Maths Year 6 Weekly Plan: Spring Week 1: TS1 Place value ~ TS2 Ordering numbers Objectives: Multiply and divide any number from 1 to 10000 by 10, 100 or 1000 and understand the effect, Multiply and divide decimals by 10 or 100 Starters Whole class teaching Guided group and independent paired/indiv practice activities Chn play in 2s taking it in turns to roll 2 0-9 dice to form a number with 2 dec. places and mark it on a blank 0-1 line. 1st to get 3 numbers without other child’s in between wins. Chn enter 56 into their calculators and ÷ by 10. What’s the answer? Write 5.6 under 56 so that the 5 is under the 6. What’s happened to each digit? Discuss how the digit 5 was 5 tens & is now only worth 5 ones, a 1/10 of its previous value. The digit 6 was worth 6, and is now worth 0.6 If we divide by 10 again, what will the answer will be? What do you think the 0.6 will be worth? Try it on your calculator. Write 0.56 under 5.6 aligning the dec. points. What happens to the digits as we ÷ by 10? (move to the right.) What will happen if we × by 10? Write 6.7. Talk to your partner about the answer will be if we divide by 10 or multiply by 10. Test out your ideas on the calculator. Rpt for 1.34. Easy Medium/Hard A can of soup costs 42p, how much would 10 cans cost? 100 Chn multiply and divide decimals by 10 cans? Record the 3 prices under each other. What happens to (see resources) each digit as we × by 10? I buy 10 identical cans of soup for £8.70, how much does each cost? Check using a calculator. I buy finding routes through a grid. 10 CDs, each the same price for a total of £59, how much does Hard: Chn’s grid can each cost? What happens to each digit as we ÷ by 10? Wood produce 3-place often comes in lengths of 2.4m. What is one 1/10 of this? Rpt decimals. with similar questions, chn check answers on a calculator. TD Plenary Write: 34, 3.4, 0.34, 79, 7.9, 0.79, 68, 6.8 and 0.68. Chn write these numbers in a 3×3 grid arranging them as they wish. Ask questions, e.g.: What is 1/10 of 34? A book is 3.4cm thick. What would be the thickness of 10 such books? A jug holds 0.79 litres, how much would 10 jugs hold? Chn ring answers on their grids. 1st to ring 3 in a line wins. Write 56. Chn enter 56 into their calculators and to divide it by Easy/Medium/Hard 100. What’s the answer? Write 0.56 under 56 so that the 0 is under Chn practise multiplying and dividing decimals by 10 and 100 the 6. What’s happened to each digit? Discuss how the digit 5 was 5 (see resources) finding routes through a grid. TD with Med Easy: Chn use calculators to help. tens and now is only worth 5 tenths, a 1/100 of its previous value. Hard: Chn find the maximum and minimum answers. The digit 6 was worth 6, and is now worth 0.06, 6 hundredths. What’s happening to the digits as we ÷ by a 100? Draw out that they Plenary are moving 2 places to the right. What do you think will happen if we Make slidy box cards with 6.5 and 1.34 multiplied and divided multiply by 100? Write 6.7. Talk to your partner about what you by 10 and 100 (8 sentences altogether, 4 for each number). think the answer will be if we divide by 100 or multiply by 100. Test Cover both the operation & 10/100 with slidy box and ask chn out your ideas on the calculator. Rpt with 13.4 and 134. what has been done to the 1st number and write this on w/bs. Multiplying by 10 5 chn show number e.g. 34.56, each digit and dec. point on w/bs. What should they do to × 34.56 by 10? Keep multiplying by 10, discussing how the dec. point stays, & extra 0s are required to fill the spaces created. Place value Show a place value chart (as starter). What happens to the digit 5 Show a 10,000s, when we multiply by 10? 100? 1000? 10,000? And when we ÷ by 10 1000s, 100s, 10s, or 1000? Discuss whether it moves left or right, and by how many 1s, 0.1s and 0.01s places. Chn write answers on w/bs to: What is 50 multiplied by place value chart Week 1 Wednesday Week 1 Tuesday Week 1 Monday Order 2 place decimals Easy/Medium/Hard Draw a fact web with 345 at the centre, ÷10, ÷100, ÷1, × 10, ×100 and × 1000 round the outside. Chn copy and write answers, then work with a partner to produce webs for 76 and 2.4. Easy: Chn use calculators to help. Hard: Chn also ÷ central number by 1000. TD © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Outcomes Chn can: 1. Multiply and divide whole numbers and numbers with 1 dec. place by 10. Chn can: 1. Multiply and divide whole numbers and numbers with 1 dec. place by 100. Chn can: 1. Multiply and divide whole numbers MATHS Y6 Week 1 TS1 & TS2 Spring Maths Year 6 Weekly Plan: Spring (see resources). Ring a number on each line, chn record the total on their w/bs. Rpt. Then rpt, this time missing out 0.01s. 100? 50 × 1000? 0.6 × 1000? 700 divided by 100? 20,000 ÷ 100? 20,000 ÷ 1000? Launch the ITP Moving digits. Use the cards to show. 56. Click to × by 10 repeatedly until the 56,000 is shown. Chn describe what happens to each digit. Rpt for 234, repeatedly ÷ by 10. Chn work with a partner to find: 42 × 1000; 5400 ÷ 100; 5400 × 100; 23 ÷ 100; 7654 ÷ 100; 7654 × 100; 87,655 ÷ 100; 23 × 1000; 23,378 ÷ 10, discussing which way the digits will move, and by how many places. Take feedback after each calculation. Week 1: TS1 Place value ~ TS2 Ordering numbers Plenary This can of beans weighs 250g. How can we write that as kg? Write Beans 0.25kg. This bag of potatoes weighs 10 times as much, 2.5 kg. Record underneath. What might weigh about 10 times as much? How much is that? And something 10 times that? And 10 times that? Build up a chart, e.g. Beans 0.25kg; Potatoes 2.5kg; Child 25kg; Motorbike 250kg; Land Rover 2500kg. Discuss the digits 2 and 5. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. by 10, 100 and 1000 (ans. no more than 2 dec. places). MATHS Y6 Week 1 TS1 & TS2 Spring Maths Year 6 Weekly Plan: Spring Week 1: TS1 Place value ~ TS2 Ordering numbers Objectives: Round whole numbers to the nearest 10, 100 or 1000, Estimate where four-digit numbers lie on an empty 0-10 000 line, Count on and back in repeated steps, including through zero, Find the difference between a positive and a negative integer, and between two negative integers in a context such as temperature or on the number line, Order a set of positive and negative integers Week 1 Friday Week 1 Thursday Starters Whole class teaching Locating 3-digit numbers Sketch a 4600 to 4700 line. Child thinks of a number between the 2 and marks it on the line but doesn’t write the number Chn discuss and write an estimate on their w/bs. They choose 2 multiples of 10 for the child to mark put on the line. Chn review their estimates. Child reveals the mystery number Which group was closest? Rpt, with 5000 to 6000 line, marking on mults of 100 after initial estimates. Ordering positive and negative numbers Use a weather website (e.g. the BBC’s) to find the current temperatures in different cities around the world, showing the location on a globe. Give a place name and temperature to each pair to write on their w/bs. Help chn to stand in order from the coldest to the warmest place. Guided group and independent paired/indiv practice activities Outcomes Sketch an empty 0-10,000 line. Draw an arrow to where you think 4567 lies. Talk to your partner about what number this arrow might be pointing to. Take feedback. It’s hard to say the actual number with such a large scale, but we could give a range. Which multiples of 1000 do you think it might lie between? Mark on 4000 and 5000. It’s helpful to mark on these multiples. Can you guess the 2 multiples of 100 on either side of the number? Write these numbers on the board: 4567, 4675 and 4765. The arrow is pointing to one of these numbers, which do you think it is and why? Take feedback. Sketch a line from 4560 to 4570 and mark on 4567. Ring the multiple of ten it is nearest to. So 4567 rounds to 4570. Sketch a line from 4500 to 4600 and mark on 4567. Ring the multiples of 100 that 4567 rounds to. Sketch a line from 4000 to 5000 and mark on 4567 and ring the multiple of 1000 that it rounds to. Rpt, this time marking 7825 on the 0-10000 line, and then rounding to the nearest 10, 100 and 1000. Show chn a counting stick. Point to the middle and say that this is zero. Point to the right as chn see it and say that this end is 5. Point to -1. What is this number? And this number (pointing to 2?). Count back from 5 to -5, and then back up to 5 again. Rpt, this time identifying the right of the stick as 10, counting back in 2s to -10, and then from 50 to -50 in 10s. Hold the counting stick vertical. This point represents zero degrees Celsius. What happens to water below this temperature? In January the temperature is often about 5°C, and can fall to below freezing at night. If it was 5° during the day, and then fell by 6° degrees by midnight, what would the temperature be then? Take feedback, drawing out that it would fall 5° to 0, and then another degree to 1°C. The temperature then falls another 2 degrees. What temp is it now? The coldest temperature ever recorded in the UK is -29°C! But if you think that is cold, the coldest temperature ever recorded in Canada is -66°C! How much colder than -29°C is this? Sketch a vertical line from -66 up to 0. Draw a hop down from -29 to -30, a jump from -30 to -60, then from -60 to -66, labelling each hop. So the difference between -29 and -66 is 37. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Easy/Medium/Hard Chn can: Chn mark 4-digit numbers on ENLs and round 1. Round them to the nearest 10, 100 or 1000 (resources). four-digit Easy: Chn's lines have 1000s marked (resources). numbers to the nearest TD 10, 100 or Plenary 1000. Write three 4-digit numbers on your w/b. Ring a 2. Estimate number if it rounds to 4000. Ring a number if it where rounds to 2000. Cont until 1 child has ringed all 3 four-digit nos. Write 3 nos between 7000 and 8000. Ring a numbers lie number if it rounds to 7400. Ring a number if it on an empty rounds to 7800. Continue until 1 child has won. 0-10 000. Write 3 numbers between 2300 and 2400. Ring a number if it rounds to 2350. Ring a number if it rounds to 2390. Continue until 1 child has won. Easy/Medium/Hard Chn can: Chn mark temperatures on a thermometer scale, then find 1. Count on and differences in temperature (see resources). TD with Med back in repeated Easy: The range of temperatures is narrower (resources). steps, including through zero. Plenary 2. Find the Sketch a line from -20 to 20, with 0 and multiples of 5 difference labelled. This number line has both positive and negative between a numbers. We can have numbers less than 0! For example, if positive and a the temperature is less than 0 or a bank account is negative integer, overdrawn, or we are below ground. Point to -20. We can and between two read this as negative 20. What do you think will be the next negative number? And the next? Count on from -20 through 0 to 20. integers in the If we have 5 subtract 6, we’d normally say we can’t do it, context of but we can if we use negative numbers. What do you think 5 temperature. subtract 6 is? Make up some other subtractions with a 3. Order a set negative answer. Hide the line. Give each group cards/ Postof positive and its with -10, 11, -3, 7, -20, 20, and 17 in random order and negative ask them to put them in order. Show the line to check. integers. MATHS Y6 Week 1 TS1 & TS2 Spring Maths Year 6 Weekly Plan: Spring Week 1: TS1 Place value ~ TS2 Ordering numbers Resources 0-9 dice Calculators Activity sheets of grids for Monday and Tuesday (see resources) Slidy box cards: 6.5 × 10 = 65; 6.5 × 100 = 650; 6.5 ÷ 10 = 0.65; 6.5 ÷ 100 = 0.065; 1.34 × 10 = 13.4; 1.34 × 100 = 134; 1.34 ÷ 10 = 0.134; 13.7 ÷ 100 = 0.137 and box big enough to cover both the operation and 10 or 100 Place value chart (see resources) ITP Moving digits (see resources) Items weighing 250g and 2.5kg Activity sheets of four-digit numbers and lines (see resources) Access to the internet and a weather site such as www.bbc.co.uk/weather and a globe Counting stick Activity sheets of temperatures (see resources) Post-it notesTM or cards © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y6 Week 1 TS1 & TS2 Spring