NHM Framework Unit Planning Year 6 Autumn 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 (Y5 consolidation)
Use the vocabulary of comparing and ordering numbers (Y5 consolidation)
Recognise and extend number sequences (Y6)
Place Value

3 days
MATERIALS
TOOLBOX
Teaching File page
Pupil Sheets
Textbook page
Home Activities
45-56
Number line, grid
1
1-2
1
Check-ups
Day 1
Tune-in TF 48
Number sequence to millions
Consolidating sequences of five/six-/seven-/eight-digit numbers
1 Place value to millions TF 50
Day 2
Specific Starter for Place Value
TF 9-12
Day 3
Specific Starter for Place Value
TF 9-12
Revision/consolidation
2 Comparing and ordering
numbers, number names TF 51
Core
Activities
Pupil Activity TF 50
1 Pupil Sheet 1
Template
Textbook page 1 TF 55
Textbook page 2 TF 55
Support
Pupil Activity TF 50
1 Pupil Sheet 1
Template
If necessary provide children with
sequences involving five- and sixdigit numbers first.
Textbook page 1 TF 55
Provide children with place value
notation cards. Ask them to make
each number using the cards before
answering the questions.
Textbook page 2 TF 55
Work with the children as a group
inviting pupils to say the numbers
orally and discuss the answers. Ask
pupils to work in pairs and go
through the questions again
recording the answers
Extension
Pupil Activity TF 50
1 Pupil Sheet 1
Template
Ask children to make up their own
sequences with some missing
numbers. Swap with a partner to
complete.
Textbook page 1 TF 55
Ask children to work in pairs. They
must take it in turns to write down a
seven- or eight-digit number in
secret. They must then give their
partner clues to guess the number.
For examples of the types of clues
Textbook page 2 TF 55
Provide pupils with newspapers.
Ask them to find examples of
seven- and eight-digit numbers in
the text and create a poster
explaining the contexts in which the
numbers had been used.
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
Page 1 of 24
Place value
Extension Textbook
page
Day 4
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Day 5
NHM Framework Unit Planning Year 6 Autumn Term
they might make up see Follow-up
for Textbook p1 TF 56
Plenary
Follow-up for Textbook page 1
TF 56
Follow-up for Textbook page 2
TF 56
Home Activity 1
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 2 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
2
Understanding x and 
Multiplication

5 days
Mental calculation strategies (x and )
Use related facts and doubling or halving.
Use factors (eg 35 x 18 = 35 x 6 x 3)
Use closely related facts: for example, multiply by 49 or 51 by multiplying by 50
and adjusting
Mental multiplication
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
109-116
Multiplication facts
Multiplication grid
Units 5, 6:
Multiplication
7-9
21-24
7-9
7-8
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Extension Textbook
page
Day 1
Tune-in TF 109
Table facts for 2 to 10
Consolidation
1 Mental multiplication of a twodigit number by a single digit TF
109
Using the distributive property
Day 2
Specific Starter for Multiplication
TF 22-24
Day 3
Specific Starter for Multiplication
TF 22-24
Day 4
Specific Starter for Multiplication
TF 22-24
Day 5
Specific Starter for Multiplication
TF 22-24
2 Mental multiplication strategies
TF 110
The distributive property/doubling
and halving
3 Mental multiplication by 99,
100, 101, 49, 50, 51 TF 113
4 Using factors for mental
multiplication TF 114
Consolidation
Revision/Consolidation
Pupil Activity TF 110
1 Digit card game
Pupil Activities TF 112
1 Pupil Sheet 9
2 Pupil Sheet 10
Textbook page 23 TF 115
Pupil Activity TF 115
1 Pupil Sheet 11
Textbook page 24 TF 115
Textbook page 21 TF 115
Support
Pupil Activity TF 110
1 Digit card game
Provide pupils with a multiplication
table for support.
NHM Year 6 Framework Unit Planning
Textbook page 22 TF 115
Pupil Activities TF 112
1 Pupil Sheet 9
2 Pupil Sheet 10
Work through the questions with
the pupils as a group and decide and
record the stages needed for each
calculation. Ask pupils to complete
each question independently.
Textbook page 23 TF 115
Before pupils start, discuss as a
group the rules for multiplying by
each number, e.g. To multiply by
101 we times the number by 100
then add another lot of the number
on. Record each rule on the board.
Ask the children to work in pairs.
For each question they must discuss
Page 3 of 24
Pupil Activity TF 115
1 Pupil Sheet 11
Ask pupils to work in pairs and
complete the first row of each
question together. Discuss their
ideas as a group and then ask them
to complete each question
independently. Provide a tables
square for support if necessary.
Textbook page 24 TF 115
Allow children to use informal
jottings to find each answer.
Provide a tables square for support
if necessary.
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NHM Framework Unit Planning Year 6 Autumn Term
what calculation is required and
agree upon an answer before
moving on.
Extension
Plenary
Pupil Activity TF 110
1 Digit card game
Provide pupils with a set of cards
showing two-digit numbers and a
set of 1-9 cards. Ask them to pick a
card from each set and find the
product of the numbers. How long
does it take them to answer 8
questions? Can they improve on
their time?
Pupil Activities TF 112
1 Pupil Sheet 9
2 Pupil Sheet 10
Ask pupils to create a poster
showing how they have derived
some other tables facts for two-digit
numbers. Ask them to explain the
strategies they used in each case.
Textbook page 23 TF 115
Provide pupils with a set of twodigit number cards. Pupils take it in
turns to pick a card and their partner
challenges them to multiply it by a
given number, e.g. 52, 48, 98, 102.
Pupil Activity TF 115
1 Pupil Sheet 11
Provide pupils with a set of twodigit number cards. Ask them to
pick two cards and decide whether
factors could be used to find the
product of the numbers. If so they
must record the numbers and
multiply them, if not they must
write the numbers down stating that
factors could not be used.
Follow-up for Textbook page 21
TF 116
Follow-up for Textbook page 22
TF 116
Follow-up for Textbook page 23
TF 116
Check-up 8
Home Activities 7-8
Check-up 7
Textbook page 24 TF 115
Ask pupils to create a poster
explaining to someone the different
strategies they know for
multiplying two numbers together
proving example calculations.
Encourage them to comment on
when a strategy would be a good
one to use and why.
Follow-up for Textbook page 24
TF 116
Home Activity 9
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Understanding x and 
Use related facts and doubling or halving.
Use known number facts to consolidate mental division.
Division

Mental division
5 days
Mental calculation strategies (x and )
Recognise relationships between fractions: for example, that 1/10 is ten times 1/100,
and 1/16 is half of 1/8.
Fractions

Equivalence
Fractions, decimals and percentages
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
132-137, 185-192
Fractions tool
Units 7, 8:
Division
Units 12, 13:
Fractions
16-17, 29-30
27-28, 41-42
10-11, 14
9
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Day 1
Tune-in TF 132
Mental practice
Revising division by 2-10
Day 2
Specific Starter for Division
TF 25-27
Main
Teaching
1 Dividing mentally by 2-10 TF
133
Fractional notation, remainders
2 Revising and extending halving
TF 134
Core
Activities
Pupil Activity TF 134
1 Pupil Sheet 16
Textbook page 27 TF 137
Pupil Activity TF 134
1 Pupil Sheet 16
Provide a tables square for support
if necessary.
Starter
Support
NHM Year 6 Framework Unit Planning
Extension Textbook
page
Day 3
Tune-in TF 185
Mixed numbers
Revising conversion between mixed
numbers and improper fractions
1 Equivalent fractions TF 187
Multiplying numerator and
denominator
Day 4
Specific Starter for Fractions
TF 30-32
Day 5
Specific Starter for Fractions
TF 30-32
2 Equivalent fractions TF 188
Dividing numerator and
denominator
Revision/consolidation
Pupil Activity TF 136
1 Pupil Sheet 17
Pupil Activity TF 188
1 Pupil Sheet 29
Pupil Activity TF 189
1 Pupil Sheet 30
Textbook page 42 TF 191
Textbook page 28 TF 137
Pupil Activity TF 136
1 Pupil Sheet 17
For the first section of the sheet,
work with the children as a group
and complete the first stage of each
calculation together before asking
them to finish the questions
independently. Ask children to
follow a similar approach to answer
the second set of questions
Textbook page 41 TF 191
Pupil Activity TF 188
1 Pupil Sheet 29
Write in the denominators for each
fraction before copying the sheet
for the children.
Pupil Activity TF 189
1 Pupil Sheet 30
Write in the denominators for each
fraction before copying the sheet
for the children.
Textbook page 42 TF 191
Provide pupils with a set of cards
showing different fractions, not in
their simplest form. Ask pupils to
pick a card and write down two
equivalent fractions to the one they
have picked, one by multiplying the
numerator and denominator by the
same number and one by dividing
them. Give pupils plenty of practice
Page 5 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
providing them with paper to write
each question out in the same
format.
Extension
Pupil Activity TF 134
1 Pupil Sheet 16
Where they have marked work
incorrect, ask pupils to provide the
correct answers.
Plenary
Follow-up for Textbook page 27
TF 137
Pupil Activity TF 136
1 Pupil Sheet 17
Provide pupils with a set of cards
showing five- and six-digit even
numbers. Ask them to pick a card
and halve the number.
Follow-up for Textbook page 28
TF 137
Home Activity 10
Home Activity 11
of this before asking them to
attempt the page in pairs.
Pupil Activity TF 188
1 Pupil Sheet 29
Ask pupils to write down the
equivalent fraction without shading
the second shape. They could then
check their answers by shading.
Follow-up for Textbook page 41
TF 192
Pupil Activity TF 189
1 Pupil Sheet 30
Ask pupils to write down the
equivalent fraction without shading
the second shape. They could then
check their answers by shading.
Home Activity 14
Textbook page 42 TF 191
Provide pupils with a set of cards
showing different fractions, not in
their simplest form. Ask pupils to
pick a card and, working mentally,
put the fraction in its simplest form.
Follow-up for Textbook page 42
TF 192
Check-up 9
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 6 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Fractions, decimals and percentages
Ratio and proportion
Order fractions such as 2/3, ¾ and 5/6 by converting them to fractions with a
common denominator, and position them on a number line.
Use a fraction as an ‘operator’ to find fractions, including tenths and hundredths,
of numbers and quantities.
Use decimal notation for tenths and hundredths in calculations, and tenths,
hundredths and thousandths when recording measurements.
Know what each digit represents in a number with up to three decimal places.
Order a mixed set of numbers or measurements with up to three decimal places.
Round a number with two decimals places to the nearest tenth or to the nearest
whole number.
Fractions

Fraction of a set/quantity; thousandths
Decimals

Tenths and hundredths
5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
43-45
15-16
11-13
MATERIALS
TOOLBOX
189-201, 215-223
Fractions tool
Starter
Day 1
Specific Starter for Fractions
TF 30-32
Main
Teaching
3 Comparing and ordering
fractions TF189
Core
Activities
Textbook page 43 TF 192
Extension Textbook
page
Day 2
Tune-in TF 194
Finding a fraction, numerator ≥ 1,
of a set/quantity
Revision using halves, thirds,
quarters, fifths, tenths, hundredths
1 Finding a fraction, numerator ≥
1, of a set/quantity TF 196
Using any fraction
Day 3
Specific Starter for Fractions
TF 30-32
Day 4
Tune-in TF 215
Revising tenths and hundredths
Day 5
Specific starter for Decimals
TF 33-39
2 Introducing thousandths
TF 198
Fractions of one
metre/kilometre/kilogram
1 Sequences, notation, comparing
and ordering one- and two-place
decimals TF 216
2 Rounding to the nearest
tenth/whole number TF 218
Textbook page 44 TF 200
Textbook page 45 TF 200
Pupil Activities TF 218
1 Decimals card game
Pupil Activities TF 220
1 Pupil Sheet 31
2 Pupil Sheet 32
Textbook pages 47-48 TF 222
Textbook page 49 TF 222
Support
Textbook page 43 TF 192
Provide pupils with the equivalent
fractions chart on Resource Sheet
29 for support.
NHM Year 6 Framework Unit Planning
Textbook page 44 TF 200
Provide pupils with a tables square
for support if necessary.
Work with the children as a group
and discuss the calculations needed
for each type of question before
Textbook page 45 TF 200
Provide pupils with two sets of
cards, one showing the
measurements on the page, the
other showing the required
conversions. Ask pupils to work in
Page 7 of 24
Pupil Activities TF 218
1 Decimals card game
Provide pupils with a set of cards
each showing three clues for a
three-digit number to one decimal
place. Ask them to work together to
Pupil Activities TF 220
1 Pupil Sheet 31
Provide pupils with marked number
lines for q2
2 Pupil Sheet 32
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NHM Framework Unit Planning Year 6 Autumn Term
Extension
Plenary
Textbook page 43 TF 192
Provide pairs of pupils with a blank
0-1 line. They take it in turns to say
a fraction and mark off on the line
roughly where they think it lies.
The first person to mark off three
fractions in a row which have none
of their partner’s fractions in
between wins.
Follow-up for Textbook page 43
TF 193
asking them to find the answers.
pairs to find matching cards. When
they have found all the pairs, they
could attempt the textbook page.
decide from the clues what the
number is.
Textbook page 44 TF 200
Provide children with a set of ‘what
am I?’ cards asking questions such
as ‘5/9 of me is 35, what am I?’ to
solve.
Textbook page 45 TF 200
Give children similar questions to
those on the page but involving ml
and l.
Pupil Activities TF 218
1 Decimals card game
Ask pupils to make five digit
numbers to two or three decimal
places.
Pupil Activities TF 220
1 Pupil Sheet 31
2 Pupil Sheet 32
On the board write a set of twoplace decimals. Ask pupils to round
them to the nearest tenth without
using a number line.
Follow-up for Textbook page 44
TF 200
Follow-up for Textbook page 45
TF 201
Follow-up for Textbook pages 4748 TF 223
Follow-up for Textbook page 49
TF 223
Home Activity 15
Check-up 12
Home Activity 16
Check-up 13
Check-up 11
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 8 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
Fractions, decimals and percentages
Ratio and proportion
Mental calculation strategies (+and -)
Pencil and paper procedures (+ and -)
Use known number facts and place value to consolidate mental addition/subtraction.
Extend written methods to column addition and subtraction of numbers
involving decimals.
Decimals

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
50-53
17-18
14-15
MATERIALS
PUPIL ACTIVITY
SOFTWARE
220-223
Unit 15:
Decimals
Tenths and hundredths
Extension Textbook
page
Day 1
Specific starter for Decimals
TF 33-39
3 Mental addition of one- and
two-place decimals TF 220
Day 2
Specific starter for Decimals
TF 33-39
4 Using a standard written
method for addition TF 221
Day 3
Specific starter for Decimals
TF 33-39
5 Mental subtraction of one- and
two-place decimals TF 221
Day 4
Specific starter for Decimals
TF 33-39
6 Using a standard written
method for subtraction TF 221
Core
Activities
Textbook page 50 TF 222
Textbook page 51 TF 222
Textbook page 52 TF 222
Textbook page 53 TF 222
Support
Textbook page 50 TF 222
Allow pupils to use blank number
lines or informal jottings to find
their answers.
Starter
Main
Teaching
Day 5
Specific starter for Decimals
TF 33-39
Revision/consolidation
Provide pupils with a set of
cards showing one and two
place decimals. Ask them to
pick two cards and find the
difference between and the
total of the two numbers.
NHM Year 6 Framework Unit Planning
Textbook page 51 TF 222
Work with pupils as a group and
discuss and record the calculations
required for each question. Ask
pupils to then find the answers
independently.
Textbook page 52 TF 222
Allow pupils to use blank number
lines or informal jottings to find
their answer. Their partner can use
a calculator to check the answer.
Page 9 of 24
Textbook page 53 TF 222
Work with pupils as a group and
discuss and record the calculations
required for each question. Ask
pupils to then find the answers
independently.
Provide pupils with a set of
cards showing one and two
place decimals. Ask them to
pick two cards and find the
total of the two numbers.
When they have had plenty of
practice ask pupils to repeat
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NHM Framework Unit Planning Year 6 Autumn Term
the activity this time finding
the difference between the
numbers they pick.
Extension
Plenary
Textbook page 50 TF 222
Ask pupils to make up word stories
to go with their chosen additions in
q5, e.g. ‘A snail moved 1.06m up a
plant in the morning and 2.7m in
the afternoon. He moved 3.76m
altogether.’
Textbook page 51 TF 222
Ask pupils to make up four
characters who played for the
different teams. For each they must
write a clue for their partner to use
to identify the team the character
played for.
Textbook page 52 TF 222
Ask pupils to make up their own
game following the same format.
Textbook page 53 TF 222
Ask pupils to make up their own
questions similar to those in q3
relating to the information in the
table. Swap with a partner to solve.
Follow-up for Textbook page 50
TF 223
Follow-up for Textbook page 51
TF 223
Follow-up for Textbook page 52
TF 223
Follow-up for Textbook page 53
TF 223
Home Activity 17
Check-up 14
Provide pupils with a set of
cards showing one and two
place decimals. Ask them to
pick two cards and find the
difference between and the
total of the two numbers. Ask
the pupils to work in pairs
and time each other to
complete eight questions.
Can they improve on their
time?
Discuss children’s work
Check-up 15
Home Activity 18
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 10 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
6
Handling data
Using a calculator
Solve a problem by representing, extracting and interpreting data in tables,
graphs, charts and diagrams, including those generated by a computer, for example:
line graphs.
Find the mode and range of a set of data.
Begin to find the median and mean of a set of data.
Use, read and write standard metric units (km, m, cm, mm) including their
abbreviations, and relationships between them. Convert smaller to larger units (eg m
to km, cm or mm to m).
Data handling

Interpreting graphs/data
Length

Length
8 days
Measures, including problems
Teaching File page
Pupil Sheets
Textbook page
402-408, 288-297
Unit 20:
Handling data
61
112-116, 71-73
Home Activities
Check-ups/Topic
Assessments
10
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Day 1
Tune-in TF 402
Rainfall
Interpreting a bar
line chart
Day 2
Generic Starter
TF 2-7
Day 3
Generic Starter
TF 2-7
Day 4
Generic Starter
TF 2-7
Day 5
Generic Starter
TF 2-7
Main
Teaching
1 Castle visitors
TF 403
Introducing line or
trend graphs
2 Interpreting data
TF 405
Introducing the
median
Revision/
consolidation
3 Interpreting data
TF 406
Introducing the
mean
Revision/
consolidation
Core
Activities
Pupil activity
TF 404
Textbook page 113
TF 407
Textbook page 114 TF
407
Textbook page 115
TF 407
Textbook pages
116 TF 407
Starter
Day 6
Tune-in TF 288
Metres and
centimetres
Recording lengths in
different forms
1 Scale TF 289
Introducing simple
scales, cm to cm
Day 7
Generic Starter
TF 2-7
Day 8
Generic Starter
TF 2-7
2 Scale drawing
TF 291
Scales, cm to m
3 The millimetre TF
292
Consolidation
Textbook page 71
TF 296
Pupil Activity
TF 292
1 Pupil Sheet 61
Textbook page 73 TF
296
1 Trend graphs
Support
Textbook page
112 TF 407
Pupil activity
TF 404
1 Trend graphs
Provide pupils with
a blank graph with
the axes labelled
for the first set of
data and ask them
Textbook page 113
TF 407
Work with the pupils
as a group to write
down all the results in
order as required for
q4.
NHM Year 6 Framework Unit Planning
Textbook page 114 TF
407
Ask the pupils to record
the results for each
member of the red team
by reading the
information off the
graph before they
Textbook page 115
TF 407
Ask the pupils to
record the results
for each member of
the red team by
reading the
information off the
Textbook pages
116 TF 407
Work with the
children as a group
reading the
information off the
graphs together.
Ask them to then go
Page 11 of 24
Extension Textbook
page
E23-E25
Textbook page 71
TF 296
Ask pupils to measure
each bird then
compare their
measurements with a
partner’s. They must
agree on the correct
Textbook page
72 TF 296
Pupil Activity
TF 292
1 Pupil Sheet 61
Ask pupils to
measure the
length of each
room then
compare their
Downloaded from www.myprimary.co.uk
Textbook page 73 TF
296
Provide pupils with two
sets of cards showing
measurements in
millimetres and the
same measurements in
cm and mm. Ask them
NHM Framework Unit Planning Year 6 Autumn Term
to mark on the
points. If necessary
do the same for the
second graph.
Discuss the graphs
and any trends
orally.
Extension
Pupil activity
TF 404
answer the questions.
graph before they
answer the
questions.
through the page
again in pairs and
record their
answers.
measurement before
finding the true length
of each bird.
Textbook pages 113114 TF 407
Textbook pages 115116 TF 407
Extension
Textbook page E23
TF
Extension
Textbook page
E24-E25 TF
Textbook page 71
TF 296
Ask children to draw
scale drawings of
objects in the
classroom such as a
desk, window, etc.
Follow-up for
Textbook pages 113114 TF 408
Discuss children’s
work
Follow-up for
Textbook pages
115-116 TF 408
Discuss children’s
work
1 Trend graphs
Plenary
Provide pupils with
examples of trend
graphs from
newspapers and ask
them to work in
pairs to try and
comment on the
graphs.
Follow-up for
Textbook page 112
TF 408
Follow-up for
Textbook page 71
TF 297
measurements
with a partner’s.
They must agree
on the correct
measurement
before finding the
true length of
each room.
Pupil Activity
TF 292
1 Pupil Sheet 61
Ask pupils to
work in pairs and
draw a plan of the
classroom to
scale.
to work in pairs to find
matching pairs of cards.
Give pupils plenty of
practice before asking
them to attempt the
textbook page.
Follow-up for
Textbook page 72
TF 297
Follow-up for
Textbook page 73 TF
297
Textbook page 73 TF
296
Provide pupils with a
set of objects, e.g. a
pencil, a rubber, a
pencil case. Ask them to
measure the length of
each object and record
it in mm and cm and
mm.
Topic Assessment 10
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
8
5 days
Shape and space
Reasoning about shapes
Objectives: children will be taught to…
NHM Topic
NHM Section
Classify quadrilaterals, using criteria such as parallel sides, equal angles, equal sides
Recognise and estimate angles
Make shapes with increasing accuracy
Recognise where a shape will be after reflection:
In a mirror line touching the shape at a point; in two mirror lines at right angles
Recognise where a shape will be after two translations.
2D shape

Teaching File page
Pupil Sheets
Textbook page
348-357
48-52
96-97
Home Activities
2D shape: line and rotational symmetry
Check-ups
MATERIALS
Day 2
Generic Starter TF 2-9
Main
Teaching
Day 1
Tune-in TF 348
Reflecting shapes in a mirror line
Revision
1 Reflecting shapes in one line of
symmetry TF 350
Core
Activities
Pupil Activity TF 351
1 Pupil Sheet 48
Support
Pupil Activity TF 351
1 Pupil Sheet 48
Provide pupils with mirrors for
support
Starter
NHM Year 6 Framework Unit Planning
Extension Textbook
page
E17
Day 3
Generic Starter TF 2-9
Day 4
Generic Starter TF 2-9
Day 5
Generic Starter TF 2-9
Revision/Consolidation
Revision/Consolidation
3 Introducing rotational
symmetry TF 354
Pupil Activities TF 353
1 Pupil Sheet 49
2 Making symmetrical line patterns
Textbook page 96 TF 355
Textbook page 97 TF 355
Pupil Activities TF 353
1 Pupil Sheet 49
Draw in a pattern in the first
quadrant of each template and ask
Textbook page 96 TF 355
Provide pupils with squared paper
with each design already copied on
to it. Pupils must then complete the
2 Reflecting line patterns in two
lines of symmetry TF 351
Provide pupils with a set of
regular and irregular shapes.
For each shape, ask pupils to
predict the number of times it
will fit in to its outline. They
can then draw round the
shape and see if their
prediction was correct. Ask
them to record their
predictions and actual
results in a table.
Page 13 of 24
Textbook page 97 TF 355
Provide pupils with pre-cut sets of
the shapes put onto card and a copy
of the top half of each pupil sheet.
Provide pupils with a set of
regular and irregular shapes.
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NHM Framework Unit Planning Year 6 Autumn Term
Extension
Plenary
Pupil Activity TF 351
1 Pupil Sheet 48
Ask pupils to draw their own
shapes each with a line of
symmetry. Swap with a partner to
draw in the reflections.
Discuss children’s work
the pupils to reflect it to make
patterns with horizontal and vertical
lines of symmetry
designs.
Ask them to work in pairs to
complete the table in q2.
With the pupils as a group
decide how many times they
think each shape will fit in to
its outline. Record the
guesses. Give pupils a sheet
with each shape drawn on
and ask them to work in pairs
to see if their guesses were
correct.
Pupil Activities TF 353
2 Making symmetrical line patterns
3 Making symmetrical patterns
Textbook page 96 TF 355
Ask pupils to draw in the first
quadrant of a design and swap with
a partner to complete.
Textbook page 97 TF 355
Pupil Activities TF 357
1 Pupil Sheet 49
2 Pegboards
Discuss children’s work
Follow-up for Textbook page
96 TF 355
Extension Teaching TF 355
1 Rotational symmetry designs
Follow-up for Textbook page 97
TF 355
Extension Textbook page E17
TF 357
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 14 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
9
5 days
Measures, including
problems
Objectives: children will be taught to…
NHM Topic
NHM Section
Use, read and write standard metric units (km, m, cm, mm) including their
abbreviations, and relationships between them. Convert smaller to larger units (eg m
to km, cm or mm to m).
Length

Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups/Topic
Assessments
10
MATERIALS
PUPIL ACTIVITY
SOFTWARE
293-297
Unit 18:
Measure
74-78
Length
Extension Textbook
page
Starter
Day 1
Generic Starter TF 2-7
Day 2
Generic Starter TF 2-7
Day 3
Generic Starter TF 2-7
Day 4
Generic Starter TF 2-7
Day 5
Generic Starter TF 2-7
Main
Teaching
4 The kilometre TF 293
Consolidation
Revision/consolidation
Revision/consolidation
5 Perimeter TF 294
Composite shapes
6 Perimeter TF 295
Using a word formulae
Core
Activities
Textbook pages 74 TF 296
Textbook page 75 TF 296
Textbook page 76 TF 296
Textbook page 77 TF 296
Textbook page 78 TF 296
Support
Textbook pages 74 TF 296
Work with the children as a group
and discuss and record the
calculations needed for q1 and 2.
Ask the pupils to then find the
answers independently. Discuss the
table in q3 as a group asking
children to answer the questions
orally only.
Textbook page 75 TF 296
For q3, provide children with a set
of cards showing items that could
be measured using each of the units.
Ask them to work in pairs to match
the cards to the appropriate units.
Textbook page 76 TF 296
Work with the pupils as a group and
discuss and record the calculations
needed to answer each question.
Then ask pupils to work
independently to find the answers.
Textbook page 77 TF 296
Ask children to work in pairs to
measure and record each side of the
shapes in q1 first in mm then cm.
They can then use this data to find
each perimeter.
In q2 ask pupils to write down all
the lengths that will need to be
added first then find the perimeter.
Textbook page 78 TF 296
Discuss q1 with the children as a
group and together decide on and
record the formula for finding the
perimeter of a rectangle. Ask pupils
to complete the remainder of the
page independently
Extension
Textbook pages 74 TF 296
Ask pupils to make up their own
questions about the reels of wool,
swap with a partner to solve.
Textbook page 75 TF 296
Ask pupils to make a display
explaining the different units they
know for measuring length and
when it is appropriate to use each
Textbook page 76 TF 296
Ask pupils to use the data in q3 to
make up their own questions for a
partner to answer.
Textbook page 77 TF 296
Textbook page 78 TF 296
Ask pupils to draw as many
different rectangles as they can with
a perimeter of 16cm. Encourage
children to include lengths/breadths
NHM Year 6 Framework Unit Planning
Page 15 of 24
Follow-up for Textbook page 77
TF 297
Ask pupils to repeat the activity
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NHM Framework Unit Planning Year 6 Autumn Term
one with suggested items that could
be measured in them.
Plenary
Follow-up for Textbook page 74
TF 297
Follow-up for Textbook page 75
TF 297
Follow-up for Textbook page 76
TF 297
with a different sized rectangle.
What do they notice? Why does this
happen?
which include half centimetres.
Repeat for a perimeter of say 10cm.
Can they list the rectangles without
drawing them?
Follow-up for Textbook page 77
TF 297
Follow-up for Textbook page 78
TF 297
Topic Assessment 10
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 16 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Measures, including problems
Calculate the perimeter and area of simple compound shapes that can be split
into rectangles.
Area

Area
5 days
Teaching File page
Pupil Sheets
Textbook page
322-330
46-47
87-89
Home Activities
Check-ups/Topic
Assessments
12
MATERIALS
Extension Textbook
page
E13
Day 1
Tune-in TF 322
Areas of rectangles
Revising the use of the formula lx b
for finding the area of a rectangle
1 Area of rectangles TF 323
Day 2
Generic Starter TF 2-7
Day 3
Generic Starter TF 2-7
Day 4
Generic Starter TF 2-7
Day 5
Generic Starter TF 2-7
2 Composite shapes TF 323
3 Right-angled triangles TF 325
Revision/consolidation
4 Square units and half-square
units TF 326
Core
Activities
Pupil Activity TF 323
1 Pupil Sheet 46
Textbook page 87 TF 327
Textbook pages 88 TF 328
Textbook pages 89 TF 328
Pupil Activity TF 327
1 Pupil Sheet 47
Support
Pupil Activity TF 323
1 Pupil Sheet 46
Ask pupils to work in pairs and
measure and record the length and
breadth of each rectangle before
finding the area.
Textbook page 87 TF 327
Provide children with a sheet with
the shapes in q2 and 3 copied onto
it. They can then subdivide the
shapes and mark on the sheet to
help them find the areas required.
Textbook pages 88 TF 328
Work through the first few
questions with the pupils as a
group. Emphasise that they should
be finding the area of the associated
rectangle then halving it to find the
area of each triangle.
Ask pupils to work in pairs to
measure the sides of the triangles in
2 and record the calculation which
will be required to find the area.
They can then find each area
independently
Textbook pages 89 TF 328
Work with the pupils as a group and
discuss each question. Record the
calculations that will be needed to
solve the problems. Ask pupils to
then work independently to find the
answers.
Pupil Activity TF 327
1 Pupil Sheet 47
Encourage pupils to number each
square and half square as they count
them to help them find each area
without missing/recounting any
sections.
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
Page 17 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Extension
Plenary
Pupil Activity TF 323
1 Pupil Sheet 46
Ask pupils to list all the rectangles
they could draw which have an area
of 24cm2. What about other areas?
Extension Textbook page E13
Discuss Pupil Activity.
Follow-up for Textbook page 87
TF 328
TF 330
Textbook pages 88 TF 328
Ask pupils to make their own boat
designs. Give them a price per
square metre for sail fabric. Ask
them to calculate how much their
designs would cost.
Follow-up for Textbook pages 88
TF 328
Textbook pages 89 TF 328
Tell children they have to cover
different rectangular spaces with
square slabs with 50cm edges. Give
them some areas of rectangles, e.g.
50m2, 28m2 and ask them to find
the number of slabs needed to cover
each one. Ask pupils to record their
results in a table. Is there a rule for
working out the number of slabs
needed?
Follow-up for Textbook pages 88
TF 328
Pupil Activity TF 327
1 Pupil Sheet 47
Provide pupils with dotty paper.
Ask them to draw all the shapes
they can with an area of 8 square
units.
Discuss Pupil Activity.
Topic Assessment 12
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 18 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
Consolidate all strategies from previous year, including:
find a difference by counting up;
add or subtract the nearest multiple of 10, 100 or 1000, then adjust;
use the relationship between addition and subtraction;
add several numbers
Use known number facts and place value to consolidate mental addition/subtraction
(e.g. 470 + 380, 810 - 380, 7.4 + 9.8, 9.2 - 8.6)
Addition

5 days
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Mental addition involving two-/three-digit numbers
Develop calculator skills and use a calculator effectively.
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
68-73
Number grid, line
Unit 3:
Addition
5
7-10
3
3
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Extension Textbook
page
Day 1
Tune-in TF 68
Revising addition of several twodigit numbers
1 Extending addition of several
two-digit numbers TF 69
Day 2
Specific Starter for Addition
TF 13-18
Day 3
Specific Starter for Addition
TF 13-18
Day 4
Specific Starter for Addition
TF 13-18
Day 5
Specific Starter for Addition
TF 13-18
2 Adding three-digit numbers
TF 70
Bridging a multiple of 10
3 Adding three-digit numbers
TF 71
Bridging a multiple of 100
4 Adding three-digit numbers
TF 71
Bridging 1000
Core
Activities
Textbook page 7 TF 73
Textbook page 8 TF 73
Textbook page 9 TF 73
Textbook page 10 TF 73
Further Teaching
TF 72
Adding numbers on either side of
the same multiple of 100
Pupil Activity TF 72
1 Pupil Sheet 5
Support
Textbook page 7 TF 73
Allow pupils to use number lines
and make informal jottings to find
their answers.
Textbook page 8 TF 73
With the children as a group discuss
and record the calculations needed
to answer q1 and 2. Allow pupils to
use informal jottings and number
lines for support.
Textbook page 9 TF 73
Allow pupils to use informal
jottings and number lines for
support. Discuss q4 with the pupils
as a group and decide on the
calculations required to solve the
problems together.
Extension
Textbook page 7 TF 73
On the board write the total of all
the answers to the questions. When
Textbook page 8 TF 73
Ask children to draw their own
mountain rally map and make up
Textbook page 9 TF 73
Provide children with a set of cards
showing three-digit numbers. Pupils
Textbook page 10 TF 73
Ask pupils to work in pairs to
decide on and record the
calculations needed to answer q1
and 3. They can then find the
answers independently. Allow
pupils to use informal jottings and
number lines for support.
Textbook page 10 TF 73
Ask pupils to create a poster
describing the different strategies
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
Page 19 of 24
Pupil Activity TF 72
1 Pupil Sheet 5
Work with the pupils as a group and
discuss and record the first stage of
each calculation. Pupils can then
complete the questions
independently.
Pupil Activity TF 72
1 Pupil Sheet 5
Provide children with a set of cards
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NHM Framework Unit Planning Year 6 Autumn Term
Plenary
pupils have finished they must add
up all their answers. If their total
does not match yours they must
find out where they have made
mistakes and correct them.
Follow-up for Textbook page 7
TF 73
questions relating to it for a partner
to answer.
Follow-up for Textbook page 8
TF 73
must pick two cards and find the
total using a strategy of their
choice. Their partner can time them
to see how long it takes to answer 8
questions. Can they beat their time?
Follow-up for Textbook page 9
TF 73
Home Activity 3
they know for adding numbers
together mentally. Can they give
examples of when it would be
appropriate to use each one?
Follow-up for Textbook page 10
TF 73
showing three-digit numbers. Pupils
must pick two cards and discuss
with a partner what they think
would be the best strategy for
finding the total and why.
Revision/Consolidation
Check-up 3
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 20 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Properties of numbers
Reasoning about numbers
Recognise and extend number sequences, such as the sequence of square numbers,
or the sequence of triangular numbers 1, 3, 6, 10, 15…
Recognise prime numbers to at least 20.
Find the difference between a positive and a negative integer, or two negative
integers in a context such as temperature or the number line, and order a set of
positive and negative integers.
Number properties

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
160-168
Number line, grid
Units 9, 10:
Number properties
25
32-36
12, 13
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Number sequences and patterns
Extension Textbook
page
Day 1
Tune-in TF 160
Sequences in steps of 6/7/8/9
Consolidation
1 Identifying and extending
sequences TF 161
Including steps of 11/15/19/21/25
Day 2
Specific Starter for Number
Properties TF 28-30
Day 3
Specific Starter for Number
Properties TF 28-30
Day 4
Specific Starter for Number
Properties TF 28-30
Day 5
Specific Starter for Number
Properties TF 28-30
2 Square numbers TF 162
2 Square numbers TF 162
Revision/consolidation
3 Consolidation of negative
numbers TF 164
Ordering, temperature
increase/decrease
Pupil Activity TF 162
1 Pupil Sheet 25
Textbook page 33 TF 166
Textbook page 34 TF 166
Textbook page 35 TF 166
Textbook page 36 TF 167
Textbook page 33 TF 166
Work with the pupils as a group to
create and record the sequence of
square numbers up to 20 squared.
They can then use this to answer the
questions. Discuss q5 together and
accept an oral explanation of the
rule.
Textbook page 34 TF 166
Provide pupils with cubes to make
models of the stacks of boxes
instead of drawing them. Allow
them to make models of the seventh
and eighth stacks if necessary and
so on until they are comfortable
with the pattern.
Textbook page 35 TF 166
Work with the pupils as a group and
decide on the calculations needed to
answer each question. Where
generalisations are required discuss
them with the children together and
accept oral explanations. As a
group write down the
generalisations that have been
Textbook page 36 TF 167
Provide pupils with a vertical
number line showing numbers from
–50 to 50.
Textbook page 32 TF 166
Support
Pupil Activity TF 162
1 Pupil Sheet 25
Give pupils the first few terms of
sequences for q1c) and q2.
NHM Year 6 Framework Unit Planning
Page 21 of 24
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NHM Framework Unit Planning Year 6 Autumn Term
Extension
Plenary
Pupil Activity TF 162
1 Pupil Sheet 25
Ask pupils to use Resource Sheet
25 to investigate other number
sequences. Can they create a
display of the different circle
patterns they find?
Follow-up for Textbook page 32
TF 167
Textbook page 33 TF 166
Provide children with a set of cards
showing the square numbers up to
20 squared. Ask them to pick a card
and say the square root of the
number.
Textbook page 34 TF 166
Ask pupils to create a display
describing square and triangular
numbers and the relationships
between them.
made.
Textbook page 35 TF 166
Ask pupils to create a poster
describing all the general
statements they know about odd
and even numbers, giving examples
to illustrate each one.
Textbook page 36 TF 167
Ask pupils to list pairs or sets of
three numbers (one of which at
least is negative) with totals of 5, 7
and 8.
Follow-up for Textbook page 33
TF 167
Follow-up for Textbook page 34
TF 168
Follow-up for Textbook page 35
TF 168
Follow-up for Textbook page 36
TF 168
Home Activity 12
Home Activity 13
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Autumn Term
Unit 1
TB 1
TB 2
HA 1
Unit 2
TB 21
HA 7
HA 8
CU 7
TB 22
TB 23
HA 9
Unit 3
TB 27
HA 10
TB 28
HA 11
TB 41
TB 42
HA 14
Unit 4
TB 43
CU 11
TB 44
HA 15
TB 45
CU 12
Unit 5
TB 50
TB 51
CU 14
TB 52
TB 53
Unit 6
TB 112
TB 113
TB 114
TB 115
TB 116
EX 23
Unit 8
TB 96
TB 97
EX 17
Unit 9
TB 74
TB 75
TB 76
TB 77
TB 78
Unit 10
TB 87
EX 13
TB 88
TB 89
Unit 11
TB 7
HA 3
TB 8
TB 9
TB 10
CU 3
Unit 12
TB 32
TB 33
TB 34
HA 13
TB 35
TB 36
NHM Year 6 Framework Unit Planning
TB 24
CU 8
TB 47
TB 48
TB 49
CU 13
EX 24
EX 25
TB 71
TB 72
Page 23 of 24
TB 73
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NHM Framework Unit Planning Year 6 Autumn Term
NHM Year 6 Framework Unit Planning
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