VIEWS: 12 PAGES: 15 POSTED ON: 7/27/2012
NHM & the Unit Plans Matching Chart 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’. NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 1 of 15 Downloaded from www.myprimary.co.uk f 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 find the answer. 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 NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 2 of 15 Downloaded from www.myprimary.co.uk f 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.’ NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 3 of 15 Downloaded from www.myprimary.co.uk f 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 NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 4 of 15 Downloaded from www.myprimary.co.uk f 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 statements about what they have 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 additions and subtractions of three 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 found. found. added together? NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 5 of 15 Downloaded from www.myprimary.co.uk f 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 NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 6 of 15 Downloaded from www.myprimary.co.uk f 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 By doubling and halving answers. 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 NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 7 of 15 Downloaded from www.myprimary.co.uk f NHM & the Unit Plans Matching Chart 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 address. How much would 100 labels cost? NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 8 of 15 Downloaded from www.myprimary.co.uk f 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 answers. 2 Percentage pelmanism 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 answers on the board and 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 For each answer card, ask children to create two more fraction cards. NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 9 of 15 Downloaded from www.myprimary.co.uk f NHM & the Unit Plans Matching Chart 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 find the answers. find the answers. 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. NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 10 of 15 Downloaded from www.myprimary.co.uk f NHM & the Unit Plans Matching Chart 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 NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 11 of 15 Downloaded from www.myprimary.co.uk f NHM & the Unit Plans Matching Chart include tables of information, charts and facts such as modes and ranges. NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 12 of 15 Downloaded from www.myprimary.co.uk f 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 Ask pupils to find the answers Extension Textbook page E9 without using a calculator. The TF 243 calculator can then be used by another player to check the answer. NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 13 of 15 Downloaded from www.myprimary.co.uk f NHM & the Unit Plans Matching Chart 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 …?’ …?’ statement about familiar shapes by 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 about a rectangle? NHM Unit Plans Matching Chart – Written by Stef Sullivan Page 14 of 15 Downloaded from www.myprimary.co.uk f NHM & the Unit Plans Matching Chart 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