Medium Term Plan Year 6: Autumn Term

Transcription

1 Medium Term Plan Year 6: Autumn Term Block A1.a: Multiply integers and decimals by 10, 100 or 1000 AUTUMN TERM Block A1.b: Divide integers by 10, 100 or 1000, and divide decimals by 10 or 100 Block A1.c: Derive quickly multiplication and division facts Block A1.d: Express a quotient as a fraction or a decimal [Y6] Multiply any integer by 10, 100 or 1000 and understand the effect [Y6] Recognise that multiplying by 100 is equivalent to multiplying by 10, then by 10 again [Y6] Multiply decimal numbers by 10, 100 or 1000 [Y6] Divide any integer by 10, 100 or 1000, and understand the effect [Y6] Recognise that dividing by 100 is equivalent to dividing by 10, then by 10 again [Y6] Divide decimal numbers by 10 or 100 [Y6] Consolidate knowing by heart multiplication facts up to [Y6] Continue to derive quickly division facts corresponding to multiplication facts up to [Y6] Use the relationship between multiplication and division to multiply and divide mentally [Y6] Express a quotient as a fraction, or as a decimal rounded to one decimal place [Y6] Consolidate rounding up or down after division, depending on the context Block B1.a: Odd and even numbers [Y6] Rehearse the properties of odd and even numbers, including their sums and differences [Y6] Recognise the properties of odd and even numbers, including their products [Y6] Recognise and explain patterns and relationships, generalise and predict [Y6] Use knowledge of sums, differences, or products of odd/even numbers to check results of calculations Block B1.b: Find common multiples; find the smallest common multiple [Y6] Recognise multiples of numbers up to the tenth multiple, and beyond

2 Block B1.c: Properties of 2D shapes, including parallelogram, rhombus and trapezium AUTUMN TERM [Y6] Understanding shape [Y6] Find common multiples of two or three numbers [Y6] Find the smallest common multiple of two or three numbers [Y6] Use the terms parallelogram, rhombus and trapezium [Y6] Begin to know the properties of parallelograms, rhombuses and trapezia Block B1.d: Classifying quadrilaterals [Y6] Understanding shape [Y6] Begin to use the term kite [Y6] Classify quadrilaterals, using criteria such as parallel sides, equal sides, equal angles Block C1.a: Constructing and using grouped frequency tables Block C1.b: Drawing and interpreting bar graphs using grouped data [Y6] Handling data [Y6] Handling data [Y6] Group discrete data in equal intervals [Y6] Construct a grouped frequency table [Y6] Group discrete data in equal intervals [Y6] Construct a grouped frequency table [Y6] Draw and interpret a bar graph based on grouped data Block C1.c: Use and convert between metric units of length; understand imperial units of length Block C1.d: Use and convert between metric units of weight; understand imperial units of weight [Y6] Use, read and write standard metric units of length: mm, cm, m, km [Y6] Convert from one smaller metric unit of length to another larger unit [Y6] Suggest suitable units and measuring equipment to estimate or measure length [Y6] Understand the relationship between imperial and metric units of length [Y6] Use, read and write standard metric units of weight: kg, g [Y6] Convert from one smaller metric unit of weight to another larger unit [Y6] Record estimates and readings from weighing scales [Y6] Suggest suitable units and measuring equipment to estimate or measure weight [Y6] Understand the relationship between imperial and metric units of weight

3 AUTUMN TERM Block D1.a: Using a protractor to measure and draw acute and obtuse angles Block D1.b: Calculate angles in a triangle Block D1.c: Add and subtract near multiples of 10, 100 and 1000 [Y6] Understanding shape [Y6] Understanding shape [Y6] Use a protractor to measure and draw acute and obtuse angles to the nearest degree [Y6] Consolidate the estimation of an angle in degrees [Y6] Measure and calculate angles at a point [Y6] Recognise that the sum of the angles of a triangle is 180 degrees [Y6] Calculate angles in a triangle [Y6] Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it [Y6] Recognise and explain patterns and relationships, generalise and predict [Y6] Add several numbers [Y6] Check the sum of several numbers by adding in reverse order [Y6] Add or subtract the nearest multiple of 10, 100 or 1000, then adjust [Y6] Add and subtract 0.9, 1.9, 2.9, or 1.1, 2.1, 3.1, by adding or subtracting 1, 2, 3, then adjusting Block D1.d: Mental subtraction strategies [Y6] Recognise that there are several different mental subtraction strategies [Y6] Continue to find differences by counting on [Y6] Use known number facts and place value to consolidate mental subtraction Block E1.a: Doubling and halving multiples of 10 to 1000 and multiples of 100 to [Y6] Consolidate the derivation of doubles of multiples of 10 to 1000, and the corresponding halves [Y6] Consolidate the derivation of doubles of multiples of 100 to , and the corresponding halves [Y6] Double or halve the most significant digit first [Y6] Derive doubles of 2-digit numbers, e.g , , and the corresponding halves Block E1.b: Multiplying using doubling and halving [Y6] Consolidate the use of doubling and halving to help multiply

4 Block E1.c: Changing an improper fraction to a mixed number, and vice versa Block E1.d: Converting, reducing, comparing and ordering fractions AUTUMN TERM SPRING TERM [Y6] Use doubling or halving to find new facts from known facts [Y6] Halve/double one number in the calculation, find the product, then double/halve it [Y6] Consolidate changing an improper fraction to a mixed number, and vice versa [Y6] Consolidate recognition of equivalent fractions [Y6] Reduce a fraction to its simplest form by cancelling common factors in the numerator and denominator [Y6] Order fractions by converting them to fractions with a common denominator [Y6] Continue to order fractions and position them on a number line [Y6] Recognise relationships between fractions, e.g. 1/16 is half of 1/8 Block A2.a: Rounding to the nearest 10, 100 or 1000 Block A2.b: Rounding decimals to the nearest whole number or tenth Block A2.c: Use decimal notation up to hundredths; order a set of decimals Block A2.d: Find all pairs of factors of any number up to 100 [Y6] Round any integer to the nearest 10, 100 or 1000 [Y6] Consolidate rounding a number with two decimal places to the nearest whole number [Y6] Round a number with two decimal places to the nearest tenth [Y6] Use decimal notation for tenths, hundredths and thousandths [Y6] Know what each digit represents in a number with up to three decimal places [Y6] Order a mixed set of decimal numbers with up to three decimal places [Y6] Say a decimal number lying between two others [Y6] Consolidate finding all the pairs of factors of any number up to 100

5 [Y6] Recognise that a number with an odd number of factors is a square number [Y6] Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it [Y6] Recognise and explain patterns and relationships, generalise and predict Block B2.a: Multiplication: partitioning [Y6] Multiply by partitioning, e.g = (80 6) + (7 6), = (3 3) + (0.4 3) [Y6] Use known number facts and place value to consolidate mental multiplication and division [Y6] Use brackets [Y6] Consolidate the use of factors to help multiply, e.g = Block B2.b: Multiplication: using close facts [Y6] Continue to multiply using closely related facts [Y6] Develop higher multiplication tables, e.g. the 17 table from the 10 and 7 tables [Y6] Multiply by numbers near 50, 100 by multiplying by 50, 100 and adjusting Block B2.c: Read and plot coordinates in all quadrants Block B2.d: Properties of 3D shapes; visualise 3D shapes from 2D drawings Block C2.a: Calculate the area of rectangles and compound shapes [Y6] Understanding shape [Y6] Understanding shape [Y6] Read and plot coordinates in all quadrants [Y6] Recognise parallel and perpendicular faces and edges on 3D shapes [Y6] Rehearse the terms polyhedron, tetrahedron, octahedron and begin to use dodecahedron [Y6] Visualise 3D shapes from 2D drawings and identify different nets for a closed cube [Y6] Accurately make and draw shapes [Y6] Calculate the area of a rectangle [Y6] Develop from explaining a generalised relationship in words to express it in a formula using letters as symbols [Y6] Estimate the area of an irregular shape by counting squares [Y6] Calculate the area of compound shapes that can be split into rectangles [Y6] Calculate the surface area of a box, where the

6 Block C2.b: Calculate the area of a right-angled triangle faces are rectangles [Y6] Calculate the area of a right-angled triangle by considering it as half a rectangle [Y6] Develop from explaining a generalised relationship in words to express it in a formula using letters as symbols Block C2.c: Averages: mean, median and mode [Y6] Handling data [Y6] Find the mode and range of a set of data [Y6] Begin to find the median and mean of a set of data [Y6] Calculate different types of average for a set of data Block C2.d: Construct and interpret conversion graphs [Y6] Handling data [Y6] Construct and interpret line graphs in which intermediate values have meaning [Y6] Construct and interpret a conversion graph Block D2.a: Adding and subtracting decimals [Y6] Mentally add or subtract a pair of decimal numbers, each less than 1 and with up to two decimal places [Y6] Find what to add to a decimal with units, tenths and hundredths to make the next higher whole number or tenth Block D2.b: Adding two or more numbers less than 10000, using standard written Block D2.c: Square numbers to at least Block D2.d: Recognise and extend number sequences, including triangular numbers [Y6] Consolidate adding two or more integers less than using standard written [Y6] Consolidate estimating by approximating an addition of two or more integers, less than , then checking result [Y6] Know squares of numbers to at least [Y6] Derive squares of multiples of 10 [Y6] Calculate squares of larger numbers [Y6] Check with the inverse operation when using a calculator [Y6] Develop calculator skills and use a calculator effectively [Y6] Begin to find a number that has a given square, i.e. its square root [Y6] Recognise and extend number sequences [Y6] Count on or back in steps of 0.1, 0.2, 0.25,

7 Block E2.a: Multiply ThHTU U using standard Block E2.b: Use a fraction as an operator to find fractions of amounts Block E2.c: Order fractions and decimals; convert a fraction to a decimal using division 0.5 [Y6] Explore patterns created by number sequences [Y6] Recognise and explain patterns and relationships, generalise and predict [Y6] Begin to recognise triangular numbers [Y6] Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it [Y6] Multiply ThHTU U using standard written [Y6] Use a fraction as an operator to find fractions, including tenths and hundredths, of numbers and quantities [Y6] Consolidate recognition of equivalence between fractions and decimals [Y6] Order a mixed set of decimal numbers with up to three decimal places [Y6] Convert a fraction to a decimal using division [Y6] Key in fractions on a calculator, recognising the equivalent decimal form Block E2.d: Know and apply tests of divisibility [Y6] Consolidate knowledge of tests of divisibility by 2, 4, 5, 10 and 100 [Y6] Know and apply tests of divisibility by 3, 6 and 9 [Y6] Use tests of divisibility to estimate and check results of calculations [Y6] Know and apply tests of divisibility by 8 and 25 SUMMER TERM Block A3.a: Order and find the difference between positive and negative numbers [Y6] Find the difference between a positive and a negative number [Y6] Consolidate ordering a given set of positive and negative numbers [Y6] Use the sign change key on a calculator [Y6] Find the difference between two negative

8 Block A3.b: Find simple percentages; express simple fractions as percentages Block A3.c: Multiply HTU TU using standard written Block A3.d: Multiplying U.t U and U.th U using standard written Block B3.a: Adding two decimal numbers using standard column addition Block B3.b: Subtraction of two numbers less than using standard written Block B3.c: Subtracting two decimal numbers using standard written Block B3.d: Use and convert between metric units of capacity; understand imperial units of capacity Block C3.a: Recognise events that are equally likely; [Y6] Handling data numbers [Y6] Understand percentage as the number of parts in every 100 [Y6] Find simple percentages of small wholenumber quantities [Y6] Express simple fractions as percentages, and express one quantity as a percentage of another [Y6] Multiply HTU TU using standard written [Y6] Rehearse multiplying U.t U using standard written [Y6] Multiply U.th U using standard written [Y6] Consolidate adding two decimal numbers, with one or two decimal places, using standard column addition [Y6] Continue to subtract one integer from another, each less than , using standard written [Y6] Check with the inverse operation [Y6] Use the relationship between addition and subtraction [Y6] Continue to subtract one decimal number from another, both with one or two decimal places, using standard written [Y6] Check with the inverse operation [Y6] Use, read and write standard metric units of capacity: l, ml [Y6] Convert from one smaller metric unit of capacity to another larger unit [Y6] Record estimates and readings from capacity scales [Y6] Suggest suitable units and measuring equipment to estimate or measure capacity [Y6] Understand the relationship between imperial and metric units of capacity [Y6] Recognise events that are equally likely

9 introduce a probability scale [Y6] Predict the outcome of equally likely events [Y6] Introduce the probability scale of 0 to 1 on the number line Block C3.b: Begin to interpret a pie chart [Y6] Handling data [Y6] Begin to interpret a pie chart Block C3.c: Calculate perimeters of rectangles and compound shapes Block C3.d: Relationships between units of time; time-zones around the world [Y6] Consolidate the calculation of perimeters of rectangles [Y6] Calculate the perimeters of compound shapes [Y6] Consolidate the relationship between units of time (including decade, millennium, leap year) [Y6] Know the number of days in each month [Y6] Appreciate different times around the world Block D3.a: Reflection in up to two mirror lines [Y6] Understanding shape [Y6] Rehearse the concept of reflection [Y6] Recognise where a shape will be after reflection in a mirror line touching the shape at a point [Y6] Recognise where a shape will be after reflection in two mirror lines at right angles [Y6] Draw the position of shapes on a coordinate grid after reflection in the axes Block D3.b: Rotation and translation [Y6] Understanding shape [Y6] Begin to understand the concept of rotation [Y6] Recognise where a shape will be after a rotation through 90 degrees about one of its vertices [Y6] Draw the position of shapes on a coordinate grid after rotations and translations [Y6] Recognise where a shape will be after two translations Block D3.c: Divide HTU U using standard written Block D3.d: Divide TU.t U using standard written [Y6] Rehearse dividing HTU U using standard written (mixed number answer) [Y6] Divide HTU TU using standard written (whole number answer) [Y6] Divide.p by a 2-digit number to give.p [Y6] Divide TU.t U using standard written [Y6] Check with the inverse operation [Y6] Divide TU.th U using standard written

10 Block E3.a: Understand the concept of proportion [Y6] Understand the concept of proportion Block E3.b: Relate ratio to proportion; solve simple problems involving ratio and proportion Block E3.c: Recognise prime numbers to at least 20 Block E3.d: Factorise numbers up to 100 into prime factors [Y6] Understand the meaning of ratio and relate this to proportion [Y6] Solve simple problems involving ratio and proportion [Y6] Recognise prime numbers up to at least 20 [Y6] Understand a prime number as one that has exactly two factors [Y6] Recognise and explain patterns and relationships, generalise and predict [Y6] Factorise numbers up to 100 into prime factors