Maths Year 6 Weekly Plan: Spring
Week 1: Number and place value
Objectives: Know what each digit represents in 7-digit numbers; Use place value to add and subtract; Compare numbers up to 10 million; Use < and > signs; Place 7-digit numbers on
Tuesday
Monday
number lines; Round 7-digit numbers to the nearest 10,000, 100,000 or 1,000,000; Use negative numbers in context of temperature; Calculate rises and falls in temperature; Calculate
intervals across zero.
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Place value in 6Place value in 7-digit numbers (PV + and -, compare numbers)
Most children/Harder
Do you think the
digit numbers
Write 4,351,468 on the board. Discuss how commas or thin spaces (in
Chn play in pairs. They each write □,□□□,□□□ and take it
number of people in
Chn use the
print) are used to group digits in groups of 3 to help us to read big
in turns to roll a 0 to 9 dice and decide where to place the
our town (or village
digits 2, 3, 4, 5, 6 numbers. Cover the first 4 digits, and read the number. Four hundred and digit in their boxes to make a number bigger than their
or city) would be in
and 7 to make
sixty-eight. Now reveal the 3, 5 and 1. These digits tell us how many
partner’s. Whoever has the bigger number scores one
100s, 1000s,
five 6-digit
1000s there are. Three hundred and fifty-one thousand, four hundred and point. Next they take it in turns to roll a 0 to 9 dice. If that
10,000s, 100,000s or
numbers and
sixty-eight. Reveal the 4. This digit tells us how many millions there are.
digit is in their opponent’s number, the opponent has to
millions? What
write them on
Read the whole number. Write the next 3 numbers on your w/bs. Now
subtract that part of the number! E.g. roll 6 so subtract
about the number of
their w/bs. Ring a write 2,743,561. Read the last 3 digits, and then read the thousands, then 600 from 2,345,682. They write the new number
leaves on a tree?
number where: 6 the whole number. What is 2,743,561 – 40,000? Which digit will change? underneath. Repeat 3 times each. Whoever has the bigger Ask each group to
is worth 60,000,
Subtract 500. What are we left with? Subtract 700,000. Subtract 3001.
number now scores a point. Repeat both parts of the
make a list of items
3 is worth 3000,
What’s left? Write □,□□□,□□□ > □,□□□,□□□ on the board. Roll a 0 to 9
game.
that might be
4 is worth 400…
dice and ask chn where to place the digit. Repeat until all spaces are
GUIDED: Medium
measured in
The first child to
filled, aiming to make the first number greater than the second. Ask half
Work with a group and play the game as above in 2 teams. millions. Share their
ring all 5
the class to write the biggest number possible using the 7 digits on the
ideas.
Easier
numbers is the
left, and the other half to write the smallest 7-digit number using the
Chn investigate how many 7-digit numbers can be written
winner.
digits on the right. Ask chn to write a number in between these two 7using consecutive digits. They write them in order.
digit numbers.
Count on/back in 10s, 100s,
Add and subtract 1, 10, 100, 1000, 10,000,
Most children/Harder
I’m thinking of a
1000s and 10,000s from 5-digit 100,000 and 1,000,000 to/from 7-digit numbers Chn play in pairs. They each write 10,000,000. They take it in turns
number, I add 10, I get
numbers
Use the IWB calculator’s constant function to
to roll a 1 to 6 dice. If they roll 1, they subtract 10, if they roll 2 they
7,237,843. What
Chn work in pairs to write
repeatedly add then subtract 1, 10, 100, 1000,
subtract 100, if they roll 3 they subtract 1000, 4 they subtract
numbers was I
45,378 on their w/bs. They
10,000, 100,000 and 1,000,000 to/from
10,000, 5 they subtract 100,000, 6 they subtract 1,000,000 (they
thinking of? Ask a
count on in 10s, recording each 5,555,555, e.g. the constant function may work must write each subtraction). Write this key on the board to remind child to think of a
number until they have written if you enter 5,555,555 + 1====…. Once chn see
them. As chn play, they write what they must subtract and their
number, add 100, and
5 numbers. Write 45,428. Was
the pattern, ask them to predict the next
new number each time and the others check it. Their aim is to get as write the answer on
this the last number they
number, writing it on their w/bs. Take care
close to 1 million as they can but they must not go under or they
the board. Can the
wrote? If so they earn a point.
when crossing multiples of 10, 100, 1000,
lose! They can decide to stick at any point. The child with the
rest of the class guess
Repeat counting back in 100s
10,000, 100,000 and 1,000,000. Repeatedly add number closest to 1 million wins. Repeat.
the first number?
from 45,378, on in 1000s and
1 to 999,995 until you pass 1,000,000.
Repeat with other
GUIDED: Easier
on in 10,000s. Which pairs
Repeatedly subtract 1 from 2,000,010 until you Write 8,346,207 on the f/c. Explain that they are going to change
chn, adding 1000 or
scored 4 points?
pass 2,000,000. The tricky part is 2 million
10,000.
each digit one at a time to 5. Discuss what needs to be
minus one! (Remind chn it’s NOT 999,999!)
added/subtracted each time. Chn test their ideas out on calculators.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 1 Spring
Maths Year 6 Weekly Plan: Spring
Week 1: Number and place value
Friday
Thursday
Wednesday
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Add and subtract near multiples of
Place 7-digit nos on number lines and round Most children/Easier
Ask chn to write
10, 100 and 1000 to 4-digit numbers
to the nearest 10,000, 100,000 or 1,000,000 Chn write at least 4 numbers on a 2,000,000 – 3,000,000 landmarked
a number
Write 2357 and 4178 in one set on the Ask chn to sketch a 1,000,000 to 2,000,000. line (100,000s labelled) (see resources). They write the 4 numbers
between
board, and 29, 51, 198, 203, 1997,
They mark the number that is half way. Do
underneath, and write the nearest multiple of 1,000,000 and 100,000
4,000,000 and
3005 in the second set. Explain that
they agree with their neighbours? Ask chn
at the side of each.
5,000,000 on
chn choose a number in the first set
to mark a number rounding to 1,000,000
their w/bs. Chn
GUIDED: Harder
and add or subtract a number from
and one rounding to 2,000,000. Chn draw a Write the following numbers on the f/c: 2,345,670, 6,432,400,
on each table put
the second set. Challenge them to
line from 2,500,000 to 2,600,000, mark on
their w/bs in
9,623,000, 3,450,000, 7,600,000 and 4,000,000. Chn work in pairs to
work in pairs to complete as many
the halfway point, a number which rounds
ascending order.
write numbers which round to 2,345,670 when rounded to the
additions and subtractions as they can to 2,500,000 and one which rounds to
nearest 10. One child writes a number which rounds down, the other
in 7 minutes. There are 20 possible
2,600,000. Repeat for numbers between
a number which rounds up. Repeat for the other numbers, rounding
combinations!
2,530,000 and 2,540,000.
to the nearest 100, 1000, 10,000, 100,000 and finally 1,000,000
Place negative and positive
Use negative numbers in context of temperature; Calculate rises and falls Most children
As a class
numbers on lines
in temperature
Chn order temperatures and calculate rises and
sketch a bar
Play the number line game at Launch the ITP Thermometer, and choose a range of -10 to 10. At what
falls in temperature (see resources).
graph to show
http://mathsframe.co.uk/en/ sort of temperature might we get ice outside? Why? Agree that as water
GUIDED: Easier
the
resources/resource/37/placin freezes at 0 degrees Celsius the temperature will be less than this, e.g.
Support children in sketching vertical number lines temperature
g_numbers_on_a_number_li
minus one, -2, etc. Ask chn to label some temperatures on thermometer.
to answer the questions.
for each day,
ne, choosing -50 to 50 and
Which of these temperatures is the coldest? During one day it was 7 °C. At Harder
drawing bars
landmarks on the line. Have a night the temperature fell to minus 3 °C. Move the slide to 7, then –3 on
beneath the
Chn use www.bbc.co.uk/weather to find the fivechild from each group ready
the thermometer. How many degrees has the temperature fallen? How
horizontal axis
day forecast for New York. They work out the
to drag the flag on the line as many degrees had it fallen when it got to zero? Draw a hop of 7 to 0. And
to show the
range of temperature for each day. They find
time is crucial! Points earn
then? Draw a hop of 3 to –3. Click on ‘change’ to check. Move the slider
negative
another city where the daytime temperatures are
extra time. Chn could play in
up to 3°C. The next day the temperature rose, but it was colder than the
temperatures.
above freezing and night time temperatures are
pairs on laptops or mobile
previous day. How much has the temperature gone up by? Draw a hop of
below and see if they can find a greater range
devices.
3 to 0°C, and then a hop of 3 to 3°C. Repeat with similar questions.
between day and night time temperatures.
Read Roman numerals
Calculate intervals across zero
Whole class investigation
What did children find
Play the crocodile board game at Show a line from –20 to 20, with 0 and multiples of 5 labelled
Ask chn to work out –5 + 7 and –5 – 7. They then
out? What did they
http://mathgames4children.com (see resources). This number line has both positive and negative
add the large answer (2) to the smaller answer (– think would happen if
/fun-board-games/5thnumbers. We can have numbers less than 0! For example, if the
12) to give –10. Ask them to work in pairs to add
we always started
grade/crocs/roman-numeralstemperature is less than 0 or a bank account is overdrawn, or we and subtract numbers to/from –5 to give one
with -4? Try and few
crocodile-grade-5-game.html.
are below ground. Point to –20. We can read this as negative 20. answer >0 and one answer <0. They add the pairs examples, e.g. –4 + 6
All chn write A, B, C or D on their What do you think will be the next number? And the next? Count of answers. What do they find? (The sum is
= 2, –4 – 6 = –10. 2 –
w/bs to answer. Enter the most
on from –20 through 0 to 20. If we have 5 subtract 6, we’d
always –10.)
10 = –8. What do you
common answer. Alternatively
normally say we can’t do it, but we can if we use negative nos.
Easier: Chn use a –20 to 20 number line to help.
think would happen if
chn play in pairs on
What do you think 5 subtract 6 is? Challenge chn to work in pairs GUIDED: Sit with different groups to assess their
we started with -3?
laptops/mobile devices.
to make up some other subtractions with a negative answer.
understanding.
Scroll down for resources, Abacus Textbook pages and Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 1 Spring
Maths Year 6 Weekly Plan: Spring
Week 1: Number and place value
Resources
 0 to 9 dice
 Calculators
 1 to 6 dice
 Wednesday: Activity sheet of 2,000,000 – 3,000,000 landmarked line (100,000s labelled) (see resources)
 Number line game at http://mathsframe.co.uk/en/resources/resource/37/placing_numbers_on_a_number_line
 ITP Thermometer (see resources)
 Thursday: Temperature Activity sheet (see resources)
 Website: www.bbc.co.uk/weather
 Crocodile board game at http://mathgames4children.com/fun-board-games/5th-grade/crocs/roman-numerals-crocodile-grade-5-game.html
 Friday: -20 to 20 line (see resources)
 Abacus Year 6 Textbooks 1 and 2
Abacus Textbook Pages for Alternative/Additional Practice
Day
Monday
Wednesday
Thursday
Group
Easier
Most children
Harder
Most children
Page
Textbook 2, pages 4 and 9
Textbook 2, pages 5 and 7
Textbook 2, pages 6 and 8
Textbook 2, page 10
Most children
Harder
Textbook 1, page 61
Textbook 1, page 60
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Scroll down for Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 1 Spring
Maths Year 6 Weekly Plan: Spring
Week 1: Number and place value
Outcomes
Monday
Tuesday
1. Say what each digit represents in
a 7-digit number.
2. Write place value related
additions and subtractions.
3. Compare pairs of 7-digit
numbers.
1. Add and subtract 1, 10, 100,
1000, 10,000, 100,000 and
1,000,000 to/from 7-digit numbers.
Outcomes for most children
Wednesday
1. Place 7-digit numbers on empty
number lines.
2. Round 7-digit numbers to the
nearest 10, 100, 1000, 10,000,
100,000 or 1,000,000.
Thursday
1. Use negative numbers in context
of temperature.
2. Calculate rises and falls in
temperature.
Friday
1. Calculate intervals across zero.
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Say what each digit represents in
a 7-digit number.
2. Order 7-digit numbers.
1. Know what each digit represents
in a 7-digit number.
2. Write place value related
additions and subtractions.
1. Place 7-digit numbers on
landmarked lines.
2. Round 7-digit numbers to the
nearest 100,000 or 1,000,000.
1. Use negative numbers in context
of temperature.
2. Calculate rises and falls in
temperature.
1. Calculate intervals across zero
using a number line to help.
Only record names of children who struggled or exceeded these outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 1 Spring