School
Mathematics Weekly Plan Year 6
Term 200
Week
Strand: Unit B – Securing Number Facts, Understanding Shape
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Describe, identify and visulaise parallel and perpendicular edges or faces
Use properties to classify 2-D shapes and 3-D solids
Make and draw shapes with increasing accuracy ad apply knowledge of their properties
Visualise and draw on grids of different types where a shape will be after reflection or after rotation through 90° or 180° about its centre or one of its vertices
Estimate angles, and use a protractor to measure and draw them
Select and use standard metric units of measure and convert between units using decimals up to two decimal places
Solve simple problems by scaling quantities up and down
Solve problems involving measures
, choosing and using appropriate calculations at each stage including calculator use
Vocabulary
2-D shape names
Regular, irregular
Angle – acute, obtuse, right – degree
Symmetry
Parallel, perpendicular
Sides
Length, millimetre, centimetre, metre, kilometre
Resources
2-D shapes
Road sign flash cards or pictures
Powerpoint resources
Mirrors
Different grid papers
Arrow pictures
Cross curricular opportunities
ICT – LOGO program the screen turtle to travel from place to place on
a road map (photocopy map onto acetate and blu-tac onto the computer
screen)
Geography – reading symbols on a map, understanding scale
Mental/Oral (review)
Explain that this week’s maths is going to be linked to road safety. How many different shaped road signs can children think of? Why do we have road
signs? What do each of the shapes mean i.e. round – order, rectangle – information, triangular – warning. Show children Odd one Out Powerpoint slide
1. Which is the odd one out? Why? (the first arrow is a nonagon, second is an octagon, third is a heptagon) How many other arrows can they draw?
(Encourage them to look out for arrows on the road and on road signs)How many sides do these have? What is the name of the shape? What properties
do they have? Encourage the use of mathematical language.
Main Activity (review)
Mon
Show children slide with bock arrow. Explain to the children that they are going to be given a picture of an arrow and they are going to have to explain
to a partner (who can not see the arrow) how to draw it exactly. Think about and discuss how they would go about this. What equipment will they need
(protractor and ruler)? Where will they start? What mathematical language will they need to use e.g. parallel, perpendicular, right angle, degrees, cm,
mm, left, right, horizontal, vertical etc. Model and demonstrate with the children how to draw the arrow with you, the teacher, giving instructions (less
able could use squared paper). Turn your paper longways (landscape). Draw a horizontal line 10cm long a third of the way up the paper ……
Challenge children to draw a simple arrow
In pairs take it in turns to describe the arrow
In pairs take it in turns to describe the arrow shape
shape on squared paper perhaps with
shape to a partner. They should try to draw an
to a partner. They should try to draw an identical
Teaching Assistant support.
identical replica and compare it with the original
replica and compare it with the original at the end
at the end to see how accurate theirs is.
to see how accurate theirs is.
Success Criteria
Success Criteria
Success Criteria
I can name 2-D shapes and discuss their
properties. I can draw a 2-D shape on
squared paper. I can understand and use
mathematical language associated with 2shape.
I can name 2-D shapes and discuss their
properties. I can draw a 2-D shape measuring
accurately with a ruler and a protractor. I can
understand and use mathematical language
associated with 2-shape.
I can name 2-D shapes and discuss their properties.
I can draw a 2-D shape measuring accurately with a
ruler and a protractor. I can understand and use
mathematical language associated with 2-shape.
Plenary
Evaluation/Next
Steps
How successful were the children in following instructions? What were the difficulties? How did they overcome these? What are their next steps in
learning?
Mental/Oral (rehearse)
Focus on symmetry. Which regular shapes are symmetrical? How many lines of symmetry do they have? Show Odd one out (2). Which is the odd one out?
Why? Give reasons and justification using mathematical language. Invite the children to draw the line(s) of symmetry on each sign. Show ‘half’ a sign. How
would you complete this sign to make it symmetrical? Show Odd one out (3) Which is the odd one out? Why? Give reasons and justification using
mathematical language. (Two signs have rotational symmetry about their centre) How could the centre sign be changed to enable rotational symmetry?
Evaluation/Next
Steps
Main Activity (rehearse and teach)
Tues
Explain that today they are going to create their own road sign which must have at least one line of symmetry that would encourage road safety. Decide
whether it is to be an information, order or warning sign. What symbols might they use that are symmetrical? Use different grid papers.
Use squared paper to draw signs that
Use different grid papers to draw shapes with at
Use different grid papers to draw shapes with more than
have one line of symmetry (horizontal or least one line of symmetry. Vary the position of
one line of symmetry. Vary the position of the mirror line
vertical mirror line)
the mirror line e.g. horizontal, vertical, diagonal
e.g. horizontal, vertical, diagonal. For an extra challenge
they could try a sign that has rotational symmetry!
Success Criteria
I can draw shapes that has one line of
symmetry on squared paper
Success Criteria
I can draw shapes that have at least one line of
symmetry on different grid papers
Success Criteria
I can draw shapes that have more than one line of
symmetry on different grid papers
Plenary
Use a Venn diagram to sort shapes according to their lines of symmetry. Ask children to think, pair, share about where they think shapes should be place
in order to satisfy criteria. Take feedback. Encourage reasoning using appropriate mathematical language AND/OR Use a Carroll diagram to sort shapes
according to set criteria relating to angles. Ask children to think, pair, share about where they think shapes should be place in order to satisfy criteria.
Take feedback. Encourage reasoning using appropriate mathematical language.
Mental/Oral (teach and rehearse)
Revise units of linear measurement – millimetre, centimetre, metre and kilometre, their abbreviations and the relationship between them e.g. 10 mm
= 1 cm. Answer simple questions using these facts e.g. how many millimetres are there in two centimetres?, how many centimetres in ½ a metre etc.
Main Activity (teach and rehearse)
Wed
Show children road layout. Explain that this is going to be part of a new road layout in a new town. Go through the key, asking to question to ensure
they understand it. What does the arrow mean? (one way street) Why might this street be one way? (For the safety of the children at the school.)
Explain that over the next few days they are going to decide upon street furniture for the new layout. Share with them the slide that says there
must be street lighting every 100m. Look at the scale of the map. How are they going to work out where the street lamps should go? Model and
demonstrate how to use the scale to do this.
Give children a copy of Map A (scale 2cm = 100
Give children a copy of Map B (scale 3cm = 300
Give children a copy of Map C (scale 3cm = 200
m) and street lamp card A – street lamps every
m) and street lamp card A – street lamps every
m) and street lamp card B – street lamps every
100 m. Ask the children to use a ruler and the
150 m. Ask the children to use a ruler and the
100 m. Ask the children to use a ruler and the
scale to put crosses on either side of the roads scale to put crosses on either side of the roads scale to put crosses on either side of the roads
to show where street lighting should go.
to show where street lighting should go.
to show where street lighting should go.
Success Criteria
I can interpret a scale and use it to solve a
problem. I can use a ruler to measure
accurately in centimetres and record
measurements using appropriate mathematical
notation
Success Criteria
I can interpret a scale and use it to solve a
problem. I can use a ruler to measure
accurately in millimetres, convert these to
centimetres and record using appropriate
mathematical notation.
Success Criteria
I can interpret a scale and use it to solve a
problem. I can measure accurately in
millimetres, convert these to centimetres and
record using appropriate mathematical notation
Evaluation/Next Steps
Plenary
Ask children to feedback on the number of street lamps they have positioned on particular roads. What difficulties did they encounter and how did
they overcome these?
Mental/Oral
Revise linear units of measurement and the relationships between them. Solve mentally, problems involving linear measurement and all four
operations
Evaluation/Next
Steps
Main Activity
Thur
Look again at the road layout map from the previous day. Introduce cards that give instructions as to where other street furniture is to be
positioned. Think carefully why things are positioned where they are. Invite the children to work in pairs to discuss, reason and justify where the
respective street furniture should be positioned.
Children to use the SAME maps that they did the previous day. They should think of symbols to represent the different pieces of street
furniture. They should name the roads and record how far down each road they position each piece e.g. telephone box 200m from junction of
….and … (Give children as many or as few street furniture cards as appropriate to their ability)
Success Criteria
I can measure accurately using a ruler to a
suitable degree of accuracy and record
measurements using appropriate abbreviations
Success Criteria
I can measure accurately using a ruler to a
suitable degree of accuracy and record
measurements using appropriate
abbreviations. I can use a scale to convert
between units of measurement.
Success Criteria
I can measure accurately using a ruler to a
suitable degree of accuracy and record
measurements using appropriate
abbreviations. I can use a scale to convert
between units of measurement
Plenary
Invite children to feedback on their choices asking them for reasoning and justification.
Mental/Oral
Revise linear units of measurement and the relationships between them. Solve mentally, problems involving linear measurement and all four
operations
Main Activity
Fri
Look again at the planned road layout. Today the children are going to investigate routes. Archie lives in house A. He walks to school. What is his
quickest route to school if he walks? What would be his quickest route if he cycled or went in a car? What is the difference between the two
journeys? Extension: If Archie visited the bakers on his way home from school what would be the total distance of his journey walking? Cycling or
going in a car?
Success Criteria
Success Criteria
Success Criteria
I can use a simple scale to convert units of
measure. I can solve simple problems involving
linear measurement.
I can use a scale to convert units of measure.
I can solve problems involving linear
measurement.
I can use a scale to convert units of measure.
I can solve more complex problems involving
linear measurement.
Plenary
Feedback possible solutions and strategies used to solve the problem. How did they tackle it? Did they encounter problems and adapt their way of
working? How did they record their findings?
Evaluation/Next
Steps
Possible home learning: complete Friday’s activity OR calculate the distance of their journey to school.