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Year 6 Block A - Counting, partitioning and calculating - Unit 3
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, halveAnalyse and evaluate how speakers present points effectively through use of language and gestureMathematics in Science
Forces in action: Add masses to elastic bands, and calculate differences between the lengths of the elastic band when more mass is added. Use findings to predict extensions for other masses, and test these.
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 The rule for this sequence of numbers is 'add 3 each time'.1, 4, 7, 10, 13, 16 ...The sequence continues in the same way. I think that no matter how far you go there will never be a multiple of 3 in the sequence. Am I correct? Explain how you know.What is the value of 4x INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 7 when x INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 5? Explain how you know.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 stepI can explain the reason for my choice of method and say whether I think it was effectiveWhat are important things to remember when you solve word problems?What clues do you look for in the wording of questions? What words mean you need to add, subtract, multiply or divide?Make up two different word problems for each of these calculations. Try to use a variety of words.(17 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 5) INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 612.5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 5- 0.25Use 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 partition decimals with three placesWrite a number in the box to make this correct.0.627 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 0.6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 0.02 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_square.gif" \* MERGEFORMATINET What number is exactly halfway between 1.1 and 1.2?Which of these numbers is closest in value to 0.1?0.01 0.05 0.11 0.2 0.9How can you tell?Tell me a number with two/three decimal places that rounds to 5.0 when rounded to the nearest tenth.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 Make up a question involving addition that has the answer 1.35. Now try subtraction. What about multiplication? Division?How can you use factors to multiply 17 by 12?Which of these subtractions can you do without writing anything down? Why is it possible to solve this one mentally? What clues did you look for? What is the answer to the one that can be solved mentally?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 use efficient written methods to add, subtract, multiply and divide integers and decimal numbersI can calculate the answer to HTU INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET U and U.t INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET U to one or two decimal places Two numbers have a difference of 1.583 One of the numbers is 4.728. What is the other? Is this the only answer?Look at these calculations. Which of them is incorrect? Why?
12.4 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 6.6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 71.23
48.6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 16.2
Work out 32.75- 1.837.
Explain each step to me.
What tips would you give to someone to help with long multiplication of HTU INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET TU?Use a calculator to solve problems involving multi-step calculationsI can use a calculator to solve problems with more than one step Printing charges for a book are 3p per page and 75p for the cover. I paid INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 4.35 to get this book printed. Work out on your calculator how many pages there are in the book. Write down the calculations that you did.Seeds are INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 1.45 for a packet. I have INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 10 to spend on seeds. What is the greatest number of packets I can buy? Show me how you used your calculator to find the answer.Use approximations, inverse operations and tests of divisibility to estimate and check resultsI can estimate and check the result of a calculation I added three odd numbers and my answer was 50. Explain why I cannot be correct.Roughly, what answer do you expect to get? How did you arrive at that estimate?Is this calculation correct? How do you know?What inverse operation could you use to check this result?Should the answer be a multiple of 3? How could you check?Analyse and evaluate how speakers present points effectively through use of language, gesture, models and imagesI can listen to someone explain their method or solution to a problem, and evaluate whether their explanation made sense Discuss the explanation and images used by someone explaining to the class how they solved a word problem. Could the explanation have been improved?What could you use to help you explain your conclusions? Would a table, picture or diagram help?
NE Lincs Mathematics Team
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