NHM Mixed Age Planning Year 5 Year 6 Spring Term (DOC, 1.10 MB)
advertisement
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 Page 1 of 68 Check-ups Extension Textbook page 55-57 Downloaded from www.myprimary.co.uk 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 Page 2 of 68 Downloaded from www.myprimary.co.uk 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 Page 3 of 68 Downloaded from www.myprimary.co.uk 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 Page 4 of 68 Downloaded from www.myprimary.co.uk 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 Page 5 of 68 Downloaded from www.myprimary.co.uk 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 Page 6 of 68 Downloaded from www.myprimary.co.uk 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 Page 7 of 68 Extension Textbook page Downloaded from www.myprimary.co.uk 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. Page 8 of 68 Downloaded from www.myprimary.co.uk 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 Page 9 of 68 Downloaded from www.myprimary.co.uk 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 Page 10 of 68 Downloaded from www.myprimary.co.uk 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 Page 11 of 68 Downloaded from www.myprimary.co.uk 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 Page 12 of 68 Downloaded from www.myprimary.co.uk 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 Page 13 of 68 Check-ups Extension Textbook page 7-8, 15-23, 33 Downloaded from www.myprimary.co.uk 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 Page 14 of 68 Downloaded from www.myprimary.co.uk 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 Page 15 of 68 Downloaded from www.myprimary.co.uk 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 Page 16 of 68 Downloaded from www.myprimary.co.uk 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 Page 17 of 68 Downloaded from www.myprimary.co.uk 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 Page 18 of 68 Downloaded from www.myprimary.co.uk 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 Page 20 of 68 Downloaded from www.myprimary.co.uk 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 Page 21 of 68 Downloaded from www.myprimary.co.uk 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. Page 22 of 68 Downloaded from www.myprimary.co.uk 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. Page 23 of 68 Downloaded from www.myprimary.co.uk 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 Page 24 of 68 Downloaded from www.myprimary.co.uk 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 Page 25 of 68 Downloaded from www.myprimary.co.uk 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 Downloaded from www.myprimary.co.uk 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 Downloaded from www.myprimary.co.uk 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 Page 28 of 68 Downloaded from www.myprimary.co.uk 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 Page 29 of 68 Downloaded from www.myprimary.co.uk 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 Downloaded from www.myprimary.co.uk 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 Page 31 of 68 Downloaded from www.myprimary.co.uk 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 Page 32 of 68 Downloaded from www.myprimary.co.uk 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 Page 33 of 68 Downloaded from www.myprimary.co.uk 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 Downloaded from www.myprimary.co.uk 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 Downloaded from www.myprimary.co.uk 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 Page 36 of 68 Downloaded from www.myprimary.co.uk 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 Downloaded from www.myprimary.co.uk 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 Page 38 of 68 Downloaded from www.myprimary.co.uk 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 39 of 68 Additional Resources Teacher Notes Downloaded from www.myprimary.co.uk 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 Page 40 of 68 Downloaded from www.myprimary.co.uk 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 Page 41 of 68 Downloaded from www.myprimary.co.uk 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 Page 42 of 68 Downloaded from www.myprimary.co.uk 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 Page 43 of 68 Downloaded from www.myprimary.co.uk 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 Page 44 of 68 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 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 Page 45 of 68 Downloaded from www.myprimary.co.uk 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 Page 46 of 68 Downloaded from www.myprimary.co.uk 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 Page 47 of 68 Downloaded from www.myprimary.co.uk 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 Page 48 of 68 Downloaded from www.myprimary.co.uk 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 Page 49 of 68 Downloaded from www.myprimary.co.uk 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 Page 50 of 68 Downloaded from www.myprimary.co.uk 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. Page 51 of 68 Downloaded from www.myprimary.co.uk 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 Page 52 of 68 Downloaded from www.myprimary.co.uk 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 Page 53 of 68 Downloaded from www.myprimary.co.uk 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 Page 54 of 68 Downloaded from www.myprimary.co.uk 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 Page 55 of 68 Downloaded from www.myprimary.co.uk 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 Page 56 of 68 Downloaded from www.myprimary.co.uk 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 NHM Mixed Age Planning Page 57 of 68 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 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. Page 58 of 68 Downloaded from www.myprimary.co.uk ICT 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 Page 59 of 68 Downloaded from www.myprimary.co.uk ICT 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 NHM Mixed Age Planning Page 60 of 68 Downloaded from www.myprimary.co.uk ICT 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 NHM Mixed Age Planning Page 61 of 68 Downloaded from www.myprimary.co.uk ICT 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 Page 62 of 68 Downloaded from www.myprimary.co.uk ICT 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 Page 63 of 68 Extension Textbook page Downloaded from www.myprimary.co.uk 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 Page 64 of 68 Downloaded from www.myprimary.co.uk 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 NHM Mixed Age Planning Page 65 of 68 Downloaded from www.myprimary.co.uk 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 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 Page 66 of 68 Downloaded from www.myprimary.co.uk 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 Page 67 of 68 Downloaded from www.myprimary.co.uk 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 Page 68 of 68 Downloaded from www.myprimary.co.uk ICT
0
advertisement
Related documents
Download
advertisement
Add this document to collection(s)
You can add this document to your study collection(s)
Sign in Available only to authorized usersAdd this document to saved
You can add this document to your saved list
Sign in Available only to authorized users