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Year 6 Block B Securing number facts, understanding shape - 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, halveUse a range of oral techniques to present persuasive arguments and engaging narrativesMathematics in Science
Enquiry in environmental and technological contexts: Identify patterns in data on dandelion growth in different habitats.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningTabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracyI can use a table to help me solve a problemI can identify and record what I need to do to solve the problem, checking that my answer makes sense and is accurateImagine you have 25 beads. You have to make a three-digit number on an abacus. You must use all 25 beads for each number you make.
How many different three-digit numbers can you make? How can you be sure that you have counted them all?
How will you organise the information in this problem?Two boys and two girls can play tennis.Yasir said: 'I will only play if Holly plays.'Holly said: 'I won't play if Ben is playing.'Ben said: 'I won't play if Luke or Laura plays.'Luke said: 'I will only play if Zoe plays.'Zoe said: 'I don't mind who I play with.'Which two boys and which two girls play tennis?Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols (e.g. the cost of c pens at 15 pence each is 15c pence)I can describe and explain sequences, patterns and relationshipsI can suggest hypotheses and test themI can write and use simple expressions in words and formulaeDraw the next two terms in this sequence:
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y6MaBB-s4.gif" \* MERGEFORMATINET
Describe this sequence to a friend using words. Describe it using numbers.How many small squares would there be in the 10th picture?I want to know the 100th term in the sequence. Will I have to work out the first 99 terms to be able to do it? Is there a quicker way? How?How would you change an amount of money from pounds sterling to euros? Record it for me using symbols.Use knowledge of multiplication facts to derive quickly squares of numbers to 12 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 12 and the corresponding squares of multiples of 10I can say the squares of numbers to 12 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 12 and work out the squares of multiples of 10 How many squares of multiples of 10 lie between 1000 and 2000? How many lie between 1000 and 10 000?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_b_div_sm.gif" \* MERGEFORMATINET 6)I can use my tables to work out decimal facts like 0.4 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 8 and 5.6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 7 Which of these are incorrect?56 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 0.7 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 856 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 0.7 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 800.7 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 0.8 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 6.6Explain how you know using words or diagrams.Recognise that prime numbers have only two factors and identify prime numbers less than 100; find the prime factors of two-digit numbersI can tell you all the prime numbers up to 100 and find the prime factors of other numbers Investigate which numbers to 30 have only one distinct prime factor (prime numbers, squares of prime numbers, cubes of prime numbers). Predict what numbers to 60 will have only one distinct prime factor when you test them.Use a calculator to solve problems involving multi-step calculationsI can use a calculator to solve problems with more than one step Which part of your problem will you solve mentally? Which part will you solve using a calculator?My calculator shows:
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My question was about pounds. Complete this:0.35 means ... pence.My question was about litres. Complete this:0.35 means ... millilitres.My question was about metres. Complete this:0.35 means ... centimetres.Use approximations, inverse operations and tests of divisibility to estimate and check resultsI can estimate and check the result of a calculation Is this calculation correct? How do you know?What inverse operation could you use to check this result?I multiplied two odd numbers and my answer was 186. Explain why I cannot be correct.Should the answer be a multiple of 6? How could you check?This sequence of numbers goes up by 40 each time.40 80 120 160 200 ...This sequence continues. Will the number 2140 be in the sequence? Explain how you know.Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2-D shapes and 3-D solidsI can identify 3-D shapes with perpendicular or parallel edges or faces Imagine a triangular prism. How many faces does it have? Are any of the faces parallel to each other?How many pairs of parallel edges has a square-based pyramid? How many perpendicular edges?Look at these 3-D shapes (e.g. a cuboid, tetrahedron, square-based pyramid and octahedron). Show me a face that is parallel to this one. Which face is perpendicular to this one?What can you tell me about the faces of a cuboid? Why are so many packing boxes made in the shape of a cuboid?Which of these shapes is incorrectly placed on this Carroll diagram? Change the criteria so the shapes are correctly sorted according to their properties.Make and draw shapes with increasing accuracy and apply knowledge of their propertiesI can make and draw shapes accurately Use your ruler and protractor. Draw the net of a regular tetrahedron with edges of 6 cm.Use compasses to draw a circle. Use a ruler and protractor to draw a regular pentagon with its vertices on the circumference of the circle.Tell me an example of a circular object that would have a radius of about 5 cm. What about 50 cm? 500 cm?Use a range of oral techniques to present persuasive arguments and engaging narratives
I can listen to the ideas of others, making sure that I respond to their ideas when I make my next statement In your group, consider the sum of five numbers in a straight line on the 100-square. What do you notice? Think about this problem and how to solve it. Take turns to contribute one idea for the group to discuss.
NE Lincs Mathematics Team
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