Weebly
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 1: Place value to millions
Week 1
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 2 Counting and understanding numbers.
|Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Place value to millions TF 50.
Core: Pupil Activity TF 50. Pupil Sheet 1.
Support: Pupil Activity TF 50. Pupil Sheet 1. If necessary provide children with sequences involving five- and six-digit numbers first.
Extension: Pupil Activity TF 50. Pupil Sheet 1. Ask children to make up their own sequences with some missing numbers. Swap with a partner to complete. |Listen to: ‘Place Value Rap.’ |- |Mark PS1.
Times table test.
|History: Dates |‘Place Value Rap.’
Pupil Activity TF 50
Pupil Sheet 1.
| | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition and order numbers and position them on a number line. | | | | | | | | | |WALT order numbers with up to 8 digits.
| | | | | | | | |2 |Strand: 2 Counting and understanding numbers.
|Play Comparing Numbers games levels A, B, C:
|Place value comparing numbers TF 9.
Place value to millions TF 50.
Revision and consolidation of Year 5 work.
Core: Textbook page 1 TF 55.
Support: Textbook page 1 TF 55. Provide children with place value notation cards. Ask them to make each number using the cards before answering the questions.
Extension: Textbook page 1 TF 55. Ask children to work in pairs. They must take it in turns to write down a seven- or eight-digit number in secret. They must then give their partner clues to guess the number.
|Listen to ‘Place Value Rap.’ and sing along. |Homework 1: Place Value 1a, 1b, 1c |Mark textbook p1.
Mark homework.
. |History: Dates |‘Place Value Rap.’
Textbook page 1
Homework 1: Place Value 1a, 1b, 1c | | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition and order numbers and position them on a number line.
| | | | | | | | | |WALT find the value of a digit in 8 digit numbers. | | | | | | | | |3 |Strand: 2 Counting and understanding numbers.
|Team Quiz: Levels A, B, C:
|Comparing and ordering numbers, number names TF 51.
Core: Textbook page 2 TF 55.
Support: Textbook page 2 TF 55. Work with the children as a group inviting pupils to say the numbers orally and discuss the answers. Ask pupils to work in pairs and go through the questions again recording the answers.
Extension: Textbook page 2 TF 55. Provide pupils with newspapers. Ask them to find examples of seven- and eight-digit numbers in the text and create a poster explaining the contexts in which the numbers had been used.
|Follow-up for Textbook page 2 TF 56.
|- |Mark textbook p2.
|History: Dates |Textbook page 2 | | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition and order numbers and position them on a number line. | | | | | | | | | |WALT compare and order numbers with up to 8 digits. | | | | | | | | |4 |Strand: 2 Counting and understanding numbers.
|Team Quiz: Questions from worksheets 1-3:
|Moving digits:
Core: Letts Numeracy Y6 p6-7 Starters and practice questions.
Support: Letts Numeracy Y6 p6-7 Starter questions.
Extension: Letts Numeracy Y6 p6-7 Starter, practice and challenge questions. |Listen to ‘Place Value Rap.’ and sing along. |Homework 2: Place Value 2a, 2b, 2c |Mark textbook p6-7.
Mark homework.
|-
|Letts Numeracy Y6 p6-7
Homework 2: Place Value 2a, 2b, 2c | | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition and order numbers and position them on a number line.
| | | | | | | | | |WALT compare and order decimals up to thousandths.
| | | | | | | | |5 |Strand: 2 Counting and understanding numbers.
|BBC KS2 Bitesize: Number: The number system: Revision bite, activity, quiz:
|Moving digits:
Core: Letts Numeracy Y6 p6-7 Complete practice questions and start challenger.
Support: Letts Numeracy Y6 p6-7 Complete starter questions and start practice questions.
Extension: Letts Numeracy Y6 p6-7 Complete challenge questions and use the place value games on the Y6 Numeracy CD-Rom. |Review the targets for this unit. Pupils complete their individual target sheets.
|- |Mark textbook p6-7.
|- |Letts Numeracy Y6 p6-7
| | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition and order numbers and position them on a number line.
| | | | | | | | | |WALT multiply and divide decimals by 10 and 100.
| | | | | | | | |
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 2: Multiplication strategies
Week 2
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 3 Knowing and using number facts.
|Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Mental multiplication of a two-digit number by a single digit TF 109. Using the distributive property.
Core: Pupil Activity ‘Digit card game’ TF 110. Textbook page 21 TF 115.
Support: Pupil Activity ‘Digit card game’ TF 110. Provide pupils with a multiplication table for support.
Extension: Textbook page 21 TF 115. Activity ‘Digit card game’ TF 110. Provide pupils with a set of cards showing two-digit numbers and a set of 1-9 cards. Ask them to pick a card from each set and find the product of the numbers. How long does it take them to answer 8 questions? Can they improve on their time? |Times-table song for facts from 2 to 10 on guitar.
Follow-up for Textbook page 21 TF 116.
|- |Mark textbook p21.
Times table test.
|- |Digit card game’
Textbook page 21
| | |Objective: Use knowledge of multiplication facts to 10 x 10 to solve multiplication problems with larger numbers.
| | | | | | | | | |WALT multiply a 2-digit number by a single digit.
| | | | | | | | |2 |Strand: 3 Knowing and using number facts.
|Check-up 7.
Play the Mental Multiplication games 1 and 2:
|Mental multiplication strategies TF 110.
The distributive property and doubling and halving.
Core: Pupil Activities TF 112. Pupil Sheet 9. Pupil Sheet 10. Textbook page 22 TF 115.
Support: Pupil Activities TF 112. Pupil Sheet 9. Pupil Sheet 10. Work through the questions with the pupils as a group and decide and record the stages needed for each calculation. Ask pupils to complete each question independently.
Extension: Pupil Activities TF 112. Pupil Sheet 9. Pupil Sheet 10. Textbook page 22 TF 115. Ask pupils to create a poster showing how they have derived some other tables facts for two-digit numbers. Ask them to explain the strategies they used in each case.
|Watch video on long multiplication.
Times-table song for facts from 2 to 10 on guitar.
|Homework 3: Multiplication 3a, 3b, 3c |Mark PS9, 10 and textbook p22.
Check-up 7.
Mark homework.
|- |Pupil Activities TF 112.
Pupil Sheet 9.
Pupil Sheet 10.
Textbook page 22 TF 115.
video on long multiplication.
Homework 3: Multiplication 3a, 3b, 3c | | |Objective: Use knowledge of multiplication facts to 10 x 10 to solve multiplication problems with larger numbers.
| | | | | | | | | |WALT multiply by doubling and halving.
| | | | | | | | |3 |Strand: 3 Knowing and using number facts.
|Team Quiz Levels A, B, C:
|Mental multiplication by 99, 100, 101, 49, 50, 51 TF 113.
Core: Textbook page 23 TF 115.
Support: Textbook page 23 TF 115. Before pupils start, discuss as a group the rules for multiplying by each number, e.g. To multiply by 101 we times the number by 100 then add another lot of the number on. Record each rule on the board. Ask the children to work in pairs. For each question they must discuss what calculation is required and agree upon an answer before moving on.
Extension: Textbook page 23 TF 115. Provide pupils with a set of two-digit number cards. Pupils take it in turns to pick a card and their partner challenges them to multiply it by a given number, e.g. 52, 48, 98, 102. |Follow-up for Textbook page 23 TF 116.
|- |Mark textbook p23.
|- |Textbook page 23. | | |Objective: Use knowledge of multiplication facts to 10 x 10 to solve multiplication problems with larger numbers. | | | | | | | | | |WALT multiply by 99 and 101 and by 49 and 51.
| | | | | | | | |4 |Strand: 3 Knowing and using number facts.
|Team Quiz: Questions from worksheets 1-5:
|Using factors for mental multiplication TF 114.
Consolidation.
Core: Pupil Activity TF 115. Pupil Sheet 11.
Support: Pupil Activity TF 115. Pupil Sheet 11. Ask pupils to work in pairs and complete the first row of each question together. Discuss their ideas as a group and then ask them to complete each question independently. Provide a tables square for support if necessary.
Extension: Pupil Activity TF 115. Pupil Sheet 11. Provide pupils with a set of two-digit number cards. Ask them to pick two cards and decide whether factors could be used to find the product of the numbers. If so they must record the numbers and multiply them, if not they must write the numbers down stating that factors could not be used.
|Check-up 8. |Homework 4: Multiplication 4a, 4b, 4c |Mark PS11.
Check-up 8.
Mark homework.
|- |Pupil Activity TF 115.
Pupil Sheet 11.
Homework 4: Multiplication 4a, 4b, 4c
| | |Objective: Use knowledge of multiplication facts to 10 x 10 to solve multiplication problems with larger numbers.
| | | | | | | | | |WALT use factors for mental multiplication.
| | | | | | | | |5 |Strand: 3 Knowing and using number facts.
|BBC KS2 Bitesize: Number: Multiplication: Revision bite, activity, quiz.
|Revision and consolidation of week’s work: multiplying using the distributive method, doubling and halving, using known facts and using factors.
Core: Textbook page 24 TF 115.
Support: Textbook page 24 TF 115. Allow children to use informal jottings to find each answer. Provide a tables square for support if necessary.
Extension: Textbook page 24 TF 115. Ask pupils to create a poster explaining to someone the different strategies they know for multiplying two numbers together proving example calculations. Encourage them to comment on when a strategy would be a good one to use and why. |Review the targets for this unit. Pupils complete their individual target sheets.
|- |Mark textbook p24.
|-
|Textbook page 24.
| | |Objective: Use knowledge of multiplication facts to 10 x 10 to solve multiplication problems with larger numbers.
| | | | | | | | | |WALT multiply using different methods. | | | | | | | | |
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 3: Division strategies
Week 3
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 2 Counting and understanding number.
|Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Dividing mentally by 2-10 TF 133. Fractional notation, remainders.
Core: Pupil Activity TF 134. Pupil Sheet 16. Textbook page 27 TF 137.
Support: Pupil Activity TF 134. Pupil Sheet 16. Provide a tables square for support if necessary.
Extension: Pupil Activity TF 134. Pupil Sheet 16. Textbook page 27 TF 137. Where they have marked work incorrect, ask pupils to provide the correct answers.
|Listen to the Fraction Song.
Times-table song for facts from 2 to 10 on guitar.
|-
|Mark PS16 and textbook p27.
Times table test.
|- |Pupil Activity TF 134.
Pupil Sheet 16.
Textbook page 27 TF 137.
Fraction Song. | | |Objective: To express a larger whole number as a fraction of a smaller one; simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator. | | | | | | | | | |WALT divide by a single digit with remainders. | | | | | | | | |2 |Strand: 2 Counting and understanding number.
|Play mental division games 1 and 2:
|Revising and extending halving TF 134.
Core: Pupil Activity TF 136. Pupil Sheet 17. Textbook page 28 TF 137.
Support: Pupil Activity TF 136. Pupil Sheet 17. For the first section of the sheet, work with the children as a group and complete the first stage of each calculation together before asking them to finish the questions independently. Ask children to follow a similar approach to answer the second set of questions providing them with paper to write each question out in the same format.
Extension: Pupil Activity TF 136. Pupil Sheet 17. Textbook page 28 TF 137. Provide pupils with a set of cards showing five- and six-digit even numbers. Ask them to pick a card and halve the number.
|Listen to the Fraction Rap
Follow-up for Textbook page 28 TF 137.
|Homework 5: Division 5a, 5b, 5c |Mark PS17 and textbook p28.
Mark homework.
|- |Pupil Activity TF 136.
Pupil Sheet 17.
Textbook page 28 TF 137.
Fraction Rap
Homework 5: Division 5a, 5b, 5c | | |Objective: To express a larger whole number as a fraction of a smaller one; simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator.
| | | | | | | | | |WALT divide mentally beyond the times tables. | | | | | | | | |3 |Strand: 2 Counting and understanding number.
|Team Quiz Levels A, B, C:
|Equivalent fractions TF 187.
Multiplying numerator and denominator.
Core: Pupil Activity TF 188. Pupil Sheet 29. Textbook page 41 TF 191.
Support: Pupil Activity TF 188. Pupil Sheet 29. Write in the denominators for each fraction before copying the sheet for the children.
Extension: Pupil Activity TF 188. Pupil Sheet 29. Textbook page 41 TF 191. Ask pupils to write down the equivalent fraction without shading the second shape. They could then check their answers by shading.
|PowerPoint: Equivalent fractions.
Follow-up for Textbook page 41 TF 192. |- |Mark PS29 and textbook p41.
.
|- |Pupil Activity TF 188.
Pupil Sheet 29.
Textbook page 41 TF 191.
PowerPoint: Equivalent fractions.
Fraction cards.
Fraction sets.
| | |Objective: To express a larger whole number as a fraction of a smaller one; simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator. | | | | | | | | | |WALT understand equivalent fractions. | | | | | | | | |4 |Strand: 2 Counting and understanding number.
|Team Quiz: Questions from worksheets 1-4:
|Equivalent fractions TF 188. Dividing numerator and denominator.
Core: Pupil Activity TF 189. Pupil Sheet 30.
Support: Pupil Activity TF 189. Pupil Sheet 30. Write in the denominators for each fraction before copying the sheet for the children.
Extension: Pupil Activity TF 189. Pupil Sheet 30. Ask pupils to write down the equivalent fraction without shading the second shape. They could then check their answers by shading.
|Play equivalent fractions pelmanism. |Homework 6: Division and fractions 6a, 6b, 6c
|Mark PS30.
Mark homework.
|- |Pupil Activity TF 189.
Pupil Sheet 30.
Homework 6: Division and fractions 6a, 6b, 6c
Fraction cards.
Fraction sets.
| | |Objective: To express a larger whole number as a fraction of a smaller one; simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator.
| | | | | | | | | |WALT understand equivalent fractions.
| | | | | | | | |5 |Strand: 2 Counting and understanding number.
|BBC KS2 Bitesize: Number: Division: Revision bite, activity, quiz.
|Revision and consolidation of week’s work on fractions and division.
Core: Textbook page 42 TF 191.
Support: Textbook page 42 TF 191. Provide pupils with a set of cards showing different fractions, not in their simplest form. Ask pupils to pick a card and write down two equivalent fractions to the one they have picked, one by multiplying the numerator and denominator by the same number and one by dividing them. Give pupils plenty of practice of this before asking them to attempt the page in pairs.
Extension: Textbook page 42 TF 191. Provide pupils with a set of cards showing different fractions, not in their simplest form. Ask pupils to pick a card and, working mentally, put the fraction in its simplest form. |Check-up 9.
Review the targets for this unit. Pupils complete their individual target sheets.
|- |Mark textbook p42.
Check-up 9.
|- |Textbook page 42.
Fraction cards.
Fraction sets.
| | |Objective: To express a larger whole number as a fraction of a smaller one; simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator.
| | | | | | | | | |WALT understand equivalent fractions. | | | | | | | | |
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 4: Equivalence and fractions of quantities
Week 4
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 2 Counting and understanding numbers.
|Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Comparing and ordering fractions TF189.
Core: Textbook page 43 TF 192.
Support: Textbook page 43 TF 192. Provide pupils with the equivalent fractions chart on Resource Sheet 29 for support.
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.
|Check-up 11. |- |Times table test.
Mark textbook p43.
Check-up 11.
|- |Textbook page 43.
Resource Sheet 29.
Fraction cards.
Fraction sets.
| | |Objective: Order a set of fractions by converting them to fractions with a common denominator.
| | | | | | | | | |WALT compare and order fractions. | | | | | | | | |2 |Strand: 2 Counting and understanding numbers.
|Play Introduction to fractions games 1 and 2:
|Finding a fraction, numerator ≥ 1, of a set or quantity TF 196.
Core: Textbook page 44 TF 200.
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.
Extension: 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.
|PowerPoint: What fraction is shaded?
|Homework 7: Fractions 7a, 7b, 7c. |Mark textbook p44.
Mark homework.
|- |Textbook page 44.
PowerPoint: What fraction is shaded?
Homework 7: Fractions 7a, 7b, 7c.
Fraction cards.
Fraction sets.
| | |Objective: Order a set of fractions by converting them to fractions with a common denominator.
| | | | | | | | | |WALT find a fraction of a set or quantity.
| | | | | | | | |3 |Strand: 2 Counting and understanding numbers.
|Team Quiz levels A, B, C:
|Introducing thousandths TF 198. Fractions of one metre/ kilometre/ kilogram etc.
Core: Textbook page 45 TF 200.
Support: Textbook page 45 TF 200. Provide pupils with two sets of cards, one showing the measurements on the page, the other showing the required conversions. Ask pupils to work in pairs to find matching cards. When they have found all the pairs, they could attempt the textbook page.
Extension: Textbook page 45 TF 200. Give children similar questions to those on the page but involving ml and l.
|Check-up 12. |- |Mark textbook p45.
Check-up 12.
|Science: Measures, Reading scales |Textbook page 45.
Fraction cards.
Fraction sets.
Decimal cards.
| | |Objective: Express a quantity as a decimals or a fraction. | | | | | | | | | |WALT find tenths, hundredths and thousandths of a measure. | | | | | | | | |4 |Strand: 2 Counting and understanding numbers.
|Team Quiz: Questions based on worksheets 1-4:
|Sequences, notation, comparing and ordering one- and two-place decimals TF 216.
Core: Pupil Activities TF 218. Decimals card game. Textbook page 47-48 TF 222.
Support: Pupil Activities TF 218. Decimals card game. Provide pupils with a set of cards each showing three clues for a three-digit number to one decimal place. Ask them to work together to decide from the clues what the number is.
Extension: Pupil Activities TF 218. Decimals card game. Ask pupils to make five digit numbers to two or three decimal places. |PowerPoint: Decimals, tenths and hundredths.
|Homework: Decimals 8a, 8b, 8c. |Mark textbook p47-48.
Mark homework.
|Science: Measures, Reading scales |Pupil Activities TF 218.
Decimals card game.
Textbook page 47-48 TF 222.
PowerPoint: Decimals, tenths and hundredths.
Homework: Decimals 8a, 8b, 8c.
Decimal cards.
| | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition, round and order decimals with up to three places, and position them on the number line.
| | | | | | | | | |WALT sequence, order and compare decimals.
| | | | | | | | |5 |Strand: 2 Counting and understanding numbers.
|BBC KS2 Bitesize: Number: Fractions: Revision bite, activity, quiz.
|Rounding to the nearest tenth/whole number TF 218.
Core: Pupil Activities TF 220. Pupil Sheet 31. Pupil Sheet 32. Textbook page 49 TF 222.
Support: Pupil Activities TF 220. Pupil Sheet 31. Provide pupils with marked number lines for q2. Pupil Sheet 32.
Extension: Pupil Activities TF 220. Pupil Sheet 31. Pupil Sheet 32. Textbook page 49 TF 222. On the board write a set of two-place decimals. Ask pupils to round them to the nearest tenth without using a number line.
|Check-up 13.
Review the targets for this unit. Pupils complete their individual target sheets.
|- |Mark PS31, 32 and textbook p49.
Check-up 13.
|Science: Measures, Reading scales |Pupil Activities TF 220.
Pupil Sheet 31.
Pupil Sheet 32.
Textbook page 49 TF 222.
Decimal cards.
| | |Objective: Use decimal notation for tenths, hundredths and thousandths; partition, round and order decimals with up to three places, and position them on the number line.
| | | | | | | | | |WALT round and approximate decimals. | | | | | | | | |
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 5: Decimals: Tenths and hundredths
Week 5
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 4 Calculating. |Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Mental addition of one- and two-place decimals TF 220.
Core: Textbook page 50 TF 222.
Support: Textbook page 50 TF 222. Allow pupils to use blank number lines or informal jottings to find their answers.
Extension: Textbook page 50 TF 222. Ask pupils to make up word stories to go with their chosen additions in q5, e.g. ‘A snail moved 1.06m up a plant in the morning and 2.7m in the afternoon. He moved 3.76m altogether.’
|PowerPoint: Decimals WWTBM
|- |Mark textbook p50.
Times table test.
|- |Textbook page 50.
PowerPoint: Decimals WWTBM
Decimal cards.
| | |Objective: Calculate mentally with integers and decimals: U.t [pic]U.t, TU [pic]U, TU [pic]U, U.t [pic]U, U.t [pic]U. | | | | | | | | | |WALT add decimal numbers mentally. | | | | | | | | |2 |Strand: 4 Calculating. |Play mental addition and subtraction games 1-7:
|Using a standard written method for addition TF 221.
Core: Textbook page 51 TF 222.
Support: 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.
Extension: 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.
|Check-up 14.
|Homework 9: Adding and subtracting decimals 9a,9b, 9c. |Mark textbook p51.
Check-up 14.
Mark homework.
|- |Textbook page 51.
Homework 9: Adding and subtracting decimals 9a,9b, 9c. | | |Objective: Use efficient written methods to add and subtract integers and decimals.
| | | | | | | | | |WALT use written methods to add decimals. | | | | | | | | |3 |Strand: 4 Calculating. |Team Quiz Levels A, B, C:
|Mental subtraction of one- and two-place decimals TF 221.
Core: Textbook page 52 TF 222.
Support: Textbook page 52 TF 222. Allow pupils to use blank number lines or informal jottings to find their answer. Their partner can use a calculator to check the answer.
Extension: Textbook page 52 TF 222. Ask pupils to make up their own game following the same format.
|Listen to the decimal friends song.
|- |Mark textbook p52.
|- |Textbook page 52.
decimal friends song. | | |Objective: Calculate mentally with integers and decimals: U.t [pic]U.t, TU [pic]U, TU [pic]U, U.t [pic]U, U.t [pic]U. | | | | | | | | | |WALT subtract decimal numbers mentally. | | | | | | | | |4 |Strand: 4 Calculating. |Team Quiz: Questions based on worksheets 1-6:
|Using a standard written method for subtraction TF 221.
Core: Textbook page 53 TF 222.
Support: 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.
Extension: 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.
|Listen to the decimal friends song.
|Homework 10: Adding and subtracting decimals 10a,10b, 10c. |Mark textbook p53.
Mark homework.
|- |Textbook page 53.
decimal friends song.
Homework 10: Adding and subtracting decimals 10a,10b, 10c. | | |Objective: Use efficient written methods to add and subtract integers and decimals.
| | | | | | | | | |WALT use written methods to subtract decimals. | | | | | | | | |5 |Strand: 4 Calculating. |BBC KS2 Bitesize: Number: Addition: Revision bite, activity, quiz.
|Revision/consolidation of week’s work.
Core: Provide pupils with a set of cards showing one and two place decimals. Ask them to pick two cards and find the difference between and the total of the two numbers.
Support: Provide pupils with a set of cards showing one and two place decimals. Ask them to pick two cards and find the total of the two numbers. When they have had plenty of practice, ask pupils to repeat the activity this time finding the difference between the numbers they pick.
Extension: Provide pupils with a set of cards showing one and two place decimals. Ask them to pick two cards and find the difference between and the total of the two numbers. Ask the pupils to work in pairs and time each other to complete eight questions. Can they improve on their time?
|Review the targets for this unit. Pupils complete their individual target sheets.
|- |Check-up 15.
|- |Decimal cards. | | |Objective: Use efficient written methods to add and subtract integers and decimals.
| | | | | | | | | |WALT practice written and mental methods to add and subtract decimals. | | | | | | | | |
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 6: Handling data: Interpreting graphs
Week 6
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 7 Handling data.
|Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Castle visitors TF 403. Introducing line or trend graphs.
Core: Pupil activity TF 404. Trend graphs. Textbook page 112 TF 407.
Support: Pupil activity TF 404. Textbook page 112 TF 407. Trend graphs. Provide pupils with a blank graph with the axes labelled for the first set of data and ask them to mark on the points. If necessary do the same for the second graph. Discuss the graphs and any trends orally.
Extension: Pupil activity TF 404. Textbook page 112 TF 407. Trend graphs. Provide pupils with examples of trend graphs from newspapers and ask them to work in pairs to try and comment on the graphs.
|Watch Line Graphs video.
|- |Mark textbook p112.
Times table test.
|ICT: handling data |Pupil activity TF 404.
Trend graphs.
Textbook page 112 TF 407.
Line Graphs video | | |Objective: Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts. | | | | | | | | | |WALT draw and interpret a trend graph. | | | | | | | | |2 |Strand: 7 Handling data.
|Play the Understanding averages game:
|Interpreting data TF 405. Introducing the mode, median and range.
Core: Textbook page 113 TF 407.
Support: Textbook page 113 TF 407. Work with the pupils as a group to write down all the results in order as required for q4.
Extension: Textbook pages 113-114 TF 407. |Listen to Mean, median, mode song.
|Homework 11: Bar chart data. |Mark textbook p113.
Mark homework.
|ICT: handling data |Textbook page 113.
Mean, median, mode song.
Homework 11: Bar chart data. | | |Objective: To describe and interpret results and solutions to problems using the mode, range, median and mean.
| | | | | | | | | |WALT find the range, mode and median of a set of data.
| | | | | | | | |3 |Strand: 7 Handling data.
|Team Quiz levels A, B, C:
|Revision and consolidation of finding the range, mode and median of a set of data.
Core: Textbook page 114 TF 407.
Support: Textbook page 114 TF 407. Ask the pupils to record the results for each member of the red team by reading the information off the graph before they answer the questions.
Extension: Textbook pages 115-116 TF 407. |Watch video: The Mean, median, mode.
|- |Mark textbook p114.
|ICT: handling data |Textbook page 114.
Textbook pages 115-116 TF 407.
video: The Mean, median, mode. | | |Objective: To describe and interpret results and solutions to problems using the mode, range, median and mean.
| | | | | | | | | |WALT find the range, mode and median of a set of data.
| | | | | | | | |4 |Strand: 7 Handling data.
|Team Quiz: Questions based on worksheets 1-6:
|Interpreting data TF 406. Introducing the mean.
Core: Textbook page 115 TF 407.
Support: Textbook page 115 TF 407. Ask the pupils to record the results for each member of the red team by reading the information off the graph before they answer the questions.
Extension: Extension Textbook page E23. |Listen to Mean, median, mode song.
Y6 Numeracy CD-Rom: Handling Data. |Homework 12: Mean, median, mode1 and Mean worksheets. |Mark textbook p115.
Mark homework.
|ICT: handling data |Textbook page 115.
Extension Textbook page E23.
Mean, median, mode song.
Homework 12: Mean, median, mode1 and Mean worksheets. | | |Objective: To describe and interpret results and solutions to problems using the mode, range, median and mean.
| | | | | | | | | |WALT understand and find the mean of a set of data.
| | | | | | | | |5 |Strand: 7 Handling data.
|BBC Bitesize Handling Data: Mean, median, mode: Revision bite, activity and quiz.
|Y6 Numeracy CD-Rom: Handling Data. Revision and consolidation of finding the range, mode, median and mean of a set of data.
Core: Textbook pages 116 TF 407
Support: 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: Extension Textbook page E24-E25. |Review the targets for this unit. Pupils complete their individual target sheets.
|- |Mark textbook p116.
Assess targets.
|ICT: handling data |Textbook pages 116.
Extension Textbook page E24-E25.
| | |Objective: To describe and interpret results and solutions to problems using the mode, range, median and mean.
| | | | | | | | | |WALT find the mean of a set of data.
| | | | | | | | |
[pic]
*** International School
Medium Term Plan 2011-2012 Y6 Mr Taylor Mathematics Term 1a
Unit 7: Length: Scale
Week 7
Lesson Number |Lesson Objectives |Starter |Main Activity |Plenary |Homework |Evaluation
& Assessment
|Cross Curricular Links |Resources | |1 |Strand: 6 Measuring. |Introduce the targets for this unit and discuss the work the pupils will be doing to reach these targets.
|Scale TF 289. Introducing simple scales, cm to cm.
Core: Textbook page 71 TF 296.
Support: Textbook page 71 TF 296. Ask pupils to measure each bird then compare their measurements with a partner’s. They must agree on the correct measurement before finding the true length of each bird.
Extension: Textbook page 71 TF 296. Ask children to draw scale drawings of objects in the classroom such as a desk, window, etc.
|Follow-up for Textbook page 71 TF 297. |- |Mark textbook p71.
Times table test.
|Science: Measures, Reading scales
Geography: Map skills |Textbook page 71
Rulers.
Scales.
| | |Objective: To read and interpret scale.
| | | | | | | | | |WALT understand scale drawings. | | | | | | | | |2 |Strand: 6 Measuring. |Play game about measures and scale:
|Scale drawing TF 291. Scales, cm to m.
Core: Pupil Activity TF 292. Pupil Sheet 61. Textbook page 72 TF 296.
Support: Pupil Activity TF 292. Pupil Sheet 61. Ask pupils to measure the length of each room then compare their measurements with a partner’s. They must agree on the correct measurement before finding the true length of each room.
Extension: Pupil Activity TF 292. Pupil Sheet 61. Ask pupils to work in pairs and draw a plan of the classroom to scale.
|Follow-up for Textbook page 72 TF 297. |Homework 13: Measuring 13a, 13b, 13c. |Mark textbook p72.
Mark homework.
|Science: Measures, Reading scales
Geography: Map skills |Pupil Activity TF 292.
Pupil Sheet 61.
Textbook page 72 TF 296.
Homework 13: Measuring 13a, 13b, 13c.
Rulers.
| | |Objective: To read and interpret scale.
| | | | | | | | | |WALT understand scale drawings.
| | | | | | | | |3 |Strand: 6 Measuring. |Team Quiz levels A, B, C:
|The millimetre TF 292. Consolidation.
Core: Textbook page 73 TF 296.
Support: Textbook page 73 TF 296. Provide pupils with two sets of cards showing measurements in millimetres and the same measurements in cm and mm. Ask them to work in pairs to find matching pairs of cards. Give pupils plenty of practice before asking them to attempt the textbook page.
Extension: Textbook page 73 TF 296. Provide pupils with a set of objects, e.g. a pencil, a rubber, a pencil case. Ask them to measure the length of each object and record it in mm and cm and mm.
|Follow-up for Textbook page 73 TF 297
|- |Mark textbook p73.
|Science: Measures, Reading scales
Geography: Map skills |Textbook page 73.
Rulers.
| | |Objective: To read and interpret scale.
| | | | | | | | | |WALT measure accurately in mm.
| | | | | | | | |4 |Strand: 6 Measuring. |Team Quiz: Questions based on worksheets 1-3:
|The millimetre TF 292. Consolidation.
Core: Topic Assessment 10. Provide pupils with two sets of cards showing measurements in millimetres and the same measurements in cm and mm. Ask them to work in pairs to find matching pairs of cards. Give pupils plenty of practice before asking them to attempt the textbook page.
Support: Topic Assessment 10. Provide pupils with a set of objects, e.g. a pencil, a rubber, a pencil case. Ask them to measure the length of each object and record it in mm.
Extension: Topic Assessment 10. Provide pupils with a set of objects, e.g. a pencil, a rubber, a pencil case. Ask them to measure the length of each object and record it in mm and cm and mm.
|Y6 Numeracy CD-Rom: Measures.
Check Up: Assess accuracy in measuring in cm and mm. |Homework 14: Measures 14a, 14b, 14c. |Topic Assessment 10.
Mark homework.
|Science: Measures, Reading scales
Geography: Map skills |Topic Assessment 10.
Homework 14: Measures 14a, 14b, 14c.
Rulers.
| | |Objective: To read and interpret scales on a range of measuring instruments.
| | | | | | | | | |WALT measure accurately in mm.
| | | | | | | | |5 |Strand: 6 Measuring. |BBC Bitesize Shape, Space and Measures: Measures: Revision bite, activity and quiz.
|The millimetre TF 292. Consolidation.
Core: Provide pupils with two sets of cards showing measurements in millimetres and the same measurements in cm and mm. Ask them to work in pairs to find matching pairs of cards. Give pupils plenty of practice before asking them to attempt the textbook page.
Support: Provide pupils with a set of objects, e.g. a pencil, a rubber, a pencil case. Ask them to measure the length of each object and record it in mm.
Extension: Provide pupils with a set of objects, e.g. a pencil, a rubber, a pencil case. Ask them to measure the length of each object and record it in mm and cm and mm.
|Review the targets for this unit. Pupils complete their individual target sheets.
|- |Assess targets.
|Science: Measures, Reading scales
Geography: Map skills |Cards showing measurements in millimetres and the same measurements in cm and mm.
Rulers. | | |Objective: To read and interpret scales on a range of measuring instruments.
| | | | | | | | | |WALT measure accurately in mm.
| | | | | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.