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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, halveUse a range of oral techniques to present persuasive argumentMathematics in Science
Forces in action: Measure length of elastic band with weights added to draw out patterns in data. Represent data in line graphs. Use these to predict lengths for other weights added.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningSolve problems by collecting, selecting, processing, presenting and interpreting data, using ICT where appropriate; draw conclusions and identify further questions to askI can use data to solve problems What are you trying to find out? What information are you aiming to collect? How?What other questions could you ask now that you have finished your enquiry?What would you do differently if you carried out the enquiry again?Select and use standard metric units of measure and convert between units using decimals to two places (e.g. change 2.75 litres to 2750 ml, or vice versa)I can convert measures between units including decimals What unit of measurement will you use, and why, to measure:the 'span' of different flower heads?the lengths of long jumps of children in the class? What will you need to do so that you can compare the amounts?Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instrumentsI can read and answer questions about scales and write down my answer as accurately as the question requiresI can compare readings from different scalesWhat is the value of each interval on this scale? What information did you read on the scale to help you? What calculations did you do?Which measuring cylinder do you want to use for this experiment? Why? [Give children three different scales on which to record the same number.] Where would you put 246 mm on each scale?Here is a scale for converting litres and gallons.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBC-f4.gif" \* MERGEFORMATINET
Approximately how many litres are there in 3 gallons? Give your answer to the nearest litre.Approximately how many gallons are there in 7 litres? Give your answer to one decimal place.Describe and predict outcomes from data using the language of chance or likelihoodI can use data to work out problems about chance Give me an example of an event that is impossible. And an event that is certain.Where would you place this event on a scale from certain to impossible?If you have to score a 3 to win the game, which of these two spinners would you rather have? Why?
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Shade this spinner so that there is a 50 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_percent.gif" \* MERGEFORMATINET chance that the arrow will land on shaded.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBC-f6.gif" \* MERGEFORMATINET Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie chartsI can represent data in different ways and understand its meaning How will you display your data?Why did you choose this type of table, graph or chart?How did you decide on the scale for this axis?What does the data tell you about your original question?What did you find out? What evidence do you have to support your conclusions? Are your results what you expected or were there any surprises?These pie charts show the results of a school's netball and football matches. The netball team played 30 games. The football team played 24 games.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBC-f7.gif" \* MERGEFORMATINET
David says: 'The two teams won the same number of games'. Is he correct? Explain how you know.[Give children two grouped frequency bar charts representing the same information, one with 5 groups and one with 10 groups.] Rebuild the original frequency table from this graph. What information might you have lost? Which graph gives you a more accurate picture of the original data?Describe and interpret results and solutions to problems using the mode, range, median and meanI can solve problems using mode, range, median and mean Would you use the mode, median or mean to describe these test scores? Explain your answer.Look at this data set. Work out the mode, range, median and mean. One more item of data is added to the data set [e.g. a temperature of 24 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_degree.gif" \* MERGEFORMATINET C when the rest of the temperatures were all between 8 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_degree.gif" \* MERGEFORMATINET C and 14 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_degree.gif" \* MERGEFORMATINET C]. Which average do you think will be most affected by this extra result? Which gives the most sensible average now?Use a calculator to solve problems involving multi-step calculationsI can use a calculator to solve problems involving more than one step How could you check the calculation that you have done on your calculator?John was calculating using hours and minutes. What does this display represent?
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBC-f8.gif" \* MERGEFORMATINET
Carol counts the matches in 10 boxes. She works out that the mean number of matches in a box is 51. Here are her results for 9 boxes.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBC-f9.gif" \* MERGEFORMATINET
Calculate how many matches are in the 10th box.Use a range of oral techniques to present persuasive argumentI can present a persuasive argument to others Which graphs and charts did you show to illustrate the health benefits of one type of meal over another?Did your arguments persuade others of the benefits?
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