NHM Framework Unit Planning Year 6 Summer 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
Home Activities
Check-ups
53-58
Number line, grid
Unit 1:
Place value
2-3
3-4
2
1
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Day 1
Specific Starter for Place Value
TF 9-12
3 Adding/Subtracting mentally
multiples of powers of 10 TF 53
Day 2
Specific Starter for Place Value
TF 9-12
4 Multiplying/Dividing mentally
by 10, 100, 1000 TF 54
Day 3
Generic starter TF 2-9
Core
Activities
Textbook page 3 TF 56
Pupil Activities TF 55
1 Pupil Sheet 2
2 Pupil Sheet 3
Textbook page 4 TF 56
Support
Textbook page 3 TF 56
Provide pupils with place value
notation cards for support.
Pupil Activities TF 55
1 Pupil Sheet 2
Ask pupils to work in pairs to lay
out the dominoes in a pattern where
connecting dominoes match.
Textbook page 4 TF 56
Provide pupils with a place value
notation grid for support.
Extension
Textbook page 3 TF 56
Provide pupils with a set of cards
showing seven- and eight-digit
numbers and a set of cards showing
numbers such as 4 000 000, 200
000, 30 000. Pupils must take a card
from each set and increase then
decrease the first number by the
second amount.
Pupil Activities TF 55
2 Pupil Sheet 3
Extension Teaching
1 Introducing ancient Egyptian
numbers TF 57
Textbook page 4 TF 56
Extension Textbook page E1
TF 58
Starter
Main
Teaching
NHM Year 6 Framework Unit Planning
Day 4
Place value
Extension Textbook
page
E1
Day 5
Revision/Consolidation
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NHM Framework Unit Planning Year 6 Summer Term
Plenary
Follow-up for Textbook page 3
TF 56
Discuss children’s work
Follow-up for Textbook page 4
TF 56
Home Activity 2
Check-up 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 Summer Term
Unit/
Days
Framework topic
2
Understanding x and 
Mental calculation strategies (x and )
5 days
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Objectives: children will be taught to…
NHM Topic
NHM Section
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.
Division

Teaching File page
Pupil Sheets
Textbook page
144-155
21-24
30-31
Home Activities
MATERIALS
Starter
Main
Teaching
Core
Activities
Day 1
Tune-in TF 144
Linking
Dividing mentally a three-digit
multiple of 10 by a two-digit
multiple of 10
1 Rounding then dividing TF 145
Mental division to find approximate
quotients
Pupil Activity TF 146
Day 2
Specific Starter for Division
TF 25-27
Day 3
Specific Starter for Division
TF 25-27
2 Dividing a three-digit number
by a two-digit number, including
remainders TF 146
Standard written method
Pupil Activity TF 146
1 Pupil Sheet 22
Pupil Activity TF 146
1 Pupil Sheet 22
Ask pupils to work in pairs. They
must take it in turns to complete a
question explaining to their partner
what they are doing at each stage. If
their partner disagrees with their
work they must explain why and
agree upon the correct calculations.
Pupil Activity TF 146
1 Pupil Sheet 22
Ask pupils to look at the questions
they have done and discuss with a
Division by two digits
Check-ups/Topic
Assessment
4a, b, c
Extension Textbook
page
E4, E28-E29
Day 4
Resource Sheets
Day 5
Generic starter TF 2-9
Generic starter TF 2-9
3 Dividing a three-digit number
by a two-digit number, including
remainders TF 147
Shorter standard written method
Pupil Activities TF 148
1 Pupil Sheet 23
2 Pupil Sheet 24
Revision/Consolidation
Revision/Consolidation
Textbook page 30 TF 148
Textbook page 31 TF 148
Pupil Activities TF 148
1 Pupil Sheet 23
If necessary write the questions on
the board and allow children to
continue using the longer method
that they are familiar with.
Textbook page 30 TF 148
Allow pupils to use the longer
written method if they need to.
Pupil Activities TF 148
1 Pupil Sheet 23
Extension Textbook page E4
TF 153
Textbook page 31 TF 148
Allow pupils to use the longer
written method if they need to.
For q4, once pupils have completed
their calculations discuss the
questions with them together and
decide on the correct answer to each
one ensuring they are correctly
interpreting the remainders.
Extension Textbook pages E28E29 TF 154
1 Pupil Sheet 21
Support
Pupil Activity TF 146
1 Pupil Sheet 21
Discuss the questions in q3 with the
pupils as a group and decide
together what to round each number
to before asking pupils to complete
the questions independently.
Extension
Pupil Activity TF 146
1 Pupil Sheet 21
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Plenary
Ask pupils to time themselves to
see how long it takes to answer the
questions in q3. Put a similar set of
questions on the board, can they
beat their time?
partner how they could simplify the
method. Provide them with some
further examples of questions to try
out their ideas. Ask them to explain
to the group their ideas and why
they work.
Discuss children’s work
Discuss children’s work
Textbook pages 30, 31
TF 148
Discuss children’s work
Follow-up for Textbook page 30
TF 149
Follow-up for Textbook
page 31 TF 149
Topic Assessment 4a, b,
c
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Fractions, decimals, percentages,
ratio and proportion
Solve simple problems involving ratio and proportion.
Fractions

Ratio and proportion
Understand percentage as the number of parts in every 100. Express simple
fractions such as one half, one quarter, three quarters, one third, two thirds…, and
tenths and hundredths as percentages.
Find percentages of small whole-number quantities.
Percentages

Percentages
5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
202-209; 260-274
Fractions tool
Unit 14: Fractions
Unit 16: Percentages
42
46; 63-67
22
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Day 1
Tune-in TF 202
Unequal shares
Revision of comparing ‘part to
part’
1 Proportions TF 203
Introduction of comparing ‘part to
whole’
Day 3
Specific Starter for Percentages
TF 40-41
Day 4
Specific Starter for Percentages
TF 40-41
Day 5
Specific Starter for Percentages
TF 40-41
1 Linking percentages and
fractions TF 262
2 Finding a percentage of a
set/quantity TF 263
3 Finding a percentage of a
set/quantity TF 265
Problems in context
4 Comparing/ordering numbers
involving percentages, fractions
and decimals TF 267
Pupil Sheet 42
Textbook page 64 TF 269
Textbook page 65 TF 269
Textbook page 63 TF 269
Textbook page 46 TF
204
Textbook page 63 TF 269
Before children answer the
questions look at each one as a
group and agree on the number of
segments in each diagram and the
number which are coloured.
For q2 give children some true and
false statements on cards for each
path. Ask them to sort them into
those which are true and those
which are false.
NHM Year 6 Framework Unit Planning
Extension Textbook
page
E8-E9, E30
Day 2
Tune-in TF 260
Revising percentages
Textbook page 46 TF
204
Support
Check-ups/Topic
Assessment
6a,b; 8a, b
Textbook pages 66-67
TF 269
Textbook page 64 TF 269
For q4-6, discuss with the children
as a group what calculations they
must carry out to answer the
questions.
Page 5 of 24
Textbook page 65 TF 269
Ask pupils to work in pairs. For
each question they take it in turns to
explain how they think they should
find the answer. If their partner
disagrees they must explain why
and the pair must agree on an
approach.
Textbook pages 66-67
TF 269
For p67, work with the children as a
group. Discuss each question and
decide on an appropriate strategy to
find the answer. Give pupils time to
then work out each answer for
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NHM Framework Unit Planning Year 6 Summer Term
Discuss q3,4 and 5 with the
children as a group and decide what
calculations are needed to answer
each question.
Extension
Textbook page 46 TF
204
themselves before moving on to the
next question.
Textbook page 63 TF 269
Put some fractions on the board,
e.g. 3/5, 7/25. Ask pupils to convert
them to percentages without the aid
of a visual representation.
Textbook page 64 TF 269
Provide pupils with newspapers.
Ask them to find examples of
where percentages have been used.
Can they create a poster showing
and interpreting these examples?
Textbook page 65 TF 269
Ask pupils to continue with their
newspaper posters.
Textbook pages 66-67 TF 269
Follow-up for Textbook page 63
TF 270
Follow-up for Textbook page 64
TF 270
Follow-up for Textbook page 65
TF 270
Follow-up for Textbook pages 6667 TF 271
Extension Textbook page E30
TF 274
Extension Teaching
1 Ratio TF 208
Plenary
Extension Textbook pages E8-E9
TF 209
Follow-up for Textbook page 46
TF 205
Follow-up for Extension Textbook
pages E8-E9 TF 209
Topic Assessment 8a, b
Home Activity 22
Topic Assessment 6a, b
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Fractions, decimals and percentages
Decimals

5 days
Ratio and proportion
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
Teaching File page
Pupil Sheets
Textbook page
Home Activities
32-34
59-62
21
MATERIALS
TOOLBOX
Starter
240-256
Number line
Day 1
Tune-in TF 240
Check-ups/Topic
Assessment
18
7a, b, c
Three-place decimals
Extension Textbook
page
E11-E12
Day 2
Specific starter for Decimals
TF 33-39
Day 3
Specific starter for Decimals
TF 33-39
Day 4
Specific starter for Decimals
TF 33-39
Day 5
Generic starter TF 2-9
2 Comparing and ordering
decimals TF 243
3 Rounding a three-place decimal
TF 246
To the nearest tenth/first decimal
place
4 Approximate sums and
differences TF 247
Using three-place decimals
rounded to the nearest whole
number
Revision/consolidation
Pupil Activities TF 245
1 Hundredths/units card game
2 Find five decimals
Pupil Activities TF 247
1 Pupil Sheet 34
2 Pupil Sheet 32
Textbook page 61 TF 248
Textbook page 62 TF 248
Pupil Activities TF 247
1 Pupil Sheet 34
Work with the children as a group
and agree upon the position of each
number on the number line before
asking them to round them. Provide
pupils with similar number lines for
q2.
Textbook page 61 TF 248
When rounding numbers,
encourage children to draw a
number line and position the
number on it to assist them in
rounding it.
Textbook page 62 TF 248
Work with the children as a group
discussing each question and
agreeing on answers orally only.
See page notes TF 249 for further
teaching support.
Pupil Activities TF 247
1 Pupil Sheet 34
Textbook page 62 TF 248
2 Using a standard written
method for subtracting threeplace decimals TF 255
Number lines
Main
Teaching
Revising notation for one- and twoplace decimals
1 Number line for thousandths
TF 240
Introducing notation for three-place
decimals
Core
Activities
Pupil Activities TF 243
1 Pupil Sheet 33
Textbook page 59 TF 248
Support
Pupil Activities TF 243
2 Pelmanism
Provide pairs of pupils with the
cards and ask them to work together
to sort them into matching pairs.
Textbook page 60 TF 248
Pupil Activities TF 245
1 Hundredths/units card game
Give children cards showing units
and tenths to begin with and extend
to hundredths and thousandths if the
children are ready.
Extension
Pupil Activities TF 243
2 Pelmanism
Pupil Activities TF 245
2 Find five decimals
Extension Teaching
NHM Year 6 Framework Unit Planning
Page 7 of 24
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NHM Framework Unit Planning Year 6 Summer Term
Plenary
Follow-up for Textbook page 59
TF 249
Follow-up for Textbook page 60
TF 249
Textbook page 61 TF 248
1 Using a standard written
method for adding three-place
decimals TF 255
Extension Textbook page E11 TF
256
Extension Textbook page E12 TF
256
Discuss children’s work
Follow-up for Textbook page 61
TF 250
Follow-up for Textbook page 62
TF 250
Check-up 18
Topic Assessment 7a, b, c
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
MATERIALS
Day 1
Day 2
Day 3
Extension Textbook
page
Day 4
Resource Sheets
Day 5
Starter
Main
Teaching
SATs
SATs
SATs
SATs
SATs
Core
Activities
Support
Extension
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Plenary
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 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
6
Handling data
Using a calculator
Shape and space
Use the language associated with probability to discuss events, including those with
equally likely outcomes.
Read and plot co-ordinates in all four quadrants.
Recognise where a shape will be after reflection:
in a mirror line touching the shape at a point (side of a shape not necessarily
Data handling

Probability
Shape

Position, movement and angle
8 days
Reasoning about shapes
parallel or perpendicular to the mirror line); in two mirror lines at right angles
(side of shape all parallel or perpendicular to the mirror line).
Recognise where a shape will be after two translations.
Recognise and estimate angles.
Calculate angles in a triangle or around a point.
Teaching File page
Pupil Sheets
Textbook page
421-426, 383-395, 368
55
122-123, 106-107
Home Activities
MATERIALS
Starter
Main
Teaching
Core
Activities
Check-ups/Topic
Assessments
Extension Textbook
page
E26-E27, E18-E21
Day 1
Tune-in TF 421
Likelihood
Revision of
impossible, certain,
likely, unlikely
1 Probability line
TF 422
Language of
chance
Day 2
Generic Starter
TF 2-7
Day 3
Generic Starter
TF 2-7
Day 4
Generic Starter
TF 2-7
Day 5
Tune-in TF 383
Revising coordinates in the first
quadrant
Day 6
Generic Starter
TF 2-9
Day 7
Generic Starter
TF 2-9
Day 8
Generic Starter
TF 2-9
2 Listing outcomes
and describing their
probabilities
TF 423
Revision/Consolidation
Revision/Consolida
tion
1 Introducing coordinates in all
four quadrants TF
384
Revision/consolidatio
n
2 Completing
symmetrical
shapes TF 385
On a fourquadrant coordinate grid
Revision/consolidation
Textbook page
122 TF 425
Textbook page 123
TF 425
Ask pupils to create a
poster showing a
probability scale
labelled with events
they can think of fitting
each stage of the scale.
Give pairs of pupils
two dice. They must
roll the dice 50
times and find the
total each time. In a
table ask them to
record how many
times each total is
made. Can they
Textbook page 106
TF 394
Pupil Activity
TF 385
1 Pupil Sheet 55
On a blank fourquadrant grid ask
pupils to draw their
own shapes and write
instructions for
recreating it by
Textbook page
107 TF 394
On a blank fourquadrant grid ask pupils
to draw their own
shapes in one or two
quadrants. Swap with a
friend to reflect the
shape into the
remaining quadrants.
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
make statements
about how likely it
is to roll each total
and why?
Support
Textbook page
122 TF 425
For q3 provide
children with a set
of cards showing
different events.
Ask them to match
them to each of the
categories given.
Extension
Textbook page
122
TF 425
Ask pupils to draw
their own
probability scale
and think of
various events to
label it with.
Follow-up for
Textbook page 122
TF 425
Plenary
Textbook page 123
TF 425
Before children start,
run through the
terminology used on
the page, e.g.
‘multiple’, ‘factor’,
etc. For each one
remind pupils of the
meaning and write an
explanation on the
board for them to
refer to when
answering the
questions.
Textbook page 123
TF 425
Give pupils two 1-6
dice. Ask them to
work out the
probability of getting
each total from 2-12
if both dice are rolled.
Ask pupils to create a
poster showing a
probability scale.
Provide a set of cards
showing different
events and ask them to
stick them on to their
poster with arrows
linking them to the
appropriate part of the
scale. Can they think of
some of their own
events to add?
Follow-up for
Textbook page 123
TF 425
Discuss children’s work
Extension Textbook
page E26 TF 426
Give pairs of pupils
two dice. They must
roll the dice 50
times and find the
total each time. In a
table ask them to
record how many
times each total is
made. Discuss with
the children how
often each total
appears. Can they
suggest why some
totals might appear
more than others?
Extension
Textbook page E27
TF 426
joining coordinates.
Swap with a friend to
reproduce the shape.
Textbook page 106
TF 394
Work with the
children as a group
deciding together
the answers to each
question.
Pupil Activity
TF 385
1 Pupil Sheet 55
Textbook page
107 TF 394
Provide templates
of each shape
which pupils can
use to find the
reflections.
Provide children with
four-quadrant grids with
simple shapes in one
quadrant for the
children to reflect. If
necessary provide
templates of each shape
to support the pupils.
Pupil Activity
TF 385
1 Pupil Sheet 55
Extension Textbook
page 18 TF 368
Textbook page
107 TF 394
Extension Textbook
pages 20-21 TF 368
Extension
Textbook page
19 TF 368
Textbook page 106
TF 394
Discuss children’s
work
Follow-up for
Textbook page 106
TF 395
Discuss children’s
work
Follow-up for
Textbook page
107
TF 395
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
8
Shape and space
Reasoning about shapes
Read and plot co-ordinates in all four quadrants.
Recognise where a shape will be after reflection:
in a mirror line touching the shape at a point (side of a shape not necessarily
Shape

5 days
Position, movement and angle
parallel or perpendicular to the mirror line); in two mirror lines at right angles
(side of shape all parallel or perpendicular to the mirror line).
Recognise where a shape will be after two translations.
Recognise and estimate angles.
Calculate angles in a triangle or around a point.
Teaching File page
Pupil Sheets
Textbook page
56
108-111
Home Activities
MATERIALS
TOOLBOX
387-398
Co-ordinate grid
Check-ups/Topic
Assessments
15a, b
Extension Textbook
page
E22
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
3 Translating shapes TF 387
On a four-quadrant co-ordinate
grid
4 Rotating shapes TF 389
On a four-quadrant co-ordinate
grid
5 Naming, estimating, measuring
and drawing angles TF 391
Introducing reflex angles
Revision/consolidation
6 Calculating angles TF 393
Core
Activities
Textbook page 108 TF 394
Textbook page 109 TF 395
Textbook page 111 TF 395
Textbook page 110 TF
395
Provide pupils with a set of cards
showing angle measurements on,
e.g. 360 or drawings of angles on.
Children must pick a card and
either measure the angle or draw the
matching angle.
Support
Textbook page 108 TF 394
Provide pupils with a template of
each shape already drawn onto
tracing paper.
Textbook page 110 TF
395
Provide pupils with a set of cards
showing drawings of angles on.
Children must pick a card and
measure the angle. When they are
confident in measuring angles
provide practice of drawing them.
Textbook page 111 TF 395
Before children start discuss as a
group the total of the angles of a
triangle and those in a complete
turn and record statements on the
board for children to refer to.
Starter
Textbook page 109 TF 395
Provide pupils with a template of
each shape already drawn onto
tracing paper.
Ask pupils to work in pairs. They
must both measure each angle and
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
agree on a measurement before
moving onto the next question.
Extension
Plenary
Textbook page 108 TF 394
Ask pupils to answer each question
mentally without using tracing
paper.
Follow-up for Textbook page 108
TF 395
Textbook page 109 TF 395
Ask pupils to come up with general
statements about where a shape
ends up after a given rotation, e.g.
‘a rotation of 900 clockwise will
make the shape end up in an
adjacent quadrant’
Follow-up for Textbook page 109
TF 396
Textbook page 110 TF
395
Ask pupils to draw a picture made
of straight lines. Wherever an angle
appears on their picture they must
measure and label it.
Follow-up for Textbook page 110
TF 396
Ask pupils to continue with their
angle pictures. Can they label the
type of each angle as well as its
size?
Textbook page 111 TF 395
Discuss children’s work
Follow-up for Textbook page 111
TF 396
Extension Textbook page E22
TF 398
Topic Assessment 15a, b
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Measures, including problems
Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl), including
their abbreviations, and relationships between them. Convert smaller to larger units
(e.g. m to km, cm or mm to m, g to kg, ml to l) and vice versa.
Know imperial units (mile, pint, gallon, lb, oz).
Know rough equivalents of lb and kg, oz and g, miles and km, litres and pints or
gallons
Measure

5 days
Teaching File page
Pupil Sheets
Textbook page
278-284
43-44
68-70
Home Activities
MATERIALS
Starter
Main
Teaching
Core
Activities
Day 1
Tune-in TF 278
Reading scales
Revision of scales marked in 10 g,
20 g, 50 g, 100 g divisions
1 Reading scales to the nearest
100 g, 0.1 kg TF 279
Check-ups/Topic
Assessment
Weight
Extension Textbook
page
9
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
Revision/consolidation
2 Kilograms and grams TF 281
3 Introducing the tonne TF 281
Revision/Consolidation
Textbook page 68 TF 283
Textbook page 69 TF 283
Pupil Activity TF282
1 Weighing and recording task
Textbook page 70 TF 283
Textbook page 68 TF 283
Work through q1 and 2 with the
children together ensuring they are
all able to read scales before asking
them to do the practical activities.
Textbook page 69 TF 283
Work with the children together to
use a spring balance.
Pupil Activity TF282
1 Weighing and recording task
Provide pupils with cards showing
pictures of large animals on along
with their weight in kg. Ask the
children to convert each weight to
tonnes and kilograms and order the
animals from smallest to largest.
Textbook page 70 TF 283
For q3 and 4 work with the children
as a group and decide on the
calculations needed to find the
answers.
Textbook page 68 TF 283
Ask children to set each other
further challenges like those in q4.
ask them to produce a display of the
Textbook page 69 TF 283
In pairs ask children to take it in
turns to put some items in a school
bag. Their partner must hold the
Pupil Activity TF282
1 Weighing and recording task
Ask children to create a poster
showing the weights of different
Textbook page 70 TF 283
Ask the children to find the total
weight of the boys in the class and
then the girls. Can they estimate the
Pupil Activities TF 280
1 Weighing familiar objects
2 Pupil Sheet 43
3 Pupil Sheet 44
Support
Pupil Activities TF 280
3 Pupil Sheet 44
Extension
Pupil Activities TF 280
1 Weighing familiar objects
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
items they find labelled with their
actual weight.
Plenary
Discuss children’s work
Follow-up for Textbook page 68
TF 283
bag and estimate the weight before
measuring it. They must record the
difference between the estimated
and actual weight. At the end each
child must find the total of all their
differences. The person with the
lowest total wins.
Follow-up for Textbook page 69
TF 283
things they have researched.
total weight of all the girls/boys in
the school? Can they explain how
they did this?
Discuss children’s work
Follow-up for Textbook page 70
TF 283
Topic Assessment 9
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Measures, including problems
Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl), including
their abbreviations, and relationships between them. Convert smaller to larger units
(e.g. m to km, cm or mm to m, g to kg, ml to l) and vice versa.
Know imperial units (mile, pint, gallon, lb, oz).
Know rough equivalents of lb and kg, oz and g, miles and km, litres and pints or
gallons.
Measure


5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
334-343
Unit 17:
Measure
Day 1
Tune-in TF 334
Tenth of a litre
Revising the relationship 1/10 l =
100 ml
1 The centilitre TF 335
Introducing the relationships 1 l =
100 cl, 1 cl = 10 ml
90-95
Check-ups/Topic
Assessment
13
Volume/Capacity
Mixed measure
Extension Textbook
page
E16
Day 2
Generic Starter TF 2-7
Day 3
Tune-in TF 340
Revising Imperial units and their
metric equivalents
Day 4
Generic Starter TF 2-7
Day 5
Generic Starter TF 2-7
2 Estimating and measuring
capacities in centilitre TF 336
Revision/Consolidation
1 Introducing feet, inches, pounds
and ounces TF 341
Exploring relationships with metric
units
Revision/Consolidation
Textbook page 91 TF 337
Textbook page 92 TF 337
Textbook page 93 TF 342
Textbook page 95 TF 342
Textbook page 91 TF 337
Work with the children as a group
giving them extra practice of
reading scales in cl before they do
the practical activity.
Textbook page 92 TF 337
Work with the children as a group
and convert all the measurements in
the questions to ml before asking
pupils to find the answers.
Textbook page 93 TF 342
Work with the children as a group
and decide on and record the
calculations needed to answer each
question before asking pupils to
find the answers independently.
Textbook page 95 TF 342
For q4, provide pupils with a set of
cards showing the metric units
suitable for measuring each item.
Ask them to put the cards against
the matching questions. Repeat with
a set of cards showing imperial
units.
Textbook pages 91-92 TF 337
Extension Textbook page E16
TF 339
Textbook page 93 TF 342
Provide pupils with some recipes.
Ask them to make up word
problems related to the recipes for a
Textbook page 95 TF 342
Provide pupils with some recipes
where the measurements are shown
in imperial units. Ask pupils to
Textbook page 90 TF
337
Support
Textbook page 90 TF
337
Work with the children as a group
and convert all the measurements in
q2, 3 and 4 to ml before asking
pupils to compare/order them.
Extension
Textbook page 90 TF
337
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Ask children to say a statement, e.g.
‘25cl is the same volume as ¼ l’.
Their partner must say if the
statement is true or false.
Plenary
Follow-up for Textbook page 90
TF 337
Follow-up for Textbook page 91
TF 337
Follow-up for Textbook page 92
TF 337
partner to solve.
convert the measurements to metric
equivalents.
Discuss children’s work
Follow-up for Textbook page 95
TF 343
Topic Assessment 13
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
Mental calculation strategies (+ and -)
Subtraction

5 days
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
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
decimals.
Pupil Sheets
Textbook page
Home Activities
7-8
18
6
MATERIALS
TOOLBOX
Starter
Main
Teaching
Core
Activities
93-101
Number line, grid
Day 1
Tune-in TF 93
Revising mental subtraction of a
three-digit multiple of 100
1 Subtracting mentally a fourdigit multiple of 100, 50
TF 93
Pupil Activity TF 95
Check-ups/Topic
Assessments
6
2a, b
Extension Textbook
page
Day 2
Specific Starter for Subtraction
TF 19-21
Day 3
Specific Starter for Subtraction
TF 19-21
Day 4
Generic Starter TF 2-7
Day 5
Generic Starter TF 2-7
2 Subtracting mentally three/four-digit numbers TF 95
No bridging/bridging a multiple of
10
3 Subtracting mentally a three/four-digit number from a
multiple of 1000 TF 96
Revision/consolidation
Revision/consolidation
Textbook page 18 TF 98
Pupil Activity TF 97
1 Pupil Sheet 8
Ask pupils to design a poster
explaining all the different
strategies they know for doing
mental subtraction.
1 Pupil Sheet 7
NHM Year 6 Framework Unit Planning
Subtraction involving numbers with four or more digits
Page 19 of 24
Ask pupils to continue
with their posters
providing examples of
calculations that would
be best solved using
each strategy they have
described.
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NHM Framework Unit Planning Year 6 Summer Term
Support
Pupil Activity TF 95
Textbook page 18 TF 98
Allow pupils to use informal
jottings to find their answers.
Pupil Activity TF 97
1 Pupil Sheet 8
Allow pupils to use informal
jottings to find all their answers if
necessary.
Provide pupils with further practice
of answering the types of questions
used in the previous days. Discuss
mental strategies with them and
encourage them to try and answer
the questions mentally before
resorting to jottings.
Provide pupils with further practice
of answering the types of questions
used in the previous days. Discuss
mental strategies with them and
encourage them to try and answer
the questions mentally before
resorting to jottings.
Textbook page 18 TF 98
Provide pupils with a set of cards
showing four-digit numbers. Ask
pupils to choose two cards and find
the difference between the numbers,
mentally if possible. Their partner
can time how long it takes them to
answer ten questions. Can they
improve on their time?
Pupil Activity TF 97
1 Pupil Sheet 8
Put the questions on the board and
ask pupils to answer them mentally
as quickly as they can.
Ask pupils to design a poster
explaining all the different
strategies they know for doing
mental subtraction.
Provide pupils with a set of cards
showing four-digit numbers. Ask
pupils to choose two cards and find
the difference between the numbers,
mentally if possible. Their partner
must use a calculator to find the
answer at the same time. If a child
get the right answer and beats the
calculator they score a point.
Follow-up for Textbook page 18
TF 99
Check-up 6
Discuss children’s work
Discuss children’s work
1 Pupil Sheet 7
Allow pupils to use informal
jottings to find their answers.
Extension
Pupil Activity TF 95
Plenary
1 Pupil Sheet 7
On the board write the total to all
the answers to the questions. When
pupils have finished the sheet they
can use a calculator to find the total
to all their answers. If their total
does not match the one on the board
they must find and correct their
mistakes.
Discuss children’s work
Home Activity 6
Topic Assessment 2a, b
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Mental calculation strategies (+ and -)
Subtraction

Subtraction involving numbers with four or more digits
5 days
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.
Data Handling


Spreadsheets and databases
Bar charts with class intervals
Data Handling
Solve a problem by representing data eg bar charts with grouped discrete data
Teaching File page
Pupil Sheets
Textbook page
57-58
19-20, 117-121
Home Activities
MATERIALS
TOOLBOX
97-99, 411-420
Number line, grid
Day 1
Specific Starter for Subtraction
TF 19-21
Day 2
Tune-in TF 411
Main
Teaching
4 Subtracting from numbers with
five or more digits TF 97
Standard written method
1 Working with spreadsheets
TF 412
Core
Activities
Textbook pages 19-20 TF 98
Support
Textbook pages 19-20 TF 98
For q3 and 4 on p19 work with the
children to agree on how to lay out
each question.
Discuss with the children together
the questions on p20 and how they
might solve them.
Starter
Extension
Day 3
Generic starter TF 2-9
Extracting information from a
table
Consolidation
Textbook pages 117-118
NHM Year 6 Framework Unit Planning
Day 4
Tune-in TF 416
Day 5
Generic starter TF 2-9
2 Using a database TF 413
1 Introducing bar charts with
class intervals TF 417
Revision/Consolidation
Textbook pages 119-120 TF 414
Pupil Activity TF 419
Textbook page 121 TF 419
1 Pupil Sheet 58
Textbook pages 119-120 TF 414
Ask the children to work in pairs to
decide on each answer.
Pupil Activity TF 419
Textbook pages 119-120 TF 414
Ask children to choose a phone
Pupil Activity TF 419
Work with the children as a group
to complete the spreadsheet before
asking pupils to answer the
questions.
Textbook pages 19-20 TF 98
Extension Textbook
page
E2
Frequency table
Textbook pages 117-118
TF 414
Textbook pages 117-118
TF 414
Check-ups/Topic
Assessment
2a, b, 16
Page 21 of 24
1 Pupil Sheet 58
Provide a blank table and bar chart
for the children to complete as they
collect information about their
class.
1 Pupil Sheet 58
Textbook page 121 TF 419
Work with the children as a group
and discuss the questions in q1
orally.
Textbook page 121 TF 419
Provide pupils with newspaper
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NHM Framework Unit Planning Year 6 Summer Term
Extension Textbook page E2
TF 102
Plenary
Follow-up for Textbook pages 1920 TF 99
TF 414
Ask pupils to enter the information
onto a computer spreadsheet and
alter it according to the changes
made in q2 and3. Ask pupils to
comment on the
advantages/disadvantages of using
the computer for this type of work.
Follow-up for Textbook pages 117118 TF 415
model and give their partner clues
to identify their choice, e.g. ‘this
phone has fewer than 20 rings’.
Follow-up for Textbook pages 119120- TF 415
Ask the children to carry out their
own activity similar to that in the
Tune in, e.g. they could see how
many hops each child can do in 30
seconds. Ask them to record their
data in a frequency table then
display it on a bar chart.
Discuss children’s work
cuttings showing examples of bar
charts. Ask them to try and write
statements about what each chart
shows.
Follow-up for Textbook page 121
TF 419
Topic Assessment 2a, b
Topic Assessment 16
Additional
notes
Extra
Resources
Review
NHM Year 6 Framework Unit Planning
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NHM Framework Unit Planning Year 6 Summer Term
Unit 1
TB 3
TB 4
HA 2
CU 1
Unit 2
TB 30
TB 31
EX 4
EX 28
EX 29
TA 4abc
Unit 3
TB 46
EX 8
EX 9
TA 6ab
TB 63
TB 64
Unit 4
TB 59
TB 60
TB 61
TB 62
EX 11
EX 12
Unit 6
TB 122
TB 123
EX 26
EX 27
TB 106
TB 107
Unit 8
TB 108
TB 109
TB 110
TB 111
EX 22
Unit 9
TB 68
TB 69
TB 70
TA 9
Unit 10
TB 90
TB 91
TB 92
TA ?
Unit 11
TB 18
CU 6
Unit 12
TB 19
TB 20
HA 22
TB 65
TB 66
TB 67
EX 30
TA 8ab
Unit 5
SATs
TB 93
TB 94
TB 95
EX 2
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NHM Year 6 Framework Unit Planning
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