Maths Mixed age Year 5/Year 6 Weekly Plan: Spring
Week 1: Place value and negative numbers
No starter
No starter
Tuesday
Monday
Y5 Objectives: Know what each digit represents in 6-digit numbers; Use place value to add and subtract; Compare numbers up to 1 million, Use < and > signs; Place 6-digit numbers on number
lines; Round 6-digit numbers to the nearest 100 or 1000; Use negative numbers in context of temperature; Calculate rises and falls in temperature.
Y6 Objectives: Know what each digit represents in 7-digit numbers; Use place value to add and subtract; Compare nos up to 10 million, Use < and > signs; Place 7-digit nos on number lines;
Round 7-digit numbers to the nearest 10,000, 100,000 or 1,000,000; Use negative nos in context of temperature; Calculate rises and falls in temperature; Calculate intervals across zero.
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Place value in 6-digit numbers (PV + and -, compare numbers);
GUIDED: Y5 Easier
Y5 Harder/ Y6 Easier TA if available
Do you think the
Place value in 7-digit numbers (PV + and -, compare numbers)
Write a 6-digit number on
Chn play in pairs. They each write □□□,□□□
number of people
Write 351,468 and 351 468 on the board. Discuss how commas or thin spaces (in
the f/c with all digits
and take it in turns to roll a 0 to 9 dice and
in our town (or
print) are used to group digits in groups of three to help us to read big numbers.
different, e.g. 741,356.
decide where to place the digit in their boxes
village or city)
Cover the first three digits, and read the number. Now reveal the 3, 5 and 1. These Discuss how to change
to make a number bigger than their partner’s. would be in 100s,
digits tell us how many 1000s there are. Read the whole number. Write the next 3
each digit in turn to 0. Ask Whoever has the bigger number scores one
1000s, 10,000s,
nos on your w/bs. Show a vertical place value chart (see resources). Point to 1
chn to test out their ideas
point. Next they take it in turns to roll a 0 to 9 100,000s or
number from each column. Ask chn to write then say the 6-digit number created.
on the calculator and
dice. If that digit is in their opponent’s
millions? What
Include using only 3, 4 or 5 cards, e.g. 340,156, 740,306 and 403,150. Chn write
record the subtractions,
number, the opponent has to subtract that
about the number
743,561. What is 743,561 – 40,000? Which digit will change? Subtract 500. What
e.g. 741,356 – 700,000 =
part of the number! E.g. roll 6 so subtract 600 of leaves on a
are we left with? Subtract 3001. What’s left? Write □□□,□□□ > □□□,□□□ on the
41,356; 741,356 – 40,000
from 345,682. They write the new number
tree? Ask each
board. Roll a 0 to 9 dice and ask chn where to place the digit. Rpt until all spaces
= 701,356; 741,356 –
underneath. Rpt 3 times each. Whoever has
group to make a
are filled, aiming to make the first number greater than the second. Ask half the
1,000 = 740,356; 741,356
the bigger number now scores a point. Rpt
list of items that
class to write the biggest number possible using the six digits on the left, and the
– 300 = 741,056; 741,356
both parts of the game. Chn then investigate
might be
other half to write the smallest 6-digit number using the digits on the right. Write
– 50 = 741,306 then finally how many 6-digit nos can be written using
measured in
2,351,468 and say that the 2 tells us how many millions are in this number. Write
741,356 – 6 = 741,350.
consecutive digits. They write them in order.
millions. Share
6,450,532. Cover the 6 and ask Y5 to read the number, reveal the 6 and ask Y6 to
their ideas.
Y6 Harder As Y5 Harder/Y6 Easier but they write □,□□□,□□□ and find
read the number. Ask Y6 chn to write a number in between these two 7digit nos.
numbers using 7 consecutive digits.
Add and subtract 1, 10, 100, 1000, 10,000 and
Y5 TA with easier group if available
Y5 Harder
I’m thinking of a
100,000 to/from 6-digit nos;
Chn work in pairs to write a 6-digit
Chn play in pairs. They each write 111,111 and take turns to roll
number, I add 10,
Add and subtract 1, 10, 100, 1000, 10,000,
number, all digits different. One child adds a 1 to 6 dice. If they roll 1, they add 1, if they roll 2, add 10, roll 3, I get 237,843.
100,000 and 1,000,000 to/from 7-digit nos
1, then 10, then 100, 1000, 10,000, then
add 100, 4 add 1000, 5 add 10,000, 6 add 100,000 (they must
What numbers
Use the IWB calculator’s constant function to
100,000 to this number recording each
write each addition). Write this key on the board to remind
was I thinking of?
repeatedly add then subtract 1, 10, 100, 1000,
addition. The other person subtracts 1, 10, them. Their aim is to get as close to 1 million as they can but they Ask a child to
10,000 and 100,000 to 555,555, e.g. the
100, 1000, 10,000 and 100,000. They
must not go over or they lose! They can decide to stick at any
think of a
constant function may work if you enter
choose a new number and swap roles.
point. The child with the number closest to 1 million wins. Rpt.
number, add 100,
456,789 + 1====…. Ask chn to predict the next
and write the
GUIDED Y6 Easier
Y6 Harder
number . Take care when crossing multiples of
Write 8,346,207 on the f/c.
Chn play in pairs. They each write 10,000,000. They take it turns to roll a 1 to answer on the
10, 100, 1000, 10,000 and 100,000. Add 1 to
board. Can the
Explain that they are going to
6 dice. If they roll 1, they subtract 10, if they roll 2 they subtract 100, if they
999,999 to show what one million looks like.
rest of the class
change each digit one at a
roll 3 they subtract 1000, 4 they subtract 10,000, 5 they subtract 100,000, 6
Send Y5 away now to work with TA or
time to 5. Discuss what needs they subtract 1,000,000 (they must write each subtraction). Write this key on guess the first
independently Repeat but begin with
to be added/subtracted each
the board to remind them. Their aim is to get as close to 1 million as they can number? Rpt with
5,555,555 and add 1,000,000 until you reach
other chn, adding
time. Chn test their ideas out
but they must not go under or they lose! They can decide to stick at any
10,555,555.
1000 or 10,000.
on calculators.
point. The child with the number closest to 1 million wins. Rpt.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y5/Y6 Week 1 Spring
Thursday
Wednesday
Maths Mixed age Year 5/Year 6 Weekly Plan: Spring
Week 1: Place value and negative numbers
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Place value
Place 6-digit nos on number lines and round to the nearest 100 or 1000; Place 7Y5 Easier TA if available
Y5 Harder
Ask Y5 chn
in 6-digit nos digit nos on number lines and round to the nearest 10,000, 100,000 or 1,000,000
Chn write at least four
Chn work in pairs to shuffle a pack of
to write a
Chn use the
Show a 0 to one million landmarked line (see resources). What number do you
numbers on a 250,000 –
0-9 digit cards, and take six to make a
number
digit 2, 3, 4,
think comes half way between 100,000 and 200,000? Draw a mark half way
260,000 landmarked line
6-digit number. They discuss which
between
5, 6 and 7 to
between other neighbouring multiples of 100,000 and ask chn what number
(1000s labelled) (see
two multiples of 1000 it lies between,
400,000
make five 6belongs there. Point to the second line which goes from 100,000 to 200,000 and
resources). They write the
sketch a line between the two
and
digit numbers mark on 150,000 (without a label). Write 175,000, 110,000, 145,000 and 195,000
four numbers underneath,
multiples of 1000 and mark on the
500,000.
and write
on Post-its™. Give one at a time to different chn and ask them to place where they and write the nearest
number. They ring the nearest
Y6 chn
them on their think they belong on the line. Do the rest of the class agree? Each time discuss
multiple of 100 and 1000 at
multiple of 1000. Rpt for multiples of
write a
w/bs. Ring a
which multiple of 100,000 the number is closer to. Chn sketch a line from 125,000
the side of each.
100. Rpt with a new number.
number
number
and 126,000 on their w/bs. Think of a number between 125,000 and 126,000 and
between
Y6 Easier
GUIDED: Y6 Harder
where: 6 is
mark it on your line. Which is the nearest multiple of 1000? Think of a different
4,000,000
Chn write at least 4 nos
Write the following nos on the f/c:
worth
number that will round to 125,000. Show me a number that will round to 126,000.
and
on a 2,000,000 –
2,345,670, 6,432,400, 9,623,000,
60,000, 3 is
Write 6-digit numbers and ask chn for the nearest multiple of 1000. Rpt this time
5,000,000.
3,000,000 landmarked
3,450,000, 7,600,000 and 4,000,000. Chn
worth 3000,
asking chn to sketch a line from 125,600 to 125,700, mark and round numbers to
Chn on
line (100,000s labelled)
work in pairs to write numbers which
4 is worth
the nearest 100. Send Y5 away now to work with TA or independently
each table
(see resources). They
round to 2,345,670 when rounded to the
400… The
Ask chn to sketch a 1,000,000 to 2,000,000. They mark the number that is half
put their
write the four nos
nearest 10, One child writes a number
first child to
way. Do they agree with their neighbours? Ask chn to mark a number rounding to
w/bs in
underneath, and write
which round down, the other a number
ring all 5
1,000,000 and one rounding to 2,000,000. Chn draw a line from 2,500,000 to
ascending
the nearest multiple of
which rounds up. Rpt for the other nos
numbers is
2,600,000, mark on the halfway point, a number which rounds to 2,500,000 and
order.
1,000,000 and 100,000
rounding to the nearest 100, 1000,
the winner.
one which rounds to 2,600,000. Rpt for nos between 2,530,000 and 2,540,000.
at the side of each.
10,000, 100,000 and finally 1,000,000.
Add and subtract near
Use negative numbers in context of temperature; Calculate rises and
Y5 Easier
GUIDED: Y5 Harder
Show chn a bar
multiples of 10 and 100 to
falls in temperature; Use negative numbers in context of temperature; Chn use a
Chn order temperatures and
chart of
3-digit numbers
Calculate rises and falls in temperature
thermometer picture calculate rises and falls in
temperatures in
Write 257, 478, 325, 746 in Launch the ITP Thermometer, and choose a range of -10 to 10. At
to help them work
temperature (see resources).
different cities in
one set on the board, and
what sort of temperature might we get ice outside? Why? Agree that
out falls in
Support them in sketching vertical
the UK in January
29, 51, 198, 203 in the
as water freezes at 0 degrees Celsius the temperature will be less than temperature (see
number lines to answer the
(see resources). Ask
second set. Explain that chn this, e.g. minus one, -2, etc. Ask chn to label some temperatures on
resources).
questions.
questions such as:
choose a number in the
the thermometer. Which of these temperatures is the coldest? During
how much warmer
Y6 Easier TA if available
first set and add or subtract one day it was 5 °C. At night the temperature fell to minus 5 °C. Move
was it in London
As Year 5 Harder.
a number from the second
the slide to 5, then -5 on the thermometer. How many degrees has
than Glasgow? Y6
Y6 Harder
set. Challenge them to
the temperature fallen? How many degrees had it fallen when it got to Chn use www.bbc.co.uk/weather to find the five-day
Harder group
work in pairs to complete
zero? Draw a hop of 5 to 0. And then? Draw a hop of 5 to -5. Click on
report the greatest
forecast for New York. They work out the range of
as many additions and
‘change’ to check. Move the slider up to 3°C. The next day the
temperature for each day. They find another city where the difference between
subtractions as they can in
temperature rose, but it was colder than the previous day. How much
day and night
daytime temperatures are above freezing and night time
7 minutes. There are 32
has the temperature gone up by? Draw a hop of 5 to 0°C, and then a
temperatures that
temperatures are below and see if they can find a greater
possible combinations!
hop of 3 to 3°C. Rpt with similar questions.
they found.
range between day and night time temperatures.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Mixed age Y5/Y6 Week 1 Spring
Friday
Maths Mixed age Year 5/Year 6 Weekly Plan: Spring
Week 1: Place value and negative numbers
Very quick Starter
Whole class teaching
Guided group and independent paired/indiv practice activities
Double 2Use negative numbers in the context of temperature; Find differences between temperatures;
Y5 investigation TA if available
digit
Calculate intervals across zero
Challenge chn to work in pairs to find
numbers
Display the following table:
as many pairs of temperatures with a
Throw a soft
difference of 10°C as they can. One
Maximum
Minimum
ball to a child
temperature must be above freezing
temperature
temperature
saying a 2and one below.
Monday
7°C
-2°C
digit number.
GUIDED: Y6 investigation
Tuesday
5°C
-3°C
They throw it
Ask chn to work out -5 + 7 and -5 – 7.
Wednesday
1°C
-2°C
back as they
They then add the large answer (2)
Thursday
2°C
-4°C
say double
to the smaller answer (-12) to give Friday
0°C
-5°C
that number.
10. Ask them to work in pairs to add
These are temperatures recorded at a school weather station. When do you think they were recorded?
Differentiate
and subtract numbers to/from -5 to
by choosing a What was the highest temperature recorded? And the lowest? On which day was there the greatest
give one answer >0 and one answer
few numbers difference between maximum and minimum temperature? By how much did the temperature fall? Sketch a <0. They add the pairs of answers.
vertical line from -2°C to 7°C to help chn to see this. Which day has the smallest difference between
less than 50,
What do they find? (The sum is
maximum and minimum temperature? What was the drop? Sketch a vertical line to help chn see this.
but most
always -10).
Send Y5 away now to work with TA or independently
greater than
Easier: Children use a -20 to 20
Show a line from -20 to 20, with 0 and multiples of 5 labelled (see resources). This number line has both
50.
number line to help.
positive and negative numbers. We can have numbers less than 0! For example, if the temperature is less
than 0 or a bank account is overdrawn, or we are below ground. Point to -20. We can read this as negative
20. What do you think will be the next number? And the next? Count on from -20 through 0 to 20. If we
have 5 subtract 6, we’d normally say we can’t do it, but we can if we use negative numbers. What do you
think 5 subtract 6 is? Make up some other subtractions with a negative answer.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
How many pairs of
numbers did Y5 chn
find with a
difference of 10,
where one number
was greater than
0°C and one was
less? (Ten: -9 and 1,
-8 and 2… -1 and 9).
Show the -20 to 20
line and explain to
Y5 that numbers
less than zero can
be read as negative
1, negative 2 etc.
Count from -20 to 3
in ones, then from 20 to 4 in twos,
then from -20 to 5
in fives.
MATHS Mixed age Y5/Y6 Week 1 Spring
Maths Mixed age Year 5/Year 6 Weekly Plan: Spring
Week 1: Place value and negative numbers
Resources
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Monday: 100,000s, 10,000s, 1000s, 100s, 10s and 1s place value chart (see resources)
0 to 9 dice
1 to 6 dice
Calculators
Wednesday: Sheet of landmarked lines to display (see resources)
Wednesday: Year 5 Easier activity sheet of 250,000 – 260,000 landmarked line (1000s labelled) (see resources)
0 to 9 digit cards
Wednesday: Year 6 easier activity sheet of 2,000,000 – 3,000,000 landmarked line (100,000s labelled) (see resources
ITP Thermometer (see resources)
Thursday: Year 5 Temperature Activity sheets (easier and harder versions) (see resources)
Website: www.bbc.co.uk/weather
Thursday: Bar chart to show January temperatures in UK cities (see resources)
Soft ball
Friday: -20 to 20 line (see resources)
Abacus Year 5 Textbooks 2 and 3 and Year 6 Textbooks 1 and 2
Abacus Workbook Pages for Alternative/Additional Practice
Day
Monday
Group
Year 5
Page
Wednesday
Easier
Harder
Easier
Harder
Textbook 2, page 8
Textbook 2, page 9
Textbook 3, page 28
Textbook 3, page 29
Thursday
Group
Easier
Harder
Most children
Year 6
Page
Textbook 2, pages 4 and 9
Textbook 2, pages 5 and 6
Textbook 2, page 10
Easier
Harder
Textbook 1, page 59
Textbook 1, page 60
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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 Y5/Y6 Week 1 Spring
Maths Mixed age Year 5/Year 6 Weekly Plan: Spring
Week 1: Place value and negative numbers
Year 6
Year 5
Outcomes
Outcomes for most children
Wednesday
Monday
Tuesday
Thursday
Friday
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 to 1000.
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 7-digit number.
2. Write place value related
additions and subtractions.
3. Compare pairs of 7-digit
numbers.
1. Add and subtract 1, 10, 100,
1000, 10,000, 100,000 and
1,000,000 to/from 7-digit numbers.
1. Place 7-digit numbers on empty
number lines.
2. Round 7-digit numbers to the
nearest 10, 100, 1000, 10,000,
100,000 or 1,000,000.
1. Use negative numbers in context
of temperature.
2. Calculate rises and falls in
temperature.
1. Calculate intervals across zero.
Year 6
Year 5
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
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 without crossing
boundaries.
1. Place 6-digit numbers on
landmarked number lines.
2. Round 6-digit numbers to the
nearest 100 to 1000.
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
additions and subtractions.
3. Compare pairs of 6-digit
numbers.
1. Know what each digit represents
in a 7-digit number.
2. Add and subtract 1, 10, 100,
1000, 10,000, 100,000 and
1,000,000 to/from 7-digit numbers
without crossing boundaries.
1. Place 7-digit numbers on
landmarked lines.
2. Round 7-digit numbers to the
nearest 100,000 or 1,000,000.
1. Use negative numbers in context
of temperature.
2. Calculate rises and falls in
temperature.
1. Calculate intervals across zero
using a number line to help.
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 Y5/Y6 Week 1 Spring