NHM & the Unit Plans Matching Chart
Day 2
Round integers to the nearest 10,
100 or 1000
Day 3
Calculate a temperature rise or fall
across 0oC
Main
Teaching
TF 64-65
TF 259-260
Core
Activities
Textbook page 12 TF 67
Textbook page 78 TF 267
Support
Textbook page 12 TF 67
For each question ask children to
draw a number line labelling each
end the 10, 100 or 1000 either side
of the number. They can then decide
where their number would go on
the line and decide the 10/100/1000
it is nearest to.
Textbook page 12 TF 67
Provide pupils with a set of four
and five digit number cards. Ask
them to select a card and write the
number down then round it to the
nearest 10/100/1000.
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.
NNF
Objectives
Extension
Day 1
Use vocabulary of estimation and
approximation
Make and justify estimates of large
numbers and estimate simple
proportions
Develop calculator skills and use a
calculator effectively
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 4
Day 5
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 15
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NHM & the Unit Plans Matching Chart
Day 1
Know imperial units (pint, gallon)
Solve word problems involving
numbers and quantities based on
measures
Day 2
Know imperial unit (mile)
Solve word problems involving
numbers and quantities based on
measures
Day 3
Use units of time: read the time on
a 24-hour digital clock and use 24hour clock notation, such as 19:53
Day 4
Use units of time; use 24-hour
clock notation. Use timetables
Main
Teaching
TF 326-327
TF 326-327
TF 294-295
TF 294-295
Core
Activities
Textbook page 102 TF 328
Textbook page 102 TF 328
Pupil Activity TF 295
1 Pupil Sheet 56
Textbook page 88 TF 296
NNF
Objectives
Day 5
Use all four operations to solve
simple word problems involving
numbers and quantities based on
money and time, using one or more
steps, including making simple
conversions of pounds to foreign
currency and finding simple
percentages
Template
Pupil Activity TF 295
1 Pupil Sheet 57
Template
Support
Textbook page 102 TF 328
Before doing p102 work with the
pupils as a group and make a
conversion table for miles to km, ml
to pints and gallons to litres.
Ensure the tables go from 110miles, 1-5 pints and 1-10 gallons.
Textbook page 102 TF 328
Before doing p102 work with the
pupils as a group and make a
conversion table for miles to km, ml
to pints and gallons to litres.
Ensure the tables go from 110miles, 1-5 pints and 1-10 gallons.
Textbook p87 TF 296
Pupil Activity TF 295
1 Pupil Sheet 56
Template
Provide pairs of pupils with a
digital clock and show them how to
use it to model each question and
find the answer.
Pupil Activity TF 295
1 Pupil Sheet 57
Textbook page 88 TF 296
Do orally as a group. For each
question select pupils to model the
problem using a digital clock and
draw timelines to help the pupils
find the answers.
Template
Extension
Textbook page 102 TF 328
Ask pupils to design a poster
explaining all the different
Textbook page 102 TF 328
Ask pupils to design a poster
explaining all the different
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Provide pupils with a sheet showing
each question on a time line. They
can then jump from the start to
finish time to find the duration.
Pupil Activity TF 295
1 Pupil Sheet 56
Page 2 of 15
Textbook page 88 TF 296
Provide pupils with a local bus or
train timetable. Ask them to make
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NHM & the Unit Plans Matching Chart
measurement units they know. They
must include examples of what it
might be appropriate to measure
with different units and any
conversions they know.
measurement units they know. They
must include examples of what it
might be appropriate to measure
with different units and any
conversions they know.
Template
up some questions similar to those
on p88. Swap with a partner to
solve.
Provide pupils with two sets of
cards, one showing times using 24hour notation and the other 50, 55,
… 115 minute before and after
statements, e.g. ‘55 minutes before’.
Pupils take it in turns to set the
clock for their partner who must
then pick a card and say what the
new time would be if the card’s
instructions were followed.
Pupil Activity TF 295
1 Pupil Sheet 57
Template
Ask pupils to make up realistic
stories to match each time duration,
e.g. ‘Paul started running the race
at 10.15 and finished at 11.05. It
took him 50 minutes.’
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 3 of 15
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NHM & the Unit Plans Matching Chart
Day 1
Extend written methods to column
addition of integers less than 10 000
Day 2
Extend written methods of addition
to decimals with up to two decimal
places
Day 3
Extend written methods to column
subtraction of integers less than 10
000
Day 4
Use column methods to subtract a
pair of decimal fractions, both with
one or both with two decimal places
Main
Teaching
TF 90
TF 238
TF 121-122
TF 238
Core
Activities
Textbook page 23 TF 91
Textbook page 73 TF 238
Textbook pages 33-34 TF 123-124
Textbook page 73 TF 238
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 73 TF 238
Provide pupils with a template for
doing the calculations on which has
the tens, units, tenths and
hundredths columns clearly marked
along with the decimal points.
Pupils can then position their
numbers on the template correctly
and carry out the calculations.
Textbook pages 33-34 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 73 TF 238
Provide pupils with a template for
doing the calculations on which has
the tens, units, tenths and
hundredths columns clearly marked
along with the decimal points.
Pupils can then position their
numbers on the template correctly
and carry out the calculations.
Extension
Textbook page 23 TF 91
Extension Textbook page E2
TF 95
Textbook page 73 TF 238
Give children a set of cards
showing numbers with up to two
decimal places. Ask them to pick
three or four cards and find the
total of the numbers
Textbook pages 33-34 TF 123-124
Ask pupils to answer the questions
on p34 without using a calculator.
Can they make up their own puzzles
to swap with a friend to solve?
Textbook page 73 TF 238
Give children a set of cards
showing numbers with up to two
decimal places. Ask them to pick
two cards and find the difference
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 4 of 15
Day 5
Choose and use appropriate number
operations to solve problems, and
appropriate ways of calculating
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NHM & the Unit Plans Matching Chart
Day 1
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Express a relationship orally and in
writing
Day 2
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Express a relationship orally and in
writing
Day 3
Make a general statement about odd
and even numbers and/or give
examples that match them
Day 4
Find all the factor pairs of numbers
up to 100
Day 5
Recognise and explain patterns and
relationships, generalise and predict
Main
Teaching
TF 262
TF 262
TF 263
TF 265-267
TF 269
Core
Activities
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Give children more difficult
patterns to look at, e.g. the sum of
diagonals in a 3x3 square anywhere
on the grid
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Give children more difficult
patterns to look at, e.g. the sum of
diagonals in a 3x3 square anywhere
on the grid
Pupil Activities TF 262-263
4 Pupil Sheets 50
Textbook page 81 TF 268
NNF
Objectives
Support
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Odd and even
numbers
Ask children to write down general
statements about what they have
found
Pupil Activities TF 262-263
4 Pupil Sheets 50
Odd and even
numbers
Extension
Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns
Pupil Activities TF 262-263
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.
Ask pupils to think of Odd and even
their own patterns to numbers
Ask pupils to investigate other
explore in the grids.
additions and subtractions of three
Ask them to explain
or four odd and/or even numbers
and come up with general
what they chose to
statements, e.g. what happens if
look at and what they two even and one odd number are
added together?
found.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Pupil Activities TF 262-263
4 Pupil Sheets 50
Page 5 of 15
Textbook page 81 TF 268
Provide pupils with a multiplication
table to support them in q1 and 2.
For q3 Provide a copy of the Venn
diagram and a set of 1-20 cards.
Ask them to place the cards into the
correct parts of the Venn diagram.
Textbook page 81 TF 268
Extension Textbook pages
E11-E12 TF 269-270
Extension Textbook pages
E12 TF 269-270
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Day 1
Begin to express a quotient as a
fraction or as a decimal when
dividing a whole number by 2, 4, 5
or 10p when dividing £ and p
Day 2
Round up or down after division
depending on the context
Main
Teaching
TF 181-182
Core
Activities
Pupil Activity TF 182
1 Pupil Sheet 35
Rounding quotients to the nearest
whole number
Support
Extension
Day 3
Use all four operations to solve
simple word problems involving
numbers and quantities
Choose and use appropriate number
operations to solve problems
Explain methods and reasoning
Day 4
Use all four operations to solve
simple word problems involving
numbers and quantities
Choose and use appropriate number
operations to solve problems
Explain methods and reasoning
Day 5
Choose and use appropriate number
operations to solve problems
Explain methods and reasoning
Textbook page 55 TF 184
Pupil Activity TF 182
1 Pupil Sheet 35
For each question provide pupils
with a number line with the ends
labelled with the two whole
numbers the answer is between and
split into tenths. Ask them to mark
on the line the approximate position
of their number and use the line to
decide which whole number is
nearest to.
Extension Textbook pages E6 TF
187
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 6 of 15
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NHM & the Unit Plans Matching Chart
Day 1
Use the relationship between
multiplication and division
Day 2
Use known facts and place value to
multiply and divide mentally
Day 3
Extend written methods to short
multiplication of HTU or U.t by U;
long multiplication of TU by TU
Day 4
Short division of HTU by U (with
integer remainder)
Main
Teaching
TF 175-176
TF 134
TF 152-153
TF 155
TF 180-181
Core
Activities
Textbook page 51 TF 176
Pupil Activity TF 135
1 Finding products
Textbook page 36 TF 135
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Textbook page 49 TF 171
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Pupil Activities TF 181
1 Pupil Sheet 33
Pupil Activity TF 135
1 Finding products
Provide pupils with two sets of
cards, set 1 containing multiples of
ten, 50 or less and set 2 multiples of
100, 500 or less.
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Work with the pupils as a group
and discuss how each question will
be turned into a simpler calculation
before pupils find the answers
independently.
Textbook page 49 TF 171
Work with the pupils as a group
before they do the page
independently. For q3, 6 and 9
discuss what multiplication fact
they will use to solve each question.
Write these facts on the board to
support pupils.
Pupil Activity TF 135
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Put the questions on the board and
allow pupils to continue using the
informal ‘cross’ method to find the
answers.
Pupil Activity TF 155
1 Pupil Sheet 25
A two-digit number by a two-digit
number, standard recording (most
significant digits first)
Put the questions on the board and
allow pupils to continue using the
informal ‘cross’ method to find the
answers.
Pupil Activities TF 181
1 Pupil Sheet 33
Pupil Activity TF 153
Pupil Activities TF 181
NNF
Objectives
Support
TF 145
TF 168-169
Textbook page 51 TF 176
Work with the pupils as a group
through q1 showing the groups of
four calculations on the board and
discussing how to derive them from
the one given. Ask the children to
work in pairs to answer q2.
Extension Textbook page 51 TF 176
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Textbook page 44 TF 156
Pupil Activity TF 155
1 Pupil Sheet 25
A two-digit number by a two-digit
number, standard recording (most
significant digits first)
Page 7 of 15
Day 5
Choose and use appropriate number
operations to solve problems
By 2–9, three-digit
quotients
2 Pupil Sheet 34 Template
Textbook pages 53-54 TF 184
By 2–9, three-digit
quotients
Provide pupils with a tables square
to support them in their
calculations.
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NHM & the Unit Plans Matching Chart
Provide pupils with a set of cards
showing two-digit numbers. Ask
them to pick two cards. They must
then choose one other number to
make a set of three numbers from
which they must make two
multiplications and two divisions.
1 Finding products
Give pupils a stopwatch. Ask them
to time how long it takes to do 5
questions. Ask them to do another 5
and see if they can beat their time.
Pupil Activity TF 145
1 Pupil Sheet 20
By doubling and halving
Provide pupils with two sets of
cards, one showing multiples of 5 to
100, the other two-digit numbers.
Ask pupils to pick a card from each
set and multiply the two numbers
together using a strategy of their
choice.
Textbook page 49 TF 171
Tell pupils that labels are priced at
3p per letter. Ask them to find the
cost of a label for each of the
people on the page. Ask them to
find the cost of a label for their own
address. How much would 100
labels cost?
NHM Unit Plans Matching Chart – Written by Stef Sullivan
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Provide pairs of pupils with a set of
three- and four-digit number cards,
a 0-9 die and a calculator. Ask
them to take it in turns to select a
number and roll the die to see what
the number must be multiplied by.
They must find the answer using a
method of their choice whilst their
partner finds the answer using the
calculator. Who is fastest?
Textbook page 45 TF 156
Page 8 of 15
2 Pupil Sheet 34 Template
Provide a mixture of questions on
the board including some involving
the division of a four-digit number
by a single digit number and some
which lead to remainders. Pupils
must set the questions out
themselves.
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NHM & the Unit Plans Matching Chart
NNF
Objectives
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 their decimal
representations
Day 3
Relate fractions to division and
their decimal representations
Day 4
Express one half, one quarter, three
quarters, and tenths and hundredths
as percentages
Day 5
Find simple percentages of small
whole-number quantities
TF 252
Main
Teaching
TF 203-207
TF 247-249
Core
Activities
Textbook page 59 TF 211
Pupil Activity TF 207
1 Fractions card game
Pupil Activities TF 249
2 Percentage pelmanism
Textbook pages 75-76 TF 250
Support
Extension
Textbook page 60 TF 211
Textbook page 59 TF 211
Provide pupils with a multiplication
table to help them find their
answers.
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
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
For each answer card, ask children
to create two more fraction cards.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Pupil Activities TF 249
1 Colouring in cubes
Pupil Activities TF 249
2 Percentage pelmanism
Shuffle the cards and place them
face up on the table. Ask pupils to
work in pairs to find the matching
cards. When they have had
sufficient practise they can do p76.
Textbook pages 75-76 TF 250
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Textbook pages 75-76 TF 250
Page 9 of 15
Extension Textbook E10 TF 252
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Main
Teaching
Day 1
Relate fractions to division and use
division to find simple fractions,
including tenths and hundredths of
numbers and quantities
Develop calculator skills and use a
calculator effectively
TF 204-205
Day 2
Find simple percentages of whole
number quantities
Develop calculator skills and use a
calculator effectively
Day 3
Relate fractions to division and use
division to find simple fractions,
including tenths and hundredths of
numbers and quantities
Find simple percentages of small
whole-number quantities
TF 252
Day 4
Solve simple problems involving
ratio and proportion
Day 5
Solve simple problems involving
ratio and proportion
TF 142
TF 142
Core
Activities
Textbook page 59 TF 211
Textbook p39 TF 142
Textbook p39 TF 142
Support
Textbook page 59 TF 211
Provide pupils with a multiplication
table to help them find their
answers.
Textbook p39 TF 142
Provide the pupils with different
coloured cubes and show them how
to model the questions to be able to
find the answers.
Textbook p39 TF 142
Provide the pupils with different
coloured cubes and show them how
to model the questions to be able to
find the 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?’
Textbook p39 TF 142
Ask pupils to make up their own
‘for every’ and ‘as many’ questions.
Swap with a partner to solve.
Textbook p39 TF 142
Ask pupils to make up their own
‘for every’ and ‘as many’ questions.
Swap with a partner to solve.
Extension textbook pE10
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 10 of 15
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NHM & the Unit Plans Matching Chart
Day 1
Discuss the language associated
with chance and likelihood of
particular events
Day 2
Discuss the chance or likelihood of
particular events
Day 3
Collect and represent data on a bar
chart and predict outcomes
Find the same mode of a set of data
Day 4
Solve a problem by representing
and interpreting data in tables and
graphs
Day 5
Solve a problem by representing
and interpreting data in tables,
charts, graphs and diagrams
Main
Teaching
TF 387-389
TF 387-389
TF 380-381
TF 380-381
TF 383-384
Core
Activities
Textbook page 123 TF 389
Ask pupils to make a poster
showing a likelihood line labelled
with some events of their choice.
Pupil Activity TF 381
1 Pupil Sheet 72
Organising and interpreting
Support
Textbook page 123 TF 389
Give each pair of children a set of
cards showing the events given on
the page and a likelihood line
labelled with the terms. Ask them to
decide together where to place each
event on the line.
With the pupils as a group come up
with ten statements about events
that may or may not happen. Ask
pupils to make a poster showing a
likelihood line labelled with these
statements.
Extension
Textbook page 123 TF 389
Ask pupils to make up two
statements of their own for each
category of chance.
Give pairs of pupils two blank dice
and some stickers to label the faces.
Ask them to think of ‘games’ such
as ‘the first person to throw three
sixes wins’. They must then label
the dice to show a fair game and an
unfair game. Ask pupils to design a
poster explaining some of the
examples they thought of.
Textbook page 122 TF 382
Ask pupils to carry out a study of
the names of children in the class
and design a poster showing the
information they discover. They
may choose to look at first names,
middle names or surnames. They
might consider the number of letters
in a name or the letter a name
starts with. Their posters could
include tables of information,
charts and facts such as modes and
ranges.
Textbook page 122 TF 382
Ask pupils to carry out a study of
the names of children in the class
and design a poster showing the
information they discover. They
may choose to look at first names,
middle names or surnames. They
might consider the number of letters
in a name or the letter a name
starts with. Their posters could
include tables of information,
charts and facts such as modes and
ranges.
Textbook page 122 TF 382
Ask pupils to carry out a study of
the names of children in the class
and design a poster showing the
information they discover. They
may choose to look at first names,
middle names or surnames. They
might consider the number of letters
in a name or the letter a name
starts with. Their posters could
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 11 of 15
Pupil Activity TF 381
1 Pupil Sheet 72
Organising and interpreting
Ask pupils to work in pairs to
complete the tally chart, taking it in
turns to count the letters in a name,
enter it on the chart and cross out
the name.
Pupil Activity TF 381
1 Pupil Sheet 72
Organising and interpreting
Ask pupils to carry out a similar
survey of girls’ names in their class.
Extension textbook pE19-20
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NHM & the Unit Plans Matching Chart
include tables of information,
charts and facts such as modes and
ranges.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 12 of 15
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Day 1
Solve mathematical problems or
puzzles, recognise and explain
patterns and relationships
Day 2
Solve mathematical puzzles and
problems
Explain methods and reasoning
Day 3
Solve problems and puzzles,
recognise and explain patterns,
relationships and reasoning
Main
Teaching
TF 91
TF 239
Core
Activities
Textbook page 24 TF 91
Textbook page 74 TF 239
Support
Textbook page 24 TF 91
Ask pupils to play in pairs against
another pair. As a pair they can
discuss how to find each answer
using a calculator
Textbook page 74 TF 239
Before asking pupils to complete
the page, discuss the questions with
the pupils as a group and agree on
what calculations will be needed to
solve each one.
Extension
Textbook page 24 TF 91
Ask pupils to find the answers
without using a calculator. The
calculator can then be used by
another player to check the answer.
Textbook page 74 TF 239
Extension Textbook page E9
TF 243
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 13 of 15
Day 4
Day 5
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NHM & the Unit Plans Matching Chart
NNF
Objectives
Day 1
Recognise where a shape will be
after translation
Make shapes with increasing
accuracy
Day 2
Make shapes with increasing
accuracy
Recognise reflective symmetry in
regular polygons
Make and investigate a general
statement about familiar shapes by
finding examples that satisfy it
TF 340-341
Day 3
Recognise where a shape will be
after reflection in a mirror line
parallel to one side
Suggest extensions asking ‘what if
…?’
Day 4
Complete symmetrical patterns with
a vertical and horizontal line of
symmetry
Day 5
Complete symmetrical patterns with
a vertical or horizontal line of
symmetry
Suggest extensions asking ‘What if
…?’
TF 341-342
TF 341-342
TF 341-342
Main
Teaching
TF 359-360
Core
Activities
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Suggest to the pupils which shape
to use to begin the pattern on each
strip.
Textbook page 113 TF 369
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Give the pupils a template of a
simple shape to start their strip
pattern off with and an instruction
for translation to follow, e.g.
‘translate the shape four units to
the right’.
Textbook page 107 TF 341
Pupil Activities
TF 342
2 Drawing lines of symmetry
Pupil Activities
TF 342
3 Symmetrical patterns
Textbook page 108 TF 343
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
Pupil Activities
TF 342
2 Drawing lines of symmetry
Textbook page 108 TF 343
Provide a sheet showing the designs
but only one line of symmetry on
each one. Ask pupils to complete
them.
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
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?
Textbook page 108 TF 343
Extension Textbook pages E16E18
TF 344
Extension Textbook pages E16E18
TF 344
Support
Extension
Symmetrical shapes
Put the diagrams onto squared
paper allowing the pupils to use the
squares to help them sketch their
reflections.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Pupil Activities
3 Symmetrical patterns
Page 14 of 15
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NHM & the Unit Plans Matching Chart
Day 1
Use a protractor to measure and
draw acute and obtuse angles to the
nearest 5o
Day 2
Recognise properties of rectangles
Recognise perpendicular and
parallel lines
Make and investigate a general
statement about familiar shapes by
finding examples that satisfy it
Main
Teaching
TF 367-368
Core
Activities
Textbook page 118 TF 370
NNF
Objectives
Q1
Day 4
Understand and calculate
perimeters of rectangles and regular
polygons
Explain a generalised relationship
in words
Day 5
Recognise positions and directions:
read and plot coordinates in the first
quadrant
Use understanding of calculating
perimeters of rectangles
TF 333-335
Day 3
Recognise properties of rectangles
Measure and draw lines to the
nearest millimetre
Use a protractor to measure acute
and obtuse angles to the nearest 5o
Investigate a general statement by
testing examples
TF 334-335
TF 304-305
TF 357-359
Textbook page 104 TF 337
Textbook page 105 TF 337
Pupil Activity TF 335
1 Pupil Sheet 64
Pupil Activities TF 305
1 Pupil Sheet 58
Perimeter
Textbook page 94 TF 307
Textbook page 112 TF 369
Pupil Activities TF 305
1 Pupil Sheet 58
Perimeter
Work with pupils as a group and
measure and label each section of
each shape. Ask them to then work
in pairs to find the perimeters.
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.
Pupil Activities TF 305
1 Pupil Sheet 58
Perimeter
Extension Textbook page E13 TF
308
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.
Diagonals
Support
Textbook page 118 TF 370
Q1
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.
Extension
Textbook page 118 TF 370
Q1
Provide cards with angles such as
32o, 57o. Ask pupils to pick a card
and draw the angle using the
protractor.
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 105 TF 337
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 105 TF 337
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Pupil Activity TF 335
1 Pupil Sheet 64
Diagonals
On the sheet highlight the vertices
on each shape with a coloured
marker and remind pupils all
diagonals must join up vertices so
must start and end at a coloured
point.
Pupil Activity TF 335
1 Pupil Sheet 64
Diagonals
Provide pairs of pupils with a set of
other 2D shapes. For each one ask
them to say how many diagonals
there are without drawing them.
They can then check their answer
by drawing.
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