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Maths Weekly Plan: Summer 1st wk 1 12/4/10
Main teaching
Objectives
Day 1
Day 2
Day 3
Add several small
numbers.
Write numbers 3–9
twice each on the
board. Chn write an
addition using 5 of the
numbers, and find the
answer. Roll 2 dice to
create a 2-digit
number, if possible
between 21 and 51.
Whose addition came
to this answer? Check.
Repeat several times.
All
Y5
Write 9+16=. Easy way to add 9? 16+10–1=25.  Add near multiples
What’s special about 9, 16, 25? Square
of 10 and 100 to 2numbers. (Draw square grids to demo.) Show
and 3-digit
that 9+16=25 can be written as 3²+4²=5². Is it
numbers
always true that adding 2 consecutive square  Partition numbers
nos gives the next square no.? Explore.
into H, T and U,
Add several multiples
of 10.
Write on board:
30+50+80+10+80.
Remind chn to look for
pairs making 100, or
doubles. Chn work
out answer and write
on whiteboard, waiting
for signal before
holding it up. Check
answers. Write a new
addition of multiples
of 10. Continue like
this.
All
Remind chn of rounding method. We can use it
to add near multiples of 100. Write 298+428.
Write 300+428=728. We added 2, so must
subtract 2 (726). Write 46+38+149+62. Pairs
rewrite ready for chosen method: ordering,
rounding and splitting. Discuss. [ITR Y5 D2.c]
Count on or back in
steps of 0·1 to/from 5.
Say and write a
starting number, eg
1·0, one point zero.
Go round the class,
each child adding on
0·1 until you reach 5.
Choose child to give
new start number from
1 to 5. Rpt the process
but this time count
backwards to 0.
All
Choose Y6 chn to write a sequence of square
numbers from 1² up to 15². This is a sequence.
Write a sequence of decimals in steps of 0·5:
2·0, 2·5, 3·0, 3·5, … Look at the pattern. Rpt
for steps of 0·2 and 0·25. Focus on patterns
created by sequences.
Y5
Point to 9+16=25. We can use a rounding
method to add near multiples of 10. Write
69+347, 69 is very close to 70. Write
70+347=417 Remind chn to subtract 1 (416).
Pairs choose either partitioning or rounding
method to calculate149+286. Demo both.
Which do you prefer?
Y6
Write 72=. On calculator demo finding answer,
eg 7×7, 7××. Rpt for 92, 202, 3002. Chn make
square numbers table for multiples of 10. Use
to estimate 162 then find on calculator (256).
Demo checking using inverse operation:
256. Compare to estimates. [ITR Y6 D2.c]
Y5
Write 4·5+1·8=. Draw 4–7 number line marked in
tenths. Child marks 4·5. Show how add 0·5 to
get next whole number, then add remaining 1·3
making 6·3. Write 3·5+4·3. This time the tenths =
less than 1 unit, so easier to add by splitting units
and tenths (7·8). [ITR Y5 D2.d]
Activities
Group 1
Group 2
Group 3
Group 4
[group]
[TB]
[TB]
[pair]
Y5 D2.c.1
Adding 99 to a
series of 3-digit
numbers
Y5 5.2 p59
Adding 3-digit
numbers using
near multiples
Y6 6.2 p58
Writing square
numbers and
finding next
square after a
given number
Y6 D2.c.1
Writing square
numbers and
exploring their
digital roots
[TB]
[TB]
adding the most
significant digit first
Y6
 Know squares of
numbers to at least
12 × 12
 Derive squares of
multiples of 10
 Calculate squares
of larger numbers
 Check with the
inverse operation
when using a
calculator
 Develop calculator
skills and use a
calculator
effectively
 Begin to find a
number that has a
given square, i.e.
its square root
Y5
 Mentally add or
subtract a pair of
decimal
numbers,
crossing units or
tenths
 Use known
number facts
and place value
for mental
addition and
subtraction of
decimals
[group]
[TB]
Y5 5.2 p58
Y5 5.2 p61
Adding near
Exploring
multiples to 3- general
digit numbers statements
about adding
Y6 D2.c.2
Finding square
numbers, and
the differences
between
adjacent
squares
Y6 6.2 p60
Finding
squares of
large numbers
[group]
[TB]
[group]
Y6 6.2 p59
Finding
squares of
multiples of 10
and 100
Y6 D2.c.3
Estimating and
calculating
square roots of
non-square
numbers
[TB]
Y5 D2.d.1
Y5 5.2 p63
Adding 1-place Adding two 1decimals to
place decimal
make the next numbers
whole number
Plenary
Outcomes
Choose a pair of
chn to think of an
addition that
could be done
using the
rounding method.
Ask rest of class
to say an answer.
Check and
repeat, choosing
different chn to
generate an
addition.
Y5
 Add near
multiples of 10
and 100
Y6
 Know squares
of numbers to at
least 12×12
Use number
Y5
cards 11–99.
 Partition, adding
Choose child to
most significant
pick a card, eg
digit first
32. Pairs estimate  Add near
its square, then
multiples of 10
use calculator to
and 100
find it. Compare Y6
with estimates.
 Calculate
Who was
squares and
closest?
square roots
 Check using
inverse
operation
Ask chn to work Y5
in pairs. Pairs
 Add 1-place
generate and
decimals,
write a pair of 1crossing units or
place decimal
tenths
numbers that total Y6
a whole number.  Calculate
Allow a minute or squares and
two then check
square roots
their numbers.
Abacus Evolve Mixed-Age Planning Year 5 and 6 Weekly Plan © Pearson Education Ltd 2008
Mental oral
starter
Block D2.c: Y5 Add near multiples of 10; Y6 Recognise square numbers
Block D2.d: Y5 Add and subtract decimal numbers; Y6 Explore number sequences
Day 4
Recognise and name
different quadrilaterals.
Play ‘Shape pointing’.
Chn each have a shape
board (Y6 PCM 208).
Give Show me
instructions based on
properties of
quadrilaterals, eg Show
me a parallelogram.
Chn point at shape. Rpt.
Extend to eg Show me a
kite in third row.
Day 5
Estimate acute, obtuse &
reflex angles.
Prepare some angles,
incl. acute, obtuse and
reflex. Show them. Point
at one. Chn estimate its
size in degrees. They
record and reveal their
responses on
whiteboards. Discuss.
Measure with a
protractor. Who was
closest? Rpt.
Vocabulary
add
added
addition
square numbers
triangular numbers
consecutive
rounding method
subtract
partition
multiples of 10
multiples of 100
ordering
splitting
calculator
estimate
Main teaching
Objectives
Activities
Group 1
Y5
(Continued)
[WCT]
All
Count in 2s starting at 2. Chn repeat the count,
 Find what to add Y5 D2.d.2
only saying the units digits. Focus on the pattern
to a decimal to Exploring
created by the sequence. Repeat for the multiples make the next
patterns in
of 3, 4, 5, … 10. Make lists to compare the
whole number
digital roots
patterns.
Y6
Y5
Write 3·8+1·6=. Draw p-v grid. Split numbers into  Recognise and
extend number
units and tenths and rewrite addition:
sequences
3+1+0·8+0·6=4+1·4=5·4. Write 3·8–1·6=. Model
 Count on or back
using the same method (partitioning) to do
in steps of 0·1,
subtraction. First subtract units (3–1=2); then
0·2, 0·25, 0·5…
subtract tenths (0·8–0·6=0·2), so 3·8–1·6=2·2.
Explore patterns

[TB]
All
created by
Write £3·64+£2·75=. Discuss how to add them.
Y5 5.2 p62
number
Partition into £s, 10ps and 1ps. Rewrite addition
Adding to find
sequences
on p-v grid, splitting numbers into units, 10ths and
the difference
 Recognise and between two 2100ths. Chn work in 3s to complete the 3
explain patterns
additions and combine to find total. Use same
place decimal
and
method to subtract, eg £5·79–£2·36.
numbers
relationships,
Y6
generalise and
Stick Post-it note on board. How many? (1) Stick predict
2 more below. How many? (3) Stick 3 more. How  Begin to
many? (6) These are triangular numbers. Chn
recognise
predict next few nos and write sequence. Add 2
triangular
consecutive triangle nos. What do you notice?
numbers
Answers = square numbers. [ITR Y6 D2.d]
inverse operation
sequence
pattern
decimals
units
tenths
hundredths
next whole number
£
10p
1p
doubles
count on
count back
triangle
quadrilateral
Plenary
Group 2
Y5
Group 3
Y6
Group 4
Y6
[WCT]
[pair]
[TB]
Y5 D2.d.2
Exploring
patterns in
digital roots
Y6 D2.d.1
Exploring
patterns in
Pascal’s
triangle
Y6 6.2 p63
Writing next
number in
harder
sequences
[group]
[TB]
[pair T]
Y5 D2.d.3
Y6 6.2 p62
Adding to make Writing
the next whole numbers to
number
continue
sequences
parallelogram
angles
acute
obtuse
reflex
Y6 D2.d.2
Generating and
exploring
Fibonacci’s
sequence
Outcomes
Write
Y5
4·2+9·3+3·8=.
 Add 1-place
Ask some pairs to decimals
split the numbers  Subtract 1-place
into units and
decimals,
tenths, and look
crossing units or
for pairs of tenths tenths
that make a unit. Y6
Agree answer.
 Explore patterns
created by
number
sequences
What is sum of
Y5
first 10 counting  Add 1-place
numbers
decimals
(1+2+3+4
 Add/subtract
…+10)? The sum amounts of
is the 10th
money, crossing
triangular
units or tenths
number. Write
Y6
first 10 triangular  Explore number
numbers: 1, 3, 6, sequence
... 55. Sum of
 Recognise
numbers 1–10 =
triangular
55. Rpt for first 15 numbers
counting
numbers.
Resources
2 dice
cubes
individual whiteboards
calculators
Y6 PCM 159b
number cards 0-99
shape board
Y6 PCM 160a
Bingo boards
protractor
Post-it notes
Y5 PCM 151a
circles with 0-9 marked around
circumference (Y5 PCM 238)
Blocks D2.c and D2.d
Abacus Evolve Mixed-Age Planning Year 5 and 6 Weekly Plan © Pearson Education Ltd 2008
Mental oral
starter