NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
Place value, ordering and rounding
Reading numbers from scales
4
1
3
days
Place value, ordering and rounding
Using a calculator
5
Objectives: children will be taught to…
NHM Topic
NHM Section
Read and write whole numbers to at least 10000 in figures and words, and know
what each digit represents.
Partition numbers into thousands, hundreds, tens and ones.
Add/subtract 1, 10, 100 or 1000 to/from any integer, and count on or back in tens,
hundreds or thousands from any whole number up to 10000.
Read and write the vocabulary of comparing and ordering numbers. Use symbols
correctly, including less than (<), greater than (>), equals (=).
Give one or more numbers lying between two given numbers and order a set of
whole numbers less than 10000.
Read and write whole numbers in figures and words, and know what each digit
represents.
Use the vocabulary of comparing and ordering numbers, including symbols such as
<, >, , , =. Give one or more numbers lying between two given numbers. Order a set
of integers less than 1 million.
Develop calculator skills and use a calculator effectively.
Numbers to 10 000

Place value, comparing and ordering
Numbers to Millions

Number names, ordinal numbers
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
7-11, 47-61
PVG, Shortcuts 1-3
6-8
4-6
1
4
10
8-9
5
55-59
N.G. Shortcut 1
N.L. Shortcut 1
Home Activities
Check-ups
MATERIALS
TOOLBOX
NHM Mixed Age Planning
E1-E2
3
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Extension
Textbook page
3-4, 19-33
55-57
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Support
Year 4
Year 5
Tune-in TF 47-48
Hundreds, tens and units
Revising place value for 3-digit
numbers
Tune-in TF 55
Number names to 1000
Revising names for four-digit
numbers
1 Thousands, hundreds, tens and
units TF 48-49
Introducing place value for 4-digit
numbers
2 Digit values TF 50-51
Recognising the value of digits in
different places
Pupil Activities TF 49-50
2 Digits game
1 Number names to millions
TF 56
Textbook page 4 TF 59
Pupil Activities TF 49-50
1 Pupil Sheet 6 Place value
Extension
Pupil Activities TF 49-50
2 Digits game
Ask pupils to make up their own
number puzzles like q3 on Textbook
p4. Swap with a partner to solve.
Plenary
Follow-up for Textbook page 4
TF 59
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 57
1 Pupil Sheet 10
Number names
Pupil Activity TF 57
1 Pupil Sheet 10
Number names
Provide pupils with place value
notation cards. Show them how to
use the cards to make up each sum
from the word form. Use this to
identify the matching number.
Pupil Activity TF 57
1 Pupil Sheet 10
Number names
Prepare a mixture of cards showing
either an amount in words or
numerals. In pairs, ask pupils to
take it in turns to pick a card and
write down the amount in another
form, i.e. words if it appears in
numerals and vice versa.
Discuss children’s work.
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Year 4
Year 5
Specific Starter for Numbers to
10 000 TF 7-11
Specific Starter for Numbers to
millions
TF 7-11
Main
Teaching
3 Adding/Subtracting 1, 10, 100,
1000 TF 51-53
Revision/Consolidation
Core
Activities
Pupil Activities TF 53-54
1 Adding/subtracting game
Textbook page 5 TF 59
Textbook page 8 TF 59
Support
Pupil Activities TF 53-54
1 Adding/subtracting game
Provide three-digit numbers and
addition/subtraction cards for 1, 10
and 100.
Pupil Activities TF 53-54
2 Pupil Sheet 7
Adding/subtracting 1, 10, 100, 1000
Textbook page 8 TF 59
Allow pupils to use place value
notation cards for support.
Extension
Plenary
Home Activity 1
Additional Resources
Teacher Notes
Textbook page 8 TF 59
Provide pupils with a set of cards
showing numbers in words and
figures and a set labelled 1 000 000
more, 1 000 000 less, 100 000
more/less, 10 000 more/less and
1000 more/less. Ask pupils to take it
in turns to pick a card from each set
and record the original number and
the resulting number after the
operation has been applied.
Follow-up for Textbook page 8
TF 59
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Year 4
Year 5
Specific Starter for Numbers to
10 000 TF 7-11
Specific Starter for Numbers to
millions
TF 7-11
Main
Teaching
4 Comparing and ordering 4-digit
numbers TF 54-55
2 Extending ordinal number
names to hundredth and notation
to 100th TF 57-58
Core
Activities
5 Numbers halfway between
TF 56-58
Pupil Activities TF 55-56
1 Using < and > signs
Support
Textbook page 6 TF 59
Pupil Activity TF 58
1 Pupil Sheet 8
Numbers halfway between
Pupil Activities TF 55-56
3 Ordering number cards
Extension
Pupil Activities TF 55-56
2 < and > dominoes
Play in pairs
Plenary
Follow-up for Textbook page 6
TF 59-60
Extension Textbook pages E1-E2
TF 60-61
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 9 TF 59
Textbook page 9 TF 59
For q 2 and 3, provide the answers
on cards and ask pupils to work in
pairs to match each card to the
right question.
Textbook page 9 TF 59
Provide pupils with a results list
from a sports event, e.g. the London
Marathon, a local Fun Run, County
schools football competition. Ask
questions such as ‘who came 53rd?’,
‘Who was three places ahead of D.
Smith? What position did they
come?’
Follow-up for Textbook page 9
TF 59
Check-up 3
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Year 5
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 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Year 5
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 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
2
5
days
4
Understanding + and –
Mental calculation strategies (+ and )
Pencil and paper procedures
(+ and )
5
Money and ‘real life’ problems
Making decisions and checking
results
Understanding x and 
Mental calculation strategies (x and
)
Objectives: children will be taught to…
NHM Topic
NHM Section
Consolidate understanding of relationship between + and -.
Count on or back in repeated steps of 1, 10 or 100.
Partition into tens and units, adding the tens first.
Identify near doubles, using known doubles (e.g. 150 + 160).
Add or subtract the nearest multiple of 10, then adjust.
Use known number facts and place value to add or subtract mentally, including
any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Addition to 1000

Addition involving three-digit numbers: mental
strategies
Understand the effect of and relationships between the four operations, and the
principles (not the names) of the arithmetic laws as they apply to multiplication.
Begin to use brackets.
Derive quickly or continue to derive quickly:
division facts corresponding to tables up to 10 × 10; doubles of all whole numbers 1
to 100 (e.g. 78 × 2); doubles of multiples of 10 to 1000 (e.g. 670 × 2); doubles of
multiples of 100 to 10000 (e.g. 6500 × 2); and the corresponding halves.
Use doubling or halving, starting from known facts. For example:
double/halve any two-digit number by doubling/halving the tens first;
double one number and halve the other; to multiply by 25, multiply by 100 then
divide by 4; find the ×16 table facts by doubling the ×8 table; find sixths by halving
thirds.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Multiplication

Using doubles
Division

Halving; linking multiplication and division
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
11-16, 97-107
13-16
18-22
5-6
6
20-21
42-43
MATERIALS
TOOLBOX
Check-ups
Extension
Textbook page
6, 19-25
4
5
144-149
M.F. Shortcut 1
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
Year 4
Year 5
Tune-in TF 98
Large and little
Tune-in TF 144-145
Revising doubles
1 Bin it TF 98
Adding a three-digit number and a
single digit bridging a multiple of
10/100
Pupil Activity TF 99
1 Pupil Sheet 13
A three-digit number and a single
digit, with bridging
1 Doubling a number ending in 5
TF 145
Pupil Activity TF 99
1 Pupil Sheet 13
A three-digit number and a single
digit, with bridging
Provide the answers to the
questions on pieces of card. Ask the
pupils to place the cards in the
correct places on the worksheet.
Pupil Activity TF 99
1 Pupil Sheet 13
Ask pupils to time themselves to see
how quickly they can complete the
sheet mentally.
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Work with the pupils as a group
and discuss how each question will
be turned into a simpler calculation
before pupils find the answers
independently.
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Provide pupils with two sets of
cards, one showing multiples of 5 to
100, the other two-digit numbers.
Ask pupils to pick a card from each
set and multiply the two numbers
together using a strategy of their
choice.
Discuss children’s work.
Discuss children’s work.
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Main
Teaching
Core
Activities
Year 4
Year 5
Specific Starter for Addition to
1000 TF 11-16
Specific Starter for Multiplication
TF 19-22
2 Machines TF 99-100
Adding a three-digit number and a
multiple/near multiple of 10
3 Book Bus TF 101
Adding a three-digit number and a
multiple of 10
Textbook pages 18-19 TF 106
2 Halving an even number
TF 146
Support
Textbook pages 18-19 TF 106
Work through the questions with the
pupils orally and allow them to
record the calculation that needs to
be done for each question. When
they complete the pages
independently encourage them to
use blank number lines for support.
Extension
Textbook pages 18-19 TF 106
Put a set of questions and answers
on the board which include some
errors. Ask the pupils to check the
answers and correct mistakes.
Plenary
Follow-up for Textbook pages
18-19 TF 107
Home Activity 5
Additional Resources
Teacher Notes
Pupil Activity TF 146
2 Pupil Sheet 21
By halving an even number, then
doubling
Pupil Activity TF 146
2 Pupil Sheet 21
By halving an even number, then
doubling
Work with the pupils as a group
and discuss how each question will
be turned into a simpler calculation
before pupils find the answers
independently.
Pupil Activity TF 146
2 Pupil Sheet 21
By halving an even number, then
doubling
Provide pupils with a set of 10 –
100 cards. Ask them to work in
pairs and take it in turns to select
two cards. They must find the
product of their numbers explaining
their strategy to their partner.
Discuss children’s work
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Main
Teaching
Core
Activities
Support
Extension
Year 4
Year 5
Specific Starter for Addition to
1000 TF 11-16
Specific Starter for Multiplication
TF 19-22
4 Adding two-/three-digit
numbers and multiples of 10/100
TF 101-102
Revision/Consolidation
5 Doubles/near doubles of
multiples of 5 TF 102-103
Pupil Activity TF 102
1 Pupil Sheet 14
Two-/three-digit numbers and
multiples of 10
Pupil Activity TF 103
1 Pupil Sheet 15
Pupil Activity TF 102
1 Pupil Sheet 14
Two-/three-digit numbers and
multiples of 10
Provide the pupils with sets of place
value notation cards to help them
answer the questions.
Pupil Activity TF 103
1 Pupil Sheet 15
Work with the pupils as a group to
list all the doubles of multiples of 5
from 5 to 100 before they complete
the sheet.
Pupil Activity TF 102
1 Pupil Sheet 14
Two-/three-digit numbers and
multiples of 10
Pupil Activity TF 103
1 Pupil Sheet 15
Provide pupils with a 0-9 die and a
set of cards showing the multiples
of 5 from 0 – 100. Pupils take it in
turns to roll the die twice to create
a two-digit number. They must then
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 42 TF 146
Textbook page 42 TF 146
Before pupils attempt the
questions independently, go
through them as a group and
discuss and record the
strategies they could use to gain
an easier calculation to
perform.
Textbook page 42 TF 146
Ask pupils to try and do all the questions
mentally (with no intermediate
recording) as quickly as they can.
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Plenary
take a card and add their number to
the one shown on the card.
Discuss children’s work.
Follow-up for Textbook page 42
TF 149
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Specific Starter for Addition to
1000 TF 11-16
Year 5
Additional Resources
Teacher Notes
Specific Starter for Multiplication
TF 19-22
Main
Teaching
6 Doubles of multiples of 50
TF 103-104
Core
Activities
7 Doubles of three-digit multiples
of 10 TF 104-105
Pupil Activity TF 104
1 Pupil Sheet 16
Doubles of multiples of 50, pairs
totalling 1000
Support
Extension
Plenary
Textbook page 20 TF 106
Pupil Activity TF 104
1 Pupil Sheet 16
Give pupils two sets of cards, one
showing multiples of 50 to 1000, the
other showing the doubles of these
numbers. Ask the pupils to work in
pairs to match up the two sets of
cards.
Pupil Activity TF 104
1 Pupil Sheet 16
Give pairs of children a set of cards
showing multiples of 50 less than
1000. Pupils take turns to pick a
card and decide what must be
added to the number to make 1000.
They must keep a running total of
their answers. The person to reach
5000 first is the winner.
Follow-up for Textbook page 20
TF 107
Home Activity 6
3 Multiplying by 16 TF 147
Ask pupils to make a bingo card
with stations in the 16 times table
on it. Provide a suitable caller card
asking questions such as ‘3 x 16’.
Provide pupils with bingo cards
showing the first 6 stations in the 16
times table. Provide a suitable
caller card.
Ask pupils to Find the first 10
stations in the 18 times table and 22
times table. How did they find their
answers? What known table did
they use?
Discuss children’s work.
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Specific Starter for Addition to
1000 TF 11-16
Year 5
Additional Resources
Teacher Notes
Specific Starter for Multiplication
TF 19-22
Main
Teaching
8 Adding to make the next
multiple of 100 TF 105-106
4 Multiplying by 50, 25
TF 147-148
Core
Activities
Textbook pages 21-22 TF 106
Textbook page 43 TF 148
Support
Textbook page 21 TF 106
Encourage pupils to use blank
number lines to find their answers.
Extension
Textbook pages 21-22 TF 106
Ask pupils to make up their own
clues for a set of keys for doors
numbered, say, 285, 530 and 745.
Swap with a partner to solve.
Follow-up for Textbook pages
21-22 TF 107
Textbook page 43 TF 148
Work with the pupils as a group
discussing the first few questions in
each section together before they
attempt the other questions
independently. Work together to
create a doubles table for 16.
Textbook page 43 TF 148
Ask pupils to create a poster
describing easy ways of multiplying
by two digit numbers such as 50,
multiples of 5, 16, etc.
Follow-up for Textbook page 43
TF 149
Plenary
Check-up 6
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
Unit
3
4
5
Understanding + and –
Mental calculation strategies (+ and )
Pencil and paper procedures
(+ and )
Money and ‘real life’ problems
Making decisions and checking
results
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
Objectives: children will be taught to…
NHM Topic
NHM Section
Consolidate understanding of relationship between + and -.
Find a small difference by counting up (e.g. 5003 - 4996).
Count on or back in repeated steps of 1, 10 or 100.
Add or subtract the nearest multiple of 10, then adjust.
Continue to use the relationship between addition and subtraction.
Use known number facts and place value to add or subtract mentally, including
any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Subtraction to 1000

Subtraction involving three-digit numbers: mental
strategies
Derive quickly or continue to derive quickly:
doubles of all whole numbers 1 to 100 (e.g. 78 × 2);
doubles of multiples of 10 to 1000 (e.g. 670 × 2);
doubles of multiples of 100 to 10000 (e.g. 6500 × 2);
and the corresponding halves.
Use doubling or halving, starting from known facts. For example:
double/halve any two-digit number by doubling/halving the tens first;
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Division

Halving; linking multiplication and division
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
17-20, 130-140
23-24
29-33
8-9
8-9
Extension
Textbook page
5, 19-31
172-177
M.F. Shortcut 1
28-29
51-52
15
7-8, 15-23, 33
MATERIALS
TOOLBOX
Check-ups
4
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Year 4
Year 5
Tune-in TF 130-131
Money spinner
Revising subtraction of a single
digit from 100/multiple of 100
Tune-in TF 172-173
Doubling and halving, Revision
Main
Teaching
1 Collections TF 131-132
Subtracting a single digit bridging
a multiple of 100/10
1 Halving TF 173-174
Halves of three- and four-digit
numbers
Core
Activities
Textbook page 29 TF 139
Pupil Activities TF 175
1 Pupil Sheet 28 Halving
2 Pupil Sheet 29 Halving
Support
Textbook page 29 TF 139
Encourage pupils to use a blank
number line to jump back along
when answering the questions.
Textbook page 29 TF 139
Give pupils a set of 10 – 30 number
cards. Write some three-digit
numbers on the board such as 609,
205, etc. Ask pupils to pick a card
and subtract that number from one
of the numbers on the board.
Continue till they have done a
calculation that includes every
number on the board.
Follow-up for Textbook page 29
TF 140
Pupil Activities TF 175
2 Pupil Sheet 29 Halving
Extension
Plenary
Additional Resources
Teacher Notes
Pupil Activities TF 175
1 Pupil Sheet 28 Halving
Provide pairs of pupils with a set of
cards showing three- and four-digit
even numbers. Ask them to take it in
turns to pick a card and halve the
number explaining their method to
their partner.
Discuss the mental strategies
children used on the Pupil Sheets.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Year 4
Year 5
Specific Starter for Subtraction to
1000 TF 17-20
Specific Starter for Multiplication
or Division TF 19-25
Main
Teaching
2 Subtracting multiples/near
multiples of 10 TF 132-133
2 Checking TF 175-176
Checking answers by linking
multiplication and division
Core
Activities
Pupil Activity TF 133
1 Pupil Sheet 23
Textbook page 51 TF 176
Support
Give pupils a set of cards showing
three-digit multiples of 10 less than
500 with the tens digit 5 or more,
e.g. 280, 360. Ask the pupils to pick
a card, write the number down and
subtract 20. Repeat subtracting 30
and 40.
Pupil Activity TF 133
1 Pupil Sheet 23
Multiples/near multiples of 10, no
bridging
Provide a similar sheet but with
questions which involve bridging a
multiple of 100.
Textbook page 51 TF 176
Work with the pupils as a group
through q1 showing the groups of
four calculations on the board and
discussing how to derive them from
the one given. Ask the children to
work in pairs to answer q2.
Textbook page 51 TF 176
Provide pupils with a set of cards
showing two-digit numbers. Ask
them to pick two cards. They must
then choose one other number to
make a set of three numbers from
which they must make two
multiplications and two divisions.
Extension
Plenary
Additional Resources
Teacher Notes
Discuss children’s work.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Year 4
Year 5
Specific Starter for Subtraction to
1000 TF 17-20
Specific Starter for Multiplication
or Division TF 19-25
3 Collectors TF 134
Subtracting multiples of 10,
bridging 100
Follow-up for Textbook page 51
Core
Activities
Textbook page 30 TF 139
Support
Pupil Activity TF 133
1 Pupil Sheet 23
Multiples/near multiples of 10, no
bridging
Extension
Textbook page 30 TF 139
Ask similar problems to q5. For
example, find 6 pairs of numbers
with a difference of 52.
On the board write statements such
as 5 x 60 = 300, 1/5 of 200 = 40.
Ask pupils to write inverse
statements using fractional notation
in place of division.
Provide pupils with a set of
flashcards showing pairs of
statements such as 5 x 60 = 300
and 1/5 of 300 = 60. Ask pupils to
shuffle the cards and place them
face up on the table. They must then
find the matching pairs.
Ask pupils to look at the questions
on Textbook p51. Can they make
statements using fractional notation
to match each question?
Plenary
Follow-up for Textbook page 30
TF 140
Main
Teaching
Home Activity 8
Check-up 8
Additional Resources
Teacher Notes
TF 177
Follow-up for Textbook page 52
TF 177
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Year 5
Specific Starter for Subtraction to
1000 TF 17-20
Specific Starter for Multiplication
or Division TF 19-25
Main
Teaching
4 Games TF 135-137
Finding differences between threedigit multiples of 10
2 Checking TF 175-176
Checking answers by linking
multiplication and division
Core
Activities
Textbook page 31 TF 139
Textbook page 52 TF 176
Support
Extension
Textbook page 31 TF 139
Plenary
Follow-up for Textbook page 31
TF 140
Additional Resources
Teacher Notes
Textbook page 52 TF 176
Ask pupils to work in pairs and
write down the multiplication
needed to check each answer in q1.
Discuss their decisions before they
carry out the calculations.
Textbook page 52 TF 176
Ask pupils to make their own box
puzzle. They must draw a picture
and choose numbers to put on their
boxes and must then write 4
questions to be answered. Swap
with a partner to solve.
Check-up 15
Discuss any difficulties which arose
from the Check-up.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Year 5
Specific Starter for Subtraction to
1000 TF 17-20
Specific Starter for Multiplication
or Division TF 19-25
Main
Teaching
5 Scoreboards TF 137-138
Finding small differences
Revision/Consolidation
Core
Activities
Pupil Activity TF 138
1 Pupil Sheet 24 Small differences
Textbook pages 32-33 TF 139
Ask pupils to create a poster that
explains how to use inverse
operations to check answers
Support
Pupil Activity TF 138
1 Pupil Sheet 24 Small differences
Provide pupils with an enlarged
version of the grid at the top of the
sheet and two card ‘darts’. Ask
pupils to position the darts on the
two numbers in each question and
use the grid to help them find their
answers.
Pupil Activity TF 138
1 Pupil Sheet 24 Small differences
Provide pairs of pupils with a set of
cards with three-digit numbers on.
Pupils take it in turns to select two
cards and find the difference
between the numbers.
Follow-up for Textbook pages
32-33 TF 140
Ask pupils to create a poster that
explains how to use inverse
operations to check answers.
Provide pupils with a set of simple
questions that need checking to use
as their basis for their poster.
Extension
Plenary
Additional Resources
Teacher Notes
Ask pupils to create a poster that
explains how to use inverse
operations to check answers.
Encourage them to include
comments on checking and using
calculations involving fractions.
Discuss children’s work
Home Activity 9
Check-up 9
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
Measures, including problems
4
4
days
Objectives: children will be taught to…
NHM Topic
NHM Section
Use, read and write standard metric units (kg, g), including their abbreviations.
Know and use the relationships between familiar units of mass.
Measure

Weight
Fractions

Fraction of a set/quantity; hundredths
Know the equivalent of one half, one quarter, three quarters and
one tenth of 1kg
4
in g.
Fractions, decimals and percentages
Using a calculator
5
days
5
Suggest suitable units and measuring equipment to estimate or measure mass.
Record estimates and readings from scales to a suitable degree of accuracy.
Use fraction notation, including mixed numbers, and the vocabulary numerator and
denominator.
Recognise when two simple fractions are equivalent, including relating hundredths
to tenths (e.g. 70/100 = 7/10).
Relate fractions to division, and use division to find simple fractions, including
tenths and hundredths, of numbers and quantities (e.g. 3/4 of 12, 1/10 of 50, 1/100 of
£3).
Develop calculator skills and use a calculator effectively.
Teaching File page
Pupil Sheets
Activity Book page
2-5, 357-363
82
95-98
203-211
40
59-61
Textbook page
Home Activities
Check-ups
MATERIALS
TOOLBOX
Extension
Textbook page
E19
4
14
5
NHM Mixed Age Planning
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18
6a, b
38-42
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Year 4
Tune-in TF 357
The kilogram and half-kilogram
Main
Teaching
1 The quarter- and three quarterkilogram
Core
Activities
Pupil Activity TF 359
1 Weighing and labelling containers
Year 5
Additional Resources
Teacher Notes
Tune-in TF 203-204
Finding one
half/third/quarter/fifth/tenth of a
set/quantity
Revision
1 Finding one sixth/seventh/
eighth, ninth of a set TF 204-205
Textbook page 59 TF 211
Textbook page 95 TF 362
Support
Pupil Activity TF 359
1 Weighing and labelling containers
Provide containers which allow the
pupils to say whether they are more
than, less than or about ½ kg only.
Textbook page 59 TF 211
Provide pupils with a multiplication
table to help them find their
answers.
Extension
Pupil Activity TF 359
1 Weighing and labelling containers
Write the words ‘about’, ‘lighter
than’, ‘heavier than’, ‘between’,
‘1/4 kg’, ‘1/2 kg’ and ‘3/4 kg’ on
the board. Give pupils the
containers and ask them to weigh
them and make up their own labels
to describe each weight using the
words suggested.
Follow-up for Textbook page 95
TF 362
Textbook page 59 TF 211
Plenary
Ask pupils to prepare ‘who am I?’
questions for each other to solve. E.g.
‘1/9 of me is 7, who am I?’
Follow-up for Textbook page 59
TF 211
Home Activity 14
Home Sheet 19
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Generic Starter TF 2-5
Specific Starter for Fractions
TF 26-29
Main
Teaching
2 Kilograms and grams
TF 359-360
Core
Activities
Textbook page 96 TF 362
2 Fractions, numerator greater
than 1, of a set/quantity
TF 205-207
Thirds, quarters, fifths, tenths
Pupil Activity TF 207
1 Fractions card game
Year 4
Year 5
Additional Resources
Teacher Notes
Textbook page 60 TF 211
Support
Textbook page 96 TF 362
For q1, work with the pupils as a
group to convert all the weights to
grams before they order them.
Extension
Textbook page 96 TF 362
Provide some examples of kitchen
produce (tins, packets, etc). Ask
pupils to record each item and the
weight of the food contained in g
and kg and g.
Follow-up for Textbook page 96
TF 362-3
Plenary
Pupil Activity TF 207
1 Fractions card game
Before pupils start discuss as a
group what the ’unit’ fraction
would be in the case of each card,
e.g. for the card ‘2/3 of 9’, discuss
what 1/3 of 9 would be. Write the
answers on the board and
encourage children to use this
information to find out the answers
to each fraction card.
Pupil Activity TF 207
1 Fractions card game
For each answer card, ask children
to create two more fraction cards.
Follow-up for Textbook page 60
TF 211
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Generic Starter TF 2-5
Specific Starter for Fractions
TF 26-29
Main
Teaching
3 200g, 100g and 50g weights
TF 360-361
3 Introducing hundredths
TF 207-208
Fraction of a shape
Core
Activities
Pupil Activity TF 361
1 Pupil Sheet 82
50g, 100g, 200g, 500g weights
Pupil Activity TF 208
Support
Pupil Activity TF 361
1 Pupil Sheet 82
50g, 100g, 200g, 500g weights
Provide pupils with a 100g weight
to hold along with each object when
making their estimates.
Extension
Pupil Activity TF 361
1 Pupil Sheet 82
50g, 100g, 200g, 500g weights
Pupil Activity TF 208
1 Pupil Sheet 40
Hundredths
Discuss how the number of small
shapes can easily be counted. E.g.
for 85/100 it would be 8 rows of 10
and 5 more.
Pupil Activity TF 208
1 Pupil Sheet 40
Hundredths
Year 4
Textbook pages 97-98 TF 362
Plenary
Discuss pupils’ work. In particular
ask pupils to describe how they
made their estimates.
Year 5
Additional Resources
Teacher Notes
1 Pupil Sheet 40
Hundredths
Provide pupils with a sheet of blank
squares divided into 100 smaller
squares (like q1 on pupil sheet 40). How
many different ways could they shade
50/100? Can they be systematic in their
approach? Are there any rules they
want to impose, e.g. all shaded squares
must join each other.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Generic Starter TF 2-5
Year 5
Additional Resources
Teacher Notes
Specific Starter for Fractions
TF 26-29
Main
Teaching
Consolidate Teaching from Day 3
4 Introducing hundredths TF 209
Fraction of a set/quantity
Core
Activities
Textbook pages 97-98 TF 362
Support
Textbook pages 97-98 TF 362
For p98, provide pupils with the
same weights as Beth and some
objects weighing the same as those
in the questions. Ask the children to
practically find out which
combination of weights will balance
each item.
Extension
Extension Textbook page E19
TF 363
Follow-up for Textbook page 98
TF 363
Textbook page 61 TF 211
On the board write the
multiplication questions that are the
inverse to the questions in q1 and 2
on the board, e.g. 4 x 100. Ask
pupils to find the answers to these
questions and record them on the
board. Encourage pupils to use this
information when working through
the textbook page.
Textbook page 61 TF 211
Provide pupils with a set of cards
showing five-, six- and seven-digit
multiples of 100. Working in pairs,
ask them to take it in turns to turn
over a card. This person must find
1/100 of the number mentally. Their
partner must use a calculator to
find the answer. If the player beats
the calculator they score a point.
Textbook page 61 TF 211
Plenary
Follow-up for Textbook page 61
TF 211
Check-up 18
Topic Assessment 6a, b
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Year 5
Additional Resources
Teacher Notes
Specific Starter for Fractions
TF 26-29
Main
Teaching
Further Teaching TF 210
1 Equivalence involving hundredths
Core
Activities
Provide pupils with a sheet showing
a line representing one pound
labelled with 10p, 20p, 25p, 30p,
40p, 50p, 60p, 70p, 75p, 80p and
90p. Ask them to record the fraction
of £ each label represents.
Provide pupils with a sheet showing
a line representing one pound
labelled with 10p, 20p, 25p, 30p,
40p, 50p, 60p, 70p, 75p, 80p and
90p. Ask them to record the fraction
of £ each label represents in
hundredths.
Provide pupils with a sheet showing
a line representing one pound
labelled with 10p, 20p, 25p, 30p,
33p, 40p, 50p, 60p, 66p, 70p, 75p,
80p and 90p. Ask them to record
the fraction of £ each label
represents in as many ways as
possible. Encourage them to
include fifths as well as tenths and
hundredths.
Discuss children’s work
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
5
4
days
Objectives: children will be taught to…
NHM Topic
NHM Section
Measures, including problems
Use, read and write the vocabulary related to time.
Read the time from an analogue clock to the nearest minute, and from a 12-hour
digital clock.
Use am and pm and the notation 9:53.
Measure

Reading and writing times
Shape and space
Reasoning about shapes
Recognise reflective symmetry in regular polygons: for example, know that a square
has four axes of symmetry and an equilateral triangle has three.
Complete symmetrical patterns with two lines of symmetry at right angles (using
squared paper or pegboard).
Make shapes with increasing accuracy.
Visualise 3-D shapes from 2-D drawings and identify different nets for an open
cube.
2D Shape

2D Shape: line symmetry
3D Shape

3D Shape
4
5
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
34-36, 330-336
72-76
85-87
27
23
339-344, 346-350
S.T. Shortcut 2, 4, 6
S.M. Shortcut 1
67
107-108, 109-110
Check-ups
Extension
Textbook page
11
E16-E18
47,49
MATERIALS
TOOLBOX
4
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Year 4
Year 5
Tune-in TF 330-331
Reading and writing times
Revising 12-hour notation, am/pm
Tune-in TF 339-340
Symmetrical shapes and designs
Consolidating line symmetry
Main
Teaching
1 Five minute times TF 331-332
1 Polygons
TF 340-341
Finding lines of symmetry
Core
Activities
Pupil Activities TF 332
1 Pupil Sheet 72
Reading and writing times
2 Pupil Sheet 73
Minutes past and to (digital)
Textbook page 107 TF 341
Support
Textbook page 85 TF 335
Pupil Activities TF 332
3 Setting times on a clock
1 Pupil Sheet 72
Reading and writing times
Extension
Pupil Activities TF 332
4 Pupil Sheet 74 am, pm
Pupil Sheet 75 am, pm
Plenary
Follow-up for Textbook page 85
TF 336
Additional Resources
Teacher Notes
Textbook page 107 TF 341
Provide pupils with a sheet with the
shapes already drawn on. Let them
use a mirror to help them find all
the lines of symmetry.
Textbook page 107 TF 341
Follow-up for Textbook page 107
TF 343
Provide pupils with some other
regular shapes to draw round, e.g.
a decagon. Using what they noticed
in q3 can they estimate how many
lines of symmetry the shapes will
have? Ask them to check their
answers by drawing the lines. What
about a rectangle?
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Specific Starter for Time TF 34-36
Generic Starter
TF 2-5
Main
Teaching
2 One minute times TF 333
Using analogue displays
2 Reflecting shapes and building
up symmetrical patterns TF 341342
Core
Activities
Pupil Activities TF 333-334
1 Setting times on a clock
2 Matching times
Pupil Activities
TF 342
2 Drawing lines of symmetry
Support
Pupil Activities TF 333-334
1 Setting times on a clock
3 Pupil Sheet 76
Reading and writing times
Pupil Activities
TF 342
1 Pupil Sheet 67
Symmetrical shapes
Put the diagrams onto squared
paper allowing the pupils to use the
squares to help them sketch their
reflections.
Extension
Pupil Activities TF 333-334
2 Matching times
4 Ordering times
Pupil Activities
3 Symmetrical patterns
Plenary
Discuss children’s work.
Follow-up for Textbook page 108
TF 343
Year 4
Year 5
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Specific Starter for Time TF 34-36
Generic Starter
TF 2-5
Main
Teaching
3 One minute times TF 334
Using digital displays
Revision
/consolidation
Core
Activities
Pupil Activities TF 334-335
1 Pupil Sheet 73
Minutes past and to (digital)
2 Ordering digital times
Pupil Activities
TF 342
3 Symmetrical patterns
Support
Pupil Activities TF 334-335
1 Pupil Sheet 73
Minutes past and to (digital)
Pupil Activities
TF 342
2 Drawing lines of symmetry
Extension
Pupil Activities TF 334-335
1 Pupil Sheet 73
Minutes past and to (digital)
2 Ordering digital times
Having ordered the times ask pupils
to create a storyboard for a day
where key events happened at each
of the times.
Discuss children’s work.
Textbook page 108 TF 343
Extension Textbook pages E16E18
TF 344
Plenary
Year 4
Year 5
Additional Resources
Teacher Notes
Follow-up for Extension Textbook
pages E16-E18
TF 344
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Specific Starter for Time TF 34-36
Generic Starter
TF 2-5
Main
Teaching
Revise/consolidate work covered in
Days 1-3
Revision
/consolidation
Core
Activities
Textbook page 86 TF 335
Textbook page 108 TF 343
Support
Textbook page 86 TF 335
Provide cards with the times written
on and ask pupils to match the
cards to the questions.
Extension
Textbook page 86 TF 335
Give pairs of pupils analogue and
digital clock faces. Pupils take it in
turns to set a clock face and their
partner says the time it shows.
Follow-up for Textbook page 86
TF 336
Textbook page 108 TF 343
Provide a sheet showing the designs
but only one line of symmetry on
each one. Ask pupils to complete
them.
Extension Textbook pages E16E18
TF 344
Plenary
Year 4
Year 5
Additional Resources
Teacher Notes
ICT
Teacher Notes
ICT
Discuss children’s work.
Home Activity 27
Check-up 23
Additional
notes
Extra
Resources
Review
Year 4
Week
NHM Mixed Age Planning
Year 5
Additional Resources
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Day 5
Starter
Tune-in TF 346-347
Naming and describing shapes
Revising 3D Shapes
1 Revising properties of prisms
and pyramids
Main
Teaching
TF 347-348
Children work in pairs to play
‘Guess the shape’.
They take it in turns to choose a 3D
shape and describe it to their
partner. Their partner has to guess
the shape correctly.
Provide pairs of pupils with a set of
shapes and a set of flashcards with
the names of the shapes on. Ask
pupils to work together to match the
name cards to the shapes. Can they
write down three things they notice
about each shape?
Children work in pairs to play
‘Guess the shape’.
They take it in turns to choose a 3D
shape. Their partner has to ask
questions about the shape to try and
guess what it is. When they have
guessed the shape they record how
many questions it took them to do
so. At the end the person with the
lowest total of questions wins.
Follow-up for Textbook page 109
TF 350
Core
Activities
Support
Extension
Plenary
Additional
notes
Extra
Resources
Review
Week
NHM Mixed Age Planning
Year 4
Year 5
Additional Resources
Page 31 of 67
Teacher Notes
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Day 7
Starter
Generic Starter
TF 2-5
Main
Teaching
3 Nets of 3D Shapes TF 348-349
Core
Activities
Textbook page 110 TF 350
Support
Textbook page 110 TF 350
Provide pupils with the nets already
made on paper.
Extension
Textbook page 110 TF 350
Ask pupils to draw all the different
nets that can make a cube with a lid
and without a lid.
Plenary
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 8
Year 4
Year 5
Starter
Generic Starter
TF 2-5
Main
Teaching
Revision/ Consolidation
Core
Activities
Provide pupils with Clixi. Ask them
to make cubes and pull them apart
to make all the different nets they
can that will form a cube.
Using squared paper, ask pupils to
record all the nets they find.
Provide pupils with Clixi. Ask them
to work in pairs to make cubes and
pull them apart to make all the
different nets they can that will
form a cube. Ask pupils to display
all the different nets they find.
Support
Extension
Plenary
Additional Resources
Teacher Notes
Using card and 2D shape
templates, ask pupils to work in
pairs to make large and small gift
boxes in the shape of cuboids,
pyramids and prisms of their
choice.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
Shape and space
Reasoning about shapes
6
4
Measures, including problems
Objectives: children will be taught to…
NHM Topic
NHM Section
Describe and visualise 2-D shapes, including the heptagon.
Recognise equilateral and isosceles triangles.
Classify polygons using criteria such as number of right angles, whether or not
they are regular, symmetry properties.
Make shapes: for example, construct polygons by paper folding or using pinboard,
and discuss properties such as lines of symmetry.
Use units of time; read the time on a 24-hour digital clock and use 24-hour clock
notation, such as 19:53. Use timetables.
2D Shape

Properties and patterns
Time


Time: reading and writing times
Time: durations
7
5
Teaching File page
Pupil Sheets
Activity Book page
2-5, 396-404
SM, Shortcut 1
86
107-109
288-296
55-57
85-88
Textbook page
Home Activities
MATERIALS
TOOLBOX
4
Check-ups
Extension
Textbook page
59-60
17
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Year 4
Main
Teaching
Tune-in TF 396-397
Shape sort
Revising circles, triangles,
quadrilaterals, pentagons,
hexagons and octagons
1 Equilateral and isosceles
triangles TF 397-399
Core
Activities
Pupil Activity TF 399
1 Sorting triangles
Year 5
Additional Resources
Teacher Notes
Tune-in TF 288-289
One minute times
Revising reading and writing times
using 12-hour notation, am/pm
1 24-hour times TF 289-291
Introducing reading and writing
times using 24-hour notation on a
digital display
Pupil Activities TF 291
1 Time card game
2 Digital clock game
Textbook page 107 TF 404
Support
Extension
Plenary
Pupil Activity TF 399
1 Sorting triangles
Ask the pupils to first sort the
triangles in to two categories –
equilateral and not equilateral.
Repeat for isosceles and not
isosceles.
Pupil Activity TF 399
1 Sorting triangles
Using geostrip, ask pupils to make
triangles and put them in the same
three categories.
Follow-up for Textbook page 107
TF 404
Textbook pages 85-86 TF 292
Pupil Activities TF 291
1 Time card game
Pupil Activities TF 291
1 Time card game
Ask pupils to lay the shuffled cards
face down and play a Pelmanism
game.
2 Digital clock game
Follow-up for Textbook pages
85-86 TF 292
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Generic Starter TF 2-5
Generic Starter TF 2-5
Main
Teaching
2 Regular and irregular shapes
TF 399-400
Consolidate teaching from Day 1
Core
Activities
Pupil Activity TF 400
1 Sorting regular and irregular
shapes
Pupil Activities TF 291
3 Pupil Sheet 55 Template
4 Time card game
Support
Pupil Activity TF 400
1 Sorting regular and irregular
shapes
Give the pupils two cards labelled
‘regular shapes’ and ‘irregular
shapes’. Ask the pupils to place
each shape next to the correct label.
Discuss with the pupils the names
of the shapes in each category.
Pupil Activity TF 400
1 Sorting regular and irregular
shapes
Using geostrip, ask pupils to make
their own shapes which could be
given the same labels as those they
have sorted.
Extension
Plenary
Year 4
Discuss children’s work.
Year 5
Additional Resources
Teacher Notes
Textbook pages 85-86 TF 292
Pupil Activities TF 291
2 Digital clock game
Pupil Activities TF 291
4 Time card game
Provide pupils with a set of cards
showing a mixture of 24-hour times
and 12-hour times to order.
Follow-up for Textbook pages
85-86 TF 292
Home Activity 17
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Generic Starter TF 2-5
Tune-in TF 293
Durations
Using 12-hour clock notation
Main
Teaching
3 Introducing the heptagon
TF 400-401
Core
Activities
Textbook page 108 TF 404
1 Finding times 50, 55, 60,
65…115 minutes before/after,
bridging and hour TF 294-295
Using 24-hour notation
Pupil Activity TF 295
1 Pupil Sheet 56
Template
Support
Textbook page 108 TF 404
Give the pupils a set of cards which
have the names of all the shapes on
the page on. Ask them to lay the
cards next to the right shapes
before they attempt the questions.
Extension
Textbook page 108 TF 404
Provide pupils with a set of cards
with shape names on, e.g.
‘irregular hexagon’, ‘regular
pentagon’. Pupils pick a card and
draw a shape to match it. (For
regular shapes provide templates to
select from and draw round).
Plenary
Follow-up for Textbook page 108
TF 404
Year 4
Year 5
Additional Resources
Teacher Notes
Pupil Activity TF 295
1 Pupil Sheet 56
Template
Provide pairs of pupils with a
digital clock and show them how to
use it to model each question and
find the answer.
Pupil Activity TF 295
1 Pupil Sheet 56
Template
Provide pupils with two sets of
cards, one showing times using 24hour notation and the other 50, 55,
… 115 minute before and after
statements, e.g. ‘55 minutes before’.
Pupils take it in turns to set the
clock for their partner who must
then pick a card and say what the
new time would be if the card’s
instructions were followed.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Year 5
Generic Starter TF 2-5
Generic Starter TF 2-5
Main
Teaching
4 Making shapes and drawing
patterns with triangles
TF 401-402
2 Durations TF 295
24-hour clock notation
Core
Activities
Textbook page 109 TF 404
Pupil Activity TF 295
1 Pupil Sheet 57
Template
Support
Textbook page 109 TF 404
For q2, ask pupils to make the
shapes and show you them but not
draw them.
Extension
Textbook page 109 TF 404
Ask pupils to make up their own
patterns with shapes on dotty
paper.
Pupil Activity TF 295
1 Pupil Sheet 57
Template
Provide pupils with a sheet showing
each question on a time line. They
can then jump from the start to
finish time to find the duration.
Pupil Activity TF 295
1 Pupil Sheet 57
Template
Ask pupils to make up realistic
stories to match each time duration,
e.g. ‘Paul started running the race
at 10.15 and finished at 11.05. It
took him 50 minutes.’
Plenary
Follow-up for Textbook page 109
TF 404
Additional Resources
Teacher Notes
Follow-up for Textbook pages
87-88 TF 296-297
Additional
notes
Extra
Resources
Review
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Generic Starter TF 2-5
Generic Starter TF 2-5
Main
Teaching
Further Teaching TF 402-403
1 Convex and concave shapes
Revision/Consolidation
Core
Activities
Pupil Activities TF 403-404
1 Making concave shapes
2 Pupil Sheet 86
Convex and concave shapes
Textbook pages 87-88 TF 296
Support
Pupil Activities TF 403-404
1 Making concave shapes
Extension
Pupil Activities TF 403-404
1 Making concave shapes
2 Pupil Sheet 86
Convex and concave shapes
Ask pupils to draw their own shapes
and label them concave or convex.
Textbook pages 87-88 TF 296
Do p88 orally as a group. For each
question select pupils to model the
problem using a digital clock and
draw timelines to help the pupils
find the answers.
Textbook pages 87-88 TF 296
Provide pupils with a local bus or
train timetable. Ask them to make
up some questions similar to those
on p88. Swap with a partner to
solve.
Plenary
Discuss children’s work.
Discuss children’s work.
Year 4
Year 5
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
Properties of numbers
Reasoning about numbers
4
8
Measures, including problems
Handling data
5
Objectives: children will be taught to…
NHM Topic
NHM Section
Recognise and extend number sequences formed by counting from any number in
steps of constant size, extending beyond zero when counting back:
for example, count on in steps of 25 to 500, and then back to, say, -100.
Recognise odd and even numbers up to 1000, and some of their properties, including
the outcome of sums or differences of pairs of odd/even numbers.
Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple.
Recognise negative numbers in context (e.g. on a number line, on a temperature
scale).
Make and investigate a general statement about familiar numbers or shapes by
finding examples that satisfy it.
Use, read and write standard metric units (kg, g), including their abbreviations, and
relationships between them. Convert larger to smaller units (e.g. kg to g).
Suggest suitable units and measuring equipment to estimate or measure length, mass
or capacity.
Record estimates and readings from scales to a suitable degree of accuracy.
Discuss the chance or likelihood of particular events.
Number Properties

Number properties
Weight

Weight
Data Handling

Language of probability
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
2-5, 312-321
NC, Shortcut 1
NG, Shortcut 1
310-317, 387-389
69-71
80-82
Extension
Textbook page
19-25, 32-34
59-61
95-96, 123
12-14
MATERIALS
TOOLBOX
4
Check-ups
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Year 4
Year 5
Tune-in TF 312-313
Odds and evens
Tune-in TF 310-311
Kilograms and grams
1 Counting on and back
TF 313-314
1 Using and reading scales
TF 311-312
Core
Activities
Pupil Activity TF 314
1 Pupil Sheet 69
2 Reading scales to the nearest
100g TF 312
Pupil Activities TF 313
1 Pupil Sheet 59
Odd/even, counting on/back in
threes, fours, fives
Scales with 10g, 20g and 50g
divisions2 Labelled containers
Support
Pupil Activity TF 314
1 Pupil Sheet 69
Provide the odd and even numbers
on cards and ask pairs of pupils to
sort them into the two categories.
Work as a group to start colouring
in the squares in q2-4 before asking
pupils to complete independently.
Pupil Activity TF 314
1 Pupil Sheet 69
In pairs give pupils a set of 1 – 100
cards and a die labelled 2, 3, 4, 5.
Take it in turns to pick a card and
roll the die. The pupil’s partner
tells them to count forward or
backwards in the steps shown on
the die from the number on the
card. They check the sequence by
looking at a number square.
Discuss children’s work.
Pupil Activities TF 313
1 Pupil Sheet 59
Scales with 10g, 20g and 50g
divisions
Before pupils work independently
discuss with them as a group what
each division stands for on the scale
in each question.
Pupil Activities TF 313
1 Pupil Sheet 60
Scales with 10g, 20g and 50g
divisions
1 Pupil Sheet 61
Scales with 100g and 50g divisions,
rounding
Main
Teaching
Extension
Plenary
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Discuss children’s work.
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Year 4
Year 5
Generic Starter TF 2-5
Generic Starter TF 2-5
Main
Teaching
2 Finding a rule TF 314-315
3 Practical activities TF 312-313
Weighing in kilograms and grams
Core
Activities
Pupil Activity TF 315
1 Pupil Sheet 70
Rules for sequences
Pupil Activities TF 313
1 Pupil Sheet 60
Support
Extension
Plenary
Pupil Activity TF 315
1 Pupil Sheet 70
Provide a similar set of questions
with sequences going up and down
in steps of 3, 4 and 5 and numbers
below 100.
Pupil Activity TF 315
1 Pupil Sheet 70
Rules for sequences
Ask pupils to make up their own
sequences with missing numbers.
Swap with a partner to complete the
gaps and state the rule.
Give children examples of more
sequences to find the rule in.
Discuss.
Additional Resources
Teacher Notes
Scales with 10g, 20g and 50g
divisions
1 Pupil Sheet 61
Scales with 100g and 50g divisions,
rounding
Textbook page 95 TF 317
Pupil Activities TF 313
2 Labelled containers
Pupil Activities TF 313
2 Labelled containers
Before the children use the scales
ask them to estimate how much
sand/cubes are needed in each
container. Ask them to use the
scales to see how close they were
and fill the containers accurately.
Follow-up for Textbook page 95
TF 317
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Main
Teaching
Core
Activities
Year 4
Year 5
Generic Starter TF 2-5
Generic Starter TF 2-5
3 Multiples TF 315-317
4 kilograms and grams TF 313315
Textbook page 80 TF 321
Additional Resources
Teacher Notes
5 1 kg, 500 g, 200 g, 100 g, 50 g,
20 g and 10 g weights
TF 315-316
Pupil Activities TF 316
Textbook page 96 TF 317
Support
Extension
Plenary
Textbook page 80 TF 321
Provide pupils with a set of 1 – 100
cards. Ask them to find all the
multiples of 5 then 10. Ask them to
find 10 multiples of 3 and then 4.
Textbook page 80 TF 321
Give pairs of pupils a set of 20 twodigit cards all multiples of 2,3,4,5
or 10. Ask them to lay them out face
down. Pupils take it in turns to say
what multiple they want e.g. ‘ I
want a multiple of 3’. They then
turn one card over and if it matches
their statement they keep it. If not
they turn it back again. The winner
is the person with the most cards.
Follow-up for Textbook page 80
TF 321
Pupil Activities TF 316
Ask the pupils to lay the shuffled
cards face up on the table. They
must then work in pairs to arrange
them in matching pairs.
Pupil Activities TF 316
Ask the pupils to make another four
pairs of cards showing matching
weights of their choice. Add these to
the original set and play the game
again.
Follow-up for Textbook page 96
TF 317
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Year 5
Generic Starter TF 2-5
Tune-in TF 387-388
Likelihood
Impossible, unlikely, likely, certain
Main
Teaching
4 Negative numbers TF 317-319
1 Chance TF 388-389
No chance, poor chance, even
chance, good chance, certain
Core
Activities
Pupil Activities TF 319
1 Ordering negative number cards
2 Using < or > with negative
numbers
Textbook page 81 TF 321
Pupil Activities TF 319
1 Ordering negative number cards
Textbook page 123 TF 389
Extension
Pupil Activities TF 319
2 Using < or > with negative
numbers
3 Pupil Sheet 71
Number lines with negative
numbers
Textbook page 123 TF 389
Ask pupils to make up two
statements of their own for each
category of chance.
Plenary
Follow-up for Textbook page 81
TF 321
Follow-up for Textbook page 123
TF 389
Support
Additional Resources
Teacher Notes
Textbook page 123 TF 389
Give each pair of children a set of
cards showing the events given on
the page and a likelihood line
labelled with the terms. Ask them to
decide together where to place each
event on the line.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Year 5
Generic Starter TF 2-5
Generic Starter TF 2-5
Main
Teaching
5 Temperature TF 320
Revision/Consolidation
Core
Activities
Pupil Activity TF 320
1 Ordering temperatures
Ask pupils to make a poster
showing a likelihood line labelled
with some events of their choice.
Additional Resources
Teacher Notes
Textbook page 82 TF 321
Support
Extension
Plenary
Pupil Activity TF 320
1 Ordering temperatures
Once the pupils have identified the
below and above freezing point
temperatures work with them as a
group to order the cards.
Pupil Activity TF 320
1 Ordering temperatures
On the board write a list of possible
temperatures, e.g. ‘water when it
boils’, ‘outside on a summers day’,
‘on the top of a mountain in the
alps’ ‘inside a freezer’. Ask pupils
to order them from coldest to
hottest and suggest possible
temperatures for each situation.
Discuss their choices.
Follow-up for Textbook page 82
TF 321
With the pupils as a group come up
with ten statements about events
that may or may not happen. Ask
pupils to make a poster showing a
likelihood line labelled with these
statements.
Give pairs of pupils two blank dice
and some stickers to label the faces.
Ask them to think of ‘games’ such
as ‘the first person to throw three
sixes wins’. They must then label
the dice to show a fair game and an
unfair game. Ask pupils to design a
poster explaining some of the
examples they thought of.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
9
4
Understanding  and 
Mental calculation strategies
( and )
5
Money and ‘real life’ problems
Making decisions and checking
results
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ 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
Extend understanding of the operations of × and ÷, and their relationship to each
other and to + and -. Understand the principles (not the names) of the commutative,
associative and distributive laws as they apply to multiplication.
Begin to derive division facts from the 6, 7, 8 and 9 times tables.
Use doubling or halving, starting from known facts. For example: double/halve twodigit numbers by doubling/halving the tens first; to multiply by 4, double, then
double again; to multiply by 5, multiply by 10 then halve; to multiply by 20,
multiply by 10 then double.
Use closely related facts (e.g. to multiply by 9 or 11, multiply by 10 and adjust).
Partition (e.g. 23 × 4 = (20 × 4) + (3 × 4)).
Use the relationship between multiplication and division.
Use known number facts and place value to multiply and divide integers, including
by 10 and then 100 (whole-number answers).
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation.
Estimate and check by approximating (round to nearest 10 or 100).
Partition into H, T and U, adding the most significant digits first.
Add or subtract the nearest multiple of 10 or 100, then adjust.
Develop further the relationship between addition and subtraction.
Use known number facts and place value for mental addition and subtraction (e.g.
470 + 380, 810 - 380, 7.4 + 9.8, 9.2 - 8.6).
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Check the sum of several numbers by adding in the reverse order.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Multiplication

Multiplication beyond tables: mental strategies
Division

Dividing by 8
Addition

Addition involving three-digit numbers
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
20-25, 170-176,
193-197
MF, Shortcut 1
80-86
38-39, 43-45
45-47, 51
17
13-14
12
16-20
4
6
MATERIALS
TOOLBOX
4
Check-ups
Extension
Textbook page
7-10
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Year 4
Year 5
Tune-in TF 170
Revising multiplication of a twodigit number by 2, 3, 4 or 5
No bridging
Tune-in TF 80-81
Revising addition of a three-digit
number and a two-digit multiple of
10
1 Multiplying a two-digit number
by 2, 3, 4 or 5 TF 171
Bridging a multiple of 10, but not
100
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
1 Adding a three-digit number
and a two-digit near multiple of
10 TF 81-82
Support
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
Work with the pupils as a group
and complete the first section for
each question together before
pupils work independently.
Extension
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
Provide pupils with a set of 20-100
cards and a spinner labelled
2,3,4,5. Pupils take it in turns to
select a card and spin the spinner.
They must multiple the two numbers
together, recording their workings
on paper.
Plenary
Discuss children’s work.
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Textbook page 16 TF 86
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Work with the pupils as a group
and find the answer to the middle
question in each case together.
Then ask pupils to find the other
answers alone using those already
found.
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Provide pairs of pupils with a set of
cards showing three-digit numbers
and a set showing two-digit ‘near
ten’ numbers, e.g. 79, 48, etc.
Ask them to take turns to pick a
card from each set and find the
total of the two numbers mentally.
Their partner could time them with
a stopwatch and a list of the
quickest times managed to solve a
question recorded.
Follow-up for Textbook page 16
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
TF 86
Home Activity 4
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Year 4
Year 5
Specific Starter for Multiplication
TF 20-22
Specific Starter for Addition
TF 12-15
Main
Teaching
2 Multiplying a two-digit number
by 4, by 20 and by 5 TF 171-173
Mental strategies
2 Adding a three-digit number
and a two-digit number TF 82-83
Core
Activities
Pupil Activity TF 173
1 Pupil Sheet 39 Beyond tables,
mental strategies for x4, x5, x20
Textbook page 45 TF 175
Textbook page 17 TF 86
Support
Pupil Activity TF 173
1 Pupil Sheet
Discuss the strategies for each
section with the pupils as a group
and complete the first three
questions in each section together
before asking pupils to complete the
rest of the sheet.
Pupil Activity TF 173
1 Pupil Sheet 39 Beyond tables,
mental strategies for x4, x5, x20
Provide pupils with the same
questions but not the sheet. Ask
them to find the answers to the
questions and explain the strategies
they used.
Textbook page 17 TF 86
For q1 and 2 discuss with the pupils
the calculations that need to be
made. Allow pupils to use blank
number lines to support them in
finding the answers.
Extension
Plenary
Follow-up for Textbook page 45
TF 176
Additional Resources
Teacher Notes
Textbook page 17 TF 86
On the board write the total to all
the answers on the page. When
pupils have finished ask them to use
a calculator to find the total of all
their answers. If the two totals do
not match then pupils must check
through their work to find where
they have made mistakes and
correct them.
Follow-up for Textbook page 17
TF 86
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Year 4
Year 5
Specific Starter for Multiplication
TF 20-22
Specific Starter for Addition
TF 12-15
Main
Teaching
3 Multiplying a multiple of 10 by
2, 3, 4 or 5 TF 174-175
3 Adding three-digit multiples of
10 TF 83-84
Core
Activities
Textbook pages 46-47 TF 175-176
Textbook page 18 TF 86
Support
Textbook pages 46 TF 175-176
Decide as a group on the
calculations needed to answer each
word problem before asking pupils
to find the answers.
Extension
Textbook pages 46-47 TF 175-176
Ask pupils to make up their own
number puzzles and swap with a
partner to solve.
Plenary
Follow-up for Textbook page 46
TF 176
Further Teaching TF 174-175
1 Multiplying a two-digit number
by 11 or 9
Check-up 13
Textbook page 18 TF 86
Provide pairs of children with a set
of cards showing three-digit
multiples of ten which end in 50 or
less. Ask pupils to take it in turns to
select two cards and find their total.
If successful include cards ending
in fifty or more. Give pupils plenty
of practise before (and if) they
attempt the textbook page.
Textbook page 18 TF 86
Provide pairs of pupils with sets of
cards showing three-digit multiples
of ten. Ask pupils to take it in turns
to choose four or five cards and
find the total of the numbers
mentally.
Follow-up for Textbook page 18
TF 86
Additional Resources
Teacher Notes
Additional
notes
Extra
resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Year 5
Tune-in TF 193
Eight times table
Revising mental multiplication by 8
Specific Starter for Addition
TF 12-15
Main
Teaching
1 Dividing by 8 TF 193-194
Sharing
4 Adding three-digit numbers
TF 84
Without bridging
Core
Activities
Pupil Activities TF 195-196
1 Sharing cubes/counters
2 Division by 8 bingo
Textbook page 19 TF 86
Support
Pupil Activities TF 195-196
1 Sharing cubes/counters
Extension
Pupil Activities TF 195-196
2 Division by 8 bingo
Textbook page 19 TF 86
For q1 and 4 discuss with the pupils
as a group which calculations they
will need to do and ask them to
write these down. Encourage pupils
to use informal jottings and blank
number lines to find the answers to
their calculations.
Textbook page 19 TF 86
Ask pupils to find the total number
of café sales, carry-out sales and
soup carton sales.
Plenary
Revise division facts for 8.
Additional Resources
Teacher Notes
Follow-up for Textbook page 19
TF 86
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Year 5
Specific Starter for Division
TF 23-25
Specific Starter for Addition
TF 12-15
Main
Teaching
2 Dividing by 8 TF 194-195
Grouping
5 Adding three-digit numbers
TF 85
With bridging
Core
Activities
Pupil Activities TF 195-196
2 Division by 8 bingo
3 Pupil Sheet 43
Textbook page 51 TF 197
Textbook page 20 TF
Support
Pupil Activities TF 195-196
3 Pupil Sheet 43
Give pupils cubes and the octopus
cards again to help them find the
answers.
Textbook page 20 TF
Ask pupils to work as pairs and
write down the calculations they
think should be carried out in each
question avoiding finding the
answer. Discuss and check their
ideas then ask them to find the
answers together discussing the
best strategies to use in each case.
Extension
Pupil Activities TF 195-196
4 Division game Pupil Sheets 44-45
Textbook page 20 TF
For each week, ask pupils to find
out how much was spent by the
three snack bars in total on
rent/heating/etc.
Plenary
Follow-up for Textbook page 51
TF 197
Follow-up for Textbook page 20
TF 86
Home Activity 17
Check-up 14
Check-up 6
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
4
Understanding  and 
Mental calculation strategies
( and )
10
Money and ‘real life’ problems
Making decisions and checking
results
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
5
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Objectives: children will be taught to…
NHM Topic
NHM Section
Extend understanding of the operations of × and ÷, and their relationship to each
other and to + and -.
Begin to know multiplication facts for 6, 7, 8 and 9 times tables and derive
corresponding division facts.
Use the relationship between multiplication and division.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation.
Find differences by counting up through next multiple of 10, 100 or 1000, e.g.
calculate mentally a difference such as 8006 - 2993.
Add or subtract the nearest multiple of 10 or 100, then adjust.
Develop further the relationship between addition and subtraction.
Use known number facts and place value for mental addition and subtraction (e.g.
470 + 380, 810 - 380, 7.4 + 9.8, 9.2 - 8.6).
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Check the sum of several numbers by adding in the reverse order.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Division



Dividing by 6
Dividing by 9
Dividing by 7; consolidation
Subtraction

Mental subtraction involving three-digit numbers
Mental subtraction involving four-digit numbers

Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
23-25, 198-211
45-50, 96
52-55
18-21
15-18
107-119
14-16
28-32
7-8
9-10
MATERIALS
TOOLBOX
4
Check-ups
Extension
Textbook page
9-10, 19-25, 32-34,
40-42
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Year 4
Year 5
Tune-in TF 198
Six times table
Revising mental multiplication by 6
Tune-in TF 107-108
Revising subtraction of a multiple
of 100
Main
Teaching
1 Dividing by 6 TF 198-199
Sharing
Core
Activities
Pupil Activities TF 200
1 Division using a number line
2 Pupil Sheet 46 By 6
Support
Pupil Activities TF 200
1 Division using a number line
Extension
Pupil Activities TF 200
2 Pupil Sheet 46 By 6
Ask pupils to time themselves to see
how quickly they can complete the
sheet mentally.
Plenary
Revise division facts for 6.
1 Subtracting a multiple of 10
With no bridging TF 108-109
Pupil Sheet 14
Multiples of 10, no bridging
2 Subtracting multiples of 10
TF 110-111
Bridging multiples of 100
Pupil Activity TF 110
1 Pupil Sheet 15 Multiples of 10
from a three-digit number
Ask pupils to try and find all
questions mentally.
Textbook page 28 TF 113
Pupil Activity TF 110
1 Pupil Sheet 15 Multiples of 10
from a three-digit number
Allow pupils to use blank number
lines to support them in finding the
answers.
Pupil Activity TF 110
1 Pupil Sheet 15 Multiples of 10
from a three-digit number
Ask pupils to time themselves to see
how quickly they can complete the
sheet mentally. In pairs ask them to
select questions for their partner
who must explain clearly the
strategy they used to find the
answer.
Follow-up for Textbook page 28
TF 114
Home Activity 7
Additional Resources
Teacher Notes
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Year 4
Year 5
Specific Starter for Division
TF 23-25
Specific Starter for Subtraction TF
Main
Teaching
2 Dividing by 6 TF 199-200
Grouping
Core
Activities
Pupil Activities TF 200
3 Connection cards
Pupil Sheet 96 Domino Template
Textbook page 52 TF 201
Pupil Activities TF 200
2 Pupil Sheet 46 By 6
Give pupils a number line marked
in sixes to help them find their
answers.
3 Finding the difference between
near multiples of 100 TF 111-112
4 Linking addition and
subtraction TF 112-113
Textbook page 29-30 TF 113-114
Support
Extension
Pupil Activities TF 200
3 Connection cards
Pupil Sheet 96 Domino Template
Ask pupils to make their own set of
connection cards for the six times
table.
Plenary
Follow-up for Textbook page 52
TF 201
Home Activity 18
Check-up 15
Additional Resources
Teacher Notes
Textbook page 29-30 TF 113-114
Provide pairs of children with sets
of three connected cards like those
in q3 along with cards labelled +, and =. Ask pupils to take it in turns
to lay the number and symbol cards
out so they make true statements.
Their partner can use a calculator
to check the statement. When four
different statements have been
made for a set of cards pupils can
move on to a new set. Provide
plenty of practice before pupils
attempt q4 onwards on p30.
Textbook page 29-30 TF 113-114
Ask pupils to create a poster
explaining how subtraction can be
checked using addition giving
examples involving three digit
numbers and word problems.
Follow-up for Textbook pages
29-30 TF 114
Check-up 9
Additional
notes
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Year 4
Year 5
Tune-in TF 202
Nine times table
Revising mental multiplication by 9
Tune-in TF 115
Revising subtraction of multiples of
100
(no bridging)
Main
Teaching
1 Dividing by 9 TF 202
Introducing mental division by 9
1 Subtracting a multiple of 100
TF 116-117
Bridging a multiple of 1000
Core
Activities
Pupil Activities TF 204
1 Dominoes
Pupil Sheet 48 Dividing by 9
2 Pupil Sheet 96 Domino template
4 Pupil Sheet 47 By 9
Pupil Activity TF 117
1 Pupil Sheet 16
Three-digit multiples of 100, with
bridging
Support
Textbook page 53 TF 205
Pupil Activities TF 204
1 Dominoes
Pupil Sheet 48 Dividing by 9
Extension
Pupil Activities TF 204
3 Pupil Sheet 45 Game template
4 Pupil Sheet 47 By 9
Plenary
Follow-up for Textbook page 53
TF 205
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Pupil Activity TF 117
1 Pupil Sheet 16
Three-digit multiples of 100, with
bridging
Provide pupils with a set of
questions that do not involve
bridging a multiple of 1000. If
successful ask them to work in pairs
to try and find the answers to the
questions on the sheet. Encourage
them to use blank number lines to
support their thinking.
Pupil Activity TF 117
1 Pupil Sheet 16
Three-digit multiples of 100, with
bridging
Provide pupils with a set of cards
showing five-digit numbers and
another showing three-digit
multiples of 100. Ask pupils to pick
a card from each set and find the
difference using a method of their
choice.
Discuss children’s work.
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Home Activity 19
Check-up 16
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Year 5
Tune-in TF 206
Seven times table
Revising mental multiplication by 7
Specific Starter for Subtraction
TF 16-19
Main
Teaching
1 Dividing by 7 TF 206-207
Introducing mental division by 7
Core
Activities
Pupil Activities TF 208
1 Division game (Resource Sheet
40)
3 Pupil Sheet 49 By 7
Textbook page 54 TF 210
Pupil Activities TF 208
1 Division game (Resource Sheet
40)
Give pairs of pupils one board and
one set of number cards. Ask them
to work together to try and place all
the number cards in the right place
on the board. Check their answers
and then ask them to play the game.
Pupil Activities TF 208
1 Division game (Resource Sheet
40)
Ask pupils to make up their own
base board with questions about the
seven times table.
2 Connection cards
Pupil Sheet 96 Domino template
2 Finding small differences
TF 117-118
Between numbers on either side of
the same multiple of 1000
Textbook page 31 TF 119
Support
Extension
Plenary
Follow-up for Textbook page 54
TF 211
Home Activity 20
Check-up 17
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
Additional Resources
Teacher Notes
Textbook page 31 TF 119
Allow pupils to draw number lines
to find their answers.
Textbook page 31 TF 119
On the board put the total to all the
answers to q1-3. When pupils have
completed their page they must find
the total of all their answers for q13. If the totals are not the same they
must find and correct their
mistakes. Discuss with the pupils
how they found their total.
Follow-up for Textbook page 31
TF 119
Home Activity 8
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Specific Starter for Division
Year 5
Additional Resources
Teacher Notes
Specific Starter for Subtraction
TF 16-19
TF 23-25
Main
Teaching
2 Consolidation TF 208-209
Dividing by 6, 7, 8 and 9
3 Finding the difference between
near multiples of 1000
TF 118-119
Core
Activities
Pupil Activities TF 209-210
2 Connection cards
Pupil Sheet 96 Domino template
3 Division bingo
Textbook page 55 TF 211
Pupil Activities TF 209-210
1 Matching division and quotient
cards (Resource Sheets 41-42)
Textbook page 32 TF 119
Support
Extension
Pupil Activities TF 209-210
3 Division bingo
2 Connection cards
Pupil Sheet 96 Domino template
Ask pupils to make their own sets of
cards and swap with other pupils to
play.
Plenary
Follow-up for Textbook page 55
TF 211
Home Activity 21
Check-up 18
Textbook page 32 TF 119
Before the pupils start read
through the questions as a group
and discuss what calculations are
required in q1, 2 and 4. Allow
pupils to draw number lines to find
their answers.
Textbook page 32 TF 119
Provide pupils with two sets of
cards, one showing four digit
numbers slightly over a multiple of
1000, the other four digit numbers
slightly less than a multiple of
1000. For examples of numbers to
use see Follow-up on TF 119.
Pupils take it in turns to select a
card from each set and find the
difference explaining their strategy
to their partner.
Follow-up for Textbook page 32
TF 119
Check-up 10
Additional
notes
Extra
Resources
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Mixed Age Planning Year 4 & Year 5
Spring Term
Unit
Framework topic
Fractions and decimals
4
11
Properties of numbers
Reasoning about numbers
5
Objectives: children will be taught to…
NHM Topic
NHM Section
Understand decimal notation and place value for tenths and hundredths, and use it in
context. For example:
order amounts of money; convert a sum of money such as £13.25 to pence, or a
length such as 125cm to metres; round a sum of money to the nearest pound.
Recognise the equivalence between the decimal and fraction forms of one half and
one quarter, and tenths such as 0.3.
Order a given set of positive and negative integers
(e.g. on a number line, on a temperature scale).
Calculate a temperature rise or fall across 0°C.
Recognise and extend number sequences formed by counting from any number in
steps of constant size, extending beyond zero when counting back. For example:
count on in steps of 25 to 1000, and then back;
count on or back in steps of 0.1, 0.2, 0.3...
Make general statements about odd or even numbers, including the outcome of sums
and differences.
Decimals

Language and notation
Number Properties

Number properties
Teaching File page
Pupil Sheets
Activity Book page
Textbook page
Home Activities
Check-ups
29-30, 276-290
63-64
70-73
26
8
E11
256-269
N.G. Shortcut 1
S.T. Shortcut 1, 3, 5
47-50
77-79
MATERIALS
TOOLBOX
Extension
Textbook page
51-55
4
5
NHM Mixed Age Planning
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Resource Sheets
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 1
Starter
Main
Teaching
Core
Activities
Year 4
Year 5
Tune-in TF 276-277
Rectangles
Revising tenths of a shape
Tune-in TF 256-257
Thermometer
Revising the concept of negative
numbers
1 Rectangles and number lines
TF 277-278
Introducing decimal notation for
tenths
Pupil Activities TF 278-279
1 Matching fractions and decimals
2 Fractions of shapes
1 Sequences of negative numbers;
ordering TF 257-259
Additional Resources
Teacher Notes
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Textbook page 77 TF 267
Support
Textbook page 70 TF 283
Pupil Activities TF 278-279
1 Matching fractions and decimals
Extension
Pupil Activities TF 278-279
1 Matching fractions and decimals
2 Fractions of shapes
Give pupils four different colours of
cubes.
Plenary
Follow-up for Textbook page 70
TF 283
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Cut the sheet into strips showing
each number line separately. Give
pupils the separate lines and cards
showing the missing numbers. Ask
them to place the cards in the
correct positions on the line.
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Provide pupils with a set of cards
showing negative numbers. They
must select two or three cards and
write down two true statements with
the numbers and < and > signs.
Follow-up for Textbook page 77
TF 268
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 2
Starter
Year 4
Year 5
Generic Starter TF 2-5
Generic Starter TF 2-5
2 Towers and number lines
TF 279-280
Extending decimal notation:
numbers greater than 1.0
Pupil Activities TF 280
1 Matching fractions and decimals
2 Adding and subtracting
negative numbers TF 259-260
Support
Pupil Activities TF 278-279
2 Fractions of shapes
Give pupils two different colours of
cubes.
3 Pupil Sheet 63 Notation for tenths
Extension
Pupil Activities TF 280
1 Matching fractions and decimals
2 Pupil Sheet 64
Notation for units and tenths
Plenary
Home Activity 26
Textbook page 78 TF 267
For q6 provide pupils with blank
pictures of thermometers with
labelled scales. Ask them to mark
on the old and new temperatures
and use the scales to answer the
questions.
Textbook page 78 TF 267
Provide pupils with newspaper
cuttings showing the temperatures
in cities around the world. Ask them
to create a poster describing the
differences in temperature between
the different cities, e.g. ‘it is 13oC
hotter in Rome than in London
today’.
Follow-up for Textbook page 78
TF 268
Main
Teaching
Core
Activities
Additional Resources
Teacher Notes
Textbook page 78 TF 267
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 3
Starter
Year 4
Year 5
Specific Starter for Decimals
TF 29-30
Generic Starter TF 2-5
Main
Teaching
Consolidate teaching from Days 12
3 Sequences TF 261-262
Core
Activities
Pupil Activities TF 280
2 Pupil Sheet 64
Notation for units and tenths
Pupil Activities TF 262-263
1 Number sequences
2 Pupil Sheets 48 Grid patterns
Support
Extension
Plenary
Textbook page 71 TF 283
Pupil Activities TF 280
1 Matching fractions and decimals
Match the picture cards with one
other set of cards at a time.
Pupil Activities TF 280
1 Matching fractions and decimals
Ask pupils to make up their own
sets of cards. Swap with a partner
to sort.
Follow-up for Textbook page 71
TF 283
Additional Resources
Teacher Notes
Pupil Activities TF 262-263
1 Number sequences
Pupil Activities TF 262-263
1 Number sequences
2 Pupil Sheets 48 Grid patterns
Ask pupils to think of their own
patterns to explore in the grids. Ask
them to explain what they chose to
look at and what they found.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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ICT
NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 4
Starter
Year 4
Specific Starter for Decimals
Year 5
Additional Resources
Teacher Notes
Generic Starter TF 2-5
TF 29-30
Main
Teaching
3 Comparing and ordering
decimals TF 281-282
Revision/Consolidation
Core
Activities
Textbook page 72 TF 283
Support
Provide pupils with a decimal
number line from 0 to 10 marked in
tenths. Give pairs of pupils a set of
number cards showing decimals
below 10. Using the number line for
reference, ask the pupils to order
the cards from smallest to largest.
Textbook pages 72-73 TF 283
Pupil Activities TF 262-263
3 Pupil Sheets 49 Patterns
Ask pupils to make up their own
patterns then ask similar questions
about circles further on in the
pattern.
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Extension
Plenary
Follow-up for Textbook page 72
TF 283
Pupil Activities TF 262-263
3 Pupil Sheets 49 Patterns
4 Pupil Sheets 50
Odd and even numbers
Discuss children’s work
Topic Assessment 8
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Week
Day 5
Starter
Year 4
Specific Starter for Decimals
Year 5
Additional Resources
Teacher Notes
Generic Starter TF 2-5
TF 29-30
Main
Teaching
Consolidate Teaching from
Day 4
Revision/Consolidation
Core
Activities
Textbook page 73 TF 283
Textbook page 79 TF 267
Support
Textbook page 72 TF 283
Extension
Extension Textbook page E11
TF 286
Plenary
Follow-up for Textbook page 73
TF 284
Textbook page 79 TF 267
After Pupils have completed q1 Ask
them to generate similar sequences
using a calculator. Each time they
must write down the rule they chose
to follow and the first six numbers
in their sequence. When they have
had further practice look at q2-5 as
a group and discuss them orally.
Textbook page 79 TF 267
Ask pupils to create their own
sequences each with one incorrect
term in them. Swap with a partner
who must find the incorrect term
and the rule for the sequence.
Follow-up for Textbook page 79
TF 269
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Handling data
Solve a problem by collecting quickly, organising, representing and interpreting data
in tables, charts, graphs and diagrams, including those generated by a computer, for
example:
Venn and Carroll diagrams (two criteria).
Data Handling

5 days
Teaching File page
Pupil Sheets
Textbook page
2-5, 432-436
ST, Shortcut 1
94-95
122-123
Home Activities
Check-ups
MATERIALS
TOOLBOX
Starter
Main
Teaching
Core
Activities
Carroll and Venn diagrams
Extension Textbook
page
Resource Sheets
19-25
Day 1
Tune-in TF 432
Number sort
Revising Carroll diagrams
1 Shape up TF 433
Using Carroll diagrams
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Consolidate Teaching from Day 1
2 Sorting shapes TF 435
Revising Venn diagrams
Consolidate Teaching from Day 3
Revision/Consolidation
Pupil Activities TF 434
1 Sorting 2D shapes onto a Carroll
diagram
3 Pupil Sheet 94 Carroll diagrams
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Textbook page 123 TF 436
Ask the pupils to sort the class in a
particular way – e.g. boy or girl
and aged 8 or 9. Provide them with
labelled Carroll or Venn diagrams
to record their results.
Provide pairs of pupils with a set of
cards showing numbers less than
100 and a large Venn diagram
labelled, for example, ‘even
numbers greater than 20’ and
‘multiples of 3’. Ask pupils to
shuffle the cards and take it in turns
to pick one and place it in the right
place on the diagram.
Ask pupils to sort the class in a way
of their choice and show their
results on a Venn or Carroll
diagram. E.g. ‘blond hair’ and
Generic Starter TF 2-5
Textbook page 122 TF 436
Support
Pupil Activities TF 434
1 Sorting 2D shapes onto a Carroll
diagram
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Give the pupils labelled diagrams
and a set of numbers less than 100.
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Put a large version of the Venn
diagrams on the board and work
with the pupils as a group deciding
where each number should be
placed.
Textbook page 123 TF 436
Work through the questions with the
pupils as a group answering orally
before they answer them
independently. For q4 provide a
selection of shapes for pupils to
choose from as oppose to drawing
their own.
Extension
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Pupil Activities TF 434
3 Pupil Sheet 94 Carroll diagrams
Ask pupils to draw their own
Carroll diagram to sort the shapes
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Give pupils a random set of 20
number cards labelled from 100 to
Textbook page 123 TF 436
Provide pupils with a set of cards
showing pictures of houses and
some particulars, e.g. number of
NHM Mixed Age Planning
Day 5
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NHM Mixed Age Planning – Year 4 and Year 5 Spring Term
Plenary
Discuss criteria children used when
sorting shapes and numbers.
in a different way.
200. Ask them to create their own
Venn diagrams sorting the numbers
in ways of their choice.
bedrooms, age of house, number of
rooms downstairs. Ask pupils to
draw a large Venn diagram and put
the cards onto it sorted in a way of
their choice.
‘wears glasses’
Follow-up for Textbook page 122
TF 436
Discuss children’s work.
Follow-up for Textbook page 123
TF 436
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Mixed Age Planning
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