NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 1 Place value, ordering and rounding Using a calculator 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 Millions 3 days Teaching File page Pupil Sheets Textbook page 55-59 N.G. Shortcut 1 N.L. Shortcut 1 10 8-9 Home Activities Check-ups MATERIALS TOOLBOX Day 2 Specific Starter for Numbers to millions TF 7-11 Day 3 Specific Starter for Numbers to millions TF 7-11 Main Teaching 1 Number names to millions TF 56 Revision/Consolidation Core Activities Pupil Activity TF 57 1 Pupil Sheet 10 Number names Textbook page 8 TF 59 2 Extending ordinal number names to hundredth and notation to 100th TF 57-58 Textbook page 9 TF 59 Support Pupil Activity TF 57 1 Pupil Sheet 10 Number names Provide pupils with place value notation cards. Show them how to use the cards to make up each sum from the word form. Use this to identify the matching number. Pupil Activity TF 57 1 Pupil Sheet 10 Number names Prepare a mixture of cards showing either an amount in words or numerals. In pairs, ask pupils to take it in turns to pick a card and write down the amount in another Textbook page 8 TF 59 Allow pupils to use place value notation cards for support. Textbook page 9 TF 59 For q 2 and 3, provide the answers on cards and ask pupils to work in pairs to match each card to the right question. 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 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 Extension NHM Year 5 Framework Unit Planning Extension Textbook page Resource Sheets 3 Day 1 Tune-in TF 55 Number names to 1000 Revising names for four-digit numbers Starter Number names, ordinal numbers Page 1 of 21 55-57 Day 4 Downloaded from www.myprimary.co.uk Day 5 NHM Framework Unit Planning Year 5 Spring Term form, i.e. words if it appears in numerals and vice versa. Plenary Discuss children’s work. and record the original number and the resulting number after the operation has been applied. Follow-up for Textbook page 8 TF 59 come?’ Follow-up for Textbook page 9 TF 59 Check-up 3 Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 2 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic 2 5 days Understanding x and Mental calculation strategies (x and ) Objectives: children will be taught to… NHM Topic NHM Section Understand the effect of and relationships between the four operations, and the principles (not the names) of the arithmetic laws as they apply to multiplication. Begin to use brackets. Derive quickly or continue to derive quickly: division facts corresponding to tables up to 10 × 10; doubles of all whole numbers 1 to 100 (e.g. 78 × 2); doubles of multiples of 10 to 1000 (e.g. 670 × 2); doubles of multiples of 100 to 10000 (e.g. 6500 × 2); and the corresponding halves. Use doubling or halving, starting from known facts. For example: double/halve any two-digit number by doubling/halving the tens first; double one number and halve the other; to multiply by 25, multiply by 100 then divide by 4; find the ×16 table facts by doubling the ×8 table; find sixths by halving thirds. Use the relationship between multiplication and division. Use known facts and place value to multiply and divide mentally. Choose and use appropriate number operations to solve problems, and appropriate ways of calculating: mental, mental with jottings, written methods, calculator. Explain methods and reasoning, orally and in writing. Develop calculator skills and use a calculator effectively. Check with the inverse operation when using a calculator. Check with an equivalent calculation. Multiplication Using doubles Division Halving; linking multiplication and division Teaching File page Pupil Sheets Textbook page 20-21 42-43 Home Activities Check-ups MATERIALS TOOLBOX 144-149 M.F. Shortcut 1 Starter Day 1 Tune-in TF 144-145 Revising doubles Day 2 Specific Starter for Multiplication TF 19-22 Day 3 Specific Starter for Multiplication TF 19-22 Main Teaching 1 Doubling a number ending in 5 TF 145 2 Halving an even number TF 146 Revision/Consolidation Core Activities Pupil Activity TF 145 1 Pupil Sheet 20 By doubling and halving Pupil Activity TF 146 2 Pupil Sheet 21 By halving an even number, then doubling Support Pupil Activity TF 145 1 Pupil Sheet 20 By doubling and halving Work with the pupils as a group and discuss how each question will Pupil Activity TF 146 2 Pupil Sheet 21 By halving an even number, then doubling Work with the pupils as a group NHM Year 5 Framework Unit Planning Extension Textbook page Resource Sheets Day 4 Specific Starter for Multiplication Day 5 Specific Starter for Multiplication TF 19-22 TF 19-22 3 Multiplying by 16 TF 147 4 Multiplying by 50, 25 TF 147-148 Textbook page 42 TF 146 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’. Textbook page 43 TF 148 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 Provide pupils with bingo cards showing the first 6 stations in the 16 times table. Provide a suitable caller card. 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 Page 3 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Extension Plenary be turned into a simpler calculation before pupils find the answers independently. and discuss how each question will be turned into a simpler calculation before pupils find the answers independently. easier calculation to perform. Pupil Activity TF 145 1 Pupil Sheet 20 By doubling and halving Provide pupils with two sets of cards, one showing multiples of 5 to 100, the other two-digit numbers. Ask pupils to pick a card from each set and multiply the two numbers together using a strategy of their choice. Discuss children’s work. Pupil Activity TF 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. Textbook page 42 TF 146 Ask pupils to try and do all the questions mentally (with no intermediate recording) as quickly as they can. 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? 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 42 Discuss children’s work. Follow-up for Textbook page 43 TF 149 Discuss children’s work independently. Work together to create a doubles table for 16. TF 149 Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 4 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 3 Mental calculation strategies (x and ) Pencil and paper procedures (x and ) 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 5 days Money and ‘real life’ problems Making decisions and checking results, including using a calculator Teaching File page Pupil Sheets Textbook page 172-177 M.F. Shortcut 1 Unit 7: Division 28-29 51-52 Home Activities Check-ups MATERIALS TOOLBOX PUPIL ACTIVITY SOFTWARE Day 2 Specific Starter for Multiplication or Division TF 19-25 2 Checking TF 175-176 Checking answers by linking multiplication and division Day 3 Specific Starter for Multiplication or Division TF 19-25 Follow-up for Textbook page 51 Core Activities Pupil Activities TF 175 1 Pupil Sheet 28 Halving 2 Pupil Sheet 29 Halving Textbook page 51 TF 176 Support Pupil Activities TF 175 2 Pupil Sheet 29 Halving 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. 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. Main Teaching NHM Year 5 Framework Unit Planning Extension Textbook page 15 Day 1 Tune-in TF 172-173 Doubling and halving, Revision 1 Halving TF 173-174 Halves of three- and four-digit numbers Starter Halving; linking multiplication and division TF 177 Page 5 of 21 Resource Sheets 7-8, 15-23, 33 Day 4 Specific Starter for Multiplication or Division TF 19-25 2 Checking TF 175-176 Checking answers by linking multiplication and division Day 5 Specific Starter for Multiplication or Division TF 19-25 Revision/Consolidation Textbook page 52 TF 176 Ask pupils to create a poster that explains how to use inverse operations to check answers 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. 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. Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Extension Plenary 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. 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. Ask pupils to look at the questions on Textbook p51. Can they make statements using fractional notation to match each question? 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. 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. Follow-up for Textbook page 52 Check-up 15 Discuss any difficulties which arose from the Check-up. Discuss children’s work Discuss children’s work TF 177 Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 6 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic 4 5 days Fractions, decimals and percentages Using a calculator Objectives: children will be taught to… NHM Topic NHM Section Use fraction notation, including mixed numbers, and the vocabulary numerator and denominator. Recognise when two simple fractions are equivalent, including relating hundredths to tenths (e.g. 70/100 = 7/10). Relate fractions to division, and use division to find simple fractions, including tenths and hundredths, of numbers and quantities (e.g. 3/4 of 12, 1/10 of 50, 1/100 of £3). Develop calculator skills and use a calculator effectively. Fractions Teaching File page Pupil Sheets Textbook page Home Activities 203-211 40 59-61 14 MATERIALS Starter Main Teaching Core Activities Day 1 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 Day 2 Specific Starter for Fractions TF 26-29 2 Fractions, numerator greater than 1, of a set/quantity TF 205-207 Thirds, quarters, fifths, tenths Textbook page 59 TF 211 Pupil Activity TF 207 1 Fractions card game Day 3 Specific Starter for Fractions TF 26-29 Textbook page 59 TF 211 Provide pupils with a multiplication table to help them find their answers. NHM Year 5 Framework Unit Planning 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 Extension Textbook page Resource Sheets 38-42 Day 4 Specific Starter for Fractions Day 5 Specific Starter for Fractions TF 26-29 TF 26-29 3 Introducing hundredths TF 207-208 Fraction of a shape 4 Introducing hundredths TF 209 Fraction of a set/quantity Further Teaching TF 210 1 Equivalence involving hundredths Pupil Activity TF 208 1 Pupil Sheet 40 Hundredths 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 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. Textbook page 60 TF 211 Support Check-ups/Topic Assessment 18 6a, b Fraction of a set/quantity; hundredths 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 Page 7 of 21 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 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Extension Textbook page 59 TF 211 Ask pupils to prepare ‘who am I?’ questions for each other to solve. E.g. ‘1/9 of me is 7, who am I?’ Plenary Follow-up for Textbook page 59 TF 211 Home Activity 14 Home Sheet 19 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 and 5 more. 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. hundredths. Pupil Activity TF 208 1 Pupil Sheet 40 Hundredths Provide pupils with a sheet of blank squares divided into 100 smaller squares (like q1 on pupil sheet 40). How many different ways could they shade 50/100? Can they be systematic in their approach? Are there any rules they want to impose, e.g. all shaded squares must join each other. Discuss children’s work Textbook page 61 TF 211 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. Follow-up for Textbook page 61 TF 211 Discuss children’s work TF 211 Check-up 18 Topic Assessment 6a, b Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 8 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 5 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 8 days Teaching File page Pupil Sheets Textbook page Home Activities 339-344, 346-350 S.T. Shortcut 2, 4, 6 S.M. Shortcut 1 67 107-108, 109-110 Check-ups MATERIALS TOOLBOX Extension Textbook page E16-E18 Resource Sheets 47,49 Day 1 Tune-in TF 339-340 Symmetrical shapes and designs Consolidating line symmetry 1 Polygons TF 340-341 Finding lines of symmetry Day 2 Generic Starter TF 2-5 Day 3 Generic Starter TF 2-5 Day 4 Generic Starter TF 2-5 Day 5 Tune-in TF 346-347 Naming and describing shapes Revising 3D Shapes Day 6 Generic Starter TF 2-5 Day 7 Generic Starter TF 2-5 Day 8 Generic Starter TF 2-5 2 Reflecting shapes and building up symmetrical patterns TF 341-342 Revision /consolidation Revision /consolidation 1 Revising properties of prisms and pyramids 2 Introducing the octahedron TF 347-348 3 Nets of 3D Shapes TF 348-349 Revision/ Consolidation Core Activities Textbook page 107 TF 341 Pupil Activities TF 342 2 Drawing lines of symmetry Pupil Activities TF 342 3 Symmetrical patterns Textbook page 108 TF 343 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. Textbook page 109 TF 350 Textbook page 110 TF 350 Support Textbook page 107 TF 341 Provide pupils with a sheet with the shapes already drawn on. Pupil Activities TF 342 1 Pupil Sheet 67 Symmetrical shapes Put the diagrams Pupil Activities TF 342 2 Drawing lines of symmetry Textbook page 108 TF 343 Provide a sheet showing the designs but only 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 Textbook page 109 TF 350 Work with the pupils as a group for q2 and 3. Put a shape in a bag that fits the clues given in q2 and ask Textbook page 110 TF 350 Provide pupils with the nets 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 Starter Main Teaching NHM Year 5 Framework Unit Planning TF 347-348 Page 9 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Let them use a mirror to help them find all the lines of symmetry. onto squared paper allowing the pupils to use the squares to help them sketch their reflections. Extension Textbook page 107 TF 341 Pupil Activities 3 Symmetrical patterns Plenary Follow-up for Textbook page 107 TF 343 Provide pupils with some other regular shapes to draw round, e.g. a decagon. Using what they noticed in q3 can they estimate how many lines of symmetry the shapes will have? Ask them to check their answers by drawing the lines. What about a rectangle? Follow-up for Textbook page 108 TF 343 one line of symmetry on each one. Ask pupils to complete them. together to match the name cards to the shapes. Can they write down three things they notice about each shape? Textbook page 108 TF 343 Extension Textbook pages E16-E18 TF 344 Extension Textbook pages E16-E18 TF 344 Follow-up for Extension Textbook pages E16-E18 TF 344 Discuss children’s work. 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 children to say which shape it might be and why. Invite individuals to secretly select a shape and put it in the bag. They must then give one clue to the rest of the group who guess what it is. Textbook page 109 TF 350 Ask pupils to choose other shapes and write clues about them. Swap their clues with partners to see if they can work out what the shapes must be. already made on paper. different nets they can that will form a cube. Ask pupils to display all the different nets they find. 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. 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. Follow-up for Textbook page 110 TF 350 Discuss children’s work. Discuss children’s work. Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 10 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 7 Measures, including problems 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. Time Time: reading and writing times Time: durations 5 days Teaching File page Pupil Sheets Textbook page Home Activities 288-296 Unit 18: Measures 55-57 85-88 17 Check-ups MATERIALS PUPIL ACTIVITY SOFTWARE Extension Textbook page Resource Sheets Day 1 Tune-in TF 288-289 One minute times Revising reading and writing times using 12-hour notation, am/pm Day 2 Generic Starter TF 2-5 Day 3 Tune-in TF 293 Durations Using 12-hour clock notation Day 4 Generic Starter TF 2-5 Day 5 Generic Starter TF 2-5 Main Teaching 1 24-hour times TF 289-291 Introducing reading and writing times using 24-hour notation on a digital display Consolidate teaching from Day 1 1 Finding times 50, 55, 60, 65…115 minutes before/after, bridging and hour TF 294-295 Using 24-hour notation 2 Durations TF 295 24-hour clock notation Revision/Consolidation Core Activities Pupil Activities TF 291 1 Time card game 2 Digital clock game Pupil Activities TF 291 3 Pupil Sheet 55 Template 4 Time card game Pupil Activity TF 295 1 Pupil Sheet 56 Template Pupil Activity TF 295 1 Pupil Sheet 57 Template Textbook pages 87-88 TF 296 Textbook pages 85-86 TF 292 Pupil Activities TF 291 1 Time card game 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 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 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. Pupil Activities TF 291 1 Time card game Ask pupils to lay the shuffled cards face down and play a Pelmanism 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 Starter Support Extension NHM Year 5 Framework Unit Planning Page 11 of 21 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 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Plenary game. 2 Digital clock game and 12-hour times to order. Follow-up for Textbook pages 85-86 TF 292 Follow-up for Textbook pages 85-86 TF 292 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. 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.’ on p88. Swap with a partner to solve. Follow-up for Textbook pages 87-88 TF 296-297 Discuss children’s work. Home Activity 17 Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 12 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 8 Measures, including problems Handling data 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. Weight Weight Data Handling Language of probability 5 days Teaching File page Pupil Sheets Textbook page 310-317, 387-389 59-61 95-96, 123 Home Activities MATERIALS Check-ups Extension Textbook page Resource Sheets 12-14 Starter Day 1 Tune-in TF 310-311 Kilograms and grams Day 2 Generic Starter TF 2-5 Day 3 Generic Starter TF 2-5 Day 4 Tune-in TF 387-388 Likelihood Impossible, unlikely, likely, certain Day 5 Generic Starter TF 2-5 Main Teaching 1 Using and reading scales TF 311-312 3 Practical activities TF 312-313 Weighing in kilograms and grams 4 kilograms and grams TF 313315 1 Chance TF 388-389 No chance, poor chance, even chance, good chance, certain Revision/Consolidation Textbook page 123 TF 389 Ask pupils to make a poster showing a likelihood line labelled with some events of their choice. 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. 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. 2 Reading scales to the nearest 100g TF 312 Core Activities Support 5 1 kg, 500 g, 200 g, 100 g, 50 g, 20 g and 10 g weights TF 315-316 Pupil Activities TF 313 1 Pupil Sheet 59 Scales with 10g, 20g and 50g divisions Pupil Activities TF 313 1 Pupil Sheet 60 Scales with 10g, 20g and 50g divisions 2 Labelled containers 1 Pupil Sheet 61 Scales with 100g and 50g divisions, rounding 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 NHM Year 5 Framework Unit Planning Textbook page 95 TF 317 Pupil Activities TF 313 2 Labelled containers Pupil Activities TF 316 Textbook page 96 TF 317 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. Page 13 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term in each question. Extension 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 Plenary Discuss children’s work. 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. 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. Textbook page 123 TF 389 Ask pupils to make up two statements of their own for each category of chance. Follow-up for Textbook page 95 TF 317 Follow-up for Textbook page 96 TF 317 Follow-up for Textbook page 123 TF 389 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 Year 5 Framework Unit Planning Page 14 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 9 Mental calculation strategies (+ and -) Addition 5 days Pencil and paper procedures (+ and -) 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. Money and ‘real life’ problems Making decisions and checking results, including using a calculator Teaching File page Pupil Sheets Textbook page Home Activities Check-ups 80-86 12 16-20 4 6 Addition involving three-digit numbers MATERIALS Starter Main Teaching Core Activities Support Extension Textbook page Resource Sheets Day 1 Tune-in TF 80-81 Revising addition of a three-digit number and a two-digit multiple of 10 1 Adding a three-digit number and a two-digit near multiple of 10 TF 81-82 Day 2 Specific Starter for Addition TF 12-15 Day 3 Specific Starter for Addition TF 12-15 Day 4 Specific Starter for Addition TF 12-15 Day 5 Specific Starter for Addition TF 12-15 2 Adding a three-digit number and a two-digit number TF 82-83 3 Adding three-digit multiples of 10 TF 83-84 4 Adding three-digit numbers TF 84 Without bridging 5 Adding three-digit numbers TF 85 With bridging Pupil Activity TF 82 1 Pupil Sheet 12 A three-digit number and a multiple/near multiple of 10, with bridging Textbook page 17 TF 86 Textbook page 18 TF 86 Textbook page 19 TF 86 Textbook page 20 TF Textbook page 17 TF 86 For q1 and 2 discuss with the pupils the calculations that need to be made. Allow pupils to use blank number lines to support them in finding the answers. Textbook page 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 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 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. 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. NHM Year 5 Framework Unit Planning Page 15 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Extension Plenary 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 TF 86 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. Textbook page 18 TF 86 Provide pairs of pupils with sets of cards showing three-digit multiples of ten. Ask pupils to take it in turns to choose four or five cards and find the total of the numbers mentally. Textbook page 19 TF 86 Ask pupils to find the total number of café sales, carry-out sales and soup carton sales. 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. Follow-up for Textbook page 17 TF 86 Follow-up for Textbook page 18 TF 86 Follow-up for Textbook page 19 TF 86 Follow-up for Textbook page 20 TF 86 Home Activity 4 Check-up 6 Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 16 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 10 Mental calculation strategies (+ and -) 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. Subtraction 5 days Pencil and paper procedures (+ and -) Money and ‘real life’ problems Making decisions and checking results, including using a calculator Teaching File page Pupil Sheets Textbook page Home Activities Check-ups 107-119 14-16 28-32 7-8 9-10 MATERIALS Starter Main Teaching Core Activities Support Day 1 Tune-in TF 107-108 Revising subtraction of a multiple of 100 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. NHM Year 5 Framework Unit Planning Day 2 Specific Starter for Subtraction TF Mental subtraction involving three-digit numbers Mental subtraction involving four-digit numbers Extension Textbook page Resource Sheets Day 3 Tune-in TF 115 Revising subtraction of multiples of 100 (no bridging) 1 Subtracting a multiple of 100 TF 116-117 Bridging a multiple of 1000 Day 4 Specific Starter for Subtraction TF 16-19 2 Finding small differences TF 117-118 Between numbers on either side of the same multiple of 1000 Day 5 Specific Starter for Subtraction TF 16-19 3 Finding the difference between near multiples of 1000 TF 118-119 Textbook page 29-30 TF 113-114 Pupil Activity TF 117 1 Pupil Sheet 16 Three-digit multiples of 100, with bridging Textbook page 31 TF 119 Textbook page 32 TF 119 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 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 Textbook page 31 TF 119 Allow pupils to draw number lines to find their answers. 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. 3 Finding the difference between near multiples of 100 TF 111-112 4 Linking addition and subtraction TF 112-113 Page 17 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term 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. 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. 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 q1-3. If the totals are not the same they must find and correct their mistakes. Discuss with the pupils how they found their total. 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. Discuss children’s work. Follow-up for Textbook page 31 TF 119 Follow-up for Textbook page 32 TF 119 Home Activity 8 Check-up 10 Plenary 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 Follow-up for Textbook page 28 TF 114 Follow-up for Textbook pages 29-30 TF 114 Home Activity 7 Check-up 9 Additional notes Extra Resources Review NHM Year 5 Framework Unit Planning Page 18 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit/ Days Framework topic Objectives: children will be taught to… NHM Topic NHM Section 11 Properties of numbers Reasoning about numbers 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. Number Properties 5 days Teaching File page Pupil Sheets Textbook page 256-269 N.G. Shortcut 1 S.T. Shortcut 1, 3, 5 Unit 14: Number properties 47-50 77-79 Home Activities MATERIALS TOOLBOX PUPIL ACTIVITY SOFTWARE Starter Main Teaching Core Activities Day 1 Tune-in TF 256-257 Thermometer Revising the concept of negative numbers 1 Sequences of negative numbers; ordering TF 257-259 Pupil Activity TF 259 1 Pupil Sheet 47 Negative numbers 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 NHM Year 5 Framework Unit Planning Extension Textbook page Resource Sheets Day 2 Generic Starter TF 2-5 Day 3 Generic Starter TF 2-5 Day 4 Generic Starter TF 2-5 Day 5 Generic Starter TF 2-5 2 Adding and subtracting negative numbers TF 259-260 Textbook page 78 TF 267 3 Sequences TF 261-262 Revision/Consolidation Revision/Consolidation Pupil Activities TF 262-263 1 Number sequences 2 Pupil Sheets 48 Grid patterns Textbook page 79 TF 267 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. Pupil Activities TF 262-263 1 Number sequences Pupil Activities TF 262-263 3 Pupil Sheets 49 Patterns Ask pupils to make up their own patterns then ask similar questions about circles further on in the pattern. Pupil Activities TF 262-263 2 Pupil Sheets 48 Grid patterns Textbook page 77 TF 267 Support Check-ups Number properties Page 19 of 21 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 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Extension Plenary 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 Textbook page 78 TF 267 Provide pupils with newspaper cuttings showing the temperatures in cities around the world. Ask them to create a poster describing the differences in temperature between the different cities, e.g. ‘it is 13oC hotter in Rome than in London today’. Follow-up for Textbook page 78 TF 268 Pupil 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. Pupil Activities TF 262-263 3 Pupil Sheets 49 Patterns 4 Pupil Sheets 50 Odd and even numbers Discuss children’s work Discuss children’s work 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 Year 5 Framework Unit Planning Page 20 of 21 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 5 Spring Term Unit 1 TB 8 TB 9 CU 3 Unit 2 TB 42 TB 43 Unit 3 TB 51 TB 52 CU15 TA 6ab Unit 4 TB 59 HA 14 TB 60 TB 61 CU 18 Unit 5 TB 107 TB 108 EX 16 EX 17 EX 18 Unit 7 TB 85 TB 86 HA 17 TB 87 TB 88 Unit 8 TB 95 TB 96 TB 123 Unit 9 TB 16 HA 4 TB 17 TB 18 Unit 10 TB 28 HA 7 TB 29 TB 30 Unit 11 TB 77 TB 78 TB 79 NHM Year 5 Framework Unit Planning TB 109 TB 110 TB 19 TB 20 CU 6 CU 9 TB 31 HA 8 TB 32 CU 10 Page 21 of 21 Downloaded from www.myprimary.co.uk
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