Year 6 Maths Plans
We provide Hamilton Year 6 maths both as weekly plans (below) and as short blocks. We will eventually be phasing out the plans, as we believe our short blocks offer you all of the same advantages and more. Find out more about the advantages of Hamilton's short blocks.
In order to ensure that every part of the Year 6 content is covered before the statutory assessments in late May, there are nearly 13 weeks of teaching in the Autumn Term, 11 weeks in Spring and 27 days before the SATs in Summer. Each teacher will need to pace this teaching to suit their class and, crucially, their term dates. You may need to consider bringing some of the Spring Term teaching into Autumn. For more support in how to arrange this around different potential term structures structures, read more.
Understand and use place value and round numbers up to 10,000,000. Understand and use place value in numbers with 3 decimal places, multiply and divide by 10, 100 and 1000. Convert between metric units of measurement. Place negative numbers on lines, find intervals which cross zero. Use column addition and subtraction, estimating answers. Solve multi-step word problems. Includes bar model examples.
Use place value and number facts to multiply and divide mentally. Use the written methods of short and long multiplication, short and long division. Use knowledge of four operations to reason and solve puzzles.
Multiply and divide decimals by whole numbers. Solve ratio and scaling problems. Find percentages and fractions of amounts. Add, subtract, multiply and divide fractions. Includes bar model examples.
Find areas of irregular and rectilinear shapes and perimeters of rectangles and rectilinear shapes. Find missing angles round a point, line, vertically opposite and in triangles. Interpret pie charts and line graphs. Make reflections and translations. Extend and describe linear number sequences. Includes bar model examples.
No plans for SATs week. Good luck!
Read recurring displays e.g. 0.3333333 and know that it represents a third. Interpret a rounding error, e.g. 6.9999999 as 7. Use a calculator and reasoning skills to aid problem solving. Decide when it is appropriate to use a calculator. Begin to use the memory (M+, M- and MR) keys.
Work systematically to solve logic, visual and number puzzles and problems; find, describe and predict patterns. Use short division, long division and short multiplication.
Make and justify estimates and approximations of large numbers. Explain methods and reasoning orally. Make general statements about patterns and relationships. Begin to find the mean of a set of data. Construct and interpret line graphs.
Children make and justify estimates and approximations of large numbers. Explain methods and reasoning orally, make general statements about patterns and relationships and solve mathematical puzzles. Use brackets and order of operations.
Children learn about different historic number systems and written methods of multiplication. They test rules (Goldbach’s conjecture and Pythagoras’ theorem) and look for patterns (Pascal’s triangle).
Children tessellate shapes, create fractal patterns, create patterns using symmetry, translation and rotation, draw natural spirals and find pairs of body measurements with a given ratio.