Maths Year 6 Weekly Plan: Spring
Week 1: TS1 Place value ~ TS2 Ordering numbers
Objectives: Multiply and divide any number from 1 to 10000 by 10, 100 or 1000 and understand the effect, Multiply and divide decimals by 10 or 100
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Chn play in 2s
taking it in turns
to roll 2 0-9 dice
to form a
number with 2
dec. places and
mark it on a
blank 0-1 line. 1st
to get 3
numbers without
other child’s in
between wins.
Chn enter 56 into their calculators and ÷ by 10.
What’s the answer? Write 5.6 under 56 so that the
5 is under the 6. What’s happened to each digit?
Discuss how the digit 5 was 5 tens & is now only
worth 5 ones, a 1/10 of its previous value. The digit
6 was worth 6, and is now worth 0.6 If we divide by
10 again, what will the answer will be? What do you
think the 0.6 will be worth? Try it on your
calculator. Write 0.56 under 5.6 aligning the dec.
points. What happens to the digits as we ÷ by 10?
(move to the right.) What will happen if we × by 10?
Write 6.7. Talk to your partner about the answer
will be if we divide by 10 or multiply by 10. Test out
your ideas on the calculator. Rpt for 1.34.
Easy
Medium/Hard
A can of soup costs 42p, how much would 10 cans cost? 100
Chn multiply and
divide decimals by 10
cans? Record the 3 prices under each other. What happens to
(see resources)
each digit as we × by 10? I buy 10 identical cans of soup for
£8.70, how much does each cost? Check using a calculator. I buy finding routes
through a grid.
10 CDs, each the same price for a total of £59, how much does
Hard: Chn’s grid can
each cost? What happens to each digit as we ÷ by 10? Wood
produce 3-place
often comes in lengths of 2.4m. What is one 1/10 of this? Rpt
decimals.
with similar questions, chn check answers on a calculator. TD
Plenary
Write: 34, 3.4, 0.34, 79, 7.9, 0.79, 68, 6.8 and 0.68. Chn write these numbers in a 3×3
grid arranging them as they wish. Ask questions, e.g.: What is 1/10 of 34? A book is
3.4cm thick. What would be the thickness of 10 such books? A jug holds 0.79 litres, how
much would 10 jugs hold? Chn ring answers on their grids. 1st to ring 3 in a line wins.
Write 56. Chn enter 56 into their calculators and to divide it by
Easy/Medium/Hard
100. What’s the answer? Write 0.56 under 56 so that the 0 is under Chn practise multiplying and dividing decimals by 10 and 100
the 6. What’s happened to each digit? Discuss how the digit 5 was 5 (see resources) finding routes through a grid. TD with Med
Easy: Chn use calculators to help.
tens and now is only worth 5 tenths, a 1/100 of its previous value.
Hard: Chn find the maximum and minimum answers.
The digit 6 was worth 6, and is now worth 0.06, 6 hundredths.
What’s happening to the digits as we ÷ by a 100? Draw out that they Plenary
are moving 2 places to the right. What do you think will happen if we Make slidy box cards with 6.5 and 1.34 multiplied and divided
multiply by 100? Write 6.7. Talk to your partner about what you
by 10 and 100 (8 sentences altogether, 4 for each number).
think the answer will be if we divide by 100 or multiply by 100. Test
Cover both the operation & 10/100 with slidy box and ask chn
out your ideas on the calculator. Rpt with 13.4 and 134.
what has been done to the 1st number and write this on w/bs.
Multiplying by 10
5 chn show number e.g.
34.56, each digit and
dec. point on w/bs. What
should they do to ×
34.56 by 10? Keep
multiplying by 10,
discussing how the dec.
point stays, & extra 0s
are required to fill the
spaces created.
Place value
Show a place value chart (as starter). What happens to the digit 5
Show a 10,000s,
when we multiply by 10? 100? 1000? 10,000? And when we ÷ by 10
1000s, 100s, 10s,
or 1000? Discuss whether it moves left or right, and by how many
1s, 0.1s and 0.01s
places. Chn write answers on w/bs to: What is 50 multiplied by
place value chart
Week 1
Wednesday
Week 1 Tuesday
Week 1 Monday
Order 2 place
decimals
Easy/Medium/Hard
Draw a fact web with 345 at the centre, ÷10, ÷100, ÷1, × 10, ×100
and × 1000 round the outside. Chn copy and write answers, then
work with a partner to produce webs for 76 and 2.4. Easy: Chn use
calculators to help. Hard: Chn also ÷ central number by 1000. TD
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Outcomes
Chn can:
1. Multiply
and divide
whole
numbers
and
numbers
with 1
dec. place
by 10.
Chn can:
1. Multiply
and divide
whole
numbers
and
numbers
with 1
dec. place
by 100.
Chn can:
1. Multiply
and divide
whole
numbers
MATHS Y6 Week 1 TS1 & TS2 Spring
Maths Year 6 Weekly Plan: Spring
(see resources).
Ring a number on
each line, chn
record the total on
their w/bs. Rpt.
Then rpt, this time
missing out 0.01s.
100? 50 × 1000? 0.6 × 1000? 700 divided by 100? 20,000 ÷ 100?
20,000 ÷ 1000? Launch the ITP Moving digits. Use the cards to
show. 56. Click to × by 10 repeatedly until the 56,000 is shown.
Chn describe what happens to each digit. Rpt for 234, repeatedly
÷ by 10. Chn work with a partner to find: 42 × 1000; 5400 ÷ 100;
5400 × 100; 23 ÷ 100; 7654 ÷ 100; 7654 × 100; 87,655 ÷ 100; 23 ×
1000; 23,378 ÷ 10, discussing which way the digits will move, and
by how many places. Take feedback after each calculation.
Week 1: TS1 Place value ~ TS2 Ordering numbers
Plenary
This can of beans weighs 250g. How can we write that as kg? Write
Beans 0.25kg. This bag of potatoes weighs 10 times as much, 2.5 kg.
Record underneath. What might weigh about 10 times as much? How
much is that? And something 10 times that? And 10 times that?
Build up a chart, e.g. Beans 0.25kg; Potatoes 2.5kg; Child 25kg;
Motorbike 250kg; Land Rover 2500kg. Discuss the digits 2 and 5.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
by 10, 100
and 1000
(ans. no
more than
2 dec.
places).
MATHS Y6 Week 1 TS1 & TS2 Spring
Maths Year 6 Weekly Plan: Spring
Week 1: TS1 Place value ~ TS2 Ordering numbers
Objectives: Round whole numbers to the nearest 10, 100 or 1000, Estimate where four-digit numbers lie on an empty 0-10 000 line, Count on and back in repeated steps,
including through zero, Find the difference between a positive and a negative integer, and between two negative integers in a context such as temperature or on the number line,
Order a set of positive and negative integers
Week 1 Friday
Week 1 Thursday
Starters
Whole class teaching
Locating 3-digit numbers
Sketch a 4600 to 4700 line.
Child thinks of a number
between the 2 and marks it on
the line but doesn’t write the
number Chn discuss and write
an estimate on their w/bs.
They choose 2 multiples of 10
for the child to mark put on
the line. Chn review their
estimates. Child reveals the
mystery number Which group
was closest? Rpt, with 5000
to 6000 line, marking on mults
of 100 after initial estimates.
Ordering positive
and negative
numbers
Use a weather
website (e.g. the
BBC’s) to find the
current temperatures
in different cities
around the world,
showing the location
on a globe. Give a
place name and
temperature to each
pair to write on their
w/bs. Help chn to
stand in order from
the coldest to the
warmest place.
Guided group and independent paired/indiv practice activities
Outcomes
Sketch an empty 0-10,000 line. Draw an arrow to where you think 4567
lies. Talk to your partner about what number this arrow might be pointing
to. Take feedback. It’s hard to say the actual number with such a large
scale, but we could give a range. Which multiples of 1000 do you think it
might lie between? Mark on 4000 and 5000. It’s helpful to mark on these
multiples. Can you guess the 2 multiples of 100 on either side of the
number? Write these numbers on the board: 4567, 4675 and 4765. The
arrow is pointing to one of these numbers, which do you think it is and
why? Take feedback. Sketch a line from 4560 to 4570 and mark on
4567. Ring the multiple of ten it is nearest to. So 4567 rounds to 4570.
Sketch a line from 4500 to 4600 and mark on 4567. Ring the multiples of
100 that 4567 rounds to. Sketch a line from 4000 to 5000 and mark on
4567 and ring the multiple of 1000 that it rounds to. Rpt, this time
marking 7825 on the 0-10000 line, and then rounding to the nearest 10,
100 and 1000.
Show chn a counting stick. Point to the middle and say that this is
zero. Point to the right as chn see it and say that this end is 5.
Point to -1. What is this number? And this number (pointing to 2?). Count back from 5 to -5, and then back up to 5 again. Rpt, this
time identifying the right of the stick as 10, counting back in 2s to
-10, and then from 50 to -50 in 10s. Hold the counting stick
vertical. This point represents zero degrees Celsius. What
happens to water below this temperature? In January the
temperature is often about 5°C, and can fall to below freezing at
night. If it was 5° during the day, and then fell by 6° degrees by
midnight, what would the temperature be then? Take feedback,
drawing out that it would fall 5° to 0, and then another degree to 1°C. The temperature then falls another 2 degrees. What temp is
it now? The coldest temperature ever recorded in the UK is -29°C!
But if you think that is cold, the coldest temperature ever
recorded in Canada is -66°C! How much colder than -29°C is this?
Sketch a vertical line from -66 up to 0. Draw a hop down from -29
to -30, a jump from -30 to -60, then from -60 to -66, labelling
each hop. So the difference between -29 and -66 is 37.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Easy/Medium/Hard
Chn can:
Chn mark 4-digit numbers on ENLs and round
1. Round
them to the nearest 10, 100 or 1000 (resources).
four-digit
Easy: Chn's lines have 1000s marked (resources).
numbers to
the nearest
TD
10, 100 or
Plenary
1000.
Write three 4-digit numbers on your w/b. Ring a
2. Estimate
number if it rounds to 4000. Ring a number if it
where
rounds to 2000. Cont until 1 child has ringed all 3
four-digit
nos. Write 3 nos between 7000 and 8000. Ring a
numbers lie
number if it rounds to 7400. Ring a number if it
on an empty
rounds to 7800. Continue until 1 child has won.
0-10 000.
Write 3 numbers between 2300 and 2400. Ring a
number if it rounds to 2350. Ring a number if it
rounds to 2390. Continue until 1 child has won.
Easy/Medium/Hard
Chn can:
Chn mark temperatures on a thermometer scale, then find
1. Count on and
differences in temperature (see resources). TD with Med
back in repeated
Easy: The range of temperatures is narrower (resources).
steps, including
through zero.
Plenary
2. Find the
Sketch a line from -20 to 20, with 0 and multiples of 5
difference
labelled. This number line has both positive and negative
between a
numbers. We can have numbers less than 0! For example, if
positive and a
the temperature is less than 0 or a bank account is
negative integer,
overdrawn, or we are below ground. Point to -20. We can
and between two
read this as negative 20. What do you think will be the next
negative
number? And the next? Count on from -20 through 0 to 20.
integers in the
If we have 5 subtract 6, we’d normally say we can’t do it,
context of
but we can if we use negative numbers. What do you think 5
temperature.
subtract 6 is? Make up some other subtractions with a
3. Order a set
negative answer. Hide the line. Give each group cards/ Postof positive and
its with -10, 11, -3, 7, -20, 20, and 17 in random order and
negative
ask them to put them in order. Show the line to check.
integers.
MATHS Y6 Week 1 TS1 & TS2 Spring
Maths Year 6 Weekly Plan: Spring
Week 1: TS1 Place value ~ TS2 Ordering numbers
Resources
 0-9 dice
 Calculators
 Activity sheets of grids for Monday and Tuesday (see resources)
 Slidy box cards: 6.5 × 10 = 65; 6.5 × 100 = 650; 6.5 ÷ 10 = 0.65; 6.5 ÷ 100 = 0.065; 1.34 × 10 = 13.4; 1.34 × 100 = 134; 1.34 ÷ 10 = 0.134; 13.7
÷ 100 = 0.137 and box big enough to cover both the operation and 10 or 100
 Place value chart (see resources)
 ITP Moving digits (see resources)
 Items weighing 250g and 2.5kg
 Activity sheets of four-digit numbers and lines (see resources)
 Access to the internet and a weather site such as www.bbc.co.uk/weather and a globe
 Counting stick
 Activity sheets of temperatures (see resources)
 Post-it notesTM or cards
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 1 TS1 & TS2 Spring