Mixed Age Planning Year 5 & Year 6

NHMMixed Age Planning Year 5 and Year 6 Summer Term

Mixed Age Planning Year 5 & Year 6

Summer Term

Unit / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
1
3 days / 5
6 / Place value, ordering and rounding

Using a calculator

/ Use the vocabulary of estimation and approximation.
Make and justify estimates of large numbers, and estimate simple proportions such as one third, seven tenths.
Round any integer up to 10000 to the nearest 10, 100 or 1000.
Estimate by approximating (round to nearest 10 or 100),
then check result.
Develop calculator skills and use a calculator effectively. / Numbers to Millions /

Estimating and rounding

Place value, ordering and rounding

Using a calculator

/ Multiply and divide [decimals] mentally by 10 or 100, and [integers] by 1000, and explain the effect.
Use the vocabulary of estimation and approximation.
Consolidate rounding an integer to the nearest 10, 100 or 1000. / Place value /

Place value

MATERIALS

TOOLBOX

/ 5
6 / Teaching File page / Pupil Sheets / Activity Book page / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
60-67
N.L. Shortcut 3 / 11 / 10-12 / 4
1a, b / 22-23
53-58
Number line, grid / 2-3 / 3-4 / 2 / 1 / E1
Week
Day 1 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Tune-in TF 60-61

Train journey
Revising estimation of a number from its position on a 0-100 number line /

Specific Starter for Place Value TF 9-12

Main Teaching /

1 Washing line TF 61-63

Estimating numbers on 0-100,
0-200 and 0-50 lines /

3 Adding/Subtracting mentally multiples of powers of 10 TF 53

Core Activities /

Textbook page 10 TF 67

Textbook page 3 TF 56

Support /

Textbook page 10 TF 67

Provide pupils with an acetate with lines which fit over the number lines on the page and are marked off into ten sections. Pupils can use this to make sensible estimates. /

Textbook page 3 TF 56

Provide pupils with place value notation cards for support.
Extension /

Textbook page 10 TF 67

Ask pupils to draw some blank lines 10cm long and labelled 0 at one end and 1000 at the other. In pairs they must take it in turns to challenge their partner to estimate the position of a number on the line. Their partner must mark on their estimate. After several goes show the children how to use a ruler to see how accurate the estimates were. /

Textbook page 3 TF 56

Provide pupils with a set of cards showing seven- and eight-digit numbers and a set of cards showing numbers such as 4 000 000, 200 000, 30 000. Pupils must take a card from each set and increase then decrease the first number by the second amount.
Plenary /

Follow-up for Textbook page 10 TF 67

Follow-up for Textbook page 3

TF 56

Additional notes
Extra Resources
Review
Week
Day 2 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Numbers to millions

TF 7-11

/ Specific Starter for Place ValueTF 9-12
Main Teaching /

2 Revising rounding of three-digit numbers TF 63-64

3 Introducing rounding of four-digit numbers TF 64-65 / 4 Multiplying/Dividing mentally by 10, 100, 1000 TF 54
Core Activities / Textbook pages 11-12 TF 67 / Pupil Activities TF 551 Pupil Sheet 2
2 Pupil Sheet 3
Support / Textbook pages 11-12 TF 67
For each question ask children to draw a number line labelling each end the 10 or 100 either side of the number. They can then decide where their number would go on the line and decide the 10/100 it is nearest to. / Pupil Activities TF 551 Pupil Sheet 2
Ask pupils to work in pairs to lay out the dominoes in a pattern where connecting dominoes match.
Extension / Textbook pages 11-12 TF 67
Provide pupils with a set of four and five digit number cards. Ask them to select a card and write the number down then round it to the nearest 10/100/1000. / Pupil Activities TF 552 Pupil Sheet 3
Textbook page 4 TF 56
Plenary / Follow-up for Textbook pages 11-12 TF 67 / Discuss children’s work
Additional notes
Extra Resources
Review
Week
Day 3 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Numbers to millions

TF 7-11

/ Generic starter TF 2-9
Main Teaching / 4 Rounding to find an approximate total/difference
TF 65-66 / Revision/Consolidation
Core Activities /

Pupil Activity TF 66

1 Pupil Sheet 11 Approximating / Textbook page 4 TF 56
Support /

Pupil Activity TF 66

1 Pupil Sheet 11 Approximating
Write the numbers involved in the calculations on the board. Ask pupils to work in pairs and round them to the nearest 1000/100. Discuss the pupils’ answers then ask them to use them to complete the sheet. / Textbook page 4 TF 56Provide pupils with a place value notation grid for support.
Extension /

Pupil Activity TF 66

1 Pupil Sheet 11 Approximating
On the board write some addition and subtraction statements involving four digit numbers, e.g. 5672 + 2439 = 8111. Give some with correct and some with incorrect answers. Ask pupils to estimate each answer by rounding the numbers and identify which are incorrect. / Extension Teaching1 Introducing ancient Egyptian numbers TF 57Extension Textbook page E1 TF 58
Plenary / Check-up 4
Topic Assessment 1a, b / Follow-up for Textbook page 4 TF 56

Home Activity 2

Check-up 1
Additional notes
Extra Resources
Week
Day 4 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter
Main Teaching
Core Activities
Support
Extension
Plenary
Additional notes
Extra Resources
Review
Week
Day 5 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter
Main Teaching
Core Activities
Support
Extension
Plenary
Additional notes
Extra Resources
Review

Mixed Age Planning Year 5 & Year 6

Summer Term

Unit / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
2 / 5
6 / Understanding x and 
Mental calculation strategies (x and )
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking results, including using a calculator / Understand the effect of and relationships between the four operations, and the principles (not the names) of the arithmetic laws as they apply to multiplication. Begin to use brackets.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Approximate first. Use informal pencil and paper methods to support, record or explain multiplications and divisions.
Extend written methods to:
short multiplication ofHTU or U.t by U; long multiplication of TU by TU;
Choose and use appropriate number operations to solve problems, and appropriate ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation. / Multiplication /

Written methods of multiplication

Understanding x and 
Mental calculation strategies (x and )
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking results, including using a calculator / Approximate first. Use informal pencil and paper methods to support, record or explain multiplications and divisions.
Extend written methods to:
short division of TU or HTU by U (mixed-number answer);
division of HTU by TU (long division, whole-number answer);
short division of numbers involving decimals. / Division /

Division by two digits

MATERIALS

TOOLBOX

/ 5
6 / Teaching File page / Pupil Sheets / Activity Book page / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
150-157
M.F. Shortcut 1 / 22-25 / 44-46 / 4a, b / E5
144-155 / 21-24 / 30-31 / 4a, b, c / E4, E28-E29
Week
Day 1 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Tune-in TF 150-151

Revising mental multiplication of a two-digit number by a single digit / Tune-in TF 144
Linking
Dividing mentally a three-digit multiple of 10 by a two-digit multiple of 10
Main Teaching /

1 The ‘Cross’ method TF 151

Multiplying a three-digit number by a single digit /

1 Rounding then dividing TF 145

Mental division to find approximate quotients

Core Activities /

Pupil Activity TF 152

1 Pupil Sheet 22
A three-digit number by a single digit, ‘cross’ method /

Pupil Activity TF 146

1 Pupil Sheet 21
Support /

Pupil Activity TF 152

1 Pupil Sheet 22
A three-digit number by a single digit, ‘cross’ method
Work with the pupils as a group and complete the grid section of q3-7. Ask them to complete the questions independently. /

Pupil Activity TF 146

1 Pupil Sheet 21
Discuss the questions in q3 with the pupils as a group and decide together what to round each number to before asking pupils to complete the questions independently.
Extension /

Pupil Activity TF 152

1 Pupil Sheet 22
A three-digit number by a single digit, ‘cross’ method
Ask pupils to decide whether the method would work for multiplying four digit numbers or larger. Ask them to explain why they are sure it would work, giving examples of calculations to prove their thinking. /

Pupil Activity TF 146

1 Pupil Sheet 21
Ask pupils to time themselves to see how long it takes to answer the questions in q3. Put a similar set of questions on the board, can they beat their time?
Plenary /

Discuss children’s work.

Discuss children’s work

Additional notes
Extra Resources
Review
Week
Day 2 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Multiplication and Division TF 19-25

Specific Starter for Division

TF 25-27

Main Teaching /

2 Developing a standard written method TF 152-153

Multiplying a three-digit number by a single digit /

2 Dividing a three-digit number by a two-digit number, including remainders TF 146

Standard written method

Core Activities /

Pupil Activity TF 153

1 Pupil Sheet 23
A three-digit number by a single digit, expanded → standard recording
Textbook page 44TF 156 /

Pupil Activity TF 146

1 Pupil Sheet 22
Support /

Pupil Activity TF 153

1 Pupil Sheet 23
A three-digit number by a single digit, expanded → standard recording
Put the questions on the board and allow pupils to continue using the informal ‘cross’ method to find the answers. /

Pupil Activity TF 146

1 Pupil Sheet 22
Ask 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 153

1 Pupil Sheet 23
A three-digit number by a single digit, expanded → standard recording
Provide pairs of pupils with a set of three- and four-digit number cards, a 0-9 die and a calculator. Ask them to take it in turns to select a number and roll the die to see what the number must be multiplied by. They must find the answer using a method of their choice whilst their partner finds the answer using the calculator. Who is fastest? /

Pupil Activity TF 146

1 Pupil Sheet 22
Ask 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.
Plenary / Follow-up for Textbook page 44 TF 157 /

Discuss children’s work

Additional notes
Extra Resources
Review
Week
Day 3 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Specific Starter for Multiplication and Division TF 19-25

Specific Starter for Division

TF 25-27

Main Teaching / 3 The ‘cross’ method TF 153-154
Multiplying a two-digit number by a two-digit number /

3 Dividing a three-digit number by a two-digit number, including remainders TF 147

Shorter standard written method

Core Activities /

Pupil Activity TF 154

1 Pupil Sheet 24
A two-digit number by a two-digit number, ‘cross’ method /

Pupil Activities TF 148

1 Pupil Sheet 23
2 Pupil Sheet 24
Support /

Pupil Activity TF 154

1 Pupil Sheet 24
A two-digit number by a two-digit number, ‘cross’ method
Work with pupils together and complete the grid section of q3-5 before asking them to find the answers independently /

Pupil Activities TF 148

1 Pupil Sheet 23
If necessary write the questions on the board and allow children to continue using the longer method that they are familiar with.
Extension /

Pupil Activity TF 154

1 Pupil Sheet 24
A two-digit number by a two-digit number, ‘cross’ method
Thinking about the previous lessons’ work ask pupils to work in pairs and discuss how they might be able to simplify the cross method to make a more efficient way of multiplying two two-digit numbers. Discuss their ideas as a group asking them to think of examples to explain their thoughts. /

Pupil Activities TF 148

1 Pupil Sheet 23

Textbook pages 30, 31 TF 148

Plenary /

Discuss children’s work.

Discuss children’s work

Additional notes
Extra Resources
Review
Week
Day 4 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter / Specific Starter for Multiplication and Division TF 19-25 /

Generic starter TF 2-9

Main Teaching /

4 Introducing a standard written method TF 155

Multiplying a two-digit number by a two-digit number

Revision/Consolidation

Core Activities /

Pupil Activity TF 155

1 Pupil Sheet 25
A two-digit number by a two-digit number, standard recording (most significant digits first) /

Textbook page 30 TF 148

Support /

Pupil Activity TF 155

1 Pupil Sheet 25
A two-digit number by a two-digit number, standard recording (most significant digits first)
Put the questions on the board and allow pupils to continue using the informal ‘cross’ method to find the answers. /

Textbook page 30 TF 148

Allow pupils to use the longer written method if they need to.
Extension /

Textbook pages 45-46 TF 156

Extension Textbook page E4

TF 153

Plenary /

Discuss children’s work.

Follow-up for Textbook page 30TF 149

Additional notes
Extra Resources
Review
Week
Day 5 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter / Specific Starter for Multiplication and DivisionTF 19-25 /

Generic starter TF 2-9

Main Teaching /

Revision/Consolidation

Core Activities /

Textbook pages 45-46 TF 156

/ Textbook page 31 TF 148
Support /

Textbook pages 45-46 TF 156

Allow pupils to use an informal method such as the ‘cross’ method to find the answers to the questions. / Textbook page 31 TF 148
Allow pupils to use the longer written method if they need to.
For q4, once pupils have completed their calculations discuss the questions with them together and decide on the correct answer to each one ensuring they are correctly interpreting the remainders.
Extension /

Extension Textbook page E5

TF 155 / Extension Textbook pages E28-E29 TF 154
Plenary / Follow-up for Textbook pages
45-46 TF 157
Topic Assessment 4a, b /

Follow-up for Textbook page 31TF 149

Topic Assessment 4a, b, c

Additional notes
Extra Resources
Review

Mixed Age Planning Year 5 & Year 6

Summer Term

Unit / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
3 / 5
6 / Understanding x and 
Mental calculation strategies (x and )
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking results, including using a calculator / Begin to express a quotient as a fraction, or as a decimal when dividing a whole number by 2, 4, 5 or 10, or when dividing £.p.
Round up or down after division, depending on the context.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Approximate first. Use informal pencil and paper methods to support, record or explain multiplications and divisions.
Extend written methods to:
short division ofHTU by U (with integer remainder).
Choose and use appropriate number operations to solve problems, and appropriate ways of calculating: mental, mental with jottings, written methods, calculator. Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation. / Division /

Dividing three-digit numbers; remainders

Understanding x and 
Mental calculation strategies (x and )
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking results, including using a calculator / Solve simple problems involving ratio and proportion.
Understand percentage as the number of parts in every 100. Express simple 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. / Fractions
Percentages /

Ratio and proportion

Percentages

MATERIALS

TOOLBOX

/ 5
6 / Teaching File page / Pupil Sheets / Activity Book page / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
178-188
M.F. Shortcut 1 / 30-35 / 53-55 / 16
5a, b / E6-E7 / 7-8
202-209, 260-274
Fractions tool / 42 / 46, 63-67 / 22 / 6a,b; 8a, b / E8-E9, E30
Week
Day 1 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Tune-in TF 178

Multiplying and dividing
Revising mental multiplication and division by 2–10 / Tune-in TF 202
Unequal shares
Revision of comparing ‘part to part’
Main Teaching / 1 Division of three-digit numbers TF 179

Using an informal written method

1 Proportions TF 203

Introduction of comparing ‘part to whole’
Core Activities /

Pupil Activity TF 179

1 Division of three-digit numbers by single-digits /

Textbook page 46 TF 204

Support /

Pupil Activity TF 179

1 Division of three-digit numbers by single-digits
Provide pupils with a tables square to support them in their calculations. /

Textbook page 46 TF 204

For q2 give children some true and false statements on cards for each path. Ask them to sort them into those which are true and those which are false.
Discuss q3,4 and 5 with the children as a group and decide what calculations are needed to answer each question.
Extension /

Pupil Activity TF 179

1 Division of three-digit numbers by single-digits
Provide pairs of pupils with two sets of questions. Using a set each, pupils must independently find the answers. They must then swap their questions and answers with their partner who must check them using multiplication. /

Textbook page 46 TF 204

Extension Teaching

1 Ratio TF 208
Extension Textbook pages E8-E9TF 209
Plenary /

Discuss the different strategies children used.

Follow-up for Textbook page 46 TF 205

Follow-up for Extension Textbook pages E8-E9TF 209

Topic Assessment 6a, b

Additional notes
Extra Resources
Review
Week
Day 2 /

Year 5

/ Year 6 / Additional Resources / Teacher Notes / ICT
Starter /

Tune-in TF 178

Multiplying and dividing

Revising mental multiplication and division by 2–10

Tune-in TF 260

Revising percentages
Main Teaching /

2 Division of three-digit numbers TF 180

Developing a standard written method, two-digit quotients /

1 Linking percentages and fractions TF 262