NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Place value, ordering and rounding
Using a calculator
5
1
3
days
Place value, ordering and rounding
Using a calculator
Objectives: children will be taught to…
NHM Topic
NHM Section
Use the vocabulary of estimation and approximation.
Make and justify estimates of large numbers, and estimate simple proportions such
as one third, seven tenths.
Round any integer up to 10000 to the nearest 10, 100 or 1000.
Estimate by approximating (round to nearest 10 or 100),
then check result.
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

Estimating and rounding
Place value

Place value
6
Teaching File page
Pupil Sheets
Activity Book page
60-67
N.L. Shortcut 3
11
10-12
53-58
Number line, grid
2-3
3-4
Textbook page
Home Activities
Check-ups
MATERIALS
TOOLBOX
5
6
NHM Mixed Age Planning
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4
1a, b
2
1
Extension
Textbook page
22-23
E1
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 60-61
Train journey
Revising estimation of a number
from its position on a 0-100 number
line
1 Washing line TF 61-63
Estimating numbers on 0-100,
0-200 and 0-50 lines
Specific Starter for Place Value
TF 9-12
Core
Activities
Textbook page 10 TF 67
Textbook page 3 TF 56
Support
Textbook page 10 TF 67
Provide pupils with an acetate with
lines which fit over the number
lines on the page and are marked
off into ten sections. Pupils can use
this to make sensible estimates.
Textbook page 10 TF 67
Ask pupils to draw some blank lines
10cm long and labelled 0 at one
end and 1000 at the other. In pairs
they must take it in turns to
challenge their partner to estimate
the position of a number on the line.
Their partner must mark on their
estimate. After several goes show
the children how to use a ruler to
see how accurate the estimates
were.
Follow-up for Textbook page 10
TF 67
Textbook page 3 TF 56
Provide pupils with place value
notation cards for support.
Main
Teaching
Extension
Plenary
Additional Resources
Teacher Notes
3 Adding/Subtracting mentally
multiples of powers of 10 TF 53
Textbook page 3 TF 56
Provide pupils with a set of cards
showing seven- and eight-digit
numbers and a set of cards showing
numbers such as 4 000 000, 200
000, 30 000. Pupils must take a card
from each set and increase then
decrease the first number by the
second amount.
Follow-up for Textbook page 3
TF 56
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Specific Starter for Numbers to
millions
TF 7-11
Specific Starter for Place Value
TF 9-12
2 Revising rounding of three-digit
numbers TF 63-64
4 Multiplying/Dividing mentally
by 10, 100, 1000 TF 54
3 Introducing rounding of fourdigit numbers TF 64-65
Textbook pages 11-12 TF 67
Textbook pages 11-12 TF 67
For each question ask children to
draw a number line labelling each
end the 10 or 100 either side of the
number. They can then decide
where their number would go on
the line and decide the 10/100 it is
nearest to.
Textbook pages 11-12 TF 67
Provide pupils with a set of four
and five digit number cards. Ask
them to select a card and write the
number down then round it to the
nearest 10/100/1000.
Follow-up for Textbook pages 1112 TF 67
Additional Resources
Teacher Notes
Pupil Activities TF 55
1 Pupil Sheet 2
2 Pupil Sheet 3
Pupil Activities TF 55
1 Pupil Sheet 2
Ask pupils to work in pairs to lay
out the dominoes in a pattern where
connecting dominoes match.
Pupil Activities TF 55
2 Pupil Sheet 3
Textbook page 4 TF 56
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Numbers to
millions
TF 7-11
Generic starter TF 2-9
Main
Teaching
4 Rounding to find an
approximate total/difference
TF 65-66
Revision/Consolidation
Core
Activities
Pupil Activity TF 66
1 Pupil Sheet 11 Approximating
Textbook page 4 TF 56
Support
Pupil Activity TF 66
1 Pupil Sheet 11 Approximating
Write the numbers involved in the
calculations on the board. Ask
pupils to work in pairs and round
them to the nearest 1000/100.
Discuss the pupils’ answers then
ask them to use them to complete
the sheet.
Pupil Activity TF 66
1 Pupil Sheet 11 Approximating
On the board write some addition
and subtraction statements
involving four digit numbers, e.g.
5672 + 2439 = 8111. Give some
with correct and some with
incorrect answers. Ask pupils to
estimate each answer by rounding
the numbers and identify which are
incorrect.
Check-up 4
Topic Assessment 1a, b
Textbook page 4 TF 56
Provide pupils with a place value
notation grid for support.
Extension
Plenary
Additional Resources
Teacher Notes
Extension Teaching
1 Introducing ancient Egyptian
numbers TF 57
Extension Textbook page E1
TF 58
Follow-up for Textbook page 4
TF 56
Home Activity 2
Check-up 1
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Main
Teaching
Core
Activities
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Main
Teaching
Core
Activities
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
2
5
Understanding x and 
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
Understanding x and 
Mental calculation strategies (x and
)
6
Pencil and paper procedures (x and
)
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
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.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
short multiplication of HTU or U.t by U; long multiplication of TU by TU;
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.
Multiplication

Written methods of multiplication
Division

Division by two digits
Teaching File page
Pupil Sheets
Activity Book page
150-157
M.F. Shortcut 1
22-25
144-155
21-24
Textbook page
Home Activities
Check-ups
44-46
4a, b
E5
30-31
4a, b, c
E4, E28-E29
MATERIALS
TOOLBOX
5
Extension
Textbook page
6
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 150-151
Revising mental multiplication of a
two-digit number by a single digit
Tune-in TF 144
Linking
Dividing mentally a three-digit
multiple of 10 by a two-digit
multiple of 10
1 Rounding then dividing TF 145
Mental division to find approximate
quotients
Main
Teaching
1 The ‘Cross’ method TF 151
Multiplying a three-digit number by
a single digit
Core
Activities
Pupil Activity TF 152
1 Pupil Sheet 22
A three-digit number by a single
digit, ‘cross’ method
Pupil Activity TF 146
1 Pupil Sheet 21
Support
Pupil Activity TF 152
1 Pupil Sheet 22
A three-digit number by a single
digit, ‘cross’ method
Work with the pupils as a group
and complete the grid section of q37. Ask them to complete the
questions independently.
Pupil Activity TF 152
1 Pupil Sheet 22
A three-digit number by a single
digit, ‘cross’ method
Ask pupils to decide whether the
method would work for multiplying
four digit numbers or larger. Ask
them to explain why they are sure it
would work, giving examples of
calculations to prove their thinking.
Pupil Activity TF 146
1 Pupil Sheet 21
Discuss the questions in q3 with the
pupils as a group and decide
together what to round each number
to before asking pupils to complete
the questions independently.
Discuss children’s work.
Discuss children’s work
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 146
1 Pupil Sheet 21
Ask pupils to time themselves to
see how long it takes to answer the
questions in q3. Put a similar set of
questions on the board, can they
beat their time?
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Specific Starter for Multiplication
and Division TF 19-25
Specific Starter for Division
TF 25-27
2 Developing a standard written
method TF 152-153
Multiplying a three-digit number by
a single digit
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Textbook page 44 TF 156
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Put the questions on the board and
allow pupils to continue using the
informal ‘cross’ method to find the
answers.
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Provide pairs of pupils with a set of
three- and four-digit number cards,
a 0-9 die and a calculator. Ask
them to take it in turns to select a
number and roll the die to see what
the number must be multiplied by.
They must find the answer using a
method of their choice whilst their
partner finds the answer using the
calculator. Who is fastest?
Follow-up for Textbook page 44
TF 157
2 Dividing a three-digit number
by a two-digit number, including
remainders TF 146
Standard written method
Pupil Activity TF 146
1 Pupil Sheet 22
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 146
1 Pupil Sheet 22
Ask pupils to work in pairs. They
must take it in turns to complete a
question explaining to their partner
what they are doing at each stage. If
their partner disagrees with their
work they must explain why and
agree upon the correct calculations.
Pupil Activity TF 146
1 Pupil Sheet 22
Ask pupils to look at the questions
they have done and discuss with a
partner how they could simplify the
method. Provide them with some
further examples of questions to try
out their ideas. Ask them to explain
to the group their ideas and why
they work.
Discuss children’s work
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Multiplication
and Division TF 19-25
Specific Starter for Division
TF 25-27
Main
Teaching
3 The ‘cross’ method TF 153-154
Multiplying a two-digit number by a
two-digit number
Core
Activities
Pupil Activity TF 154
1 Pupil Sheet 24
A two-digit number by a two-digit
number, ‘cross’ method
3 Dividing a three-digit number
by a two-digit number, including
remainders TF 147
Shorter standard written method
Pupil Activities TF 148
1 Pupil Sheet 23
2 Pupil Sheet 24
Support
Pupil Activity TF 154
1 Pupil Sheet 24
A two-digit number by a two-digit
number, ‘cross’ method
Work with pupils together and
complete the grid section of q3-5
before asking them to find the
answers independently
Pupil Activity TF 154
1 Pupil Sheet 24
A two-digit number by a two-digit
number, ‘cross’ method
Thinking about the previous
lessons’ work ask pupils to work in
pairs and discuss how they might be
able to simplify the cross method to
make a more efficient way of
multiplying two two-digit numbers.
Discuss their ideas as a group
asking them to think of examples to
explain their thoughts.
Discuss children’s work.
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activities TF 148
1 Pupil Sheet 23
If necessary write the questions on
the board and allow children to
continue using the longer method
that they are familiar with.
Pupil Activities TF 148
1 Pupil Sheet 23
Textbook pages 30, 31 TF 148
Discuss children’s work
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Year 6
Specific Starter for Multiplication
and Division TF 19-25
Generic starter TF 2-9
4 Introducing a standard written
method TF 155
Multiplying a two-digit number by a
two-digit number
Pupil Activity TF 155
1 Pupil Sheet 25
A two-digit number by a two-digit
number, standard recording (most
significant digits first)
Revision/Consolidation
Textbook page 30 TF 148
Allow pupils to use the longer
written method if they need to.
Extension
Pupil Activity TF 155
1 Pupil Sheet 25
A two-digit number by a two-digit
number, standard recording (most
significant digits first)
Put the questions on the board and
allow pupils to continue using the
informal ‘cross’ method to find the
answers.
Textbook pages 45-46 TF 156
Plenary
Discuss children’s work.
Main
Teaching
Core
Activities
Support
Additional Resources
Teacher Notes
Textbook page 30 TF 148
Extension Textbook page E4
TF 153
Follow-up for Textbook page 30
TF 149
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Year 5
Year 6
Specific Starter for Multiplication
and Division TF 19-25
Generic starter TF 2-9
Main
Teaching
Revision/Consolidation
Revision/Consolidation
Core
Activities
Textbook pages 45-46 TF 156
Textbook page 31 TF 148
Support
Textbook pages 45-46 TF 156
Allow pupils to use an informal
method such as the ‘cross’ method
to find the answers to the questions.
Extension
Extension Textbook page E5
TF 155
Textbook page 31 TF 148
Allow pupils to use the longer
written method if they need to.
For q4, once pupils have completed
their calculations discuss the
questions with them together and
decide on the correct answer to each
one ensuring they are correctly
interpreting the remainders.
Extension Textbook pages E28E29 TF 154
Plenary
Follow-up for Textbook pages
45-46 TF 157
Topic Assessment 4a, b
Additional Resources
Teacher Notes
Follow-up for Textbook page 31
TF 149
Topic Assessment 4a, b, c
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Understanding x and 
3
5
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
Understanding x and 
6
Mental calculation strategies (x and
)
Objectives: children will be taught to…
NHM Topic
NHM Section
Begin to express a quotient as a fraction, or as a decimal when dividing a whole
number by 2, 4, 5 or 10, or when dividing £.p.
Round up or down after division, depending on the context.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
short division of HTU by U (with integer remainder).
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.
Solve simple problems involving ratio and proportion.
Understand percentage as the number of parts in every 100. Express simple
fractions such as one half, one quarter, three quarters, one third, two thirds…, and
tenths and hundredths as percentages.
Find percentages of small whole-number quantities.
Division

Dividing three-digit numbers; remainders
Fractions

Ratio and proportion
Percentages

Percentages
Pencil and paper procedures (x and
)
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Activity Book page
178-188
M.F. Shortcut 1
30-35
53-55
202-209, 260-274
Fractions tool
42
46, 63-67
Textbook page
Home Activities
Check-ups
16
5a, b
E6-E7
6a,b; 8a, b
E8-E9, E30
MATERIALS
TOOLBOX
5
6
NHM Mixed Age Planning
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Extension
Textbook page
7-8
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 178
Multiplying and dividing
Revising mental multiplication and
division by 2–10
Tune-in TF 202
Unequal shares
Revision of comparing ‘part to
part’
Main
Teaching
1 Division of three-digit numbers
TF 179
Using an informal written method
1 Proportions TF 203
Introduction of comparing ‘part to
whole’
Core
Activities
Pupil Activity TF 179
1 Division of three-digit numbers
by single-digits
Textbook page 46 TF 204
Support
Pupil Activity TF 179
1 Division of three-digit numbers
by single-digits
Provide pupils with a tables square
to support them in their
calculations.
Extension
Pupil Activity TF 179
1 Division of three-digit numbers
by single-digits
Provide pairs of pupils with two
sets of questions. Using a set each,
pupils must independently find the
answers. They must then swap their
questions and answers with their
partner who must check them using
multiplication.
Textbook page 46 TF 204
For q2 give children some true and
false statements on cards for each
path. Ask them to sort them into
those which are true and those
which are false.
Discuss q3,4 and 5 with the
children as a group and decide what
calculations are needed to answer
each question.
Textbook page 46 TF 204
Plenary
Discuss the different strategies
children used.
Additional Resources
Teacher Notes
Extension Teaching
1 Ratio TF 208
Extension Textbook pages E8-E9
TF 209
Follow-up for Textbook page 46
TF 205
Follow-up for Extension Textbook
pages E8-E9 TF 209
Topic Assessment 6a, b
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Year 5
Year 6
Tune-in TF 178
Multiplying and dividing
Revising mental multiplication and
division by 2–10
Tune-in TF 260
Revising percentages
2 Division of three-digit numbers
TF 180
Developing a standard written
method, two-digit quotients
Pupil Activities TF 180
1 Pupil Sheet 30
By 6–9, teens quotients
2 Pupil Sheet 32
By 2–9, two-digit quotients
1 Linking percentages and
fractions TF 262
Support
Pupil Activities TF 180
1 Pupil Sheet 30
By 6–9, teens quotients
Extension
Pupil Activities TF 180
3 Pupil Sheet 31 Template
Provide a mixture of questions
including some which will lead to
remainders. Provide further
questions on the board which pupils
must set out for themselves.
Ask children to explain the written
methods they used.
Textbook page 63 TF 269
Before children answer the
questions look at each one as a
group and agree on the number of
segments in each diagram and the
number which are coloured.
Textbook page 63 TF 269
Put some fractions on the board,
e.g. 3/5, 7/25. Ask pupils to convert
them to percentages without the aid
of a visual representation.
Main
Teaching
Core
Activities
Plenary
Additional Resources
Teacher Notes
Textbook page 63 TF 269
Follow-up for Textbook page 63
TF 270
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Specific Starter for Multiplication
or Division
TF 19-25
Specific Starter for Percentages
TF 40-41
3 Division of three-digit numbers
TF 180
Developing a standard written
method, three-digit quotients
Pupil Activities TF 181
1 Pupil Sheet 33
By 2–9, three-digit quotients
2 Pupil Sheet 34 Template
Textbook pages 53-54 TF 184
Pupil Activities TF 181
1 Pupil Sheet 33
By 2–9, three-digit quotients
Provide pupils with a tables square
to support them in their
calculations.
Pupil Activities TF 181
2 Pupil Sheet 34 Template
Provide a mixture of questions on
the board including some involving
the division of a four-digit number
by a single digit number and some
which lead to remainders. Pupils
must set the questions out
themselves.
Follow-up for Textbook pages
53-54 TF 184
2 Finding a percentage of a
set/quantity TF 263
Additional Resources
Teacher Notes
Textbook page 64 TF 269
Textbook page 64 TF 269
For q4-6, discuss with the children
as a group what calculations they
must carry out to answer the
questions.
Textbook page 64 TF 269
Provide pupils with newspapers.
Ask them to find examples of
where percentages have been used.
Can they create a poster showing
and interpreting these examples?
Follow-up for Textbook page 64
TF 270
Home Activity 22
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Specific Starter for Multiplication
or Division
TF 19-25
Specific Starter for Percentages
TF 40-41
4 Division using a calculator
TF 181-182
Rounding the display to the nearest
whole number
Pupil Activity TF 182
1 Pupil Sheet 35
Rounding quotients to the nearest
whole number
3 Finding a percentage of a
set/quantity TF 265
Problems in context
Textbook page 55 TF 184
Pupil Activity TF 182
1 Pupil Sheet 35
For each question provide pupils
with a number line with the ends
labelled with the two whole
numbers the answer is between and
split into tenths. Ask them to mark
on the line the approximate position
of their number and use the line to
decide which whole number is
nearest to.
Extension Textbook pages E6 TF
187
Follow-up for Textbook page 55
TF 184
Additional Resources
Teacher Notes
Textbook page 65 TF 269
Textbook page 65 TF 269
Ask pupils to work in pairs. For
each question they take it in turns to
explain how they think they should
find the answer. If their partner
disagrees they must explain why
and the pair must agree on an
approach.
Textbook page 65 TF 269
Ask pupils to continue with their
newspaper posters.
Follow-up for Textbook page 65
TF 270
Check-up 16
Topic Assessment 5a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Specific Starter for Multiplication
or Division
TF 19-25
Specific Starter for Percentages
TF 40-41
Further Teaching TF 182-183
1 Checking division
Finding approximate answers
2 An alternative standard written
method
Using place value sharing
On the board write some division
questions. Ask pupils to find the
approximate answers using a
method of their choice. Discuss the
different methods used. Ask pupils
to find the exact answers to the
questions and see how close their
estimates were.
Provide pupils with a set of cards
showing three-digit numbers. Ask
them to pick a card and round the
number to the nearest 10 and 100
drawing blank number lines if
necessary. When confident, ask
them to look at the questions on the
board and see if they can estimate
the answers using rounding.
4 Comparing/ordering numbers
involving percentages, fractions
and decimals TF 267
Extension Textbook pages E7 TF
187
Ask pupils to compare some fiction
books and see which have the
most/least words in.
Follow-up for Extension Textbook
pages E6-E7 TF 187-188
Textbook pages 66-67 TF 269
Additional Resources
Teacher Notes
Textbook pages 66-67 TF 269
Textbook pages 66-67 TF 269
For p67, work with the children as a
group. Discuss each question and
decide on an appropriate strategy to
find the answer. Give pupils time to
then work out each answer for
themselves before moving on to the
next question.
Extension Textbook page E30
TF 274
Follow-up for Textbook pages 6667 TF 271
Topic Assessment 8a, b
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Fractions, decimals and percentages
4
5
Ratio and proportion
Fractions, decimals and percentages
Ratio and proportion
6
Objectives: children will be taught to…
NHM Topic
NHM Section
Use decimal notation for tenths and hundredths.
Know what each digit represents in a number with up to two decimal places.
Order a set of numbers or measurements with the same number of decimal places.
Round a number with one or two decimal places to the nearest integer.
Relate fractions to their decimal representations: that is, recognise the
equivalence between the decimal and fraction forms of one half, one quarter, three
quarters and tenths and hundredths (e.g. 7/10 = 0.7, 27/100 = 0.27).
Decimals


Tenths
Hundredths
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
Decimals

Three-place decimals
Teaching File page
Pupil Sheets
Activity Book page
227-240
N.L. Shortcut 4
43-44
67-71
32-34
59-62
Textbook page
Home Activities
Check-ups
21
E8
18
7a, b, c
E11-E12
MATERIALS
TOOLBOX
5
6
240-256
Number line
NHM Mixed Age Planning
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21
Extension
Textbook page
42
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Specific Starter for Decimals
TF 29-32
Tune-in TF 240
Number lines
Revising notation for one- and twoplace decimals
Main
Teaching
5 Using a standard written
method for addition TF 227
1 Number line for thousandths
TF 240
Core
Activities
Textbook page 67 TF 229
Additional Resources
Teacher Notes
Introducing notation for three-place
decimals
Pupil Activities TF 243
1 Pupil Sheet 33
Textbook page 59 TF 248
Support
Textbook page 67 TF 229
Allow children to use an expanded
written method to find the answers.
Extension
Textbook page 67 TF 229
Provide pupils with a set of cards
showing numbers to one decimal place
less than 50. Ask them to pick three or
four numbers and find their total.
Plenary
Follow-up for Textbook page 67
TF 230
Pupil Activities TF 243
2 Pelmanism
Provide pairs of pupils with the
cards and ask them to work together
to sort them into matching pairs.
Pupil Activities TF 243
2 Pelmanism
Follow-up for Textbook page 59
TF 249
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Year 5
Year 6
Specific Starter for Decimals
TF 29-32
Specific starter for Decimals
TF 33-39
Main
Teaching
6 Using a written method for
subtraction TF 227-228
2 Comparing and ordering
decimals TF 243
Core
Activities
Textbook page 68 TF 229
Pupil Activities TF 245
1 Hundredths/units card game
2 Find five decimals
Support
Textbook page 68 TF 229
Allow children to use an expanded
written method to find the answers.
Extension
Textbook page 68 TF 229
Ask pupils to make up their own
four names for aliens and their
spaceships. They must then decide
how long each spaceship is (lengths
must be less than 100m and given to
one decimal place) and make up
clues to work out which alien owns
which spaceship. Swap with a
partner to solve.
Follow-up for Textbook page
68 TF230
Plenary
Additional Resources
Teacher Notes
Textbook page 60 TF 248
Pupil Activities TF 245
1 Hundredths/units card game
Give children cards showing units
and tenths to begin with and extend
to hundredths and thousandths if the
children are ready.
Pupil Activities TF 245
2 Find five decimals
Follow-up for Textbook page 60
TF 249
Check-up 21
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Year 5
Year 6
Specific Starter for Decimals
TF 29-32
Specific starter for Decimals
TF 33-39
Main
Teaching
7 Mental Multiplication of
decimals TF 228
Core
Activities
Textbook page 69 TF 229
3 Rounding a three-place decimal
TF 246
To the nearest tenth/first decimal
place
Pupil Activities TF 247
1 Pupil Sheet 34
2 Pupil Sheet 32
Support
Textbook page 69 TF 229
Provide pupils with a table square
to help them in their calculations.
For q2 and 3 remind the pupils to
multiply the units and tenths
separately then add the answers.
Extension
Textbook page 69 TF 229
Extension Textbook page E8
TF 231
Additional Resources
Teacher Notes
Pupil Activities TF 247
1 Pupil Sheet 34
Work with the children as a group
and agree upon the position of each
number on the number line before
asking them to round them. Provide
pupils with similar number lines for
q2.
Pupil Activities TF 247
1 Pupil Sheet 34
Textbook page 61 TF 248
Plenary
Follow-up for Textbook page 69
TF 231
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Year 6
Tune-in TF 232-233
Squares
Revising hundredths of a shape
Specific starter for Decimals
TF 33-39
Main
Teaching
1 Square and number lines
TF 233-234
Introducing decimal notation for
hundredths
Core
Activities
Pupil Activities TF 234
1 Pupil Sheets 43
Template
2 Pupil Sheet 44
Hundredths, concept
Textbook page 70 TF 237
Pupil Activities TF 234
1 Pupil Sheets 43
Template
4 Approximate sums and
differences TF 247
Using three-place decimals
rounded to the nearest whole
number
Textbook page 61 TF 248
Support
Extension
Pupil Activities TF 234
Additional Resources
Teacher Notes
Textbook page 61 TF 248
When rounding numbers,
encourage children to draw a
number line and position the
number on it to assist them in
rounding it.
Textbook page 62 TF 248
2 Pupil Sheet 44
Hundredths, concept
Provide pupils with a set of cards
made up of matching pairs of
numbers shown in fraction form
and decimal fraction form, e.g.
23.56 and 23 56/100. Pupils can use
the cards to play pelmanism.
Plenary
Follow-up for Textbook page 70
TF 239
Extension Teaching
1 Using a standard written
method for adding three-place
decimals TF 255
Extension Textbook page E11 TF
256
Follow-up for Textbook page 61
TF 250
Check-up 18
Topic Assessment 7a, b, c
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Year 5
Year 6
Specific Starter for Decimals
TF 29-32
Generic starter TF 2-9
Main
Teaching
2 Comparing and ordering
decimals TF 235-236
Revision/consolidation
Core
Activities
Pupil Activities TF 236-237
1 Decimals card game
2 Three-digit decimal game
Textbook page 62 TF 248
Support
Textbook page 71 TF 237
Pupil Activities TF 236-237
2 Three-digit decimal game
Extension
Plenary
Pupil Activities TF 236-237
1 Decimals card game
Ask pupils to play the game in
pairs. Shuffle two sets of 0-9 cards
and place them face down on the
table. Add a ‘tens’ box to the
baseboard. Having decided whether
to aim for the largest or smallest
number, players take it in turns to
pick a card and put it on their
board. When each player has
placed four cards compare the
numbers.
Follow-up for Textbook page 71
TF 239
Additional Resources
Teacher Notes
Textbook page 62 TF 248
Work with the children as a group
discussing each question and
agreeing on answers orally only.
See page notes TF 249 for further
teaching support.
2 Using a standard written
method for subtracting threeplace decimals TF 255
Extension Textbook page E12 TF
256
Follow-up for Textbook page 62
TF 250
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Fractions, decimals and percentages
Ratio and proportion
5
5
Objectives: children will be taught to…
NHM Topic
NHM Section
Use decimal notation for tenths and hundredths.
Know what each digit represents in a number with up to two decimal places.
Relate fractions to their decimal representations: that is, recognise the
equivalence between the decimal and fraction forms of one half, one quarter, three
quarters and tenths and hundredths (e.g. 7/10 = 0.7, 27/100 = 0.27).
Begin to understand percentage as the number of parts in every 100, and find simple
percentages of small whole-number quantities (e.g. 25% of £8).
Express one half, one quarter, three quarters, and tenths and hundredths, as
percentages (e.g. know that 3/4 = 75%).
Decimals

Hundredths
Percentages

Percentages

6
Teaching File page
Pupil Sheets
Activity Book page
237-243, 246-250
N.L. Shortcut 4
45-46
72-76
Textbook page
Home Activities
Check-ups
7a, b, 8
E9-E10
MATERIALS
TOOLBOX
5
Extension
Textbook page
30,55-57
6
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
3 Mental methods TF 237-238
Adding and subtracting three-digit
decimals
Core
Activities
Textbook page 72 TF 238
Support
Textbook page 72 TF 238
Allow children to use informal
jottings such as blank number lines
to help them find the answers.
Textbook page 72 TF 238
In q4b ask pupils to find all the
different solutions to the square
they can.
Plenary
Additional Resources
Teacher Notes
Specific Starter for Decimals
TF 29-32
Main
Teaching
Extension
Year 6
SATs
Follow-up for Textbook page 72
TF 240
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Year 5
4 Written methods TF 238
Adding and subtracting three-/fourdigit decimals
Core
Activities
Textbook page 73-74 TF 238
Support
Textbook page 73-74 TF 238
Provide pupils with a template for
doing the calculations on which has
the tens, units, tenths and
hundredths columns clearly marked
along with the decimal points.
Pupils can then position their
numbers on the template correctly
and carry out the calculations.
Textbook page 73-74 TF 238
Extension Textbook page E9
TF 243
Plenary
Additional Resources
Teacher Notes
Specific Starter for Decimals
TF 29-32
Main
Teaching
Extension
Year 6
SATs
Follow-up for Textbook pages
73-74 TF 240
Topic Assessment 7a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Tune-in TF 246-247
Revising hundredths
Main
Teaching
1 Introducing percentages
TF 247-248
Core
Activities
Pupil Activities TF 249
1 Colouring in cubes
Ask pupils to make their own strips
using cubes of different colours and
record the percentage of the strip
which is each colour.
Support
Pupil Activities TF 249
4 Pupil Sheet 45 Concept
5 Pupil Sheet 46 Template
Extension
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Plenary
Discuss children’s work
SATs
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Year 6
Additional Resources
Teacher Notes
Tune-in TF 246-247
Revising hundredths
Main
Teaching
1 Introducing percentages
TF 247-248
Core
Activities
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Support
Pupil Activities TF 249
1 Colouring in cubes
Extension
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Textbook pages 75-76 TF 250
Plenary
Discuss children’s work
SATs
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Year 5
Revision/Consolidation
Core
Activities
Textbook pages 75-76 TF 250
Support
Pupil Activities TF 249
2 Percentage pelmanism
Shuffle the cards and place them
face up on the table. Ask pupils to
work in pairs to find the matching
cards. When they have had
sufficient practise they can do p76.
Textbook pages 75-76 TF 250
Extension Textbook E10 TF 252
Plenary
Additional Resources
Teacher Notes
Generic Starter TF 2-5
Main
Teaching
Extension
Year 6
SATs
Follow-up for Textbook pages
75-76 TF 250
Topic Assessment 8
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Handling data
Using a calculator
5
6
8
days
Handling data
Using a calculator
Shape and space
Reasoning about shapes
6
Teaching File page
Objectives: children will be taught to…
NHM Topic
NHM Section
Solve a problem by representing and interpreting data in tables, charts, graphs and
diagrams, including those generated by a computer, for example:
bar line charts, vertical axis labelled in 2s, 5s, 10s, 20s or 100s, first where
intermediate points have no meaning (e.g. scores on a dice rolled 50 times), then
where they may have meaning (e.g. room temperature over time).
Find the mode of a set of data.
Use the language associated with probability to discuss events, including those with
equally likely outcomes.
Read and plot co-ordinates in all four quadrants.
Recognise where a shape will be after reflection:
in a mirror line touching the shape at a point (side of a shape not necessarily parallel
or perpendicular to the mirror line); in two mirror lines at right angles (side of shape
all parallel or perpendicular to the mirror line).
Recognise where a shape will be after two translations.
Recognise and estimate angles.
Calculate angles in a triangle or around a point.
Data Handling

Using the Data Handling processes (cont.)
Data handling

Probability
Shape

Position, movement and angle
Pupil Sheets
Activity Book page
Textbook page
Home Activities
Check-ups
MATERIALS
383-386
TOOLBOX
Extension
Textbook page
E19-E22
5
6
421-426, 383-395,
368
NHM Mixed Age Planning
55
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122-123, 106-107
E26-E27, E18-E21
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Generic Starter TF 2-5
Tune-in TF 421
Likelihood
Revision of impossible, certain,
likely, unlikely
Main
Teaching
Revise bar-line graphs from
Autumn term unit 6
1 Probability line TF 422
Language of chance
Core
Activities
Explain to children that they will be
working in groups for this unit of
work to design and carry out a
survey involving their class or the
children of the school. Discuss
examples of research questions that
could be investigated, e.g. ‘do boys
do more exercise than girls?’, ‘how
do children feel about the amount
and type of homework they are set
in a week?’
Put children in groups and ask
them to come up with a research
question.
Textbook page 122 TF 425
Support
On strips of paper write different
research questions. Ask groups to
choose a question that they would
like to explore.
Extension
Explain to children that they will be
looking at some other ways of
representing data before they do
their research. They must therefore
be in groups with children who are
all going to do the extension work.
Discuss children’s work
Textbook page 122 TF 425
For q3 provide children with a set
of cards showing different events.
Ask them to match them to each of
the categories given.
Textbook page 122
TF 425
Ask pupils to draw their own
probability scale and think of
various events to label it with.
Plenary
Year 5
Additional
notes
Extra
Resources
NHM Mixed Age Planning
Year 6
Additional Resources
Teacher Notes
Follow-up for Textbook page 122
TF 425
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter
TF 2-7
Revise methods of collecting data.
In particular consider
questionnaires and what makes
successful questions.
If possible introduce children to
software packages appropriate
for data collection and allow them
to be used in the rest of the unit.
Ask children to devise a method of
collection for their research. This
might be a questionnaire or a task
that participants are going to do
(for example children may want to
look at how quickly a child’s heart
rate returns to normal after
exercise)
Give children some templates for
questionnaires say and ask them to
complete them for their research.
2 Listing outcomes and
describing their probabilities
TF 423
1 Café visitors TF 383-384
Introducing line or trend graphs
Extension Textbook page E19
TF 385
If time work on group research.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 123 TF 425
Textbook page 123 TF 425
Before children start, run through
the terminology used on the page,
e.g. ‘multiple’, ‘factor’, etc. For
each one remind pupils of the
meaning and write an explanation
on the board for them to refer to
when answering the questions.
Textbook page 123 TF 425
Give pupils two 1-6 dice. Ask them
to work out the probability of
getting each total from 2-12 if both
dice are rolled.
Follow-up for Textbook page 123
TF 425
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Main
Teaching
Core
Activities
Support
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter
TF 2-7
Discuss with children areas to
consider when collecting data, e.g.
timing, asking people to
participate, how long they will
need to be involved for, etc.
Ask children to collect data. They
should share the workload out
amongst the group and be aware of
the disturbances they are making to
other children/classes.
Ask children to collect data.
Discuss with them how they can
share the workload out amongst the
group and be aware of the
disturbances they are making to
other children/classes.
Revision/Consolidation
Extension
Introduce Extension Textbook
page E20 TF 385
Extension Textbook page E20
TF 385
If time work on group research.
Plenary
Discuss children’s work
Additional Resources
Teacher Notes
Ask pupils to create a poster
showing a probability scale labelled
with events they can think of fitting
each stage of the scale.
Ask pupils to create a poster
showing a probability scale.
Provide a set of cards showing
different events and ask them to
stick them on to their poster with
arrows linking them to the
appropriate part of the scale. Can
they think of some of their own
events to add?
Extension Textbook page E26 TF
426
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Generic Starter TF 2-5
Generic Starter
TF 2-7
Main
Teaching
Revise databases from Autumn
term unit 6
Revision/Consolidation
Core
Activities
Allow children to carry on
collecting data if necessary and
start creating tables to represent
the data they have collected.
Give pairs of pupils two dice. They
must roll the dice 50 times and find
the total each time. In a table ask
them to record how many times
each total is made. Can they make
statements about how likely it is to
roll each total and why?
Support
Allow children to carry on
collecting data if necessary and
start creating tables to represent
the data they have collected. If
necessary provide templates of
tables for children to complete.
Extension
2 Ticket sales TF 384
Introducing the mean/average
Extension Textbook page E21
TF 385
If time work on group research.
Discuss children’s work
Give pairs of pupils two dice. They
must roll the dice 50 times and find
the total each time. In a table ask
them to record how many times
each total is made. Discuss with the
children how often each total
appears. Can they suggest why
some totals might appear more than
others?
Extension Textbook page E27 TF
426
Plenary
Additional
notes
Extra
Resources
Review
Year 5
NHM Mixed Age Planning
Year 6
Additional Resources
Teacher Notes
Discuss children’s work
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Generic Starter TF 2-5
Tune-in TF 383
Revising co-ordinates in the first
quadrant
Main
Teaching
Revise range and mode from
Autumn term unit 6
1 Introducing co-ordinates in all
four quadrants TF 384
Core
Activities
Ask children to complete tables
representing their data and begin to
analyse the information they have
obtained.
Textbook page 106 TF 394
Support
Ask children to complete tables
representing their data and begin to
analyse the information they have
obtained.
Look at the tables of data with the
children and ask questions about
what they can see.
Introduce Extension Textbook
page E22 TF 385
Extension Textbook page E22
Textbook page 106 TF 394
Work with the children as a group
deciding together the answers to
each question.
Extension
Year 5
Year 6
Additional Resources
Teacher Notes
Pupil Activity
TF 385
1 Pupil Sheet 55
TF 385
If time work on group research.
Plenary
Discuss children’s work
Textbook page 106 TF 394
Follow-up for Textbook page 106
TF 395
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 6
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter
TF 2-9
Discuss the best ways of
presenting data and the key
features of graphs.
Revision/consolidation
Discuss how to use collected data
to answer research questions.
Ask children to prepare a
presentation about the research
they have carried out. This should
include graphs as well as
statements about what they did and
what they have discovered, e.g.
range and mode information and
what their data tells them about
their original question.
Ask children to prepare a
presentation about the research
they have carried out. This should
include graphs as well as
statements about what they did and
what they have discovered, e.g.
range and mode information and
what their data tells them about
their original question.
Provide pupils with a suggested
format to follow when preparing
their work.
Ask pupils to carry out some
research to look at their question.
They must prepare a presentation
and their work should include the
new methods of analysing and
presenting data that they have been
introduced to.
Look at children’s presentations.
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity
TF 385
1 Pupil Sheet 55
On a blank four-quadrant grid ask
pupils to draw their own shapes and
write instructions for recreating it
by joining coordinates. Swap with a
friend to reproduce the shape.
Pupil Activity
TF 385
1 Pupil Sheet 55
Extension Textbook page 18 TF
368
Discuss children’s work
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Page 40 of 75
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NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 7
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter
TF 2-9
Discuss the best ways of
presenting data and the key
features of graphs.
2 Completing symmetrical shapes
TF 385
On a four-quadrant co-ordinate
grid
Discuss how to use collected data
to answer research questions.
Ask children to prepare a
presentation about the research
they have carried out. This should
include graphs as well as
statements about what they did and
what they have discovered, e.g.
range and mode information and
what their data tells them about
their original question.
Ask children to prepare a
presentation about the research
they have carried out. This should
include graphs as well as
statements about what they did and
what they have discovered, e.g.
range and mode information and
what their data tells them about
their original question.
Provide pupils with a suggested
format to follow when preparing
their work.
Ask pupils to carry out some
research to look at their question.
They must prepare a presentation
and their work should include the
new methods of analysing and
presenting data that they have been
introduced to.
Look at children’s presentations.
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 107 TF 394
Textbook page 107 TF 394
Provide templates of each shape
which pupils can use to find the
reflections.
Textbook page 107 TF 394
Extension Textbook page 19 TF
368
Follow-up for Textbook page 107
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
TF 395
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 8
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter
TF 2-9
Discuss the best ways of
presenting data and the key
features of graphs.
Revision/consolidation
Discuss how to use collected data
to answer research questions.
Ask children to prepare a
presentation about the research
they have carried out. This should
include graphs as well as
statements about what they did and
what they have discovered, e.g.
range and mode information and
what their data tells them about
their original question.
Ask children to prepare a
presentation about the research
they have carried out. This should
include graphs as well as
statements about what they did and
what they have discovered, e.g.
range and mode information and
what their data tells them about
their original question.
Provide pupils with a suggested
format to follow when preparing
their work.
Ask pupils to carry out some
research to look at their question.
They must prepare a presentation
and their work should include the
new methods of analysing and
presenting data that they have been
introduced to.
Look at children’s presentations.
NHM Mixed Age Planning
Additional Resources
Teacher Notes
On a blank four-quadrant grid ask
pupils to draw their own shapes in
one or two quadrants. Swap with a
friend to reflect the shape into the
remaining quadrants.
Provide children with four-quadrant
grids with simple shapes in one
quadrant for the children to reflect.
If necessary provide templates of
each shape to support the pupils.
Extension Textbook pages 20-21
TF 368
Discuss children’s work
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
Shape and space
Reasoning about shapes
Recognise where a shape will be after reflection in a mirror line parallel to one side
(sides not all parallel or perpendicular to the mirror line).
Recognise where a shape will be after a translation.
Recognise positions and directions:
read and plot co-ordinates in the first quadrant;
recognise perpendicular and parallel lines.
Position, Movement
and Angle

Position, movement and angle
Shape and space
Reasoning about shapes
Read and plot co-ordinates in all four quadrants.
Recognise where a shape will be after reflection:
in a mirror line touching the shape at a point (side of a shape not necessarily parallel
or perpendicular to the mirror line); in two mirror lines at right angles (side of shape
all parallel or perpendicular to the mirror line).
Recognise where a shape will be after two translations.
Recognise and estimate angles.
Calculate angles in a triangle or around a point.
Shape

Position, movement and angle
5
8
6
Teaching File page
Pupil Sheets
Activity Book page
354-371
S.M. Shortcut 1
69-70
111-114
56
108-111
Textbook page
Home Activities
Check-ups
15a, b
E22
MATERIALS
TOOLBOX
5
6
387-398
Co-ordinate grid
NHM Mixed Age Planning
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Extension
Textbook page
43-44, 49
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 354-355
Revising co-ordinates
Generic Starter TF 2-7
Main
Teaching
1 Completing Symmetrical
Shapes TF 355-356
On a co-ordinate grid
3 Translating shapes TF 387
On a four-quadrant co-ordinate
grid
Core
Activities
Textbook page 111 TF 369
Textbook page 108 TF 394
Support
Textbook page 111 TF 369
Provide pupils with squared paper.
Ask them to copy the axes and
shapes onto the paper and draw in
the reflection. They can then read
off the coordinates of the vertices.
Textbook page 111 TF 369
Textbook page 108 TF 394
Provide pupils with a template of
each shape already drawn onto
tracing paper.
Extension
Ask pupils to draw their own axes and
half shapes onto squared paper. Swap
with a partner who has to list the
coordinates of the vertices needed to
complete the shapes then draw in the
other half.
Plenary
Follow-up for Textbook page 111
TF 370
Additional Resources
Teacher Notes
Textbook page 108 TF 394
Ask pupils to answer each question
mentally without using tracing
paper.
Follow-up for Textbook page 108
TF 395
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Generic Starter TF 2-5
Generic Starter TF 2-7
Main
Teaching
2 Drawing 2D Shapes TF 357
On a co-ordinate grid
4 Rotating shapes TF 389
On a four-quadrant co-ordinate
grid
Core
Activities
Pupil Activity TF 357
1 Pupil Sheet 69
Co-ordinates
Textbook page 109 TF 395
Support
Textbook page 109 TF 395
Provide pupils with a template of
each shape already drawn onto
tracing paper.
Extension
Pupil Activity TF 357
1 Pupil Sheet 69
Co-ordinates
Provide pupils with sheets giving a
separate set of axes for each shape
to be drawn.
Pupil Activity TF 357
1 Pupil Sheet 69
Co-ordinates
Ask pupils to write their own lists of
coordinates which if followed
would make a shape. Swap with a
partner who has to follow the
instructions to draw the shape.
Plenary
Discuss children’s work
Follow-up for Textbook page 109
TF 396
Year 5
Year 6
Additional Resources
Teacher Notes
Textbook page 109 TF 395
Ask pupils to come up with general
statements about where a shape
ends up after a given rotation, e.g.
‘a rotation of 900 clockwise will
make the shape end up in an
adjacent quadrant’
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Main
Teaching
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter TF 2-7
3 Completing 2D shapes,
drawing parallel lines TF 358359
5 Naming, estimating, measuring
and drawing angles TF 391
Introducing reflex angles
Additional Resources
Teacher Notes
On a co-ordinate grid
Core
Activities
Textbook page 112 TF 369
Textbook page 110 TF 395
Support
Textbook page 112 TF 369
Provide pupils with squared paper.
Ask them to copy the axes and lines
onto the paper and draw in the
missing sides of the shapes or, in
q2, the parallel lines. They can then
read off the coordinates required.
Textbook page 112 TF 369
On squared paper ask pupils to
draw a set of axes and a simple
picture, e.g. a robot face. They must
then record all the coordinates that
are at a vertex of the picture. Swap
the coordinates with a partner who
must follow them to recreate the
picture.
Follow-up for Textbook page 112
TF 370
Textbook page 110 TF 395
Ask pupils to work in pairs. They
must both measure each angle and
agree on a measurement before
moving onto the next question.
Extension
Plenary
Textbook page 110 TF 395
Ask pupils to draw a picture made
of straight lines. Wherever an angle
appears on their picture they must
measure and label it.
Follow-up for Textbook page 110
TF 396
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Generic Starter TF 2-5
Generic Starter TF 2-7
Main
Teaching
4 Translating shapes TF 359-360
On a squared grid
Revision/consolidation
Core
Activities
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Suggest to the pupils which shape
to use to begin the pattern on each
strip.
Textbook page 113 TF 369
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Give the pupils a template of a
simple shape to start their strip
pattern off with and an instruction
for translation to follow, e.g.
‘translate the shape four units to
the right’.
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Provide pupils with a set of cards
showing angle measurements on,
e.g. 360 or drawings of angles on.
Children must pick a card and
either measure the angle or draw the
matching angle.
Follow-up for Textbook page 113
TF 371
Discuss children’s work
Support
Extension
Plenary
Year 5
Year 6
Additional Resources
Teacher Notes
Provide pupils with a set of cards
showing drawings of angles on.
Children must pick a card and
measure the angle. When they are
confident in measuring angles
provide practice of drawing them.
Ask pupils to continue with their
angle pictures. Can they label the
type of each angle as well as its
size?
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Generic Starter TF 2-5
Generic Starter TF 2-7
Main
Teaching
5 Translating shapes TF 360-362
On a co-ordinate grid
6 Calculating angles TF 393
Core
Activities
Textbook page 114 TF 369
Textbook page 111 TF 395
Support
Textbook page 114 TF 369
Copy the pictures onto squared
paper for the children and ask them
to draw the translated shapes onto
the paper.
Textbook page 111 TF 395
Before children start discuss as a
group the total of the angles of a
triangle and those in a complete
turn and record statements on the
board for children to refer to.
Extension
Textbook page 114 TF 369
Ask pupils to draw a large set of
axes onto squared paper. Starting
at one corner ask them to draw a
shape and then decide on a
translation to create a pattern
going across the page.
Textbook page 111 TF 395
Follow-up for Textbook page 114
TF 371
Follow-up for Textbook page 111
TF 396
Plenary
Year 5
Year 6
Additional Resources
Teacher Notes
Extension Textbook page E22
TF 398
Topic Assessment 15a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
Shape and space
Reasoning about shapes
Recognise positions and directions:
recognise perpendicular and parallel lines.
Understand and use angle measure in degrees.
Identify, estimate and order acute and obtuse angles.
Use a protractor to measure and draw acute and obtuse angles to the nearest 5°.
Calculate angles in a straight line.
Position, Movement
and Angle

Position, movement and angle
Measures, including problems
Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl), including
their abbreviations, and relationships between them. Convert smaller to larger units
(e.g. m to km, cm or mm to m, g to kg, ml to l) and vice versa.
Know imperial units (mile, pint, gallon, lb, oz).
Know rough equivalents of lb and kg, oz and g, miles and km, litres and pints or
gallons
Measure

Weight
5
9
6
Teaching File page
Pupil Sheets
Activity Book page
362-371
S.M. Shortcut 1
71
115-118
278-284
43-44
68-70
Textbook page
Home Activities
MATERIALS
TOOLBOX
5
Check-ups
Extension
Textbook page
45, 50
9
6
NHM Mixed Age Planning
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Resource Sheets
Downloaded from www.myprimary.co.uk
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Generic Starter TF 2-5
Tune-in TF 278
Reading scales
Revision of scales marked in 10 g,
20 g, 50 g, 100 g divisions
Main
Teaching
6 Turns in multiples of 45˚, 30˚
TF 362-363
1 Reading scales to the nearest
100 g, 0.1 kg TF 279
Core
Activities
Textbook page 115 TF 369
Pupil Activities TF 280
1 Weighing familiar objects
2 Pupil Sheet 43
3 Pupil Sheet 44
Support
Textbook page 115 TF 369
Discuss with the children how many
degrees each section on the
temperature gauge and on the clock
is worth. Provide them with a card
gauge and clock on which they can
move the pointer through the
required turn.
Textbook page 115 TF 369
Give pairs of children a picture of a
clock and a card clock. Ask them to
challenge each other to say what
the time will be after a given move,
e.g. ‘move clockwise 120o from 3
o’clock’. Their partner can use the
card clock to check their answer.
Pupil Activities TF 280
3 Pupil Sheet 44
Follow-up for Textbook page 115
TF 371
Discuss children’s work
Extension
Plenary
Year 5
Year 6
Additional Resources
Teacher Notes
Pupil Activities TF 280
1 Weighing familiar objects
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Generic Starter TF 2-5
Generic starter TF 2-7
Main
Teaching
7 Following and describing
pathways TF 364
Revision/consolidation
Core
Activities
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Textbook page 68 TF 283
Year 5
Year 6
Additional Resources
Teacher Notes
Textbook page 116 TF 369
Textbook page 68 TF 283
Work through q1 and 2 with the
children together ensuring they are
all able to read scales before asking
them to do the practical activities.
Extension
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Provide pupils with an enlarged
version of the map which they can
turn around and easily draw routes
onto.
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Ask pupils to draw their own island
maps. They must decide on a spot
where there is treasure buried and
give directions on how to reach it.
Swap with a partner to follow and
find the treasure.
Plenary
Follow-up for Textbook page 116
TF 371
Follow-up for Textbook page 68
TF 283
Support
Textbook page 68 TF 283
Ask children to set each other
further challenges like those in q4.
ask them to produce a display of the
items they find labelled with their
actual weight.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Generic Starter TF 2-5
Generic starter TF 2-7
Main
Teaching
8 Acute and obtuse angles
TF 365-367
2 Kilograms and grams TF 281
Core
Activities
Textbook page 117 TF 370
Textbook page 69 TF 283
Support
Textbook page 117 TF 370
Provide pupils with a piece of
acetate with a right angle drawn
on. This can be placed over each
angle to decide whether they are
smaller or larger than a right
angle.
Textbook page 117 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
using a ruler draw an angle that
they think is roughly the size of that
on the card.
Textbook page 69 TF 283
Work with the children together to
use a spring balance.
Extension
Plenary
Year 5
Follow-up for Textbook page 117
TF 371
Year 6
Additional Resources
Teacher Notes
Textbook page 69 TF 283
In pairs ask children to take it in
turns to put some items in a school
bag. Their partner must hold the
bag and estimate the weight before
measuring it. They must record the
difference between the estimated
and actual weight. At the end each
child must find the total of all their
differences. The person with the
lowest total wins.
Follow-up for Textbook page 69
TF 283
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Year 6
Generic Starter TF 2-5
Generic starter TF 2-7
Main
Teaching
9 Estimating and measuring
angles TF 367
To the nearest 5˚
3 Introducing the tonne TF 281
Core
Activities
Textbook page 118 TF 370
Pupil Activity TF282
1 Weighing and recording task
Support
Textbook page 118 TF 370
In q1 ask the pupils to work in
pairs. Both children must measure
the angle and compare
measurements. They must agree a
size before moving onto the next
question.
Pupil Activity TF282
1 Weighing and recording task
Provide pupils with cards showing
pictures of large animals on along
with their weight in kg. Ask the
children to convert each weight to
tonnes and kilograms and order the
animals from smallest to largest.
Extension
Textbook page 118 TF 370
Ask pupils to use a protractor to
measure the angles they drew the
previous day. How close were their
estimates? Provide further cards
with angles such as 32o, 57o. Ask
pupils to pick a card and draw the
angle using the protractor.
Pupil Activity TF282
1 Weighing and recording task
Ask children to create a poster
showing the weights of different
things they have researched.
Plenary
Follow-up for Textbook page 118
TF 371
Discuss children’s work
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Year 5
Year 6
Generic Starter TF 2-5
Generic starter TF 2-7
Main
Teaching
Revision/Consolidation
Revision/Consolidation
Core
Activities
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
draw the angle using a protractor.
Textbook page 70 TF 283
Support
Provide pupils with a set of cards
with angles drawn on them. In pairs
they must pick a card and estimate
the size of the angle. They can then
use a protractor to see how close
their estimate was.
Ask pupils to create a poster that
would describe to an alien what a
protractor is used for and how to
use it.
Textbook page 70 TF 283
For q3 and 4 work with the children
as a group and decide on the
calculations needed to find the
answers.
Discuss children’s work
Follow-up for Textbook page 70
TF 283
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 70 TF 283
Ask the children to find the total
weight of the boys in the class and
then the girls. Can they estimate the
total weight of all the girls/boys in
the school? Can they explain how
they did this?
Topic Assessment 9
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Measures, including problems
5
10
Measures, including problems
6
Objectives: children will be taught to…
NHM Topic
NHM Section
Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml), including
their abbreviations, and relationships between them. Convert larger to smaller units
(e.g. km to m, m to cm or mm, kg to g, l to ml).
Know imperial units (mile, pint, gallon).
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.
Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl), including
their abbreviations, and relationships between them. Convert smaller to larger units
(e.g. m to km, cm or mm to m, g to kg, ml to l) and vice versa.
Know imperial units (mile, pint, gallon, lb, oz).
Know rough equivalents of lb and kg, oz and g, miles and km, litres and pints or
gallons.
Volume/Capacity

Volume/Capacity
Mixed Measure

Mixed measure
Measure


Volume/Capacity
Mixed measure
Teaching File page
Pupil Sheets
Activity Book page
320-325, 326-328
62-63
97-103
Textbook page
Home Activities
Check-ups
13
E16
MATERIALS
TOOLBOX
Extension
Textbook page
5
334-343
90-95
6
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Main
Teaching
Year 5
Year 6
Tune-in TF 320
The litre
Revising litre/millilitre
relationships
Tune-in TF 334
Tenth of a litre
Revising the relationship 1/10 l =
100 ml
1 The tenth of a litre TF 321
Introducing the relationship
1 l = 100ml
1 The centilitre TF 335
Introducing the relationships 1 l =
100 cl, 1 cl = 10 ml
Additional Resources
Teacher Notes
10
Core
Activities
Textbook page 97 TF 324
Textbook page 90 TF 337
Support
Textbook page 97 TF 324
For q2 and 3 work with the pupils
as a group and convert each
measurement to ml before they
order/add them.
Textbook page 90 TF 337
Work with the children as a group
and convert all the measurements in
q2, 3 and 4 to ml before asking
pupils to compare/order them.
Extension
Textbook page 97 TF 324
Provide pupils with a set of cards
showing measurements in ml and l.
Having shuffled the cards, pupils
must take it in turns to select three
or four cards and find the total
volume.
Follow-up for Textbook page 97
TF 325
Textbook page 90 TF 337
Ask children to say a statement, e.g.
‘25cl is the same volume as ¼ l’.
Their partner must say if the
statement is true or false.
Plenary
Follow-up for Textbook page 90
TF 337
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Year 5
Year 6
Generic Starter TF 2-5
Generic Starter TF 2-7
Main
Teaching
2 Scales TF 321-322
Reading scales with
100ml/50ml/20ml/10ml divisions
2 Estimating and measuring
capacities in centilitre TF 336
Core
Activities
Pupil Activities TF 322
1 Pupil Sheet 62
Scales with 100ml, 50ml, 20ml,
10ml divisions
Textbook page 91 TF 337
Support
Pupil Activities TF 322
1 Pupil Sheet 62
Scales with 100ml, 50ml, 20ml,
10ml divisions
2 Pupil Sheet 63
Template
Textbook page 91 TF 337
Work with the children as a group
giving them extra practice of
reading scales in cl before they do
the practical activity.
Extension
Pupil Activities TF 322
1 Pupil Sheet 62
Scales with 100ml, 50ml, 20ml,
10ml divisions
Provide pupils with an unmarked
clear container and a litre
measuring jug. Ask them to draw
onto the unmarked container a
scale showing 0 – 1000ml marked
off in 100ml sections.
Discuss children’s work.
Textbook pages 91-92 TF 337
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Follow-up for Textbook page 91
TF 337
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Generic Starter TF 2-5
Tune-in TF 340
Revising Imperial units and their
metric equivalents
Main
Teaching
3 Estimating and measuring
capacities TF 322-323
Revision/Consolidation
Core
Activities
Textbook pages 98-99 TF 324
Textbook page 92 TF 337
Support
Textbook pages 98-99 TF 324
Work with the pupils as a group on
p99 and discuss the questions
orally.
Textbook page 92 TF 337
Work with the children as a group
and convert all the measurements in
the questions to ml before asking
pupils to find the answers.
Extension
Textbook pages 98-99 TF 324
Provide pupils with a selection of
unmarked containers. Ask them to
use the container they labelled the
previous day to fill the containers
with given amounts of water, e.g.
400ml, 650ml. They can then use a
measuring cylinder to see how
accurate their scale is.
Follow-up for Textbook pages
98-99 TF 325
Extension Textbook page E16
TF 339
Plenary
Year 5
Year 6
Additional Resources
Teacher Notes
Follow-up for Textbook page 92
TF 337
Topic Assessment 13
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Generic Starter TF 2-5
Generic Starter TF 2-7
Main
Teaching
4 Introducing the cubic
centimetre TF 323
Core
Activities
Textbook pages 100-101 TF 324
1 Introducing feet, inches, pounds
and ounces TF 341
Exploring relationships with metric
units
Textbook page 93 TF 342
Support
Textbook pages 100-101 TF 324
For p101 ask pupils to make each
shape before they try to answer q1.
Extension
Textbook pages 100-101 TF 324
Ask pupils to record the dimensions
of the cuboids they made in q3.
Repeat the exercise making as many
cuboids as they can with a volume
of say 24cm3. Can they see any
patterns between the dimensions
and the volume of a cuboid?
Follow-up for Textbook pages
100-101 TF 325
Plenary
Year 5
Year 6
Additional Resources
Teacher Notes
Textbook page 93 TF 342
Work with the children as a group
and decide on and record the
calculations needed to answer each
question before asking pupils to
find the answers independently.
Textbook page 93 TF 342
Provide pupils with some recipes.
Ask them to make up word
problems related to the recipes for a
partner to solve.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Starter
Year 5
Year 6
Tune-in TF 326
Personal measurements
Introducing imperial units
Generic Starter TF 2-7
Main
Teaching
1 Miles, pints, gallons TF 326-327
Exploring relationships with metric
units
Revision/Consolidation
Core
Activities
Textbook pages 102-103 TF 328
Textbook page 95 TF 342
Support
Textbook pages 102-103 TF 328
Before doing p102 work with the
pupils as a group and make a
conversion table for miles to km, ml
to pints and gallons to litres.
Ensure the tables go from 110miles, 1-5 pints and 1-10 gallons.
Extension
Textbook pages 102-103 TF 328
Ask pupils to design a poster
explaining all the different
measurement units they know. They
must include examples of what it
might be appropriate to measure
with different units and any
conversions they know.
Follow-up for Textbook pages
102-103 TF 328
Textbook page 95 TF 342
For q4, provide pupils with a set of
cards showing the metric units
suitable for measuring each item.
Ask them to put the cards against
the matching questions. Repeat with
a set of cards showing imperial
units.
Textbook page 95 TF 342
Provide pupils with some recipes
where the measurements are shown
in imperial units. Ask pupils to
convert the measurements to metric
equivalents.
Plenary
Additional Resources
Teacher Notes
Follow-up for Textbook page 95
TF 343
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Mental calculation strategies (+ and )
5
11
Pencil and paper procedures (+ and )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Mental calculation strategies (+ and )
6
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.
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).
Use informal pencil and paper methods to support, record or explain additions and
subtractions. Extend written methods to:
column addition/subtraction of two integers less than 10000;
addition of more than two integers less than 10000;
addition or subtraction of a pair of decimal fractions, both with one or both with two
decimal places (e.g. £29.78 + £53.34).
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.
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 four-digit numbers
Subtraction

Written methods of subtraction
Subtraction

Subtraction involving numbers with four or more digits
decimals.
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
Check-ups
87-92, 120-124
17
21-24, 33-34
5
7
2a, b, 3a, b
E2-E4
93-101
Number line, grid
7-8
18
6
6
2a, b
MATERIALS
TOOLBOX
5
6
NHM Mixed Age Planning
Page 63 of 75
Extension
Textbook page
55-57
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Tune-in TF 87-88
Adding a three-digit number and a
two-digit multiple of 10
Tune-in TF 93
Revising mental subtraction of a
three-digit multiple of 100
Main
Teaching
1 Adding a four-/five-digit
number and a two-digit multiple
of 10 TF 88
1 Subtracting mentally a fourdigit multiple of 100, 50
TF 93
Core
Activities
Textbook page 21 TF 90
Pupil Activity TF 95
1 Pupil Sheet 7
Support
Textbook page 21 TF 90
Discuss with the pupils as a group
the calculations needed to answer
q1, 3, 5 and 6. Allow pupils to use
informal jottings to support them in
finding the answers.
Textbook page 21 TF 90
Provide pupils with a set of cards
showing four-digit numbers all of
whom end in 50 or more and a set
of cards showing 50, 60,70 ,80 90.
Ask pupils to take a card from each
set and find the total as quickly as
they can. How many questions can
they do in two minutes? Can they
beat their record?
Follow-up for Textbook page 21
TF 91
Pupil Activity TF 95
1 Pupil Sheet 7
Allow pupils to use informal
jottings to find their answers.
Extension
Plenary
Additional Resources
Teacher Notes
Pupil Activity TF 95
1 Pupil Sheet 7
On the board write the total to all
the answers to the questions. When
pupils have finished the sheet they
can use a calculator to find the total
to all their answers. If their total
does not match the one on the board
they must find and correct their
mistakes.
Discuss children’s work
Home Activity 6
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer 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 multiple of
100 to a three-/four-digit number
TF 89
Bridging a multiple of 1000
2 Subtracting mentally three/four-digit numbers TF 95
No bridging/bridging a multiple of
10
Core
Activities
Pupil Activity TF 89
1 Adding game
Textbook page 22 TF 90
Textbook page 18 TF 98
Support
Pupil Activity TF 89
1 Adding game
In envelope A put the cards 300,
300, 400, 400, 500, 500, 600
Pupil Activity TF 89
1 Adding game
Include cards over 1000 in each
envelope. Ask pupils to have five
goes each and record their answers
each time. Find the total of each
player’s answers using a
calculator. The winner is the one
with the highest total.
Follow-up for Textbook page 22
TF 91
Textbook page 18 TF 98
Allow pupils to use informal
jottings to find their answers.
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 18 TF 98
Provide pupils with a set of cards
showing four-digit numbers. Ask
pupils to choose two cards and find
the difference between the numbers,
mentally if possible. Their partner
can time how long it takes them to
answer ten questions. Can they
improve on their time?
Follow-up for Textbook page 18
TF 99
Home Activity 5
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer 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 Using a standard written
method TF 90
3 Subtracting mentally a three/four-digit number from a
multiple of 1000 TF 96
Core
Activities
Textbook pages 23-24 TF 91
Pupil Activity TF 97
1 Pupil Sheet 8
Support
Textbook pages 23-24 TF 91
Work with the pupils as a group
and decide the calculations
required to answer q1,2,3 and 5.
Ask pupils to write down the
calculations and then ask them to
work out the answers independently
using a method of their choice.
Pupil Activity TF 97
1 Pupil Sheet 8
Allow pupils to use informal
jottings to find all their answers if
necessary.
Extension
Textbook pages 23-24 TF 91
Extension Textbook page E2
TF 95
Pupil Activity TF 97
1 Pupil Sheet 8
Put the questions on the board and
ask pupils to answer them mentally
as quickly as they can.
Plenary
Follow-up for Textbook pages 2324 TF 91
Check-up 6
Additional Resources
Teacher Notes
Topic Assessment 2a, b
Check-up 7
Topic Assessment 2a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Year 6
Tune-in TF 120-121
Revising written methods of
subtracting three-digit numbers
Generic Starter TF 2-7
1 Subtraction involving four-digit
numbers TF 121-122
Extending the use of a standard
written method
Textbook pages 33-34 TF 123-124
Revision/consolidation
Support
Textbook pages 33-34 TF 123-124
Work with the pupils as a group
and decide the calculations
required to answer q1 and 3. Ask
pupils to write down the
calculations and then ask them to
work out the answers independently
using an extended method if
required.
Provide pupils with further practice
of answering the types of questions
used in the previous days. Discuss
mental strategies with them and
encourage them to try and answer
the questions mentally before
resorting to jottings.
Extension
Textbook pages 33-34 TF 123-124
Ask pupils to answer the questions
on p34 without using a calculator.
Can they make up their own puzzles
to swap with a friend to solve?
Ask pupils to design a poster
explaining all the different
strategies they know for doing
mental subtraction.
Plenary
Follow-up for Textbook pages
33-34 TF 124
Discuss children’s work
Main
Teaching
Core
Activities
Additional Resources
Teacher Notes
Ask pupils to design a poster
explaining all the different
strategies they know for doing
mental subtraction.
Topic Assessment 3a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 5
Year 5
Year 6
Starter
Specific Starter for Subtraction
TF 16-19
Generic Starter TF 2-7
Main
Teaching
Further Teaching TF 122-123
1 Subtracting by ‘counting up’
Exploring an alternative written
method
Pupil Activity TF 123
1 Pupil Sheet 17
Written methods, complementary
addition
Revision/consolidation
Core
Activities
Support
Extension
Plenary
Pupil Activity TF 123
1 Pupil Sheet 17
Written methods, complementary
addition
Give pupils the first two sections of
the sheet to attempt. If they find this
method useful give them further
practice involving three-digit
numbers only.
Extension Textbook pages
E3-E4 TF 127
Discuss children’s work
Additional Resources
Teacher Notes
Ask pupils to continue with their
posters providing examples of
calculations that would be best
solved using each strategy they
have described.
Provide pupils with further practice
of answering the types of questions
used in the previous days. Discuss
mental strategies with them and
encourage them to try and answer
the questions mentally before
resorting to jottings.
Provide pupils with a set of cards
showing four-digit numbers. Ask
pupils to choose two cards and find
the difference between the numbers,
mentally if possible. Their partner
must use a calculator to find the
answer at the same time. If a child
get the right answer and beats the
calculator they score a point.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Mixed Age Planning Year 5 & Year 6
Summer Term
Unit
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
Properties of numbers
Reasoning about numbers
Make general statements about odd or even numbers, including the outcome of sums
and differences.
Recognise multiples of 6, 7, 8, 9, up to the 10th multiple.
Know and apply tests of divisibility by 2, 4, 5, 10 or 100.
Know squares of numbers to at least 10 × 10.
Find all the pairs of factors of any number up to 100.
Number Properties

Number properties
Mental calculation strategies (+ and )
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
Subtraction

Subtraction involving numbers with four or more digits
Data Handling


Spreadsheets and databases
Bar charts with class intervals
5
12
Pencil and paper procedures (+ and )
6
decimals.
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Activity Book page
263-271
N.G. Shortcut 1
S.T. Shortcuts 1, 3,
5
97-99, 411-420
Number line, grid
51
80-81
57-58
19-20, 117-121
Textbook page
Home Activities
Check-ups
MATERIALS
TOOLBOX
5
6
NHM Mixed Age Planning
Page 69 of 75
E11-E12
2a, b, 16
Extension
Textbook page
55-57
E2
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Resource Sheets
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 1
Starter
Year 5
Year 6
Generic Starter TF 2-5
Specific Starter for Subtraction
TF 19-21
Main
Teaching
4 Multiples TF 263-264
4 Subtracting from numbers with
five or more digits TF 97
Standard written method
Core
Activities
Pupil Activities TF 264
1 Venn diagrams
Textbook pages 19-20 TF 98
Support
Pupil Activities TF 264
1 Venn diagrams
Provide pupils with a large Venn
diagram already drawn and a set of
cards showing the stations of the 5
and 3 times tables. Ask them to
work in pairs to place the cards in
the correct part of the Venn
diagram.
Textbook pages 19-20 TF 98
For q3 and 4 on p19 work with the
children to agree on how to lay out
each question.
Discuss with the children together
the questions on p20 and how they
might solve them.
Extension
Pupil Activities TF 264
2 Choosing multiples
Textbook pages 19-20 TF 98
Plenary
Discuss children’s work
Additional Resources
Teacher Notes
Extension Textbook page E2
TF 102
Follow-up for Textbook pages 1920 TF 99
Topic Assessment 2a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 2
Starter
Year 5
Generic Starter TF 2-5
Year 6
Additional Resources
Teacher Notes
Tune-in TF 411
Extracting information from a
table
Consolidation
Main
Teaching
Revision/consolidation
1 Working with spreadsheets
TF 412
Core
Activities
Pupil Activities TF 264
2 Choosing multiples
3 Colouring multiples on 100squares
Textbook pages 117-118 TF 414
Textbook page 80 TF 267-268
Pupil Activities TF 264
3 Colouring multiples on 100squares
Extension
Pupil Activities TF 264
1 Venn diagrams
Provide pupils with a set of cards
showing two- and three-digit
multiples of 3 and 5. Ask them to
turn a card over and enter the
number into the correct part of the
Venn diagram.
Textbook pages 117-118 TF 414
Work with the children as a group
to complete the spreadsheet before
asking pupils to answer the
questions.
Textbook pages 117-118 TF 414
Ask pupils to enter the information
onto a computer spreadsheet and
alter it according to the changes
made in q2 and3. Ask pupils to
comment on the
advantages/disadvantages of using
the computer for this type of work.
Plenary
Follow-up for Textbook page 80
TF 267
Follow-up for Textbook pages 117118 TF 415
Support
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 3
Starter
Year 5
Year 6
Generic Starter TF 2-5
Generic starter TF 2-9
Main
Teaching
5 Factors TF 265-266
2 Using a database TF 413
Core
Activities
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Textbook pages 119-120 TF 414
Support
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Go through each question with the
children as a group and decide
which factors to split each number
into and complete the first line for
each question. Then ask pupils to
complete the sheet independently.
Textbook pages 119-120 TF 414
Ask the children to work in pairs to
decide on each answer.
Extension
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Extension Textbook pages
E11 TF 269-270
Follow-up for Textbook page 81
TF 268
Textbook pages 119-120 TF 414
Ask children to choose a phone
model and give their partner clues
to identify their choice, e.g. ‘this
phone has fewer than 20 rings’.
Follow-up for Textbook pages 119120- TF 415
Plenary
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
Week
Day 4
Starter
Year 5
Generic Starter TF 2-5
Year 6
Additional Resources
Teacher Notes
Tune-in TF 416
Frequency table
Main
Teaching
Revision/Consolidation
1 Introducing bar charts with
class intervals TF 417
Core
Activities
Textbook page 81 TF 268
Pupil Activity TF 419
Support
Textbook page 81 TF 268
Provide pupils with a multiplication
table to support them in q1 and 2.
For q3 Provide a copy of the Venn
diagram and a set of 1-20 cards.
Ask them to place the cards into the
correct parts of the Venn diagram.
Textbook page 81 TF 268
Extension Textbook pages
E12 TF 269-270
Pupil Activity TF 419
Discuss children’s work
Discuss children’s work
Extension
Plenary
1 Pupil Sheet 58
1 Pupil Sheet 58
Provide a blank table and bar chart
for the children to complete as they
collect information about their
class.
Pupil Activity TF 419
1 Pupil Sheet 58
Ask the children to carry out their own
activity similar to that in the Tune in,
e.g. they could see how many hops each
child can do in 30 seconds. Ask them to
record their data in a frequency table
then display it on a bar chart.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer 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
Provide pupils with a series of true
and false statements, e.g. ’112 is a
multiple of 8’, ’12 is a factor of
226’. Ask pupils to write ‘true’ or
‘false’ next to each one.
Provide pupils with a series of true
and false statements, e.g. ’56 is a
multiple of 8’, ’10 is a factor of 26’.
Only choose statements that are
within the times tables range. Ask
pupils to work in pairs to write
‘true’ or ‘false’ next to each one.
Ask pupils to work in pairs. They
must take it in turns to write a
number down in secret. Their
partner must then ask questions
about the number using the word
‘multiple’ or ‘factor’ in each
question. How many questions does
it take to guess the number?
Textbook page 121 TF 419
Discuss children’s work
Follow-up for Textbook page 121
TF 419
Support
Extension
Plenary
Additional Resources
Teacher Notes
Textbook page 121 TF 419
Work with the children as a group
and discuss the questions in q1
orally.
Textbook page 121 TF 419
Provide pupils with newspaper
cuttings showing examples of bar
charts. Ask them to try and write
statements about what each chart
shows.
Topic Assessment 16
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning Year 5 and Year 6 Summer Term
NHM Mixed Age Planning
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