Maths Year 6 Weekly Plan: Autumn
Week 2: Decimals and written addition
Objectives: Understand place value in numbers with 3 decimal places; Divide by 10,100 and 1000 to give answers with 3 decimal places; Multiply numbers with 3 decimal places by 10,
Tuesday
Monday
100 and 1000; Position 3-place decimal numbers on a number line and begin to round to the nearest whole, 0.1 or 0.01; Compare numbers with 3 decimal places; Solve problems
involving number; Add 2 or 3 amounts of money using column addition; Add 2 or 3 numbers with two decimal places in a measures context, e.g. metres; Use rounding to check answers.
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Place nos with 2dp on a line
Understand place value in numbers with three decimal places
Most children/Harder
I’m thinking of
Chn play in pairs. They
Display a place value chart showing 1s, 0.1s, 0.01s and 0.001s
Chn complete place value number sentences, e.g. 1 + 0.5 +
a number. I
shuffle a pack of 0–9 cards
(see resources). Point to the line of 0.001s and remind chn that
□ = 1.583 (see resources).
add 0.005 to it
and sketch a 0–1 line for
these are 1/1000s. Ring a number on each line and ask chn to
and get 0.245.
GUIDED: Y6 Easier
them both to use. The 1st
write the total on their w/bs. Repeat, but this time missing out
What was my
Draw a place value grid on the f/c with column headings:
child takes 4 cards and uses
the 0.1s or 0.01s. Point out how we use zero as a place holder to
100s, 10s, 1s, 0.1s, 0.01s and 0.001s. Write the number 3.45 number? Write
them in order to make a pair show that there are no 1s, 0.1s or 0.01s but not to show there
the addition.
in it. What happens to each digit when we divide by 10?
of numbers to mark on the
are no 0.001s if there are no decimal places afterwards, e.g. we
I’m thinking of
Each digit moves one place to the right. Ask a child to write
line, e.g. 0.36 and 0.47. The
write 3.45 not 3.450. What happens to the digits as each number in the new number, i.e. 0.345. Chn work in pairs to write a
a number. I
other child takes the next
is multiplied by 10? 100? 1000? And when nos are divided by 10?
add 0.1 to it
place value addition for this, i.e. 0.3 + 0.04 + 0.005. Write
two cards and tries to make a 10? 1000? Display a place value grid showing 1s, 0.1s, 0.01s and
and get 6.196.
25.6 in the grid. This time we are going to divide by 100.
number in between. If
0.001s (see resources). Write 2 in the grid. What will happen if we What happens this time? Ask a child to write the number in What was it?
successful they win that
divide 2 by 100? Agree that the 2 will move 2 places to the right
What addition
the grid and all chn to write the PV addition. Repeat for
round; if not the 1st child
and write zeros to show there are no 1s or 0.01s. The 2 is 1/100
can you write?
245.6 ÷ 100 and 780.6 ÷ 100. Chn then think of their own
does. Swap and repeat on a
of its previous value, so it is now worth 2/100. Repeat for 2 ÷
Rpt.
numbers between 100 and 1000 to divide by 100. This prenew line.
1000. Ask chn to multiply 0.02 by 10 and divide 0.02 by 10.
teaching should help them with Tuesday’s lesson.
Count in steps of 0.01
Multiply and divide by 10, 100 and 1000
Whole class practice
Ask several
and 0.1 through
Give four chn number cards, e.g. 1, 2, 3 and 4,
Task 1: Chn work out the outputs, for × 10, ÷ 10, × 100, ÷ 100, × 1000 and ÷ 1000 pairs to share
multiples of 0.1 and 1
and ask them to stand on either side of a large
function machines (see resources).
some of their
Count round the class in decimal point on the f/c to show 1.234. Ask them Task 2: Chn work in pairs to take it in turns to choose a machine, then secretly
inputs and
steps of 0.01 from 4.85
to multiply their number by 10 and move
think of an input, work out the output and tell their partner the output. The
outputs. The
to at least 5.15 and
accordingly. Do the class agree? × 10 again, then
partner guesses the input. If correct, they both record the corresponding
rest of the
back. Count in steps of
÷ 100, × 100, then ÷ 1000. Repeat with 4 new chn number sentence. Answers should have no more than 3 decimal places.
class guess
0.1 from 2.34 to at least showing 4567, ÷ 1000, × 10, × 100, ÷ 100, × 10
Easier: Chn just do Task 1, and work in pairs using a place value grid (see day 1
which function
4.44 and back.
etc. Occasionally pause and ask questions such
resources) and digit cards to help.
machine was
as: what is the 7 worth now? And if we ÷ by
GUIDED: Medium
used.
1000? And if we × by 10?
Sit with different groups to do Task 2.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 2 Autumn
Friday
Thursday
Wednesday
Maths Year 6 Weekly Plan: Autumn
Week 2: Decimals and written addition
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Round nos with 2dp to
Place numbers with 3 decimal places on lines; round to the nearest 0.01, 0.1
Most children/Harder
Ask chn to
nearest 1 and 0.1
or 1; Compare 2 numbers
Chn place numbers with 3 decimal places on lines,
think of a
Play Dartboard rounding at
Show chn a 0–0.1 landmarked line (see resources). Challenge them to think of then solve ‘Who am I?’ puzzles (see resources).
number
http://www.topmarks.co.uk a number with 3 decimal places that lies between 0.01 and 0.02. Ask two chn GUIDED: Y6 Easier
between 3
/Flash.aspx?f=DartboardRo to write their nos on the line. Ask them to explain how they did this. Are they Write nos 5.289, 5.974, 5.278 and 5.419 on cards.
and 4 with 3
undingv2. Choose TU.t(h) –
closer to 0.01 or 0.02? Rpt for nos between 0.07 and 0.08 and round each to
decimal
Chn put them in order from smallest or greatest.
nearest whole. Chn round
the nearest 0.01, asking pairs of chn to compare their nos. Show the 0–1
places. They
Sketch a line from 5 to 6, marking on 0.1s.
each number to the nearest landmarked line. Ask chn to think of numbers between 0.4 and 0.5 with 3
work as a
Together mark and label where each number
whole. Next ask chn to
decimal places. Ask two to place them on the line; the rest of the class say
group to put
belongs on the line. Does this match their ordered
round the nos with 2dp to
whether they round to 0.4 or 0.5. Repeat with a 4–5 empty line, asking chn to list? Ask chn to make up four new numbers
them in
the nearest tenth.
place nos between 4 and 5. Class say whether they round to 4 or 5.
order.
between 5 and 6 and repeat.
Pairs of nos with Add 2 or 3 amounts of money using column addition; Use rounding to check answers
Whole class practice
Ask chn to work in
1dp and a total
Show chn three DVDs, with price labels £10.49, £14.79 and £12.25. Ask chn to round to the
Chn practise using column addition to
pairs to write an
of 10
nearest pound in order to give an estimate of the total cost. Show chn how to use compact
add two then three amounts of money;
addition of three
Play ‘ping pong’.
addition to find the total cost. Remind them that we always leave a line below the numbers
they do as many questions as they can,
amounts (Easier
You call out a
we are adding so we have room to write any digits we have to add in. So 9p, 9p and 5p is
starting at question 5 (see resources).
group could add to
number with one 23p, so we write 3 under the pennies and 2 in the 10p column to stand for 20p. Do this. Now
Easier: Chn start at question 1 adding
amounts) that
decimal place,
we have 40p, 70p, 20p and 20p, making £1.50 all together, so we write 5 under the 10p
mostly two amounts.
they think will
e.g. 3.6. Chn say
column, and 1 in the pound column, waiting to be added to the other pounds. Finish the
Harder: Chn start at question 9 and add
have an answer
the complement
addition and compare the answer with chn’s estimate. Add the £10s to complete the
three amounts.
between £50 and
to 10, e.g. 6.4.
addition. Ask chn to use compact addition to find the total cost of three DVDs costing £15.79, GUIDED: Medium
£60. They swap
Occasionally say
£8.69 and £12.45 after estimating the total. But just before you do, what do you think will be
Work with chn to support them in
with another pair
‘ping’ to which
important about laying this addition out? Agree that it is important to align the decimal
adding three amounts, encouraging
to check. No zeros
they reply ‘pong’. points. Take feedback and agree the answer.
them to estimate first.
allowed!
Complements to the
Add 2 or 3 numbers with 2 decimal places in a measures
Most children/Easier
A scientist has added
next whole
context, e.g. metres; Use rounding to check answers
Chn practising adding pairs of distances, with one ‘carry’ then two
a pair of distances
Write the following
Say that a group of scientists are investigating how far
‘carries’ (see resources). They then answer a question requiring
from the following,
numbers on the board snails crawl in a day. Sally the snail crawled 10.57 metres
them to round each answer.
but can’t remember
in a 3 × 4 grid: 3.79,
in the morning and 8.36 metres after lunch. Ask chn to
which they were!
GUIDED: Harder
2.64, 8.45, 7.25, 9.58,
round each distance to the nearest metre to estimate the Say that Selina Snail crawled 9.34m in the morning, 6.45m in the
Write 12.46m, 9.78m,
3.96, 6.85, 8.78, 5.37,
total. Show how to set this out as a column addition,
10.24m and 11.67m
afternoon, and 4.78m in the evening. Ask chn to round each
8.51, 4.43, 7.05. Chn
pointing out how you are aligning the decimal points. Talk distance to the nearest metre to estimate the total, then work
on the board. She only
copy the grid but write through adding the centimetres, e.g. 7cm and 6cm gives
needed the answer to
together to find the total. What is this distance to the nearest
how much more is
13cm, then write 1 under the 10s of cm. Repeat for
the nearest metre,
metre? And nearest 10cm? Challenge chn to work in pairs to use
needed to make the
Sidney Snail who has crawled 12.34m, then 10.86m.
and thus as 24m.
the digits 1 to 9 to write additions of three numbers, each with 2
next whole, e.g.
Carefully talk through adding 30cm and 80cm to give 1m
Which two numbers
decimal places. They can only use each digit once in each sum.
writing 0.21 in the first and 10cm. Point out how this is very similar to adding
do you think she
They find the highest total possible, the least and then the closest
space.
amounts of money.
added?
that they can to 10m.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y6 Week 2 Autumn
Maths Year 6 Weekly Plan: Autumn
Week 2: Decimals and written addition
Resources
 0–9 cards
 Monday: 10s, 0.1s, 0.01s, 0.001s place value chart (see resources)
 Monday: 100s, 10s, 0.1s, 0.01s, 0.001s place value grid (see resources)
 Monday: Activity sheet of place value additions and subtractions (see resources)
 Large digit cards
 Tuesday: Activity sheet of function machines (see resources)
 Dartboard rounding at http://www.topmarks.co.uk/Flash.aspx?f=DartboardRoundingv2
 Wednesday: Landmarked lines (see resources)
 Wednesday: ‘Who am I?’ activity sheet (see resources)
 Three DVDs, with price labels £10.49, £14.79 and £12.25
 Thursday: Whole class practice (see resources)
 Friday: Adding distances activity sheet (see resources)

Abacus Year 6 Textbook 1
Abacus Textbook Pages for Alternative/Additional Practice
Day
Tuesday
Wednesday
Friday
Group
Easier/Most children
Harder
Easier
Harder
Easier/Most children
Harder
Page
Textbook 1, page 6
Textbook 1, page 7
Textbook 1, page 8
Textbook 1, page 10
Textbook 1, page 20
Textbook 1, page 21
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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 2 Autumn
Maths Year 6 Weekly Plan: Autumn
Week 2: Decimals and written addition
Outcomes
Monday
Tuesday
1. Understand the effect of
multiplying and dividing by 10, 100
and 1000.
2. Understand place value in
numbers with 3 decimal places.
3. Solve place value addition and
subtractions.
1. Understand the effect of
multiplying and dividing by 10, 100
and 1000.
2. Understand place value in
numbers with 3 decimal places.
Outcomes for most children
Wednesday
1. Place numbers with 3 decimal
places on landmarked and empty
number lines.
2. Use knowledge of decimals to
solve puzzles.
Thursday
Friday
1. Use column addition to add three
amounts of money, e.g. £45.78 +
£25.79 + £24.85.
1. Use column addition to add three
distances, e.g. 9.34m + 6.45m +
4.78m.
2. Use rounding to estimate totals.
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Use PV grids to multiply and
divide by 10, 100 and 1000.
2. Begin to understand place value
in numbers with 3 decimal places.
3. Write place value additions.
1. Use PV grids to multiply and
divide by 10, 100 and 1000.
2. Understand place value in
numbers with 3 decimal places.
1. Place numbers with 3 decimal
places on landmarked lines.
2. Use this to help order numbers
with 3 decimal places.
1. Use column addition to add any
pair of amounts of money, e.g.
£45.78 + £25.79.
1. Use column addition to add pairs
of distances, e.g. 10.34m + 11.75m
with one or two ‘carries’.
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 2 Autumn