NHM Framework Unit Planning Year 6 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
Multiply and divide [decimals] mentally by 10 or 100, and [integers] by 1000,
and explain the effect.
Use the vocabulary of estimation and approximation.
Consolidate rounding an integer to the nearest 10, 100 or 1000.
Place value

3 days
Teaching File page
Pupil Sheets
Textbook page
4
5-6
Home Activities
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
59-64
Number line, grid
Unit 2:
Place value
Day 2
Specific Starter for Place Value
TF 9-12
Day 3
Specific Starter for Place Value
TF 9-12
2 Estimating quantities TF 61
Estimating quantities
3 Rounding to the nearest
1000/100 TF 62
Core
Activities
Pupil Activity TF 61
1 Pupil Sheet 4
Textbook page 5 TF 64
Put the children into mixed ability
groups to work on the challenges.
Discuss with the children how to
work together as a group, how to
allocate work, create a report, etc.
Textbook page 6 TF 64
Support
Pupil Activity TF 61
1 Pupil Sheet 4
Provide pupils with a set of small
cards showing each of the numbers
shown by the arrows. Ask pupils to
place the numbers in the correct
boxes on the lines.
Textbook page 5 TF 64
Put the children into mixed ability
groups to work on the challenges.
Discuss with the children how to
work together as a group, how to
allocate work, create a report, etc.
Textbook page 6 TF 64
For each number to be rounded ask
the children to mark its approximate
position on a number line and use
this to help them round it. E.g.
when rounding 7358 to the nearest
1000 children should position it on
a number line labelled 7000 at one
end and 8000 at the other.
Extension
Pupil Activity TF 61
1 Pupil Sheet 4
Provide pairs of pupils with a blank
Textbook page 5 TF 64
Put the children into mixed ability
groups to work on the challenges.
Textbook page 6 TF 64
Provide children with a set of cards
showing seven- and eight-digit
Main
Teaching
NHM Year 6 Framework Unit Planning
Extension Textbook
page
2
Day 1
Tune-in TF 59
Washing line
Estimating and positioning a
number on 0-1000 and 0-200 lines
1 Estimating and positioning
numbers on a 0-10 000 and 01000 lines TF 60
Starter
Estimating and rounding
Page 1 of 21
Day 4
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Day 5
NHM Framework Unit Planning Year 6 Spring Term
Plenary
0 – 10 000 line and a set of cards
showing four-digit numbers. Pupils
take it in turns to pick a card and
mark and label the line to show its
approximate position.
Discuss Pupil Activity.
Discuss with the children how to
work together as a group, how to
allocate work, create a report, etc.
numbers. Children pick a card and
must round the number to the
nearest million/thousand/hundred.
Follow-up for Textbook page 5
TF 64
Follow-up for Textbook page 6
TF 64
Check-up 2
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 2 of 21
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
2
5 days
Understanding x and 
Paper and pencil procedures (x and )
Objectives: children will be taught to…
NHM Topic
NHM Section
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
multiplication of ThHTU × U (short multiplication);
short multiplication of numbers involving decimals;
long multiplication of a three-digit by a two-digit integer;
short division of TU or HTU by U (mixed-number answer);
division of HTU by TU (long division, whole-number answer);
short division of numbers involving decimals
Multiplication

Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups/
MATERIALS
TOOLBOX
Topic Assessment
117-127
Multiplication facts,
grid
12-15
25-26
3a, b
Written methods of multiplication
Extension Textbook
page
E3
Day 1
Day 2
Day 3
Day 4
Day 5
Tune-in TF 117
Revising mental multiplication by a
single digit
1 The ‘cross’ method TF 118
Multiplying a four-digit number by
a single digit
Specific Starter for Multiplication
TF 22-24
Specific Starter for Multiplication
TF 22-24
Specific Starter for Multiplication
TF 22-24
Specific Starter for Multiplication
TF 22-24
2 Developing a standard written
method TF 119
Multiplying a four-digit number by
a single digit
3 The ‘cross’ method TF 120
Multiplying a three-digit number by
a two-digit number
4 Developing a standard written
method TF 122
Multiplying a three-digit number by
a two-digit number
Revision/Consolidation
Core
Activities
Pupil Activity TF 119
1 Pupil Sheet 12
Pupil Activity TF 120
1 Pupil Sheet 13
Pupil Activity TF 122
1 Pupil Sheet 14
Pupil Activity TF 123
1 Pupil Sheet 15
Textbook page 26 TF 123
Support
Pupil Activity TF 119
1 Pupil Sheet 12
If necessary work with the children
as a group and complete the first
part of each calculation together
before asking them to find the
answers independently.
Pupil Activity TF 122
1 Pupil Sheet 14
If necessary work with the children
as a group and complete the first
part of each calculation together
before asking them to find the
answers independently.
Pupil Activity TF 123
1 Pupil Sheet 15
If necessary put the questions on
the board and ask pupils to use the
‘cross’ method to find the answers.
Textbook page 26 TF 123
With the children as a group discuss
and record the calculations needed
to answer each question before
asking pupils to find the answers
independently. Allow pupils to use
informal methods if necessary.
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
Textbook page 25 TF 123
Pupil Activity TF 120
1 Pupil Sheet 13
If necessary put the questions on
the board and ask pupils to use the
‘cross’ method to find the answers.
Page 3 of 21
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NHM Framework Unit Planning Year 6 Spring Term
Extension
Plenary
Pupil Activity TF 119
1 Pupil Sheet 12
If pupils are already familiar with a
short written method ask them to
use this instead of the ‘cross’
method. If not ask them to consider
the cross method and discuss with a
partner how they might simplify it.
Discuss Pupil Activity.
Pupil Activity TF 120
1 Pupil Sheet 13
Put the questions on the board and
ask pupils to find the answers using
the standard written method.
Follow-up for Textbook page 25
TF 124
Pupil Activity TF 122
1 Pupil Sheet 14
If pupils are already familiar with a
standard written method ask them
to use this instead of the ‘cross’
method. If not ask them to consider
the cross method and discuss with a
partner how they might simplify it.
Pupil Activity TF 123
1 Pupil Sheet 15
Textbook page 26 TF 123
Discuss children’s work
Discuss Pupil Activity.
Extension Textbook page E3
TF 127
Follow-up for Textbook page 26
TF 124
Topic Assessment 3a, b
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 4 of 21
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NHM Framework Unit Planning Year 6 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 )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
Short division of TU or HTU by U (mixed-number answer);
Division of HTU by TU (long division, whole-number answer);
Short division of numbers involving decimals.
Count on in steps of 0.1, 0.2, 0.25, 0.5…, and then back. [number properties
objective]
Round a number with two decimal place to the nearest tenth or to the nearest whole
number.
Begin to convert a fraction to a decimal using division.
Recognise the equivalence between the decimal and fraction forms of one half, one
quarter, three quarters, one eighth… and tenths, hundredths and thousandths
Division

Written division by a single digit
Decimals

Multiplication
5 days
Fractions, decimals and
percentages
Using a calculator
Teaching File page
Pupil Sheets
Textbook page
18-20, 35-37
29, 54-55
Home Activities
Check-ups
MATERIALS
TOOLBOX
139-143, 224-230
Multiplication facts,
grid
Extension Textbook
page
10
Day 1
Tune-in TF 139
Revising division of three-digit
numbers
Leading to two-digit quotients and
including remainders
1 Revising division of three-digit
numbers TF 140
Leading to three-digit quotients and
including remainders
Day 2
Specific Starter for Division
TF 25-27
Day 3
Specific Starter for Division
TF 25-27
Day 4
Tune-in TF 224
Multiplying tenths
Revision
Day 5
Specific starter for Decimals
TF 33-39
2 Revising division of three-digit
numbers TF 141
Using a shorter written method
3 Division of four-digit numbers
TF 141
1 Multiplying decimals TF 225
Revising mental multiplication of a
two-digit, one-place decimal by a
single digit
2 Developing a standard written
method TF 226
Multiplying a three-digit number
with one or two decimal places by a
single digit
Core
Activities
Pupil Activities TF 140
1 Pupil Sheet 18
2 Pupil Sheet 19
Pupil Activity TF 141
1 Pupil Sheet 20
Textbook page 29 TF 143
Pupil Activities TF 226
1 Pupil Sheet 35
Pupil Activities TF 227
1 Pupil Sheet 36
2 Pupil Sheet 37
Support
Pupil Activities TF 140
1 Pupil Sheet 18
2 Pupil Sheet 19
Ask pupils to work in pairs. They
Pupil Activity TF 141
1 Pupil Sheet 20
If necessary allow pupils to carry
on using the longer written method
Textbook page 29 TF 143
With the children as a group,
discuss and record the calculations
needed to answer each question
Textbook page 54 TF 230
Pupil Activities TF 226
1 Pupil Sheet 35
Work with the children as a group
and complete the first stage of each
Textbook page 55 TF 230
Pupil Activities TF 227
1 Pupil Sheet 36
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
must take it in turns to do a
question explaining aloud to their
partner each step they are making.
that they are comfortable with.
before asking pupils to find the
answers independently. Allow
pupils to use informal methods if
necessary.
calculation. Ask pupils to then find
the answers independently.
Extension
Pupil Activities TF 140
1 Pupil Sheet 18
2 Pupil Sheet 19
If pupils are familiar with a shorter
written method ask them to use this
instead.
Pupil Activity TF 141
1 Pupil Sheet 20
Ask pupils to make up their own
division word problems. Swap with
a partner to solve.
Textbook page 29 TF 143
Provide pupils with a set of cards
showing four-digit numbers and a
set of 2-9 cards. Pupils must pick a
card from each set and divide the
larger number by the single digit
number. Their partner can time
them to see how long it takes to
answer eight questions. Can they
beat their time?
Pupil Activities TF 226
2 Multiplying decimals activity
Pupil Activities TF 227
1 Pupil Sheet 36
2 Pupil Sheet 37
Write the questions on the board
and ask pupils to answer them using
a standard written method.
Plenary
Discuss Pupil Activities.
Discuss Pupil Activities.
Follow-up for Textbook page 54
TF 230
Follow-up for Textbook page 55
TF 230
Follow-up for Textbook page 29
TF 143
Home Activity 19
Check-up 10
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 6 of 21
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NHM Framework Unit Planning Year 6 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
Count on in steps of 0.1, 0.2, 0.25, 0.5…, and then back. [number properties
objective]
Round a number with two decimal place to the nearest tenth or to the nearest whole
number.
Begin to convert a fraction to a decimal using division.
Recognise the equivalence between the decimal and fraction forms of one half, one
quarter, three quarters, one eighth… and tenths, hundredths and thousandths
Decimals


Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
38-41
56-58
20
16, 17
MATERIALS
TOOLBOX
Starter
Main
Teaching
228-238
Multiplication facts,
grid
Day 1
Specific starter for Decimals
TF 33-39
3 Multiplication of a decimal by
10, 100 or a multiple of 10
TF 228
Day 2
Tune-in TF 232
Dividing by 10 and 100
Dividing multiples of 10 by 10 and
multiples of 100 by 100
1 Dividing mentally by 10, 100
and single-digit numbers
TF 233
Multiplication
Division
Extension Textbook
page
E10
Day 3
Specific starter for Decimals
TF 33-39
Day 4
Specific starter for Decimals
TF 33-39
Day 5
Specific starter for Decimals
TF 33-39
2 Developing a standard written
method TF 235
Division of a three-digit number
with one/two decimal places, ‘twostep’ quotients
3 Developing a standard written
method TF 236
Revision/Consolidation
Division of a three-digit number
with one/two decimal places,
‘three-step’ quotients
Core
Activities
Pupil Activities TF 229
1 Decimal worksheet
Pupil Activities TF 234
1 Decimal card game
Pupil Activities TF 235
1 Pupil Sheet 38
2 Pupil Sheet 39
Pupil Activities TF 236
1 Pupil Sheet 40
2 Pupil Sheet 41
Textbook page 58 TF 237
Pupil Activities TF 235
1 Pupil Sheet 38
Work with the pupils as a group and
complete the first stages of each
calculation together before asking
pupils to finish the questions
independently.
Pupil Activities TF 236
1 Pupil Sheet 40
Work with the pupils as a group and
complete the first stages of each
calculation together before asking
pupils to finish the questions
independently.
Textbook page 58 TF 237
Allow pupils to use informal
methods if necessary.
Textbook page 56 TF 230
Support
Pupil Activities TF 229
1 Decimal worksheet
Provide cards which practise
multiplying decimals by 10 and 100
NHM Year 6 Framework Unit Planning
Textbook page 57 TF 237
Pupil Activities TF 234
1 Decimal card game
Ask pupils to first divide the
numbers by 10. After they have had
plenty of practice they can repeat
the game dividing by 100.
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NHM Framework Unit Planning Year 6 Spring Term
Extension
Plenary
Pupil Activities TF 229
1 Decimal worksheet
Provide cards which practise
multiplying decimals by 20, 30, 40,
etc.
Pupil Activities TF 234
1 Decimal card game
After playing the game, ask pupils
to work in pairs and discuss how
they would divide the numbers by
20 and 200.
Pupil Activities TF 235
1 Pupil Sheet 38
2 Pupil Sheet 39
Write the questions on the board
and ask pupils to answer them
without the support on setting out
provided by the pupil sheets.
Pupil Activities TF 236
1 Pupil Sheet 40
2 Pupil Sheet 41
Write the questions on the board
and ask pupils to answer them
without the support on setting out
provided by the pupil sheets.
Extension Textbook page E10
Follow-up for Textbook page 56
TF 230
Follow-up for Textbook page 57
TF 230
Discuss Pupil Activities.
Discuss Pupil Activities.
Follow-up for Textbook page 58
TF 237
Check-up 16
Home Activity 20
TF 238
Check-up 17
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 8 of 21
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
Shape and space
Reasoning about shapes
Describe and visualise properties of solid shapes such as parallel or perpendicular
faces or edges.
Make shapes with increasing accuracy.
Visualise 3D and shapes from 2D drawings and identify different nets for a closed
cube.
3D shape

8 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
372-378
Unit 19:
Shape
Day 1
Tune-in TF 372
3D shape
Extension Textbook
page
103-105
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
Naming and describing
Main
Teaching
1 Nets of 3D shapes TF 373
2 Surface area of 3D shapes
TF 374
3 Visualising shapes TF 375
Revision/Consolidation
Further Teaching TF 376
1 Parallel and perpendicular
properties of 3D shapes
Core
Activities
Textbook page 103 TF 377
Textbook page 104 TF 377
Textbook page 105 TF 377
Provide pupils with a set of regular
3D shapes and ask them to write
descriptions of the shapes,
particularly focusing on the number
of parallel and perpendicular edges.
Support
Textbook page 103 TF 377
Ask pupils to make different nets
with the linking cubes but do not
ask them to draw them onto paper.
Textbook page 104 TF 377
For each shape, ask pupils to sketch
all the faces of the shape and label
each one with its surface area. They
can then add all the areas together
to find the total surface area.
Textbook page 105 TF 377
Ask pupils to make each shape out
of cubes before attempting the
questions.
Extension
Textbook page 103 TF 377
Ask pupils to make a display of all
the different nets they can find
Textbook page 104 TF 377
Tell pupils a cuboid has a total
surface area of 96cm2. Ask them to
Textbook page 105 TF 377
In pairs, ask pupils to take it in
turns to make partially completed
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
Give pairs of children cubes and a
screen to place between them (e.g. a
large book or file). One child must
NHM Year 6 Framework Unit Planning
Page 9 of 21
Provide pupils with a set of regular
3D shapes and a set of cards with
descriptions on, e.g. ‘this shape has
one set of three parallel edges’. Ask
pupils to place the cards next to the
matching shapes.
Provide pupils with a set of regular
3D shapes and ask them to write
descriptions of the shapes,
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NHM Framework Unit Planning Year 6 Spring Term
Plenary
which make a cube (there are
eleven in total)
record all the possibilities for its
dimensions.
cuboids out of cubes. Their partner
must state how many cubes would
be needed to complete the cuboid.
Their answer can be checked using
cubes.
make a shape out of the cubes and
as they go along give instructions to
their partner to create a replica.
When they have finished remove
the screen and see whether the two
shapes are the same.
particularly focusing on the number
of parallel and perpendicular edges.
Ask pupils to make up clues to
describe a shape. Swap clues with a
partner who has to work out what
the shape is.
Follow-up for Textbook page 103
TF 377
Follow-up for Textbook page 104
TF 377
Follow-up for Textbook page 105
TF 378
Discuss children’s work
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 10 of 21
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
7
Measures, including problems
Appreciate different times around the world.
Time


24-hour times
Durations, seconds
5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
79-84
23-24
Check-ups
MATERIALS
304-314
Day 1
Tune-in TF 304
Units of Time
Consolidation
Day 2
Specific Starter for Time TF 42-43
Main
Teaching
1 24-hour times TF 305
Consolidation of reading and
writing times using 24-hour
notation
2 Local time TF 306
Introducing world time zones
Core
Activities
Textbook page 79 TF 308
Pupil Activities TF 307
1 World times activity
2 World time zones map
Support
Textbook page 79 TF 308
With the pupils as a group, give
each child a drawing of a large
circle divided into 24 segments.
Explain to the children that the
circle represents time through the
day and label each mark with the
analogue time, i.e. 1am, 2am, etc.
Go round the clock again and put in
the corresponding 24-hour times.
Children can use their clock to
answer the questions.
Textbook page 79 TF 308
Using the flight departure
information, ask pupils to make up
their own problems like those in q4.
swap with a partner to answer.
Starter
Extension
NHM Year 6 Framework Unit Planning
Textbook page 80 TF 308
Pupil Activities TF 307
1 World times activity
Pupil Activities TF 307
1 World times activity
2 World time zones map
Provide pupils with a globe or atlas
and ask them to mark on for
themselves the approximate
positions of the cities given in
Extension Textbook
page
Day 3
Tune-in TF 310
Durations bridging one hour
24-hour notation in multiples of 5
minutes
1 Durations bridging more than
one hour in multiples of 5
minutes TF 311
24-hour notation
Day 4
Specific Starter for Time TF 42-43
Day 5
Specific Starter for Time TF 42-43
Revision/consolidation
Revision/consolidation
Textbook pages 81-82 TF 313
Textbook page 83 TF 313
Textbook page 84 TF 313
Textbook pages 81-82 TF 313
Provide pupils with a 24 hour time
line with each hour marked off in
five minute intervals for support.
Textbook page 83 TF 313
Provide pupils with a 24 hour time
line with each hour marked off in
five minute intervals for support.
Ask pupils to work in pairs. For
each question they must discuss and
agree upon the calculation required
to find the answer before working it
out independently.
Textbook page 84 TF 313
Work with the children as a group
to complete the cooking times table.
They can then use this to answer the
following questions.
Textbook pages 81-82 TF 313
Ask pupils to plan out an imaginary
day trip with stops at various
places. They can then write
questions about the trip for a
partner to solve.
Textbook page 83 TF 313
Ask pupils to plan out an imaginary
day trip with stops at various
places. They can then write
questions about the trip for a
partner to solve. Continue from
previous day.
Textbook page 84 TF 313
Ask pupils to work out how many
weeks/days/hours they have been
alive.
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NHM Framework Unit Planning Year 6 Spring Term
Plenary
Follow-up for Textbook page 79
TF 308
activity 1. Next to the cities they
can mark on the current local times
having been told the time in
London.
Follow-up for Textbook page 80
TF 308
Follow-up for Textbook pages 8182 TF 314
Home Activity 23
Follow-up for Textbook page 83
TF 314
Follow-up for Textbook page 84
TF 314
Home Activity 24
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
Page 12 of 21
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
8
Measures, including problems
Shape and space
Appreciate different times around the world.
Classify quadrilaterals, using criteria such as parallel sides, equal angles, equal
sides...
Make shapes with increasing accuracy.
Time
Shape


5 days
Teaching File page
Pupil Sheets
Textbook page
312-317, 358-367
53-54
85-86, 98-102
Home Activities
Check-ups/Topic
Assessment
11a, b; 14a, b
MATERIALS
Starter
Main
Teaching
Core
Activities
Day 1
Specific Starter for Time TF 42-43
Day 2
Specific Starter for Time TF 42-43
2 Seconds TF 312
Introducing stopclocks for reading
times in seconds
Revision/consolidation
Textbook page 85 TF 314
Textbook page 86 TF 314
Durations, seconds
2D Shape: properties, puzzles and patterns
Extension Textbook
page
E14-15
Day 3
Tune-in TF 358
Revising properties of 2D shapes
Triangles/quadrilaterals/regular
polygons
1 Properties of quadrilaterals
Introducing the rhombus,
parallelogram, trapezium and kite
TF 359
Day 4
Generic starter TF 2-9
Day 5
Generic starter TF 2-9
2 The seven piece Tangram
TF 361
3 Circle patterns TF 362
Textbook pages 98-99 TF 364
Pupil Activity TF 362
1 Pupil Sheet 53
Further Teaching TF 363
Diagonal properties of
quadrilaterals
Textbook pages 101-102 TF 365
Textbook page 100 TF 365
Support
Textbook page 85 TF 314
Work with the pupils as a group
reading each scale together. Then
ask pupils to go through the page
again and record their answers.
Textbook page 86 TF 314
Textbook pages 98-99 TF 364
Provide pupils with copies of the
shapes and cards showing the
descriptions. Ask pupils to work in
pairs and place the cards next to the
appropriate shapes.
Pupil Activity TF 362
1 Pupil Sheet 53
If necessary draw on some of the
pieces onto each blank shape and
ask pupils to put on the rest.
Textbook pages 101-102 TF 365
For each design, discuss with the
pupils as a group how they are
going to recreate it. Where
necessary help children to use their
compasses accurately.
Extension
Textbook pages 85-86 TF 314
Extension Textbook pages E14E15 TF317
Textbook pages 98-99 TF 364
Ask pupils to make a poster
showing shapes with as many
properties as the children can think
Pupil Activity TF 362
1 Pupil Sheet 53
Ask pupils to make their own
pictures and patterns using the
Textbook pages 101-102 TF 365
Ask pupils to make a poster
showing different circle patterns.
Extension Teaching TF 316
1 One-minute durations
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Plenary
Follow-up for Textbook pages 8184 TF 314
of displayed around them.
Tangram pieces.
Follow-up for Textbook pages
98-99 TF 365
Follow-up for Textbook page
100 TF 365
Discuss children’s work
Topic Assessment 11a, b
Follow-up for Textbook pages 101102 TF 365
Topic Assessment 14a, b
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Mental calculation strategies (+ and -)
Consolidate all strategies from previous year,, including:
Subtraction

5 days
Mental subtraction involving three-digit numbers
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;
Use known number facts and place value to consolidate mental subtraction
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
15-17
5
5
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
87-91
Number grid, line
Unit 4:
Subtraction
Extension Textbook
page
Day 1
Tune-in TF 86
Mental practice
Revising subtraction of a two-digit
number
1 Subtracting a three-digit
multiples of 10 TF 87
Bridging a multiple of 100
Day 2
Specific starter for Subtraction
TF 19-21
Day 3
Specific starter for Subtraction
TF 19-21
Day 4
Generic starter TF 2-9
Day 5
Generic starter TF 2-9
2 Subtracting from a three-digit
multiple of 10 TF 88
Bridging a multiple of 100
3 Subtracting three-digit
numbers TF 89
Bridging a multiple of 10
Revision/Consolidation
Revision/Consolidation
Textbook page 15 TF 90
Textbook page 16 TF 91
Textbook page 17 TF 91
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally.
Ask pupils to describe to their
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Support
Textbook page 15 TF 90
Allow pupils to use informal
jottings to find their answers.
Textbook page 16 TF 91
Allow pupils to use informal
jottings to find their answers. For
q3 discuss with the children as a
group what calculations are needed
to answer each question.
Textbook page 17 TF 91
Allow pupils to use informal
jottings to find their answers. For
q3 discuss with the children as a
group what calculations are needed
to answer each question.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally
or using informal jottings if
necessary.
partner the strategy they choose to
use.
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally
or using informal jottings if
necessary. Ask pupils to describe to
their partner the strategy they
choose to use.
Extension
Textbook page 15 TF 90
On the board write the total of all
the answers to the questions. When
pupils have finished, they can use a
calculator to find the total to all of
their answers. If it does not match
the one on the board they must find
and correct their mistakes.
Follow-up for Textbook page 15
TF 91
Textbook page 16 TF 91
For each question in q2, ask pupils
to describe the strategy they used to
get their answer and try to give a
different strategy they could have
used.
Textbook page 17 TF 91
Ask pupils to make up their own
word problems relating to the
holiday data on the page. Swap with
a partner to solve.
Follow-up for Textbook page 16
TF 91
Follow-up for Textbook page 16
TF 91
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to choose two cards and
find the difference between the two
numbers mentally. Their partner
can time them to see how long it
takes to answer six questions. Can
they improve on their time?
Discuss children’s work
Provide pupils with a set of cards
showing three-digit numbers. Ask
children to take it in turns to choose
two cards and find the difference
between the two numbers mentally.
Ask pupils to describe to their
partner the strategy they choose to
use and give an alternative strategy.
Discuss children’s work
Plenary
Home Activity 5
Check-up 5
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
Use known number facts and place value to consolidate mental addition/subtraction.
Use informal pencil and paper methods to support, record or explain additions and
subtractions.
Extend written methods to column addition and subtraction of numbers involving
decimals.
Addition

5 days
Money and ‘real life’
problemsMaking decisions and
checking results, including using a
calculator
Teaching File page
Pupil Sheets
Textbook page
Home Activities
6
11-14
4
Check-ups/Topic
Assessment
4
1a, b
MATERIALS
TOOLBOX
75-79
Number grid, line
Addition involving numbers with up to five digits
Extension Textbook
page
Day 2
Specific Starter for Addition
TF 14-18
Day 3
Specific Starter for Addition
TF 14-18
Day 4
Specific starter for Addition
TF 14-18
Day 5
Generic starter TF 2-9
Main
Teaching
Day 1
Tune-in TF 75
Revising doubles of multiples of
100 to 10 000
1 Adding mentally four-digit
multiples of 100 TF 76
2 Adding mentally four-digit
numbers TF 76
No bridging/bridging a multiple of
10
3 Adding four-/five-digit numbers
TF 77
Using a standard written method
4 Adding numbers with up to five
digits TF 77
Revision/consolidation
Core
Activities
Pupil Activity TF 76
1 Pupil Sheet 6
Textbook page 11 TF 79
Textbook page 12 TF 79
Textbook page 13 TF 79
Textbook page 14 TF 79
Support
Pupil Activity TF 76
1 Pupil Sheet 6
Allow pupils to use informal
jottings to find their answers.
Textbook page 11 TF 79
Allow pupils to use informal
jottings to find their answers.
Textbook page 12 TF 79
Allow pupils to use extended
written methods if necessary.
Textbook page 13 TF 79
Work with the children as a group
setting each question out. Then ask
them to find the answers
independently.
Textbook page 14 TF 79
Work through each question with
the children as a group discussing
ideas and strategies together before
allowing pupils some time to find
their answers independently.
Extension
Pupil Activity TF 76
1 Pupil Sheet 6
On the board write the total of all
the answers to the questions. When
Textbook page 11 TF 79
Ask pupils to design a poster
describing the different mental
methods they know for adding four-
Textbook page 12 TF 79
Ask pupils to make up their own
addition word problems relating to
the information in the table. Swap
Textbook page 13 TF 79
On the board write the total of all
the answers to the questions. When
pupils have finished, they can use a
Textbook page 14 TF 79
Ask pupils to make up their own
questions relating to the Pick ‘n’
Mix numbers. Swap with a partner
Starter
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
pupils have finished, they can use a
calculator to find the total to all of
their answers. If it does not match
the one on the board they must find
and correct their mistakes.
Plenary
digit numbers.
with a partner to solve.
calculator to find the total to all of
their answers. If it does not match
the one on the board they must find
and correct their mistakes.
to solve.
Follow-up for Textbook page 11
TF 79
Follow-up for Textbook page 12
Follow-up for Textbook page 13
TF 79
Follow-up for Textbook page 14
TF 80
TF 79
Home Activity 4
Topic Assessment 1a, b
Check-up 4
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
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
26-27
37-40
Home Activities
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
169-180
Number grid, line
Unit 11:
Number properties
Check-ups/Topic
Assessments
5a, b
Divisibility, multiples, factors and primes
Extension Textbook
page
E5-E7
Day 1
Tune-in TF 169
Divisibility by 2, 3, 4, 5, 9, 10, 100
Revision of last digit/s and digitsum tests
1 Divisibility by 4 TF 170
A test based on halving
Day 2
Specific starter for Number
properties TF 28-29
Day 3
Specific starter for Number
properties TF 28-29
Day 4
Specific starter for Number
properties TF 28-29
Day 5
Generic starter TF 2-9
2 Multiples TF 171
Including common
multiples/smallest common multiple
3 Factors and prime numbers
TF 173
Revision/Consolidation
Revision/Consolidation
Core
Activities
Textbook page 37 TF 175
Pupil Activity TF 172
1 Pupil Sheet 26
Pupil Activity TF 175
1 Pupil Sheet 27
Textbook page 39 TF 176
Textbook page 40 TF 176
Support
Textbook page 37 TF 175
Work with the children as a group
to produce a table for q4. Discuss
general statements together and
help children formulate their ideas
to produce succinct statements.
Textbook page 38 TF 176
Pupil Activity TF 172
1 Pupil Sheet 26
Ask pupils to focus on the patterns
creating by colouring in multiples
of 2, 3, 4 and 5
Pupil Activity TF 175
1 Pupil Sheet 27
Work with the pupils as a group
crossing out the relevant numbers
and arriving at the prime numbers.
Textbook page 39 TF 176
Remind pupils of the meaning of
the terms ‘factor’ and ‘prime’
before they start. If necessary
provide a tables square for support.
Textbook page 40 TF 176
Work with the children as a group
asking for the answers orally only.
Extension
Extension Textbook page E5
TF 179
Pupil Activity TF 172
1 Pupil Sheet 26
Pupil Activity TF 175
1 Pupil Sheet 27
Extension Textbook page E6 TF
179
Extension Textbook page E7 TF
179
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Plenary
Follow-up for Textbook page 37
TF 176
Ask pupils to write next to each
square a description of the patterns
they have found.
Ask pupils to investigate the pattern
arising from colouring in the square
numbers.
Follow-up for Textbook page 38
TF 176
Textbook pages 39-40 TF 176
Discuss children’s work
Follow-up for Textbook page 39
TF 176
Follow-up for Textbook page 40
TF 176
Topic Assessment 5a, b
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Spring Term
Unit 1
TB 5
TB 6
CU 2
Unit 2
TB 25
TB 26
EX 3
TA 3ab
Unit 3
TB 29
CU 10
TB 54
TB 55
Unit 4
TB 56
CU 16
TB 57
TB 58
EX 10
CU 17
Unit 5
TB 103
TB 104
TB 105
Unit 7
TB 79
HA 23
TB 80
TB 81
TB 82
TB 83
TB 84
Unit 8
TB 85
TB 86
TA 11ab
Unit 9
TB 15
HA 5
TB 16
TB 17
CU 5
Unit 10
TB 11
HA 4
CU 4
TB 12
TB 13
TB 14
TA 1ab
Unit 11
TB 37
EX 5
TB 38
TB 39
TB 40
EX 6
EX 7
NHM Year 6 Framework Unit Planning
EX 14
HA 24
EX 15
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