Name  Block A  Unit 2  year5 swp 

Owner  Juliateacher 
Level  5 
Topic  Numeracy 
Unit  A2 
Description  
File 1  5_Block A  Unit 2  year5 swp.doc 
File 2 
☝️ Download Planning 
Block A:2 YEAR 5  Term 1 Unit 1  Term2 Unit 2
 Term 3 Unit 3
 
Explainreasoning using diagrams, graphs and text; refine ways of recordingusing images and symbols Countfrom any given number in wholenumber and decimal steps, extendingbeyond zero when counting backwards; relate the numbers to theirposition on a number line Explainwhat each digit represents in whole numbers and decimals with up totwo places, and partition, round and order these numbers Useknowledge of place value and addition and subtraction of twodigitnumbers to derive sums and differences and doubles and halves ofdecimals (e.g. 6.5 2.7, half of 5.6, double 0.34) Useefficient written methods to add and subtract whole numbers anddecimals with up to two places Recallquickly multiplication facts up to 10 10 and use them to multiplypairs of multiples of 10 and 100; derive quickly correspondingdivision facts Identifypairs of factors of twodigit whole numbers and find commonmultiples (e.g. for 6 and 9) Useunderstanding of place value to multiply and divide whole numbersand decimals by 10, 100 or 1000 Extendmental methods for wholenumber calculations, for example tomultiply a twodigit by a onedigit number (e.g. 12 9), tomultiply by 25 (e.g. 16 25), to subtract one nearmultiple of1000 from another (e.g. 6070  4097) Useknowledge of rounding, place value, number facts and inverseoperations to estimate and check calculations Presenta spoken argument, sequencing points logically, defending viewswith evidence and making use of persuasive language
 Explain reasoning using diagrams, graphs and text; refine ways ofrecording using images and symbols Count from any given number in wholenumber and decimal steps,extending beyond zero when counting backwards; relate the numbersto their position on a number line Explain what each digit represents in whole numbers and decimalswith up to two places, and partition, round and order thesenumbers Use knowledge of place value and addition and subtraction oftwodigit numbers to derive sums and differences and doubles andhalves of decimals (e.g. 6.5 2.7, half of 5.6, double0.34) Use efficient written methods to add and subtract whole numbers anddecimals with up to two places Recall quickly multiplication facts up to 10 10 and use them tomultiply pairs of multiples of 10 and 100; derive quicklycorresponding division facts Identify pairs of factors of twodigit whole numbers and findcommon multiples (e.g. for 6 and 9) Use understanding of place value to multiply and divide wholenumbers and decimals by 10, 100 or 1000 Extend mental methods for wholenumber calculations, for example tomultiply a twodigit by a onedigit number (e.g. 12 9), tomultiply by 25 (e.g. 16 25), to subtract one nearmultiple of1000 from another (e.g. 6070  4097) Use knowledge of rounding, place value, number facts and inverseoperations to estimate and check calculations Present a spoken argument, sequencing points logically, defendingviews with evidence and making use of persuasivelanguage 
 
Key Aspects forLearning Focus for theblock

 
PreviousLearning  Objectives/ICan Statements  Assessment forLearning 
 
count from any given number in wholenumber steps use positive and negative numbers in practical contexts; positionthem on a number line add or subtract mentally pairs of twodigit whole numbers, e.g. 4758, 91  35 use efficient written methods to add and subtract two andthreedigit whole numbers and .p recall multiplication and division facts to 10 10 multiply or divide numbers to 1000 by 10 and then 100 (wholenumberanswers) use written methods to multiply and divide TU U, TU U use decimal notation for tenths and hundredths in the context ofmoney and measurement order decimals to two places and position them on a numberline use a calculator to carry out oneand twostep calculationsinvolving all four operations; interpret the display correctly inthe context of money use the relationship between m, cm and mm
 Explainreasoning using diagrams, graphs and text; refine ways of recordingusing images and symbols  Tellme how you solved this problem. 
 
Countfrom any given number in wholenumber and decimal steps, extendingbeyond zero when counting backwards; relate the numbers to theirposition on a number line  Createa sequence that includes the number 5. Describe your sequence tothe class. 
 
Explainwhat each digit represents in whole numbers and decimals with up totwo places, and partition, round and order thesenumbers  Whatis the value of the 7 in 3 274 105? 
 
Useknowledge of place value and addition and subtraction of twodigitnumbers to derive sums and differences and doubles and halves ofdecimals (e.g. 6.5 2.7, half of 5.6, double 0.34)  Lookat these calculations with twodigit decimals. Tell me how youcould work them out in your head. 
 
Useefficient written methods to add and subtract whole numbers anddecimals with up to two places  [Pointto a 'carry digit' 1.] What is the value of this 1? Why is itthere? 
 
Recallquickly multiplication facts up to 10 10 and use them to multiplypairs of multiples of 10 and 100; derive quickly correspondingdivision facts  Ifsomeone had forgotten the 8 timestable, what tips would you givethem to help them to work it out? 
 
Identifypairs of factors of twodigit whole numbers and find commonmultiples (e.g. for 6 and 9)  Hereare four number cards. Which two number cards are factors of42? 
 
Useunderstanding of place value to multiply and divide whole numbersand decimals by 10, 100 or 1000  Thiscalculator display shows 0.1. Tell me what will happen when Imultiply by 100. What will the display show? What number is tentimes as big as 0.01? How do you know that it is ten times0.01? 
 
Extendmental methods for wholenumber calculations, for example tomultiply a twodigit by a onedigit number (e.g. 12 9), tomultiply by 25 (e.g. 16 25), to subtract one nearmultiple of1000 from another (e.g. 6070  4097)  Which of these subtractions can you do without writing anythingdown? 
 
Useknowledge of rounding, place value, number facts and inverseoperations to estimate and check calculations  Roughly, what will the answer to this calculation be? 
 
Presenta spoken argument, sequencing points logically, defending viewswith evidence and making use of persuasive language  These cards describe the steps in adding 4.65, 98p and 3.07.Arrange the cards in order. 
 
Activities  
Activity60  Three digits  
Activity54  Joins  
Activity65  Age old problems  
Activity61  Make five numbers  
Activity66  Zids and Zods  
Activity62 Maze 
Objectives for Springboardintervention unit  Springboard unit 
Read,write and order whole numbers to at least 1000  Springboard 5 Unit2 (PDF 305KB) 
Springboard 5 Unit 2supplementary (PDF 86KB)  
Multiplyand divide whole numbers by 10 and 100 and understand theeffect  Springboard 5 Unit6 (PDF 305KB) 
Springboard 5 Unit 6supplementary (PDF 57KB)  
Calculatea difference mentally by counting up from the smaller to the largernumber  Springboard 5 Unit7 (PDF 305KB) 
Springboard 5 Unit 7supplementary (PDF 77KB)  
Developand refine written methods for subtraction, building on mentalmethods.  Springboard 5 Unit8 (PDF 245KB) 
Springboard 5 Unit 8a Part 1supplementary (PDF 77KB)  
Springboard 5 Unit 8a Part 2supplementary (PDF 75KB)  
Knowthe three and fourtimes tables  Springboard 5 Unit9 (PDF 269KB) 
Springboard 5 Unit 9supplementary (PDF 110KB) 
Diagnostic focus  Resource 
Nonecurrently available 

Click here forinformation on different file formats and theirusage.
Wave 3addition and subtraction tracking children's learningcharts
PDF 161KB RTF 930KB Word 315KB
Wave 3multiplication and division tracking children's learningcharts
PDF 195KB RTF 1.3MB Word 430KB