Block A2 (2weeks):
Year 6:
wc 04.01.10
11.01.10
St Peter’s JIN School
Mr Hilton
Explain reasoning and conclusions using words, symbols or diagrams as appropriate.
Use approximations, inverse operations and tests of divisibility to estimate and check results.
Find the difference between a positive and negative integer, or two negative integers, in context.
Use decimal notation for tenths, hundredths and thousandths; partition, round and order decimals with up to three places, and position then on a number line.
Use a calculator to solve problems involving multi-step calculations.
Use knowledge of place value and multiplication facts up to 10x10 to derive related multiplication and division facts involving decimals.
Calculate mentally with integers and decimals.
Solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage including calculator use.
Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a 1-digit integer, and to multiply 2-digit and 3-digit
integers by a 2-digit integer.
Mental Oral Starter
Monday 4th
Open the A2 notebook using the IWB.
Display slide 1 ‘Doubling’. Explain that
doubling is the same as x2 and adding two
numbers together e.g. 5 + 5. Model how to
double a number by using the partition
method. E.g. 124 partition into HTU = 100 +
20 + 4. Then double each number before
adding them together to find the answer. Ask
the class to double several 2-digit and 3-digit
numbers on their whiteboards then share the
answers.
Teaching
Objectives
Calculate mentally with
integers and decimals.
Explain reasoning and
conclusions using words,
symbols or diagrams as
appropriate.
Repeat the process with slide 4 ‘Halving’.
Explain that halving is the same as ÷2. Again
model partitioning the number into HTU then
halving each number. Ask the class to half
several 2-digit and 3-digit numbers on their
whiteboards then share the answers. Highlight
the fact that if the units numbers is an odd
number then the answer will end .5
(VAK)
Main Teaching
Open the A2 notebook using the IWB.
Display slide 7 ‘What am I?’ Explain that the
objective is to work out what number the word
problem starts with by working backwards or in
reverse. Each problem must include at least 2
operations E.g. I am thinking of a number (?)
I add 3 to the number and then multiply the
result by 4. The answer is 36. What number
did I start with?
Working backwards starting with the end
number 36 and divide by 4 (as it is the
opposite of multiply). Take that number and
subtract 3 (as it is the opposite of add) to
find the start number.
Differentiated group work
Working in pairs create and solve ‘What am I?’ word
problems in their numeracy books following the
framework on the IWB.
Spheres – Independent
Pyramids – Independent
Cubes – Supported by GH
Cones – Supported by DD.
Plenary
Select children to read their
‘What am I?’ word problems to
the class to try and solve.
(VA)
(VAK)
Show more examples of what am I problems
until the class are confident and ready to
create and solve their own.
(VA)
Open the A2 notebook using the IWB.
Display slide 13 ‘6 times tables’. Practise
rehearsing the tables and showing ways to
quickly work out difficult sums. Repeat with
slide 14 ‘8 times tables’.
Tuesday 5th
Then show the ‘Random times and share
machines’. Focus on the machines using 6 and
8 times tables.
(VAK)
Calculate mentally with
integers and decimals.
Use knowledge of place
value and multiplication
facts up to 10x10 to
derive related
multiplication and
division facts involving
decimals.
Open the A2 notebook using the IWB.
Display slide 15 ‘Inverse operations’. Explain that
if we know the answer to a multiplication
question such as 12 x 9 = 108 we can work out
another multiplication fact as well as 2 division
facts which are the inverse. E.g. 108 ÷ 9 = 12
and 108 ÷ 12 = 9. Highlight that when
multiplying the biggest number is always at the
end of the sum and when dividing it is at the
beginning of the sum.
Now show a decimal multiplication sum such as
3.56 x 4 = 14.24. Ask the class to work out the
2nd multiplication fact (4 x 3.56 = 14.24) Then
work out the 2 division facts (14.24 ÷ 4 = 3.56
and 14.24 ÷ 3.56 = 4). Now repeat with several
examples for the class to solve.
(VA)
To complete 4 line multiplication/division sums using
partitioning to solve the first multiplication sum.
Spheres – Independent
Pyramids – Independent
Cubes – Supported by DD
Cones – Supported by GH.
(VAK)
Review the answers for each of
the sums and address and
possible difficulties or
misconceptions.
(VA)
Wednesday 6th
Open the A2 notebook using the IWB.
Display slide 20-23 ‘Calculator decimals’.
Display slide 20 showing how to add and
subtract decimals including 0.1, 0.01 and
0.001. Now show slide 21 and the calculator
with 4.764 on its display. Ask the class to use
their calculators to add 0.1 to this number and
share the answer. Then ask them to subtract
0.01 followed by adding 0.001.
Use decimal notation for
tenths, hundredths and
thousandths; partition,
round and order
decimals with up to
three places, and
position then on a
number line.
Repeat with several more examples of adding
and subtracting tenths, hundredths and
thousandths.
Solve multi-step
problems, and problems
involving fractions,
decimals and
percentages; choose and
use appropriate
calculation strategies at
each stage including
calculator use.
(VAK)
Open the A2 notebook using the IWB.
Display slide 27 ‘7 times tables’. Practise
rehearsing the tables and showing ways to
quickly work out difficult sums. Repeat with
slide 28 ‘9 times tables’.
Thursday 7th
Then show the ‘Random times and share
machines’. Focus on the machines using 7 and
9 times tables.
(VAK)
Calculate mentally with
integers and decimals.
Solve multi-step
problems, and problems
involving fractions,
decimals and
percentages; choose and
use appropriate
calculation strategies at
each stage including
calculator use.
Mental mathematics test
Open the A2 notebook using the IWB.
Display slide 24 ‘Keywords in problem solving’.
Read the series of vocabulary which can be
found in word problems such as ‘Altogether’.
Ask the class which operation would these
require you to use? Answer addition. Repeat
this process with the rest of the vocabulary.
Hand out copies of ‘In the swim (factsheet) and
(problems) sheet. The sheet shows a primary
school that has held a sponsored swim. The
results and scores are shown in the 2 tables on
the factsheet. Discuss the tables and address
any possible misconceptions. Read the
questions from the section ‘One step problems’.
Discuss which are the key words in the
questions and whether this tells us which
operation must be used? E.g. Q2 –‘Total’ so
addition is the operation used.
To complete the worksheet ‘In the swim’ one step problems.
Spheres – Independent
Pyramids – Independent
Cubes – Supported by DD
Cones – Supported by GH.
Check through the solutions to
all the word problems and
discuss the operations and
strategies used.
(VA)
(VAK)
(VA)
Open the A2 notebook using the IWB.
Display slide 24 ‘Keywords in problem solving’.
Read the series of vocabulary which can be
found in word problems such as ‘Altogether’.
Ask the class which operation would these
require you to use? Answer addition. Repeat
this process with the rest of the vocabulary.
Read the questions from the section ‘Multi step
problems’. Discuss which are the key words in
the questions and whether this tells us which
operation must be used? E.g. Q2 –‘Total’ so
addition is the operation used.
To complete the worksheet ‘In the swim’ multi step problems.
Spheres – Independent
Pyramids – Independent
Cubes – Supported by DD
Cones – Supported by GH.
Check through the solutions to
all the word problems and
discuss the operations and
strategies used.
(VA)
(VAK)
(VA)
Complete the test.
Friday 8th
Swap papers and mark.
Review of weeks work
addressing all areas covered
including:
Hand papers back and marks collected.
What am I numbers
Review answers to each question, children
explain their methods to reach the correct
answer. Additionally some methods which may
have caused difficulties.
Doubling/halving
Identify types of questions which caused
greatest difficulty for the class.
(VAK)
6,7,8 and 9 times tables.
Decimals
(VA)
Open the A2 notebook using the IWB.
Display slide 29 ‘Adding a series of decimal
numbers’. Show the question 2.7 + 3.9 + 4.3
= and discuss how to mentally work it out e.g.
partition into units and tenths. The add
together the two answers.
Monday 11th
Repeat with several more answers. Model
looking out for short cuts such as pairs of
number e.g. 0.7 and 0.3 and 0.1 and 0.9.
(VA)
Tuesday 12th
Open the A2 notebook using the IWB.
Display slide 38 ‘Doubling’. Explain that
doubling is the same as x2 and adding two
numbers together e.g. 5 + 5. Model how to
double a number by using the partition
method. E.g. 124 partition into HTU = 100 +
20 + 4. Then double each number before
adding them together to find the answer.
Shout out several numbers and ask the class
to double them on their whiteboards then
share the answers.
2.6 0.47 3 ½ 0.37 9.4
Calculate mentally with
integers and decimals.
Use efficient written
methods to add and
subtract integers and
decimals, to multiply and
divide integers and
decimals by a 1-digit
integer, and to multiply
2-digit and 3-digit
integers by a 2-digit
integer.
Calculate mentally with
integers and decimals.
Use efficient written
methods to add and
subtract integers and
decimals, to multiply and
divide integers and
decimals by a 1-digit
integer, and to multiply
2-digit and 3-digit
integers by a 2-digit
integer.
Open the A2 notebook using the IWB. Display
slide 32 ‘Standard column addition’. Model how
to use column addition to solve a 3-digit add 3digit sum. Start by adding the digits in the units
column, followed by the tens and hundreds
columns. Repeat process with a 4-digit add 4digit sum. Model having to carry numbers when
the sum is greater than 9 e.g. 2 + 9 = 11 so
carry 1. Repeat with several more examples of
column addition sums.
Now display slide 35 ‘Standard column
subtraction’. Model how to use column
subtraction to solve a 3-digit subtract 3-digit
sum. Start by subtracting the digits in the units
column, followed by the tens and hundreds
columns. Repeat process with a 4-digit subtract
4-digit sum. Model having to borrow when a
sum cannot be done e.g. 3 – 9 so borrow 1
from the next column so now the sum is 13 – 9
= 4.
(VA)
Open the A2 notebook using the IWB. Display
slide 39 ‘Multiplication grid method’. Display the
sum 248 x 53. Model using the grid method to
find the answer. Begin by partitioning 248 into
HTU 200, 40 and 8. Then partition 53 into TU
50 and 3. Now multiple 50 by 200, 40 and 8.
Then repeat this process on the next line
multiplying 3 instead of 50.
Repeat with several other examples until the
class are confident at being able to set them
out correctly and complete the sums.
To complete a series of differentiated questions using column
addition and subtraction.
Target maths page 37
Spheres – (4 digit + 4 digit) Section B Independent
Pyramids – (4 digit + 3 digit) Section A Independent
Cubes – (4 digit + 3 digit) Section A Supported by CG
Cones – (3 digit + 3 digit) Section A Supported by DD.
Check the answers and address
any common misconceptions or
errors.
(VA)
(VAK)
To complete a series of differentiated questions using grid
method
Spheres – (4 digit x 4 digit) Independent
Pyramids – (4 digit x 3 digit) Independent
Cubes – (3 digit x 3 digit) Supported by GH
Cones – (3 digit x 2 digit) Supported by DD.
(VAK)
Wednesda
y 13th
School closed
Thursday
14th
School closed
Check the answers and address
any common misconceptions or
errors.
(VA)
Open the A2 notebook using the IWB.
Display slide 27 ‘7 times tables’. Practise
rehearsing the tables and showing ways to
quickly work out difficult sums. Repeat with
slide 28 ‘9 times tables’.
Friday 15th
Then show the ‘Random times and share
machines’. Focus on the machines using 7 and
9 times tables.
(VAK)
Calculate mentally with
integers and decimals.
Use efficient written
methods to add and
subtract integers and
decimals, to multiply and
divide integers and
decimals by a 1-digit
integer, and to multiply
2-digit and 3-digit
integers by a 2-digit
integer.
Using the IWB open the A2 notebook on slide
43. Read the question 127 ÷ 6. Model using
the ‘chunking’ method to work out the answer
e.g. using knowledge of the 6 times tables.
Emphasise the importance of setting the work
out neatly and presentation. Explain if the
number left is less than 6 then this is the
remainder.
Repeat with several more examples dividing 2
and 3 digit numbers by a 1 digit number. Once
confident extend to dividing 3digit numbers by
2 digit numbers e.g. 274 ÷ 14.
Now read the following word problem and
model using chunking method to solve it.
Toy trains are packed into boxes of six.
If 158 toy trains have been made during the
day, how many boxes are needed?
(VA)
To complete the worksheet ‘Division time’.
Spheres – Independent
Pyramids – Independent
Cubes – Supported by GH
Cones – Supported by DD.
(VAK)
Review the ‘Division time’ sheet
(VA)
YEAR 6 BLOCK A UNIT 2 (SPRING)
COUNTING, PARTITIONING AND CALCULATING
Objectives / I Can Statements Red is Using and Applying
1
2
3
4
5
6
7
Explain reasoning and conclusions, using words, symbols or diagrams as
appropriate.
I can explain my reasoning and conclusions, using symbols to represent
unknown numbers.
Solve multi-step problems, and problems involving fractions, decimals and
percentages; choose and use appropriate calculation strategies at each
stage, including calculator use.
I can solve problems involving more than one step.
*I can choose the most efficient method to solve calculations i.e. mental,
mental with jottings, written or calculator.
*Count in steps of constant size, involving whole numbers, fractions and
decimals, including below zero.
I can count on and back in 0.1, 0.01 and 0.001 steps.
Use decimal notation for tenths, hundredths and thousandths; partition,
round and order decimals with up to three places, and position them on
the number line.
I can use decimals with up to three places and order them on a number
line.
I can round decimals to the nearest whole number or the nearest tenth.
Use approximations, inverse operations and tests of divisibility to estimate
and check results.
I can estimate and check the result of a calculation.
Calculate mentally with integers and decimals: U.t ± U.t, TU x U, TU ÷ U,
U.t x U, U.t ÷ U.
I can add, subtract, multiply and divide whole numbers and decimals in
my head.
Use knowledge of place value and multiplication facts to 10 x 10 to
derive related multiplication and division facts involving decimals (e.g.
0.8 x 7, 4.8 ÷ 6).
I can use tables facts to work out other facts with decimals.
Use efficient written methods to add and subtract integers and
decimals, to multiply and divide integers and decimals by a one-digit
integer, and to multiply two-digit and three-digit integers by a two-digit
integer.
I can add, subtract, multiply and divide whole numbers and decimals
using efficient written methods.
Use a calculator to solve problems involving multi-step calculations.
I can use a calculator to solve problems involving more than one step.
(2 WEEKS)
Groups
SEN
Spheres – Leola, Amber, Charlie and Jack
Pyramids – Alex, Jade, Paige and Helena.
Cubes – Josh, Jonathan, Amie H, Amy G Ellie and Callum.
Cones – Kairren, Luke, Nathan, Chloe H, Harry and Jacob.
SA: Helena Butterworth, Amie
Humphreys, Sam Watson, Chloe Cook,
Billi-Jo Rogers and John Fort.
SA+: Amber Midwood
Speaking and Listening Objectives
Participate in whole-class debate using the conventions and language of debate, including Standard English.
I can take part in a whole-class debate.
Vocabulary
problem, solution, calculate, calculation, equation, operation, answer, method, strategy, explain, reason,
predict, relationship, rule, formula, pattern, sequence, term, consecutive, represent
place value, digit, numeral, partition, integer, decimal point, decimal place, thousandths, positive, negative,
compare, order, ascending, descending, greater than (>), less than (<), round, estimate, approximate,
approximately add, subtract, multiply, divide, convert, sum, total, difference, plus, minus, product, quotient,
dividend, divisor, remainder calculator, display, key, enter, clear, constant
pound (£), penny/pence (p), note, coin, units of measurement and their abbreviations
Prior Learning
 Explain reasoning using text, diagrams and symbols.
 Solve one- and two-step problems involving whole numbers and decimals and all four operations, choosing and
using appropriate calculation strategies.
 Order positive and negative numbers in context.
 Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round
and order these numbers.
 Multiply and divide whole numbers and decimals by 10, 100 or 1000; multiply pairs of multiples of 10 and 100 and
derive corresponding division facts.
 Use mental methods to find sums, differences, doubles and halves of decimals (e.g. 6.5 ± 2.7, halve 5.6, double
0.34), to multiply a two-digit by a one-digit number, to multiply by 25 and to subtract one near multiple of 1000
from another (e.g. 6070 – 4097).
 Use efficient written methods to add and subtract whole numbers and decimals with up to two places, to
multiply HTU × U, TU× TU and U.t × U, and to divide HTU ÷ U.
 Use a calculator to solve problems, interpreting the display correctly.
 Use rounding and inverse operations to estimate and check calculations.