NHM Framework Unit Planning Year 6 Summer Term

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 1 Place value, ordering and rounding Multiply and divide [decimals] mentally by 10 or 100, and [integers] by 1000, Place value  Place value Using a calculator and explain the effect. 3 days Use the vocabulary of estimation and approximation. Consolidate rounding an integer to the nearest 10, 100 or 1000.

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook MATERIALS page 53-58 2-3 3-4 2 1 E1 TOOLBOX Number line, grid PUPIL ACTIVITY Unit 1: SOFTWARE Place value

Day 1 Day 2 Day 3 Day 4 Day 5 Starter Specific Starter for Place Value Specific Starter for Place Value Generic starter TF 2-9 TF 9-12 TF 9-12 Main 3 Adding/Subtracting mentally 4 Multiplying/Dividing mentally Revision/Consolidation Teaching multiples of powers of by 10, 100, 1000 10 TF 53 TF 54

Core Textbook page 3 TF 56 Pupil Activities TF 55 Textbook page 4 TF 56 Activities 1 Pupil Sheet 2 2 Pupil Sheet 3

Support Textbook page 3 TF 56 Pupil Activities TF 55 Textbook page 4 TF 56 Provide pupils with place value 1 Pupil Sheet 2 Provide pupils with a place value notation cards for support. Ask pupils to work in pairs to lay notation grid for support. out the dominoes in a pattern where connecting dominoes match.

Extension Textbook page 3 TF 56 Pupil Activities TF 55 Extension Teaching Provide pupils with a set of cards 2 Pupil Sheet 3 1 Introducing ancient Egyptian showing seven- and eight-digit numbers TF 57 numbers and a set of cards showing numbers such as 4 000 000, 200 Textbook page 4 TF 56 Extension Textbook page E1 000, 30 000. Pupils must take a card TF 58 from each set and increase then decrease the first number by the second amount. NHM Year 6 Framework Unit Planning Page 1 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

Plenary Follow-up for Textbook page 3 Discuss children’s work Follow-up for Textbook page 4 TF 56 TF 56

Home Activity 2 Check-up 1 Additional notes

Extra Resources

Review

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Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 2 Understanding x and  Approximate first. Use informal pencil and paper methods to support, record or Division  Division by two digits Mental calculation strategies (x and ) explain multiplications and divisions. 5 days Pencil and paper procedures (x and ) Extend written methods to: short division of TU or HTU by U (mixed-number answer); Money and ‘real life’ problems division of HTU by TU (long division, whole-number answer); Making decisions and checking short division of numbers involving decimals. results, including using a calculator

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook Resource Sheets MATERIALS A page s s e s s m e n t 144-155 21-24 30-31 4a, b, c E4, E28-E29

Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 144 Specific Starter for Division Specific Starter for Division Generic starter TF 2-9 Generic starter TF 2-9 Linking TF 25-27 TF 25-27 Dividing mentally a three-digit multiple of 10 by a two-digit multiple of 10 Main 1 Rounding then dividing TF 145 2 Dividing a three-digit number 3 Dividing a three-digit number Revision/Consolidation Revision/Consolidation Teaching Mental division to find approximate by a two-digit by a two-digit quotients number, including number, including remainders TF 146 remainders TF 147 Standard written method Shorter standard written method Core Pupil Activity TF 146 Pupil Activities TF 148 Textbook page 30 TF 148 Textbook page 31 TF 148 Activities 1 Pupil Sheet 22 1 Pupil Sheet 23 Pupil Activity TF 146 2 Pupil Sheet 24 1 Pupil Sheet 21

Support Pupil Activity TF 146 Pupil Activities TF 148 Textbook page 30 TF 148 Textbook page 31 TF 148 1 Pupil Sheet 22 1 Pupil Sheet 23 Allow pupils to use the longer Allow pupils to use the longer Pupil Activity TF 146 Ask pupils to work in pairs. They If necessary write the questions on written method if they need to. written method if they need to. NHM Year 6 Framework Unit Planning Page 3 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

1 Pupil Sheet 21 must take it in turns to complete a the board and allow children to For q4, once pupils have completed Discuss the questions in q3 with the question explaining to their partner continue using the longer method their calculations discuss the pupils as a group and decide what they are doing at each stage. If that they are familiar with. questions with them together and together what to round each number their partner disagrees with their decide on the correct answer to each to before asking pupils to complete work they must explain why and one ensuring they are correctly the questions independently. agree upon the correct calculations. interpreting the remainders. Extension Pupil Activity TF 146 Pupil Activities TF 148 Extension Textbook page E4 Extension Textbook pages E28- 1 Pupil Sheet 22 1 Pupil Sheet 23 TF 153 E29 TF 154 Pupil Activity TF 146 Ask pupils to look at the questions 1 Pupil Sheet 21 they have done and discuss with a Ask pupils to time themselves to partner how they could simplify the see how long it takes to answer the method. Provide them with some questions in q3. Put a similar set of further examples of questions to try Textbook pages 30, 31 questions on the board, can they out their ideas. Ask them to explain beat their time? to the group their ideas and why TF 148 they work. Plenary Discuss children’s work Discuss children’s work Discuss children’s work Follow-up for Textbook page 30 TF 149 Follow-up for Textbook page 31 TF 149

Topic Assessment 4a, b, c Additional notes

Extra Resources

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Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 3 Fractions, decimals, percentages, Solve simple problems involving ratio and proportion. Fractions  Ratio and proportion ratio and proportion 5 days Understand percentage as the number of parts in every 100. Express simple Percentages  Percentages fractions such as one half, one quarter, three quarters, one third, two thirds…, and tenths and hundredths as percentages. Find percentages of small whole-number quantities.

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s TOOLBOX s PUPIL ACTIVITY e SOFTWARE s s m e n t 202-209; 260-274 42 46; 63-67 22 6a,b; 8a, b E8-E9, E30 Fractions tool Unit 14: Fractions Unit 16: Percentages

Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 202 Tune-in TF 260 Specific Starter for Percentages Specific Starter for Percentages Specific Starter for Percentages Unequal shares Revising percentages TF 40-41 TF 40-41 TF 40-41 Revision of comparing ‘part to part’ Main 1 Proportions TF 203 1 Linking percentages and 2 Finding a percentage of a 3 Finding a percentage of a 4 Comparing/ordering numbers Teaching Introduction of comparing ‘part to fractions TF 262 set/quantity TF 263 set/quantity TF 265 involving percentages, NHM Year 6 Framework Unit Planning Page 5 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

whole’ Problems in context fractions and decimals TF 267

Core Pupil Sheet 42 Textbook page 64 TF 269 Textbook page 65 TF 269 Activities Textbook page 46 TF Textbook page 63 TF 269 Textbook pages 66-67 204 TF 269

Support Textbook page 63 TF 269 Textbook page 64 TF 269 Textbook page 65 TF 269 Before children answer the For q4-6, discuss with the children Ask pupils to work in pairs. For Textbook page 46 TF questions look at each one as a as a group what calculations they each question they take it in turns to Textbook pages 66-67 204 group and agree on the number of must carry out to answer the explain how they think they should TF 269 For q2 give children some true and segments in each diagram and the questions. find the answer. If their partner For p67, work with the children as a false statements on cards for each number which are coloured. disagrees they must explain why group. Discuss each question and path. Ask them to sort them into and the pair must agree on an decide on an appropriate strategy to those which are true and those approach. find the answer. Give pupils time to which are false. then work out each answer for Discuss q3,4 and 5 with the themselves before moving on to the children as a group and decide what next question. calculations are needed to answer each question. Extension Textbook page 63 TF 269 Textbook page 64 TF 269 Textbook page 65 TF 269 Textbook pages 66-67 TF 269 Put some fractions on the board, Provide pupils with newspapers. Ask pupils to continue with their Textbook page 46 TF e.g. 3/5, 7/25. Ask pupils to convert Ask them to find examples of newspaper posters. Extension Textbook page E30 204 them to percentages without the aid where percentages have been used. TF 274 of a visual representation. Can they create a poster showing and interpreting these examples?

Extension Teaching 1 Ratio TF 208

Extension Textbook pages E8-E9 TF 209 Plenary Follow-up for Textbook page 46 Follow-up for Textbook page 63 Follow-up for Textbook page 64 Follow-up for Textbook page 65 Follow-up for Textbook pages 66- TF 205 TF 270 TF 270 TF 270 67 TF 271 Follow-up for Extension Textbook pages E8-E9 TF 209 Topic Assessment 8a, b

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Topic Assessment 6a, b Home Activity 22

Additional notes

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Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 4 Fractions, decimals and percentages Round a number with two decimal place to the nearest tenth or to the nearest whole Decimals  Three-place decimals number. 5 days Begin to convert a fraction to a decimal using division. Ratio and proportion Recognise the equivalence between the decimal and fraction forms of one half, one quarter, three quarters, one eighth… and tenths, hundredths and thousandths

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s TOOLBOX s e s s m e n t 240-256 32-34 59-62 21 18 E11-E12 Number line 7a, b, c

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Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 240 Specific starter for Decimals Specific starter for Decimals Specific starter for Decimals Generic starter TF 2-9 TF 33-39 TF 33-39 TF 33-39 Number lines Revising notation for one- and two- place decimals Main 1 Number line for thousandths 2 Comparing and ordering 3 Rounding a three-place decimal 4 Approximate sums and Revision/consolidation Teaching TF 240 decimals TF 243 TF 246 differences TF 247 Introducing notation for three- To the nearest tenth/first decimal Using three-place decimals place decimals place rounded to the nearest whole number

Core Pupil Activities TF 243 Pupil Activities TF 245 Pupil Activities TF 247 Textbook page 61 TF 248 Textbook page 62 TF 248 Activities 1 Pupil Sheet 33 1 Hundredths/units card game 1 Pupil Sheet 34 2 Find five decimals 2 Pupil Sheet 32 Textbook page 59 TF 248 Textbook page 60 TF 248 Support Pupil Activities TF 243 Pupil Activities TF 245 Pupil Activities TF 247 Textbook page 61 TF 248 Textbook page 62 TF 248 2 Pelmanism 1 Hundredths/units card game 1 Pupil Sheet 34 When rounding numbers, encourage Work with the children as a group Provide pairs of pupils with the Give children cards showing units Work with the children as a group children to draw a number line and discussing each question and cards and ask them to work together and tenths to begin with and extend and agree upon the position of each position the number on it to assist agreeing on answers orally only. to sort them into matching pairs. to hundredths and thousandths if the number on the number line before them in rounding it. See page notes TF 249 for further children are ready. asking them to round them. Provide teaching support. pupils with similar number lines for q2.

Extension Pupil Activities TF 243 Pupil Activities TF 245 Pupil Activities TF 247 Textbook page 62 TF 248 2 Using a standard written 2 Pelmanism 2 Find five decimals 1 Pupil Sheet 34 method for subtracting three- Extension Teaching place decimals TF 255 Textbook page 61 TF 248 1 Using a standard written Extension Textbook page E12 TF method for adding three-place 256 decimals TF 255 Extension Textbook page E11 TF 256

Plenary Follow-up for Textbook page 59 Follow-up for Textbook page 60 Discuss children’s work Follow-up for Textbook page 61 Follow-up for Textbook page 62 TF 249 TF 249 TF 250 TF 250

Check-up 18 Topic Assessment 7a, b, c Additional notes

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Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 5

5 days

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page

Day 1 Day 2 Day 3 Day 4 Day 5 Starter

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Main SATs SATs SATs SATs SATs Teaching

Core Activities

Support

Extension

Plenary

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Additional notes

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Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 6 Handling data Use the language associated with probability to discuss events, including those with Data handling  Probability Using a calculator equally likely outcomes. 8 days Shape and space Read and plot co-ordinates in all four quadrants. Recognise where a shape will be after reflection: in a mirror line touching the shape at a point (side of a shape not necessarily Reasoning about shapes Shape  Position, movement and angle parallel or perpendicular to the mirror line); in two mirror lines at right angles

(side of shape all parallel or perpendicular to the mirror line).

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Recognise where a shape will be after two translations. Recognise and estimate angles. Calculate angles in a triangle or around a point.

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s s e s s m e n t s 421-426, 383-395, 368 55 122-123, 106-107 E26-E27, E18-E21

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Starter Tune-in TF 421 Generic Starter Generic Starter Generic Starter Tune-in TF 383 Generic Starter Generic Starter Generic Starter Likelihood TF 2-7 TF 2-7 TF 2-7 Revising co- TF 2-9 TF 2-9 TF 2-9 Revision of ordinates in the first impossible, certain, quadrant likely, unlikely Main 1 Probability line 2 Listing outcomes Revision/Consolidatio Revision/Consolida 1 Introducing co- Revision/consolidatio 2 Completing Revision/consolidation Teaching TF 422 and n tion ordinat n symm Language of describin es in all etrica chance g their four l probabili quadra shape ties nts TF s TF TF 423 384 385 On a four- quadrant co- ordinate grid

Core Textbook page Textbook page 123 Ask pupils to create a Give pairs of pupils Textbook page 106 Pupil Activity Textbook page On a blank four- Activities 122 TF 425 TF 425 poster showing a two dice. TF 394 TF 385 107 TF 394 quadrant grid ask probability scale They must 1 Pupil Sheet 55 pupils to draw labelled with roll the dice On a blank four- their own shapes events they can 50 times and quadrant grid in one or two think of fitting find the total ask pupils to quadrants. Swap each stage of the each time. In draw their own with a friend to scale. a table ask shapes and reflect the shape NHM Year 6 Framework Unit Planning Page 12 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

them to record write into the remaining how many instructions for quadrants. times each recreating it by total is made. joining Can they coordinates. make Swap with a statements friend to about how reproduce the likely it is to shape. roll each total and why?

Support Textbook page Textbook page 123 Ask pupils to create a Give pairs of pupils Textbook page 106 Pupil Activity Textbook page Provide children with 122 TF 425 TF 425 poster showing a two dice. TF 394 TF 385 107 TF 394 four-quadrant grids with For q3 provide Before children start, probability scale. They must Work with the 1 Pupil Sheet 55 Provide templates simple shapes in one children with a set run through the Provide a set of roll the dice children as a group of each shape quadrant for the of cards showing terminology used on cards showing 50 times and deciding together which pupils can children to reflect. If different events. the page, e.g. different events find the total the answers to each use to find the necessary provide Ask them to match ‘multiple’, ‘factor’, and ask them to each time. In question. reflections. templates of each shape them to each of the etc. For each one stick them on to a table ask to support the pupils. categories given. remind pupils of the their poster with them to record meaning and write an arrows linking how many explanation on the them to the times each board for them to appropriate part total is made. refer to when of the scale. Can Discuss with answering the they think of the children questions. some of their own how often events to add? each total appears. Can they suggest why some totals might appear more than others? Extension Textbook page Textbook page 123 Extension Textbook Extension Pupil Activity Extension Textbook Textbook page Extension Textbook 122 TF 425 page E26 TF 426 Textbook TF 385 page 18 TF 368 107 TF 394 pages 20-21 TF TF 425 Give pupils two 1-6 page E27 TF 1 Pupil Sheet 55 368 Ask pupils to draw dice. Ask them to 426 Extension their own work out the Textbook page 106 Textbook probability scale probability of getting TF 394 page 19 TF and think of each total from 2-12 368 various events to if both dice are rolled. label it with. Plenary Follow-up for Follow-up for Discuss children’s work Discuss children’s Follow-up for Discuss children’s Follow-up for Discuss children’s work NHM Year 6 Framework Unit Planning Page 13 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

Textbook Textbook page wor Textbook work Textbook page 122 TF 123 k page 106 TF page 107 425 TF 425 395 TF 395 Additional notes

Extra Resources

Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 8 Shape and space Read and plot co-ordinates in all four quadrants. Shape  Position, movement and angle Reasoning about shapes Recognise where a shape will be after reflection: 5 days in a mirror line touching the shape at a point (side of a shape not necessarily

parallel or perpendicular to the mirror line); in two mirror lines at right angles

(side of shape all parallel or perpendicular to the mirror line).

Recognise where a shape will be after two translations. Recognise and estimate angles. Calculate angles in a triangle or around a point.

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s TOOLBOX s e s s m e n t s 387-398 56 108-111 15a, b E22 Co-ordinate grid

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Day 1 Day 2 Day 3 Day 4 Day 5 Starter Generic Starter TF 2-7 Generic Starter TF 2-7 Generic Starter TF 2-7 Generic Starter TF 2-7 Generic Starter TF 2-7

Main 3 Translating shapes TF 387 4 Rotating shapes TF 389 5 Naming, estimating, measuring Revision/consolidation 6 Calculating angles TF 393 Teaching On a four-quadrant co-ordinate On a four-quadrant co-ordinate and drawing angles TF 391 grid grid Introducing reflex angles

Core Textbook page 108 TF 394 Textbook page 109 TF 395 Provide pupils with a set of cards Textbook page 111 TF 395 Activities showing angle Textbook page 110 TF measurements on, e.g. 360 395 or drawings of angles on. Children must pick a card and either measure the angle or draw the matching angle. Support Textbook page 108 TF 394 Textbook page 109 TF 395 Provide pupils with a set of cards Textbook page 111 TF 395 Provide pupils with a template of Provide pupils with a template of showing drawings of Before children start discuss as a each shape already drawn onto each shape already drawn onto Textbook page 110 TF angles on. Children must group the total of the angles of a tracing paper. tracing paper. 395 pick a card and measure triangle and those in a complete turn Ask pupils to work in pairs. They the angle. When they are and record statements on the board must both measure each angle and confident in measuring for children to refer to. agree on a measurement before angles provide practice of moving onto the next question. drawing them. Extension Textbook page 108 TF 394 Textbook page 109 TF 395 Ask pupils to continue with their Textbook page 111 TF 395 Ask pupils to answer each question Ask pupils to come up with general angle pictures. Can they mentally without using tracing statements about where a shape Textbook page 110 TF label the type of each Extension Textbook page E22 paper. ends up after a given rotation, e.g. 395 angle as well as its size? TF 398 0 ‘a rotation of 90 clockwise will Ask pupils to draw a picture made make the shape end up in an of straight lines. Wherever an angle adjacent quadrant’ appears on their picture they must measure and label it. Plenary Follow-up for Textbook page 108 Follow-up for Textbook page 109 Follow-up for Textbook page 110 Discuss children’s work Follow-up for Textbook page 111 TF 395 TF 396 TF 396 TF 396

Topic Assessment 15a, b

Additional notes

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Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 9 Measures, including problems Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl), including Measure  Weight their abbreviations, and relationships between them. Convert smaller to larger units 5 days (e.g. m to km, cm or mm to m, g to kg, ml to l) and vice versa. Know imperial units (mile, pint, gallon, lb, oz). Know rough equivalents of lb and kg, oz and g, miles and km, litres and pints or gallons

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Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s s e s s m e n t 278-284 43-44 68-70 9

Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 278 Generic starter TF 2-7 Generic starter TF 2-7 Generic starter TF 2-7 Generic starter TF 2-7 Reading scales Revision of scales marked in 10 g, 20 g, 50 g, 100 g divisions Main 1 Reading scales to the nearest Revision/consolidation 2 Kilograms and grams TF 281 3 Introducing the tonne TF 281 Revision/Consolidation Teaching 100 g, 0.1 kg TF 279

Core Textbook page 68 TF 283 Textbook page 69 TF 283 Pupil Activity TF282 Textbook page 70 TF 283 Activities Pupil Activities TF 280 1 Weighing and recording task 1 Weighing familiar objects 2 Pupil Sheet 43 3 Pupil Sheet 44

Support Textbook page 68 TF 283 Textbook page 69 TF 283 Pupil Activity TF282 Textbook page 70 TF 283 Work through q1 and 2 with the Work with the children together to 1 Weighing and recording task For q3 and 4 work with the children Pupil Activities TF 280 children together ensuring they are use a spring balance. Provide pupils with cards showing as a group and decide 3 Pupil Sheet 44 all able to read scales before asking pictures of large animals on along on the calculations them to do the practical activities. with their weight in kg. Ask the needed to find the children to convert each weight to answers. tonnes and kilograms and order the animals from smallest to largest.

Extension Textbook page 68 TF 283 Textbook page 69 TF 283 Pupil Activity TF282 Textbook page 70 TF 283 Ask children to set each other In pairs ask children to take it in 1 Weighing and recording task Ask the children to find the total Pupil Activities TF 280 further challenges like those in q4. turns to put some items in a school Ask children to create a poster weight of the boys in the class and 1 Weighing familiar objects ask them to produce a display of the bag. Their partner must hold the showing the weights of different then the girls. Can they estimate the NHM Year 6 Framework Unit Planning Page 17 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

items they find labelled with their bag and estimate the weight before things they have researched. total weight of all the girls/boys in actual weight. measuring it. They must record the the school? Can they explain how difference between the estimated they did this? and actual weight. At the end each child must find the total of all their differences. The person with the lowest total wins. Plenary Discuss children’s work Follow-up for Textbook page 68 Follow-up for Textbook page 69 Discuss children’s work Follow-up for Textbook page 70 TF 283 TF 283 TF 283

Topic Assessment 9

Additional notes

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Review

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Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 10 Measures, including problems Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl), including Measure  Volume/Capacity their abbreviations, and relationships between them. Convert smaller to larger units  Mixed measure 5 days (e.g. m to km, cm or mm to m, g to kg, ml to l) and vice versa. Know imperial units (mile, pint, gallon, lb, oz). Know rough equivalents of lb and kg, oz and g, miles and km, litres and pints or gallons.

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s PUPIL ACTIVITY s SOFTWARE e s s m e n t 334-343 90-95 13 E16 Unit 17: Measure

Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 334 Generic Starter TF 2-7 Tune-in TF 340 Generic Starter TF 2-7 Generic Starter TF 2-7 Tenth of a litre Revising Imperial units and their Revising the relationship 1/10 l = metric equivalents 100 ml Main 1 The centilitre TF 335 2 Estimating and measuring Revision/Consolidation 1 Introducing feet, inches, pounds Revision/Consolidation Teaching Introducing the relationships 1 l = capacities in centilitre and ounces TF 341 100 cl, 1 cl = 10 ml TF 336 Exploring relationships with metric units

Core Textbook page 91 TF 337 Textbook page 92 TF 337 Textbook page 93 TF 342 Textbook page 95 TF 342 Activities Textbook page 90 TF 337 Support Textbook page 91 TF 337 Textbook page 92 TF 337 Textbook page 93 TF 342 Textbook page 95 TF 342 Work with the children as a group Work with the children as a group Work with the children as a group For q4, provide pupils with a set of Textbook page 90 TF giving them extra practice of and convert all the measurements in and decide on and record the cards showing the metric units reading scales in cl before the questions to ml before asking calculations needed to answer each suitable for measuring each item. NHM Year 6 Framework Unit Planning Page 19 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

they do the practical activity. pupils to find the answers. question before asking pupils to Ask them to put the cards against find the answers independently. the matching questions. Repeat with 337 a set of cards showing imperial Work with the children as a group units. and convert all the measurements in q2, 3 and 4 to ml before asking pupils to compare/order them. Extension Textbook pages 91-92 TF 337 Extension Textbook page E16 Textbook page 93 TF 342 Textbook page 95 TF 342 TF 339 Provide pupils with some recipes. Provide pupils with some recipes Textbook page 90 TF Ask them to make up word where the measurements are shown 337 problems related to the recipes for a in imperial units. Ask pupils to Ask children to say a statement, e.g. partner to solve. convert the measurements to metric ‘25cl is the same volume as ¼ l’. equivalents. Their partner must say if the statement is true or false.

Plenary Follow-up for Textbook page 90 Follow-up for Textbook page 91 Follow-up for Textbook page 92 Discuss children’s work Follow-up for Textbook page 95 TF 337 TF 337 TF 337 TF 343

Topic Assessment 13

Additional notes

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Review NHM Year 6 Framework Unit Planning Page 20 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 11 Mental calculation strategies (+ and -) Use known number facts and place value to consolidate mental addition/subtraction. Subtraction  Subtraction involving numbers with four or more digits Use informal pencil and paper methods to support, record or explain additions and 5 days Pencil and paper procedures (+ and -) subtractions. Extend written methods to column addition and subtraction of numbers Money and ‘real life’ problems Making decisions and checking involving decimals. results, including using a calculator

Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s TOOLBOX s e s s m e n t s 93-101 7-8 18 6 6 Number line, grid 2a, b

Day 1 Day 2 Day 3 Day 4 Day 5 NHM Year 6 Framework Unit Planning Page 21 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

Starter Tune-in TF 93 Specific Starter for Subtraction Specific Starter for Subtraction Generic Starter TF 2-7 Generic Starter TF 2-7 Revising mental subtraction of a TF 19-21 TF 19-21 three-digit multiple of 100 Main 1 Subtracting mentally a four- 2 Subtracting mentally 3 Subtracting mentally a Revision/consolidation Revision/consolidation Teaching digit multiple of 100, three-/four-digit three-/four-digit 50 numbers TF 95 number from a TF 93 No bridging/bridging a multiple of multiple of 1000 TF 10 96

Core Textbook page 18 TF 98 Pupil Activity TF 97 Ask pupils to design a poster Activities 1 Pupil Sheet 8 explaining all the different Pupil Activity TF 95 strategies they know for doing Ask pupils to continue 1 Pupil Sheet 7 mental subtraction. with their posters providing examples of calculations that would be best solved using each strategy they have described. Support Textbook page 18 TF 98 Pupil Activity TF 97 Provide pupils with further practice Provide pupils with further practice Allow pupils to use informal 1 Pupil Sheet 8 of answering the types of questions of answering the types of questions Pupil Activity TF 95 jottings to find their answers. Allow pupils to use informal used in the previous days. Discuss used in the previous days. Discuss 1 Pupil Sheet 7 jottings to find all their mental strategies with them and mental strategies with them and Allow pupils to use informal answers if necessary. encourage them to try and answer encourage them to try and answer jottings to find their answers. the questions mentally before the questions mentally before resorting to jottings. resorting to jottings.

Extension Textbook page 18 TF 98 Pupil Activity TF 97 Ask pupils to design a poster Provide pupils with a set of cards Provide pupils with a set of cards 1 Pupil Sheet 8 explaining all the different showing four-digit numbers. Ask Pupil Activity TF 95 showing four-digit numbers. Ask Put the questions on the board and strategies they know for doing pupils to choose two cards and find 1 Pupil Sheet 7 pupils to choose two cards and find ask pupils to answer them mentally mental subtraction. the difference between the numbers, On the board write the total to all the difference between the numbers, as quickly as they can. mentally if possible. Their partner the answers to the questions. When mentally if possible. Their partner must use a calculator to find the pupils have finished the sheet they can time how long it takes them to answer at the same time. If a child can use a calculator to find the total answer ten questions. Can they get the right answer and beats the NHM Year 6 Framework Unit Planning Page 22 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

to all their answers. If their total improve on their time? calculator they score a point. does not match the one on the board they must find and correct their mistakes. Plenary Discuss children’s work Follow-up for Textbook page 18 Check-up 6 Discuss children’s work Discuss children’s work TF 99 Home Activity 6 Topic Assessment 2a, b

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Review

Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 12 Mental calculation strategies (+ and -) Use known number facts and place value to consolidate mental addition/subtraction. Subtraction  Subtraction involving numbers with four or more digits Use informal pencil and paper methods to support, record or explain additions and 5 days Pencil and paper procedures (+ and -) subtractions. Extend written methods to column addition and subtraction of numbers  Spreadsheets and databases Data Handling involving decimals. Data Handling  Bar charts with class intervals

Solve a problem by representing data eg bar charts with grouped discrete data

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Teaching File page Pupil Sheets Textbook page Home Activities Check-ups/Topic Extension Textbook MATERIALS A page s TOOLBOX s e s s m e n t 97-99, 411-420 57-58 19-20, 117-121 2a, b, 16 E2 Number line, grid

Day 1 Day 2 Day 3 Day 4 Day 5 Starter Specific Starter for Subtraction Tune-in TF 411 Generic starter TF 2-9 Tune-in TF 416 Generic starter TF 2-9 TF 19-21 Extracting information from a Frequency table table Consolidation Main 4 Subtracting from numbers with 1 Working with spreadsheets 2 Using a database TF 413 1 Introducing bar charts with Revision/Consolidation Teaching five or more digits TF TF 412 class intervals TF 417 97 Standard written method Core Textbook pages 19-20 TF 98 Textbook pages 119-120 TF 414 Pupil Activity TF 419 Textbook page 121 TF 419 Activities Textbook pages 117- 1 Pupil Sheet 58 118 TF 414 Support Textbook pages 19-20 TF 98 Textbook pages 119-120 TF 414 Pupil Activity TF 419 Textbook page 121 TF 419 For q3 and 4 on p19 work with the Textbook pages 117- Ask the children to work in pairs to 1 Pupil Sheet 58 Work with the children as a group children to agree on how to lay out decide on each answer. Provide a blank table and bar chart and discuss the questions in q1 each question. 118 TF 414 for the children to complete as they orally. Discuss with the children together Work with the children as a group collect information about their the questions on p20 and how they to complete the spreadsheet before class. might solve them. asking pupils to answer the questions.

Extension Textbook pages 19-20 TF 98 Textbook pages 119-120 TF 414 Pupil Activity TF 419 Textbook page 121 TF 419 Textbook pages 117- Ask children to choose a phone 1 Pupil Sheet 58 Provide pupils with newspaper Extension Textbook page E2 model and give their partner clues Ask the children to carry out their cuttings showing examples of bar TF 102 118 TF 414 to identify their choice, e.g. ‘this own activity similar to that in the charts. Ask them to try and write Ask pupils to enter the information phone has fewer than 20 rings’. Tune in, e.g. they could see how statements about what each chart many hops each child can do in 30 shows. NHM Year 6 Framework Unit Planning Page 24 of 26 Downloaded from www.myprimary.co.uk NHM Framework Unit Planning Year 6 Summer Term

onto a computer spreadsheet and seconds. Ask them to record their alter it according to the changes data in a frequency table then made in q2 and3. Ask pupils to display it on a bar chart. comment on the advantages/disadvantages of using the computer for this type of work. Plenary Follow-up for Textbook pages 19- Follow-up for Textbook pages 117- Follow-up for Textbook pages 119- Follow-up for Textbook page 121 20 TF 99 118 TF 415 120- TF 415 Discuss children’s work TF 419 Topic Assessment 2a, b Topic Assessment 16 Additional notes

Extra Resources

Review

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Unit 1 TB 3 TB 4 HA 2 CU 1

Unit 2 TB 30 TB 31 EX 4 EX 28 EX 29 TA 4abc

Unit 3 TB 46 EX 8 EX 9 TA 6ab TB 63 TB 64 HA 22 TB 65 TB 66 TB 67 EX 30 TA 8ab

Unit 4 TB 59 TB 60 TB 61 TB 62 EX 11 EX 12

Unit 5 SATs

Unit 6 TB 122 TB 123 EX 26 EX 27 TB 106 TB 107

Unit 8 TB 108 TB 109 TB 110 TB 111 EX 22

Unit 9 TB 68 TB 69 TB 70 TA 9

Unit 10 TB 90 TB 91 TB 92 TA ? TB 93 TB 94 TB 95

Unit 11 TB 18 CU 6

Unit 12 TB 19 TB 20 EX 2

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