Long Term Maths Plan 2013/2014 Year 6

Transcription

1 Long Term Maths Plan 2013/2014 Year 6 Knowledge, skills and understanding 1. During the key stage, pupils should be taught the Knowledge, skills and understanding through: a. activities that extend their understanding of the number system to include integers, fractions and decimals b. approximating and estimating more systematically in their work in mathematics c. using patterns and relationships to explore simple algebraic ideas d. applying their measuring skills in a range of contexts e. drawing inferences from data in practical activities, and recognising the difference between meaningful and misleading representations of data The curriculum should provide opportunities for pupils to: develop confidence in an increasing range of methods and techniques work on sequences of tasks that involve using the same mathematics in increasingly difficult or unfamiliar contexts, or increasingly demanding mathematics in similar contexts work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathematics to use work on problems that arise in other subjects and in contexts beyond the school work collaboratively as well as independently in a range of contexts become familiar with a range of resources, including ICT, so that they can select appropriately and using a variety of resources and materials, including ICT

2 Theme Autumn Spring Summer Number, place value and rounding Number, place value and rounding Pupils should be taught to: read, write, order and compare numbers up to and determine the value of each digit use negative numbers in context, and calculate intervals across zero solve number problems and practical problems that involve all of the above. round any whole number to a required degree of accuracy Number, place value and rounding Pupils should be taught to: read, write, order and compare numbers up to and determine the value of each digit use negative numbers in context, and calculate intervals across zero solve number problems and practical problems that involve all of the above. round any whole number to a required degree of accuracy Number, place value and rounding Pupils should be taught to: read, write, order and compare numbers up to and determine the value of each digit use negative numbers in context, and calculate intervals across zero solve number problems and practical problems that involve all of the above. round any whole number to a required degree of accuracy Pupils order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. They evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions,decimals and percentages, and calculate using ratios in appropriate situations. Pupils order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. They evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions,decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract fractions by writing them with a common denominator. Pupils order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. They evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions,decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract fractions by writing them with a common denominator.

3 Addition and multiply multi-digit numbers up to multiply multi-digit numbers up to 4 multiply multi-digit numbers up to Subtraction, 4 digits by a two-digit whole digits by a two-digit whole number 4 digits by a two-digit whole multiplication number using the efficient using the efficient written method of number using the efficient and division written method of long long multiplication written method of long multiplication divide numbers up to 4 digits by a multiplication divide numbers up to 4 digits by a two-digit whole number using the divide numbers up to 4 digits by a two-digit whole number using efficient written method of long two-digit whole number using the the efficient written method of division, and interpret remainders as efficient written method of long long division, and interpret whole number remainders, fractions, division, and interpret remainders remainders as whole number or by rounding, as appropriate for the as whole number remainders, remainders, fractions, or by context fractions, or by rounding, as rounding, as appropriate for the perform mental calculations, including appropriate for the context context with mixed operations and large perform mental calculations, perform mental calculations, numbers including with mixed operations including with mixed operations identify common factors, common and large numbers and large numbers multiples and prime numbers identify common factors, common identify common factors, common use their knowledge of the order of multiples and prime numbers multiples and prime numbers operations to carry out calculations use their knowledge of the order use their knowledge of the order involving the four operations of operations to carry out of operations to carry out solve addition and subtraction multi- calculations involving the four calculations involving the four step problems in contexts, deciding operations operations which operations and methods to use solve addition and subtraction solve addition and subtraction and why multi-step problems in contexts, multi-step problems in contexts, solve problems involving addition, deciding which operations and deciding which operations and subtraction, multiplication and division methods to use and why methods to use and why use estimation to check answers to solve problems involving addition, solve problems involving addition, calculations and determine, in the subtraction, multiplication and subtraction, multiplication and context of a problem, levels of division division accuracy use estimation to check answers to

4 use estimation to check answers calculations and determine, in the to calculations and determine, in context of a problem, levels of accuracy the context of a problem, levels of accuracy. Percentages use common factors to simplify add and subtract fractions with different add and subtract fractions with,decimals and fractions; use common multiples to denominators and mixed numbers, using the different denominators and mixed Fractions express fractions in the same concept of equivalent fractions numbers, using the concept of equivalent denomination fractions compare and order fractions, including writing the answer in its simplest form (e.g. fractions >1 1/4 1/2 = 1/8) fractions, writing the answer in its associate a fraction with division to simplest form (e.g. 1/4 1/2 = 1/8) calculate decimal fraction equivalents (e.g. 1/3 2 = 1/6 ). (e.g ) for a simple fraction (e.g. numbers (e.g. 1/3 2 = 1/6 ). 3/8) LEVEL6 identify the value of each digit to three They add and subtract fractions decimal places and multiply and divide by writing them with a common numbers by 10, 100 and 1000 where the denominator. answers are up to three decimal places multiply one-digit numbers with up to two decimal places by whole numbers use written division methods in cases where the answer has up to two decimal places solve problems which require answers to be rounded to specified degrees of accuracy. solve problems involving the calculation

5 of percentages of whole numbers or measures such as 15% of 360 and the use of percentages for comparison recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. LEVEL6 They add and subtract fractions by writing them with a common denominator. Ratio and Proportion solve problems involving the relative sizes of two quantities, including similarity grouping. Algebra express missing number problems express missing number problems express missing number problems algebraically algebraically algebraically words sequences sequences sequences find pairs of numbers that satisfy number sentences involving two unknowns. number sentences involving two unknowns. number sentences involving two unknowns. They find and describe in words the rule for They find and describe in words the rule

6 They find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-number coefficients. the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-number coefficients. for the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-number coefficients. Measures solve problems involving the solve problems involving the calculation calculation and conversion of and conversion of units of measure, volume of cubes and cuboids using units of measure, using decimal using decimal notation to three decimal standard units, including centimetre notation to three decimal places places where appropriate cubed (cm3) and cubic metres (m3) and where appropriate extending to other units, such as mm3 standard units, converting and km3. between standard units, measurements of length, mass, volume converting measurements of and time from a smaller unit of length, mass, volume and time measure to a larger unit, and vice from a smaller unit of measure to versa, using decimal notation to three a larger unit, and vice versa, decimal places using decimal notation to three metres decimal places areas can have different perimeters kilometres and vice versa calculate the area of parallelograms same areas can have different and triangles perimeters and vice versa calculate the area of the formulae for area and volume of parallelograms and triangles shapes

7 to use the formulae for area and volume of shapes compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3) and extending to other units, such as mm3 and km3. compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3) and extending to other units, such as mm3 and km3. Geometry recognise, describe and build simple 3-D shapes, including making nets shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons find unknown angles where they meet at a point, are on a straight line, and are vertically opposite. Pupils recognise and use common 2D representations of 3D objects. They know and use the illustrate and name parts of circles, including radius, diameter and circumference describe positions on the full coordinate grid (all four quadrants) coordinate plane, and reflect them in the axes. Pupils recognise and use common 2D representations of 3D objects. They know and use the properties of quadrilaterals. They solve problems using angle and symmetry, properties of polygons and angle properties of intersecting and parallel lines, and illustrate and name parts of circles, including radius, diameter and circumference describe positions on the full coordinate grid (all four quadrants) coordinate plane, and reflect them in the axes. Pupils recognise and use common 2D representations of 3D objects. They know and use the properties of quadrilaterals. They solve problems using angle and symmetry, properties of polygons and angle properties of

8 properties of quadrilaterals. explain these properties. intersecting and parallel lines, and explain They solve problems using angle and symmetry, properties of polygons and angle properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems. these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and transform shapes and paths. volumes of cuboids when solving They understand and use problems. appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems. Data interpret and construct pie charts and interpret and construct pie charts and line interpret and construct pie charts and line graphs and use these to solve graphs and use these to solve problems line graphs and use these to solve problems problems average. average. average. Pupils collect and record continuous data, Pupils collect and record continuous choosing appropriate equal class intervals over Pupils collect and record continuous

9 data,choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. They draw conclusions from scatter diagrams, and have a basic understanding of correlation. When dealing with a combination of two experiments, they identify all the outcomes. a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. They draw conclusions from scatter diagrams, and have a basic understanding of correlation. When dealing with a combination of two experiments, they identify all the outcomes. data,choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. They draw conclusions from scatter diagrams, and have a basic understanding of correlation. When dealing with a combination of two experiments, they identify all the outcomes.