Objectives: Children Will Be Taught To

NHMFramework Unit Planning Year 6 Autumn Term

Unit/

Days / Framework topic /

Objectives: children will be taught to…

/ NHM Topic / NHM Section
1
3 days / Place value, ordering and rounding

Using a calculator

/ Read and write whole numbers in figures and words, and know what each digit represents (Y5 consolidation)
Use the vocabulary of comparing and ordering numbers (Y5 consolidation)
Recognise and extend number sequences (Y6) / Place Value /

Place value

MATERIALS

TOOLBOX

/ Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page
45-56
Number line, grid / 1 / 1-2 / 1

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 48
Number sequence to millions
Consolidating sequences of five-/six-/seven-/eight-digit numbers /

Specific Starter for Place Value TF 9-12

Main Teaching /

1 Place value to millions TF 50

Revision/consolidation

2 Comparing and ordering numbers, number names TF 51

Core Activities / Pupil Activity TF 50
1 Pupil Sheet 1

Template

Textbook page 1 TF 55

Textbook page 2 TF 55

Support / Pupil Activity TF 50
1 Pupil Sheet 1

Template

If necessary provide children with sequences involving five- and six-digit numbers first. /

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. /

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 / Pupil Activity TF 50
1 Pupil Sheet 1

Template

Ask children to make up their own sequences with some missing numbers. Swap with a partner to complete. /

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. For examples of the types of clues they might make up see Follow-up for Textbook p1 TF 56 /

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.
Plenary /

Follow-up for Textbook page 1

TF 56

/ Follow-up for Textbook page 2
TF 56

Home Activity 1

Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
2
5 days / Understanding x and 
Mental calculation strategies (x and )
Making decisions and checking results, including using a calculator / Use related facts and doubling or halving.
Use factors (eg 35 x 18 = 35 x 6 x 3)
Use closely related facts: for example, multiply by 49 or 51 by multiplying by 50 and adjusting / Multiplication /

Mental multiplication

MATERIALS

TOOLBOX
PUPIL ACTIVITY SOFTWARE / Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page
109-116
Multiplication facts
Multiplication grid
Units 5, 6:
Multiplication / 7-9 / 21-24 / 7-9 / 7-8

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 109
Table facts for 2 to 10

Consolidation

Specific Starter for Multiplication TF 22-24

Main Teaching /

1 Mental multiplication of a two-digit number by a single digit TF 109

Using the distributive property

2 Mental multiplication strategies TF 110

The distributive property/doubling and halving /

3 Mental multiplication by 99, 100, 101, 49, 50, 51TF 113

4 Using factors for mental multiplication TF 114

Consolidation

Revision/Consolidation

Core Activities / Pupil Activity TF 110
1 Digit card game
Textbook page 21 TF 115 /

Pupil Activities TF 112

1 Pupil Sheet 9
2 Pupil Sheet 10
Textbook page 22 TF 115 / Textbook page 23 TF 115 /

Pupil Activity TF 115

1 Pupil Sheet 11 / Textbook page 24 TF 115
Support / Pupil Activity TF 110
1 Digit card game
Provide pupils with a multiplication table for support. /

Pupil Activities TF 112

1 Pupil Sheet 9
2 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. / 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. /

Pupil Activity TF 115

1 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. / Textbook page 24 TF 115Allow children to use informal jottings to find each answer. Provide a tables square for support if necessary.
Extension / Pupil Activity TF 110
1 Digit card game
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? /

Pupil Activities TF 112

1 Pupil Sheet 9
2 Pupil Sheet 10
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. / 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. /

Pupil Activity TF 115

1 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. / Textbook page 24 TF 115Ask 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.
Plenary /

Follow-up for Textbook page 21 TF 116

Home Activities 7-8

Check-up 7

Follow-up for Textbook page 22 TF 116

Follow-up for Textbook page 23 TF 116

Home Activity 9 /

Check-up 8

/ Follow-up for Textbook page 24TF 116
Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
3
5 days / Understanding x and 
Mental calculation strategies (x and )
Fractions, decimals and percentages / Use related facts and doubling or halving.
Use known number facts to consolidate mental division.
Recognise relationships between fractions: for example, that 1/10 is ten times 1/100, and 1/16 is half of 1/8. / Division
Fractions /

Mental division

Equivalence

MATERIALS

TOOLBOX
PUPIL ACTIVITY SOFTWARE / Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page
132-137, 185-192
Fractions tool
Units 7, 8:
Division
Units 12, 13:
Fractions / 16-17, 29-30 / 27-28, 41-42 / 10-11, 14 / 9

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 132
Mental practice

Revising division by 2-10

Specific Starter for Division

TF 25-27

/ Tune-in TF 185
Mixed numbers
Revising conversion between mixed numbers and improper fractions /

Specific Starter for Fractions

TF 30-32

Specific Starter for Fractions

TF 30-32

Main Teaching / 1 Dividing mentally by 2-10 TF 133

Fractional notation, remainders

2 Revising and extending halving TF 134

1 Equivalent fractions TF 187

Multiplying numerator and denominator /

2 Equivalent fractions TF 188

Dividing numerator and denominator /

Revision/consolidation

Core Activities /

Pupil Activity TF 134

1 Pupil Sheet 16

Textbook page 27 TF 137

Pupil Activity TF 136

1 Pupil Sheet 17

Textbook page 28 TF 137

/ Pupil Activity TF 188
1 Pupil Sheet 29

Textbook page 41 TF 191

Pupil Activity TF 189

1 Pupil Sheet 30 / Textbook page 42 TF 191
Support /

Pupil Activity TF 134

1 Pupil Sheet 16
Provide a tables square for support if necessary. /

Pupil Activity TF 136

1 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. / Pupil Activity TF 188
1 Pupil Sheet 29
Write in the denominators for each fraction before copying the sheet for the children. /

Pupil Activity TF 189

1 Pupil Sheet 30
Write in the denominators for each fraction before copying the sheet for the children. / 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 /

Pupil Activity TF 134

1 Pupil Sheet 16
Where they have marked work incorrect, ask pupils to provide the correct answers. /

Pupil Activity TF 136

1 Pupil Sheet 17
Provide pupils with a set of cards showing five- and six-digit even numbers. Ask them to pick a card and halve the number. / Pupil Activity TF 188
1 Pupil Sheet 29
Ask pupils to write down the equivalent fraction without shading the second shape. They could then check their answers by shading. /

Pupil Activity TF 189

1 Pupil Sheet 30
Ask pupils to write down the equivalent fraction without shading the second shape. They could then check their answers by shading. / 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.
Plenary /

Follow-up for Textbook page 27 TF 137

Home Activity 10

Follow-up for Textbook page 28 TF 137

Home Activity 11 /

Follow-up for Textbook page 41 TF 192

Home Activity 14

/ Follow-up for Textbook page 42TF 192

Check-up 9

Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
4
5 days / Fractions, decimals and percentages
Ratio and proportion / Order fractions such as 2/3, ¾ and 5/6 by converting them to fractions with a common denominator, and position them on a number line.
Use a fraction as an ‘operator’ to find fractions, including tenths and hundredths, of numbers and quantities.
Use decimal notation for tenths and hundredths in calculations, and tenths, hundredths and thousandths when recording measurements.
Know what each digit represents in a number with up to three decimal places.
Order a mixed set of numbers or measurements with up to three decimal places.
Round a number with two decimals places to the nearest tenth or to the nearest whole number. / Fractions
Decimals /

Fraction of a set/quantity; thousandths

Tenths and hundredths

MATERIALS

TOOLBOX / Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page
189-201, 215-223
Fractions tool / 43-45 / 15-16 / 11-13

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter /

Specific Starter for Fractions

TF 30-32

Tune-in TF 194

Finding a fraction, numerator ≥ 1, of a set/quantity
Revision using halves, thirds, quarters, fifths, tenths, hundredths /

Specific Starter for Fractions

TF 30-32

Tune-in TF 215

Revising tenths and hundredths /

Specific starter for Decimals

TF 33-39

Main Teaching /

3 Comparing and ordering fractions TF189

1 Finding a fraction, numerator ≥ 1, of a set/quantity TF 196

Using any fraction

2 Introducing thousandths

TF 198

Fractions of one metre/kilometre/kilogram /

1 Sequences, notation, comparing and ordering one- and two-place decimals TF 216

2 Rounding to the nearest tenth/whole number TF 218

Core Activities /

Textbook page 43 TF 192

Textbook page 44 TF 200

Textbook page 45 TF 200

/ Pupil Activities TF 218
1 Decimals card game

Textbook pages 47-48 TF 222

Pupil Activities TF 220

1 Pupil Sheet 31
2 Pupil Sheet 32
Textbook page 49 TF 222
Support /

Textbook page 43 TF 192

Provide pupils with the equivalent fractions chart on Resource Sheet 29 for 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. /

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. / Pupil Activities TF 218
1 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. /

Pupil Activities TF 220

1 Pupil Sheet 31
Provide pupils with marked number lines for q2
2 Pupil Sheet 32
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. /

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. /

Textbook page 45 TF 200

Give children similar questions to those on the page but involving ml and l. / Pupil Activities TF 218
1 Decimals card game
Ask pupils to make five digit numbers to two or three decimal places. /

Pupil Activities TF 220

1 Pupil Sheet 31
2 Pupil Sheet 32
On the board write a set of two-place decimals. Ask pupils to round them to the nearest tenth without using a number line.
Plenary / Follow-up for Textbook page 43TF 193

Check-up 11

/ Follow-up for Textbook page 44TF 200

Home Activity 15

/ Follow-up for Textbook page 45TF 201
Check-up 12 /

Follow-up for Textbook pages 47-48 TF 223

Home Activity 16

Follow-up for Textbook page 49 TF 223

Check-up 13

Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
5
5 days / Fractions, decimals and percentages
Ratio and proportion
Mental calculation strategies (+and -)
Pencil and paper procedures (+ and -) / Use known number facts and place value to consolidate mental addition/subtraction.
Extend written methods to column addition and subtraction of numbers involving decimals. / Decimals /

Tenths and hundredths

MATERIALS

PUPIL ACTIVITY SOFTWARE / Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page
220-223
Unit 15:
Decimals / 50-53 / 17-18 / 14-15

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter /

Specific starter for Decimals

TF 33-39

Specific starter for Decimals

TF 33-39

Specific starter for Decimals

TF 33-39

Specific starter for Decimals

TF 33-39

Specific starter for Decimals

TF 33-39

Main Teaching /

3 Mental addition of one- and two-place decimals TF 220

4 Using a standard written method for addition TF 221

5 Mental subtraction of one- and two-place decimals TF 221

6 Using a standard written method for subtraction TF 221

/ Revision/consolidation
Core Activities /

Textbook page 50 TF 222

Textbook page 51 TF 222

Textbook page 52 TF 222

Textbook page 53 TF 222

/ 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 /

Textbook page 50 TF 222

Allow pupils to use blank number lines or informal jottings to find their answers. /

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. /

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. /

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. / 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 /

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.’ /

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. /

Textbook page 52 TF 222

Ask pupils to make up their own game following the same format. /

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. / 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?
Plenary /

Follow-up for Textbook page 50 TF 223

Home Activity 17

Follow-up for Textbook page 51 TF 223

Check-up 14

Home Activity 18 /

Follow-up for Textbook page 52 TF 223

Follow-up for Textbook page 53 TF 223

Check-up 15 / Discuss children’s work
Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic /

NHM Section

6
8 days /

Handling data

Using a calculator
Measures, including problems / Solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams, including those generated by a computer, for example: line graphs.
Find the mode and range of a set of data.
Begin to find the median and mean of a set of data.
Use, read and write standard metric units (km, m, cm, mm) including their abbreviations, and relationships between them. Convert smaller to larger units (eg m to km, cm or mm to m). / Data handling
Length /

Interpreting graphs/data

Length

MATERIALS