Heinemann is a registered trademark of Pearson Education Limited

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1 Heinemann Teaching and Learning Software and Matching Charts s Y5/P6

2 Introduction The Heinemann allows you to add an interactive dimension to your maths lessons, making the of key mathematical concepts engaging for each and every child. Each CD-ROM contains up to 15 interactive programs, each with up to four different versions. This gives you a wide range of motivational tools to help you bring your maths lesson to life. There are two types of program. Explore programs are tools to assist whole class or group. Some are designed to help teachers and assistants model key mathematical concepts, while others provide a problem for the class to solve together. Challenge programs build on the Explore programs. They provide activities for children to work on collaboratively, in pairs or small groups. Some Challenges are completely open-ended while others expect a solution. Feedback supports children when they make errors or lets them know how they have done when they have completed an. These charts demonstrate how the innovative Teaching and Learning software can be used to complement your lessons, helping you to slot the interactive programs in alongside your existing planning. With engaging tools to demonstrate key concepts and a wealth of Challenge activities, this software is perfect for enhancing whole class, and adds breadth and variety for pupil practise. Heinemann is an imprint of Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: Heinemann is a registered trademark of Pearson Education Limited Text Pearson Education Ltd First published ISBN Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS ( Applications for the copyright owner s written permission should be addressed to the publisher. Designed and typeset by Debbie Oatley Cover design by Debbie Oatley Cover illustration by Per José Karlén Acknowledgements Every effort has been made to contact copyright holders of material reproduced in this book. Any omissions will be rectified in subsequent printings if notice is given to the publishers.

3 and Matching Charts Y5/P6 Block A1.a Relevant Objective Read and write whole numbers in figures and words Day 2, 3-dot Block A1.b Comparing and ordering numbers Day 4, main Block A1.c Block A1.d Block B1.a Block B1.b Block B1.c Block B1.d Know by heart multiplication facts up to Rehearse the concept of a remainder when dividing Make general statements about odd and even numbers Construct number sequences; recognise and explain patterns Recognise parallel and perpendicular lines Classify triangles equal sides, equal angles, lines of symmetry and 3-dot Day 3, 1-dot Day 2, all groups Day 3, 2-dot Day 4, 1-dot and 3-dot Day 2, main Day 3 and 4, Day 5, main place value, Explore place value, Challenge > build the number place value, Challenge > spot the mistake number line, Explore > make own line, e.g. start , end , step 100 Number grid, Explore > multiplication grid > Equations, Challenge > and > (choose appropriate times tables) Equations, Challenge > and > (choose appropriate times tables) Division modeller, Explore > (only uses numbers to 30) Target totals, Explore > odd or even totals Target totals, Explore > two player game Sequences, Explore > decimal yes where appropriate Step counter, Challenge Step counter, Challenge Pinboard, Explore > isometric 2-D and 3-D shapes, Explore > shape properties > select shape > highlight edges > rotate Pinboard, Explore > draw largest board > isometric > draw triangles and then show angles Shape and number sorter, Shape sorter > Explore > Venn diagram (select one or two criteria) 2

4 and Matching Charts Y5/P6 Block C1.a Block C1.b Block C1.c Block C1.d Block D1.a Relevant Objective Draw and interpret frequency tables, pictograms and bar graphs Organise and interpret data in bar line graphs; find the mode Use, read and write standard metric units of length: mm, cm, m, km Use, read and write standard metric units of weight: kg, g Recognise reflective symmetry and the axis of symmetry Day 1, 2 and 3 Day 2, 1-dot Day 4, 1-dot and 2-dot Virtual data, Explore > select Frequency and the dice > use for frequency table and tally chart but not for pictogram Virtual data, Explore > select Frequency and the dice > once throws are complete show bar line chart > length > pairing lengths > length > pairing lengths > length > pairing lengths > mass > pairing masses > mass > pairing masses Symmetry searcher, Explore > use nature and shapes Symmetry searcher, Explore > sort shapes into those with a line of symmetry and those without Block D1.b Rehearse names and properties of common 3-D shapes Day 2, 1-dot Day 3, main Symmetry searcher, Explore > sort shapes into those with a line of symmetry and those without 2-D and 3-D shapes, Explore > properties of shapes 2-D and 3-D shapes, Explore > nets Block D1.c Continue to derive quickly pairs of numbers that total 100 number line, Explore > C Day 3, main Day 2, 2-dot Day 2, 3-dot complements to 1000 complements to 10 (one decimal place) complements to

5 and Matching Charts Y5/P6 Block D1.d Relevant Objective Find differences on through the next multiple of 10, 100 or 1000 Block E1.a Derive doubles of integers up to 100 and corresponding halves Block E1.b Block E1.c Block E1.d Derive doubles of multiples of and of Use fraction notation and change improper fractions to mixed numbers Recognise when two simple fractions are equivalent Block A2.a Round up any integer to nearest 10, 100 or 1000 Block A2.b Block A2.c Block A2.d Block B2.a Block B2.b Block B2.c Block B2.d Use decimal notation for 10ths and 100ths Multiply or divide any large integer up to by 10 or 100 Recognise multiples and begin to understand common multiples Continue to multiply TU U by partitioning T and U Use doubling and halving to help multiply Read and plot coordinates in the first quadrant Rehearse names and properties of common 2-D shapes Day 4, main Day 4, 2-dot Day 5, main Day 5, 1-dot Day 5, 3-dot Day 2, 1-dot number line, Explore Function machine, Explore Function machine, Explore Fractions, Explore > add or subtract slices > 3 pizzas Teaching and Learning Y6/P7: Fractions and number lines, Explore > compare fractions number line, Explore > make own line place value, Explore place value, Challenge > build the number Numbers in between, Explore > numbers with two decimal points place value, Challenge > build the number s in between, Challenge > rearrange the numbers > two decimal places place value, Explore boards, Challenge > multiplication bonds (10) > (select appropriate level) Number grids, Explore > number grid Grid multiplication, Explore > enter 26 8 for first demonstration. Change numbers for further calculations. Function machine, Explore > two operations, e.g. double and double again or halve and halve again Pinboard, Explore 4

6 and Matching Charts Y5/P6 Block B2.d (cont.) Block C2.a Block C2.b Relevant Objective Rehearse names and properties of common 2-D shapes Understand and use formula for area of rectangle Understand, measure and calculate perimeters of rectangles Day 5, 3-dot Day 4, 3-dot Day 5, 2-dot Block C2.c Use, read and write units of time Block C2.d Block D2.a Block D2.b Block D2.c Block D2.d Read, write and interpret 24-hour digital clock times Strategies for adding strings of 1-digit numbers and multiples of 10 Rehearse mental addition and subtraction strategies Use rounding to add near multiples of 10 to 2- and 3-digit numbers Mentally add or subtract a pair of decimal numbers Day 2, main Day 1, 1-dot Day 2, 2-dot Day 3, 3-dot Day 4, 2-dot Day 5, 1-dot Day 3, main Day 3, 2-dot Pinboard, Explore Perimeters, Explore > select rectangle and adjust area appropriately > grid on (to begin with) then grid off and use ruler to measure using cm Perimeters, Explore Perimeters, Challenge Perimeters, Challenge Addition problems, Explore Addition problems, Explore > select number set Multiples of 10 Addition problems, Challenge > digits 1 9 Addition problems, Challenge > multiples of 10 Addition problems, Explore Addition problems, Challenge (select appropriate number set) Addition problems, Challenge (select appropriate number set) Addition problems, Challenge (select appropriate number set) place value, Explore (to demonstrate the partitioning) place value, Explore > extend grid to include decimals (to demonstrate the partitioning) number line, Explore complements to 10 (one decimal place) 5

7 and Matching Charts Y5/P6 Block D2.d (cont.) Block E2.a Block E2.b Relevant Objective Mentally add or subtract a pair of decimal numbers Rehearse multiplying HTU U using informal written method Multiply TU TU using standard written methods Day 3, 3-dot Day 5, 1-dot Block E2.c Relate fractions to division Block E2.d Block A3.a Block A3.b Block A3.c Block A3.d Know and apply tests of divisibility by 2, 4, 5, 10 and 100 Order a given set of positive and negative numbers Round one and two decimal places to the nearest whole number Multiply bigger numbers by using known facts Multiply U.t U using informal written methods Block B3.a Add two integers less than using written methods Block B3.b Add two 2-place decimals using written methods Day 5, 3-dot Day 1, 2 and 3 Day 2, 2-dot Day 2, main Day 3, 4 and 5 Target totals, Challenge > 0 9 with one decimal place > 3 3 grid complements to 10 (one decimal place) Multiplication grid, Explore (to show method only. This will not demonstrate larger numbers) Multiplication grid, Explore (to show method only. This will not demonstrate larger numbers) Teaching and Learning Y6/P7: Fractions and number lines, Explore > explore track fractions > select 3 wholes and select fraction, e.g. > shade in a number of sections from each whole > show fraction as a decimal > Next to show fraction as division Shape and number sorter, Number sorter > Explore > select appropriate criteria Shape and number sorter, Number sorter > Challenge Numbers in between, Explore > negative numbers Numbers in between, Explore > negative numbers (with adult support) Decimal number line, Explore > C Number grids, Explore > number grid Grid multiplication, Explore Grid multiplication, Explore (no decimal numbers available but use to demonstrate method) place value, Explore (use to discuss place value of each digit before subtracting) 1 4 Teaching and Learning Y5/P6; Decimal number line, Explore > C 6

8 and Matching Charts Y5/P6 Block B3.c Relevant Objective Subtracting integers less than using formal/informal methods place value, Explore (use to discuss place value of each digit before subtracting) Block B3.d Subtracting 2-place decimals using formal/informal methods number line, Explore > C Block C3.a Classify events based on degrees of likelihood Block C3.b Draw and interpret a line graph Block C3.c Block C3.d Block D3.a Use standard units of capacity and convert from larger to smaller Estimate, measure and draw angles in degrees Rehearse relationship between degrees and right angles Day 2, 1-dot Day 4, main > capacity > comparing capacities > capacity > comparing capacities > capacity > comparing capacities Time, Explore > hide digital clock > move on 15 minutes to show 90 turn Time, Explore > hide digital clock > move the minute hand to show appropriate angles Block D3.b Identify, estimate and order acute, obtuse and reflex angles Block D3.c Divide HTU by U using informal written methods Block D3.d Divide HTU by U using standard written method Block E3.a Recognise equivalence between fractions and decimals Teaching and Learning Y6/P7: Fractions and number lines, Explore > explore track fractions > select wholes and select fraction, e.g. > shade in a number of sections from each whole > flick between Decimals and Fractions to show equivalents 1 4 Block E3.b Begin to find percentages of whole number quantities Ratio and proportion, Explore > select item and define ratio, e.g. 10 apples: 5 bananas > select proportion rather than ratio then toggle text at the top to define the fraction/percentage/ proportion as a decimal, etc. Block E3.c Know squares of numbers to at least Day 2, main Number grids, Explore > multiplication grid > highlight square numbers 7

9 and Matching Charts Y5/P6 Block E3.d Relevant Objective Find all the pairs of factors of any number up to 100 Day 3, main Number grids, Explore > number grid > select 6 columns and 2 rows > make > hide all > move > ask children to move the tiles to form a different rectangle using all 12 squares 8