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Bishopsworth Cof E Junior School: Maths Planning Sheet
Year 2008/09
Class 5/6 K
Teacher Miss
Knight
Term 1
Week 5
W/b 06.10.08
Unit B1
Curricular
targets (Year
5)
Must (Year 4)
I know all my times tables up to 10x10 and can work out
related division facts.
Should (Year 5)
I can use times tables up to 10x10 and use them to multiply
pairs of multiples of 10 and 100 (e.g. 5 x 600, 40 x 30).
Could (Year 6)
I can use times tables up to 10x10 to work out related
multiplication and division facts involving decimals (e.g. 0.8
x 7, 4.8 ÷ 6).
Assessment
focus
Level 3c
 Know by heart 2x, 5x and 10x table and use them to solve
problems
 Begin to know the 3x, 4x and 6x tables
Level 3b
 Know multiplication facts for 2x, 3x, 4x, 5x and 10x tables, derive
the associated division facts
 Recognise multiples of 2, 5 and 10 up to 1000
Level 3a
 Know by heart 2x, 3x, 4x, 5x and 10x tables, use them to solve
multiplication and division problems
 Begin to know 6x, 7x, 8x and 9x tables
WALT
Mental/Oral starter
Main Lesson Activity
Independent Activities – Must / Should / Could
Plenary
Mon
Use counting stick to chant 3x table
forwards and backwards and out of
order (teacher pointing to numbers on
counting stick) – begin with all number
cards. Which facts are easy to
remember? Children can then remove
those cards (ask mainly lower ability).
Relate to 30x table; chant forwards and
backwards and out of order. Relate to
0.3 x table; chant forwards and
backwards and out of order.
Using Venn diagram, ask children to come up and place numbers in correct circles (e.g. Even numbers &
Multiples of 3). Include some numbers that do not fit in either circle. Make sure that children understand
that numbers that fit both categories are included in the overlapping section. What are even numbers
multiples of? Explain that numbers that are multiples of both 2 and 3 are called common multiples. Could
use interactive Venn diagram (http://www.crickweb.co.uk/assets/resources/flash.php?&file=NumberVenn).
List multiples of 5, then use Venn List multiples of 3 and multiples
Use harder multiples, e.g. 9 and
diagram to show even numbers
of 4, then use Venn diagram to
7.
& multiples of 5.
record multiples of 3 and 4.
Repeat for other pairs of
multiples, e.g. 4 and 6.
Show completed Venn diagram
but without labels. Children call
out numbers, which are added
to Venn diagram. Ask children
to work out what the label could
be for each of the circles.
Write a number on the board (e.g. 8). As a class, generate a list of the properties of the number, e.g.
multiple of ..., factor of..., even / odd, common multiple of ..., etc.
Choose from these digit cards
each time: 7, 5, 2, 1.
Make these two-digit numbers:
• an even number
• a multiple of 9
• a factor of 96
• a common multiple of 3 and
4
Discuss whether there was more
than one possible number that
could be made using those digits
to fit statement (e.g. even
number could be 72, 52 or 12).
Recap vocabulary relating to 2D shapes (parallel, right angle, symmetry, quadrilateral, opposite / adjacent
sides, diagonals). Show a shape cut out of card and ask children to describe its properties, ensuring use
of correct vocabulary. Could use virtual pinboard to create shapes
(http://www.crickweb.co.uk/assets/resources/flash.php?&file=vpinboard4).
Recap names and properties of
quadrilaterals. Could use
PowerPoint presentation.
WALT recognise
multiples of
numbers
Objectives for the week:

To recognise properties of numbers

To recognise properties of quadrilaterals
and triangles
Tues
WALT recognise
properties of
numbers
(PPA)
(Swimming 9.4510.45)
Wed
WALT recognise
properties of
Show two shapes. What is the same
about these two shapes? What is
different?
ICT
If available, IWB used to model and
demonstrate
Vocabulary
Multiple
Common
multiple
Right angle
Parallel
Symmetry
Quadrilateral
Diagonal
Opposite sides
Adjacent sides
Regular
Irregular
Isosceles
Equilateral
Scalene
Resources
Pin boards
Elastic bands
Different shapes cut out of card
Copies of sentence frame
Triangle identification sheet
Examples of Islamic patterns
Islamic patterns sheet
Bishopsworth Cof E Junior School: Maths Planning Sheet
Class 5/6 K
WALT
Mental/Oral starter
quadrilaterals
Thu
WALT recognise
properties of
different triangles
Fri
WALT recognise
different shapes
Term 1
Week 5
Block B1
Main Lesson Activity
Independent Activities – Must / Should / Could
Provide sentence frame to
support describing properties.
Use pin boards and elastic bands
to create different quadrilaterals.
Draw each one in book and write
sentences to describe its
properties.
Plenary
Also write name of each shape.
Use counting stick to chant 3x table
forwards and backwards and out of
order (teacher pointing to numbers on
counting stick) – begin with all number
cards. Which facts are easy to
remember? Children can then remove
those cards (ask mainly lower ability).
Relate to 30x table; chant forwards and
backwards and out of order. Relate to
0.3 x table; chant forwards and
backwards and out of order.
Show an example of each of the different types of triangle (right-angled,
Discuss properties of each (length of sides, angles, symmetry).
Use triangle identification sheet
Use pin boards and elastic bands
to support identifying name of
to create different triangles.
triangle.
Draw each one in book, name it
and write sentences to describe
its properties.
3 x table test
Look at examples of Islamic patterns. Discuss the shapes used, using mathematical language, and the
way they are repeated.
Use sheet to colour examples of
different shapes in pattern.
Use isometric paper to copy and
create some repeating patterns.
Homework
Learn 3x table
Target children
Next steps
 Need to make whole level progress (end of year target in

brackets): Jolanda (3a), Alice (3a)
Extensions for Year 6 target group
Emphasise vocabulary relating to shape, esp. parallel & perpendicular, opposite & adjacent
Include shapes in different orientations
isosceles, equilateral, scalene).
Extension: give specific types of
triangles to create, e.g. rightangled isosceles triangle.
Can a right-angled triangle be
equilateral? Can it be isosceles?
Can it be scalene? Ask children
to discuss with partner, then
share ideas, explaining
reasoning.
Ask pupils to describe one of the
patterns they have created,
using mathematical language.
Bishopsworth Cof E Junior School: Maths Planning Sheet
Class 5/6 K
Term 1
Week 5
Block B1
APP level criteria
Level 3
Classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective
symmetry for 2-D shapes, e.g.
 sort objects and shapes using more than one criterion, e.g. pentagon, not pentagon and all
edges the same length/not the same length
 sort the shapes which have all edges the same length and all angles the same size from a
set of mixed shapes and begin to understand the terms ‘regular’ and ‘irregular’
 recognise right angles in shapes in different orientations
 recognise angles which are bigger/smaller than 90° and begin to know the terms ‘obtuse’ and
‘acute’
 recognise right-angled and equilateral triangles
 demonstrate that a shape has reflection symmetry by folding and recognise when a shape
does not have a line of symmetry
Level 4
Use the properties of 2-D and 3-D shapes, e.g.
 recognise and name most quadrilaterals, e.g. trapezium, parallelogram, rhombus
 recognise right-angled, equilateral, isosceles and scalene triangles
 recognise an oblique line of symmetry in a shape
 use mathematical terms such as horizontal, vertical, congruent (same size, same shape)
 understand properties of shapes, e.g. why a square is a special rectangle
 visualise shapes and recognise them in different orientations