NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
Place value, ordering and rounding
Using a calculator
1
3
days
5
Place value, ordering and rounding
Using a calculator
Objectives: children will be taught to…
NHM Topic
NHM Section
Read and write whole numbers in figures and words, and know what each digit
represents.
Use the vocabulary of comparing and ordering numbers, including symbols such as
<, >, , , =. Give one or more numbers lying between two given numbers. Order a set
of integers less than 1 million.
Develop calculator skills and use a calculator effectively.
Multiply and divide [decimals] mentally by 10 or 100, and [integers] by 1000,
and explain the effect.
Use the vocabulary of estimation and approximation.
Consolidate rounding an integer to the nearest 10, 100 or 1000.
Numbers to Millions

Number names, ordinal numbers
Place value

Estimating and rounding
6
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
10
8-9
3
4
5-6
2
MATERIALS
TOOLBOX
5
6
55-59
N.G. Shortcut 1
N.L. Shortcut 1
59-64
Number line, grid
NHM Mixed Age Planning
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Check-ups
Extension
Textbook page
55-57
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 55
Number names to 1000
Revising names for four-digit
numbers
Tune-in TF 59
Washing line
Estimating and positioning a
number on 0-1000 and 0-200 lines
Main
Teaching
1 Number names to millions
TF 56
1 Estimating and positioning
numbers on a 0-10 000 and 01000 lines TF 60
Core
Activities
Pupil Activity TF 57
1 Pupil Sheet 10
Number names
Pupil Activity TF 61
1 Pupil Sheet 4
Support
Pupil Activity TF 57
1 Pupil Sheet 10
Number names
Provide pupils with place value
notation cards. Show them how to
use the cards to make up each sum
from the word form. Use this to
identify the matching number.
Pupil Activity TF 57
1 Pupil Sheet 10
Number names
Prepare a mixture of cards showing
either an amount in words or
numerals. In pairs, ask pupils to
take it in turns to pick a card and
write down the amount in another
form, i.e. words if it appears in
numerals and vice versa.
Discuss children’s work.
Pupil Activity TF 61
1 Pupil Sheet 4
Provide pupils with a set of small
cards showing each of the numbers
shown by the arrows. Ask pupils to
place the numbers in the correct
boxes on the lines.
Extension
Plenary
Additional Resources
Teacher Notes
Pupil Activity TF 61
1 Pupil Sheet 4
Provide pairs of pupils with a blank
0 – 10 000 line and a set of cards
showing four-digit numbers. Pupils
take it in turns to pick a card and
mark and label the line to show its
approximate position.
Discuss Pupil Activity.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Year 5
Year 6
Specific Starter for Numbers to
millions
TF 7-11
Specific Starter for Place Value
TF 9-12
Main
Teaching
Revision/Consolidation
2 Estimating quantities TF 61
Estimating quantities
Core
Activities
Textbook page 8 TF 59
Support
Textbook page 8 TF 59
Allow pupils to use place value
notation cards for support.
Extension
Textbook page 8 TF 59
Provide pupils with a set of cards
showing numbers in words and
figures and a set labelled 1 000 000
more, 1 000 000 less, 100 000
more/less, 10 000 more/less and
1000 more/less. Ask pupils to take it
in turns to pick a card from each set
and record the original number and
the resulting number after the
operation has been applied.
Follow-up for Textbook page 8
TF 59
Textbook page 5 TF 64
Put the children into mixed ability
groups to work on the challenges.
Discuss with the children how to
work together as a group, how to
allocate work, create a report, etc.
Textbook page 5 TF 64
Put the children into mixed ability
groups to work on the challenges.
Discuss with the children how to
work together as a group, how to
allocate work, create a report, etc.
Textbook page 5 TF 64
Put the children into mixed ability
groups to work on the challenges.
Discuss with the children how to
work together as a group, how to
allocate work, create a report, etc.
Plenary
Additional Resources
Teacher Notes
Follow-up for Textbook page 5
TF 64
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Numbers to
millions
TF 7-11
Specific Starter for Place Value
TF 9-12
Main
Teaching
2 Extending ordinal number
names to hundredth and notation
to 100th TF 57-58
3 Rounding to the nearest
1000/100 TF 62
Core
Activities
Textbook page 9 TF 59
Textbook page 6 TF 64
Support
Textbook page 9 TF 59
For q 2 and 3, provide the answers
on cards and ask pupils to work in
pairs to match each card to the
right question.
Extension
Textbook page 9 TF 59
Provide pupils with a results list
from a sports event, e.g. the London
Marathon, a local Fun Run, County
schools football competition. Ask
questions such as ‘who came 53rd?’,
‘Who was three places ahead of D.
Smith? What position did they
come?’
Follow-up for Textbook page 9
TF 59
Textbook page 6 TF 64
For each number to be rounded ask
the children to mark its approximate
position on a number line and use
this to help them round it. E.g.
when rounding 7358 to the nearest
1000 children should position it on
a number line labelled 7000 at one
end and 8000 at the other.
Textbook page 6 TF 64
Provide children with a set of cards
showing seven- and eight-digit
numbers. Children pick a card and
must round the number to the
nearest million/thousand/hundred.
Plenary
Check-up 3
Additional Resources
Teacher Notes
Follow-up for Textbook page 6
TF 64
Check-up 2
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Main
Teaching
Core
Activities
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Main
Teaching
Core
Activities
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
5
Understanding x and 
Mental calculation strategies (x and
)
2
6
Understanding x and 
Mental calculation strategies (x and
)
Teaching File page
Objectives: children will be taught to…
NHM Topic
NHM Section
Understand the effect of and relationships between the four operations, and the
principles (not the names) of the arithmetic laws as they apply to multiplication.
Begin to use brackets.
Derive quickly or continue to derive quickly:
division facts corresponding to tables up to 10 × 10; doubles of all whole numbers 1
to 100 (e.g. 78 × 2); doubles of multiples of 10 to 1000 (e.g. 670 × 2); doubles of
multiples of 100 to 10000 (e.g. 6500 × 2); and the corresponding halves.
Use doubling or halving, starting from known facts. For example:
double/halve any two-digit number by doubling/halving the tens first;
double one number and halve the other; to multiply by 25, multiply by 100 then
divide by 4; find the ×16 table facts by doubling the ×8 table; find sixths by halving
thirds.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Multiplication

Using doubles
Division

Halving; linking multiplication and division
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
multiplication of ThHTU × U (short multiplication);
short multiplication of numbers involving decimals;
long multiplication of a three-digit by a two-digit integer;
short division of TU or HTU by U (mixed-number answer);
division of HTU by TU (long division, whole-number answer);
short division of numbers involving decimals
Multiplication

Written methods of multiplication
Pupil Sheets
Activity Book page
20-21
42-43
5
144-149
M.F. Shortcut 1
12-15
25-26
6
117-127
Multiplication facts,
grid
Textbook page
Home Activities
Check-ups
3a, b
E3
MATERIALS
TOOLBOX
NHM Mixed Age Planning
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Extension
Textbook page
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 144-145
Revising doubles
Tune-in TF 117
Revising mental multiplication by a
single digit
Main
Teaching
1 Doubling a number ending in 5
TF 145
1 The ‘cross’ method TF 118
Multiplying a four-digit number
by a single digit
Core
Activities
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Pupil Activity TF 119
1 Pupil Sheet 12
Support
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Work with the pupils as a group
and discuss how each question will
be turned into a simpler calculation
before pupils find the answers
independently.
Pupil Activity TF 119
1 Pupil Sheet 12
If necessary work with the children
as a group and complete the first
part of each calculation together
before asking them to find the
answers independently.
Extension
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Provide pupils with two sets of
cards, one showing multiples of 5 to
100, the other two-digit numbers.
Ask pupils to pick a card from each
set and multiply the two numbers
together using a strategy of their
choice.
Discuss children’s work.
Pupil Activity TF 119
1 Pupil Sheet 12
If pupils are already familiar with a
short written method ask them to
use this instead of the ‘cross’
method. If not ask them to consider
the cross method and discuss with a
partner how they might simplify it.
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Discuss Pupil Activity.
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Year 5
Year 6
Specific Starter for Multiplication
TF 19-22
Specific Starter for Multiplication
TF 22-24
Main
Teaching
2 Halving an even number
TF 146
Core
Activities
Pupil Activity TF 146
2 Pupil Sheet 21
By halving an even number, then
doubling
2 Developing a standard written
method TF 119
Multiplying a four-digit number by
a single digit
Pupil Activity TF 120
1 Pupil Sheet 13
Support
Extension
Pupil Activity TF 146
2 Pupil Sheet 21
By halving an even number, then
doubling
Work with the pupils as a group
and discuss how each question will
be turned into a simpler calculation
before pupils find the answers
independently.
Pupil Activity TF 146
2 Pupil Sheet 21
By halving an even number, then
doubling
Provide pupils with a set of 10 –
100 cards. Ask them to work in
pairs and take it in turns to select
two cards. They must find the
product of their numbers explaining
their strategy to their partner.
Plenary
Discuss children’s work
Additional Resources
Teacher Notes
Textbook page 25 TF 123
Pupil Activity TF 120
1 Pupil Sheet 13
If necessary put the questions on
the board and ask pupils to use the
‘cross’ method to find the answers.
Pupil Activity TF 120
1 Pupil Sheet 13
Put the questions on the board and
ask pupils to find the answers using
the standard written method.
Follow-up for Textbook page 25
TF 124
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Multiplication
TF 19-22
Specific Starter for Multiplication
TF 22-24
Main
Teaching
Revision/Consolidation
3 The ‘cross’ method TF 120
Multiplying a three-digit number by
a two-digit number
Core
Activities
Textbook page 42 TF 146
Pupil Activity TF 122
1 Pupil Sheet 14
Support
Textbook page 42 TF 146
Before pupils attempt the questions
independently, go through them as
a group and discuss and record the
strategies they could use to gain an
easier calculation to perform.
Extension
Textbook page 42 TF 146
Ask pupils to try and do all the
questions mentally (with no
intermediate recording) as quickly
as they can.
Pupil Activity TF 122
1 Pupil Sheet 14
If necessary work with the children
as a group and complete the first
part of each calculation together
before asking them to find the
answers independently.
Pupil Activity TF 122
1 Pupil Sheet 14
If pupils are already familiar with a
standard written method ask them
to use this instead of the ‘cross’
method. If not ask them to consider
the cross method and discuss with a
partner how they might simplify it.
Plenary
Follow-up for Textbook page 42
Additional Resources
Teacher Notes
Discuss Pupil Activity.
TF 149
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Specific Starter for Multiplication
Specific Starter for Multiplication
TF 22-24
Additional Resources
Teacher Notes
TF 19-22
Main
Teaching
3 Multiplying by 16 TF 147
Core
Activities
Ask pupils to make a bingo card
with stations in the 16 times table
on it. Provide a suitable caller card
asking questions such as ‘3 x 16’.
Support
Provide pupils with bingo cards
showing the first 6 stations in the 16
times table. Provide a suitable
caller card.
Pupil Activity TF 123
1 Pupil Sheet 15
If necessary put the questions on
the board and ask pupils to use the
‘cross’ method to find the answers.
Extension
Ask pupils to Find the first 10
stations in the 18 times table and 22
times table. How did they find their
answers? What known table did
they use?
Pupil Activity TF 123
1 Pupil Sheet 15
Discuss children’s work.
Discuss children’s work
Plenary
4 Developing a standard written
method TF 122
Multiplying a three-digit number by
a two-digit number
Pupil Activity TF 123
1 Pupil Sheet 15
Textbook page 26 TF 123
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Year 6
Specific Starter for Multiplication
Specific Starter for Multiplication
TF 22-24
Additional Resources
Teacher Notes
TF 19-22
Main
Teaching
4 Multiplying by 50, 25
TF 147-148
Revision/Consolidation
Core
Activities
Textbook page 43 TF 148
Textbook page 26 TF 123
Support
Textbook page 43 TF 148
Work with the pupils as a group
discussing the first few questions in
each section together before they
attempt the other questions
independently. Work together to
create a doubles table for 16.
Textbook page 43 TF 148
Ask pupils to create a poster
describing easy ways of multiplying
by two digit numbers such as 50,
multiples of 5, 16, etc.
Follow-up for Textbook page 43
TF 149
Textbook page 26 TF 123
With the children as a group discuss
and record the calculations needed
to answer each question before
asking pupils to find the answers
independently. Allow pupils to use
informal methods if necessary.
Extension Textbook page E3
TF 127
Extension
Plenary
Follow-up for Textbook page 26
TF 124
Topic Assessment 3a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
5
3
6
Mental calculation strategies (x and
)
Pencil and paper procedures (x and
)
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Mental calculation strategies (x and
)
Pencil and paper procedures (x and
)
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Fractions, decimals and
percentages
Using a calculator
Objectives: children will be taught to…
NHM Topic
NHM Section
Derive quickly or continue to derive quickly:
doubles of all whole numbers 1 to 100 (e.g. 78 × 2);
doubles of multiples of 10 to 1000 (e.g. 670 × 2);
doubles of multiples of 100 to 10000 (e.g. 6500 × 2);
and the corresponding halves.
Use doubling or halving, starting from known facts. For example:
double/halve any two-digit number by doubling/halving the tens first;
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
Short division of TU or HTU by U (mixed-number answer);
Division of HTU by TU (long division, whole-number answer);
Short division of numbers involving decimals.
Count on in steps of 0.1, 0.2, 0.25, 0.5…, and then back. [number properties
objective]
Round a number with two decimal place to the nearest tenth or to the nearest whole
number.
Begin to convert a fraction to a decimal using division.
Recognise the equivalence between the decimal and fraction forms of one half, one
quarter, three quarters, one eighth… and tenths, hundredths and thousandths
Division

Halving; linking multiplication and division
Division

Written division by a single digit
Decimals

Multiplication
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
28-29
51-52
15
5
172-177
M.F. Shortcut 1
18-20, 35-37
29, 54-55
10
6
139-143, 224-230
Multiplication facts,
grid
MATERIALS
TOOLBOX
NHM Mixed Age Planning
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Check-ups
Extension
Textbook page
7-8, 15-23, 33
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Tune-in TF 172-173
Doubling and halving, Revision
Year 6
Additional Resources
Teacher Notes
Tune-in TF 139
Revising division of three-digit
numbers
Leading to two-digit quotients and
including remainders
1 Revising division of three-digit
numbers TF 140
Leading to three-digit quotients and
including remainders
Main
Teaching
1 Halving TF 173-174
Halves of three- and four-digit
numbers
Core
Activities
Pupil Activities TF 175
1 Pupil Sheet 28 Halving
2 Pupil Sheet 29 Halving
Pupil Activities TF 140
1 Pupil Sheet 18
2 Pupil Sheet 19
Support
Pupil Activities TF 175
2 Pupil Sheet 29 Halving
Extension
Pupil Activities TF 175
1 Pupil Sheet 28 Halving
Provide pairs of pupils with a set of
cards showing three- and four-digit
even numbers. Ask them to take it in
turns to pick a card and halve the
number explaining their method to
their partner.
Pupil Activities TF 140
1 Pupil Sheet 18
2 Pupil Sheet 19
Ask pupils to work in pairs. They
must take it in turns to do a
question explaining aloud to their
partner each step they are making.
Pupil Activities TF 140
1 Pupil Sheet 18
2 Pupil Sheet 19
If pupils are familiar with a shorter
written method ask them to use this
instead.
Plenary
Discuss the mental strategies
children used on the Pupil Sheets.
Discuss Pupil Activities.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Year 5
Year 6
Specific Starter for Multiplication
or Division TF 19-25
Specific Starter for Division
TF 25-27
Main
Teaching
2 Checking TF 175-176
Checking answers by linking
multiplication and division
2 Revising division of three-digit
numbers TF 141
Using a shorter written method
Core
Activities
Textbook page 51 TF 176
Pupil Activity TF 141
1 Pupil Sheet 20
Support
Textbook page 51 TF 176
Work with the pupils as a group
through q1 showing the groups of
four calculations on the board and
discussing how to derive them from
the one given. Ask the children to
work in pairs to answer q2.
Textbook page 51 TF 176
Provide pupils with a set of cards
showing two-digit numbers. Ask
them to pick two cards. They must
then choose one other number to
make a set of three numbers from
which they must make two
multiplications and two divisions.
Pupil Activity TF 141
1 Pupil Sheet 20
If necessary allow pupils to carry
on using the longer written method
that they are comfortable with.
Extension
Additional Resources
Teacher Notes
Pupil Activity TF 141
1 Pupil Sheet 20
Ask pupils to make up their own
division word problems. Swap with
a partner to solve.
Discuss Pupil Activities.
Plenary
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Main
Teaching
Year 5
Year 6
Specific Starter for Multiplication
or Division TF 19-25
Specific Starter for Division
TF 25-27
Follow-up for Textbook page 51
3 Division of four-digit numbers
TF 141
Additional Resources
Teacher Notes
TF 177
On the board write statements such
as 5 x 60 = 300, 1/5 of 200 = 40.
Ask pupils to write inverse
statements using fractional notation
in place of division.
Provide pupils with a set of
flashcards showing pairs of
statements such as 5 x 60 = 300
and 1/5 of 300 = 60. Ask pupils to
shuffle the cards and place them
face up on the table. They must then
find the matching pairs.
Textbook page 29 TF 143
Extension
Ask pupils to look at the questions
on Textbook p51. Can they make
statements using fractional notation
to match each question?
Plenary
Follow-up for Textbook page 52
Textbook page 29 TF 143
Provide pupils with a set of cards
showing four-digit numbers and a
set of 2-9 cards. Pupils must pick a
card from each set and divide the
larger number by the single digit
number. Their partner can time
them to see how long it takes to
answer eight questions. Can they
beat their time?
Follow-up for Textbook page 29
TF 143
Core
Activities
Support
TF 177
Textbook page 29 TF 143
With the children as a group,
discuss and record the calculations
needed to answer each question
before asking pupils to find the
answers independently. Allow
pupils to use informal methods if
necessary.
Check-up 10
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Specific Starter for Multiplication
or Division TF 19-25
Tune-in TF 224
Multiplying tenths
Revision
Main
Teaching
2 Checking TF 175-176
Checking answers by linking
multiplication and division
1 Multiplying decimals TF 225
Revising mental multiplication of a
two-digit, one-place decimal by a
single digit
Core
Activities
Textbook page 52 TF 176
Pupil Activities TF 226
1 Pupil Sheet 35
Support
Textbook page 52 TF 176
Ask pupils to work in pairs and
write down the multiplication
needed to check each answer in q1.
Discuss their decisions before they
carry out the calculations.
Textbook page 52 TF 176
Ask pupils to make their own box
puzzle. They must draw a picture
and choose numbers to put on their
boxes and must then write 4
questions to be answered. Swap
with a partner to solve.
Extension
Plenary
Check-up 15
Discuss any difficulties which arose
from the Check-up.
Additional Resources
Teacher Notes
Textbook page 54 TF 230
Pupil Activities TF 226
1 Pupil Sheet 35
Work with the children as a group
and complete the first stage of each
calculation. Ask pupils to then find
the answers independently.
Pupil Activities TF 226
2 Multiplying decimals activity
Follow-up for Textbook page 54
TF 230
Home Activity 19
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Year 6
Specific Starter for Multiplication
or Division TF 19-25
Specific starter for Decimals
TF 33-39
Main
Teaching
Revision/Consolidation
Core
Activities
Ask pupils to create a poster that
explains how to use inverse
operations to check answers
2 Developing a standard written
method TF 226
Multiplying a three-digit number
with one or two decimal places by a
single digit
Pupil Activities TF 227
1 Pupil Sheet 36
2 Pupil Sheet 37
Support
Ask pupils to create a poster that
explains how to use inverse
operations to check answers.
Provide pupils with a set of simple
questions that need checking to use
as their basis for their poster.
Ask pupils to create a poster that
explains how to use inverse
operations to check answers.
Encourage them to include
comments on checking and using
calculations involving fractions.
Discuss children’s work
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 55 TF 230
Pupil Activities TF 227
1 Pupil Sheet 36
Pupil Activities TF 227
1 Pupil Sheet 36
2 Pupil Sheet 37
Write the questions on the board
and ask pupils to answer them using
a standard written method.
Follow-up for Textbook page 55
TF 230
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
5
4
Fractions, decimals and
percentages
Using a calculator
Fractions, decimals and
percentages
6
Using a calculator
Objectives: children will be taught to…
NHM Topic
NHM Section
Use fraction notation, including mixed numbers, and the vocabulary numerator and
denominator.
Recognise when two simple fractions are equivalent, including relating hundredths
to tenths (e.g. 70/100 = 7/10).
Relate fractions to division, and use division to find simple fractions, including
tenths and hundredths, of numbers and quantities (e.g. 3/4 of 12, 1/10 of 50, 1/100 of
£3).
Develop calculator skills and use a calculator effectively.
Count on in steps of 0.1, 0.2, 0.25, 0.5…, and then back. [number properties
objective]
Round a number with two decimal place to the nearest tenth or to the nearest whole
number.
Begin to convert a fraction to a decimal using division.
Recognise the equivalence between the decimal and fraction forms of one half, one
quarter, three quarters, one eighth… and tenths, hundredths and thousandths
Fractions

Fraction of a set/quantity; hundredths
Decimals


Multiplication
Division
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
203-211
40
59-61
14
18
6a, b
228-238
Multiplication facts,
grid
38-41
56-58
20
16, 17
Check-ups
MATERIALS
TOOLBOX
5
6
NHM Mixed Age Planning
Page 19 of 68
Extension
Textbook page
38-42
E10
Downloaded from www.myprimary.co.uk
Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Year 5
Year 6
Tune-in TF 203-204
Finding one
half/third/quarter/fifth/tenth of a
set/quantity
Revision
1 Finding one sixth/seventh/
eighth, ninth of a set TF 204-205
Specific starter for Decimals
TF 33-39
Textbook page 59 TF 211
Pupil Activities TF 229
1 Decimal worksheet
Additional Resources
Teacher Notes
3 Multiplication of a decimal by
10, 100 or a multiple of 10
TF 228
Textbook page 56 TF 230
Support
Textbook page 59 TF 211
Provide pupils with a multiplication
table to help them find their
answers.
Pupil Activities TF 229
1 Decimal worksheet
Provide cards which practise
multiplying decimals by 10 and 100
Extension
Textbook page 59 TF 211
Ask pupils to prepare ‘who am I?’
questions for each other to solve.
E.g. ‘1/9 of me is 7, who am I?’
Pupil Activities TF 229
1 Decimal worksheet
Provide cards which practise
multiplying decimals by 20, 30, 40,
etc.
Plenary
Follow-up for Textbook page 59
TF 211
Follow-up for Textbook page 56
TF 230
Home Activity 14
Home Sheet 19
Check-up 16
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Main
Teaching
Core
Activities
Year 5
Year 6
Specific Starter for Fractions
TF 26-29
Tune-in TF 232
Dividing by 10 and 100
Dividing multiples of 10 by 10 and
multiples of 100 by 100
2 Fractions, numerator greater
than 1, of a set/quantity
TF 205-207
Thirds, quarters, fifths, tenths
Pupil Activity TF 207
1 Fractions card game
1 Dividing mentally by 10, 100
and single-digit numbers
TF 233
Additional Resources
Teacher Notes
Pupil Activities TF 234
1 Decimal card game
Textbook page 60 TF 211
Support
Extension
Plenary
Pupil Activity TF 207
1 Fractions card game
Before pupils start discuss as a
group what the ’unit’ fraction
would be in the case of each card,
e.g. for the card ‘2/3 of 9’, discuss
what 1/3 of 9 would be. Write the
answers on the board and
encourage children to use this
information to find out the answers
to each fraction card.
Pupil Activity TF 207
1 Fractions card game
For each answer card, ask children
to create two more fraction cards.
Follow-up for Textbook page 60
TF 211
Textbook page 57 TF 237
Pupil Activities TF 234
1 Decimal card game
Ask pupils to first divide the
numbers by 10. After they have had
plenty of practice they can repeat
the game dividing by 100.
Pupil Activities TF 234
1 Decimal card game
After playing the game, ask pupils
to work in pairs and discuss how
they would divide the numbers by
20 and 200.
Follow-up for Textbook page 57
TF 230
Home Activity 20
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Fractions
TF 26-29
Specific starter for Decimals
TF 33-39
Main
Teaching
3 Introducing hundredths
TF 207-208
Fraction of a shape
2 Developing a standard written
method TF 235
Division of a three-digit number
with one/two decimal places, ‘twostep’ quotients
Core
Activities
Pupil Activity TF 208
1 Pupil Sheet 40
Hundredths
Pupil Activities TF 235
1 Pupil Sheet 38
2 Pupil Sheet 39
Support
Pupil Activity TF 208
1 Pupil Sheet 40
Hundredths
Discuss how the number of small
shapes can easily be counted. E.g.
for 85/100 it would be 8 rows of 10
and 5 more.
Pupil Activity TF 208
1 Pupil Sheet 40
Hundredths
Provide pupils with a sheet of
blank squares divided into 100
smaller squares (like q1 on pupil
sheet 40). How many different
ways could they shade 50/100?
Can they be systematic in their
approach? Are there any rules they
want to impose, e.g. all shaded
squares must join each other.
Discuss children’s work
Pupil Activities TF 235
1 Pupil Sheet 38
Work with the pupils as a group and
complete the first stages of each
calculation together before asking
pupils to finish the questions
independently.
Pupil Activities TF 235
1 Pupil Sheet 38
2 Pupil Sheet 39
Write the questions on the board
and ask pupils to answer them
without the support on setting out
provided by the pupil sheets.
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Discuss Pupil Activities.
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Specific Starter for Fractions
Year 6
Additional Resources
Teacher Notes
Specific starter for Decimals
TF 33-39
TF 26-29
Main
Teaching
4 Introducing hundredths TF 209
Fraction of a set/quantity
3 Developing a standard written
method TF 236
Division of a three-digit number
with one/two decimal places,
‘three-step’ quotients
Core
Activities
Textbook page 61 TF 211
On the board write the
multiplication questions that are the
inverse to the questions in q1 and 2
on the board, e.g. 4 x 100. Ask
pupils to find the answers to these
questions and record them on the
board. Encourage pupils to use this
information when working through
the textbook page.
Textbook page 61 TF 211
Provide pupils with a set of cards
showing five-, six- and seven-digit
multiples of 100. Working in pairs,
ask them to take it in turns to turn
over a card. This person must find
1/100 of the number mentally. Their
partner must use a calculator to
find the answer. If the player beats
the calculator they score a point.
Textbook page 61 TF 211
Pupil Activities TF 236
1 Pupil Sheet 40
2 Pupil Sheet 41
Support
Extension
Plenary
Follow-up for Textbook page 61
TF 211
NHM Mixed Age Planning
Pupil Activities TF 236
1 Pupil Sheet 40
Work with the pupils as a group and
complete the first stages of each
calculation together before asking
pupils to finish the questions
independently.
Pupil Activities TF 236
1 Pupil Sheet 40
2 Pupil Sheet 41
Write the questions on the board
and ask pupils to answer them
without the support on setting out
provided by the pupil sheets.
Discuss Pupil Activities.
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Check-up 18
Topic Assessment 6a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Specific Starter for Fractions
Year 6
Additional Resources
Teacher Notes
Specific starter for Decimals
TF 33-39
TF 26-29
Main
Teaching
Further Teaching TF 210
1 Equivalence involving hundredths
Core
Activities
Provide pupils with a sheet showing
a line representing one pound
labelled with 10p, 20p, 25p, 30p,
40p, 50p, 60p, 70p, 75p, 80p and
90p. Ask them to record the fraction
of £ each label represents.
Provide pupils with a sheet showing
a line representing one pound
labelled with 10p, 20p, 25p, 30p,
40p, 50p, 60p, 70p, 75p, 80p and
90p. Ask them to record the fraction
of £ each label represents in
hundredths.
Provide pupils with a sheet showing
a line representing one pound
labelled with 10p, 20p, 25p, 30p,
33p, 40p, 50p, 60p, 66p, 70p, 75p,
80p and 90p. Ask them to record
the fraction of £ each label
represents in as many ways as
possible. Encourage them to
include fifths as well as tenths and
hundredths.
Discuss children’s work
Support
Extension
Plenary
Revision/Consolidation
Textbook page 58 TF 237
Textbook page 58 TF 237
Allow pupils to use informal
methods if necessary.
Extension Textbook page E10
TF 238
Follow-up for Textbook page 58
TF 237
Check-up 17
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
Shape and space
Reasoning about shapes
5
5
Shape and space
Reasoning about shapes
Objectives: children will be taught to…
NHM Topic
NHM Section
Recognise reflective symmetry in regular polygons: for example, know that a square
has four axes of symmetry and an equilateral triangle has three.
Complete symmetrical patterns with two lines of symmetry at right angles (using
squared paper or pegboard).
Make shapes with increasing accuracy.
Visualise 3-D shapes from 2-D drawings and identify different nets for an open
cube.
Describe and visualise properties of solid shapes such as parallel or perpendicular
faces or edges.
Make shapes with increasing accuracy.
Visualise 3D and shapes from 2D drawings and identify different nets for a closed
cube.
2D Shape

2D Shape: line symmetry
3D Shape

3D Shape
3D shape

3D shape
6
Teaching File page
Pupil Sheets
Activity Book page
339-344, 346-350
S.T. Shortcut 2, 4, 6
S.M. Shortcut 1
372-378
67
107-108, 109-110
Textbook page
Home Activities
Check-ups
MATERIALS
TOOLBOX
5
E16-E18
Extension
Textbook page
47,49
103-105
6
NHM Mixed Age Planning
Page 26 of 68
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 339-340
Symmetrical shapes and designs
Consolidating line symmetry
Tune-in TF 372
Naming and describing
Revising 3D shapes
Main
Teaching
1 Polygons
TF 340-341
Finding lines of symmetry
1 Nets of 3D shapes TF 373
Core
Activities
Textbook page 107 TF 341
Textbook page 103 TF 377
Support
Textbook page 107 TF 341
Provide pupils with a sheet with the
shapes already drawn on. Let them
use a mirror to help them find all
the lines of symmetry.
Textbook page 107 TF 341
Textbook page 103 TF 377
Ask pupils to make different nets
with the linking cubes but do not
ask them to draw them onto paper.
Follow-up for Textbook page 107
TF 343
Provide pupils with some other
regular shapes to draw round, e.g.
a decagon. Using what they noticed
in q3 can they estimate how many
lines of symmetry the shapes will
have? Ask them to check their
answers by drawing the lines. What
about a rectangle?
Follow-up for Textbook page 103
TF 377
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 103 TF 377
Ask pupils to make a display of all
the different nets they can find
which make a cube (there are
eleven in total)
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Page 27 of 68
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Year 5
Year 6
Generic Starter
TF 2-5
Generic starter TF 2-7
Main
Teaching
2 Reflecting shapes and building
up symmetrical patterns TF 341342
2 Surface area of 3D shapes
TF 374
Core
Activities
Pupil Activities
TF 342
2 Drawing lines of symmetry
Textbook page 104 TF 377
Support
Pupil Activities
TF 342
1 Pupil Sheet 67
Symmetrical shapes
Put the diagrams onto squared
paper allowing the pupils to use the
squares to help them sketch their
reflections.
Textbook page 104 TF 377
For each shape, ask pupils to
sketch all the faces of the shape
and label each one with its
surface area. They can then add
all the areas together to find the
total surface area.
Extension
Pupil Activities
3 Symmetrical patterns
Plenary
Follow-up for Textbook page 108
TF 343
Textbook page 104 TF 377
Tell pupils a cuboid has a total
surface area of 96cm2. Ask them
to record all the possibilities for
its dimensions.
Follow-up for Textbook page 104
TF 377
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Generic Starter
TF 2-5
Generic starter TF 2-7
Main
Teaching
Revision
/consolidation
3 Visualising shapes TF 375
Core
Activities
Pupil Activities
TF 342
3 Symmetrical patterns
Textbook page 105 TF 377
Support
Pupil Activities
TF 342
2 Drawing lines of symmetry
Extension
Textbook page 108 TF 343
Extension Textbook pages E16E18
TF 344
Plenary
Follow-up for Extension Textbook
pages E16-E18
TF 344
Textbook page 105 TF 377
Ask pupils to make each shape out
of cubes before attempting the
questions.
Textbook page 105 TF 377
In pairs, ask pupils to take it in
turns to make partially completed
cuboids out of cubes. Their partner
must state how many cubes would
be needed to complete the cuboid.
Their answer can be checked using
cubes.
Follow-up for Textbook page 105
TF 378
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Generic Starter
TF 2-5
Generic starter TF 2-7
Main
Teaching
Revision
/consolidation
Revision/Consolidation
Core
Activities
Textbook page 108 TF 343
Support
Textbook page 108 TF 343
Provide a sheet showing the designs
but only one line of symmetry on
each one. Ask pupils to complete
them.
Extension
Extension Textbook pages E16E18
TF 344
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Discuss children’s work
Discuss children’s work.
Plenary
Additional
notes
Extra
Resources
NHM Mixed Age Planning
Page 30 of 68
Additional Resources
Teacher Notes
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Main
Teaching
Year 5
Year 6
Tune-in TF 346-347
Naming and describing shapes
Revising 3D Shapes
Generic starter TF 2-7
1 Revising properties of prisms
and pyramids
Further Teaching TF 376
1 Parallel and perpendicular
properties of 3D shapes
Additional Resources
Teacher Notes
TF 347-348
Core
Activities
Support
Extension
Plenary
Children work in pairs to play
‘Guess the shape’.
They take it in turns to choose a 3D
shape and describe it to their
partner. Their partner has to guess
the shape correctly.
Provide pairs of pupils with a set of
shapes and a set of flashcards with
the names of the shapes on. Ask
pupils to work together to match the
name cards to the shapes. Can they
write down three things they notice
about each shape?
Children work in pairs to play
‘Guess the shape’.
They take it in turns to choose a 3D
shape. Their partner has to ask
questions about the shape to try and
guess what it is. When they have
guessed the shape they record how
many questions it took them to do
so. At the end the person with the
lowest total of questions wins.
Follow-up for Textbook page 109
TF 350
Provide pupils with a set of regular
3D shapes and ask them to write
descriptions of the shapes,
particularly focusing on the number
of parallel and perpendicular edges.
Provide pupils with a set of regular
3D shapes and a set of cards with
descriptions on, e.g. ‘this shape has
one set of three parallel edges’. Ask
pupils to place the cards next to the
matching shapes.
Provide pupils with a set of regular
3D shapes and ask them to write
descriptions of the shapes,
particularly focusing on the number
of parallel and perpendicular edges.
Ask pupils to make up clues to
describe a shape. Swap clues with a
partner who has to work out what
the shape is.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 6
Starter
Year 5
2 Introducing the octahedron
TF 347-348
Core
Activities
Textbook page 109 TF 350
Support
Textbook page 109 TF 350
Work with the pupils as a group for
q2 and 3. Put a shape in a bag that
fits the clues given in q2 and ask
children to say which shape it might
be and why. Invite individuals to
secretly select a shape and put it in
the bag. They must then give one
clue to the rest of the group who
guess what it is.
Textbook page 109 TF 350
Ask pupils to choose other shapes
and write clues about them. Swap
their clues with partners to see if
they can work out what the shapes
must be.
Plenary
Additional Resources
Teacher Notes
Generic Starter
TF 2-5
Main
Teaching
Extension
Year 6
Follow-up for Textbook page 110
TF 350
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 7
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Generic Starter
TF 2-5
Main
Teaching
3 Nets of 3D Shapes TF 348-349
Core
Activities
Textbook page 110 TF 350
Support
Textbook page 110 TF 350
Provide pupils with the nets already
made on paper.
Extension
Textbook page 110 TF 350
Ask pupils to draw all the different
nets that can make a cube with a lid
and without a lid.
Plenary
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 8
Starter
Year 5
Revision/ Consolidation
Core
Activities
Provide pupils with Clixi. Ask them
to make cubes and pull them apart
to make all the different nets they
can that will form a cube.
Using squared paper, ask pupils to
record all the nets they find.
Provide pupils with Clixi. Ask them
to work in pairs to make cubes and
pull them apart to make all the
different nets they can that will
form a cube. Ask pupils to display
all the different nets they find.
Extension
Plenary
Additional Resources
Teacher Notes
Generic Starter
TF 2-5
Main
Teaching
Support
Year 6
Using card and 2D shape
templates, ask pupils to work in
pairs to make large and small gift
boxes in the shape of cuboids,
pyramids and prisms of their
choice.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Page 34 of 68
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
Shape and space
Reasoning about shapes
5
5
Shape and space
Reasoning about shapes
Objectives: children will be taught to…
NHM Topic
NHM Section
Recognise reflective symmetry in regular polygons: for example, know that a square
has four axes of symmetry and an equilateral triangle has three.
Complete symmetrical patterns with two lines of symmetry at right angles (using
squared paper or pegboard).
Make shapes with increasing accuracy.
Visualise 3-D shapes from 2-D drawings and identify different nets for an open
cube.
Describe and visualise properties of solid shapes such as parallel or perpendicular
faces or edges.
Make shapes with increasing accuracy.
Visualise 3D and shapes from 2D drawings and identify different nets for a closed
cube.
2D Shape

2D Shape: line symmetry
3D Shape

3D Shape
3D shape

3D shape
6
Teaching File page
Pupil Sheets
Activity Book page
339-344, 346-350
S.T. Shortcut 2, 4, 6
S.M. Shortcut 1
372-378
67
107-108, 109-110
Textbook page
Home Activities
Check-ups
MATERIALS
TOOLBOX
5
E16-E18
Extension
Textbook page
47,49
103-105
6
NHM Mixed Age Planning
Page 35 of 68
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 339-340
Symmetrical shapes and designs
Consolidating line symmetry
Tune-in TF 372
Naming and describing
Revising 3D shapes
Main
Teaching
1 Polygons
TF 340-341
Finding lines of symmetry
1 Nets of 3D shapes TF 373
Core
Activities
Textbook page 107 TF 341
Textbook page 103 TF 377
Support
Textbook page 107 TF 341
Provide pupils with a sheet with the
shapes already drawn on. Let them
use a mirror to help them find all
the lines of symmetry.
Textbook page 107 TF 341
Textbook page 103 TF 377
Ask pupils to make different nets
with the linking cubes but do not
ask them to draw them onto paper.
Extension
Plenary
Follow-up for Textbook page 107
TF 343
Provide pupils with some other
regular shapes to draw round, e.g.
a decagon. Using what they noticed
in q3 can they estimate how many
lines of symmetry the shapes will
have? Ask them to check their
answers by drawing the lines. What
about a rectangle?
Additional Resources
Teacher Notes
Textbook page 103 TF 377
Ask pupils to make a display of all
the different nets they can find
which make a cube (there are
eleven in total)
Follow-up for Textbook page 103
TF 377
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Year 5
Year 6
Generic Starter
TF 2-5
Generic starter TF 2-7
Main
Teaching
2 Reflecting shapes and building
up symmetrical patterns TF 341342
2 Surface area of 3D shapes
TF 374
Core
Activities
Pupil Activities
TF 342
2 Drawing lines of symmetry
Textbook page 104 TF 377
Support
Pupil Activities
TF 342
1 Pupil Sheet 67
Symmetrical shapes
Put the diagrams onto squared
paper allowing the pupils to use the
squares to help them sketch their
reflections.
Textbook page 104 TF 377
For each shape, ask pupils to
sketch all the faces of the shape
and label each one with its
surface area. They can then add
all the areas together to find the
total surface area.
Extension
Pupil Activities
3 Symmetrical patterns
Textbook page 104 TF 377
Tell pupils a cuboid has a total
surface area of 96cm2. Ask them
to record all the possibilities for
its dimensions.
Plenary
Follow-up for Textbook page 108
TF 343
Follow-up for Textbook page 104
TF 377
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Page 37 of 68
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Generic Starter
TF 2-5
Generic starter TF 2-7
Main
Teaching
Revision
/consolidation
3 Visualising shapes TF 375
Core
Activities
Pupil Activities
TF 342
3 Symmetrical patterns
Textbook page 105 TF 377
Support
Pupil Activities
TF 342
2 Drawing lines of symmetry
Extension
Textbook page 108 TF 343
Extension Textbook pages E16E18
TF 344
Textbook page 105 TF 377
Ask pupils to make each shape out
of cubes before attempting the
questions.
Textbook page 105 TF 377
In pairs, ask pupils to take it in
turns to make partially completed
cuboids out of cubes. Their partner
must state how many cubes would
be needed to complete the cuboid.
Their answer can be checked using
cubes.
Plenary
Follow-up for Extension Textbook
pages E16-E18
TF 344
Additional Resources
Teacher Notes
Follow-up for Textbook page 105
TF 378
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Generic Starter
TF 2-5
Generic starter TF 2-7
Main
Teaching
Revision
/consolidation
Revision/Consolidation
Core
Activities
Textbook page 108 TF 343
Support
Textbook page 108 TF 343
Provide a sheet showing the designs
but only one line of symmetry on
each one. Ask pupils to complete
them.
Extension
Extension Textbook pages E16E18
TF 344
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Discuss children’s work
Discuss children’s work.
Plenary
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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Additional Resources
Teacher Notes
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Main
Teaching
Year 5
Year 6
Tune-in TF 346-347
Naming and describing shapes
Revising 3D Shapes
Generic starter TF 2-7
1 Revising properties of prisms
and pyramids
Further Teaching TF 376
1 Parallel and perpendicular
properties of 3D shapes
Additional Resources
Teacher Notes
TF 347-348
Core
Activities
Support
Extension
Plenary
Children work in pairs to play
‘Guess the shape’.
They take it in turns to choose a 3D
shape and describe it to their
partner. Their partner has to guess
the shape correctly.
Provide pairs of pupils with a set of
shapes and a set of flashcards with
the names of the shapes on. Ask
pupils to work together to match the
name cards to the shapes. Can they
write down three things they notice
about each shape?
Children work in pairs to play
‘Guess the shape’.
They take it in turns to choose a 3D
shape. Their partner has to ask
questions about the shape to try and
guess what it is. When they have
guessed the shape they record how
many questions it took them to do
so. At the end the person with the
lowest total of questions wins.
Follow-up for Textbook page 109
TF 350
Provide pupils with a set of regular
3D shapes and ask them to write
descriptions of the shapes,
particularly focusing on the number
of parallel and perpendicular edges.
Provide pupils with a set of regular
3D shapes and a set of cards with
descriptions on, e.g. ‘this shape has
one set of three parallel edges’. Ask
pupils to place the cards next to the
matching shapes.
Provide pupils with a set of regular
3D shapes and ask them to write
descriptions of the shapes,
particularly focusing on the number
of parallel and perpendicular edges.
Ask pupils to make up clues to
describe a shape. Swap clues with a
partner who has to work out what
the shape is.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 6
Starter
Year 5
2 Introducing the octahedron
TF 347-348
Core
Activities
Textbook page 109 TF 350
Support
Textbook page 109 TF 350
Work with the pupils as a group for
q2 and 3. Put a shape in a bag that
fits the clues given in q2 and ask
children to say which shape it might
be and why. Invite individuals to
secretly select a shape and put it in
the bag. They must then give one
clue to the rest of the group who
guess what it is.
Textbook page 109 TF 350
Ask pupils to choose other shapes
and write clues about them. Swap
their clues with partners to see if
they can work out what the shapes
must be.
Follow-up for Textbook page 110
TF 350
Plenary
Additional Resources
Teacher Notes
Generic Starter
TF 2-5
Main
Teaching
Extension
Year 6
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 7
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Generic Starter
TF 2-5
Main
Teaching
3 Nets of 3D Shapes TF 348-349
Core
Activities
Textbook page 110 TF 350
Support
Textbook page 110 TF 350
Provide pupils with the nets already
made on paper.
Extension
Textbook page 110 TF 350
Ask pupils to draw all the different
nets that can make a cube with a lid
and without a lid.
Plenary
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 8
Starter
Year 5
Additional Resources
Teacher Notes
Generic Starter
TF 2-5
Main
Teaching
Revision/ Consolidation
Core
Activities
Provide pupils with Clixi. Ask them
to make cubes and pull them apart
to make all the different nets they
can that will form a cube.
Using squared paper, ask pupils to
record all the nets they find.
Provide pupils with Clixi. Ask them
to work in pairs to make cubes and
pull them apart to make all the
different nets they can that will
form a cube. Ask pupils to display
all the different nets they find.
Support
Year 6
Extension
Using card and 2D shape
templates, ask pupils to work in
pairs to make large and small gift
boxes in the shape of cuboids,
pyramids and prisms of their
choice.
Plenary
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
Measures, including problems
Handling data
8
5
Measures, including problems
Handling data
Using a calculator
6
Objectives: children will be taught to…
NHM Topic
NHM Section
Use, read and write standard metric units (kg, g), including their abbreviations, and
relationships between them. Convert larger to smaller units (e.g. kg to g).
Suggest suitable units and measuring equipment to estimate or measure length, mass
or capacity.
Record estimates and readings from scales to a suitable degree of accuracy.
Discuss the chance or likelihood of particular events.
Appreciate different times around the world.
Solve a problem by representing, extracting and interpreting data in tables,
graphs, charts and diagrams, including those generated by a computer, for example:
line graphs.
Find the mode and range of a set of data.
Begin to find the median and mean of a set of data.
Weight

Weight
Data Handling

Language of probability
Time
Shape


Durations, seconds
2D Shape: properties, puzzles and patterns
Teaching File page
Pupil Sheets
Activity Book page
310-317, 387-389
59-61
95-96, 123
312-317, 358-367
53-54
85-86, 98-102
Textbook page
Home Activities
Check-ups
11a, b; 14a, b
E14-15
MATERIALS
TOOLBOX
Extension
Textbook page
12-14
5
6
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Tune-in TF 310-311
Kilograms and grams
Specific Starter for Time TF 42-43
1 Using and reading scales
TF 311-312
2 Seconds TF 312
Introducing stopclocks for reading
times in seconds
2 Reading scales to the nearest
100g TF 312
Pupil Activities TF 313
1 Pupil Sheet 59
Scales with 10g, 20g and 50g
divisions
2 Labelled containers
Pupil Activities TF 313
1 Pupil Sheet 59
Scales with 10g, 20g and 50g
divisions
Before pupils work independently
discuss with them as a group what
each division stands for on the
scale in each question.
Additional Resources
Teacher Notes
Textbook page 85 TF 314
Textbook page 85 TF 314
Work with the pupils as a group
reading each scale together. Then
ask pupils to go through the page
again and record their answers.
Pupil Activities TF 313
1 Pupil Sheet 60
Scales with 10g, 20g and 50g
divisions
1 Pupil Sheet 61
Scales with 100g and 50g divisions,
rounding
Textbook pages 85-86 TF 314
Discuss children’s work.
Follow-up for Textbook pages 8184 TF 314
Extension Teaching TF 316
1 One-minute durations
Topic Assessment 11a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Generic Starter TF 2-5
Specific Starter for Time TF 42-43
Main
Teaching
3 Practical activities TF 312-313
Weighing in kilograms and grams
Revision/consolidation
Core
Activities
Pupil Activities TF 313
1 Pupil Sheet 60
Scales with 10g, 20g and 50g
divisions
1 Pupil Sheet 61
Scales with 100g and 50g divisions,
rounding
Textbook page 86 TF 314
Support
Extension
Plenary
Year 5
Textbook page 95 TF 317
Pupil Activities TF 313
2 Labelled containers
Pupil Activities TF 313
2 Labelled containers
Before the children use the scales
ask them to estimate how much
sand/cubes are needed in each
container. Ask them to use the
scales to see how close they were
and fill the containers accurately.
Follow-up for Textbook page 95
TF 317
Year 6
Additional Resources
Teacher Notes
Textbook page 86 TF 314
Extension Textbook pages E14E15 TF317
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Generic Starter TF 2-5
Tune-in TF 358
Revising properties of 2D shapes
Triangles/quadrilaterals/regular
polygons
Main
Teaching
4 kilograms and grams TF 313315
1 Properties of quadrilaterals
Introducing the rhombus,
parallelogram, trapezium and kite
TF 359
Core
Activities
Year 5
5 1 kg, 500 g, 200 g, 100 g, 50 g,
20 g and 10 g weights
TF 315-316
Pupil Activities TF 316
Year 6
Additional Resources
Teacher Notes
Textbook pages 98-99 TF 364
Textbook page 96 TF 317
Support
Pupil Activities TF 316
Ask the pupils to lay the shuffled
cards face up on the table. They
must then work in pairs to arrange
them in matching pairs.
Extension
Pupil Activities TF 316
Ask the pupils to make another four
pairs of cards showing matching
weights of their choice. Add these to
the original set and play the game
again.
Plenary
Follow-up for Textbook page 96
TF 317
Textbook pages 98-99 TF 364
Provide pupils with copies of the
shapes and cards showing the
descriptions. Ask pupils to work in
pairs and place the cards next to the
appropriate shapes.
Textbook pages 98-99 TF 364
Ask pupils to make a poster
showing shapes with as many
properties as the children can think
of displayed around them.
Follow-up for Textbook pages 9899 TF 365
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Tune-in TF 387-388
Likelihood
Impossible, unlikely, likely, certain
Generic starter TF 2-9
Main
Teaching
1 Chance TF 388-389
No chance, poor chance, even
chance, good chance, certain
2 The seven piece Tangram
TF 361
Core
Activities
Textbook page 123 TF 389
Pupil Activity TF 362
1 Pupil Sheet 53
Additional Resources
Teacher Notes
Textbook page 100 TF 365
Support
Textbook page 123 TF 389
Give each pair of children a set of
cards showing the events given on
the page and a likelihood line
labelled with the terms. Ask them to
decide together where to place each
event on the line.
Pupil Activity TF 362
1 Pupil Sheet 53
If necessary draw on some of the
pieces onto each blank shape and
ask pupils to put on the rest.
Extension
Textbook page 123 TF 389
Ask pupils to make up two
statements of their own for each
category of chance.
Pupil Activity TF 362
1 Pupil Sheet 53
Ask pupils to make their own
pictures and patterns using the
Tangram pieces.
Plenary
Follow-up for Textbook page 123
TF 389
Follow-up for Textbook page 100
TF 365
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Main
Teaching
Year 5
Generic Starter TF 2-5
Generic starter TF 2-9
Revision/Consolidation
3 Circle patterns TF 362
Core
Activities
Ask pupils to make a poster
showing a likelihood line labelled
with some events of their choice.
Support
With the pupils as a group come up
with ten statements about events
that may or may not happen. Ask
pupils to make a poster showing a
likelihood line labelled with these
statements.
Give pairs of pupils two blank dice
and some stickers to label the faces.
Ask them to think of ‘games’ such
as ‘the first person to throw three
sixes wins’. They must then label
the dice to show a fair game and an
unfair game. Ask pupils to design a
poster explaining some of the
examples they thought of.
Extension
Year 6
Plenary
Discuss children’s work.
Additional Resources
Teacher Notes
Further Teaching TF 363
Diagonal properties of
quadrilaterals
Textbook pages 101-102 TF 365
Textbook pages 101-102 TF 365
For each design, discuss with the
pupils as a group how they are
going to recreate it. Where
necessary help children to use their
compasses accurately.
Textbook pages 101-102 TF 365
Ask pupils to make a poster
showing different circle patterns.
Follow-up for Textbook pages 101102 TF 365
Topic Assessment 14a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
9
5
Mental calculation strategies (+ and )
Pencil and paper procedures (+ and )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
6
Mental calculation strategies (+ and )
Pencil and paper procedures (+ and )
Objectives: children will be taught to…
NHM Topic
NHM Section
Partition into H, T and U, adding the most significant digits first.
Add or subtract the nearest multiple of 10 or 100, then adjust.
Develop further the relationship between addition and subtraction.
Use known number facts and place value for mental addition and subtraction (e.g.
470 + 380, 810 - 380, 7.4 + 9.8, 9.2 - 8.6).
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Check the sum of several numbers by adding in the reverse order.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Use known number facts and place value to consolidate mental addition/subtraction.
Use informal pencil and paper methods to support, record or explain additions and
subtractions.
Extend written methods to column addition and subtraction of numbers involving
Addition

Addition involving three-digit numbers
Subtraction

Mental subtraction involving three-digit numbers
decimals.
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Identify and use appropriate operations (including combinations of operations) to
solve word problems involving numbers and quantities based on ‘real life’, money
or measures (including time).
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
80-86
12
16-20
4
6
15-17
5
5
MATERIALS
TOOLBOX
Check-ups
Extension
Textbook page
5
6
87-91
Number grid, line
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 80-81
Revising addition of a three-digit
number and a two-digit multiple of
10
Tune-in TF 86
Mental practice
Revising subtraction of a two-digit
number
Main
Teaching
1 Adding a three-digit number
and a two-digit near multiple of
10 TF 81-82
1 Subtracting a three-digit
multiples of 10 TF 87
Bridging a multiple of 100
Core
Activities
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Textbook page 15 TF 90
Support
Extension
Textbook page 16 TF 86
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Work with the pupils as a group
and find the answer to the middle
question in each case together.
Then ask pupils to find the other
answers alone using those already
found.
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Provide pairs of pupils with a set of
cards showing three-digit numbers
and a set showing two-digit ‘near
ten’ numbers, e.g. 79, 48, etc.
Ask them to take turns to pick a
card from each set and find the
total of the two numbers mentally.
Their partner could time them with
a stopwatch and a list of the
quickest times managed to solve a
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 15 TF 90
Allow pupils to use informal
jottings to find their answers.
Textbook page 15 TF 90
On the board write the total of all
the answers to the questions. When
pupils have finished, they can use a
calculator to find the total to all of
their answers. If it does not match
the one on the board they must find
and correct their mistakes.
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Plenary
question recorded.
Follow-up for Textbook page 16
TF 86
Follow-up for Textbook page 15
TF 91
Home Activity 4
Home Activity 5
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Year 5
Year 6
Specific Starter for Addition
TF 12-15
Specific starter for Subtraction
TF 19-21
Main
Teaching
2 Adding a three-digit number
and a two-digit number TF 82-83
2 Subtracting from a three-digit
multiple of 10 TF 88
Bridging a multiple of 100
Core
Activities
Textbook page 17 TF 86
Textbook page 16 TF 91
Support
Textbook page 17 TF 86
For q1 and 2 discuss with the pupils
the calculations that need to be
made. Allow pupils to use blank
number lines to support them in
finding the answers.
Textbook page 17 TF 86
On the board write the total to all
the answers on the page. When
pupils have finished ask them to use
a calculator to find the total of all
their answers. If the two totals do
not match then pupils must check
through their work to find where
they have made mistakes and
correct them.
Follow-up for Textbook page 17
TF 86
Textbook page 16 TF 91
Allow pupils to use informal
jottings to find their answers. For
q3 discuss with the children as a
group what calculations are needed
to answer each question.
Textbook page 16 TF 91
For each question in q2, ask pupils
to describe the strategy they used to
get their answer and try to give a
different strategy they could have
used.
Extension
Plenary
Additional Resources
Teacher Notes
Follow-up for Textbook page 16
TF 91
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Addition
TF 12-15
Specific starter for Subtraction
TF 19-21
Main
Teaching
3 Adding three-digit multiples of
10 TF 83-84
3 Subtracting three-digit
numbers TF 89
Bridging a multiple of 10
Core
Activities
Textbook page 18 TF 86
Textbook page 17 TF 91
Support
Textbook page 18 TF 86
Provide pairs of children with a set
of cards showing three-digit
multiples of ten which end in 50 or
less. Ask pupils to take it in turns to
select two cards and find their total.
If successful include cards ending
in fifty or more. Give pupils plenty
of practise before (and if) they
attempt the textbook page.
Textbook page 18 TF 86
Provide pairs of pupils with sets of
cards showing three-digit multiples
of ten. Ask pupils to take it in turns
to choose four or five cards and
find the total of the numbers
mentally.
Textbook page 17 TF 91
Allow pupils to use informal
jottings to find their answers. For
q3 discuss with the children as a
group what calculations are needed
to answer each question.
Follow-up for Textbook page 18
TF 86
Follow-up for Textbook page 16
TF 91
Check-up 5
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 17 TF 91
Ask pupils to make up their own
word problems relating to the
holiday data on the page. Swap with
a partner to solve.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Specific Starter for Addition
TF 12-15
Generic starter TF 2-9
Main
Teaching
4 Adding three-digit numbers
TF 84
Without bridging
Revision/Consolidation
Core
Activities
Textbook page 19 TF 86
Support
Textbook page 19 TF 86
For q1 and 4 discuss with the pupils
as a group which calculations they
will need to do and ask them to
write these down. Encourage pupils
to use informal jottings and blank
number lines to find the answers to
their calculations.
Textbook page 19 TF 86
Ask pupils to find the total number
of café sales, carry-out sales and
soup carton sales.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally
or using informal jottings if
necessary.
Extension
Plenary
Follow-up for Textbook page 19
TF 86
Additional Resources
Teacher Notes
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to choose two cards and
find the difference between the two
numbers mentally. Their partner
can time them to see how long it
takes to answer six questions. Can
they improve on their time?
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Year 6
Specific Starter for Addition
TF 12-15
Generic starter TF 2-9
Main
Teaching
5 Adding three-digit numbers
TF 85
With bridging
Revision/Consolidation
Core
Activities
Textbook page 20 TF
Support
Textbook page 20 TF
Ask pupils to work as pairs and
write down the calculations they
think should be carried out in each
question avoiding finding the
answer. Discuss and check their
ideas then ask them to find the
answers together discussing the
best strategies to use in each case.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally.
Ask pupils to describe to their
partner the strategy they choose to
use.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally
or using informal jottings if
necessary. Ask pupils to describe to
their partner the strategy they
choose to use.
Extension
Textbook page 20 TF
For each week, ask pupils to find
out how much was spent by the
three snack bars in total on
rent/heating/etc.
Plenary
Follow-up for Textbook page 20
TF 86
Check-up 6
Additional Resources
Teacher Notes
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally.
Ask pupils to describe to their
partner the strategy they choose to
use and give an alternative strategy.
Discuss children’s work
Additional
notes
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
10
5
Mental calculation strategies (+ and )
Pencil and paper procedures (+ and )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
6
Mental calculation strategies (+ and )
Pencil and paper procedures (+ and )
Objectives: children will be taught to…
NHM Topic
NHM Section
Find differences by counting up through next multiple of 10, 100 or 1000, e.g.
calculate mentally a difference such as 8006 - 2993.
Add or subtract the nearest multiple of 10 or 100, then adjust.
Develop further the relationship between addition and subtraction.
Use known number facts and place value for mental addition and subtraction (e.g.
470 + 380, 810 - 380, 7.4 + 9.8, 9.2 - 8.6).
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Check the sum of several numbers by adding in the reverse order.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Use known number facts and place value to consolidate mental addition/subtraction.
Use informal pencil and paper methods to support, record or explain additions and
subtractions.
Extend written methods to column addition and subtraction of numbers involving
decimals.
Subtraction

Addition

Mental subtraction involving three-digit numbers
Mental subtraction involving four-digit numbers

Addition involving numbers with up to five digits
Money and ‘real life’
problemsMaking decisions and
checking results, including using a
calculator
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
107-119
14-16
28-32
7-8
9-10
6
11-14
4
4
1a, b
MATERIALS
TOOLBOX
Check-ups
Extension
Textbook page
5
6
75-79
Number grid, line
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Tune-in TF 107-108
Revising subtraction of a multiple
of 100
Tune-in TF 75
Revising doubles of multiples of
100 to 10 000
1 Subtracting a multiple of 10
With no bridging TF 108-109
Pupil Sheet 14
Multiples of 10, no bridging
2 Subtracting multiples of 10
TF 110-111
Bridging multiples of 100
Pupil Activity TF 110
1 Pupil Sheet 15 Multiples of 10
from a three-digit number
Ask pupils to try and find all
questions mentally.
Textbook page 28 TF 113
Pupil Activity TF 110
1 Pupil Sheet 15 Multiples of 10
from a three-digit number
Allow pupils to use blank number
lines to support them in finding the
answers.
Pupil Activity TF 110
1 Pupil Sheet 15 Multiples of 10
from a three-digit number
Ask pupils to time themselves to see
how quickly they can complete the
sheet mentally. In pairs ask them to
select questions for their partner
who must explain clearly the
strategy they used to find the
answer.
Follow-up for Textbook page 28
TF 114
Home Activity 7
1 Adding mentally four-digit
multiples of 100 TF 76
Additional
notes
Extra
Resources
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 76
1 Pupil Sheet 6
Pupil Activity TF 76
1 Pupil Sheet 6
Allow pupils to use informal
jottings to find their answers.
Pupil Activity TF 76
1 Pupil Sheet 6
On the board write the total of all
the answers to the questions. When
pupils have finished, they can use a
calculator to find the total to all of
their answers. If it does not match
the one on the board they must find
and correct their mistakes.
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Specific Starter for Subtraction TF
Specific Starter for Addition
TF 14-18
3 Finding the difference between
near multiples of 100 TF 111-112
4 Linking addition and
subtraction TF 112-113
Textbook page 29-30 TF 113-114
2 Adding mentally four-digit
numbers TF 76
No bridging/bridging a multiple of
10
Textbook page 11 TF 79
Textbook page 29-30 TF 113-114
Provide pairs of children with sets
of three connected cards like those
in q3 along with cards labelled +, and =. Ask pupils to take it in turns
to lay the number and symbol cards
out so they make true statements.
Their partner can use a calculator
to check the statement. When four
different statements have been
made for a set of cards pupils can
move on to a new set. Provide
plenty of practice before pupils
attempt q4 onwards on p30.
Textbook page 29-30 TF 113-114
Ask pupils to create a poster
explaining how subtraction can be
checked using addition giving
examples involving three digit
numbers and word problems.
Follow-up for Textbook pages
29-30 TF 114
Textbook page 11 TF 79
Allow pupils to use informal
jottings to find their answers.
Check-up 9
Additional
notes
Extra
Resources
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 11 TF 79
Ask pupils to design a poster
describing the different mental
methods they know for adding fourdigit numbers.
Follow-up for Textbook page 11
TF 79
Home Activity 4
Check-up 4
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Tune-in TF 115
Revising subtraction of multiples of
100
(no bridging)
Specific Starter for Addition
TF 14-18
Main
Teaching
1 Subtracting a multiple of 100
TF 116-117
Bridging a multiple of 1000
3 Adding four-/five-digit numbers
TF 77
Using a standard written method
Core
Activities
Pupil Activity TF 117
1 Pupil Sheet 16
Three-digit multiples of 100, with
bridging
Pupil Activity TF 117
1 Pupil Sheet 16
Three-digit multiples of 100, with
bridging
Provide pupils with a set of
questions that do not involve
bridging a multiple of 1000. If
successful ask them to work in pairs
to try and find the answers to the
questions on the sheet. Encourage
them to use blank number lines to
support their thinking.
Pupil Activity TF 117
1 Pupil Sheet 16
Three-digit multiples of 100, with
bridging
Provide pupils with a set of cards
showing five-digit numbers and
another showing three-digit
multiples of 100. Ask pupils to pick
a card from each set and find the
difference using a method of their
choice.
Discuss children’s work.
Textbook page 12 TF 79
Support
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 12 TF 79
Allow pupils to use extended
written methods if necessary.
Textbook page 12 TF 79
Ask pupils to make up their own
addition word problems relating to
the information in the table. Swap
with a partner to solve.
Follow-up for Textbook page 12
TF 79
Additional
notes
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Specific Starter for Subtraction
TF 16-19
Specific starter for Addition
TF 14-18
2 Finding small differences
TF 117-118
Between numbers on either side of
the same multiple of 1000
Textbook page 31 TF 119
4 Adding numbers with up to five
digits TF 77
Support
Textbook page 31 TF 119
Allow pupils to draw number lines
to find their answers.
Extension
Textbook page 31 TF 119
On the board put the total to all the
answers to q1-3. When pupils have
completed their page they must find
the total of all their answers for q13. If the totals are not the same they
must find and correct their
mistakes. Discuss with the pupils
how they found their total.
Follow-up for Textbook page 31
TF 119
Textbook page 13 TF 79
Work with the children as a group
setting each question out. Then ask
them to find the answers
independently.
Textbook page 13 TF 79
On the board write the total of all
the answers to the questions. When
pupils have finished, they can use a
calculator to find the total to all of
their answers. If it does not match
the one on the board they must find
and correct their mistakes.
Main
Teaching
Core
Activities
Plenary
Additional Resources
Teacher Notes
Textbook page 13 TF 79
Follow-up for Textbook page 13
TF 79
Home Activity 8
Additional
notes
Extra
Resources
Review
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Year 6
Specific Starter for Subtraction
TF 16-19
Generic starter TF 2-9
Main
Teaching
3 Finding the difference between
near multiples of 1000
TF 118-119
Revision/consolidation
Core
Activities
Textbook page 32 TF 119
Textbook page 14 TF 79
Support
Textbook page 32 TF 119
Before the pupils start read through
the questions as a group and
discuss what calculations are
required in q1, 2 and 4. Allow
pupils to draw number lines to find
their answers.
Textbook page 14 TF 79
Work through each question with
the children as a group discussing
ideas and strategies together before
allowing pupils some time to find
their answers independently.
Extension
Textbook page 32 TF 119
Provide pupils with two sets of
cards, one showing four digit
numbers slightly over a multiple of
1000, the other four digit numbers
slightly less than a multiple of 1000.
For examples of numbers to use see
Follow-up on TF 119. Pupils take it
in turns to select a card from each
set and find the difference
explaining their strategy to their
partner.
Textbook page 14 TF 79
Ask pupils to make up their own
questions relating to the Pick ‘n’
Mix numbers. Swap with a partner
to solve.
Plenary
Follow-up for Textbook page 32
TF 119
Check-up 10
Follow-up for Textbook page 14
TF 80
Topic Assessment 1a, b
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Mixed Age Planning Year 5 & Year 6
Spring Term
Unit
Framework topic
Properties of numbers
Reasoning about numbers
5
11
Properties of numbers
Reasoning about numbers
6
Objectives: children will be taught to…
NHM Topic
NHM Section
Order a given set of positive and negative integers
(e.g. on a number line, on a temperature scale).
Calculate a temperature rise or fall across 0°C.
Recognise and extend number sequences formed by counting from any number in
steps of constant size, extending beyond zero when counting back. For example:
count on in steps of 25 to 1000, and then back;
count on or back in steps of 0.1, 0.2, 0.3...
Make general statements about odd or even numbers, including the outcome of sums
and differences.
Recognise and extend number sequences, such as the sequence of square numbers,
or the sequence of triangular numbers 1, 3, 6, 10, 15…
Recognise prime numbers to at least 20.
Find the difference between a positive and a negative integer, or two negative
integers in a context such as temperature or the number line, and order a set of
positive and negative integers.
Number Properties

Number properties
Number properties

Divisibility, multiples, factors and primes
Teaching File page
Pupil Sheets
Activity Book page
256-269
N.G. Shortcut 1
S.T. Shortcut 1, 3, 5
169-180
Number grid, line
47-50
77-79
26-27
37-40
Textbook page
Home Activities
Check-ups
5a, b
E5-E7
MATERIALS
TOOLBOX
5
6
NHM Mixed Age Planning
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Extension
Textbook page
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 256-257
Thermometer
Revising the concept of negative
numbers
Tune-in TF 169
Divisibility by 2, 3, 4, 5, 9, 10, 100
Revision of last digit/s and digitsum tests
Main
Teaching
1 Sequences of negative numbers;
ordering TF 257-259
1 Divisibility by 4 TF 170
A test based on halving
Core
Activities
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Textbook page 37 TF 175
Support
Extension
Plenary
Textbook page 77 TF 267
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Cut the sheet into strips showing
each number line separately. Give
pupils the separate lines and cards
showing the missing numbers. Ask
them to place the cards in the
correct positions on the line.
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Provide pupils with a set of cards
showing negative numbers. They
must select two or three cards and
write down two true statements with
the numbers and < and > signs.
Follow-up for Textbook page 77
TF 268
Additional Resources
Teacher Notes
Textbook page 37 TF 175
Work with the children as a group
to produce a table for q4. Discuss
general statements together and
help children formulate their ideas
to produce succinct statements.
Extension Textbook page E5
TF 179
Follow-up for Textbook page 37
TF 176
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 2
Starter
Generic Starter TF 2-5
Specific starter for Number
properties TF 28-29
Main
Teaching
2 Adding and subtracting
negative numbers TF 259-260
2 Multiples TF 171
Including common
multiples/smallest common multiple
Core
Activities
Textbook page 78 TF 267
Pupil Activity TF 172
1 Pupil Sheet 26
Year 5
Year 6
Additional Resources
Teacher Notes
Textbook page 38 TF 176
Support
Extension
Plenary
Textbook page 78 TF 267
For q6 provide pupils with blank
pictures of thermometers with
labelled scales. Ask them to mark
on the old and new temperatures
and use the scales to answer the
questions.
Textbook page 78 TF 267
Provide pupils with newspaper
cuttings showing the temperatures
in cities around the world. Ask them
to create a poster describing the
differences in temperature between
the different cities, e.g. ‘it is 13oC
hotter in Rome than in London
today’.
Follow-up for Textbook page 78
TF 268
Pupil Activity TF 172
1 Pupil Sheet 26
Ask pupils to focus on the patterns
creating by colouring in multiples
of 2, 3, 4 and 5
Pupil Activity TF 172
1 Pupil Sheet 26
Ask pupils to write next to each
square a description of the patterns
they have found.
Ask pupils to investigate the pattern
arising from colouring in the square
numbers.
Follow-up for Textbook page 38
TF 176
Additional
notes
Extra
Resources
Review
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NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 3
Starter
Year 5
Year 6
Generic Starter TF 2-5
Specific starter for Number
properties TF 28-29
Main
Teaching
3 Sequences TF 261-262
3 Factors and prime numbers
TF 173
Core
Activities
Pupil Activities TF 262-263
1 Number sequences
2 Pupil Sheets 48 Grid patterns
Pupil Activity TF 175
1 Pupil Sheet 27
Support
Pupil Activities TF 262-263
1 Number sequences
Extension
Pupil Activities TF 262-263
1 Number sequences
2 Pupil Sheets 48 Grid patterns
Ask pupils to think of their own
patterns to explore in the grids. Ask
them to explain what they chose to
look at and what they found.
Discuss children’s work
Pupil Activity TF 175
1 Pupil Sheet 27
Work with the pupils as a group
crossing out the relevant numbers
and arriving at the prime numbers.
Pupil Activity TF 175
1 Pupil Sheet 27
Plenary
Additional Resources
Teacher Notes
Textbook pages 39-40 TF 176
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 4
Starter
Year 5
Year 6
Generic Starter TF 2-5
Specific starter for Number
properties TF 28-29
Main
Teaching
Revision/Consolidation
Revision/Consolidation
Core
Activities
Pupil Activities TF 262-263
3 Pupil Sheets 49 Patterns
Ask pupils to make up their own
patterns then ask similar questions
about circles further on in the
pattern.
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Textbook page 39 TF 176
Support
Extension
Pupil Activities TF 262-263
3 Pupil Sheets 49 Patterns
4 Pupil Sheets 50
Odd and even numbers
Plenary
Discuss children’s work
Additional Resources
Teacher Notes
Textbook page 39 TF 176
Remind pupils of the meaning of
the terms ‘factor’ and ‘prime’
before they start. If necessary
provide a tables square for support.
Extension Textbook page E6 TF
179
Follow-up for Textbook page 39
TF 176
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Spring Term
Week
Day 5
Starter
Year 5
Year 6
Generic Starter TF 2-5
Generic starter TF 2-9
Main
Teaching
Revision/Consolidation
Revision/Consolidation
Core
Activities
Textbook page 79 TF 267
Textbook page 40 TF 176
Support
Textbook page 79 TF 267
After Pupils have completed q1 Ask
them to generate similar sequences
using a calculator. Each time they
must write down the rule they chose
to follow and the first six numbers
in their sequence. When they have
had further practice look at q2-5 as
a group and discuss them orally.
Textbook page 79 TF 267
Ask pupils to create their own
sequences each with one incorrect
term in them. Swap with a partner
who must find the incorrect term
and the rule for the sequence.
Follow-up for Textbook page 79
TF 269
Textbook page 40 TF 176
Work with the children as a group
asking for the answers orally only.
Extension
Plenary
Additional Resources
Teacher Notes
Extension Textbook page E7 TF
179
Follow-up for Textbook page 40
TF 176
Topic Assessment 5a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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