# NHM Matching Chart Yr 5 Summer Term by aM68BX

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Day 1                               Day 2                                  Day 3                          Day 4                      Day 5
NNF          Use vocabulary of estimation and      Round integers to the nearest 10,     Calculate a temperature rise or fall
Objectives   approximation                         100 or 1000                           across 0oC
Make and justify estimates of large
numbers and estimate simple
proportions
Develop calculator skills and use a
calculator effectively
Main                                               TF 64-65                              TF 259-260
Teaching
Core                                               Textbook page 12 TF 67                Textbook page 78 TF 267
Activities

Support                                            Textbook page 12 TF 67                Textbook page 78 TF 267
For each question ask children to     For q6 provide pupils with blank
draw a number line labelling each     pictures of thermometers with
end the 10, 100 or 1000 either side   labelled scales. Ask them to mark
of the number. They can then decide   on the old and new temperatures
where their number would go on        and use the scales to answer the
the line and decide the 10/100/1000   questions.
it is nearest to.
Extension                                          Textbook page 12 TF 67                Textbook page 78 TF 267
Provide pupils with a set of four     Provide pupils with newspaper
and five digit number cards. Ask      cuttings showing the temperatures
them to select a card and write the   in cities around the world. Ask them
number down then round it to the      to create a poster describing the
nearest 10/100/1000.                  differences in temperature between
the different cities, e.g. ‘it is 13oC
hotter in Rome than in London
today’.

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NHM & the Unit Plans Matching Chart

Day 1                                  Day 2                                    Day 3                                 Day 4                                 Day 5
NNF          Know imperial units (pint, gallon)     Know imperial unit (mile)              Use units of time: read the time on   Use units of time; use 24-hour        Use all four operations to solve
Objectives   Solve word problems involving          Solve word problems involving          a 24-hour digital clock and use 24-   clock notation. Use timetables        simple word problems involving
numbers and quantities based on        numbers and quantities based on        hour clock notation, such as 19:53                                          numbers and quantities based on
measures                               measures                                                                                                           money and time, using one or more
steps, including making simple
conversions of pounds to foreign
currency and finding simple
percentages
Main         TF 326-327                             TF 326-327                             TF 294-295                            TF 294-295
Teaching
Core         Textbook page 102 TF 328               Textbook page 102 TF 328               Pupil Activity TF 295                 Textbook page 88 TF 296
Activities                                                                                 1 Pupil Sheet 56

Template
Pupil Activity TF 295
1 Pupil Sheet 57

Template
Textbook p87 TF 296
Support      Textbook page 102 TF 328               Textbook page 102 TF 328               Pupil Activity TF 295                 Textbook page 88 TF 296
Before doing p102 work with the        Before doing p102 work with the        1 Pupil Sheet 56                      Do orally as a group. For each
pupils as a group and make a           pupils as a group and make a                                                 question select pupils to model the
conversion table for miles to km, ml   conversion table for miles to km, ml                                         problem using a digital clock and
to pints and gallons to litres.        to pints and gallons to litres.        Template                              draw timelines to help the pupils
Ensure the tables go from 1-           Ensure the tables go from 1-           Provide pairs of pupils with a        find the answers.
10miles, 1-5 pints and 1-10 gallons.   10miles, 1-5 pints and 1-10 gallons.   digital clock and show them how to
use it to model each question and
Pupil Activity TF 295
1 Pupil Sheet 57

Template
Provide pupils with a sheet showing
each question on a time line. They
can then jump from the start to
finish time to find the duration.
Extension    Textbook page 102 TF 328               Textbook page 102 TF 328               Pupil Activity TF 295                 Textbook page 88 TF 296
Ask pupils to design a poster          Ask pupils to design a poster          1 Pupil Sheet 56                      Provide pupils with a local bus or
explaining all the different           explaining all the different                                                 train timetable. Ask them to make

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NHM & the Unit Plans Matching Chart
measurement units they know. They   measurement units they know. They                                           up some questions similar to those
must include examples of what it    must include examples of what it                                            on p88. Swap with a partner to
might be appropriate to measure     might be appropriate to measure     Template                                solve.
with different units and any        with different units and any        Provide pupils with two sets of
conversions they know.              conversions they know.              cards, one showing times using 24-
hour notation and the other 50, 55,
… 115 minute before and after
statements, e.g. ‘55 minutes before’.
Pupils take it in turns to set the
clock for their partner who must
then pick a card and say what the
new time would be if the card’s
instructions were followed.
Pupil Activity TF 295
1 Pupil Sheet 57

Template
Ask pupils to make up realistic
stories to match each time duration,
e.g. ‘Paul started running the race
at 10.15 and finished at 11.05. It
took him 50 minutes.’

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NHM & the Unit Plans Matching Chart

Day 1                                  Day 2                                  Day 3                                 Day 4                                  Day 5
NNF          Extend written methods to column        Extend written methods of addition    Extend written methods to column       Use column methods to subtract a       Choose and use appropriate number
Objectives   addition of integers less than 10 000   to decimals with up to two decimal    subtraction of integers less than 10   pair of decimal fractions, both with   operations to solve problems, and
places                                000                                    one or both with two decimal places    appropriate ways of calculating

Main         TF 90                                   TF 238                                TF 121-122                             TF 238
Teaching
Core         Textbook page 23 TF 91                  Textbook page 73 TF 238               Textbook pages 33-34 TF 123-124        Textbook page 73 TF 238
Activities

Support      Textbook page 23 TF 91                  Textbook page 73 TF 238               Textbook pages 33-34 TF 123-124        Textbook page 73 TF 238
Work with the pupils as a group         Provide pupils with a template for    Work with the pupils as a group        Provide pupils with a template for
and decide the calculations             doing the calculations on which has   and decide the calculations            doing the calculations on which has
required to answer q1,2,3 and 5.        the tens, units, tenths and           required to answer q1 and 3. Ask       the tens, units, tenths and
Ask pupils to write down the            hundredths columns clearly marked     pupils to write down the               hundredths columns clearly marked
calculations and then ask them to       along with the decimal points.        calculations and then ask them to      along with the decimal points.
work out the answers independently      Pupils can then position their        work out the answers independently     Pupils can then position their
using a method of their choice.         numbers on the template correctly     using an extended method if            numbers on the template correctly
and carry out the calculations.       required.                              and carry out the calculations.

Extension    Textbook page 23 TF 91                  Textbook page 73 TF 238               Textbook pages 33-34 TF 123-124        Textbook page 73 TF 238
Extension Textbook page E2              Give children a set of cards          Ask pupils to answer the questions     Give children a set of cards
TF 95                                   showing numbers with up to two        on p34 without using a calculator.     showing numbers with up to two
decimal places. Ask them to pick      Can they make up their own puzzles     decimal places. Ask them to pick
three or four cards and find the      to swap with a friend to solve?        two cards and find the difference
total of the numbers

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NHM & the Unit Plans Matching Chart

Day 1                                  Day 2                                Day 3                                  Day 4                                  Day 5
NNF          Make and investigate a general         Make and investigate a general         Make a general statement about odd   Find all the factor pairs of numbers   Recognise and explain patterns and
Objectives   statement about familiar numbers       statement about familiar numbers       and even numbers and/or give         up to 100                              relationships, generalise and predict
by finding examples that satisfy it    by finding examples that satisfy it    examples that match them
Express a relationship orally and in   Express a relationship orally and in
writing                                writing
Main         TF 262                                 TF 262                                 TF 263                               TF 265-267                             TF 269
Teaching
Core         Pupil Activities TF 262-263            Pupil Activities TF 262-263            Pupil Activities TF 262-263          Textbook page 81 TF 268
Activities   2 Pupil Sheets 48 Grid patterns        2 Pupil Sheets 48 Grid patterns        4 Pupil Sheets 50
Give children more difficult           Give children more difficult
patterns to look at, e.g. the sum of   patterns to look at, e.g. the sum of
diagonals in a 3x3 square anywhere     diagonals in a 3x3 square anywhere     Odd and even
on the grid                            on the grid                            numbers
Ask children to write down general
found
Support      Pupil Activities TF 262-263            Pupil Activities TF 262-263            Pupil Activities TF 262-263          Textbook page 81 TF 268
2 Pupil Sheets 48 Grid patterns        2 Pupil Sheets 48 Grid patterns        4 Pupil Sheets 50                    Provide pupils with a multiplication
table to support them in q1 and 2.
For q3 Provide a copy of the Venn
Odd and even                         diagram and a set of 1-20 cards.
numbers                              Ask them to place the cards into the
correct parts of the Venn diagram.
Extension    Pupil Activities TF 262-263            Pupil Activities TF 262-263            Pupil Activities TF 262-263
2 Pupil Sheets 48 Grid patterns        2 Pupil Sheets 48 Grid patterns        4 Pupil Sheets 50                    Textbook page 81 TF 268                Extension Textbook pages
E11-E12 TF 269-270
Ask pupils to think of                 Ask pupils to think of Odd and even                                         Extension Textbook pages
E12 TF 269-270
their own patterns to                  their own patterns to numbers
explore in the grids.                  explore in the grids.  Ask pupils to investigate other
Ask them to explain                    Ask them to explain    or four odd and/or even numbers
what they chose to                     what they chose to     and come up with general
statements, e.g. what happens if
look at and what they                  look at and what they two even and one odd number are

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NHM & the Unit Plans Matching Chart

Day 1                              Day 2                                   Day 3                               Day 4                               Day 5
NNF          Begin to express a quotient as a     Round up or down after division        Use all four operations to solve    Use all four operations to solve    Choose and use appropriate number
Objectives   fraction or as a decimal when        depending on the context               simple word problems involving      simple word problems involving      operations to solve problems
dividing a whole number by 2, 4, 5                                          numbers and quantities              numbers and quantities              Explain methods and reasoning
or 10p when dividing £ and p                                                Choose and use appropriate number   Choose and use appropriate number
operations to solve problems        operations to solve problems
Explain methods and reasoning       Explain methods and reasoning
Main                                              TF 181-182
Teaching
Core                                              Pupil Activity TF 182
Activities                                        1 Pupil Sheet 35
Rounding quotients to the nearest
whole number

Textbook page 55 TF 184
Support                                           Pupil Activity TF 182
1 Pupil Sheet 35
For each question provide pupils
with a number line with the ends
labelled with the two whole
numbers the answer is between and
split into tenths. Ask them to mark
on the line the approximate position
of their number and use the line to
decide which whole number is
nearest to.
Extension                                         Extension Textbook pages E6 TF
187

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NHM & the Unit Plans Matching Chart
Day 1                                Day 2                                    Day 3                                 Day 4                                 Day 5
NNF          Use the relationship between         Use known facts and place value to       Extend written methods to short       Short division of HTU by U (with      Choose and use appropriate number
Objectives   multiplication and division          multiply and divide mentally             multiplication of HTU or U.t by U;    integer remainder)                    operations to solve problems
long multiplication of TU by TU

Main         TF 175-176                           TF 134                                   TF 152-153                            TF 180-181
Teaching                                          TF 145                                   TF 155
TF 168-169
Core         Textbook page 51 TF 176              Pupil Activity TF 135                    Pupil Activity TF 153                 Pupil Activities TF 181
Activities                                        1 Finding products                       1 Pupil Sheet 23                      1 Pupil Sheet 33
Textbook page 36 TF 135                  A three-digit number by a single
Pupil Activity TF 145                    digit, expanded → standard
1 Pupil Sheet 20                         recording                             By 2–9, three-digit
By doubling and halving                                                        quotients
Textbook page 49 TF 171                  Textbook page 44 TF 156
2 Pupil Sheet 34 Template
Pupil Activity TF 155
1 Pupil Sheet 25                      Textbook pages 53-54 TF 184
A two-digit number by a two-digit
number, standard recording (most
significant digits first)

Support      Textbook page 51 TF 176              Pupil Activity TF 135                    Pupil Activity TF 153                 Pupil Activities TF 181
Work with the pupils as a group      1 Finding products                       1 Pupil Sheet 23                      1 Pupil Sheet 33
through q1 showing the groups of     Provide pupils with two sets of          A three-digit number by a single
four calculations on the board and   cards, set 1 containing multiples of     digit, expanded → standard
discussing how to derive them from   ten, 50 or less and set 2 multiples of   recording                             By 2–9, three-digit
the one given. Ask the children to   100, 500 or less.                        Put the questions on the board and    quotients
work in pairs to answer q2.          Pupil Activity TF 145                    allow pupils to continue using the
Provide pupils with a tables square
1 Pupil Sheet 20                         informal ‘cross’ method to find the
to support them in their
calculations.
Work with the pupils as a group          Pupil Activity TF 155
and discuss how each question will       1 Pupil Sheet 25
be turned into a simpler calculation     A two-digit number by a two-digit
before pupils find the answers           number, standard recording (most
independently.                           significant digits first)
Textbook page 49 TF 171                  Put the questions on the board and
Work with the pupils as a group          allow pupils to continue using the
before they do the page                  informal ‘cross’ method to find the
independently. For q3, 6 and 9           answers.
discuss what multiplication fact
they will use to solve each question.
Write these facts on the board to
support pupils.
Extension Textbook page 51 TF 176                 Pupil Activity TF 135                    Pupil Activity TF 153                 Pupil Activities TF 181
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Provide pupils with a set of cards   1 Finding products                       1 Pupil Sheet 23                        2 Pupil Sheet 34 Template
showing two-digit numbers. Ask       Give pupils a stopwatch. Ask them        A three-digit number by a single        Provide a mixture of questions on
them to pick two cards. They must    to time how long it takes to do 5        digit, expanded → standard              the board including some involving
then choose one other number to      questions. Ask them to do another 5      recording                               the division of a four-digit number
make a set of three numbers from     and see if they can beat their time.     Provide pairs of pupils with a set of   by a single digit number and some
which they must make two             Pupil Activity TF 145                    three- and four-digit number cards,     which lead to remainders. Pupils
multiplications and two divisions.   1 Pupil Sheet 20                         a 0-9 die and a calculator. Ask         must set the questions out
By doubling and halving                  them to take it in turns to select a    themselves.
Provide pupils with two sets of          number and roll the die to see what
cards, one showing multiples of 5 to     the number must be multiplied by.
100, the other two-digit numbers.        They must find the answer using a
Ask pupils to pick a card from each      method of their choice whilst their
set and multiply the two numbers         partner finds the answer using the
together using a strategy of their       calculator. Who is fastest?
choice.                                  Textbook page 45 TF 156
Textbook page 49 TF 171
Tell pupils that labels are priced at
3p per letter. Ask them to find the
cost of a label for each of the
people on the page. Ask them to
find the cost of a label for their own
labels cost?

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NHM & the Unit Plans Matching Chart

Day 1                                  Day 2                               Day 3                               Day 4                                Day 5
NNF          Relate fractions to division and use    Relate fractions to their decimal   Relate fractions to division and   Express one half, one quarter, three   Find simple percentages of small
Objectives   division to find simple fractions       representations                     their decimal representations      quarters, and tenths and hundredths    whole-number quantities
including tenths and hundredths of                                                                             as percentages
numbers and quantities

Main         TF 203-207                                                                                                     TF 247-249                             TF 252
Teaching
Core         Textbook page 59 TF 211                                                                                        Pupil Activities TF 249
Activities   Pupil Activity TF 207                                                                                          2 Percentage pelmanism
1 Fractions card game
Textbook pages 75-76 TF 250
Textbook page 60 TF 211
Support      Textbook page 59 TF 211                                                                                        Pupil Activities TF 249
Provide pupils with a multiplication                                                                           1 Colouring in cubes
table to help them find their                                                                                  Pupil Activities TF 249
Pupil Activity TF 207                                                                                          Shuffle the cards and place them
1 Fractions card game                                                                                          face up on the table. Ask pupils to
Before pupils start discuss as a                                                                               work in pairs to find the matching
group what the ’unit’ fraction                                                                                 cards. When they have had
would be in the case of each card,                                                                             sufficient practise they can do p76.
e.g. for the card ‘2/3 of 9’, discuss                                                                          Textbook pages 75-76 TF 250
what 1/3 of 9 would be. Write the
encourage children to use this
information to find out the answers
to each fraction card
Extension    Textbook page 59 TF 211                                                                                        Pupil Activities TF 249                Extension Textbook E10 TF 252
Ask pupils to prepare ‘who am I?’                                                                              2 Percentage pelmanism
questions for each other to solve.                                                                             3 Card game
E.g. ‘1/9 of me is 7, who am I?’                                                                               Textbook pages 75-76 TF 250
Pupil Activity TF 207
1 Fractions card game
to create two more fraction cards.

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Day 1                                  Day 2                                 Day 3                                 Day 4                                  Day 5
NNF          Relate fractions to division and use   Find simple percentages of whole      Relate fractions to division and use   Solve simple problems involving        Solve simple problems involving
Objectives   division to find simple fractions,     number quantities                     division to find simple fractions,     ratio and proportion                   ratio and proportion
including tenths and hundredths of     Develop calculator skills and use a   including tenths and hundredths of
numbers and quantities                 calculator effectively                numbers and quantities
Develop calculator skills and use a                                          Find simple percentages of small
calculator effectively                                                       whole-number quantities
Main         TF 204-205                             TF 252                                                                       TF 142                                 TF 142
Teaching
Core         Textbook page 59 TF 211                                                                                             Textbook p39 TF 142                    Textbook p39 TF 142
Activities

Support      Textbook page 59 TF 211                                                                                             Textbook p39 TF 142                    Textbook p39 TF 142
Provide pupils with a multiplication                                                                                Provide the pupils with different      Provide the pupils with different
table to help them find their                                                                                       coloured cubes and show them how       coloured cubes and show them how
answers.                                                                                                            to model the questions to be able to   to model the questions to be able to

Extension    Textbook page 59 TF 211                Extension textbook pE10                                                      Textbook p39 TF 142                    Textbook p39 TF 142
Ask pupils to prepare ‘who am I?’                                                                                   Ask pupils to make up their own        Ask pupils to make up their own
questions for each other to solve.                                                                                  ‘for every’ and ‘as many’ questions.   ‘for every’ and ‘as many’ questions.
E.g. ‘1/9 of me is 7, who am I?’                                                                                    Swap with a partner to solve.          Swap with a partner to solve.

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Day 1                                  Day 2                                   Day 3                                  Day 4                                     Day 5
NNF          Discuss the language associated        Discuss the chance or likelihood of     Collect and represent data on a bar    Solve a problem by representing          Solve a problem by representing
Objectives   with chance and likelihood of          particular events                       chart and predict outcomes             and interpreting data in tables and      and interpreting data in tables,
particular events                                                              Find the same mode of a set of data    graphs                                   charts, graphs and diagrams

Main         TF 387-389                             TF 387-389                              TF 380-381                             TF 380-381                               TF 383-384
Teaching
Core         Textbook page 123 TF 389               Ask pupils to make a poster             Textbook page 122 TF 382               Pupil Activity TF 381
Activities                                          showing a likelihood line labelled      Ask pupils to carry out a study of     1 Pupil Sheet 72
with some events of their choice.       the names of children in the class     Organising and interpreting
and design a poster showing the
information they discover. They
may choose to look at first names,
middle names or surnames. They
might consider the number of letters
in a name or the letter a name
starts with. Their posters could
include tables of information,
charts and facts such as modes and
ranges.
Support      Textbook page 123 TF 389               With the pupils as a group come up      Textbook page 122 TF 382               Pupil Activity TF 381
Give each pair of children a set of    with ten statements about events        Ask pupils to carry out a study of     1 Pupil Sheet 72
cards showing the events given on      that may or may not happen. Ask         the names of children in the class     Organising and interpreting
the page and a likelihood line         pupils to make a poster showing a       and design a poster showing the        Ask pupils to work in pairs to
labelled with the terms. Ask them to   likelihood line labelled with these     information they discover. They        complete the tally chart, taking it in
decide together where to place each    statements.                             may choose to look at first names,     turns to count the letters in a name,
event on the line.                                                             middle names or surnames. They         enter it on the chart and cross out
might consider the number of letters   the name.
in a name or the letter a name
starts with. Their posters could
include tables of information,
charts and facts such as modes and
ranges.
Extension    Textbook page 123 TF 389               Give pairs of pupils two blank dice     Textbook page 122 TF 382               Pupil Activity TF 381                    Extension textbook pE19-20
Ask pupils to make up two              and some stickers to label the faces.   Ask pupils to carry out a study of     1 Pupil Sheet 72
statements of their own for each       Ask them to think of ‘games’ such       the names of children in the class     Organising and interpreting
category of chance.                    as ‘the first person to throw three     and design a poster showing the        Ask pupils to carry out a similar
sixes wins’. They must then label       information they discover. They        survey of girls’ names in their class.
the dice to show a fair game and an     may choose to look at first names,
unfair game. Ask pupils to design a     middle names or surnames. They
poster explaining some of the           might consider the number of letters
examples they thought of.               in a name or the letter a name
starts with. Their posters could
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NHM & the Unit Plans Matching Chart
include tables of information,
charts and facts such as modes and
ranges.

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NHM & the Unit Plans Matching Chart

Day 1                              Day 2                              Day 3                        Day 4                      Day 5
NNF          Solve mathematical problems or        Solve mathematical puzzles and   Solve problems and puzzles,
Objectives   puzzles, recognise and explain        problems                         recognise and explain patterns,
patterns and relationships            Explain methods and reasoning    relationships and reasoning

Main         TF 91                                                                  TF 239
Teaching
Core         Textbook page 24 TF 91                                                 Textbook page 74 TF 239
Activities

Support      Textbook page 24 TF 91                                                 Textbook page 74 TF 239
Ask pupils to play in pairs against                                    Before asking pupils to complete
another pair. As a pair they can                                       the page, discuss the questions with
discuss how to find each answer                                        the pupils as a group and agree on
using a calculator                                                     what calculations will be needed to
solve each one.

Extension    Textbook page 24 TF 91                                                 Textbook page 74 TF 239
without using a calculator. The                                        TF 243
calculator can then be used by
another player to check the answer.

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Day 1                                Day 2                                    Day 3                                 Day 4                                Day 5
NNF          Recognise where a shape will be       Make shapes with increasing            Recognise where a shape will be        Complete symmetrical patterns with   Complete symmetrical patterns with
Objectives   after translation                     accuracy                               after reflection in a mirror line      a vertical and horizontal line of    a vertical or horizontal line of
Make shapes with increasing           Recognise reflective symmetry in       parallel to one side                   symmetry                             symmetry
accuracy                              regular polygons                       Suggest extensions asking ‘what if                                          Suggest extensions asking ‘What if
Make and investigate a general         …?’                                                                         …?’
finding examples that satisfy it
Main         TF 359-360                            TF 340-341                             TF 341-342                             TF 341-342                           TF 341-342
Teaching
Core         Pupil Activity TF 360                 Textbook page 107 TF 341               Pupil Activities                       Pupil Activities                     Textbook page 108 TF 343
Activities   1 Pupil Sheet 70                                                             TF 342                                 TF 342
2D Shape: Template                                                           2 Drawing lines of symmetry            3 Symmetrical patterns
Suggest to the pupils which shape
to use to begin the pattern on each
strip.
Textbook page 113 TF 369
Support      Pupil Activity TF 360                 Textbook page 107 TF 341               Pupil Activities                       Pupil Activities                     Textbook page 108 TF 343
1 Pupil Sheet 70                      Provide pupils with a sheet with the   TF 342                                 TF 342                               Provide a sheet showing the designs
2D Shape: Template                    shapes already drawn on. Let them      1 Pupil Sheet 67                       2 Drawing lines of symmetry          but only one line of symmetry on
Give the pupils a template of a       use a mirror to help them find all                                                                                 each one. Ask pupils to complete
simple shape to start their strip     the lines of symmetry.                                                                                             them.
pattern off with and an instruction                                          Symmetrical shapes
for translation to follow, e.g.                                              Put the diagrams onto squared
‘translate the shape four units to                                           paper allowing the pupils to use the
the right’.                                                                  squares to help them sketch their
reflections.

Extension    Pupil Activity TF 360                 Textbook page 107 TF 341               Pupil Activities                       Textbook page 108 TF 343             Extension Textbook pages E16-
1 Pupil Sheet 70                      Provide pupils with some other         3 Symmetrical patterns                 Extension Textbook pages E16-        E18
2D Shape: Template                    regular shapes to draw round, e.g.                                            E18                                  TF 344
a decagon. Using what they noticed                                            TF 344
in q3 can they estimate how many
lines of symmetry the shapes will
have? Ask them to check their
answers by drawing the lines. What

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Day 1                                 Day 2                                  Day 3                                   Day 4                                  Day 5
NNF          Use a protractor to measure and       Recognise properties of rectangles     Recognise properties of rectangles      Understand and calculate               Recognise positions and directions:
Objectives   draw acute and obtuse angles to the   Recognise perpendicular and            Measure and draw lines to the           perimeters of rectangles and regular   read and plot coordinates in the first
nearest 5o                            parallel lines                         nearest millimetre                      polygons                               quadrant
Make and investigate a general         Use a protractor to measure acute       Explain a generalised relationship     Use understanding of calculating
statement about familiar shapes by     and obtuse angles to the nearest 5o     in words                               perimeters of rectangles
finding examples that satisfy it       Investigate a general statement by
testing examples
Main         TF 367-368                            TF 333-335                             TF 334-335                              TF 304-305                             TF 357-359
Teaching
Core         Textbook page 118 TF 370              Textbook page 104 TF 337               Pupil Activity TF 335                   Pupil Activities TF 305                Textbook page 112 TF 369
Activities   Q1                                    Textbook page 105 TF 337               1 Pupil Sheet 64                        1 Pupil Sheet 58
Perimeter
Textbook page 94 TF 307
Diagonals

Support      Textbook page 118 TF 370              Textbook page 104 TF 337               Pupil Activity TF 335                   Pupil Activities TF 305                Textbook page 112 TF 369
Q1                                    In q3 instead of answering a-d, give   1 Pupil Sheet 64                        1 Pupil Sheet 58                       Provide pupils with squared paper.
In q1 ask the pupils to work in       pupils a sheet with the shapes on                                              Perimeter                              Ask them to copy the axes and lines
pairs. Both children must measure     and ask them to label any parallel                                             Work with pupils as a group and        onto the paper and draw in the
the angle and compare                 or perpendicular lines on the          Diagonals                               measure and label each section of      missing sides of the shapes or, in
measurements. They must agree a       shapes that they can spot.             On the sheet highlight the vertices     each shape. Ask them to then work      q2, the parallel lines. They can then
size before moving onto the next      Textbook page 105 TF 337               on each shape with a coloured           in pairs to find the perimeters.       read off the coordinates required.
question.                                                                    marker and remind pupils all
diagonals must join up vertices so
must start and end at a coloured
point.
Extension    Textbook page 118 TF 370              Textbook page 104 TF 337               Pupil Activity TF 335                   Pupil Activities TF 305                Textbook page 112 TF 369
Q1                                    Ask pupils to make a poster            1 Pupil Sheet 64                        1 Pupil Sheet 58                       On squared paper ask pupils to
Provide cards with angles such as     describing examples of parallel and                                            Perimeter                              draw a set of axes and a simple
32o, 57o. Ask pupils to pick a card   perpendicular lines in the                                                     Extension Textbook page E13 TF         picture, e.g. a robot face. They must
and draw the angle using the          classroom and outside world.           Diagonals                               308                                    then record all the coordinates that
protractor.                           Textbook page 105 TF 337               Provide pairs of pupils with a set of                                          are at a vertex of the picture. Swap
other 2D shapes. For each one ask                                              the coordinates with a partner who
them to say how many diagonals                                                 must follow them to recreate the
there are without drawing them.                                                picture.
They can then check their answer
by drawing.

NHM Unit Plans Matching Chart – Written by Stef Sullivan                                     Page 15 of 15                              Downloaded from www.myprimary.co.uk f

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