4 iv 4 × (4 – 4) + 4
2 Work out 1063 – 297
a H TO b 7 26 v (4 × 4 + 4) ÷ 4 vi 4 + (4 + 4) ÷ 4
Q1a hint Write 1 ten
458 1 238 b What do you notice about your answers to part a? M02_KS3_Y7_SB v4.indd 48 08/04/2019 15:54
in the Tens column. 3 Work out
1 214 c Reasoning How could you use four 4s to make 7? ... to make 8? a 82 × 6
2 b 371 × 62
1
2 a Which of these numbers are square numbers?
Q1f hint Line up the 123, 169, 101, 144, 230
c 348 + 491 d 223 + 585 e 2438 + 192
Hundreds, Tens and Ones. b Reasoning Gwynfor says, ‘There is no square number between 122 and 140.’ 4 Work out
f 164 + 52 g 75 + 139 h 642 + 4389
Is he correct? a 168 ÷ 8
2 Work out these calculations. The first two have been started for you. b 8473 ÷ 13
3 Problem-solving / Reasoning
a H T O b 974 Q3 hint You need to take leap
Q2a hint Use 1 ten 1 September 2010 was a Wednesday.
5 34 12 2 5 26 years into account.
from the Tens column to 1 September 2011 was a Thursday. 5 A weather chart shows these temperatures.
21 2 3 make 12 ones. When will 1 September next fall on a Wednesday? 5 °C, −1 °C, 3 °C, −4 °C, 0 °C, −5 °C
9
4 Problem-solving / Reasoning Seating arrangements need to be made for 42 girls and 36
c 346 – 182 d 925 – 671 e 518 – 236 a Which is the warmest temperature?
boys attending a school prom. All tables need to have the same number of girls. All tables
f 764 – 493 g 3495 −1523 h 6822 – 351 b Is 0 °C colder or warmer than −1 °C?
need to have the same number of boys. All tables need to have at least one girl and one boy.
c Write down a temperature from the list that is colder than −1 °C.
3 Work out a How many girls and boys could you have at one table?
a 375 − 188 b 942 − 366 c 638 − 479 d 127 − 73 b Is there more than one answer to part a?
6 A computer costs £1420.
e 164 − 47 f 212 − 65 g 1726 − 52 h 1637 − 848 c What is the maximum number of tables that can be used?
Nathan pays a deposit of £900.
4 Use short multiplication to work out 5 Reasoning Two of these calculations are wrong. He then pays the rest in four equal amounts.

Explore free samples, resources, and start a free trial online at: pearsonschools.co.uk/mathsprogress
Q4a hint 154 = 100 + 50 + 4 HTO Q5 hint
a 154 × 3 b 237 × 4 Use inverse operations to find out which two. How much is each payment?
What is 4 × 3? 3 O The inverse operation would be
c 6218 × 2 d 4126 × 7 A 12 × 28 = 363 363 ÷ 12 or 363 ÷ 28.
What is 50 × 3?
HTO 7 Karen uses a calculator to divide £81 by 18.
What is 100 × 3? B 8896 ÷ 64 = 139
5 Work out these multiplications. The first two Look at the calculator display.
C 7881 ÷ 213 = 73
14 have been started for you.
a 21 × 34 b 121 × 34 6 Problem-solving A laboratory experiment is carried out by 8 technicians.
15
TO H TO
 Focus on skills-building and practice in the classroom

Teachers and students told us that they want more Over 500 editable and printable homework worksheets linked
opportunities to practise and build skills. to each lesson and differentiated to the Core, Support and Depth strands

That’s why Maths Progress has more meaningful practice built

2,500+ auto-marked
in across our books and than ever before. online homework activities
Clear problem-solving
practice

Master Check up p48 Strengthen p50 Extend p55 Unit test p57

Easy-to-use
6 Problem-solving Website A has 326 hits on Monday.
Q6 hint Use a bar model to help
On the same day, Website B has 118 more hits than

front-of-class materials 2.2 Addition and subtraction Website A.

you.
326 118
How many hits does Website B have?
online • Make an estimate to check an answer
• Use inverse operations to check an answer
Website A

• Use a written method to add and subtract whole numbers Website B

of any size
• Round whole numbers to the nearest 10 000, 100 000 ?
and 1 000 000

7 Work out these calculations. Make an estimate first to

Q7 hint Line up 100s
check your answer. with 100s, 10s with
Warm up a 389 + 46 b 1752 + 179 10s, ones with ones.
c 247 + 2008 d 1426 + 145 + 63
Signposted
1 a Fluency Find the sum of 29 and 32.

Teacher-to-teacher
b Fluency Find the difference between 78 and 13.
8 Problem-solving A garage sells 86 more red cars than blue cars.
exercises to
Q8 hint Use a bar
The garage sells 1048 blue cars.
guidance videos on topic
2 Round each number to the nearest 10 and to the nearest 100. model to help you.

boost reasoning a 92 b 538 c 145 How many red and blue cars do they sell?

skills, fluency
d 499 e 1549 f 1550
You can check a subtraction calculation using the inverse operation of addition. points, misconceptions and
and reflection
3 Round each number to the nearest 1000.
a 4900 b 3260 c 6095 teaching approaches
d 1458 e 16 326 f 16 623
Use the column method to work out 392 − 165.
392 Write the larger number on top. Line up 100s with 100s, 10s with 10s, ones with ones.
An approximation is a number that is not exact. It is close enough for it to
– 165
be useful though. Use approximations to estimate the answer to calculations.
Start with the ones column.
≈ means ‘approximately equal to’. You can’t subtract 5 from 2 because this gives a negative answer.
8 1
392

Guidance for students,

4 Use approximation to estimate these sums. – 165 Take a ten from the 9 tens to make 8 tens and 12 ones.

Synoptic questions a 48 + 57 ≈ 50 + 60 = 7 12 − 5 = 7

that build connections

b 57 + 58 ≈
c 87 + 101 ≈
8 1
392 including worked examples,
key points, hints and videos
Now look at the tens column and the hundreds column.
between topics – a key d 123 + 48 ≈ – 165
227
part of progressing to
e Work out the exact answers to Q4 parts a and d. How close are your estimates?
Check: also available on
5 Reasoning Two of the calculations below are wrong. 227
GCSE (9–1) study Use estimation to work out which two. 1165
What mistakes have been made? 392
A 247 B 1375 1
1 329 1 2148
566 35 23 9 Complete these calculations using the column method.
Q9c hint
a 438 − 347 b 264 − 139
2 17 1

Handy features
3 8 1
C 482 D 1482 c 381 − 193 d 436 − 257
2 1 9 3
1 271 1 6530 e 175 − 58 f 231 − 86
such as ‘zoom’ areas
8
6153 80 12 g 2845 − 380 h 1763 − 97
Updated and
You can’t subtract 9 from 7. Take
a hundred from the 3 hundreds to
and ‘playlist’ tools make it
appropriately levelled
make 2 hundreds and 17 tens.

easier to customise and

questions that reflect 29 Unit 2 Number skills 30
use the resources during
the latest GCSE (9–1) each lesson.
exams so students are
M02_KS3_Y7_SB v6.indd 29 23/04/2019 16:14 M02_KS3_Y7_SB v6.indd 30 23/04/2019 16:14

familiar with the style

they’ll see in later years
This sample is taken from the front-of-class materials for Maths Progress (Second Edition).

Explore free samples, resources, and start a free trial online at pearsonschools.co.uk/mathsprogress
16 17
 Focus on skills-building and practice out of the classroom

To help create a seamless learning experience for students,

our service gives online access to Maths Progress The use of ActiveLearn for their independent learning
resources making them easy to use for independent study resources at home has been really beneficial ... ultimately
that is saving time in a working day for a teacher.
and homework.
– Maths Teacher, Hamstead Hall Academy

Homework tasks are Student resources include

flagged to students videos, animations and
when auto-marked homework worksheets.
online homework exercises I really enjoy the online videos because… it notes key
are assigned to them. points and how to do it and I can visually see someone
solving a question when I don’t understand.
– Year 8 Student*

Purposeful Practice Books and ActiveBooks

A different kind of maths practice book developed with UK teachers and

based on cutting-edge approaches to help students make the most of
practice.

Each of our Key Stage 3 books has over 3,750 questions using minimal
variation that:
build in small steps to consolidate knowledge and boost confidence
focus on strengthening skills and strategies, such as problem-solving
help every student put their learning into practice in different ways
Online books
that students can are fully aligned to the Core Textbooks
access anytime
give students a strong preparation for progressing to GCSE study.
This sample is taken from the front-of-class materials for Maths Progress (Second Edition).

Try for free at: pearsonschools.co.uk/mathsprogress

* Quotations from the independent research study with the Institute of Education,
UCL about the effectiveness of KS3 Maths Progress
18 19
 Bolstering progression across KS3 and beyond

From free materials and in-built progression and tests

throughout the books to the Progress & Assess suite in How Maths Progress (Second Edition) does this…
, every element of Maths Progress (Second Edition) is
designed to help your students progress with confidence. • Free Editable interactive scheme of work for Maths Progress
(Second Edition)

• Free Editable interactive scheme of work for 11–16 maths that’s

linked to the official Pearson Edexcel GCSE (9–1) Mathematics
scheme of work
The students’ confidence is improving from
where it was. Part of that is that they are
being challenged a lot more… KS3 Maths
• Free KS3 and KS4 baseline tests so you can assess each student’s
starting point at the beginning of Year 7 and the end of Year 9
Progress has developed them a lot.
– Head of Maths* • In-built progression with recaps, progress checks and questions
throughout the books – including ‘Challenge’ and ‘Reflect’ sections
and Unit tests

• Differentiated pathways with Support and Depth materials help

students strengthen or extend their skills and understanding

It prepares them and gives them a brief Plus…

insight into what the GCSE will be like.
The fullest KS3 maths progression and
– Head of Maths*
assessment suite available with
Progress & Assess.
See more overleaf 

If I get stuck I’m like ‘this question isn’t going

to beat me’… I’ll just try and think of a way
around it. And it just makes me want to finish
the question a little bit more.
– Year 7 Student*

* Quotations from the independent research study with the Institute of

Education, UCL about the effectiveness of KS3 Maths Progress
20 21
 Bolstering progression across KS3 and beyond
Our two-tier assessment
model includes 60% common
questions from Core materials.
Maths Progress (Second Edition) also has a whole suite of
progression tools and materials on making it the
only KS3 maths series to have fully aligned, high-quality
assessments with accurate built-in data reporting and a
GCSE-ready approach.

How ActiveLearn Progress & Assess works…

• Designed to suit your needs, the suite can support your existing
progress-tracking methods or provide a complete solution

• Aligns with resources across Key Stages 3–5 so you can

consistently track progress in maths and other subjects across your Mark schemes
school provide clear
marking guidance
• 30 pre-unit activities, including games, recaps and knowledge
organisers

•
Indicative 9–1 grades in
96 KS3 assessments, including baseline, end-of-unit, online markbooks are based
end-of-term and end-of year tests on student results, relative
to their stage of learning.
• Separate calculator and non-calculator papers with mark schemes,
online markbooks and indicative GCSE (9–1) grades

• An optional Assessment Builder tool enables you to create your own

assessments based on Maths Progress questions
Note: This service is included as part of a full ActiveLearn subscription or is available as a separate
Progress & Assess subscription.

Try for free at: pearsonschools.co.uk/mathsprogress

A RAG (red, amber, green) status

Online markbooks track students’ strengths is given for each assessment so you
and weaknesses, so you can see if individual can see at a glance how students are
or whole-class interventions are needed. doing per question, per assessment
and per target.
22 23
 Supporting 5–19 Progression

We believe that everyone should have the opportunity to enjoy

exploring maths.
Smoothing the transition to
That’s why all our Pearson resources, including Maths Progress next steps
(Second Edition), work together to help you equip your students With KS3-appropriate GCSE-style
questions, Maths Progress familiarises
with what they need to progress and take their next steps with students gets familiar with what they’ll
confidence. Boosting confidence
see in later years.

Maths Progress is founded on key

principles to ensure that students
can master Key Stage 3 maths
with confidence, in readiness for
Aligned learning approaches their next steps.
Hundreds of primary schools now adopt a mastery-led curriculum.
Maths Progress is built on mastery principles, so students have a
continuous approach from primary through to Key Stage 3.

Primary

Consistency across the

Maths curriculum
Progress
Our resources follow similar
Easing the transition from Building key skills for formats and approaches to give
Key Stage 2 to Key Stage 3 GCSE and beyond a consistent teaching, learning
Secondary Maths Progress embeds and
and reporting experience.
To ensure every student starts from
a similar point, Maths Progress signposts synoptic links and
consistently recaps and builds on problem-solving skills – vital for
prior learning from primary school. further study and the future.

Learn more at pearsonschools.co.uk

24 25
 Like what you’ve seen? Explore more online!

This guide gives a snapshot of Maths Progress (Second Edition), but there’s more to see online.
Simply visit pearsonschools.co.uk/mathsprogressonline to see the bigger picture of what the
course has to offer with a 30-day free trial of .

Planning
Teaching resources Editable interactive scheme of work – bringing
together teacher guidance, resources and
Front-of-class materials for Core Textbook 1, assessments all in one place, to help plan the
Support Book 1 and Depth Book 1 most effective lessons
Starter activities
Online and printable homework worksheets
and answers
Teacher-to-teacher videos

Student resources

ActiveBook samples of Core Textbook 1,

Support Book 1, Depth Book 1 and Purposeful
Practice Book 1
Progress & Assess Online homework activities and worksheets
Worked example videos
Sample assessments and markbooks
Online tracking and reporting tools

Try for free at pearsonschools.co.uk/mathsprogress

26 27
 Why Maths Progress for KS3 (Second Edition)?

Comprehensive digital Built on mastery Bolster students’ Shown to help KS3

service including principles and Power progression to GCSE with students master maths
planning, delivery and Maths for KS2. a format that seamlessly with confidence with an
homework-setting through To ease the transition from KS2 aligns with our GCSE established, UK-specific
ActiveLearn. to KS3, Maths Progress (Second Maths resources. approach that draws upon
Textbooks and digital services that
Edition) consistently recaps and
Appropriately levelled questions and global best practices and
builds on prior learning from cutting-edge research.
work together for planning, teaching updated assessments that reflect
primary school.
and progress tracking from KS2, the latest GCSE (9–1) exams plus
Builds on the results of an
across KS3 and on to GCSE. Our Power Maths for KS2 series is 5-year Schemes of Work.
independent research study we
perfectly aligned to the White Rose conducted with the Institute of
Maths progressions and schemes Education, UCL. You can read the
of learning, and recommended by full efficacy report on our Tried,
the DfE.* Tested, Trusted webpage.
Underpinned by ten evidence-based
principles of building confidence in
maths. You can read more about the
pedagogy behind the series on our
Confidence for all webpage.

Click here to find

out how it works

*Power Maths KS1 and KS2 have been judged by the DfE
panel to meet the core criteria for a high-quality textbook.
28 29
 Like what you’ve seen? Explore more online!

A tried-and-tested differentiation approach that supports

every student’s progress. Our unique unit structure has In areas where they have yet to
been used by 100,000s of students. develop a solid understanding
and/or they do not feel confident,
they can choose to strengthen
their learning:
How it works
Strengthen
1 Master 2 Check 3 Personalise 4 Test
Students are helped to master Before moving on with the rest Students decide on their Extend
Finally, students do a test to
fundamental knowledge and of the unit, students check personalised route through the rest determine their progression
skills over a series of lessons. their understanding in a short of the unit: In areas where they performed across the unit.
formative assessment, and give an well in the assessment and also
indication of their confidence level. feel confident, they can choose to
extend their learning.

Flexibility to create the

course that works best
for you, and all of your
students.
Core Textbooks follow a single,
+ Support Books
– strengthening skills
and knowledge
+ Depth Books
– extending skills
and knowledge
well-paced curriculum with built-in
differentiation, fluency, problem-solving
and reasoning so you can use them with
your whole cohort. Core textbooks – for your whole cohort
Support and Depth to be used in
addition to Core when needed for extra
scaffolding and support or to extend
students’ understanding of key concepts. Sign up for a free trial

30 31
 What next?

If you like what you’ve seen, visit

pearsonschools.co.uk/mathsprogress to:
sign up for a 30-day free trial
let us know you’d like to chat with us
about the course
buy the resources online.

pearsonschools.co.uk/mathsprogress

PEUK B0965 | Version 3.0 | UKS | November 2021 | DCL1: Public