Medium term Plans for SummerYear 6

NB: HAT = Hamilton Assessment Tracker

Week / Main focus of teaching and activities each day / Starter / Outcomes of each day
1 / REVISION WEEK:Number, place value, Addition and subtraction
Day 1: Place value up to 10,000,000 and rounding
Day 2:Place value in numbers with 3 decimal places, ×/÷ 10, 100, 1000, including conversion between measures
Day 3: Negative numbers, find intervals across 0
Day 4: Column addition and subtraction, estimate answers
Day 5: Multi-step problems in context /
Day 1: Add and subtract pairs of 2-digit numbers
Day 2:Counting back
Day 3:Convert 24-hr clock to 12-hr clock times
Day 4:Order of operations
Day 5: 12 times table and division facts / REVISION WEEK: Number, place value, Addition and subtraction
Day 1: 1. Know what each digit represents in whole numbers up to 10,000,000.
2. Round numbers to the nearest 10, 100, 1000, 10,000, 100,000 or 1,000,000.
2. Compare and order numbers up to 10,000,000.
Day 2: 1. Know what each digit represents in numbers with up to three decimal places.
2. Multiply and divide by 10, 100 and 1000 to give answers with up to three decimal places.
3. Convert measurements from one unit to another, mm to cm, cm to m, m to km, g to kg, l to ml and vice versa.
Day 3: 1. Find intervals across zero.
2. Answer questions about temperature including temperatures below zero.
Day 4: 1. Use column addition and subtraction to add and subtract numbers with up to 5 digits.
2. Estimate answers.
3. Use their knowledge of written addition and subtraction to identify missing digits in the numbers being added/subtracted.
Day 5: 1. Solve multi-step word problem involving at least two different operations.
HAT Outcomes1, 2, 3, 6, 7, 8 and 40 (Also 5, 9, 18 and 45 in starters)
2 / REVISION WEEK:Multiplication and division
Day 1: Mental multiplication and division
Day 2:Long and short multiplication
Day 3: Short division, including by 11 and 12
Day 4: Use long division to divide 3-digit and 4-digit numbers by 2-digit numbers
Day 5: Use four operations to reason and solve puzzles / Day 1: Lowest common multiples and common factors
Day 2:8, 80, 800 and 8000 × and ÷ facts
Day 3: Recognise prime nos to at least 19
Day 4: Square nos to 144
Day 5: Find a mean / REVISION WEEK: Multiplication and division
Day 1: 1. Use place value and number facts to multiply and divide mentally.
Day 2: 1. Use short and long multiplication to multiply 3-digt and 4-digit numbers by 1-digit and 2-digit numbers.
Day 3: 1. Use short division to divide 3-digit and 4-digit numbers by single-digit numbers and 11 and 12.
Day 4: 1. Use long division 3-digit and 4-digit numbers by 2-digit numbers.
Day 5: 1. Use knowledge of operations and reasoning to solve number puzzles.
HAT Outcomes9, 10, 11, 12, 14, 15, 16, 17 and 20 (48 in starter)
3 / REVISION WEEK: Fractions, decimals, percentages, ratios and scaling
Day 1:Multiply and divide decimals by whole numbers
Day 2:Solve ratio problems; Solve problems involving similar shapes where the scale factor is known
Day 3: Find fractions and percentages of numbers and measures including money
Day 4: Add and subtract fractions
Day 5: Multiply and divide fractions / Day 1: Simplify fractions
Day 2:Adapting recipes
Day 3: Find non-unit fractions of amounts
Day 4: Compare fractions
Day 5: Equivalents fractions and decimals / REVISION WEEK: Fractions, decimals, percentages, ratios and scaling
Day 1: 1. Use number facts and place value to multiply decimals by whole numbers mentally.
Day 2: 1. Draw rectangles with sides in the same ratio.
2. Understand that scaling up or down leaves the ratio of sides unchanged.
Day 3: 1. Find fractions and percentages of numbers and measures including money.
Day 4: 1. Use equivalence to add and subtract fractions, including mixed numbers.
Day 5: 1. Multiply pairs of fractions.
2. Divide fractions by whole numbers.
HAT Outcomes22, 23, 24, 25, 26, 27, 32, 33, 34 and 35
4 / REVISION WEEK: Shape, measures, statistics and algebra
Day 1: Find areas and perimeters
Day 2:Find missing angles round a point, line, vertically opposite and in triangles
Day 3: Reflections and translations
Day 4: Bar charts, pie charts and line graphs
Day 5: Extend and describe linear number sequences / Day 1: Algebra – missing numbers
Day 2:Algebra – two unknowns
Day 3: Draw 2-D shapes using given dimensions and angles
Day 4: Parts of circles, describe regular and irregular polygons
Day 5: Read Roman numerals / REVISION WEEK: Shape, measures, statistics and algebra
Day 1: 1. Find areas of irregular shapes by counting, including half squares.
2. Calculate areas and perimeters of rectangles and rectilinear shapes.
Day 2: 1. Use fact about angles around a point, on a straight line and triangles to find missing angles.
Day 3: 1. Reflect and translate shapes in all quadrants and label the co-ordinates of the vertices.
Day 4:1. Interpret bar charts, pie charts and line graphs.
Day 5:1. Describe and continue a linear sequence of numbers of shapes.
2. Use the rule of the sequence to find other later terms without working out every term in between.
HAT Outcomes39, 42, 47, 52, 54 and 55 (Also 37, 38, 49 and 53 in starters)
5 / SATs week
6 / Problem solving and using a calculator
Day 1: Use a calculator to convert fractions to decimals; read recurring displays
Day 2:Realise when a calculator has produced a rounding error
Day 3: Use a calculator and reasoning skills to aid problem solving
Day 4: Begin to use the memory (M+, M- and MR) keys
Day 5: Begin to use the memory (M+, M- and MR) keys / Day 1: Equivalent fractions and decimals
Day 2:Convert improper fractions to mixed numbers
Day 3: Approximating
Day 4: Order of calculations
Day 5: Division facts tables / Problem solving and using a calculator
Day 1: 1. Use a calculator to convert fractions to decimals.
2. Read recurring displays.
Day 2: 1. Realise that a calculator can produce rounding errors.
Day 3: 1. Use a calculator to try different solutions and then use these to inform problem solving.
2. Decide when it is appropriate to use a calculator and when it is not.
Day 4: 1. Begin to use the memory (M+, M- and MR) keys.
Day 5: 1. Begin to use the memory (M+, M- and MR) keys.
2. Use knowledge of order of calculations and memory function to enter a series of calculations into a calculator.
HAT Outcomes18, 19, 20, 24 and 55
7 / Problem solving and investigations
Day 1: Solve logic puzzles
Day 2:Work systematically to solve visual puzzles
Day 3:Use mathematical reasoning to solve number puzzles
Day 4: Find, describe and predict patterns
Day 5: Use short division, long division and short multiplication;
Find, describe and predict patterns / Day 1: Spotting relationships
Day 2:Factors
Day 3: Number facts
Day 4: Division facts
Day 5: Factors and products / Problem solving and investigations
Day 1: 1. Solve logic puzzles.
Day 2: 1. Work systematically to solve visual puzzles.
Day 3: 1. Use reasoning to solve number puzzles.
Day 4: 1. Find, describe and predict patterns.
2. Use protractors and compasses.
Day 5:1. Find, describe and predict patterns.
2. Use short and long division.
HAT Outcomes11, 16, 17 and 55
8 / ‘Special’ week: Measuring ourselves and what’s around us Day 1: Old units of measure, relationships between body measurements
Day 2:Make estimations by using samples
Day 3: Make estimations by using samples; find a mean
Day 4: Find rates, construct and interpret line graphs
Day 5: Measure heights and angles using a protractor; draw heights of objects to scale / Day 1: Pairs with a total of 1 metre
Day 2:Order numbers to 1 million
Day 3: Thousands and millions
Day 4: Estimating one minute
Day 5: Estimate angles / ‘Special’ week: Measuring ourselves and what’s around us Day 1: 1. Make general statements about relationships.
Day 2: 1. Make and justify estimates and approximations of large numbers.
2. Explain methods and reasoning orally.
3. Find a mean.
Day 3: 1. Make and justify estimates and approximations of large numbers.
2. Explain methods and reasoning orally.
Day 4: 1. Construct and interpret line graphs.
Day 5: 1. Measure heights and angles using a protractor.
2. Draw heights of objects to scale
HAT Outcomes4, 47, 48, 52 and 55
9 / ‘Special’ week: Large numbers, games and puzzles Day 1: Have a sense of the size of 1 million
Day 2:Have a sense of the size of 1 million
Day 3: Use mathematical reasoning to solve number puzzles
Day 4: Use brackets and order of operations to solve a number puzzle
Day 5: Solve a shape puzzle / Day 1: Place value
Day 2:Measures
Day 3: Number facts and reasoning
Day 4: Mental calculation
Day 5: 2D shape / ‘Special’ week: Large numbers, games and puzzles Day 1: 1. Have a sense of the size of one million.
2. Break down a real life problem into smaller parts.
Day 2: 1. Have a sense of the size of one million.
2. Break down a real life problem into smaller parts.
Day 3: 1. Explain methods and reasoning orally.
2. Make general statements about patterns and relationships.
3. Pursue and develop their own line of enquiry.
Day 4:1. Add, subtract, multiply and divide mentally.
2. Use brackets and order of operations.
Day 5:1. Work systematically to solve mathematical puzzles.
HAT Outcomes4, 18, 40, 41 and 55
10 / ‘Special’ week: History of maths
Day 1: Begin to understand something about the history of numerals
Day 2:Recognise prime numbers; Investigate a general statement
Day 3: Explore different methods of multiplication
Day 4: Describe and extend sequences
Day 5: Use and test a formula / Day 1: Japanese numbers
Day 2:Factors and prime numbers
Day 3: Multiplication and division facts
Day 4: Sequences
Day 5: Squares / ‘Special’ week: History of maths
Day 1: 1. Find out how different number systems work.
Day 2: 1. Recognise prime numbers up to 50.
2. Investigate a general statement.
Day 3: 1. Understand how an alternative method of multiplication works.
Day 4:1. Describe and extend sequences.
2. Test a general statement.
Day 5:1. Use and test a formula.
HAT Outcomes4, 9 (prime nos), 19, 36 and 55
11 / ‘Special’ week: Maths in art and nature
Day 1: Tessellate 2D shapes
Day 2:Draw lines accurately; Create fractals
Day 3: Translations, rotations and reflections
Day 4: Use ratios; Identify a sequence
Day 5: Find ratios / Day 1: 2D shape
Day 2:Mental calculation
Day 3: Symmetry
Day 4: Ratios
Day 5: Round decimal answers on a calculator / ‘Special’ week: Maths in art and nature
Day 1: 1. Tessellate 2D shapes.
Day 2: 1. Draw lines to the nearest millimetre.
2. Use mathematics to produce art!
Day 3: 1. Carry out translations, rotations and reflections.
Day 4: 1. Continue a pattern.
2. Recognise a sequence.
Day 5:1. Interpret and round answers with decimals places on the calculator.
2. Find ratios.
HAT Outcomes35, 49, 54 and 55

Title of topic – colour code (see below)

GREEN – Place Value or number
ORANGE – Addition or subtraction
PURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...)
GREY – Fractions or decimals or percentages or ratio
BLUE – shape or measures or data
BROWN – Algebra

The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings.However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage:

OUTCOMES FOR Y6 – Hamilton Assessment Tracker

Key Outcomes are in bold.

  1. Locate numbers up to 10 million on a landmarked line; use this to compare/order numbers.N
  2. Round to ten, a hundred and a thousand, ten thousand, one hundred thousand or a million, as appropriate.N
  3. Use negative numbers in context, calculate intervals across zero.N
  4. Solve number and practical problems involving place value, rounding and negative numbers.N
  5. Consolidate: Add & subtract mentally with confidence, where nos are < 100 or it relies upon simple addition/subtraction and place value.AS
  6. Consolidate: Add several large numbers using written addition, including ‘piles of numbers’ with different numbers of digits.AS
  7. Consolidate: Subtract large numbers using decomposition or counting up if appropriate (200,000 – 196,875).AS
  8. Solve addition and subtraction multi-step problems in context, deciding which operations to use and why. AS
  9. Know all multiplication and division facts up to 12 x 12; identify common factors, common multiples, square numbers to 144 and prime numbers up to 20. MD
  10. Multiply/divide whole numbers mentally, using facts to 12 × 12 & place value (e.g. 60 × 70); use facts to work with larger numbers. MD
  11. Multiply 2-, 3- and 4-digit numbers by numbers up to 12 using short multiplication or another appropriate written method.MD
  12. Multiply numbers with up to 4 digits by 2-digit numbers using formal long multiplication. MD
  13. Scale up or down by a factor of 2, 4, 5 or 10; solve scaling problems and those involving rates. MD
  14. Perform divisions mentally within the range of tables facts; divide multiples of 10 and 100 (4500 ÷9) and use mental strategies such as halving (450 ÷20).MD
  15. Interpret remainders as whole number remainders, fractions, including decimal fractions where equivalents are known or by rounding up or down.MD
  16. Divide numbers with up to 4-digits by a number up to 12 using short division and giving an appropriate answer.MD
  17. Divide numbers with up to 4 digits by 2-digit numbers using a formal written method of long division and giving an appropriate answer.MD
  18. Perform mental calculations, including with mixed operations & large numbers; carry out calculations using knowledge of the order of operations & brackets.MD
  19. Use estimation to check answers and determine an appropriate degree of accuracy; round answers to multiplications and divisions to a specified degree of accuracy. MD
  20. Solve problems involving all four operations.MD
  21. Use common multiples to generate equivalent fractions, e.g. 4/8 = ½ reduce fractions to their simplest form using common factors.FD
  22. Use knowledge of equivalence to compare and order fractions and to add and subtract fractions and mixed numbers.FD
  23. Identify simple fraction/decimal/percentage equivalents: ½ = 0.5 = 50%, ¼ = 0.25 = 25%, ¾ = 0.75 = 75%, 1/3 = 0.33 = 33%. FD
  24. Associate a fraction with division; calculate decimal fraction equivalents, e.g. 4/5 is 0.8 and 1/8 is 0.125.FD
  25. Understand that if two numbers less than 1 are multiplied, the answer is smaller than either of them.FD
  26. Multiply simple pairs of proper fractions, writing the answer in its simplest form.FD
  27. Divide proper fractions by whole numbers, recognising that ¾ ÷ by 2 is equivalent to ¾ x ½.FD
  28. Identify the place value of each digit in a number with up to 3 decimal places; multiply/divide nos by 10, 100, 1000 giving answers with up to 3-decimal places. FD
  29. Find the complement to 1, or to the next whole number, for a number <10 with up to 3 decimal places (0.007 + ? = 1). FD
  30. Add several decimal numbers using mental or written addition.FD
  31. Subtract decimal numbers using mental strategies or written counting up. FD
  32. Multiply numbers such as 4.7 and 0.06 by whole numbers.FD
  33. Calculate simple percentages of whole numbers and solve problems involving use of percentages for comparisons. FD
  34. Solve problems involving similar shapes where the scale factor is known or can be found.FD
  35. Solve problems involving simple ratios, using tables facts and knowledge of fractions and multiples, e.g. 2 eggs for every 250g of flour.FD
  36. Use simple formulae, including formulae expressed in words. A
  37. Solve missing number problems, including where letters are used to replace constants.A
  38. Find pairs of numbers that satisfy an equation with two unknowns and list, in order, the possibilities of combinations of two variables.A
  39. Generate, describe and continue linear sequences.A
  40. Use, read and write, and convert between, standard units including miles and kilometres, using decimal numbers with up to three places as approp.MS
  41. Solve problems using standard units and converting between them. MS
  42. Measure areas and perimeters; understand that area is a measurement of covering and is measured in square units, and perimeter is a length, measured in mm, cm, m or km; recognise that shapes with the same area can have different perimeters and vice versa. MS
  43. Calculate the area of parallelograms and triangles.MS
  44. Calculate, estimate and compare volume of cubes & cuboids using standard units, incl. cubic centimetres and cubic metres; extend to other units [e.g. mm3 and km3]. MS
  45. Use 12 and 24-hour clocks including analogue with Roman numerals; calculate time intervals; use timetables. MS
  46. Read scales with accuracy and confidence. MS
  47. Interpret and construct pie charts and line graphs and use these to solve problems. MS
  48. Find and interpret the mean (average) of several quantities.MS
  49. Draw 2-D shapes, using given dimensions and angles; understand terms parallel and perpendicular.G
  50. Recognise, describe and build 3-D simple shapes, including making nets.G
  51. Compare and classify geometric shapes based on their properties; classify and name types of triangle and angle (acute, obtuse, reflex). G
  52. Find unknown angles in triangles, quadrilaterals and regular polygons; also find missing angles at a point, vertically opposite or on a straight line.G
  53. Identify, illustrate and name parts of circles, including diameter, circumference and radius, understanding that the radius is half the diameter. G
  54. Identify positions on the full co-ordinate grid; draw and translate simple shapes and reflect them in the x-axis or y-axis. G
  55. Begin to reason mathematically making simple generalisations, using mathematical language and making connections between mathematical ideas. A

NB The letters in orange indicate the strand to which each outcome belongs on Hamilton Assessment Tracker

© Hamilton Trust