NHM Matching Chart Yr 5 Summer Term by aM68BX

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									                 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’.




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                           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

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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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                             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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                             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?

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                             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
                                                  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
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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
                                                address. How much would 100
                                                labels cost?




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                             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.




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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
                                                                                                                                 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.




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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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                                                           include tables of information,
                                                           charts and facts such as modes and
                                                           ranges.




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                             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.




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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         …?’                                                                         …?’
                                                   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

								
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