Medium Term Maths Planning – Year 4, Year 5 and Year 6
Year 4 / Year 5 / Year 6 / On the boil / Problem solving resourcesTerm 1:
7.5 weeks
Key skills:
Aim: To develop an ‘I can’ attitude to maths.
Using key equipment / models and images
Using jottings to develop thinking
Developing attitudes to maths – e.g. through use of ‘one question / multiple answers’
Aim: To use Assessment for Learning to diagnose children’s next-steps in learning.
Using ‘Securing Levels’ resources
Using sample calculations to see what children choose to use to solve them, as well as how they choose to record any working out.
Year 4: 117 + 114 ….. 134 – 45 ….. 15 X 4 ….. 132 ÷ 4
Year 5: 445 + 337 ….. 474 – 228 ….. 13 X 12 ….. 266 ÷ 14
Year 6: 58.8 + 44.6 ….. 267.4 – 136.2 ….. 36 X 18 ….. 532 ÷ 14
(1 ½ weeks)
Properties of Shapes
Identifying shapes and their properties:
- identify lines of symmetry in 2-D shapes presented in different orientations / Identifying shapes and their properties:
- identify 3-D shapes, including cubes and other cuboids, from 2-D representations / Identifying shapes and their properties:
- recognise, describe and build simple 3-D shapes, including making nets
(appears also in Drawing and Constructing)
- illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius / Counting:
Year 4
- count backwards through zero to include negative numbers, including in multiples of 3, 4, 6, 7,8, 9, 25, 50, 100 and 1000
- count forwards and backwards in 10s and 100s from any 3 digit number crossing decade and hundreds barriers
- find 1,000 more or less than a given number
Year 5
-count forwards and backwards in multiples of 6, 7, 8,9, 25, 50 and 100,and relate to counting in tenths, i.e. 0.2,0.4, 0.6
- count forwards in halves, quarters, fifths, eighths, tenths
-interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
Year 5:
NRICH: Tug Harder! *
- count forwards or backwards in steps of powers of 10 for any given number up to 1000000
Year 6
- count forwards in halves, quarters, fifths, eighths, tenths
-use negative numbers in context, and calculate intervals across zero / Year 4:
NRICH: Let’s Reflect *
NRICH: National Flags *
NRICH: Stringy Quads **
Drawing and constructing:
- complete a simple symmetric figure with respect to a specific line of symmetry / Drawing and constructing:
- draw given angles, and measure them in degrees (o) / Drawing and constructing:
- draw 2-D shapes using given dimensions and angles
- recognise, describe and build simple 3-D shapes, including making nets (appears also in Identifying Shapes and Their Properties) / Year 4:
NRICH: A Cartesian Puzzle *
NRICH: Symmetry Challenge ***
NRICH: Coordinate Challenge *
Year 5:
NRICH: The Numbers Give the Design *
NRICH: Six Places to Visit *
NRICH: How Safe Are You? *
NRICH: Olympic Turns ***
Year 6:
NRICH: Making Spirals ***
NRICH: Cut Nets **
NRICH: Making Cuboids **
Comparing and classifying:
- compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes / Comparing and classifying:
- use the properties of rectangles to deduce related facts and find missing lengths and angles
- distinguish between regular and irregular polygons based on reasoning about equal sides and angles / Comparing and classifying:
- compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons / Year 4:
NRICH: Nine-pin Triangles ***
NRICH: Cut it Out ***
Year 5:
NRICH: Egyptian Rope **
Year 6:
NRICH: Where Are They? *
NRICH: Quadrilaterals ***
NRICH: Round a Hexagon *
Angles:
- identify acute and obtuse angles and compare and order angles up to two right angles by size / Angles:
- know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
- identify:
*angles at a point and one whole turn (total 360o)
*angles at a point on a straight line and ½ a turn (total 180o)
*other multiples of 90o / Angles:
- recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
Place Value
Comparing numbers:
- order and compare numbers beyond 1000
- compare numbers with the same number of decimal places up to two decimal places
(copied from Fractions) / Comparing numbers:
- read, write, order and compare numbers to at least 1000000 and determine the value of each digit
(appears also in Reading and Writing Numbers) / Comparing numbers:
- read, write, order and compare numbers up to
10 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers) / Number and place value:
Year 4:
- partition, combine and re-combining numbers beyond 100 and up to 1000 in many different ways, e.g. 232 = 200 + 30 + 2 and 232 = 230 + 2 and 232 = 222 + 10.
-make two and three-digit numbers using structured apparatus saying value of each digit.
Year 5:
-partition, combine and re-combine numbers with hundredths in many different ways, e.g. 246.35 = 200 + 40 + 6 + 0.3 + 0.05 or 146.3 + 100 + 0.05
- make numbers including tenths and hundredths using structured apparatus, whilst saying the value of each digit.
Year 6:
- partition and re-combine numbers with thousandths in many different ways, i.e. 946.265 = 900 + 40 + 6 + 0.2 + 0.06 + 0.005 or
100 + 800 + 40.2 + 6.065
-make any number with tenths, hundreds and thousandths using structured apparatus, e.g. dienes, and use arrow cards to explain verbally and represent the value of each digit.
Identifying, representing and estimating:
- identify, represent and estimate numbers using different representations
Reading and writing numbers:
- read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. / Reading and writing numbers:
- read, write, order and compare numbers to at least 1000000 and determine the value of each digit
(appears also in Comparing Numbers)
- read Roman numerals to 1000 (M) and recognise years written in Roman numerals. / Reading and writing numbers:
- read, write, order and compare numbers up to
10 000000 and determine the value of each digit
(appears also in Understanding Place Value)
Understanding place value:
- recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
-find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths
(copied from Fractions) / Understanding place value:
- read, write, order and compare numbers to at least 1000000 and determine the value of each digit
(appears also in Reading and Writing Numbers)
-recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
(copied from Fractions) / Understanding place value:
- read, write, order and compare numbers up to
10 000000 and determine the value of each digit (appears also in Reading and Writing Numbers)
- identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and
1000 where the answers are up to three decimal places (copied from Fractions) / Year 4:
NRICH: Some Games That May Be Nice or Nasty *
RICH: The Deca Tree *
Rounding:
- round any number to the nearest 10, 100 or 1000
- round decimals with one decimal place to the nearest whole number
(copied from Fractions) / Rounding:
- round any number up to 1000000 to the nearest 10, 100, 1000, 10 000 and 100000
- round decimals with two decimal places to the nearest whole number and to one decimal place
(copied from Fractions) / Rounding:
- round any whole number to a required degree of accuracy
- solve problems which require answers to be rounded to specified degrees of accuracy (copied from Fractions)
Problem solving:
- solve number and practical problems that involve all of the above and with increasingly large positive numbers / Problem solving:
- solve number problems and practical problems that involve all of the above / Problem solving:
- solve number and practical problems that involve all of the above
Term 2:
7 weeks
Statistics
Interpreting, constructing and presenting data:
- interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs / Interpreting, constructing and presenting data:
- complete, read and interpret information in tables, including timetables / Interpreting, constructing and presenting data:
- interpret and construct pie charts and line graphs and use these to solve problems / Addition and subtraction:
Year 4 and Year 5:
- rapidly recall addition and subtraction facts within 20, represented as missing number problems with = symbol in any position. Make links to finding facts to 200, 2000 etc.
Year 6:
-rapidly recall addition and subtraction facts within 20, represented as missing number problems with = symbol in any position, plus make links to algebra, e.g. 2x + 3 = 20 / Year 6:
NRICH: Match the Matches **
Solving problems:
- solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. / Solving problems:
- solve comparison, sum and difference problems using information presented in a line graph / Solving problems:
- calculate and interpret the mean as an average / Year 4:
NRICH: Venn Diagrams *
NRICH: More Carroll Diagrams *
NRICH: Plants **
Year 6:
NRICH: Birdwatch *
NRICH: Probably … *
NRICH: Odds or Sixes? *
NRICH: Same or Different? **
NRICH: Tricky Track **
NRICH: Winning the Lottery **
Addition and Subtraction
Mental calculation:
- add and subtract numbers mentally, including:
*a three-digit number and ones
*a three-digit number and tens
*a three-digit number and hundreds / Mental calculation:
- add and subtract numbers mentally with increasingly large numbers / Mental calculation:
- perform mental calculations, including with mixed operations and large numbers
- use their knowledge of the order of operations to carry out calculations involving the four operations / Addition and subtraction:
Year 4:
- use number bonds to derive pairs of numbers to any multiple of 10 or 100. i.e. 3 + 7 = 10, therefore 13 + 7 = 20 and 23 + 7 = 30
Year 5:
- derive number bonds to 0.1, etc, from known bonds, e.g. 4 + 6 = 10 therefore 0.04 + 0.06 = 0.1
Year 6:
-derive as many facts as possible from number bonds to 10/20 using place value knowledge, e.g. 120 + 80 = 200 because 12 + 8 = 20 and 3.1 + 0.9 = 4 because one tenth and nine tenths equal ten tenths or one. Make links to algebra: 5 + ? = 10.6
Years 4/5/6:
- choose and use the mental calculation strategy that is the most efficient when presented with different calculations, e.g. using doubles/near doubles, reordering, partitioning, rounding and adjusting, finding the difference.
Written methods:
- add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate / Written methods:
- add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) / Written methods:
Inverse operations, estimating and checking answers:
- estimate and use inverse operations to check answers to a calculation / Inverse operations, estimating and checking answers:
- use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy / Inverse operations, estimating and checking answers:
-use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy.
Problem solving:
- solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why / Problem solving:
- solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why / Problem solving:
- solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
- solve problems involving addition, subtraction, multiplication and division / Year 4:
NRICH: The Puzzling Sweet Shop **
NRICH: Money Bags **
NRICH: Amy’s Dominoes **
NRICH: Escape from the Castle **
NRICH: Fifteen Cards *
NRICH: Sealed Solution **
NRICH: Roll These Dice **
Year 5:
NRICH: Twenty Divided IntoSix **
NRICH: Reach 100 ***
NRICH: Two and Two ***
NRICH: Journeys in Numberland *
Measurement
Comparing and estimating:
- estimate, compare and calculate different measures, including money in pounds and pence
(also included in Measuring) / Comparing and estimating:
- calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes (also included in measuring)
-estimate volume (e.g. using 1 cm3 blocks to build cubes and cuboids) and capacity (e.g. using water) / Comparing and estimating:
- calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3), and extending to other units such as mm3 and km3. / Multiplication and division:
Year 4:
- double and halve numbers – rapidly recalling up to 20 + 20
-rapidly recall multiplication and related division facts – X3,4,5,8,50 and 100.
Year 5:
- use key vocabulary – sum, product, difference – to practise finding the sum, product and difference of two single digit numbers.
Year 6:
-use key vocabulary – sum, product, difference, square, cube to practise finding the sum, product, difference, square and cube of given numbers.
Measuring and calculating:
- estimate, compare and calculate different measures, including money in pounds and pence
(appears also in Comparing)
- measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
- find the area of rectilinear shapes by counting squares / Measuring and calculating:
- use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling.
- measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
- calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
- recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
(copied from Multiplication and Division) / Measuring and calculating:
- solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
(appears also in Converting)
- recognise that shapes with the same areas can have different perimeters and vice versa
- calculate the area of parallelograms and triangles
- calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [e.g. mm3 and km3].
- recognise when it is possible to use formulae for area and volume of shapes / Year 4:
NRICH: Discuss and Choose *
Year 4:
NRICH: Torn Shapes *
Year 5:
NRICH: Area and Perimeter *
NRICH: Numerically Equal **
NRICH: Shaping It *
NRICH: Cubes *
NRICH: Fitted ***
NRICH: Brush Loads *
NRICH: Making Boxes **
Year 6:
NRICH: Next Size Up **
Telling the time:
- read, write and convert time between analogue and digital 12 and 24-hour clocks
(appears also in Converting)
- solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days
(appears also in Converting) / Telling the time:
- solve problems involving converting between units of time / Telling the time:
Converting:
- convert between different units of measure (e.g. kilometre to metre; hour to minute)
- read, write and convert time between analogue and digital 12 and 24-hour clocks
(appears also in Converting)
- solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days
(appears also in Telling the Time) / Converting:
- convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
- solve problems involving converting between units of time
- understand and use equivalences between metric units and common imperial units such as inches, pounds and pints / Converting:
- use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
- solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
(appears also in Measuring and Calculating)
- convert between miles and kilometres
Term 3:
6 weeks
Multiplication and Division
Multiplication and division facts:
- recall multiplication and division facts for multiplication tables up to 12 × 12 / Multiplication and division facts:
- recall multiplication and division facts for multiplication tables up to 12 × 12 [Year 4] / Multiplication and division facts:
- recall multiplication and division facts for multiplication tables up to 12 × 12 [Year 4] / Fractions, decimals and percentages:
Years 4/5/6:
- convert fractions into decimals, percentages and ratios. / Year 4:
NRICH: Multiplication Square Jigsaw *
NRICH: Shape Times Shape *
NRICH: Table Patterns Go Wild! **
NRICH: Let’s Divide Up! *
NRICH: That Number Square! *
NRICH: Carrying Cards *
NRICH: Light the Lights Again *
NRICH: Multiples Grid *
NRICH: Zios and Zepts *
Mental calculation:
- use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
- recognise and use factor pairs and commutativity in mental calculations (appears also in Properties of Numbers) / Mental calculation:
- multiply and divide numbers mentally drawing upon known facts
- multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 / Mental calculation:
- perform mental calculations, including with mixed operations and large numbers
-associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)
(copied from Fractions) / Year 4:
NRICH: Trebling *
NRICH: All the Digits **
Year 6:
NRICH: Exploring Number Patterns You Make **
NRICH: Become Maths Detectives *
Written calculation:
- multiply two-digit and three-digit numbers by a one-digit number using formal written layout / Written calculation:
- multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
- divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context / Written calculation: