NHM & the Unit Plans Matching Chart
Day 1
Use the vocabulary of comparing
and ordering numbers, including the
symbols
Day 2
Order a given set of positive and
negative integers (e.g. on a number
line, on a thermometer)
Calculate a temperature rise or fall
across 0oC
Day 3
Solve a problem by representing
and interpreting data in tables,
charts and diagrams
Main
Teaching
TF 48-50
TF 256-259
TF 259-260
Core
Activities
Pupil Activities TF 49-50
2 Ordering 7-digit numbers
Resource Sheet 37
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Textbook page 78 TF 267
Support
Textbook page 7 TF 52
Pupil Activities TF 49-50
1 Ordering 7-digit numbers
Resource Sheet 37
Textbook page 77 TF 267
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Cut the sheet into strips showing
each number line separately. Give
pupils the separate lines and cards
showing the missing numbers. Ask
them to place the cards in the
correct positions on the line.
Pupil Activity TF 259
1 Pupil Sheet 47
Negative numbers
Provide pupils with a set of cards
showing negative numbers. They
must select two or three cards and
write down two true statements with
the numbers and < and > signs.
NNF
Objectives
Extension
Pupil Activities TF 49-50
3 Inequality cards
Resource Sheet 37
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 4
Day 5
Textbook page 78 TF 267
For q6 provide pupils with blank
pictures of thermometers with
labelled scales. Ask them to mark
on the old and new temperatures
and use the scales to answer the
questions.
Textbook page 78 TF 267
Provide pupils with newspaper
cuttings showing the temperatures
in cities around the world. Ask them
to create a poster describing the
differences in temperature between
the different cities, e.g. ‘it is 13oC
hotter in Rome than in London
today’.
Page 1 of 12
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NHM & the Unit Plans Matching Chart
Day 1
Extend written methods to column
addition of two integers less than 10
000
Day 2
Use column written methods to add
two or more decimal numbers
Day 3
Subtract whole numbers with up to
four digits using a written column
method
Day 4
Find the difference between two
decimal fractions with the same
number of decimal places
Main
Teaching
TF 90
TF 227
TF 121-122
TF 227-228
Core
Activities
Textbook page 23 TF 91
Textbook page 67 TF 229
Textbook page 33 TF 123-124
Textbook page 68 TF 229
Support
Textbook page 23 TF 91
Work with the pupils as a group
and decide the calculations
required to answer q1,2,3 and 5.
Ask pupils to write down the
calculations and then ask them to
work out the answers independently
using a method of their choice.
Textbook page 67 TF 229
Allow children to use an expanded
written method to find the answers.
Textbook page 33 TF 123-124
Work with the pupils as a group
and decide the calculations
required to answer q1 and 3. Ask
pupils to write down the
calculations and then ask them to
work out the answers independently
using an extended method if
required.
Textbook page 68 TF 229
Allow children to use an expanded
written method to find the answers.
Extension
Textbook page 23 TF 91
Extension Textbook page E2
TF 95
Textbook page 67 TF 229
Provide pupils with a set of cards
showing numbers to one decimal
place less than 50. Ask them to pick
three or four numbers and find their
total.
Textbook pages 33-34 TF 123-124
Textbook page 68 TF 229
Ask pupils to make up their own
four names for aliens and their
spaceships. They must then decide
how long each spaceship is (lengths
must be less than 100m and given to
one decimal place) and make up
clues to work out which alien owns
which spaceship. Swap with a
partner to solve.
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 2 of 12
Day 5
Use all four operations to solve
simple word problems
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NHM & the Unit Plans Matching Chart
Day 1
Recognise and extend number
sequences formed by counting on or
back from any number in steps of
constant size
Day 2
Recognise and extend number
sequences formed by counting on or
back from any number in steps of
constant size
Day 3
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Know and apply tests of divisibility
by 2, 4, 5, 10 or 100
Main
Teaching
TF 262-263
TF 262-263
TF 169-170
TF 267
Core
Activities
Pupil Activities TF 262-263
1 Number sequences
2 Pupil Sheets 48 Grid patterns
Textbook page 50 TF 171
Textbook page 79 TF 267
Support
Pupil Activities TF 262-263
1 Number sequences
Pupil Activities TF 262-263
3 Pupil Sheets 49 Patterns
Ask pupils to make up their own
patterns then ask similar questions
about circles further on in the
pattern.
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Textbook page 50 TF 171
Ask the pupils to work through q1
a-c in pairs answering b and c
orally. Discuss the pupils’ findings
as a group before they complete the
page independently.
Extension
Pupil Activities TF 262-263
1 Number sequences
2 Pupil Sheets 48 Grid patterns
Ask pupils to think of their own
patterns to explore in the grids. Ask
them to explain what they chose to
look at and what they found.
Pupil Activities TF 262-263
3 Pupil Sheets 49 Patterns
4 Pupil Sheets 50
Odd and even numbers
Textbook page 50 TF 171
Ask pupils to choose another single
digit number and look to see if there
is a way of easily finding out
whether a number divides exactly
by it.
Textbook page 79 TF 267
After Pupils have completed q1 Ask
them to generate similar sequences
using a calculator. Each time they
must write down the rule they chose
to follow and the first six numbers
in their sequence. When they have
had further practice look at q2-5 as
a group and discuss them orally.
Textbook page 79 TF 267
Ask pupils to create their own
sequences each with one incorrect
term in them. Swap with a partner
who must find the incorrect term
and the rule for the sequence.
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 3 of 12
Day 4
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Day 5
Recognise and extend number
sequences
Suggest extensions by asking ‘what
if?’
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Day 1
Use factors as a strategy for mental
multiplication
Day 2
Solve simple word problems
Begin to use brackets
Day 3
Use all four operations to solve
simple word problems
Begin to use brackets
Day 4
Check with the inverse operation
when using a calculator
Use all four operations to solve
simple word problems
Day 5
Solve problems
Choose appropriate operations and
methods
Main
Teaching
TF 265-266
TF 112-113
TF 175-176
TF 239
Core
Activities
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Textbook page 30 TF114
Textbook page 52 TF 176
Textbook page 74 TF 239
Support
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Go through each question with the
children as a group and decide
which factors to split each number
into and complete the first line for
each question. Then ask pupils to
complete the sheet independently.
Textbook page 30 TF 114
Textbook page 52 TF 176
Ask pupils to work in pairs and
write down the multiplication
needed to check each answer in q1.
Discuss their decisions before they
carry out the calculations.
Textbook page 74 TF 239
With the children as a group read
through each question and decide
what calculations are required to
find the answers. The children can
then work in pairs to complete the
page.
Extension
Pupil Activities TF 266
1 Pupil Sheet 51
Textbook page 30 TF114
Textbook page 52 TF 176
Ask pupils to create a poster
explaining how answers can be
checked using inverse operations
giving examples involving word
problems.
Textbook page 74 TF 239
Ask children to make up their own
problems using the data at the top
of the page. Swap with a partner to
solve.
Multiplication using factors
Textbook page 81 q4
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Day 1
Use closely related facts:
multiplying by multiples of ten and
adjusting
Day 2
Use closely related facts for
deriving multiplication and division
facts
Day 3
Use closely related facts
(partitioning) and factors – when
completing a mental multiplication
Day 4
Use all four operations to solve
simple word problems involving
numbers and quantities
Explain methods and reasoning
orally and in writing
Day 5
Use all four operations to solve
simple word problems involving
numbers and quantities
Explain methods and reasoning
orally and in writing
Main
Teaching
TF 140-141
TF 265-266
TF 328
Core
Activities
Pupil Activities TF 141
1 Pupil Sheet 19
A teens number by 19, 21
2 Product game
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Textbook page 103 TF 328
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Go through each question with the
children as a group and decide
which factors to split each number
into and complete the first line for
each question. Then ask pupils to
complete the sheet independently.
Textbook page 103 TF 328
Go through the questions with the
children as a group and decide
what calculations are needed to
answer each question. The children
can then complete the page
independently.
Pupil Activities TF 266
1 Pupil Sheet 51
Textbook pages 103 TF 328
Provide the children with a recipe
book. Ask them to work together to
decide on a menu for a meal for
eight and work out what ingredients
they would need for each item they
would like to make.
Support
Extension
Textbook page 41
Pupil Activities TF 141
1 Pupil Sheet 19
A teens number by 19, 21
Pupil Activities TF 141
2 Product game
Give pupils number cards from 21
to 99 to select from.
Multiplication using factors
Textbook page 81 q4
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Day 1
Relate fractions to division and use
division to find simple fractions,
including tenths and hundredths, of
numbers and quantities
Day 2
Relate fractions to division and use
division to find simple fractions,
including tenths and hundredths, of
numbers and quantities
Day 3
Order a set of fractions including
mixed numbers and position on a
number line.
Day 4
Round a number with one or two
decimal places to the nearest integer
Day 5
Order a set of measurements
Main
Teaching
TF 203-205
TF 205-207
TF 199-201
TF 222-223
TF 306
Core
Activities
Textbook page 59 TF 211
Pupil Activity TF 207
1 Fractions card game
Textbook page 58 TF 201
Textbook page 63 TF 229
Textbook page 90 TF 306
Textbook page 58 TF 201
Provide pupils with the equivalent
fractions chart (Resource Sheet 38)
for support.
Textbook page 63 TF 229
Provide pupils with appropriate
number lines to support them.
Textbook page 90 TF 306
Before doing the page give pupils
two sets of cards, one showing
measurements as decimals, e.g.
3.2m and the other as the matching
fraction, e.g. 3 2/10 m. Ask pupils to
spread the cards out face up on the
table and work in pairs to find
matching cards.
Textbook page 58 TF 201
Provide pairs of pupils with a set of
fraction cards and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
cards. They must then choose a
comparison card and lay the three
cards out to make a correct
statement.
Textbook page 63 TF 229
Provide pairs of pupils with a set of
cards showing decimals and
fractions less than 100 and a large
blank 0-100 number line. Ask pupils
to take it in turns to pick a card and
estimate its position on the number
line. As new cards are chosen
pupils must discuss any changes
that need to be made to previously
positioned cards.
Textbook page 90 TF 306
Work in groups and measure each
pupil’s jump to the nearest cm.
Record the measurements from
shortest to longest.
NNF
Objectives
Textbook page 60 TF 211
Support
Textbook page 59 TF 211
Provide pupils with a multiplication
table to help them find their
answers.
Extension
Textbook page 59 TF 211
Ask pupils to prepare ‘who am I?’
questions for each other to solve.
E.g. ‘1/9 of me is 7, who am I?’
Pupil Activity TF 207
1 Fractions card game
Before pupils start discuss as a
group what the ’unit’ fraction
would be in the case of each card,
e.g. for the card ‘2/3 of 9’, discuss
what 1/3 of 9 would be. Write the
answers on the board and
encourage children to use this
information to find out the answers
to each fraction card.
Pupil Activity TF 207
1 Fractions card game
For each answer card, ask children
to create two more fraction cards.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Day 1
Recognise reflective symmetry in
regular polygons
Make and investigate a general
statement about familiar shapes by
finding examples that satisfy it
Day 2
Complete symmetrical patterns with
two lines of symmetry at right
angles
Day 3
Recognise perpendicular and
parallel lines
Day 4
Recognise positions and use
coordinates
Recognise perpendicular and
parallel lines
Main
Teaching
TF 340-341
TF 341-343
TF 333-334
TF 358-359
Core
Activities
Textbook page 107 TF 341
Pupil Activities
TF 342
2 Drawing lines of symmetry
3 Symmetrical patterns
Textbook page 104 TF 337
Textbook page 112 TF 369
Support
Textbook page 107 TF 341
Provide pupils with a sheet with the
shapes already drawn on. Let them
use a mirror to help them find all
the lines of symmetry.
Pupil Activities
TF 342
1 Pupil Sheet 67
Symmetrical shapes
Put the diagrams onto squared
paper allowing the pupils to use the
squares to help them sketch their
reflections.
2 Drawing lines of symmetry
Textbook page 104 TF 337
In q3 instead of answering a-d, give
pupils a sheet with the shapes on
and ask them to label any parallel
or perpendicular lines on the
shapes that they can spot.
Textbook page 112 TF 369
Provide pupils with squared paper.
Ask them to copy the axes and lines
onto the paper and draw in the
missing sides of the shapes or, in
q2, the parallel lines. They can then
read off the coordinates required.
Extension
Textbook page 107 TF 341
Provide pupils with some other
regular shapes to draw round, e.g.
a decagon. Using what they noticed
in q3 can they estimate how many
lines of symmetry the shapes will
have? Ask them to check their
answers by drawing the lines. What
about a rectangle?
Pupil Activities
3, 4 and 5 Symmetrical patterns
Textbook page 104 TF 337
Ask pupils to make a poster
describing examples of parallel and
perpendicular lines in the
classroom and outside world.
Textbook page 112 TF 369
On squared paper ask pupils to
draw a set of axes and a simple
picture, e.g. a robot face. They must
then record all the coordinates that
are at a vertex of the picture. Swap
the coordinates with a partner who
must follow them to recreate the
picture.
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 7 of 12
Day 5
Visualise 3D shapes from 2D
drawings
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NHM & the Unit Plans Matching Chart
Day 1
Understand and use angle measure
in degrees
Identify and estimate acute and
obtuse angles
Calculate angles in a straight line
Day 2
Calculate angles in a straight line
Use a protractor to measure and
draw acute and obtuse angles to 5o
Main
Teaching
TF 365-367
TF 367-368
Core
Activities
Textbook page 117 TF 370
Textbook page 118 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
draw the angle using a protractor.
Support
Textbook page 117 TF 370
Provide pupils with a piece of
acetate with a right angle drawn
on. This can be placed over each
angle to decide whether they are
smaller or larger than a right
angle.
Textbook page 117 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
using a ruler draw an angle that
they think is roughly the size of that
on the card.
Textbook page 118 TF 370
In q1 ask the pupils to work in
pairs. Both children must measure
the angle and compare
measurements. They must agree a
size before moving onto the next
question.
Textbook page 118 TF 370
Ask pupils to use a protractor to
measure the angles they drew the
previous day. How close were their
estimates? Provide further cards
with angles such as 32o, 57o. Ask
pupils to pick a card and draw the
angle using the protractor.
Provide pupils with a set of cards
with angles drawn on them. In pairs
they must pick a card and estimate
the size of the angle. They can then
use a protractor to see how close
their estimate was.
NNF
Objectives
Extension
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 3
Calculate angles in a straight line
Use a protractor to measure and
draw acute and obtuse angles to 5o
Day 4
Day 5
Ask pupils to create a poster that
would describe to an alien what a
protractor is used for and how to
use it.
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NHM & the Unit Plans Matching Chart
Day 1
Understand area measured in square
centimetres
Begin to understand the formula in
words ‘length x breadth’ for the
area of a rectangle
Day 2
Understand area measured in square
centimetres
Understand and use the formula in
words ‘length x breadth’ for the
area of a rectangle
Main
Teaching
TF 277-279
TF 280
Core
Activities
Pupil Activities TF 279
1 Rectangles
2 Pupil Sheet 53
Formula for a rectangle cm²
Pupil Activities TF 280
1 Pupil Sheet 54
Irregular shapes by counting
squares, cm²
NNF
Objectives
Day 3
Understand, read and write standard
metric units for mass, including
their abbreviations (kg, g) and
relationships between them
Convert kg to g
Record estimates and readings from
scales to a suitable degree of
accuracy
TF 315-316
Day 4
Record estimates and readings from
scales to a suitable degree of
accuracy
Day 5
Record estimates and readings from
scales to a suitable degree of
accuracy
Suggest suitable units and
measuring equipment to estimate or
measure mass
TF 312-313
TF 322-323
Pupil Activities TF 316
Pupil Activities TF 313
1 Pupil Sheets 59-61
Reading scales
Textbook page 98 TF 324
Q1 only
Textbook page 96 TF 317
3 Mosaics
Textbook page 95 TF 317
Textbook page 82 TF 282
Support
Extension
Pupil Activities TF 279
1 Rectangles
Provide an acetate with a cm square
grid on. Let pupils use this to help
find the length, breadth and area if
necessary.
Pupil Activities TF 279
2 Pupil Sheet 53
Formula for a rectangle cm²
Textbook page 83 TF 282
Pupil Activities TF 280
1 Pupil Sheet 54
Irregular shapes by counting
squares, cm²
Ask pupils to count all the whole
squares independently then work as
a group to discuss how to count all
the part squares.
Pupil Activities TF 280
2 Approximate areas
Ask pupils to draw all the shapes
they can with an area of say 24cm2
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Pupil Activities TF 316
Ask the pupils to lay the shuffled
cards face up on the table. They
must then work in pairs to arrange
them in matching pairs.
Pupil Activities TF 313
1 Pupil Sheets 59-61
Reading scales
2 Labelled containers
Textbook page 98 TF 324
Q1 only
Support the children when
measuring the capacities to ensure
they are reading scales correctly.
Pupil Activities TF 316
Ask the pupils to make another four
pairs of cards showing matching
weights of their choice. Add these to
the original set and play the game
again.
Pupil Activities TF 313
1 Pupil Sheets 59-61
Reading scales
2 Labelled containers
Before the children use the scales
ask them to estimate how much
sand/cubes are needed in each
container. Ask them to use the
scales to see how close they were
and fill the containers accurately.
Textbook page 98 TF 324
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NHM & the Unit Plans Matching Chart
Day 1
Solve a problem by representing
and interpreting data in tally charts
and bar charts
Day 2
Solve a problem by representing
and interpreting data in bar line
charts where intermediate points
have no meaning, including those
generated by a computer
Day 3
Solve a problem by representing
and interpreting data in bar line
charts where intermediate points
may have meaning
Day 4
Solve a problem by representing
and interpreting data in bar line
charts where intermediate points
have meaning
Day 5
Solve a problem by representing
and interpreting data in bar line
charts where intermediate points
have meaning
Main
Teaching
TF 376-377
TF 377-378
TF 383-384
TF 383-384
TF 383-384
Core
Activities
Textbook page 119 TF 382
Textbook page 120 TF 382
Support
Textbook page 119 TF 382
Work with the pupils as a group
and discuss how the bar chart in q4
should be drawn. Before working
independently ensure each child
has drawn and labelled the axes
correctly and understands the scale
they are going to use.
Textbook page 119 TF 382
Ask pupils to make up some
questions that could be answered
using the bar chart. Swap with
partners to answer.
Textbook page 120 TF 382
Work with the pupils as a group
and discuss how the bar line chart
in q5 should be drawn. Before
working independently ensure each
child has drawn and labelled the
axes correctly and understands the
scale they are going to use.
Textbook page 120 TF 382
Ask pupils to make up some
questions that could be answered
using the bar line chart. Swap with
partners to answer.
Extension Textbook pE19-20
Extension Textbook pE19-20
Extension Textbook pE19-20
NNF
Objectives
Extension
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Day 1
Add or subtract the nearest multiple
of 10, 100 or 1000, then adjust
Day 2
Add several numbers
Main
Teaching
TF 81-82
TF 102-103
TF 77-78
TF 85
TF 122-123
Core
Activities
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Textbook page 15 TF 78
Textbook page 20 TF
Pupil Activity TF 123
1 Pupil Sheet 17
Written methods, complementary
addition
Textbook page 15 TF 78
For q3 and 5 discuss with the
children as a group what
calculations they will need to do
before asking them to complete the
page independently
Textbook page 20 TF
Ask pupils to work as pairs and
write down the calculations they
think should be carried out in each
question avoiding finding the
answer. Discuss and check their
ideas then ask them to find the
answers together discussing the
best strategies to use in each case.
Pupil Activity TF 123
1 Pupil Sheet 17
Written methods, complementary
addition
Give pupils the first two sections of
the sheet to attempt. If they find this
method useful give them further
practice involving three-digit
numbers only.
Textbook page 20 TF
For each week, ask pupils to find
out how much was spent by the
three snack bars in total on
rent/heating/etc.
Extension Textbook pages
E3-E4 TF 127
Support
Extension
Textbook page 16 TF 86
Textbook page 25 TF 105
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Work with the pupils as a group
and find the answer to the middle
question in each case together.
Then ask pupils to find the other
answers alone using those already
found.
Textbook page 25 TF 105
Before pupils do the page decide as
a group what calculation needs to
be done for each question in q1 and
3.
Allow pupils to draw blank number
lines and use them to find the
answers.
Pupil Activity TF 82
1 Pupil Sheet 12 A three-digit
number and a multiple/near
multiple of 10, with bridging
Provide pairs of pupils with a set of
cards showing three-digit numbers
and a set showing two-digit ‘near
ten’ numbers, e.g. 79, 48, etc.
Day 3
Add several numbers
Use a variety of strategies for
mental addition
Solve mathematical problems or
puzzles, recognise and explain
patterns and relationships
Textbook page 15 TF 78
Ask pupils to work in pairs. Each
child takes it in turns to choose four
two-digit numbers and challenges
their partner to add the numbers
together as quickly as they can. If
their answer is correct (check with
a calculator) they score a point.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 11 of 12
Day 4
Use informal pencil and paper
methods to support, record or
explain additions and subtractions
Day 5
Choose and use appropriate ways of
calculating: mental, mental with
jottings, written methods
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NHM & the Unit Plans Matching Chart
Ask them to take turns to pick a
card from each set and find the
total of the two numbers mentally.
Their partner could time them with
a stopwatch and a list of the
quickest times managed to solve a
question recorded.
Textbook page 25 TF 105
Give pairs of pupils two sets of
cards, one with three-digit numbers
on and the other with two-digit
numbers on. Pupils take it in turns
to turn a card over from each pile.
Both pupils must find the difference
between the two numbers. The
person who says the correct answer
first scores a point.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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