NHMYear 6 Unit Plan Matching Chart – Spring Term
Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Find the difference between a positive and a negative integer, or two negative integers in the context such as temperature or a number line
Order a set of positive and negative numbers
Develop calculator skills: recognise a negative number output and use the sign change key where appropriate / Order a mixed set of numbers as measurements with up to three decimal places /
Round a number with two decimal places to the nearest tenth or nearest whole number
Main Teaching /TF 164-166
/TF 243-245
/ TF 218-220Core Activities /
Textbook page 36 TF 167
/Pupil Activities TF 245
1 Hundredths/units card game2 Find five decimals
Textbook page 60 TF 248 /
Pupil Activities TF 220
1 Pupil Sheet 312 Pupil Sheet 32
Textbook page 49 TF 222
Support /
Textbook page 36 TF 167
Provide pupils with a vertical number line showing numbers from –50 to 50. /Pupil Activities TF 245
1 Hundredths/units card gameGive children cards showing units and tenths to begin with and extend to hundredths and thousandths if the children are ready. /
Pupil Activities TF 220
1 Pupil Sheet 31Provide pupils with marked number lines for q2
2 Pupil Sheet 32
Extension /
Textbook page 36 TF 167
Ask pupils to list pairs or sets of three numbers (one of which at least is negative) with totals of 5, 7 and 8. /Pupil Activities TF 245
2 Find five decimals /Pupil Activities TF 220
1 Pupil Sheet 312 Pupil Sheet 32
On the board write a set of two-place decimals. Ask pupils to round them to the nearest tenth without using a number line.
Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Use known facts and place value to multiply and divide decimal numbers mentally / Use relationship between multiplication and division when working with one and two decimal place numbers /
Expressing the remainder of a quotient as a fraction or decimal fraction when dealing with known facts and familiar times tables
Develop calculator skills / Express a quotient as a decimal rounded to one decimal placeRound up or down to estimate answers, and after division depending on context
Develop calculator skills / Dividing £.p by a two-digit number to give £ and p
Round up and down after division on context
Use a calculator effectively
Main Teaching /
TF 228-229
/TF 223-224
Core Activities /Pupil Activities TF 229
1 Decimal worksheetTextbook page 56 TF 230
/Pupil Activities TF 234
1 Decimal card gameTextbook page 57 TF 237
Support /
Pupil Activities TF 229
1 Decimal worksheetProvide cards which practise multiplying decimals by 10 and 100 /
Pupil Activities TF 234
1 Decimal card gameAsk pupils to first divide the numbers by 10. After they have had plenty of practice they can repeat the game dividing by 100.
Extension /
Pupil Activities TF 229
1 Decimal worksheetProvide cards which practise multiplying decimals by 20, 30, 40, etc. /
Pupil Activities TF 234
1 Decimal card gameAfter playing the game, ask pupils to work in pairs and discuss how they would divide the numbers by 20 and 200.
Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Use brackets
Understand and use the relation ship between the four operations and use the principles (not names) of the arithmetic laws / Extend written methods to short division of HTU by U with mixed number answers /
Extend written methods to short division of numbers involving decimals
/ Multiply HTU by TU (long multiplication) / Divide HTU by TU (long division, whole number answers)Main Teaching /
TF 140-141
/ TF 235-236 /TF 122
/TF 146
Core Activities /Pupil Activity TF 141
1 Pupil Sheet 20 /Pupil Activities TF 235
1 Pupil Sheet 382 Pupil Sheet 39
Pupil Activities TF 236
1 Pupil Sheet 402 Pupil Sheet 41
Textbook page 58 TF 237
/ Textbook page 26 TF 123 /Pupil Activity TF 146
1 Pupil Sheet 22Support /
Pupil Activity TF 141
1 Pupil Sheet 20If necessary allow pupils to carry on using the longer written method that they are comfortable with. /
Pupil Activities TF 235
1 Pupil Sheet 38Pupil Activities TF 236
1 Pupil Sheet 40Work with the pupils as a group and complete the first stages of each calculation together before asking pupils to finish the questions independently. / Textbook page 26 TF 123
With the children as a group discuss and record the calculations needed to answer each question before asking pupils to find the answers independently. Allow pupils to use informal methods if necessary. /
Pupil Activity TF 146
1 Pupil Sheet 22Ask pupils to work in pairs. They must take it in turns to complete a question explaining to their partner what they are doing at each stage. If their partner disagrees with their work they must explain why and agree upon the correct calculations.
Extension /
Pupil Activity TF 141
1 Pupil Sheet 20Ask pupils to make up their own division word problems. Swap with a partner to solve. /
Pupil Activities TF 235
1 Pupil Sheet 382 Pupil Sheet 39
Pupil Activities TF 236
1 Pupil Sheet 402 Pupil Sheet 41
Write the questions on the board and ask pupils to answer them without the support on setting out provided by the pupil sheets. / Textbook page 26 TF 123
Extension Textbook page E3
TF 127 /
Pupil Activity TF 146
1 Pupil Sheet 22Ask pupils to look at the questions they have done and discuss with a partner how they could simplify the method. Provide them with some further examples of questions to try out their ideas. Ask them to explain to the group their ideas and why they work.
Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Choose and use appropriate number operations
Check with an equivalent calculation
Develop calculator skills and use a calculator effectively / Use all four operations to solve problems involving ‘real life’
Choose appropriate operations and calculation methods
Explain methods
Use a calculator effectively /
Use all four operations to solve word problems involving money including pounds to foreign currency and vice versa
Use a calculator effectively / Use all four operations to solve problems involving measures (length)Choose appropriate operations/calculation methods
Explain working / Choose appropriate operations and calculation methods
Explain methods and reasoning
Main Teaching /
TF 294
Core Activities /Textbook page 77 TF 296
Support /Textbook page 77 TF 296
Ask children to work in pairs to measure and record each side of the shapes in q1 first in mm then cm. They can then use this data to find each perimeter.In q2 ask pupils to write down all the lengths that will need to be added first then find the perimeter.
Extension /
Textbook page 77 TF 296
Follow-up for Textbook page 77 TF 297Ask pupils to repeat the activity with a different sized rectangle. What do they notice? Why does this happen?
Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Begin to convert fractions to decimals using division
Develop calculator skills and use a calculator effectively / Order fractions by converting them to a common denominator and position them on a number line
Develop calculator skills and use a calculator effectively /
Use a fraction as an operator to find fractions of numbers and quantities
/ Change a fraction to an equivalent mixed numberUse a fraction as an operator to find fractions of numbers and quantities / Express simple fractions as decimals and percentages
Find simple percentages of whole number quantities
Develop calculator skills and use a calculator effectively
Main Teaching /
TF 189-191
/ TF 196-198 /TF 185-186
/TF 265-267
Core Activities /Textbook page 43 TF 192
/Textbook page 44 TF 200
/ Pupil Sheet 28 TF 186 /Textbook page 65 TF 269
Support /Textbook page 43 TF 192
Provide pupils with the equivalent fractions chart on Resource Sheet 29 for support. /Textbook page 44 TF 200
Provide pupils with a tables square for support if necessary.Work with the children as a group and discuss the calculations needed for each type of question before asking them to find the answers. / Pupil Sheet 28 TF 186
Ask pupils to work in pairs to draw diagrams to do the conversions in q2 and 3 /
Textbook page 65 TF 269
Ask pupils to work in pairs. For each question they take it in turns to explain how they think they should find the answer. If their partner disagrees they must explain why and the pair must agree on an approach.Extension /
Textbook page 43 TF 192
Provide pairs of pupils with a blank 0-1 line. They take it in turns to say a fraction and mark off on the line roughly where they think it lies. The first person to mark off three fractions in a row which have none of their partner’s fractions in between wins. /Textbook page 44 TF 200
Provide children with a set of ‘what am I?’ cards asking questions such as ‘5/9 of me is 35, what am I?’ to solve. / Pupil Sheet 28 TF 186In pairs ask pupils to take it in turns to challenge their partner to convert a chosen mixed number to an improper fraction or vice versa /
Textbook page 65 TF 269
Provide pupils with newspapers. Ask them to find examples of where percentages have been used. Can they create a poster showing and interpreting these examples?Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Recognise where a shape will be after 90 degrees rotation about a vertex / Recognise where a shape will be after reflection in a line touching the shape at a point /
Recognise where a shape will be after reflection in two mirror lines at right angles
Main Teaching /TF 389-390
/TF 385-387
/TF 385-387
Core Activities / Textbook page 109 TF 395 /Textbook page 107 TF 394
/On a blank four-quadrant grid ask pupils to draw their own shapes in one or two quadrants. Swap with a friend to reflect the shape into the remaining quadrants.
Support / Textbook page 109 TF 395Provide pupils with a template of each shape already drawn onto tracing paper. /
Textbook page 107 TF 394
Provide templates of each shape which pupils can use to find the reflections. / Provide children with four-quadrant grids with simple shapes in one quadrant for the children to reflect. If necessary provide templates of each shape to support the pupils.Extension / Textbook page 109 TF 395
Ask pupils to come up with general statements about where a shape ends up after a given rotation, e.g. ‘a rotation of 900 clockwise will make the shape end up in an adjacent quadrant’ /
Textbook page 107 TF 394
On a blank four-quadrant grid ask pupils to draw their own shapes in one or two quadrants. Swap with a friend to reflect the shape into the remaining quadrants.
/Extension Textbook page 22 TF 398
Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Extend written methods to column addition and subtraction of numbers involving decimals / Extend written methods to column addition and subtraction involving decimals
Explain methods and reasoning /
Identify and use appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities
Use a calculator effectively and check results / Use knowledge of sums, differences and inverse operations to solve problemsUse appropriate operations to solve problems / Use a calculator effectively
Check results with inverse operation
Check the sum of several numbers by adding in reverse order
Estimate by approximating then check result
Confirm knowledge of sums and differences of odd and even numbers
Main Teaching /
TF 221-222
/TF 221-222
Core Activities /Textbook page 53 TF 222
/Textbook page 51 TF 222
Textbook page 53 TF 222Support /
Textbook page 53 TF 222
Work with pupils as a group and discuss and record the calculations required for each question. Ask pupils to then find the answers independently. /Textbook page 51 TF 222
Work with pupils as a group and discuss and record the calculations required for each question. Ask pupils to then find the answers independently.Textbook page 53 TF 222
Work with pupils as a group and discuss and record the calculations required for each question. Ask pupils to then find the answersExtension /
Textbook page 53 TF 222
Ask pupils to make up their own questions similar to those in q3 relating to the information in the table. Swap with a partner to solve. /Textbook page 51 TF 222
Ask pupils to make up four characters who played for the different teams. For each they must write a clue for their partner to use to identify the team the character played for.Textbook page 53 TF 222
Ask pupils to make up their own questions similar to those in q3 relating to the information in the table. Swap with a partner to solve.Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to within one degree / Check that the sum of the angles of a triangle is 180 degrees
Calculate angles in a triangle or around a point /
Describe and visualise properties of solid shapes
Visualise 3D shapes from 2D drawings and identify different nets for a closed cube / Visualise 3D shapes from 2D drawings / Calculate the perimeter and area of simple compound shapes that can be split into rectanglesMain Teaching /
TF 391-392
/TF 393-394
/ TF 373-374 /TF 375
/TF 323-325
Core Activities /Textbook page 110 TF 395
/ Textbook page 111 TF 395 /Textbook page 103 TF 377
/Textbook page 105 TF 377
/Textbook page 87 TF 327
Support /Textbook page 110 TF 395
Ask pupils to work in pairs. They must both measure each angle and agree on a measurement before moving onto the next question. / Textbook page 111 TF 395Before children start discuss as a group the total of the angles of a triangle and those in a complete turn and record statements on the board for children to refer to. /
Textbook page 103 TF 377
Ask pupils to make different nets with the linking cubes but do not ask them to draw them onto paper. /Textbook page 105 TF 377
Ask pupils to make each shape out of cubes before attempting the questions. /Textbook page 87 TF 327
Provide children with a sheet with the shapes in q2 and 3 copied onto it. They can then subdivide the shapes and mark on the sheet to help them find the areas required.Extension /
Textbook page 110 TF 395
Ask pupils to draw a picture made of straight lines. Wherever an angle appears on their picture they must measure and label it. / Textbook page 111 TF 395Ask pupils to draw some triangles and measure then label two of the angles. Swap with a partner who must label the third angle without measuring. Check with a protractor and discuss any errors. /
Textbook page 103 TF 377
Ask pupils to make a display of all the different nets they can find which make a cube (there are eleven in total) /Textbook page 105 TF 377
In pairs, ask pupils to take it in turns to make partially completed cuboids out of cubes. Their partner must state how many cubes would be needed to complete the cuboid. Their answer can be checked using cubes. /Extension Textbook page E13
TF 330Day 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Use, read and write standard metric units and know their abbreviations
Know imperial units
Suggest suitable units and equipment to estimate or measure length, mass or capacity / Convert smaller to larger units of capacity and mass and vice versa /
Know rough equivalents to lb and kg, oz and g, miles and km and pints or gallons and litres
/ Solve word problems involving numbers and quantities based on ‘real life’, money and measures / Solve word problems involving numbers and quantities based on ‘real life’, money and measuresMain Teaching /
TF 336
/TF 281-282
/ TF 340-342 /TF 342
/TF 407
Core Activities /Textbook page 91 TF 337
/Textbook page 69 TF 283
Q3-5Textbook page 70 TF 283 /
Textbook pages 94- 95 TF 342
/Textbook page 93 TF 342
/Textbook pages 116 TF 407
Support /Textbook page 91 TF 337
Work with the children as a groupgiving them extra practice of reading scales in cl before they do the practical activity.
/Textbook page 69 TF 283
Q3-5Textbook page 70 TF 283
For q3 and 4 work with the children as a group and decide on the calculations needed to find the answers. /
Textbook pages 94- 95 TF 342
For q4, provide pupils with a set of cards showing the metric units suitable for measuring each item. Ask them to put the cards against the matching questions. Repeat with a set of cards showing imperial units. /Textbook page 93 TF 342
Work with the children as a group and decide on and record the calculations needed to answer each question before asking pupils to find the answers independently. /Textbook pages 116 TF 407
Work with the children as a group reading the information off the graphs together. Ask them to then go through the page again in pairs and record their answers.Extension /
Textbook pages 91-92 TF 337
/Textbook page 69 TF 283
Textbook page 70 TF 283Ask the children to find the total weight of the boys in the class and then the girls. Can they estimate the total weight of all the girls/boys in the school? Can they explain how they did this? / Textbook pages 94- 95 TF 342
Provide pupils with some recipes where the measurements are shown in imperial units. Ask pupils to convert the measurements to metric equivalents. /
Textbook page 93 TF 342
Provide pupils with some recipes. Ask them to make up word problems related to the recipes for a partner to solve. / Extension Textbook page E25 TFDay 1
/ Day 2 / Day 3 / Day 4 / Day 5NNF Objectives / Make general statements about odd and even numbers including the outcome of products
Find simple common multiples / Know and use tests of divisibility /
Recognise prime numbers to at least 20
Factorise numbers to 100 into prime factorsFind simple common multiples and fractions / Develop a generalised relationship in words, express it in a formula using symbols / Solve number puzzles and explain methods and reasoning
Main Teaching /
TF 166
TF 171-173 /TF 169-171
/ TF 173-175 /TF 180
/TF 176
Core Activities /Textbook page 35 TF 166
Pupil Activity TF 172
1 Pupil Sheet 26Textbook page 38 TF 176 /
Textbook page 37 TF 175
/Pupil Activity TF 175
1 Pupil Sheet 27Textbook page 39 TF 176
/ Textbook p40 TF 176Support /
Textbook page 35 TF 166
Work with the pupils as a group and decide on the calculations needed to answer each question. Where generalisations are required discuss them with the children together and accept oral explanations. As a group write down the generalisations that have been made.Pupil Activity TF 172
1 Pupil Sheet 26Ask pupils to focus on the patterns creating by colouring in multiples of 2, 3, 4 and 5 /
Textbook page 37 TF 175
Work with the children as a group to produce a table for q4. Discuss general statements together and help children formulate their ideas to produce succinct statements. /Pupil Activity TF 175