Maths Year 5 Weekly Plan: Summer
Week 1: Number and place value
Objectives: Compare and order negative numbers; count back in steps through zero; add and subtract 1, 10, 100, 1000, 10,000 and 100,000 to/from six-digit numbers; place six-digit
Tuesday
Monday
numbers on landmarked lines and empty lines; round 6-digit numbers to the nearest 1000, 10,000, and 100,000.
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Count back through zero
Compare and order negative numbers
Most children/Harder
Show me a
Hold a counting stick vertically. Count back When might we use negative numbers? E.g.
Give a set of –10 to 10 cards to each pair. They shuffle and
number
in ones from 5 at the top. 5, 4, 3, 2, 1, 0,
temperature, depth below sea level, and
then arrange them in order from –10 to 10. They reshuffle
between –5
what comes next? Continue, negative one,
overdrafts. When we owe money, we talk about
them, each select 3 cards and write them in order from the
and 0. Show
negative two… Remind chn that numbers
having negative or minus amounts of money.
least to the greatest. Rpt.
me a number
less than 0 are called negative numbers,
Point out that we often say ‘minus’ rather than
GUIDED: Medium
less than –5.
and numbers more than 0 are called
‘negative’. Launch the ITP Number Line (see
As a group put the cards in order then reshuffle. Divide the
Show me a
positive numbers. Write 0, –2 and –4 on
resources) & choose a range from –20 to 20. Click group into two teams. One child from Team A takes 2 cards.
number greater
Post-it notes™. Point to the top. If this is 5
so that the numbers are not displayed on the
A child from Team B takes a card. If the number is in between than –6. Show
and we count down in 1s, where should we tags and move them to –2 and –8. What numbers the first two cards, Team B write the 3 numbers in order and
me a number
stick 0? –2? –4? Turn the counting stick so
are marked? How do you know? Which number is win a point. If not, Team A write them in order to win a point. between –2
that it is horizontal. Point to the left, as chn bigger? Record –2 > –8. Write a number in
Repeat.
and 2.Chn use
see it. This is –5. Count from –5 to 5,
between on your w/bs. Take feedback. Agree that Easier
their number
speeding up as you pass 0, then count back –3 or –4 or –5 or –6 or –7 are all in between. Rpt
Chn work in pairs to practise ordering cards –10 to 10 several cards to
again. Ask 3 chn to place the Post-it notes™ with other pairs of numbers including mixes of
answer.
times. They then take it in turns to take a card and write
on the stick.
negative and positive numbers, e.g. +3 and –4.
down the number before it, the number on the card and the
number after it.
Count on and back
Count back in steps through zero
Whole class investigation
If we have 3 subtract 4, we’d
in steps of 25
Show chn the counting stick so that it is
Chn work in pairs to find at least one number (other than 1) which
normally say we can’t do it, but
Use the counting
horizontal. Point to the left, as chn see it. This is when repeatedly added to the 1st number will reach the 2nd
we can if we use negative
stick to support
–10. We’re going to count on in 2s. Where do
number, e.g. if the pair are –3 and 17, we could count in steps of 5 (– numbers. What is 3 subtract 4?
counting in steps of
you think we will get to? Count on in 2s,
3, 2, 7, 12, 17) or in steps of 4 (–3, 1, 5, 9, 13, 17). Or… Chn find the
Count back 4 from 3 using the
25 from 0 to 250
speeding up as you pass 0, and then count back steps to get from the 1st to the 2nd number: 20 → –50; 4 → –11; 4
counting stick. Ask chn to make
and back again. Rpt
again. Rpt, this time starting at –40 and
→ –8; 7 → –17; 7 → –13; 8 → –25; 4.5 → –9.
up other subtractions with a
this time from 3 to
counting in 5s, starting at –100 counting on in
GUIDED Easier
negative answer. Discuss
253, then 13 to 263
10s and finally starting at –200 and counting on Chn roll a dice and count back in steps of that size from 20 until they situations in ‘real life’ where
and back again,
in 25s. Launch the ITP Number Line and choose pass –20, recording each hop on a –20 to 20 number line (see
these sorts of subtractions are
counting slowly to
a range from –20 to 20. This time we’re going
resources). They first predict whether they land exactly on –20 or
possible, e.g. falls in
begin with.
to count back in 3s. Together count back in 3s,
not. If they roll 1, they roll again.
temperature, descending below
recording the hops on the number line as you
Harder
sea level, and owing someone
do so. Take particular care when crossing 0.
Encourage chn to try subtracting numbers with one decimal place,
money (going overdrawn) – not
Rpt, counting back in 6s, and then in 2.5s.
e.g. 2.5 or 3.5, for at least 3 sequences.
to be recommended!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y5 Week 1 Summer
Thursday
Wednesday
Maths Year 5 Weekly Plan: Summer
Starters
Place value in 6-digit
numbers
Show a vertical place
value chart (see
resources). Point to 1
number from each
column. Ask chn to write,
then say the six-digit
number created. Include
using only 3, 4 or 5 cards,
e.g. 340,156; 740,306;
and 403,150. Chn write
743,561.
Compare pairs of 6digit numbers
Chn play in pairs. They
each write a 6-digit
number, then take it
in turns to roll a 0 to 9
dice. If the number
rolled is a digit in their
number they subtract
the number it
represents, E.g. they
write 572,689 and roll
7, they subtract
70,000. First child to
reach zero wins.
Week 1: Number and place value
Whole class teaching
Guided group and independent paired/indiv practice activities
Add and subtract 1, 10, 100, 1000, 10,000
Whole class practice
and 100,000 to/from six-digit numbers
Chn practise adding 1, 10, 100, 1000, 10,000 and 100,000 to/from six-digit numbers
Write 457,849 on the board. Chn work in
(see resources).
pairs. One child writes the number that is
Most children: Chn start at question 7 and do as many as they can.
1 less, and the other child write the
Easier: Chn start at question 1.
number that is 1 more. They show their
GUIDED: Harder
w/bs. Rpt with 10 more, 10 less, then 100
Display a blank 100-square on the board (see resources) and write 1010 in the top left
more/less, 1000 more/less, 10,000
square and 2000 in the bottom right square. Explain that in this square we don't
more/less and 100,000 more/less. Rpt
count on in ones, but a different but constant step size. Chn discuss in pairs what this
with 234, 193 then 352,705. If chn have
might be. What would be at the end of the first row? What would you count in to
difficulty finding 10 more/less than the
move down a column? Agree that we count across in steps of 10, and down in steps of
last 2 numbers, ask them to hide the first
100. Rpt for 101,000 in the top left and 200,000 in the bottom right, then 10,000 in
3 digits thinking of 10 more/less than the
the top left and 1,000,000 in the bottom right. Challenge them to write one column
resulting 3-digit number.
for each grid.
Place 6-digit numbers on landmarked lines Most children
and empty lines
Chn practise placing six-digit numbers on landmarked lines (see resources).
Show a 0 to 1,000,000 line marked in
GUIDED: Medium
multiples of 100,000 (see resources).
Display the 0 to 1,000,000 line used in the main teaching. Split the group into two
Choose one of the red numbers to mark
teams. Team A shuffle a pack of 0–9 cards. They take six and use them in two different
but not label on the line. Chn write on
ways to make a pair of 6-digit numbers, then mark them on the line. Team B shuffle the
their w/bs which number they think you
cards, take six and use them to try and make a number between those on the line. If so,
chose, and then explain why. Rpt, asking a the number is marked on the line and Team B wins that round. Otherwise Team A wins.
child to choose a green number and mark
Rub out the numbers and rpt.
it on the line. The rest of the class to guess Easier
Harder
which. Rpt with a different child choosing
Chn mark
Chn play in pairs. They sketch a 0–1,000,000 line across the length
a blue number, and finally a purple
numbers on
of a piece of A3 paper. They shuffle a pack of 0–9 cards. One child
number. Ask chn to sketch a line from
sections of
takes six and uses them in 2 different ways to make a pair of six100,000 to 200,000 and to choose one of
number lines with digit numbers, then marks them on the line. They shuffle the
the red numbers. They mark it on their
multiples of
cards. Child B takes six and uses them to try and make a number
line. They ask a partner to guess which
10,000 marked
between those on the line. If so, the number is marked on the line
they chose. Rpt for each group of
(see resources).
and that child wins that round. Otherwise Child A wins. Rpt on a
numbers.
new line.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
Write two 6digit numbers
with a
difference of 1.
Write two 6digit numbers
with a
difference of
10. Now with a
difference of
100, now 1000,
now 10,000,
now 100,000!
Mark a number
on the 0–
1,000,000 line
but do not label
it. Each group
agree an
estimate. Reveal
the number. Ask
children to say
the number 1000
more and 1000
less. Anyone who
had an estimate
within this range
wins a point. Rpt.
MATHS Y5 Week 1 Summer
Friday
Maths Year 5 Weekly Plan: Summer
Starters
Round 3-digit numbers to the
nearest 100
Give a set of 100s cards from a set of
place value cards to each table. They
choose six to share between them.
Use a random number generator such
as at
http://www.primaryresources.co.uk/
maths/flash/Bingo.swf to generate
numbers between 100 and 1000. Chn
round to the nearest 100. If they have
the answer, they hold it up to score a
point for their table. Rpt with a new
number.
Week 1: Number and place value
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Round six-digit numbers to the nearest 1000, 10,000, and
Most children/Harder
Write three six-digit
100,000
Chn round the population of islands to the numbers on your w/b. Ring
Sketch a line on the board from 200,000 to 300,000. A child
nearest 100,000, then 10,000, then 1000
a number if it rounds to
thinks of a number between the two and marks it on the line
(see resources). Suggest they draft
400,000. Ring a number if it
but doesn’t write the number. Chn discuss and write an
number lines and mark the populations on rounds to 200,000.
estimate on their w/bs. They choose two multiples of 10,000
them to help them to round if necessary.
Continue until 1 child has
for the ends of a new line. Draw this new line underneath
ringed all 3 nos. Write 3
GUIDED: Easier
and the child marks the same number on this ‘zoomed-in’
numbers between 700,000
Sketch a large 0–1,000,000 line with
section of the line. Chn revise their estimates, and then agree multiples of 100,000 labelled. Ask a child
and 800,000. Ring a
two multiples of 1000 for new ends of a line. The child marks to mark on the population of the first
number if it rounds to
the number on, chn revise estimates again. The child reveals
740,000. Ring a number if it
island, and as a group round it to the
the mystery number and labels it on each line. Round the
rounds to 780,000.
nearest 100,000. Rpt for each island.
number to the nearest 100,000, 10,000 then 1000. Rpt with a
Continue until 1 child has
new child and a line between 500,000 and 600,000.
won.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y5 Week 1 Summer
Maths Year 5 Weekly Plan: Summer
Week 1: Number and place value
Resources
 Counting stick
 Post-it notes™
 ITP Number line (see resources)
 –10 to 10 cards
 Day 2: Easier –20 to 20 number line (see resources)
 Day 3: Vertical place value chart (see resources)
 Day 3: Whole class practice (see resources)
 Day 3: Blank 100-square to display on the IWB (see resources)
 0–9 dice
 Day 4: Guess the number sheet to display (see resources)
 Day 4: Placing numbers on 0–1,000,000 lines activity sheets (versions for Most children and Easier group) (see resources)
 0–9 cards
 Random number generator such as at http://www.primaryresources.co.uk/maths/flash/Bingo.swf
 100s cards from a set of place value cards
 Day 5: Rounding activity sheet (see resources)
 Abacus Year 5 Textbooks 1 and 2
Abacus Textbook Pages for Alternative/Additional Practice
Day
Wednesday
Group
Harder
Page
Textbook 2, page 6
Thursday
Easier
Most children
Easier
Textbook 2, page 8
Textbook 2, page 9
Textbook 1, page 73
Friday
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y5 Week 1 Summer
Maths Year 5 Weekly Plan: Summer
Week 1: Number and place value
Outcomes
Monday
Tuesday
1. Order a group of mixed positive
and negative numbers.
1. Count back in steps through zero.
Outcomes for most children
Wednesday
1. Add and subtract multiples of 1,
10, 100, 1000, 10,000 and 100,000
to/from six-digit numbers.
Thursday
Friday
1. Place six-digit numbers on
landmarked lines and empty lines.
1. Round 6-digit numbers to the
nearest 1000, 10,000, and 100,000.
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Order a set of consecutive
positive and negative numbers.
1. Count back in steps through zero.
1. Add and subtract 1, 10, 100,
1000, 10,000 and 100,000 to/from
six-digit numbers.
1. Place six-digit numbers on
landmarked lines.
1. Round 6-digit numbers to the
nearest 100,000.
Only record names of children who struggled or exceeded these outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y5 Week 1 Summer