Maths Year 6 Spring Revision

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents.

Unit 1 Understand decimals, including negatives (suggested as 3 days)

Objectives

Understand whole and decimal numbers, including negative numbers
Unit 1: ID# 6011

National Curriculum
PV (i), (ii), (iii), (iv)
Meas. (i), (ii)

Hamilton Objectives
1. Locate numbers up to 10 million on a landmarked line; use this to compare/order numbers.
2. Round to ten, a hundred, a thousand, ten thousand, one hundred thousand or a million, as appropriate.
3. Use negative numbers in context, calculate intervals across zero.
4. Solve number and practical problems involving place value, rounding and negative numbers.
28. Identify the place value of each digit in a number with up to 3 decimal places; multiply/divide numbers by 10, 100, 1000 giving answers with up to 3 decimal places.

Teaching and Group Activities for Understanding

Day 1
Children use digits 1 to 7 to make whole numbers between 3 million and 4 million. Hold up your number if it has 2 in the 100,000s place… if it has 2 in the 10,000s place… if it rounds to 3,000,000. Ask a few children to place their numbers on a 3,000,000 to 4,000,000 line. End by creating today’s ‘Top Tip for Tests’.
Group activities
-- Complete rounding and place value problems.

Day 2
Show children the 6 function machines. If I want to convert 3.45m into centimetres, which function machine could I use? A point for each correct team. Repeat for converting 56cm to metres, 3.487 kg to grams, 480g to kg, etc. End by creating today’s ‘Top Tip for Tests’.
Group activities
-- Practise multiplying numbers by 10 and 100.
-- Multiplying and dividing by 10, 100 and 1000, including converting units of measurement.

Day 3
Sketch a line from -20 to 20, mark on -20, 0 and 20. Ask children to label -7, -11, 4 and 12. Which is more -7 or -11? Which is closer to 0? If these were temperatures, which would be cooler? What is the difference between -7 and 4? Sketch a -100 to 100 line, label -100, 0 and 100. Children mark on given multiples of 10. End by creating today’s ‘Top Tip for Tests’.
Group activities
-- Sketch number lines to help solve word problems using positive and negative numbers.
-- Find the difference between pairs of 2-digit numbers, 1 of them negative.

You Will Need

  • ‘Place value and rounding 1’ (see resources)
  • ‘Place value and rounding 2’ (see resources)
  • ‘Function machines’ (see resources)
  • ‘Place value grid’ (see resources)
  • Function wheel from wldps.com
  • ‘Multiplying and dividing by 10, 100 and 1000’ (see resources)
  • Sticky notes
  • ‘Negative numbers’ (see resources)
  • 0 to 9 digit cards

Mental/Oral Starters

Day 1
Round 4-digit numbers to the nearest 10, 100 and 1000 (pre-requisite skills).

Suggested for Day 2
Counting back (simmering skills).

Suggested for Day 3
Convert 24-hr clock to 12-hr clock times (simmering skills).

Procedural Fluency

Day 1
Practise answering questions about place value and rounding.

Day 2
Multiply and divide by 10, 100 and 1000, convert measures from 1 unit to another. Children write a ‘Top Tip’ for multiplying numbers with decimal places by 10, 100 and 1000.

Day 3
Answer questions about negative numbers in the context of temperature, then find pairs of numbers with a given difference.

Mastery: Reasoning and Problem-Solving

  • Fill in the missing digits:
    3 8 4, ☐ 7 9 < 3 8 4, 0 ☐ 9
    1,0 ☐0, 841 > 1, 0 40,996
  • Complete the place value subtractions.
    (a) 1,249,541 – [_____] = 1,240,501
    (b) 673,890 – [_____] = 70,090
    (c) 2,951,159 – [_____] = 2,050,050
  • Draw a line from 3,000,000 to 4,000,000.
    Mark the midpoint.
    Mark 2 numbers that round to 3,000,000.
    Mark 2 numbers that round to 3,500,000 as the nearest 100,000.

This unit has no problem-solving investigation.

Extra Support

This unit has no separate Extra Support activities.

Unit 2 Add/subt whole numbers; solve problems (suggested as 2 days)

Objectives

Add and subtract whole numbers

Solve problems
Unit 2: ID# 6029

National Curriculum
PV (iv); Number-ASMD (iv), (viii), (ix)

Hamilton Objectives
4. Solve number and practical problems involving place value, rounding and negative numbers.
5. Consolidate: Add & subtract mentally with confidence, where numbers are <100 or it relies upon simple addition/subtraction and place value.
6. Consolidate: Add several large numbers using written addition, including ‘piles of numbers’ with different numbers of digits.
7. Consolidate: Subtract large numbers using decomposition or counting up if appropriate (200,000 – 196,875).
19. Use estimation to check answers and determine an appropriate degree of accuracy.

Teaching and Group Activities for Understanding

Day 1
Display the ‘1000 more’ table. Point to the missing number on each line in turn. Children work in pairs to agree what number is missing. Write □ – 300 = 4268 and □ – 1000 = 40,278 on the board. Children work in pairs to identify the missing number. End by creating today’s ‘Top Tip for Tests’.
Group activities
-- Children write additions, hide 1st or 2nd number. Rest of group work out missing number. Repeat for subtraction.
-- Solve missing number place value additions and subtractions.

Day 2
Write 6□4 + 32□ = 1000 as a vertical addition. Children discuss in pairs what each missing digit must be, then test out their ideas. Children use the digits in each number in a different order to give a total which will round to 1400 when rounded to the nearest 100 (e.g. 764 + 632). Repeat for a pair of 4-digit numbers, all digits different, such that the total when rounded to the nearest 1000 will round to 5000. Repeat for a pair of 4-digit numbers such that when 1 is subtracted from the other the difference will round to 3000. End by creating today’s ‘Top Tip for Tests’.
Group activities
-- Practise compact column methods for addition and subtraction.

You Will Need

  • Mini-whiteboards and pens
  • ‘1000 more’ (see resources)
  • ‘Mental addition and subtraction’ (see resources)
  • ‘Addition and subtraction practice’ (see resources)

Mental/Oral Starters

Day 1
Add and subtract pairs of 2-digit numbers (pre-requisite skills)

Day 2
Counting on and back in steps of 40 (pre-requisite skills)

Procedural Fluency

Day 1
Use place value and number facts to work out missing numbers in additions and subtractions.

Day 2
Work out missing digits in written additions and subtractions of 3, 4 and 5-digit numbers as well as straight forward calculations. Then write additions and subtractions which round to given numbers.

Mastery: Reasoning and Problem-Solving

  • Two numbers add together to equal 10,000. One of the numbers is 2,308. What is the other number?
  • At the start of June, there were 4,548 toy cars in the shop. During December, 8,728 more toy cars were delivered and 9,473 toy cars were sold.
    How many toy cars were left in the shop at the end of December?
  • Write the four missing digits to make this addition correct:
    ☐6☐8 + 3☐9☐ = 9019
  • Write the 4 missing digits to make this subtraction correct:
    ☐3,40☐ - 1☐,9☐2 = 7485
  • The numbers in this sequence increase by 10 each time:
    6, 16, 26, …
    Write two numbers from the sequence that add to make a total of 92.
    Explain why it is not possible to find three numbers from the sequence that add to make a total of 92.

This unit has no problem-solving investigation.

Extra Support

This unit has no separate Extra Support activities.