Weekly plan for Literacy: Year 1



Y4 Objectives: Mark numbers with 1 decimal place on an ENL and round to the nearest whole; Know what each digit stands for in numbers with 2 decimal places; Multiply and divide by 10 and 100 to give tenths and hundredths; Know equivalent 0.1s and 1/10s, and 0.01s and 1/100s; Write place value related additions and subtractions for numbers with 2 decimal places.Y5 Objectives: Compare and order negative numbers; Count back in steps through zero; Revise 2-place decimals; Introduce 3-place decimals; Multiply/divide by 10, 100, 1000.Very quick StarterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryMondayConvert mm to cm, and vice versaChn use a ruler to draw 3 lines of different lengths, measure them in cm to 1dp. They swap with a partner and they accurately measure their partner’s lines in mm. Do their measurements in cm and mm match?Revise nos with one decimal place: mark on ENLs and round to the nearest whole; Compare and order negative nos.Show a 0–10 landmarked line (see resources). Call out nos with one decimal place, e.g. 5.6, 7.2, 2.5, 3.9 and 8.1. Remind chn that 0.1 is 1/10. So 7.2 is 7 and 2/10, etc. Ask chn up to mark them on the line. Do others agree? They round each to the nearest whole, showing answers on fingers. Remind them to round nos such as 2.5 up to the next whole. Repeat with a new set of nos, but this time sketch an empty 0 to 1 line. Send Y4 away now to work with TA or independently When might we use negative nos? (Temperature, depth below sea level, overdrafts!) Point out that we often say ‘minus’ rather than ‘negative’. Launch the ITP Number Line (see resources), choose a range from –20 to 20. Click so that the nos are not displayed on the tags and move them to –2 and –8. What numbers are marked? How do you know? Which number is bigger? Record –2 > –8. Write a number in-between on your w/bs. Take feedback. Agree that –3 or –4 or –5 or –6 or –7 are all in-between. Rpt with other pairs of nos incl. mixes of negative and positive nos, e.g. +3 and –4.Y4 Easier TA if availableChn work in pairs to shuffle cards to make a 2-digit number with one decimal place. They place the number on a landmarked line (see resources) and ring the nearest whole in the same colour. Rpt, marking at least 3 nos on each line.Y4 HarderChn work in pairs to shuffle cards to make a 2-digit number with 1dp. They discuss which whole nos lie on either side and sketch a line from one whole number to the next, e.g. they make 3.6, so sketch a line from 3 to 4. They mark the number on the line and ring the nearest whole. Rpt. Roll a 0–9 dice. Chn work in pairs to write one number, less than the number on the dice and one number more, but which both have 1dp and round to the number on the dice, e.g. you roll 6, chn could write 5.8 and 6.1. (Y4 Easier group could use the number lines they drew on in their activity to help.)GUIDED: Y5 Easier Chn practise ordering cards –10 to 10 several times. Take a card and ask chn to write down the number before it, the number on the card and the number after it.Y5 Harder Give a set of –10 to 10 cards to each pair. They shuffle and then arrange them in order from –10 to 10. They reshuffle them, each select 3 cards and write them in order from the least to the greatest. Rpt. TuesdayNo starterIntroduce nos with 2dp on place value grids, multiply and divide single-digit nos by 10 and 100 to give tenths, then hundredths; Count back in steps through zero.Show chn a horizontal counting stick. Point to left, as chn see it. This is –10. Remind Y4s of how we use negative nos. We’re going to count on in 2s. Where do you think we will get to? Count on in 2s, speeding up as you pass 0, then count back again. Rpt, this time starting at –40 and counting in 5s, starting at –100 counting in 10s, finally starting at –200 counting on in 25s. Launch ITP Number Line. Choose a range from –20 to 20. This time we’re going to count back in 3s. Together count back in 3s, recording the hops on the number line as you do so. Take particular care when crossing 0. Rpt, counting back in 6s, then in 2.5s. Send Y5 away now to work with TA or independently Launch the ITP Moving digits. Click, then drag a card to make the number 5. Click on ÷ 10. What has happened? What is the 5 worth now? Agree that it is worth a 1/10 of its previous value and has moved 1 place to the right. Explain that we need a 0 before the decimal point to show that there are no longer any whole nos. Drag a card here. Click on ÷ 10 again. Explain that the 5 is now worth 5 hundredths. Show chn that we also write this as 5/100. Point out the 0 to show that there no longer any tenths. Ask chn to discuss what they think will happen if they multiply by 100. Click on × 100. Were they right? Do we still need the zero before the 5? No! Put it in the bin. Put the 5 in the bin. Ask a child to choose a 1-digit number. What will happen if we divide this by 100? Write the answer on your w/bs. Agree the answer and point out that the digit has moved 2 places to the right. What would happen if we multiplied by 10? Which way will the digit go then? Click × 10 to check.GUIDED: Y4 Easier Give each child a 10s, 1s, 0.1s and 0.01s PV grid (see resources) and a set of 0–9 cards with an extra 0. They show 8 on their grid. Call out instructions, e.g. × 10, ÷ 10, ÷ 100, so resulting answer can be displayed on the grid. Chn move their cards along accordingly, placing 0s in the 1s or 0.01s column. Ask a child to take your role and rpt. Y4 Harder Chn × and ÷ nos by 10 and 100, then work out what nos have been ×/÷ by 10 and 100 (see resources), using calculator to check.Show a 100s, 10s, 1s, 0.1s and 0.01s place value chart (see resources). Discuss the patterns of the digits. What happens to the digit 3 when we × by 10? And ÷ by 10?Y5 investigation TA with easier group if availableChn work in pairs to find at least one number (other than 1) which when repeatedly added to the 1st number will reach the 2nd number, e.g. if the pair are –3 and 17, we could count in steps of 5 (–3, 2, 7, 12, 17) or in steps of 4 (–3, 1, 5, 9, 13, 17). 20 → –50; 4 → –11; 4 → –8; 7 → –17; 7 → –13; 8 → –25; 4.5 → –9. Harder: Encourage chn to try subtracting nos with 1dp, e.g. 2.5 or 3.5, for at least 3 sequences.Very quick StarterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWednesdayConvert cm to m and vice versaDraw a 3 × 2 grid on the board. Fill with lengths in metres, e.g. 1.25m, 3.5m, 6.38m, 0.45m. Chn copy the grid but write each length in cm, e.g. 125cm, 350cm, 638cm, 45cm. Rpt, this time writing measurements in cm. Chn write in metres. Include a few less than 1m, e.g. 75cm.Multiply and divide 2-digit, then 3-digit nos by 10 and 100 to give tenths & hundredths; Revise 2-place decimals. Write 3.33 on the board. Discuss what each 3 represents. Write the number on a PV grid to check (see below plan). Write □.□□ twice on the board. Split the class into two teams. Shuffle a set of 0–9 cards. One child from team A picks one and places into their number. They are aiming to make the larger number. Rpt until all three spaces in each number are filled. Ask Y5 chn to write a number in between the two. Rpt, this time teams trying to make the smaller number. Y5 chn then round each number to the nearest whole, then tenth. Draw a large decimal point on the f/c. Ask 2 chn to stand on either side holding large digit cards 2 and 5 to show 2.5. Chn discuss in pairs what each child will need to do if we divide the 2.5 by 10. Ask a pair to give them instructions. Do the rest of class agree? What happens to each digit when we divide by 10? Now we need an extra person to hold a zero up before the decimal point! Rpt with other pairs/trios of chn and other digit cards to show whole 2-digit and 3-digit nos divided by 100, and ones with 1 decimal place divided by 10. Ask rest of class to write the multiplication on their w/bs, e.g. 2.38 × 10 and to give instructions to chn at the front. Rpt for 2.38 × 100. Ask one child to operate a ‘function machine’ (cardboard box!). Write 52 on a card and pass through a slot in the box to the child. They follow the instruction in the box; ÷ 100, write the answer on a card and post out of the box. What did the function machine do? Rpt with other chn, entering 2-digit nos and asking them to divide by 100. Post 2.65, in the ‘out’ slot, and have it come out the ‘in’ slot as 265. Remind chn that multiplying by 100 is the reverse of dividing by 100. Y4 Easier TA if available Chn identify outputs, then inputs for ×10 and ×100 function machines (see resources). They use a calculator to check.GUIDED: Y4 Harder Carry on using the function machine. Stick the function (×100) on the front of the box so all can see. Enter 4.83, and ask chn to predict the output. Then write a number on a card, give to one child but don’t show the rest of the group. They post the card into the function machine, and post the output. Can the rest of the group guess the input? Rpt for × 10, ÷ 10 and ÷100, asking chn to guess the function. Chn then identify the input, output or function in function machines (see resources) whilst you briefly work with Year 5 on their investigation. Ask Y5 chn to share what they found, and how they went about the task, e.g. finding how many had 9 in the tenths place between 1 and 2, then in the 0.01s place, then using this for the other intervals between neighbouring whole nos.Y5 investigation Chn work in pairs to find out how many nos with 1 or 2 decimal places between 1 and 10 contain a digit ‘9’. Can they be sure they have found them all? If they finish, ask them if the same number will have a zero.Easier: TA if available Chn find out how many nos with 1 or 2 decimal places between 1 and 2 contain the digit ‘9’. ThursdayCount in steps of 0.01Count in steps of 0.01 from 8.85 to 9.15 and back again.Find equivalent 1/100s and 0.01s, 1/10s and 0.1s; Introduce 3-place decimals.Display a blank 100 square (see resources). What fraction of the big square is 1 little square? How can we write this? Another way? Write 1/100 = 0.01. Shade the top row. What fraction is shaded? What fraction is this equivalent to? How can we write this as a decimal fraction? Write 0.1 = 10/100 = 1/10. Shade 5/10. How can we write this? How many 1/100s is this equivalent to? Any other fraction? Shade 2/10. Write on your w/bs lots of ways of writing this fraction. Send Y4 away now to work with TA or independently Display a place value chart/show whole numbers, tenths, hundredths and thousands (see resources). Ask chn to describe each row. The 3rd row shows tenths, the 2nd row shows hundredths, what do you think the top row shows? Ask chn what happens to the digit 5 as each number is multiplied by 10? And when numbers are divided by 10? Write 25.895. Point to each digit and say what each represents. I can make this number by pointing to 5 numbers on the place value chart. What is the biggest no. I would point to? And the next biggest? And then? Write 20 + 5 + 0.8 + 0.09 + 0.005. Ring a number on each line and ask chn to record the total on their w/bs. Rub out the rings (or use a different colour) and ring 5 different numbers. Rpt but this time ringing 4 numbers, missing out a number on the tenths row. How do we show that there are no tenths? Rpt, this time missing out a number from the hundredths row, and then ring 3 numbers, missing out both hundredths and tenths.Y4 practiceGive chn a sheet of shaded 1/100s; they identify the shaded fraction and write it both as equivalent fractions and decimal (see resources). Easier TA if available Work as group to support chn with the first few in each row. Call out decimals, e.g. 0.6, 0.08 or 0.45. Chn write them as fractions: 1/10s or 1/100s. Y5 EasierChn write a decimal number with 3dp, e.g. 5.274. They then write the matching place value sentence, e.g. 5 + 0.2 + 0.07 + 0.004 = 5.274. They write five of these each then work with a partner to point at a digit so partner says the value. GUIDED: Y5 HarderChn take it in turns to ring 3 or more numbers on a place value chart (print off the one used in whole class teaching) without showing the rest of the group. They write the total. The others guess which numbers they ringed on the chart. Challenge them to complete place value number sentences, e.g. 1.58 + □ = 1.585 (see resources). Very quick StarterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryFridayRead, then convert analogue times to digital Use the ITP Tell the Time to show analogue times, hiding the digital clock. Chn write the time as it would appear on a digital clock. Reveal to check. Place value addition and subtraction, e.g. 4.06 + 0.5, 4.56 – 0.06;Multiply and divide by 10, 100, 1000.Display a place value chart showing whole numbers, tenths and hundredths (see resources). Write 5.89 on f/c. Point to each digit and say what each represents. I can make this number by pointing to 3 numbers on the place value chart. What is the biggest I would point to? And the next biggest? And then? Write 5 + 0.8 + 0.09. Ring a number on each line of the PV chart and ask chn to record the total on their w/bs. Rub out the rings (or use a different colour) and ring 3 different nos. Rpt but this time ringing only 2 numbers, missing out a number on the tenths row. How do we show that there are no tenths? Write: 3.65 – 0.6, 3.65 – 0.05, 3.65 – 3. Work through each as class. Chn work in pairs to write similar sentences for 7.89. Write 4.56 on the board. What is each digit worth? So if we wanted to get rid of the digit 5, what would we subtract? 5? Why not? And how would we get rid of the 6? Rpt with 4.65. Send Y4 away now to work with TA or independently Show a place value grid on the IWB (see resources). Write 6.426 on the grid. Read the number together. Discuss the value of each ‘6’ (6 ones, 6 thousandths). Give four chn number cards, e.g. 1, 2, 3 and 4. Ask them to stand on either side of a large decimal point on the flipchart to show 1.234. Ask them to multiply their number by 10 and move accordingly. Does the class agree? × 10 again, then ÷ 100. Rpt with 4 new chn showing 4567, ÷ 1000, × 10 etc. Occasionally pause and ask questions such as: What is the 6 worth now? And if we × by 10? And if the ÷ by 10?Y4 activity TA with easier group if availableWrite, 4.59, 5.43, 9.15, 0.56, 2.35, 5.23, 3.5, 3.05, 3.52 and 5.35 on the board. Chn use a calculator to ‘zap’ the digit 5 in each number and write subtraction sentences, e.g. 2.35 – 0.05 = 2.3.Easier: Chn use a calculator to check. Harder: Chn ‘zap’ 3 and 5 in one step for those numbers which have both digits.I’m thinking of a number. I add 0.05 to it and get 0.25. What was my number? Write the addition. I’m thinking of a number. I add 0.1 to it and get 6.19. What was it? What addition can you write? Rpt.Y5 Easier Give each child a 10s, 1s, 0.1s, 0.01s and 0.001s place value grid (see resources) and a set of 0–9 digit cards. Read (but don’t show) the number 3.24 and ask them to show this number on their grid. Now multiply 3.24 by 10. They move the digit cards accordingly. Now divide by 100! Now multiply by 10. Rpt with other numbers such as 2.8, 9 and 50. Make sure chn realise when they need to use a zero as a place holder, before the decimal point and before any other digits, but not in 0.009 × 10: for example, we write 0.09, not 0.090.Y5 HarderChn work out the outputs for × 10, ÷ 10, × 100, ÷ 100 × 1000 and ÷ 1000 function machines (see resources).Wednesday: Place value grid for Day 31s1/10s (0.1s)1/100s (0.01s) 3?-103505927100033ResourcesRulers marked in mmMonday: 0 to 10 landmarked line (see resources)ITP Number line (see resources)0–9 cardsMonday: Year 4 Placing decimals on lines (easier group) (see resources)–10 to 10 cardsIWB or real 0–9 dice Counting stickITP Moving digits (see resources)Tuesday: Year 4 100s, 10s, 1s, 0.1s and 0.01s place value grid (see resources)Tuesday: Year 4 Multiplying and dividing by 10 and 100 Activity sheet (Harder group) (see resources)CalculatorsTuesday: 100s, 10s, 1s, 0.1s and 0.01s place value chart (see resources) Large 0–9 digit cardsCardboard box with two slots Cards with × 10, × 100, ÷ 10 and ÷ 100 plain cards and pensWednesday: Year 4 Multiplying by 10 and 100 function machines activity sheet (easier group) (see resources) Wednesday: Year 4 Multiplying and dividing by 10 and 100 function machines activity sheet (harder group) (see resources) Thursday: Blank 100 square (see resources)Thursday: Year 4 Finding equivalent fractions and decimals activity sheet (see resources)Thursday: Year 5 Place value chart with 0.1s, 0.01s and 0.001s (see resources)Thursday: Year 5 Place value activity sheet (Harder group) (see resources)ITP Tell the Time (see resources)Friday: 1s, 0.1s and 0.01s place value chart (see resources)Friday: Year 5 10s, 1s, 0.1s, 0.01s and 0.001s place value grid (see resources)Friday: Year 5 Function machines activity sheet (see resources)Abacus Year 4 Textbook 2 and 3; Year 5 Textbook 1 and 3The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.Abacus Textbook Pages for Alternative/Additional Practice Year 4Year 5Day GroupPageGroupPageMondayEasierHarderTextbook 2, page 53Textbook 3, page 20EasierTextbook 3, page 29TuesdayMost childrenTextbook 3, page 81WednesdayMost childrenTextbook 3, page 82EasierTextbook 1, page 22ThursdayMost childrenTextbook 3, page 44Scroll down for outcomesOutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFridayYear 41. Place numbers with one decimal place on empty number lines and round to the nearest whole.1. Divide by 10 and 100 to give tenths and hundredths, and multiply to give tenths and wholes.2. Understand the effect of multiplying and dividing by 10 and by 100.1. Say what each digit represents in a number with 2 decimal places.2. Divide by 10 and 100 to give tenths and hundredths, and multiply to give tenths and wholes. 3. Understand the effect of multiplying and dividing by 10 and by 100.1. Find equivalent 1/100s and 0.01s, 1/10s and 0.1s.1. Write place value subtractions for numbers with 2 decimal places.Year 51. Order a group of mixed positive and negative numbers.1. Count back in steps through zero.1. Say what each digit represents in a number with 2 decimal places.2. Round numbers with 2 decimal places to the nearest whole or tenth.3. Say a number in-between a pair of numbers with 2 decimal places. 1. Say what each digit represents in a number with 3 decimal places.2. Write place value additions and subtractions.1. Multiply and divide by 10, 100 and 100 to give answers with 1, 2 or 3 decimal places.Default (outcomes for children not on statements but not able to reach the outcomes for most children)Year 41. Place numbers with one decimal place on landmarked lines.1. Understand that as we multiply and divide by 10 and 100 digits shift left and right and so have a different value.1. Multiply 1-place and 2-place decimals by 10 and 100. 1. Find equivalent 1/100s and 0.01s, 1/10s and 0.1s using a supporting image.1. Write place value subtractions for numbers with 2 decimal places using a calculator to check.Year 51. Order a set of consecutive positive and negative numbers 1. Count back in steps through zero.1. Say what each digit represents in a number with 2 decimal places.1. Say what each digit represents in a number with 3 decimal places.2. Write place value additions and subtractions.1. See the effect of multiplying and dividing by 10, 100 and 1000. Only record names of children who struggled or exceeded these outcomesThe links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links ................
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