Weekly Plan for Literacy: Year 1 s6

Maths Year 6 Weekly Plan: Autumn Week 1: TS1 Ordering numbers and place value

Objectives: Revise understanding what each digit represents in a number with up to two decimal places, Revise using decimal notation for tenths, hundredths, Begin to recognise and use decimals with three places, Order numbers with up to two decimal places (including different numbers of places) and place them on a number line, Give a number between two numbers with one decimal place, e.g. 2.5 and 2.6
Starters /

Whole class teaching

/ Guided group and independent paired/indiv practice activities / Outcomes

Week 1 Monday

/ Rounding 1 place decimals
Use the bead bar to represent from 0 to 10. Point to the 1st group of 10 beads. What does each bead represent? Hang a blank tag after 1.2. Chn write number on w/bs. Round it to the nearest whole number Show 1.7 and rpt. Write down another number that rounds to 2. Share chn’s w/bs. Discuss 1.5. Rpt with other 1-place decimals. / Show a 100 bead bar. Say that the ends represent 0 & 1. What does each bead represent? What does each group of 10 beads represent? Chn hang tags to show 0.1, 0.2, 0.3, and 0.9. What number comes halfway between 0.2 and 0.3? Hang 0.25 after the 25th bead. What does the 2 in 0.25 represent? And the 5? See how 0.25 is a ¼ of the way along the bar. Write down 2 other numbers between 0.2 and 0.3. Show a counting stick representing 0 to 1. Point to 0.35. What number goes here? And here? (Pointing to 0.75, then 0.49 and 0.51). Now say that the ends represent 2 & 3. Count from 2 to 3 in steps of 0.1. Point to 2.2 and 2.3. Write 3 numbers on your w/bs between 2.3 and 2.4. Which of your numbers are closer to 2.3? And to 2.4? Think of another number that will round to 2.3, and now one which will round to 2.4. Which whole number do all your numbers round to? Point to various places on the stick and ask chn what numbers go there. /

Easy

Display chart of chn’s long jump results (see resources). Sketch a number line from 3m to 4m with each multiple of 10cm labelled. Help chn to mark the measurements on it. Who jumped the furthest? Chn write the 5 lengths in order. How much further did Sandip jump than Chan? How much further did Ben jump than Chan? Chan than Sophie? Alice said she jumped further than Sophie but not as far as Chan. How far did she jump to the nearest centimetre? 3 chn jumped further than Jack but not as far as Sophie. Write down three possible lengths. What is Ben’s jump to the nearest tenth of a metre? How else can we say this? What is Sophie’s jump to the nearest 10 centimetres? TD / Medium/Hard
Chn place numbers with 2 decimal places on number lines (see resources). They round each to nearest tenth, then think of their own numbers to place on the line between given tenths. / Chn can:
1. Know what each digit represents in numbers with 2 decimal places and use this to order them and place on a number line.

Plenary

Say that the counting stick represents 0 to 2.5. Discuss with your partner what each division might represent. How could you check? Count along the stick in steps of 0.25 to check. Rpt with ranged of 3 to 5 and 0 to 0.05.

Week 1 Tuesday

/ Rounding 2 place decimals
Use the bead bar to represent from 0 to 1. Hang a blank tag after 0.24. Chn write number on w/bs. Round it to the nearest tenth. Show 0.27 and rpt. Write down another number that rounds to 0.3. Share chn’s w/bs. Discuss 0.25. Rpt with other 2-place decimals. / Display place value chart/show whole nos., 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? What happens to the digit 5 as each number is multiplied by 10? And when numbers are divided by 10? Write 325.895. Point to each digit and say what each represents. I can make this number by pointing to 6 numbers on the place value chart. What is the biggest no? I would point to? And the next biggest? And then? Write 300 + 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 6 different numbers. Rpt but this time ringing 5 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 4 numbers, missing out both hundredths and tenths. / Easy
Chn write a decimal number with two decimal places, e.g. 35.27. They then write the matching place value sentence, e.g. 30 + 5 + 0.2 + 0.07 = 35.27 They write five of these each then work with a partner to point at a digit so partner says the value. / Medium/Hard
Chn complete place value number sentences e.g. 1.58 + □ = 1.585 (see resources). TD as required
Medium: Most sentences have the empty box after the equals sign.
Hard: Some sentences include the addition of several multiples of 0.1, 0.01 or 0.001 are added, e.g. 3.225 + 0.023. / Chn can:
1. Begin to know what each digit represents in a number with 3 decimal places.
Plenary
Chn choose 3 numbers from diff rows of the place value chart to make a number with 3 decimal places e.g. 3.405 or 2.079. Write the number on your w/bs. Chn order the w/bs on their table in order of size.
Easy: Chn make numbers with 2 decimal places.
/ Starters /

Whole class teaching

/ Guided group and independent paired/indiv practice activities / Outcomes

Week 1 Wednesday

/ Place value
Give each pair a PV chart. Put counters on numbers on your chart to make 5.36. Rpt with other numbers with 2 dec. places. / Write: 3.65 – 0.6, 3.65 – 0.05, 3.65 – 3. Work in 2s, write these subtractions on your w/bs. Discuss how chn worked out the answers. Chn work in pairs to write similar sentences for 7.89. I’m thinking of a number, I subtract 0.5, I end up with 2.07. What was my number? Write 2.07 on f/c to help chn. Thinking of a number I subtract 0.05, I get 3.4. What was my number? Thinking of a number I subtract 0.005, I get 8.25. What was my number? / Easy
Write: 2.35, 4.53, 3.5, 4.05, 5.4, 25.06, 26.45, 6.53, 9.05, 0.95. Chn use a calculator to ‘zap’ the digit 5 in each and write subtractions e.g. 2.35 – 0.05 = 2.3. / Medium
Write 7.25 on the f/c. What is 0.01 more than this number? How did you work it out? And 0.1 more?
I’m thinking of a number, I subtract 0.1, I end up with 2.69. What was my number? Repeat. I’m thinking of a number I subtract 0.01, I get 3.48. What was my number? I’m thinking of a number, I subtract 0.001, I get 8.254. What was my number? Chn play this game in pairs. TD / Hard
As easy, but chn ‘zap’ 5 in 4.395, 6.539, 5.359, 3.05, 3.59, 9.305, 0.593, 3.5. / Chn can:
1. Know what digits represent in numbers with 2 & 3 dec. places.
2. Find 0.01 and 0.1 less/more.
Plenary Use a counting stick to count in steps of 0.01 from 5.45 and back. Rpt from 5.95.

Week 1 Thursday

/ Decimals facts
Use ITP ‘Decimal Target board’. Find a pair that makes a whole number Now try to make 10. 3 points for 10, 2 points if 0.1 away, 1 point if 0.2 away. Reset/rpt. / Sketch a line from 2.4 to 2.5. What number is halfway between these two? Sketch a line from 2.45 to 2.46. What number is 0.001 more than 2.45? Where will that go on this line? What number is half way between 2.45 & 2.46? Discuss this with partner. Mark on 2.455. Ask chn to work in pairs to write 3 other numbers on their w/bs between 2.45 and 2.46. Sketch these number lines and rpt: 4.21 to 4.22, 5 to 5.01 and 3.99 to 4. / Easy/Medium
Chn mark numbers with 2 or 3 decimal places on number lines (resources). Easy: Chn’s number lines have more marks to help them. / Hard
Sketch 4.6 to 4.7 lines on the f/c. Mark 4.658 but do not write it. Chn discuss in pairs what the mystery number might be and write an estimate on their w/bs. You can choose 2 numbers with 2 decimal places to put on the line. Mark these 2 numbers on the line (e.g. 4.65 and 4.66). Do you want to change your estimate? Reveal the mystery number and explain how you decided where to mark the number Was your estimate a good one? Chn take turns to think of a number. TD / Chn can:
1. Place numbers with 2 dec. places on lines and begin to place numbers with 3 dec, places.
Plenary
Chn write a number between 3.4 and 3.5 on their w/bs. Each group work together to put their numbers in order of size. Write inequalities, e.g. 3.45 < 3.5 and 3.48 > 3.4

Week 1 Friday

/ Ordering decimals
Chn each write a no. between 0 and 1 with 2 dec. places on w/bs. As a group they sort them into those less than 0.5 and those more than 0.5. / Write □.□□ > □.□□, shuffle a pack of 0-9 digit cards and take one. Where shall we put this card to make sure that the 1st number is greater than the 2dn number? Rpt until each box has a digit card. Rpt with□.□□ < □.□□, □.□□□ > □.□□□ and □.□□□ < □.□□□. Show chn a display of cans and jars with weights written on Post-its in grams. We’re going to write these weights in Kilos. Remind chn that there are 1000g in 1kg. Which is the heaviest can? Is this the biggest can? And the lightest? Is this the smallest can? Chn help to arrange the cans in order of weight. Write numbers: 5.289, 5.974, 5.278 and 5.419. Write in order from smallest to largest on your w/bs. Compare your list with a partner and explain how you put them in order. Work together to think of numbers between each neighbouring pairs of numbers with 1, 2 or 3 dec. places. Share selection of chn’s w/bs. / Easy/Medium/Hard
Chn shuffle a pack of digit cards and choose 3 to make 2 different numbers each with 2 decimal places, but using the same digit first, e.g. 3.42, 3.24. They use the 2 numbers to write an equivalence e.g. 3.42 > 3.24. Rpt with 3 new cards. Rpt with 4 new cards, making 2 numbers each with the same 1st digit and 3 dec. places and write equivalence, e.g. 3.425 < 3.524.
Easy: Chn use 2 cards to make numbers with 2 dec. places between 0 and 1. They sort them into those that are less than 0.5 and those that are more than 0.5. Hard: Chn choose 4 cards to make 4 different numbers each with 3 dec. places, but using the same digit 1st, e.g. 3.428, 3.842, 3.482 and 3.284. They write the 4 numbers in order from the smallest to the largest. Rpt with 4 new cards. TD / Chn can:
1. Order numbers with 3 decimal places.
Plenary
Display table of cat weights at the vets (see resources). The 1st cat weighs 3 kg and 545 grams. What does each digit after the decimal point represent? Is Cat 3 lighter or heavier than Cat 1? How do you know? How much heavier is Cat 1? Work in pairs to write the weights of the cats in order from the lightest to the heaviest.

Resources

· 100 bead bar and wipe-on/wipe-off tags (or pieces of card and paperclips)

· Long jump results chart (see resources)

· Counting stick

· Activity sheets of number lines (see resources)

· Place value chart (see resources)

· Activity sheet of number sentences

· Calculators

· Spreadsheet ‘Decimal Target board’ (see resources)

· Activity sheet of number lines 2 (see resources)

· A selection of cans and jars with different weights

· Post-itsTM

· 0-9 digit cards

· Table of cat weights (see resources)