Year 6 Spring Teaching Sequence M2 D2

Year 6 Spring Teaching Sequence M2_D2

Activity 1

Objective: Count in 20s and 25s

Resources: counting stick

Level of difficulty: Easy

· Start by looking at a graph with a scale with many unmarked points. Why are some points labelled and others not? Tell the chn that often to interpret a graph you need to do some detective work.

· Using the counting stick ask the chn to count forwards and backwards in steps of different sizes – 2, 5, 10, 20, 25, 50, 100, 200, 500, 1000 etc.

· Ask the chn why these steps are used on graphs – It’s easier to count in these steps.

· Ask the chn to stand in a circle. Give the chn a starting point and the multiples to count in.

· Count forward (or backwards!) around the circle until an incorrect answer is given.

· This player is then eliminated from the game and sits down (You might give them more than one life!)

· The next player then restarts the game by calling a new starting point. (Multiple of 2, 5, 10, 20, 25, 50, 100, 200, 500, 1000)

· The following player then calls the next number in a multiples pattern of their choice; they shouldn’t tell other players what the pattern is!

· The chn continue the number pattern until another mistake is made.

· The winner is the last player standing.

Activity 2

Objectives: Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy. Convert larger to smaller units using decimals to one place

Resources: hundred squares and counters, large foam dice

Level of difficulty: Medium

· Revise the units of measure for length mm, cm, and m.

· Write the conversion rules on the whiteboard.

10 mm = 1 cm 100 cm = 1 m

· Throw a large foam dice (or ask a chd to roll for you) twice to create a two digit number.

· Write the number on the board and put ‘cm’ after it.

· What would this distance be in mm?

· What would this distance be in m?

· Discuss the conversions that take place.

· Tell the chn that they are going to play a game in pairs using these conversions.

· Player One selects a number on the hundred square and imagines that this is a measure in cm.

· Player Two then calls ‘mm’ or ‘m’.

· Player One then converts to this measure to claim the square, before by colouring it in or covering it with a counter.

· Player Two then selects a number to convert to the measure of Player One’s choice.

· The player that can claim four squares in any one direction is the winner.

Extension:

· Introduce km to the game.

· Repeat the activity with units of weight.

Activity 3

Objectives: Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts

Resources: whiteboards and pens, calculators

Level of difficulty: Hard

· Pose a simple question to the class which can have about six possible answers.

How many brothers/sisters do you have?

What is your favourite colour?

· Record the results in a frequency table.

· Demonstrate how to calculate a percentage from the results using a calculator.

· Chn calculate percentages for each of the answer categories.

· Interpret the results with chn. Ask them to make statements based on the results.

· Ask the chn to work together in pairs to use the percentages to make statements.

If the percentages were the same how many chn in 100, 200, 50, their school would give the same answer?

· Allow the chn to share their findings and predictions with the rest of the class.

Activity 4

Objective: Interpret a reading that lies between two unnumbered divisions on a scale

Resources: Whiteboards and pens, 0-9 dice

Level of difficulty: Easy/Medium

· Ask chn to draw a ladder on a whiteboard with four spaces.

· Tell the chn that the top of the ladder represents 100cm or 1m, while the bottom represents 0cm.

· Roll the dice for the chn to create a two digit number. Where should it be placed on the scale? Discuss reasons for their choices.

· Provide chn with 0-9 dice and ask them to continue rolling two digit numbers and adding these to their ladder.

· Tell the chn that once an amount is placed it cannot be moved.

· Repeat the activity above with ladders of different sizes – five spaces, ten spaces etc.

Extension:

· Include amounts as decimals, e.g. 0.32m.

· Provide the chn with mixed measures, e.g. 0.62m 69cm

Activity 5

Objectives: Investigate questions involving measures

Resources: Whiteboards

Level of difficulty: Medium

· Tell the chn that they are going to work in pairs.

· Each pair will need a sheet of paper and a marker pen or whiteboard.

· Tell the children that …

“The answer is 62cm but what is the question?”

· As the chn to generate written questions that have the given answer.

· Share the questions from some pairs.

· What are the key words in the question? What strategies can we employ to answer it to check that the answer is what it should be?

Here’s how to work through word problems:

1. Read the problem carefully looking for clues and important info. Underline, or highlight the most important facts.

2. Find out what is being asked for. (Ask - What question do I need to answer?)

3. Why not draw a picture, chart, diagram, model, or table to see the problem visually?

4. Identify the formula(s) or equation(s) that applies to the problem.

5. Eliminate all non-essential information by drawing a line through distracting information.

6. Ask - Can I state how I’m going to solve the problem in my own words?

7. Solve the problem.

8. Check your answer back into the problem. Ask - Does the answer seem reasonable and logical?

Extension:

· Ask chn to provide a question for each mathematical operation.

· Ask chn to think about setting questions which require two steps.

· Keep records of the chn’s questions for future lessons.

The pupils then generate 3 questions that have the given answer.

Selected questions can then be investigated by the group as a whole.

“If I have a 2.3m length of wood and cut it into 10 equal lengths…”

“If my metre stick was cut into two pieces and one piece was 67cm long…”

Extension activities

The leader could ask for questions of two or more steps from the pupils.

· Questions could require change of units.

Activity 6

Objectives: Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts

Resources: Unlabelled line graphs

Level of difficulty: Medium

· Draw a simple line graph on the whiteboard.

· What might the line graph represent?

Tell the chn that the graph might represent the level of water within a bath. Tell a story pointing to the graph as you go. The taps are switched on and the water level rises quickly. The cold tap is then turned off and so the bath fills at a slower rate….

· On their whiteboards ask the chn to draw their own line graphs and put together a story to share.

· As the other chn to predict, estimate and interpret facts from the graph as they listen.

Activity 7

Resources: Post It™ Notes, rulers/tapes, pencils

Level of difficulty: Medium

· Tell the chn that they are going to work in pairs for this activity.

· Give each pair four Post It™ notes/or pieces of paper and ask them to label them with units of length – mm, cm, m, km - and sort them from smallest to largest.

· With the four pieces of paper ask them to move around the room until they find an object that could be measured with each unit of length.

E.g. “The most appropriate unit of measure for this pencil would be cm!”

· They should leave their card next to the object, adding their name and an estimated measure.

· Discuss what chn should do with their Km card! Perhaps have a Km table where they can leave a card and a suggested distance/object to measure.

· Ask the chn to return to their seats and look around the room. Invite pairs to collect a card and the object.

· Ask pairs of pupils to justify their choice of unit. Do the class agree?

· Measure each object in turn.

o How close are the estimates?

o What would each measure be if converted to a different unit of measure?

o Which pair has the most accurate estimate?