Maths Mixed age Year 4/Year 5 Weekly Plan: Spring
Week 1: Negative numbers, place value
Tuesday
Monday
Y4 Objectives: Use negative numbers in context of temperature; Place negative numbers on a line; Order positive and negative numbers; Divide whole 2-digit numbers to give one-place
decimals; Multiply one-place decimals to give whole numbers; Recognise decimal and fraction forms of tenths.
Y5 Objectives: Use negative numbers in context of temperature; Calculate rises and falls in temperature; Know what each digit represents in six-digit numbers; Use place value to add and
subtract; Compare numbers up to 1 million, use < and > signs; Place six-digit numbers on number lines; Round six-digit numbers to the nearest 100 or 1000.
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Compare pairs of
Use negative numbers in context of temperature; Use negative numbers in
Y4 Easier
GUIDED: Y4 Harder
Show chn a
numbers and give one in
context of temperature; Calculate rises and falls in temperature.
Chn mark on
Where do you think we might have
bar chart of
between
Launch ITP Thermometer, and choose a range of -10 to 20. Ask chn at what
temperatures
overnight negative temperatures in
temperatures
Split the class into 4
temperature water freezes? That’s when we get frost and ice outside in the winter. and answer
the world at the moment? Use the
in different
teams – two for Y4 and
On a cold night the temperature can fall 1 degree below 0 degrees Celsius. What is questions
internet to find out (e.g.
cities in the
two for Y5. Give 2 chn
the temperature then? Agree that this is called minus 1, and label this on the
such as
www.bbc.co.uk/weather). Together
UK in January
from Y4 Team A two 4thermometer. What if it was even colder? Where is minus 5 on this scale? Count
‘Which was
make a list of places and
(see
digit numbers. They hold
from 0 down to -10°C. Explain that nos less than zero are called negative numbers, the coldest
temperatures from coldest to
resources).
them up in order, smaller and nos more than zero are called positive numbers. Say that during one day the
night?’ (see
mildest. Ask questions such as: How
Ask questions
1st. The rest of the team
temperature was 10 degrees Celsius and in the night it fell to minus 2 degrees
resources).
much colder is it going to be in
such as: how
write a number in
Celsius. Move the slide to 0, then -2 on the thermometer. Ask how many degrees
Moscow than Toronto tonight?
much warmer
between. They score a
the temperature fell. How many degrees had it fallen when it got to zero? Draw a
was it in
Y5 Easier - TA if available
Y5 Harder
point for each correct
hop of 10 to 0. And then? Draw hop of 2 to -2. How many degrees altogether?
Chn use a thermometer
Chn order temperatures London than
number. Rpt for each
Click on change to check. Move slider up to 5°C. Next day the temperature rose,
Glasgow?
picture to help them work and calculate rises and
team but giving 5-digit
but it was colder than the previous day. How much has the temperature gone up
out falls in temperature
falls in temperature (see
numbers to Y5 teams.
by? Draw hop of 2 to 0, then hop of 5 to 5. Repeat with more questions.
(see resources).
resources).
Count on/back in
Place negative numbers on a line; Order positive and negative numbers; Use
GUIDED: Y4 Easier
Y4 Harder
How many pairs of
10s, 100s, 1000s
negative numbers in the context of temperature; Find differences between temps. Chn practise ordering Give a set of -10 to 10
temperatures did Y5 chn
from 4-digit
Hold a counting stick vertically. Count back in ones from 5 at the top. 5, 4, 3, 2, 1,
cards -10 to 10
cards to each pair. They
find with a difference of
numbers
0, what comes next? Continue, negative one, negative two… Point out that we
several times. Give
shuffle, then arrange in
10, where one number
Chn pass a
often say ‘minus’ rather than ‘negative’. Write 0, -2 and -4 on Post-its™. Point to
each pair a negative
order from -10 to 10, &
was greater than 0°C and
beanbag round,
the top. If this is 5 and we count down in 1s, where should we stick 0? Or - 2? Or number. Ask them to reshuffle. Then each
one was less? (Ten: -9 and
counting on in
4? Turn the counting stick so that it is horizontal. Point to the left, as chn see it.
write down the
child selects 3 cards and 1, -8 and 2… -1 and 9) If
steps of 100 from
This is -5. Count from -5 to 5, speeding up as you pass 0, then count back again.
number before it, the writes them in order
we have 3 subtract 4, we’d
1463, until past
Ask 3 chn to place the Post-its™ on the stick. Give each pair cards/Post-its™ with number on the card
from the least to the
normally say we can’t do
2000. Shout
5, -4, -3… 5 in random order and ask them to put them in order. Display a table of
and the number after greatest. Rpt with 5
it, but we can if we use
change! Chn pass
temperatures recorded at a school weather station (see resources). When do you
it.
cards.
negative numbers. What
beanbag back,
think they might have been recorded? What was the highest temperature
do you think 3 subtract 4
Y5 Investigation - TA with Easier group if
counting back in
recorded? And the lowest? On which day was there the greatest difference
is? Count back using the
available
100s. Rpt counting between maximum and minimum temperature? By how much did the temperature Challenge chn to work in pairs to find as many
counting stick to show
on/back in steps of fall? Sketch a vertical line from -2°C to 7°C to help chn to see this. Which day has
this. Make up some other
pairs of temperatures with a difference of 10°C
10/1000.
the smallest difference between maximum and minimum temperature? What was
subtractions with a
as they can. One temperature must be above
the drop? Sketch a vertical line to help chn see this.
negative answer.
freezing and one below.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Spring
Week 1: Negative numbers, place value
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Divide 2-digit numbers by 10 to create 1-place decimal numbers; Place value in 6-digit
Y4 Easier - TA if available
Y4 Harder
numbers (PV + and -, compare numbers).
Give each pair a place value grid (see resources).
Chn divide nos by 10,
Launch the ITP Moving digits. Click, then drag cards to make the number 56. Click on ÷
They each shuffle a pack of 1 to 9 digit cards and
then work out what
10. What has happened? What is the 6 worth now? And the 5? Point out that each digit is take one each. They use them to form a whole 2nos have been
worth a 1/10 of its previous value and has moved 1 place to the right. Point at the ‘6’ and digit number, place on the grid then divide by 10.
divided by 10 to
explain that this is 6 tenths. Remind chn that we can write this as 6/10 and explain that
Each child thinks what their digit will be worth now arrive at a given
we can also write it as 0.6, point six. Reset and make the number 27. What will happen
and moves it accordingly (i.e. one place to the
number (see
when I click on the ÷10 button? Write the number. Click ÷10. Were you right? Repeat for
right). They record the division, e.g. 37 ÷ 10 = 3.7.
resources). They use
435. What do you think 409 divided by 10 is? Repeat with 40. Ask chn what they think
Rpt. Chn to do at least 10 different calculations.
a calculator to check.
will happen this time? We’ve got a 1-digit number! Why? Repeat for 4, giving 0.4. Discuss GUIDED: Y5 Easier
Y5 Harder
the need for a zero before the decimal point. It helps us see that there are no ones!
Write 741,356 on the f/c.
Chn play in pairs. They each write □□□,□□□
Send Y4 away now to work with TA or independently. Write 351,468 and 351 468 on the Discuss how to change one
and take it in turns to roll a 0 to 9 dice and
board. Discuss how commas or thin spaces (in print) are used to group digits in groups of
digit to a 0, then other digits decide where to place the digit in their
3 to help us to read big nos. Cover the 1st 3 digits, and read the number. Now reveal the
in turn, ask chn to test out
boxes to make a number bigger than their
digit 1. What is the number now? Reveal the 5, read the number, then reveal the 3. The
their ideas on the calculator partner’s. Whoever has the bigger number
digits 351 tell us how many thousands there are. Read the whole number. Three-hundred and recording subtractions,
scores one point. Next they take it in turns
and fifty-one thousand, and four-hundred and sixty-eight. Write the next three nos on
741,356 – 700,000 = 41,356
to roll a 0 to 9 dice. If that digit is in their
your w/bs. Show a vertical place value chart (see resources). Point to one number from
741,356 – 40,000 = 701,356
opponent’s number, the opponent has to
each column. Ask chn to write then say the 6-digit number created. Include using only 3,
741,356 – 1,000 = 740,356
subtract that part of the number! They
4 or 5 cards, e.g. 340,156, 740,306 and 403,150. Chn write 743,561. What is 743,561 –
741,356 – 300 = 741,056
write the new number underneath. Rpt 3
40,000? Which digit will change? Subtract 500. What are we left with? Subtract 3001.
741,356 – 50 = 741,306
times each. Whoever has the bigger number
What’s left? Write □□□,□□□ > □□□,□□□ on the board. Roll a 0 to 9 dice and ask chn
then finally 741,356 – 6 =
now scores a point. After 2 games chn work
where to place the digit. Repeat until all spaces are filled. Is the first number greater than 741,350.
in pairs to investigate how many 6-digit
the second? How can we tell? Ask half the group to write the biggest number possible
numbers can be written using consecutive
using the 6 digits on the left, and the other half to write the smallest 6-digit number using
digits. They write them in order.
the digits on the right.
No starter
Wednesday
Maths Mixed age Year 4/Year 5 Weekly Plan: Spring
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
Show a
0.1s, 1s,
10s and
100s place
value chart
(see
resources).
Discuss the
patterns of
the digits.
What
happens to
the digit 5
when we
multiply it
by 10? And
divide by
10?
MATHS Mixed age Y4/Y5 Week 1 Spring
Week 1: Negative numbers, place value
No starter
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Multiply 1-place decimals to give whole nos; Add and subtract 1, 10, 100, 1000,
GUIDED: Y4 Easier
Y4 Harder
10,000 and 100,000 to/from six-digit nos.
Carry on using the function machine with chn who seemed
Chn identify the
Use IWB calculator’s constant function to repeatedly add then subtract 1, 10, 100,
unsure in the main teaching. Stick the function ×10 on the
input, output or
1000, 10,000 and 100,000 to 6-digit nos (e.g. 456,789 + 1===). Y5 chn predict the
front of the box. Enter 4.8, and ask chn to predict the
function in function
next number each time, and Y4 say which digit they think will change. Y5 tell them output. Then write a number on a card, give to one child
machines (see
how to read the number. Take care when crossing multiples of 10, 100, 1000,
but don’t show the rest of the group. They post the card
resources). They
10,000 and 100,000. Include adding 1 to 999,999 to show what one million looks
into the function machine, and post the output. Can the
make up function
like. Send Y5 away now to work with TA or independently Draw a large decimal
rest of the group guess the input? Rpt for ÷ 10 and ask chn
machines for a
point on the f/c. Ask 2 chn to stand on either side holding large digit cards 2 and 5
to guess the function.
partner to guess.
to show 2.5. Chn discuss in pairs what each child needs to do to multiply 2.5 by 10. Y5 Easier- TA if available
Y5 Harder
One pair gives them instructions. Do the rest agree? What happens to each digit
Chn work in pairs to write a 6Chn play in pairs. They each write 111,111,
when we multiply by 10? (Moves one place to the left.) Rpt with other pairs of chn digit number, all digits different.
then take it turns to roll a 1 to 6 dice. Display
and other digit cards to show nos with 1 decimal place. Chn write the
One child adds 1, 10, 100, 1000,
this key: Roll 1, add 1. Roll 2 add 10. Roll 3,
multiplication on their w/bs, e.g. 4.7 × 10 = 47 and give instructions to chn at the
10,000, then 100,000 to the
add 100. Roll 4, add 1000. Roll 5, add 10,000.
front. Rpt for 0.6. Write 45 on a card and pass through a slot in a ‘function
original number recording each
Roll 6, add 100,000. They write each addition.
machine’ (cardboard box!) to a child. They follow the instruction in the box, ÷ 10,
addition. The other person
The aim is to get as close to 1 million as they
write the answer on a card and post out of the box. What did the function machine subtracts 1, 10, 100, 1000, 10,000 can but they must not go over or they lose!
do? Rpt with other chn, entering 2-digit nos and asking them to ÷ by 10. Post a
and 100,000. They choose a new
They can decide to stick at any point. The
number with one decimal place, e.g. 2.3, in the ‘out’ slot. It comes out the ‘in’ slot
number and swap roles.
child closest to 1 million wins. Rpt.
as 23 to show that multiplying by 10 is the reverse of dividing by 10.
Relate fractions to decimals (0.1 = 1/10); Place 6-digit numbers on number lines and round to
Y4 Practice - TA with Easier group if available
the nearest 100 or 1000. Point to 2/10 on the counting stick. How else can we say this fraction?
Chn identify numbers of tenths that are shaded and write them both
(1/5) Launch ITP Fractions, show 1/5 & 2/10 on 2 separate bars to show they are equivalent.
as fractions and decimals, and any equivalent fraction where
Click on f & d to show both written as vulgar fractions and decimal fractions. How can we write
appropriate (see resources).
one tenth? Write 0.1  1/10 on f/c. Say that  means ‘is equivalent to’, meaning that these are
Y5 Easier
GUIDED: Y5 Harder Sketch a line on the f/c from
Chn write at
200,000 to 300,000. A child thinks of a number
diff ways of writing the same amount. Write 0.2  2/10  1/5. These are equivalent fractions.
They represent the same amount, the same place on the counting stick. How can we write 9/10? least 4 nos on a and marks it on the line but doesn’t write the
250,000 –
number. Chn discuss and write an estimate on
And another way? Rpt for the other 1/10s. Send Y4 away to work with TA or independently.
260,000
their w/bs. They choose two multiples of 10,000
Show a 0 to one million landmarked line (see resources). What number do you think comes half
landmarked line for the ends of a new line. Draw this new line and
way between 100,000 and 200,000? Draw a mark half way between neighbouring multiples of
(see resources).
the child marks the same number on this
100,000 and ask chn what number belongs there. Mark 150,000 (without a label) on the second
They write the
‘zoomed-in’ section of the line. Chn revise their
line (100,000 to 200,000). Write 175,000, 110,000, 145,000 and 195,000 on Post-its™. Give one
numbers
estimates, and then agree two multiples of 1000
at a time to different chn to place on the line. Do the others agree? Each time discuss which
underneath,
&
for new ends of a line. The child marks it on, chn
multiple of 100,000 the number is closer to. Chn sketch a line from 125,000 and 126,000 on their
write
nearest
revise estimates again. Child reveals mystery
w/bs. Think of a number between 125,000 and 126,000 and mark it on your line. Which is the
multiple of 100
number and rounds it to nearest 100. Any child
nearest multiple of 1000? Think of a different number that will round to 125,000. Now show me
a number that will round to 126,000. Write 6-digit nos. Ask chn for the nearest multiple of 1000. and 1000 at the whose estimate rounds to the same multiple of
side of each.
100 as the mystery number wins a point. Rpt.
Rpt, asking chn to sketch a line from 125,600 to 125,700, mark and round nos to nearest 100.
No starter
Friday
Thursday
Maths Mixed age Year 4/Year 5 Weekly Plan: Spring
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
Chn write
2-digit nos
between
20 and 40
in a 3 by 3
grid. If you
have the
number
that is 10
times as
big as 2.3
ring it. 1st
to ring all
of their
nos wins.
What is
1/10 +
9/10? How
can we
write this?
Write 0.1 +
0.9 = 1.
Together
write an
addition
for each
picture on
the Y4
activity
sheet.
MATHS Mixed age Y4/Y5 Week 1 Spring
Maths Mixed age Year 4/Year 5 Weekly Plan: Spring
Week 1: Negative numbers, place value
Resources
 ITP Thermometer (see resources)
 Monday: Year 4 Temperature Activity sheet (see resources)
 Access to weather sites on the internet, e.g. www.bbc.co.uk/weather
 Monday: Year 5 Temperature activity sheets (Easier and Harder version) (see resources)
 Monday: Bar graph of temperatures in UK cities (see resources)
 Beanbag
 Counting stick
 Post-its™
 Tuesday: Table of temperatures recorded at a school weather station (see resources)
 -10 to 10 number cards
 ITP Moving digits (see resources)
 1-9 digit cards
 Wednesday: Year 4 Place value grid (see resources)
 Wednesday: Year 4 Dividing by 10 activity sheet (see resources)
 Calculators
 Wednesday: Year 5 100,000s, 10,000s, 1000s, 100s, 10s and 1s place value chart (see resources)
 0 to 9 dice
 Wednesday: 0.1s, 1s, 10s and 100s place value chart (see resources)
 Cardboard box with two slots, cards with × 10 and ÷ 10, plain cards and pens
 Thursday: Year 4 Multiplying and dividing by 10 function machines activity sheet (see resources)
 1-6 dice
 ITP Fractions (see resources)
 Friday: Year 4 Activity sheet of shaded tenths (see resources)
 Friday: Year 5 0 to one million and 100,000 to 200,000 landmarked lines (see resources)
 Friday: Year 5 Easier activity sheet: 250,000 – 260,000 landmarked line (1000s labelled) (see resources)
 Abacus Year 4 Textbooks 1 and 3 and Year 5 Textbooks 2 and 3
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Spring
Maths Mixed age Year 4/Year 5 Weekly Plan: Spring
Week 1: Negative numbers, place value
Abacus Workbook Pages for Alternative/Additional Practice
Day
Monday
Friday
Group
Easier
Harder
Easier
Harder
Year 4
Page
Textbook 3, page 10
Textbook 3, page 11
Textbook 1, page 57
Textbook 1, page 58
Group
Easier
Harder
Easier
Harder
Year 5
Page
Textbook 3, page 28
Textbook 3, page 29
Textbook 2, page 8
Textbook 2, page 9
Scroll down for outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y4/Y5 Week 1 Spring
Maths Mixed age Year 4/Year 5 Weekly Plan: Spring
Week 1: Negative numbers, place value
Outcomes
Monday
Tuesday
Thursday
Friday
1. Use negative numbers in
context of temperature.
1. Place negative numbers on a
line.
2. Order positive and negative
numbers.
1. Understand that when we divide
by 10, digits shift one place to the
right.
2. Understand what each digit
represents in a number with one
decimal place.
1. Understand that when we
multiply by 10, digits shift one
place to the left.
2. Understand what each digit
represents in a number with one
decimal place.
1. Recognise decimal and fraction
forms of tenths.
1. Use negative numbers in
context of temperature.
2. Calculate rises and falls in
temperature.
1. Find a difference between a
negative temperature and positive
temperature.
1. Say what each digit represents
in a 6-digit number.
2. Write place value related
additions and subtractions.
3. Compare pairs of 6-digit
numbers.
1. Add and subtract 1, 10, 100,
1000, 10,000 and 100,000 to/from
six-digit numbers.
1. Place 6-digit numbers on empty
number lines.
2. Round 6-digit numbers to the
nearest 100 or 1000.
Year 4
Year 5
Outcomes for most children
Wednesday
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Order positive and negative
numbers.
1. Understand that when we divide
by 10, digits shift one place to the
right.
2. Understand what each digit
represents in a number with one
decimal place.
1. Understand that when we
multiply by 10, digits shift one
place to the left.
2. Understand what each digit
represents in a number with one
decimal place.
1. Recognise decimal and fraction
forms of tenths (only 1/10s and
0.1s, not 1/5s and multiples of 0.2
for example).
1. Use negative numbers in
context of temperature.
2. Calculate rises and falls in
temperature using a thermometer
image to help.
1. Find a difference between a
negative temperature and positive
temperature.
1. Say what each digit represents
in a 6-digit number.
2. Write place value related
subtractions.
1. Add and subtract 1, 10, 100,
1000, 10,000 and 100,000 to/from
six-digit numbers.
1. Place 6-digit numbers on
landmarked number lines.
2. Round 6-digit numbers to the
nearest 100 to 1000.
Year 5
Year 4
1. Use negative numbers in
context of temperature.
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 Mixed age Y4/Y5 Week 1 Spring