Year 6 Maths Medium Term Plan 2021-2022 - Chilton Primary ...

Year 6 Maths Medium Term Plan 2021-2022
Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

 Number and place Number and Place Addition Subtraction Multiplication & Multiplication Division
 value value division -prime, square and -Divide numbers up to 4
 -to understand the -To solve any To solve subtraction cube numbers digits by 1 digit then 2
 place value of digits. (KENT TEST) subtractions calculations with -x & divide by 10, -Prime factors digit whole number using
 -partitioning calculations with numbers to 2 100, 1000 short division.
 - ordering and numbers to 2 decimal decimal places. -To multiply multi
 -read, write and say comparing places. -Multiples and digit numbers up to 4 - Interpret remainders as
 numbers up to -To work factors digits by a two digit whole number
 10,000,000 -rounding -To work systematically systematically to whole number remainders, fractions or
 to solve a problem solve a problem -doubling and rounding.
 -reading numbers on a -using positive and halving (including -To carry out
 number line. negative numbers in -To solve multi step -To solve multi step decimals) operations involving - To use the distributive
 real life contexts word problems. word problems. the four operations property strategy to
 divide ‘friendly’ numbers.
 -adding and -To use estimation to -To use estimation to -To multiply decimals
 subtracting check answers to check answers to -Long Division
 -problem solving with calculations. calculations
 negative numbers Four Operations
 -To solve word problems

Mental >To count in multiples >To count in steps of >Find the difference >To find the >To multiply and >Use factors for >Identify prime numbers.
Maths of any number up to powers of 10 up to 1 by counting up difference by divide whole finding products >Identify common
Skills x12 forwards and 000 000 through the next counting up through numbers by 10, mentally (32x24 = 32 factors.
 backwards from any >To count in 11s, 15s, multiple of 10, 100 or the next multiple. 100, 1000 x 3 x 8 = 96 x 8 = 800 >Dividing by 10,100,1000
 given number. 19s, 21s, 25s then 1000: 7000-3675 is +5 (count up from the >To multiply and – (4 x 8) = 768 >Halving numbers.
 back. Can you go past + 20 + 300 smaller to larger divide decimal Prove:
 zero? + 3000= 3325 number

>To count in steps of >Subtract 0.9, 1.9, numbers by 10, >Identify numbers > 100 the last two digits
 0.1, 0.5, 0.25 to 10 >Identify near 2.9 or 1.1, 2.1, 3.1 by 100 and 1000 with an odd number are 00 and 10 the last
 then back. doubles: 421 + 387 = subtracting 1,2,3 >Know the square of factors (squares) digit is zero and 5 The
 >Count forwards and 808 (double 400 plus then adjusting by 0.1 numbers and those Identify two digit last digit is 0 or 5
 backwards with 21 minus 13) >Work out mentally up to 100. numbers with only 25 The last two digits are
 positive and negative >Add or subtract the one fact 4.97-1.58 >Double decimal two factors (primes) 00, 25, 50 or 75
 whole numbers nearest multiple of 10, and then state three numbers. Recognise prime 2 The last digit is
 including through 100 or 1000 adjust: other related facts >Double multiples numbers. 0,2,4,5,8,
 zero. add 0.9, 1.9, 2.9 or 1.1, >Subtract four digit+ up to 10,000 >To multiply by 15 3 The sum of the digits is
 >To compare two 2.1, 3.1 etc by multiples of 100 >Use related facts (multiply by 10, divisible by 3
 numbers (which is less adding 1,2,3 and (570,000 + 250,000= to double numbers halve the result then 4 The last two digits are
 4 thousands or 41 adjusting by 0.1. □) like 277. add the two parts divisible by 4
 hundreds?). >Add or subtract four >Find the missing >Double numbers together: 22x15 = 6 The number is even
 >To know 1000, digit multiples of 100 number in □- ending in 5. 22x10=220+110=330) and divisible by 3.
 10,000, 100,000 >Find what to add to a 2485=4128 > Halve/double >To multiply by 25 8 The last 3 digits are
 more/less than any six decimal with units, >Find what to add to one number in the (multiply by 100 and divisible by 8
 digit number. 10th and 100ths to a decimal with units, calculation, find then divide by 4.) 9 The sum of the digits is
 To round any whole make the next higher 10ths and 100ths to the product then > To know the 24 divisible by 9.
 number to the nearest whole number or make the next double/halve it. times table (six times
 multiple of 10, 100 or 10th. higher whole table, double and
 1000 >What must be added number or 10th. double again – or
 >To put integers in to 7.78 to make 8? >Subtract a pair of double 12x)
 order from smallest to >Add or subtract a pair decimal fractions > To calculate 17
 largest crossing zero. (- of decimal fractions each less than 1 and times table (add
 37, 4, 29, -4, -28) each less than 1 and with up to two seven times table
 >To make statements with up to 2 decimal decimal places. and ten times table)
 about identification of places. >Subtract numbers > To multiply a
 odd and even with different number by 49 or 51
 numbers. numbers of digits. (multiply it by 50 and
 add or subtract the
 number)
 > To multiply a
 number by 99 or 101
 (multiply by 100 and
 add or subtract the
 number)
Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Measurement (Time) Fractions Decimals Fractions Decimals Geometry Measure –volume, Measure –length Statistics
 and scales and Percentages and Percentages (Properties of Shape) capacity and mass and money
 To interpret line and bar
 -To tell the time. -finding fractions of -To simplify fractions -To know the -To prove that - converting between graphs.
 shapes and numbers properties of 2D shapes with the units of measure
 -To solve time duration -ordering and shapes. same area can have -To construct line graphs
 problems using the -converting between comparing different -solving problems
 four operations. proper, improper and Draw 2-D shapes perimeters. with measure. -To solve problems using
 mixed numbers -To add and subtract given dimensions and line graphs.
 -To read scales. fractions with angles. - To understand -To convert measures
 -equivalent fractions denominators that are when to use a using decimal -Mean, mode and range.
 multiples of the same -Types of lines formula to notation (to three
 number calculate decimal places). -To draw graphs relating
 -To recognise, area/volume. to two variables.
 -To add and subtract describe and build -To convert between
 fractions with different simple 3D shapes. -To calculate the miles and kilometres.
 denominators and area of
 mixed numbers -To make nets. To parallelograms -To connect
 visualise a 3-D shape conversion to a
 from it’s net. -To calculate the graphical
 area of triangles. representation.
 -To visualise where
 patterns drawn on a -To calculate,
 3-D shape will occur estimate and
 on its net. compare the
 volume of cubes
 -To compare and and cuboids
 classify geometric
 shapes.

 -circles

Mental >To understand: >Identify the value of >To know how many >Picturing shapes, >Times tables. >To solve problems >To count up and down a
Maths Greenwich meantime, each digit in numbers halves in 1 ½, 3 ½, 9 ½, moving, reflecting, >Division facts. involving measures: I scale in intervals of any
 British Summertime, given to three decimal quarters in 1 ¼ , 2 ¾ , 5 rotating and >X and dividing by cut 65m of a 3.5m number.
 and international date places. ½ , etc growing. 10, 100 and 1,000 rope. How much is >Test the hypothesis
 line. >Suggest a fraction >Multiples >Imagine a square: >Mental addition left? about the frequency of
 >To know that: 1 that is greater than >Factors place an equilateral facts. >To know the an event by collecting
 millennium = 1000 one quarter and less triangle on each relationships data quickly: Reading
 years, 1 century = 100 than one third. side. fluently: 1 paper, voting, internet…
 years and 1 decade = >Identify a number kilometre= 1000
 10 years. that is halfway metres, 1 metre=

To recite the rhyme 30 between for example: >How many sides 100cm or >To use mental addition
 days hath September. 5 ¼ and 5 ½ does the new shape 1000millimetres, 1 and division skills to find
 >To understand that have? centimetre= 10 the mean.
 finding one tenth is >Imagine a triangle Millimetres, 1 >Practise pointing and
 equivalent to dividing place a square on kilogram= 1000 chanting negative and
 by 10. each side. grams, 1 litre = 1000 positive numbers on a
 >Multiples >Imagine a line of millimetres. scale, using a ‘counting
 >Factors length 3m on the >For conversion stick’ (forwards and
 floor. I wish to walk make us of rhymes: backwards).
 around so I am A metre is just 3 foot >Hold stick both
 always 1m away - three. It’s longer horizontally and
 describe the path. than a yard, you see. vertically to link to both
 >Imagine a cube. >Two and a quarter the x and the y axes
 Place a blob of paint pounds of jam. It’s >To count along a
 on each corner. round about one counting stick as a scale
 How many edges kilogram. in intervals of 1. (x-axis)
 have one blob? >A litre of water’s a >To count up a counting
 >Put two blobs on pint and three stick as a scale in
 the cube, on quarters. intervals of 1 (y axis)
 adjacent vertices. >To know the
 How many edges equivalent of one
 have one blob? How thousandth of 1km,
 many have two? 1kg, 1 litre in m, g
 Put a blob on and ml respectively.
 opposite corners Etc. >To convert a larger
 >Imagine a metric unit to a
 tetrahedron. Put a smaller. 3.125km is
 blob on one vertex. 3125 metres
 How many edges >To suggest items
 have two blobs? that could be
 measured using:
 kilometres, metres,
 centimetres,
 kilograms, grams,
 litres, millilitres.
Term 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
 (3 days)

 Statistics Fractions Decimals Fractions Decimals Fractions Decimals Four Operations Algebra & BIDMAS
 and Percentages and Percentages and Percentages -To understand the
 -To interpret pie charts -converting between Finding percentages order of operations
 To construct pie charts fractions and decimals. of amounts using brackets.

(using a computer -To multiply simple Multi-step, mixed
programme). pairs of proper -converting between Four Operations operation word -To use simple
 fractions (writing the fractions, decimals and problems. formula to generate,
-To solve problems answer in its simplest percentages. Take opportunity to express and describe:
using pie charts form) revise any of the four -Linear number
 operations. sequences
-To connect angles and -To divide proper -Mathematical
pie charts fractions by whole formula
 numbers. -Missing number,
-To connect fractions lengths, coordinates
and percentages with -To calculate decimal and angles problems
pie charts fraction equivalents -equivalent
 (by dividing using a expressions (a+b = b
-mean simple fraction) + a)

-To choose the -To multiply one digit To find pairs of
appropriate numbers with up to numbers that satisfy
representations of two decimal places by and equation with
data. whole numbers. two unknowns

 To find all
 possibilities of
 combinations of two
 variables.

>To know the >Identify the value of >To know that 33% >Go back to Term 1 >Go back to Term 1 >To express a
percentage equivalent each digit in numbers and 67 % are roughly addition, addition, relationship in
to common fractions given to three decimal one third and two subtraction, subtraction, symbols to start to
and vice versa (1/4, places. thirds. multiplication and multiplication and use simple formula:
1/2, 1/5, 3/4 etc) >Recall and use > To match decimals, division mental division mental > Use symbols to
>To look at a pie chart equivalences between fractions and maths skills. Revisit maths skills. Revisit write a formula for
and answer questions simple fractions, percentages. those children need those children the number of
such as: decimals and >Recall and use to work on. need to work on. months m in years y.
(in the context of ages percentages, with equivalences between - Write a formula for
of the population of an obvious connections simple fractions, the cost of c chews
area) e.g. 0.4= decimals and at 4p each.
-What fraction = percentages, with - write a formula for
(percentage) of the 40% obvious connections the nth term of this
population is 16 or >Multiply and divide e.g. 0.4= sequence: 3, 6, 9, 12,
under? 60 or over? numbers by 10, 100 = 15
-Why do you think and 1000 (giving 40% >The perimeter of a
there are more people rectangle is 2 x (l+w)

aged 16 or under living answers to three >Multiply and divide Where l is the length
 here than aged 60 or decimal places) numbers by 10, 100 and w is the width.
 over? and 1000 (giving What is the
 answers to three perimeter if l=8cm
 decimal places) and b=5cm
 >- The number of
 bean sticks needed
 for a row which is m
 meters long is 2m +
 1. How many bean
 sticks do you need
 for a row which is 60
 meters long?
Term 4 Week 1 Week Week 3 Week 4 Week 5 Week 6

 Fractions, Decimals an Measurement Geometry Geometry –position Geometry Ratio and Proportion
 Percentages Money and direction
 -measure and draw - Review circles -To use ratio to
 Review Fractions, -Solving money accurately -To describe compare two things
 Decimals and problems. -types of angles positions on all four -Review area and
 Percentages work. quadrants perimeter. -To find equivalent
 Measurement-Time -find missing angles ratios To compare
 -To solve time duration (including within -To draw and three quantities
 problems using the shapes) translate simple using ratios
 four operations. shapes on the
 To identify angles and coordinate plane - To follow simple
 find missing angles. recipes involving
 -To reflect simple basic proportions
 To express shapes in the axes.
 relationships -To read a simple
 algebraically -To draw and label all scale on a map e.g.
 four quadrants with 1cm = 100cm , 250:1
 equal scaling. means 1cm = 2.5m.

 -To use the -To solve problems
 properties of shapes involving missing
 to predict missing values. (using integer
 coordinates multiplication and
 division facts).
 -To express
 translations
 algebraically.

-To solve problems
 involving
 percentages

 -To use percentages
 for comparison

 -To use the scale
 factor to solve
 problems involving
 shapes

 -To use knowledge of
 fractions and
 multiples to solve
 problems involving
 unequal sharing

Review Mental Maths >To solve problems >Relate degrees to >Refer to the >To have rapid >In every week I
Skills based on involving money: angles ‘symmetrical’ quality recall of positions spend 5 days at
fraction, decimals and What is the total of >Relate angles to time. of the numbers with of the compass– school. In every 2
percentages from £110, £3.43 and > Estimation of angles. 0 as the middle north, south, east, weeks I spend X days
Term 2 and 3. £11.07? > Mental addition and value. west at school and in
 -Three people won subtraction facts. See >Sketch the position >To have rapid every 3 weeks I
 £363 630 on the Term 1. of a simple shape recall of positions spend Y days at
 lottery. If this is after it has been of the compass, N, school.
 shared equally how translated, for NE, E, SE, S, SW, W, > For every 2 bags of
 much would each get? example 2 units to NW crisps you buy you
 >To convert to a the left. get one sticker. How
 currency. There are >To describe to many stickers do you
 $1.5 for every £1. How someone else the get for 6 bags?
 many dollars would I convention that (3,2) > John has 1 stamp
 get for £10, £20, £60? describes a point for every 2 that
 >To calculate fractions found by starting at Mark has. What
 and percentages: the origin (0,0) and other statements
 There is a 15% moving three lines can you make?
 discount in a sale across and two lines Solve simple
 (divide by ten, halve up. problems involving
 and add to result)… >Respond to ‘in every’ or ‘for
 questions that every’:
 involve visualisation: >Chicken must be
 cooked for 50 mins

-These points are the for every kg. How
coordinates of the long does it take to
vertices of a shape: cook a 3kg chicken?
(1,5), (2,5), (4,3), > At the gym there
(2,1), (1,1) What is are 2 boys for every
the name of the 3 girls. There are 15
shape? girls at the club. How
- Three of the many boys are
vertices of a square there? If there are
are (2,1), (2,4) and Twelve boys at the
(5,4). What are the club how many girls
coordinates of the are there now?
fourth vertex? >Zara uses 3
>Know the number tomatoes for every
of diagonals in a 1/2 litre of sauce.
polygon. i.e. How much sauce
Hexagon has 3 does she make from
diagonal lines. 15 tomatoes? How
 many tomatoes does
 she need for 1 litre
 of sauce?
 >A mother seal is fed
 5 fish for every 2 fish
 given to her baby.
 Alice fed the seal 15
 fish. How many fish
 did her baby get?
 Alice fed the baby
 seal 8 fish. How
 many fish did its
 mother get?
 > For every 50p coin
 Mum gives to Dad,
 he gives her five 10p
 coins. Dad gave mum
 twenty-five 10p
 coins. How many
 50p coins did mum
 give him?
 >Use multiplicative
 reasoning to solve
 simple ratio and

proportion
 questions:
 - Kate shares out 12
 sweets. She gives Jim
 1 sweet for every 3
 sweets she takes.
 How many sweets
 does Jim get?
 -Dee mixes 1 tin of
 red paint with 2 tins
 of white. She needs
 9 tins altogether.
 How many tins of
 red paint does she
 need?
Term 5 Week 1 Week Week 3 Week 4 Week 5 Week 6

 Number and place REVISION REVISION KS2 SATs week Geometry Statistics
 value
 -Sequences, finding the Properties of To interpret line and
 term-to-term rule shapes. bar graphs.
 -Roman Numerals
 -To construct line
 graphs

 -To solve problems
 using line graphs.

 -Mean, mode and
 range.

Term 6 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

 Algebra Four Operations Geometry-position Geometry-properties Measurement- Measurement-length Four Operations
 -To understand the and direction of shape volume, capacity and money
 order of operations -Addition and mass
 using brackets. -Subtraction -Reflection -2D shapes -Review four operations.
 -Multiplication -Translation -3D shapes -Capacity -Problems based on
 -To use simple formula -Division -Coordinates -Nets of 3D shapes money. -Apply four operations to
 to generate, express -volume a range of contexts.
 and describe: -Multi-Step word -converting units of
 problems money.

-Linear number
sequences -converting units of
-Mathematical formula length.
-Missing number,
lengths, coordinates
and angles problems -
equivalent expressions
(a+b = b + a)

To find pairs of
numbers that satisfy
and equation with two
unknowns

To find all possibilities
of combinations of two
variables.