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Year 6 Block A - Counting, partitioning and calculating - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveParticipate in whole-class debate using the conventions and language of debate, including Standard EnglishMathematics in Science
More about dissolving: Measure the time taken for different types of sugar to dissolve; calculate time differences
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningExplain reasoning and conclusions, using words, symbols or diagrams as appropriateI can explain my reasoning and conclusions, using symbols to represent unknown numbers I am thinking of a number. If you add 3 to my number and then multiply the result by 5, the answer is 35. What is my number? Show me how you worked it out.Nadia is working with whole numbers. She says: 'If you add a two-digit number to a two-digit number you cannot get a four-digit number.' Is she correct? Explain why.Solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator useI can solve problems involving more than one step How do 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 these calculations: 2 m- (24.2 cm INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 5)( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 30.35 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 47.11) INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 62 hours- 45 minutesUse decimal notation for tenths, hundredths and thousandths; partition, round and order decimals with up to three places, and position them on the number lineI can use decimals with up to three places and order them on a number lineI can round decimals to the nearest whole number or the nearest tenthThe distance to the park is 5 km when rounded to the nearest kilometre. What is the greatest/least distance it could be? How would you give somebody instructions to round distances to the nearest kilometre?What did you look for first when you ordered these numbers? Which part of each number did you look at to help you? What do you do when 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 two numbers is it closer to? How do you know?Use knowledge of place value and multiplication facts to 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_mult_sm.gif" \* MERGEFORMATINET 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_mult_sm.gif" \* MERGEFORMATINET 7, 4.8 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 6)I can use tables facts to work out other facts with decimals You know that 42 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 7. What other division and multiplication facts can you derive from this?Multiply 7 by 0.6.What number multiplied by 8 equals 4.8?Calculate mentally with integers and decimals: U.t INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plusminus.gif" \* MERGEFORMATINET U.t, TU INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET U, TU INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET U, U.t INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET U, U.t INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET UI can add, subtract, multiply and divide whole numbers and decimals in my head The answer is 18.6. What is the question?Look at these calculations with two-digit decimals. Tell me how you could work them out in your head.What other method could you use for this mental calculation?Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integerI can add, subtract, multiply and divide whole numbers and decimals using efficient written methods Look at these long-multiplication calculations. They have mistakes in them. Tell me what is wrong with each calculation. How should it be corrected?Make up an example of an addition or subtraction involving decimals that you would do in your head and one that you would do on paper. Explain why.
Use a calculator to solve problems involving multi-step calculationsI can use a calculator to solve problems involving more than one step My calculator shows:
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBA-f3.gif" \* MERGEFORMATINET
My question was about money. Complete this:3.5 means INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 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 ... grams.Use approximations, inverse operations and tests of divisibility to estimate and check resultsI can estimate and check the result of a calculation What would be the best approximation to work out 4.4 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 18.6? Give your reasons.Roughly, what answer do you expect to get? How did you arrive at that estimate? Do you expect your answer to be greater or less than your 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?Participate in a whole-class debate using the conventions and language of debateI can take part in a whole-class debate Debate with the class the advantages and disadvantages of different methods of multiplying 23 by 16.
NE Lincs Mathematics Team
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