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# Juliateacher

Name Block A - Unit 2 - year 6 swp Juliateacher 6 Numeracy A2 5_Block A - Unit 2 - year 6 swp.doc

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Block B: Securing number facts, Understanding Shape

Block A:2

YEAR 6

Term 1 Unit 1

Term2 Unit 2

Term 3 Unit 3

Explainreasoning and conclusions, using words, symbols or diagrams asappropriate

Findthe difference between a positive and a negative integer, or twonegative integers, in context

Usedecimal notation for tenths, hundredths and thousandths; partition,round and order decimals with up to three places, and position themon the number line

Useknowledge of place value and multiplication facts to 10 10to derive related multiplication and division facts involvingdecimals (e.g. 0.8 7,4.8 6)

Calculatementally with integers and decimals: U.t U.t, TU U, TU U, U.t U, U.t U

Use acalculator to solve problems involving multi-stepcalculations

Useapproximations, inverse operations and tests of divisibility toestimate and check results

Use arange of oral techniques to present persuasive argument

Explain reasoning and conclusions, using words, symbols or diagramsas appropriate

Solve multi-step problems, and problems involving fractions,decimals and percentages; choose and use appropriate calculationstrategies at each stage, including calculator use

Use decimal notation for tenths, hundredths and thousandths;partition, round and order decimals with up to three places, andposition them on the number lin

Use knowledge of place value and multiplication facts to 10 10 toderive related multiplication and division facts involving decimals(e.g. 0.8 7, 4.8 6)

Calculate mentally with integers and decimals: U.t U.t, TU U,TU U, U.t U, U.t U

Use efficient written methods to add and subtract integers anddecimals, to multiply and divide integers and decimals by aone-digit integer, and to multiply two-digit and three-digitintegers by a two-digit integer

Use a calculator to solve problems involving multi-stepcalculations

Use approximations, inverse operations and tests of divisibility toestimate and check results

Participate in a whole-class debate using the conventions andlanguage of debate

Key Aspects forLearning

Focus for theblock

 Enquiry Problemsolving Reasoning Creative thinking Informationprocessing Evaluation Self-awareness Managing feeling Social skills Communication Motivation Empathy PreviousLearning

Objectives/ICan Statements

Assessment forLearning

explainreasoning using text, diagrams and symbols

solveone- and two-step problems involving whole numbers and decimals andall four operations, choosing and using appropriate calculationstrategies

orderpositive and negative numbers in context

explainwhat each digit represents in whole numbers and decimals with up totwo places, and partition, round and order these numbers

multiplyand divide whole numbers and decimals by 10, 100 or 1000; multiplypairs of multiples of 10 and 100 and derive corresponding divisionfacts

usemental methods to find sums, differences, doubles and halves ofdecimals (e.g. 6.5 2.7, halve 5.6, double 0.34), to multiply atwo-digit by a one-digit number, to multiply by 25 and to subtractone near multiple of 1000 from another (e.g. 6070 -4097)

useefficient written methods to add and subtract whole numbers anddecimals with up to two places, to multiply HTU U, TU TU andU.t U, and to divide HTU U

use acalculator to solve problems, interpreting the displaycorrectly

userounding and inverse operations to estimate and checkcalculations

Explainreasoning and conclusions, using words, symbols or diagrams asappropriate

I can explainmy reasoning and conclusions, using symbols to represent unknownnumbers

Iam thinking of a number. If you add 3 to my number and thenmultiply the result by 5, the answer is 35. What is my number? Showme how you worked it out.
Nadia is working with whole numbers. She says: 'If you add atwo-digit number to a two-digit number you cannot get a four-digitnumber.' Is she correct? Explain why.

Solvemulti-step problems, and problems involving fractions, decimals andpercentages; choose and use appropriate calculation strategies ateach stage, including calculator use

I can solveproblems involving more than one step

Howdo you know whether you need to add, subtract, multiply or divide?What clues do you look for?
How did you decide what to do first?
Make up a word problem that could be solved using thesecalculations:
2 m - (24.2 cm 5)
(30.35 47.11) 6
2 hours - 45 minutes

Usedecimal notation for tenths, hundredths and thousandths; partition,round and order decimals with up to three places, and position themon the number line

I can usedecimals with up to three places and order them on a numberline

I can rounddecimals to the nearest whole number or the nearesttenth

Thedistance to the park is 5 km when rounded to the nearest kilometre.What is the greatest/least distance it could be? How would you givesomebody instructions to round distances to the nearestkilometre?
What did you look for first when you ordered these numbers? Whichpart of each number did you look at to help you? What do you dowhen numbers have the same digit in the same place?
Can you explain this to me using a number line?
Which numbers did you think were the hardest to put in order?Why?
Tell me a number that lies between 3.12 and 3.17. Which of the twonumbers is it closer to? How do you know?

Useknowledge of place value and multiplication facts to 10 10 toderive related multiplication and division facts involving decimals(e.g. 0.8 7, 4.8 6)

I can use tables facts to work outother facts with decimals

Youknow that 42 6 = 7. What other division and multiplication factscan you derive from this?
Multiply 7 by 0.6.
What number multiplied by 8 equals 4.8?

Calculatementally with integers and decimals: U.t U.t, TU U, TU U, U.t U, U.t U

I can add,subtract, multiply and divide whole numbers and decimals in myhead

Theanswer is 18.6. What is the question?
Look at these calculations with two-digit decimals. Tell me how youcould work them out in your head.
What other method could you use for this mental calculation?

Useefficient written methods to add and subtract integers anddecimals, to multiply and divide integers and decimals by aone-digit integer, and to multiply two-digit and three-digitintegers by a two-digit integer

I can add, subtract, multiply anddivide whole numbers and decimals using efficient writtenmethods

Lookat these long-multiplication calculations. They have mistakes inthem. Tell me what is wrong with each calculation. How should it becorrected?
Make up an example of an addition or subtraction involving decimalsthat you would do in your head and one that you would do on paper.Explain why.

Use acalculator to solve problems involving multi-step calculations

I can use acalculator to solve problems involving more than onestep

My calculator shows:Myquestion was about money. Complete this:
3.5 means 3 and ... pence.
What if my question was about length? Complete this:
3.5 means 3 metres and ... centimetres.
What if my question was about weight? Complete this:
3.5 means 3 kilograms and

Useapproximations, inverse operations and tests of divisibility toestimate and check results

I can estimateand check the result of a calculation

Whatwould be the best approximation to work out 4.4 18.6? Give yourreasons.
Roughly, what answer do you expect to get? How did you arrive atthat estimate? Do you expect your answer to be greater or less thanyour estimate? Why?
This answer is wrong. How can you tell?
Find two different ways to check the accuracy of this answer.
Should the answer be a multiple of 5? How could you check?

Participatein a whole-class debate using the conventions and language ofdebate

I can take partin a whole-class debate

Debatewith the class the advantages and disadvantages of differentmethods of multiplying 23 by 16.

##### Mathematical challengesfor able Key Stages 1 and 2
 Activities PDF 1MB Activity83 - Albert Square
##### Interventionprogrammes
 Objectives for Springboardintervention unit Springboardunit Identifyand use appropriate operations (including combinations ofoperations) to solve word problems Springboard 6 Unit5 (PDF 1.4MB)
##### Supporting childrenwith gaps in their mathematical understanding (Wave 3)
 Diagnostic focus Resource Misuseshalf understood rules about multiplication and division by powersof ten 1 Y6/DfES 1134-2005 (PDF90KB)

Wave 3addition and subtraction tracking childrens learningcharts

Wave 3multiplication and division tracking children's learningcharts