Download Year 6 Week 1 - Pearson Schools and FE Colleges

Plan: Plan for Year 6
Weekly Plan: Week 1
Block A1.a: Multiply integers and decimals by 10, 100 or 1000
Block A1.b: Divide integers by 10, 100 or 1000, and divide decimals by 10 or 100
Day
1
2
3
Mental oral starter
Count on or back in 6s, 7s,
8s, 9s to/from about 100. 3
teams count in multiples of a
given number. Eg teacher
says 6, a ch in 1st team
responds 12. Next ch in
team says next multiple, …
Each team gets a turn with
nos 6–9. If a ch gets it wrong
they kneel down and another
ch in team carries on.
Multiply by 8 by
multiplying by 2, doubling,
then doubling again. Fill 6
× 2 grid with multiples of 8
between 24 and 360. Cover
those with Post-it notes with
the numbers being multiplied
by 8 (3–45). Chn work to fill
in their grids by multiplying
the Post-it note numbers by
8 (2 × 2 × 2). Reveal
answers!
Know addition pairs that
total 100. Pairs write 5
numbers from 1–10. Select a
10–99 card & read out, eg
26. Chn say how many more
to 100, eg 74. Pairs with
numbers matching digits
from the answer score place
value of that digit, eg if they
have 4 they score 1, if 7 they
score 10.
Objectives
Main teaching
*
[Y6] Multiply any
integer by 10, 100 or
1000 and understand
the effect
Write 26, 260, 26 000 on board.
What is the relation between them?
Use p/v grid to explain how numbers [Y6] A1.a.1
are made of digits that occupy
places according to value. Discuss
[Y6] Recognise that
what happens if multiply by 10. It
multiplying by 100 is
looks as if we add a 0 because all
equivalent to
the digits have moved along 1 place
multiplying by 10, then to the left. Multiply by 100/1000. [ITR
A1.a]
by 10 again
[Y6] Multiply decimal
numbers by 10, 100 or
1000
[Y6] Divide any integer
by 10, 100 or 1000,
and understand the
effect
[Y6] Recognise that
dividing by 100 is
equivalent to dividing
by 10, then by 10
again
[Y6] Divide decimal
numbers by 10 or 100
Use p/v grid with H, T, U, t, h. Demo
multiplying £3.46 by 100. Write £3.46
[Y6] 6.1 p3
on p/v grid and fill in answer (move
each digit 2 places to left = £346).
Record the ×. Rpt for £12.83 × 1000.
Put £2.89 × 10 on board and 3
possible answers. Chn pick one and
show on grid. Rpt for £9.10 × 100.
Demo that dividing 12000 by 10,
100 or 1000 is the reverse of
[Y6] A1.b.1
multiplying by 10, 100… This time
the digits all move 1/2/3 places to
the right. Show that dividing by 100
[Y6] 1.1
or 1000 is the same as dividing by 10
twice or three times. [ITR A1.b]
**
[Y6] 6.1 p4
***
[Y6] A1.a.2
****
[Y6] Ch.p3
[Y6] 1.3
[Y6] A1.a.3
[Y6] 6.1 p8
Outcomes
Chn write age of
 Know the value of
oldest member of
each digit up to 10
their family. They
000.
multiply that age by
 Know the effect of
10, 100 and 1000 and
multiplying by 10,
write the 3 numbers in
100 and 1000.
a sequence. Chn to
 Use place-value
show their answers.
chart to explain
what happens when
a number is
multiplied by 10 000
and 1000.
One child writes a 1 Know the effect of
place decimal and
multiplying money
their partner multiplies
amounts by 10, 100
it by 100 and writes
and 1000.
answer. They show
 Explain patterns
their pairs of numbers
using a place-value
and discuss with you
chart.
their answers.
[Y6] A1.a.4
[Y6] 6.1 p9
Plenary
[Y6] Ch.p4
One child writes
 Recognise what
number in thousands
happens to
btwn 10 000–20 000.
numbers when they
Partner writes that
divided by 10, 100
number divided by 10.
or 1000.
First child writes
 Recognise the
number divided by
relationship
100. They check each
between division
other’s answers.
and multiplication.
 Know that dividing
by 100 is the same
as dividing twice by
10.
Day
4
5
Mental oral starter
Objectives
Main teaching
*
Read the time to 1 minute
on a 24-hour clock. Draw 5
analogue clocks on board:
3:10, 7:40, 12:30, 1:55, 6:35.
Write these digital times:
13:55, 06:35, 03:10, 19:40,
08:20, 15:10, 01:55, 00:30,
18:35, 02:05, 07:40, 12:30.
Pairs match digital to
analogue times & pick out 2
odd digital times. Discuss.
Jo’s shelf is 126 cm. How much
space each for 10 boxes? Remind
chn how to divide by 10 using p/v
grid. We move digits 1 place to right.
Write the calculation and perform it
using the grid. 126 ÷ 10 = 12.6. Jo
has 12.6 cm for each box. Demo
5923 ÷ 100 (move digits 2 places to
right). Discuss rounding answer
down. Rpt for 294.3 ÷ 10.
Count on/back from any
number in steps of 19 or
21. Chn in pairs. Divide class
in half. Half count in 21s;
other half count in 19s. Write
start number, eg 245. Each
ch writes next 10 numbers in
the count. Teams then chant
answers in unison. Record
on board. Compare 10th
number in each sequence.
Write £15082 on board & chn read.
We’ll share this btwn 1000 chn. How
[Y6] A1.b.4
much does each get? Chn estimate
first. Remind chn about dividing by
1000 (move each digit 3 places to
right). Choose ch to do calculation on
a p/v grid and round answer down =
£15.08 each. Rpt to divide same
amount by 10, 10, and 10 again.
[Y6] 6.1 p7
**
[Y6] A1.b.2
***
[Y6] A1.b.3
[Y6] 1.2
[Y6] 6.1 p9
© Pearson Education Ltd 2009
[Y6] 6.1 p10
****
[Y6] Ch.p5
Plenary
Outcomes
Chn each write the
 Work out word
year of their birth. Half
problems involving
the class divide it by
division.
10 and then by 10
 Explain the effect of
again, while the other
dividing by 10,100
half divide it by 100.
or 1000 using
Compare answers.
place-value charts.
Write £1500 on the
 Make estimates
board. Ask chn to
based on known
work in pairs to decide
facts.
how many 1p coins
 Divide decimal
you would need to
numbers by 10 or
make up this amount.
100.
How many £10
notes?