St Peter’s C of E Primary School: Maths Planning Sheet
YEAR 5 BLOCK A UNIT 1 (AUTUMN)
COUNTING, PARTITIONING AND CALCULATING
Objectives / I Can Statements Red is Using and Applying
1
2
3
4
5
6
7
8
9
Explain reasoning using diagrams, graphs and text; refine ways of recording using
images and symbols.
I can write down how I solved a problem, showing every step.
Count from any given number in whole-number and decimal steps, extending beyond
zero when counting backwards; relate the numbers to their position on a number line.
I can find missing numbers in a sequence that includes negative numbers.
*I can describe, explain and generate rules for a sequence.
Explain what each digit represents in whole numbers and decimals with up to two
places, and partition, round and order these numbers.
I can say what any digit represents in a number with up to seven digits.
*I can compare and order numbers.
Use understanding of place value to multiply and divide whole numbers and decimals by
10, 100 or 1000.
I can multiply or divide a whole number by 10, 100 or 1000.
Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of
multiples of 10 and 100; derive quickly corresponding division facts.
I know my tables to 10. I can use them to work out division facts and to multiply
multiples of 10 and 100.
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for
6 and 9).
I can find a pair of factors for a two-digit number.
Use knowledge of rounding, place value, number facts and inverse operations to
estimate and check calculations.
I can estimate and check the result of a calculation.
Extend mental methods for whole-number calculations, for example to multiply a twodigit by a one-digit number (e.g. 12 × 9), to multiply by 25 (e.g. 16 × 25), to subtract
one near multiple of 1000 from another (e.g. 6070 – 4097).
I can work out some calculations in my head or with jottings. I can explain how I found
the answer.
Use knowledge of place value and addition and subtraction of two-digit numbers to
derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, half
of 5.6, double 0.34).
I can work out sums and differences of decimals with two digits.
Use efficient written methods to add and subtract whole numbers and decimals with
up to two places.
I can explain each step when I write addition and subtraction calculations in
columns.
Speaking and Listening Objectives
(3 WEEKS)
Curricular Target
Present a spoken argument, sequencing points
logically, defending views with evidence and making
use of persuasive language.
I can describe each stage of my calculation method
(e.g. for 18 × 25). I can explain why it is a good
method for this calculation.
Vocabulary
problem, solution, calculate, calculation, equation, operation, answer, method, explain,
reasoning, reason, predict, relationship, rule, formula, pattern, sequence, term, consecutive
place value, digit, numeral, partition, decimal point, decimal place, thousands, ten
thousands, hundred thousands, millions, tenths, hundredths, positive, negative, above/below
zero, compare, order, ascending, descending, greater than (>), less than (<), round,
estimate, approximately
add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient,
remainder, factor, multiple
calculator, display, key, enter, clear, constant
pound (£), penny/pence (p), units of measurement and their abbreviations, degree Celsius
(°C)
Prior Learning











Count from any given number in whole-number steps.
Use positive and negative numbers in practical contexts; position them on a number line.
Add or subtract mentally pairs of two-digit whole numbers, e.g. 47 + 58, 91 – 35.
Use efficient written methods to add and subtract two- and three-digit whole numbers and
£.p.
Recall multiplication and division facts to 10 × 10.
Multiply or divide numbers to 1000 by 10 and then 100 (whole-number answers).
Use written methods to multiply and divide TU × U, TU ÷ U.
Use decimal notation for tenths and hundredths in the context of money and measurement.
Order decimals to two places and position them on a number line.
Use a calculator to carry out one- and two-step calculations involving all four operations;
interpret the display correctly in the context of money.
Use the relationship between m, cm and mm.
St Peter’s C of E Primary School: Maths Planning Sheet
Class:
Block: A1
Swans
Probing Question: What does this digit represent?
Curricular targets:
WALT/I
Mental/Oral/Skills
can…
Activity
Monday
WALT
partition and
compare
whole
numbers
Tuesday
WALT
represent
numbers
with 1 d.p.
Term: 1
Date: 6th – 10th September 2010
Week: 1
Focus children: Kasie, Olivia, Ashley, Zac W, Joe
Main Teaching Input
Main Activity
Teacher Guided
LA
Level 3c/3b
Use place value chart to demonstrate the
value of digits in whole numbers. Model
how to partition the numbers. Use this to
order the numbers. Practise reading the
numbers in words.
HA – practise reading large
numbers in words.
Student – work with LA
group to support with task.
Start with numbers
with 3 or 4 digits.
Complete 2x, 5x and 10x tables tests
(multiplication and division).
Model how to use fraction rods to represent
decimals with 1 d.p. Give children numbers
to represent. Discuss how these can be
represented in different ways and the value
of each rod.
LA – talk through examples,
discussing value of each rod
and recording on whiteboard.
Student – work with MA
group, discussing value of
each rod.
Wednesday
WALT
multiply and
divide whole
numbers by
10 and 100
Either complete 3x, 4x and 6x tables
tests (multiplication and division) if
successful yesterday, or complete grid
to practice 2x, 5x and 10x tables.
Use children holding number cards to
demonstrate what happens when numbers
are multiplied or divided by 10. Model how
0 is used as a place holder. Model again
using place value chart. Use ITP ‘Moving
Digits’ to practise multiplying and dividing by
10 and 100.
Thursday
WALT use
written
methods of
calculation
Either complete 7x, 8x and 9x tables
tests (multiplication and division) if
successful yesterday, or complete grid
to practice 2x, 5x and 10x tables or 3x,
4x and 6x tables.
Briefly model expanded written methods for
each operation.
HA – discuss steps and
potential difficulties and then
create poster to remind
class.
Student – work with LA
group to ensure they are
using place value grid
effectively and understand
how value of each digit
changes.
Observe and assess. Can
children explain the method
they are using?
MA
Level 3a/4c
Partition and compare
numbers with 5 or 6
digits.
HA
Level 4b/4a
Plenary
Key Questions
Extend to numbers
with up to seven
digits.
What can you tell me about
the digit 7 in these numbers?
Tell me a number that is
between 23,454 and 24,211.
What did you have to think
about?
Give decimal numbers to represent and
compare using fraction rods. Take photos to
stick in books as evidence.
Record different
ways to use rods to
make the same
number.
How could I represent 2.7?
How else could I do it? Model
recording on board.
Use place value
sheet and digit
cards to support.
Start by multiplying
and dividing by 10
only. Use ITP
‘Moving Digits’ to
check answers
together.
Extend to numbers
that already contain
zeros and decimals.
What happens to the digits of
a number when it is divided
by 10 or 100? Does this rule
apply to decimal numbers as
well?
Complete chart,
multiplying and
dividing numbers by
10 and 100.
Choose easy, medium or hard calculation for each operation to show
what they are able to do, showing written method of working out.
Ask a few children to model
the methods they used.
Use website 1 to practice times tables
Model how to use word problem frame –
LA – support with language.
Solve easier word
Solve medium word
Solve harder word
Friday
and using scale to place answer on a
identifying calculation, estimating answer,
Begin to build up bank of
problems, using
problems, using word
problems, using
WALT solve
number line.
working out answer (choosing mental or
words for each operation to
word problem
problem frame.
word problem
word
written method), checking calculation (using
add to maths display.
frame.
frame.
problems
inverse) and coming up with answer
using
(including any units needed).
addition and
subtraction
Homework: ‘Aim high’ game (from Scholastic 100 Maths Homework activities Y5) – place value game using digits 0-9 to make highest number. Complete comment sheet.
Websites:
Check answers together,
discussing any
misconceptions or common
difficulties.
1.
http://www.mathsframe.co.uk/placecalcsmulti.swf
St Peter’s C of E Primary School: Maths Planning Sheet
Class:
Block: A1
Term: 1
Week: 2
Date: 13th – 17th September 2010
Swans
Probing Question: What is the most efficient method to use for this calculation?
Focus children: Kasie, Olivia, Ashley, Zac W, Joe
Curricular targets: I can calculate mentally with integers and decimals (e.g. U.t + U.t)
I can quickly recall multiplication facts up to 10 x 10, use to multiply pairs of multiples of 10 and 100 and quickly derive corresponding division facts
WALT/I
Mental/Oral/Skills
Main Activity
Plenary
can…
Activity
Main Teaching Input
Teacher Guided
LA
MA
HA
Key Questions
Level 3c/3b
Level 3a/4c
Level 4b/4a
Use bead strings to add decimals (U.t +
Model expanded and compact methods of
HA: Ensure correct
Complete easier
Complete medium
Complete harder
Check answers using a
Monday
U.t).
column addition.
vocabulary for compact
addition
addition calculations,
addition
calculator.
WALT use a
method (e.g. “9 and 8 is 17
calculations, using
choosing expanded or
calculations, using
column
so I’ll carry one ten”, not
expanded method.
compact method.
compact method.
method for
“carry 1”).
addition
Tuesday
WALT use
the grid
method for
multiplication
Complete next times table test or
practise grid.
Model grid method for multiplication, using
expanded method of addition to add up the
parts of the answer.
Wednesday
WALT use a
number line
for
subtraction
Use bead strings to subtract decimals
(U.t – U.t).
Model using a number line for subtraction,
using expanded method of addition to add
up the parts of the answer
Thursday
WALT use
jottings for
division
Complete next times table test or
practise grid.
Model how to use jottings for division, e.g.
48 ÷ 3
10 x 3 = 30
6 x 3 = 18
Also model this as two jumps on a number
line, jumping forwards.
Friday
WALT solve
word
problems
Use bead bar to count on and back in
0.1s, 0.2s, etc.
Model how to estimate first by rounding
numbers.
Homework:
Websites:
1.
HA: Model how to multiply
multiples of ten. Extend to
HTU x TU if appropriate.
LA: Use ITP Grouping to
show how division can be
worked out on a number
line.
Complete easier
multiplication
questions (TU x U).
Complete medium
multiplication
questions (HTU x U).
Complete harder
multiplication
questions (TU x TU
and HTU x TU).
Check answers using a
calculator.
Complete easier
subtraction
questions, using
number line marked
in 10s.
Complete medium
subtraction questions,
using number line
method.
Complete harder
subtraction
questions, using
number line or
written counting up
method.
Check answers using a
calculator.
Complete easier
division questions,
using number line.
Complete medium
division questions,
using number line or
jottings.
Complete harder
division questions,
using jottings.
Check answers together.
Solve easier word
problems, using
word problem
frame.
Solve medium word
problems, using word
problem frame.
Solve harder word
problems, using
word problem
frame.
Check answers together,
discussing any
misconceptions or common
difficulties.
St Peter’s C of E Primary School: Maths Planning Sheet
Class:
Block: A1
Term: 1
Week: 4
Date: 27th September – 1st
Swans
Probing Question:
Focus children: Lorenzo, Ashleigh M, Joe, Kray, Zac W, Ashley O, Cali, Tyler
Curricular targets: I can calculate mentally with integers and decimals (e.g. U.t + U.t)
I can quickly recall multiplication facts up to 10 x 10, use to multiply pairs of multiples of 10 and 100 and quickly derive corresponding division facts
WALT/I
Mental/Oral/Skills
Main Activity
can…
Activity
Main Teaching Input
Teacher Guided
LA
MA
HA
(Red)
(Yellow/Green)
(Blue)
Level 3c/3b
Level 3a/4c
Level 4b/4a
Use bead bar to count on and back in 0.1s,
Model how to complete counting back sequence
Yellow: Discuss strategies
Counting back
Use sheet with
Counting back
Monday
0.2s, etc.
and how to identify rule for a sequence.
for mental subtraction.
from 2-digit
similar problems,
from 3-digit
WALT count
Encourage children to look for patterns, such as
numbers in steps
counting back from
numbers in
back from a
noticing odd and even numbers in the
of less than 10.
3-digit numbers in
steps of more
2- or 3-digit
sequences, and explain that these patterns can
Use multilink if
steps of less than 10.
than 10.
number
be used to help check answers.
needed.
Tuesday
WALT use
negative
numbers
Complete next times table test or practise
grid.
Wednesday
WALT
continue
sequences
involving
decimals
Show beginning of sequence using IWB
‘Counting stick’. What is the next number?
How do you know? What is the rule for the
sequence? What will the 10th number be?
Thursday
WALT find
factors of
numbers
Complete next times table test or practise
grid.
Friday
WALT use
negative and
decimal
numbers
Give out laminated thermometers. Put the
Powerpoint file ‘Random Temperatures’ on
slideshow view. Ask ch to say stop, hit "s" to
stop on a temperature, ch mark temperature
on their thermometer laminates. Hit "s" again
to start presentation again.
October 2010
Plenary
Key Questions
Check answers in pairs.
Draw vertical number line. Write numbers -5 to
5 alongside. Class count back from 5 to –5, then
up to 5. Give out ‘Negative number cards’. In
pairs, children pick 8 cards and put them in
order. Use ‘Negative Number Lift’ on Learning
Clips to demonstrate elevator moving between
floors, including underground (negative). Hand
out cards –5 to 5. Ask children to come out and
position themselves in order.
Use ITP ‘Increasing number grid generator’.
Begin with 10-column grid and hide all numbers,
selecting start number and step size. Reveal
three numbers that are well apart on the grid.
Where is __? How do you know? Hide all
numbers, and set start number and step size.
Reveal three numbers in top row, for example
the 3rd, 6th and 8th. What sequence might be
shown here? Give me next number in the
sequence … number hidden in this cell… Explain
rule for the sequence.
Model how to find all factors of a number,
recording factors in pairs.
Green: Extend by asking
questions about the
thermometers, e.g. what
would the temperature be
if it was 2 degrees
higher?
Answer questions
and complete
number lines on
sheet from
Learning Clips,
which has visual
image of elevator
floors to support.
Complete number
lines on Activity
sheet 8.1 (from NNS
Unit Plan). Fill in
missing temperatures
on thermometers.
Continue
sequences
involving
negative
numbers,
writing
sequences in
maths book.
Check answers with a
partner.
Use ‘Ordering negative
numbers’ game to practise
ordering negative numbers.
Red: use bead strings to
practise counting in 0.1s
and showing and ordering
decimal numbers.
Continue
sequences
involving counting
up in 0.1s (Nature
trails sheet).
Continue whole
number sequences
and then related
decimal sequence
(Snooker sequences
sheet).
Continue
decimal
sequences
(Jungle fever
sheet).
Use counting stick from 0 to
1. Ask children to read
number that is pointed to.
Ask children to point to given
numbers. Repeat with ends
being e.g. 2 and 3.
Red: model how to use
multiplication square to
find factors.
Record factors of
given numbers
(easier). Use
multiplication
square to support.
Record factors of
given numbers
(medium).
Introduce task and share possible ways to show
understanding.
Observe all groups and
record useful evidence for
APP.
Homework:
Websites:
1. Counting stick http://www.topmarks.co.uk/Interactive.aspx?cat=20
2. Negative Number Lift http://www.learningclip.co.uk/Block.aspx?prodid=1040
3. Ordering negative numbers http://www.primaryresources.co.uk/online/negnumorder.swf
Record factors
of given
numbers then
find common
factors of pairs
of numbers.
Display learning objectives from Block A1. In pairs, children
create a poster to show their understanding of these objectives.
Display Venn diagram on
whiteboard with labels ‘Factor
of 20’ and ‘Factor of 12’. Give
a number to each child and
ask them to come up and
write number in correct place.
Display posters and discuss
how they show
understanding.