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Year 5

Year 5

Contents

Introduction NHM blocked planning Block A NHM blocked planning Block B NHM blocked planning Block C NHM blocked planning Block D NHM blocked planning Block E Framework blocked planning Block A Framework blocked planning Block B Framework blocked planning Block C Framework blocked planning Block D Framework blocked planning Block E p3 p4 p6 p8 p10 p12 p14 p16 p18 p19 p21

Heinemann is an imprint of Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828 www.heinemann.co.uk Heinemann is a registered trademark of Pearson Education Limited © Harcourt Education Ltd 2007 First published 2007 12 11 10 09 08 10 9 8 7 6 5 4 3 2 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library. ISBN 978 0435039462 Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for the copyright owner's written permission should be addressed to the publisher. Typeset by Debbie Oatley @ room9design Cover Illustration © Harcourt Education Ltd Cover design by Ginn and Debbie Oatley @ room9design Printed and bound by Ashford Colour Press, Hampshire Acknowledgements The author and publisher would like to thank the following individuals and organisations for permission to reproduce material: Crown Copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland. Every effort has been made to contact copyright holders of material reproduced in this book. Any omissions will be rectified in subsequent printings if notice is given to the publishers. Websites The websites were correct and up-to-date at the time of publication. It is essential for teachers to preview each website to ensure that the URL is still accurate, relevant and appropriate

2

Year 5

INTRODUCTION

Introduction NHM blocked planning guide

This document contains two examples of how NHM can be planned in a consistent set of five blocks for years R-6, in accordance with the planning guidance within the renewed framework for mathematics. NHM has always been structured in mathematics topics, and it is therefore already very close in spirit to the idea of blocked planning. Many users will continue to find that the Topic planning supplied in their Organising and Planning Guide is perfectly matched to their needs. However, schools wanting to use the `five blocks' principle in their planning, which brings with it the added benefit of facilitating mixed-age planning through the consistency of the five blocks throughout the primary school, may well want to look at the two blocked structures supplied in this document. The first blocked plan shows how NHM most conveniently lends itself to planning in a five block sequence, with each block combining topics in a logical way. This blocked plan involves the least chopping and changing through the teacher's file, and as such should be the quickest to implement in school. In accordance with the original spirit of NHM, topics that lend themselves well to being taught together, such as number properties and calculations, are combined into blocks, whereas more distinct topics such as shape and measures are kept separate. Vocabulary lists and `previous learning' are indicated, and space is provided for you to record the relevant speaking and listening objectives and links to science that you wish to incorporate. This plan shows exactly which objectives are covered by NHM and schools can refer to the `NHM match to renewed framework chart' for free downloads for extra material. The second blocked plan is intended for schools wishing to use the framework's own suggestion of blocked planning. The chart on pages 14-22 indicates the most relevant pages of the NHM teaching files for teaching each objective in each unit of each block. This involves slightly more mixing and matching of the NHM teaching file, but does allow schools using the framework plans to best match NHM to the other resources they have in school. Where the framework planning is different to the structure and content of NHM, we are supplying free of charge free lesson plans and worksheets, which are downloadable from the Heinemann website. In addition, where content has moved years, teaching file pages from the relevant NHM years are indicated. As part of this customer support pack, we are providing free downloads from our extensive range of supplementary maths publishing, Maths Plus. The list below identifies which free downloads have been taken from which title. For information about how to benefit from the full range of supplementary publishing available from Pearson Education Limited, please see www.heinemann.co.uk/primary and click on Numeracy for more details and to be able to order online.

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 Problem Solving Toolkit Year 5-6, p98 Problem Solving Toolkit Year 5-6, p99 Problem Solving Toolkit Year 5-6, p102 Problem Solving Toolkit Year 5-6, p107 Problem Solving Toolkit Year 5-6, p112 Problem Solving Toolkit Year 5-6, p41-44 Maths Pyramid Year 5, Unit 12; PCM 13, 14 Maths Pyramid Year 5, Unit 17 Practising Numeracy Year 5 Activity 44-45 Problem Solving Toolkit Year 5-6, p33, 66, 95 Number Reinforcement Sheets P6, 40 Maths Pyramid Year 5, Unit 23; PCM 26, 27 Practising Numeracy Year 5 Activities 31-33 Practising Numeracy Year 5 Activities 34-36 Groups Work Year 5 Activity 6

3 13

Year 5

NHM blocked planning

Block A Three 3-week units Addition and Subtraction, Fractions and Percentages

Consolidating work on addition doubles Extending strategies for adding several small numbers Extending mental strategies Introducing the language of proper/improper fractions Introducing sevenths, ninths, twelfths and twentieths Revising equivalence among fractions Consolidating a standard written method for addition and subtraction Consolidating mental strategies for subtracting Developing links between addition and subtraction Using and applying calculator skills to answer problems Introducing the concept of percentages Introducing the language and notation for percentages Linking percentages to fractions and decimals Finding percentages of a shape, set and quantity

BLOCK A Addition Subtraction Fractions Percentages

Using and applying methods of addition and subtraction

Objectives End-of-year expectations (key objectives) in bold Express a smaller whole number as a fraction of 5 a larger one, e.g. recognise that 5 out of 8 is 8 ; 14 9 19 7 find equivalent fractions, e.g. 10 = 20 , or 10 = 1 10 ; relate fractions to their decimal representations Understand percentage as the number of parts in every 100 and express tenths and hundredths as percentages Use efficient written methods to add and subtract whole numbers and decimals with up to two places

1 Find fractions using division, e.g. 100 of 5 kg, and percentages of numbers and quantities, e.g. 10%, 5% and 15% of £80

1

Units 2

3

Solve one- and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use Represent a problem by identifying and recording the calculations needed to solve it; find possible solutions and confirm them in the context of the problem Using the following NHM teaching file pages: (and for free downloads see the NHM Matching Chart to the renewed framework) 74-79 100-106 192-202

80-86 107-114 203-211 87-92 115-124 245-252

4

NHM blocked planning

Speaking and listening objectives

Objectives 1 Units 2

Year 5

NHM BLOCKED PLANNING

3

Opportunities to apply mathematics in science

Activities 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary

Addition, add, plus, find the sum/total of, increase, thousands, hundreds, tens, units, multiple of one/ten/one hundred/one thousand, near multiple, double, near double, one-/two-/three-/four-digit number, count on/back, number line, jotting, mental, mentally, strategy, method, record, recording, column, row, carry forward, vertical Subtraction, subtract, take away, minus, reduce, decrease, difference between, multiple/near multiple of 10/100/1000, adjust, one-/two-/three-/four-/five-digit number, count on/back, counting up, number line, jotting, exchange, column, mental, mentally, strategy, method, record, recording, just over, just under, addition, inverse, link, check, equals Fraction, proper fraction, improper fraction, mixed number, whole number, equal parts, equal fractions, numerator, denominator, equivalent fractions, convert, conversion, decimal fraction, percent, percentage, %, one hundred percent is one whole

Build on previous learning in NHM 4:

o Addition to 1000 o Aspects of addition to 10 000 o Subtraction to 1000 o Aspects of subtraction to 10 000 o Halves, thirds, quarters, fifths, tenths, sixths, eighths of a shape o Mixed numbers o Finding one half/quarter/tenth/third/fifth of a set o Equivalence o Working with hundredths

5 13

Year 5

NHM blocked planning

Block B Three 2-week units

Numbers to Millions, Number properties

Consolidating the number sequence to 10 000 Developing the number sequence to millions Introducing adding and subtracting large numbers mentally and on a calculator Extending ordinal numbers Revising and extending estimation of multiples of 5, 10, 20 and 100 Rounding three- and four-digit numbers Finding approximate totals and differences

Revising the concept of negative numbers Introducing addition and subtraction of negative numbers

Exploring number patterns with grids Investigating odd and even numbers Developing finding rules for number sequences

BLOCK B Numbers to millions Number properties Multiples of 6, 7, 8, 9 and 11 and common multiples Developing working with factors to include factor pairs Using factors in multiplication and division Introducing prime and square numbers

Objectives End-of-year expectations (key objectives) in bold Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers Identify pairs of factors of two-digit whole numbers and find common multiples, e.g. for 6 and 9 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations Use a calculator to solve problems, including those involving decimals or fractions, e.g. to find 3 4 of 150 g; interpret the display correctly in the context of measurement Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false Use the following NHM teaching file pages: (and for free downloads see the NHM Matching Chart to the renewed framework) 36-54 1

Units 2 3

55-59 256-263

60-67 263-271

6

NHM blocked planning

Speaking and listening objectives for the unit

Objectives 1 Units 2

Year 5

NHM BLOCKED PLANNING

3

Opportunities to apply mathematics in science

Activities 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary

Sequence, ascending/descending order, next, the number(s) after/before/between, multiple(s) of, digit, single-digit, millions, thousands, hundreds, tens, units, ones, add, subtract, halfway between, difference, eleventh, twelfth, thirteenth, ... hundredth, calculator, numerals, estimate/estimation, position, immediately before/after, round to the nearest thousand/hundred/ten, round up/down, approximate/ approximately, total, middle number Integer, positive, negative, minus, up, down, left, right, rise, fall, increase, decrease, above/below sea level, freezing/zero, degree, Celsius, thermometer, next, consecutive, predict, sequence, continue, rule, formula, relationship, odd/even, common multiple, digit, divisible, divisible by, factor, factor pair, common factor, prime number, square number, the square of, squared, multiplied by itself

Build on previous learning in NHM4:

o Sequence of numbers to 10 000 then to millions o Place value for four-digit numbers and comparing and ordering numbers o Ordinal numbers to 100th o Estimating a number from its position on a 0-100 number line o Rounding a three-digit number to the nearest 10 and 100 o Negative numbers o Odd/even numbers

7 13

Year 5

NHM blocked planning

Block C Three 3-week units Multiplication and Division, Decimals

Revising multiplication and division by 10 and 100 Revising multiplication facts for 2 to 10 Introducing simple problems using language associated with ratio and proportion Including rounding to the nearest whole number of a calculator decimal display resulting from division Consolidating dealing with remainders and rounding answers in context

Objectives

Introducing multiplication and division using informal and standard written methods

Revising mental multiplication and division Including divisibility tests for the divisors 2, 4, 5, 9, 10 and 100 Consolidating linking multiplication and division

BLOCK C Multiplication Division Decimals Revising decimal notation for tenths

Revising comparing and ordering decimals Introducing calculation and rounding with decimals

End-of-year expectations (key objectives) in bold

Solve one- and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use Represent a problem by identifying and recording the calculations needed to solve it; find possible solutions and confirm them in the context of the problem Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols Express a smaller whole number as a fraction of a larger one, e.g.14 5 7 recognise that 5 out of 8 is 8 ; find equivalent fractions, e.g. 10 = 20 , or 19 9 = 1 10 ; relate fractions to their decimal representations 10 Recall quickly multiplication facts up to 10 10, use to multiply pairs of multiples of 10 and 100 and derive quickly corresponding division facts Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations Extend mental methods for whole-number calculations, e.g. to multiply a two-digit by one-digit number (e.g. 12 9), to multiply by 25 (e.g. 16 25), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097) Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000 Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U, and HTU ÷ U Use a calculator to solve problems, including those involving 3 decimals or fractions, e.g. to find 4 of 150 g; interpret the display correctly in the context of measurement Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line Use the following NHM teaching file pages: (and for free downloads see the NHM Matching Chart to the renewed framework)

1

Units 2

3

132-136 218-231 137-143 166-171 232-240 144-157 172-185

8

NHM blocked planning

Speaking and listening objectives

Objectives 1 Units 2

Year 5

NHM BLOCKED PLANNING

3

Opportunities to apply mathematics in science

Activities 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary

Times, multiply, multiplied by, product, multiple, inverse, pattern, sequence, double, halve, twice, half, whole, approximate, estimate, proportion Halve, half of, share equally between/among, group, how many ... in ...?, divide, divided by, division, quotient, divisible by, divisibility, divisor, left, left over, remainder, digit, array, inverse, number story, round to the nearest, approximate, round up/down, calculator display, key, enter, clear Fraction, decimal, decimal fraction, decimal point, decimal form, decimal place, digit, value, round to the nearest unit/whole number

Build on previous learning in NHM 4:

o Multiplication tables for 6, 7, 8 and 9 o Introducing mental multiplication of a two-digit number by 2, 3, 4, 5 and 20 o Finding approximate products by rounding two-digit numbers to the nearest 10 o Introducing informal and standard written methods o Extending mental division by 2, 3, 4, 5 and 10 to mental division by 6, 7, 8 and 9 o Consolidating linking multiplication and division o Dealing with remainders and rounding answers in context o Introducing division of two-digit numbers beyond the tables using informal and standard written methods o Introducing decimal notation for tenths and linking it to fractional notation o Comparing and ordering tenths

9 13

Year 5

NHM blocked planning

Block D Three 2-week units Shape and Data Handling

Revising equilateral and isosceles triangles, quadrilaterals and other polygons and their properties Developing the language of shape to include parallel, perpendicular and diagonal

Bar line charts, databases, line graphs and spreadsheets Range, mean and mode BLOCK D Shape Data Handling

Recognising, naming, classifying and describing 3D shapes including the octahedron Nets of 3D shapes Co-ordinate grids, directions and translations Angles to the nearest 5 degrees Sketching the reflection of a simple shape where not all of the edges of the shape are parallel or perpendicular Tiling and circle patterns

Introducing scalene and right-angled triangles Identifying lines of symmetry in regular and irregular polygons

Probability

Objectives End-of-year expectations (key objectives) in bold Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes Read and plot co-ordinates in the first quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular or parallel sides Complete patterns with up to two lines of symmetry and draw the position of a shape after a reflection or translation Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles in a straight line Describe the occurrence of familiar events using the language of chance or likelihood Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time Find and interpret the mode of a set of data Use the following NHM teaching file pages: (and for free downloads see the NHM Matching Chart to the renewed framework) 1

Units 2

3

345-350 376-386 330-344 352-372 387-289

10

NHM blocked planning

Speaking and listening objectives for the unit

Objectives 1 Units 2

Year 5

NHM BLOCKED PLANNING

3

Opportunities to apply mathematics in science

Activities 1 Units 2 3

Key aspects of learning: focus for the block

Vocabulary

Triangle/triangular ... octagon/octagonal, quadrilateral, polygon, regular, irregular, convex, concave, equal sides, equal angles, parallel, perpendicular, diagonal, pattern, symmetry, symmetrical, mirror line, lines of symmetry, reflection, axis of symmetry, reflective symmetry Cube, cuboid, cone, cylinder, sphere, hemisphere, octahedron, pyramid, prism, tetrahedron, polyhedron, flat/curved face/ edge, vertex, vertices, shape, 3D, 3-dimensional, end face, make, build, construct, fit/join together, connect/disconnect Sort, vote, collect, organise, display, interpret, predict, survey, questionnaire, set, group, information, data, database, spreadsheet, most and least popular/common/frequent, consecutive, tally mark, tally chart, frequency table, diagram, pictogram, bar chart, bar line chart, line graph, trend graph, symbol, represents, x axis, y axis, frequency axis, vertical, horizontal, title, label, key, range from ... to..., mode, maximum/minimum value, mean, average, probability, likelihood, impossible, unlikely, equally likely, likely, certain, chance, no chance, poor chance, even chance, evens, good chance, possible, probable, uncertain, outcome, fair, unfair

Build on previous learning in NHM 4:

o Equilateral and isosceles triangles o Heptagons o Convex and concave o Using triangles to make new shapes and to create and continue tiling patterns o Recognising lines of symmetry in shapes and designs and completing symmetrical patterns o Turning clockwise and anticlockwise through right angles, forty-five, thirty and sixty degrees o Using co-ordinates and the eight-point compass o Comparing and ordering angles o Recognising and naming 3D shapes o Properties of 3D shapes o Introducing nets of cubes and cuboids o Building 3D shapes o Introducing tally charts with tally marks grouped in fives o Extracting information from charts and tables o Bar charts and pictograms o Carroll and Venn diagrams

11 13

Year 5

NHM blocked planning

Block E Three 2-week units Measures

Revising finding the area of a shape in square centimetres and square metres Introducing the formula l x b = A Introducing finding approximate area of a rectangle and composite shape Reading and writing analogue and digital times in 1 minute intervals Extending work on duration Introducing cubic centimetres Imperial units of measure

Using and applying knowledge to solve problems

Estimating and measuring lengths in metres and centimetres Introducing the millimetre and kilometre Consolidating finding perimeter and introducing the word formula Reading scales marked in 10 g divisions Recording weights to the nearest 100 g Writing weights in decimal notation

BLOCK E Measures

Estimating and measuring involving measures

Objectives End-of-year expectations (key objectives) in bold Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy, e.g. the nearest centimetre; convert larger to smaller units using decimals to one place, e.g. change 2.6 kg to 2600 g Interpret a reading that lies between two unnumbered divisions on a scale Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate its area Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals Solve one- and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use Represent a problem by identifying and recording the calculations needed to solve it; find possible solutions and confirm them in the context of the problem Use the following NHM teaching file pages: (and for free downloads see the NHM Matching Chart to the renewed framework) 1

Units 2

3

298-317

274-292

293-297 318-329

12

NHM blocked planning

Speaking and listening objectives for the unit

Objectives 1 Units 2

Year 5

NHM BLOCKED PLANNING

3

Opportunities to apply mathematics in science

Activities 1 Units 2 3

Key aspects of learning: focus for the block

Vocabulary

Kilogram, gram, heaviest, lightest, weighs more than, weighs less than, weighs about, balance, estimate, 2-pan balance, to the nearest 100 grams, just over, just under, approximately, measuring scales, division, metre, metre-stick, tape measure, trundle wheel, ruler, half-metre, quarter-metre, tenth of a metre, centimetre, half-centimetre, kilometre, millimetre, estimate, division, approximate, distance apart/around/to/from/between, perimeter, regular polygon, octagon, square centimetres, half-square centimetre, area, total area, approximate area, square metres, square millimetres Holds, holds about, contains, container, holds more than/less than/about the same as, half-litre, one litre, quarter-litre, three-quarters of a litre, millilitres, capacity, measure, measuring scale, division, interval, estimate, approximate, amount, measuring cylinder, cubic centimetre, cm³, cuboid, Imperial units, pint, gallon, mile How many weeks/days?, calendar, days (Sunday, ... Saturday), date, date of birth, months (January, February, ... December), fortnight, weekend, morning, afternoon, evening, night, midnight, noon, o'clock, half past, quarter past/to, one/two ... fiftyeight/fifty-nine minutes past/to, 12-hour clock, 24-hour clock, am, pm, digital/analogue clock, minutes/hours before/after/ between, until, how long?, earlier/earliest, later/latest, how long?, arrive, depart, timetable, leave, start, finish, journey, second, minute, hour, day, week, month, year, leap year, century, millennium

Build on previous learning in NHM 4:

o Square centimetres and the notation cm² o Finding the area of a shape o The half square-centimetre o Finding durations using a calendar o Reading and writing 12-hour times in 1 minute intervals o Revising am/pm o Recording lengths in different ways o Estimating and measuring lengths in metres and centimetres o Measuring and drawing lengths to the nearest half-centimetre o Finding the perimeter of a shape o Measuring and weighing to the nearest quarter-kilogram o Estimating and comparing weights o Expressing volumes in litres and millilitres o Reading scales

13

14

Year 5

NHM Matching guide to using Primary National Strategy

Key: End-of-year expectations (key objectives) in bold

Block A: Counting, partitioning and calculating Three 2-week units

Speaking and listening objectives

Unit A1 · Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language Unit A2 · Analyse the use of persuasive language Unit A3 · Understand the process of decision making

New Framework Block A objectives P172 -177

NHM Block A Unit 1 teaching file pages

NHM Block A Unit 2 teaching file pages

NHM Block A Unit 3 teaching file pages P178 -185

Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols Textbook P21-23

P166-171 Free download 5.8 (reasoning with shapes)

Solve one and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use P256-260

Extension Textbook E2

P36-42

P261-271

Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line Explain what each digit represents in whole numbers, and partition, round and order these numbers P55-59 P140-143

P43-54

P60-70 Free download 5.9 (decimals) P172-177

Recall quickly multiplication facts up to 10 10, use to multiply pairs of multiples of 10 and 100 and derive quickly corresponding division facts

P137-140

Use knowledge of place value and addition P74-79 and subtraction of two-digit numbers to derive P223-225 sums and differences and doubles and halves of decimals, e.g. 6.5 ± 2.7

P100-106 P225-227

P87-89 NHM Year 6 P233-234

NHM Matching guide to using Primary National Strategy

NHM Block A Unit 2 teaching file pages NHM Block A Unit 3 teaching file pages

New Framework Block A objectives

NHM Block A Unit 1 teaching file pages

Use efficient written methods to add and subtract whole numbers and decimals with up to two places P227-228 Free download 5.11 (factors) Free download 5.12 (multiples and factors) NHM Year 6 P228-234

P90-92 P120-124

Identify pairs of factors of two-digit whole P263-271 numbers and find common multiples, e.g. Free download 5.13 (multiples) for 6 and 9

Use understanding of place value to P132-136 multiply and divide whole numbers by 10, 100 or 1000 P144-149

Extend mental methods for whole-number calculations, e.g. to multiply a two-digit by one-digit number (e.g. 12 9), to multiply by 25 (e.g. 16 25), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097) P175-177

P139-143

Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations

P65-67

P182-183

Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U, and HTU ÷ U P47-48

P132-136 P150-161 P178-188 P181-182

Use a calculator to solve problems, including those involving decimals or 3 fractions, e.g. to find 4 of 150 g; interpret the display correctly in the context of measurement

Year 5

FRAMEWORK BLOCKED PLANNING

15 13

16

Year 5

NHM Matching guide to using Primary National Strategy

Block B: Securing number facts, understanding shapes Three 3-week units

Speaking and listening objectives

Unit B1 ·Identify different question types and evaluate impact on audience Unit B2 · Present a spoken argument, sequencing points logically Unit B3 · Identify different question types and evaluate impact on audience

New Framework Block B objectives

Free download 5.6 (look for a pattern)

NHM Block B Unit 1 teaching file pages

NHM Block B Unit 2 teaching file pages

NHM Block B Unit 3 teaching file pages

Free download 5.7 (properties of numbers)

Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false P172-177

Extension Textbook E11-E12

Recall quickly multiplication facts up to 10 10, use to multiply pairs of multiples of 10 and 100 and derive quickly corresponding division facts

P137-143

Free download 5.8 (multiplication and division)

Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem P80-86 P232-243

Free download 5.1 (represent a puzzle or problem)

Free download 5.2 (represent a puzzle or problem)

Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences, doubles and halves of decimals, e.g. 6.5 ± 2.7, halve 5.6, double 0.34

P107-119

Use efficient written methods to add and subtract whole numbers and decimals with up to two places

P90-92 P120-124 P65-67

P227-228 P238-243 P175-177 P182-183

Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations

NHM Matching guide to using Primary National Strategy

NHM Block B Unit 2 teaching file pages P345-358 P348-350 NHM Block B Unit 3 teaching file pages

New Framework Block B objectives

NHM Block B Unit 1 teaching file pages

Identify, visualise and describe properties

P332-338

of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes P339344 P355-362

Complete patterns with up to two lines of symmetry and draw the position of a shape after a reflection or translation

Identify pairs of factors of two-digit whole P263-271 numbers and find common multiples, e.g. Free download 5.3 (multiples and factors) for 6 and 9 P47-48

Use a calculator to solve problems, including those involving decimals or 3 fractions, e.g. to find 4 of 150 g; interpret the display correctly in the context of measurement

Year 5

FRAMEWORK BLOCKED PLANNING

17

18

Year 5

NHM Matching guide to using Primary National Strategy

Block C: Processing, presenting and interpreting data and measures Three 2-week units

Speaking and listening objectives

Unit C1 · Plan and manage a group task over time by using different levels of planning Unit C2 · Understand and use the processes and language of decision making Unit C3 · Understand different ways to take the lead and support others in a group

NHM Block C Unit 2 teaching file pages

P379-380

New Framework Block C objectives

NHM Block C Unit 1 teaching file pages

NHM Block C Unit 3 teaching file pages

P380-386

Plan and pursue an enquiry; present evidence P374-378 by collecting, organising and interpreting information; suggest extensions to the enquiry P172 -177

Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols P379-383

P166-171 Free download 5.8 (reasoning with shapes)

P178-185

Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask P379-380

P374-378

P383-386

Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time

P374-378

P380-386

Describe the occurrence of familiar events using the language of chance or likelihood

P387-388

P388-389 P380-381 P309-317 P318-328

Find and interpret the mode of a set of data

P380-381

Read, choose, use and record standard metric units to estimate and measure length, weight and capacity; convert larger to smaller units using decimals to one place, e.g. change 2.6 kg to 2600 g

P298-308

Interpret a reading that lies between two unnumbered divisions on a scale

P298-308

P309-317

P318-328

NHM Matching guide to using Primary National Strategy

Block D: Calculating, measuring and understanding shape Three 2-week units

Speaking and listening objectives

Unit D1 · Plan and manage a group task over time by using different levels of planning Unit D2 · Understand and use the processes and language of decision making Unit D3 · Understand different ways to take the lead and support others in groups

NHM Block D Unit 2 teaching file pages

Textbook P35-36, 44-46 Textbook P47-51, 53-55

New Framework Block D objectives

NHM Block D Unit 1 teaching file pages

NHM Block D Unit 3 teaching file pages

Extension Textbook E6-7 Textbook P76

Solve one and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use NHM Year 6 P228-234

Textbook P27-34 Extension Textbook E3-4

Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000 P65-67

P132-136

Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations P181-182

P175-177 P182-183 Free download 5.15 (calculator problems)

Use a calculator to solve problems, including those involving decimals or fractions, e.g. to 3 find 4 of 150 g; interpret the display correctly in the context of measurement

P47-48

Use efficient written methods to add and subtract whole numbers and decimals with up to two places

P87-92 P120-124 P309-317

P223-243

Year 5

Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy, e.g. the nearest centimetre; convert larger to smaller units using decimals to one place, e.g. change 2.6 kg to 2600 g

P298-308

P318-328

FRAMEWORK BLOCKED PLANNING

19

20

Year 5

NHM Matching guide to using Primary National Strategy

NHM Block D Unit 2 teaching file pages P130-136 P150-161 P309-317 334-338 P318-328 P354-359 P178-188 NHM Block D Unit 3 teaching file pages

New Framework Block D objectives

NHM Block D Unit 1 teaching file pages

Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U, and HTU ÷ U

Interpret a reading that lies between two unnumbered divisions on a scale

P298-308

Read and plot coordinates in the first 333-334 quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular or parallel sides

Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals P304

P286-292

P293-297 Note: Calendars covered in NHM 4 P300-306

Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate its area P365-367

P276-284

Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles in a straight line

P367-371

Complete patterns with up to two lines of symmetry and draw the position of a shape after a reflection or translation

P339-344 P355-362

NHM Matching guide to using Primary National Strategy

Block E: Securing number facts, relationships and calculating Three 3-week units

Speaking and listening objectives

Unit E1 · Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language Unit E2 · Understand and use the processes and language of decision making Unit E3 · Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language

NHM Block E Unit 2 teaching file pages

Free download 5.4 (represent a puzzle or problem)

New Framework Block E objectives

NHM Block E Unit 1 teaching file pages

NHM Block E Unit 3 teaching file pages

Free download 5.5 (represent a puzzle or problem)

Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem P172 -177

Free download 5.3 (represent a puzzle or problem)

Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols

P166-171 Free download 5.8 (reasoning with shapes)

Solve one- and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use P203-214

Extension textbook E14-15

Textbook P88

Express a smaller whole number as a fraction of a larger one, e.g. recognise that 5 out of 8 is 5 7 14 19 8 ; find equivalent fractions, e.g. 10 = 20, or 10 9 = 1 10 ; relate fractions to their decimal representations

P189-202

P218-221 P232-234 P246-252

Understand percentage as the number of parts in every 100 and express tenths and hundredths as percentages

P246-246

P247-252

Year 5

Use sequences to scale numbers up or down; solve problems involving proportions of quantities, e.g. decrease quantities in a recipe designed to feed six people

NHM Year 6 P202-205

NHM Year 6 P202-205

FRAMEWORK BLOCKED PLANNING

21 13

22

Year 5

NHM Matching guide to using Primary National Strategy

NHM Block E Unit 2 teaching file pages P178-188 NHM Block E Unit 3 teaching file pages

New Framework Block E objectives

NHM Block E Unit 1 teaching file pages

Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U, and HTU ÷ U

P132-136 P150-161

Recall quickly multiplication facts up to 10 10, use to multiply pairs of multiples of 10 and 100 and derive quickly corresponding division facts P223-225 NHM Year 6 P224-226

P137-143 P172-177

Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences, doubles and halves of decimals, e.g. 6.5 ± 2.7, halve 5.6, double 0.34

Identify pairs of factors of two-digit whole P263-271 numbers and find common multiples, e.g. Free download 5.14 (multiples) for 6 and 9 Extension Textbook E8 P245-252

1 Find fractions using division, e.g. 100 of 5 kg, and percentages of numbers and quantities, e.g. 10%, 5% and 15% of £80

P203-213

Extend mental-methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12 9), to multiply by 25 (e.g. 16 25), to subtract one near-multiple of 1000 from another (e.g. 6070 - 4097)

P139-143

Use a calculator to solve problems, including those involving decimals or 3 fractions, e.g. to find 4 of 150 g; interpret the display correctly in the context of measurement

P47-48

P181-182

Planning Support Pack for New Heinemann Maths

We hope you find the information in this planning support pack useful. It is intended to help you to adapt to the recommendations of the renewed Framework for primary mathematics while retaining the flexibility and progression built into the NHM scheme. If you are looking to make a more wholesale change to your planning and teaching, however, there are other resources available from Pearson Education Limited which will make the task easier, whether you are seeking to extend the resources that you have available for differentiation, or are looking to replace your scheme entirely.

Greater differentiation

Looking for a programme that provides more challenge and stretch for your high flyers, including tons of investigations and problems? Maths Spotlight teacher's guides, pupil books and activity sheets make catering for more able pupils easier for every teacher.

Organised in five colour-coded levels, the spiral progression built into Number Connections means that pupils 1-2 years behind the mainstream can have the consistent support they need to move forwards. Teacher's guides, pupil books and activity sheets make this an easy-toadminister solution.

The scheme that's the perfect partner for the renewed Framework

Brimming with creativity and flexibility, Abacus Evolve is the key to unlock your pupils' true potential. It helps every child to improve at just the right level, whilst nurturing their creativity and problem-solving skills. What's more, it helps you quickly and easily plan your lessons and offers a rich variety of pupil activities at your fingertips. If you have any questions that have not been addressed in this support pack, please refer to our website www.heinemann.co.uk/renewedframework or contact us by phone or email Phone: 01865 888020 Email: [email protected] Your local numeracy specialist will also be happy to help with any queries and can be contacted via our website www.heinemann.co.uk/specialist

I S B N 978-0-435039-46-2

9

780435 039462

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