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PNS Mixed Age Plans 3-6[1] Devon

# PNS Mixed Age Plans 3-6[1] Devon

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05/09/2014

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The planning structure organised into five blocks. The structure is the same for each year group. A block is designed to cover the equivalent of 6 weeks or 9 weeks of teaching. Each block has incorporated into it objectives from the Using and applying mathematics strand and from two or three of the other core strands. The blocks are:

\u2022
Block A: Counting, partitioning and calculating
\u2022
Block B: Securing number facts, understanding shape
\u2022
Block C: Handling data and measures
\u2022
Block D: Calculating, measuring and understanding shape
\u2022
Block E: Securing number facts, relationships and calculatingEach block is made up of three units. A unit represents 2 or 3 weeks of teaching. For each of

the 15 units that cover the teaching year there are overviews of
children's learning, assessment questions and suggested resources. These are intended to provide you with support when planning the children's learning and
reviewing their progress. The units are designed to be used independently when planning a period of 2 or 3 weeks' work. However, when mapping out the
blocks and units over the term or year the inter-relatedness of the content and pitch of the units needs to be taken into account. There are various ways that the
units can be pieced together to provide children with a coherent learning experience and the example provided can be adapted to suit your own circumstances
and the children's needs.

Week
&date
Topics
Year 3
Year 4
Year 5
Year 6
1
Block A: Counting,
partitioning and
calculating
(6 w e e k s )
Block B: Securing number facts,
understanding shape
(9 weeks)
Block C: Handling data
and measures
(6 weeks)
Block D: Calculating, measuring
and understanding shape
(6 weeks)
Block E: Securing number facts,
relationships and calculating
(9 weeks)
U n it A 1
U n it B 1
U n it C 1
U n it D 1
U n it E 1
U n it A 2
U n it B 2
U n it C 2
U n it D 2
U n it E 2
U n it A 3
U n it B 3
U n it C 3
U n it D 3
U n it E 3
12

Block A: Counting, partitioning
and calculating
Focus/Big idea: Using number
sense to calculate.

Describe and explain methods, choices and
solutions to puzzles and problems, orally and in
writing, using pictures and diagrams

Read, write and order whole numbers to at least
1000 and position them on a number line; count on
from and back to zero in single-digit steps or
multiples of 10

Partition three-digit numbers into multiples of 100,
10 and 1 in different ways

Derive and recall multiplication facts for the 2, 3, 4,
5, 6 and 10 times-tables and the corresponding
division facts; recognise multiples of 2, 5 or 10 up
to 1000

Derive and recall all addition and subtraction facts
for each number to 20, sums and differences of
multiples of 10 and number pairs that total 100.
Add or subtract mentally combinations of one-digit
and two-digit numbers

Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols

Use decimal notation for tenths and hundredths and
partition decimals; relate the notation to money and
measurement; position one-place and two-place
decimals on a number line

Partition, round and order four-digit whole numbers;
use positive and
negative numbers in context and position them on a

number line; state inequalities using the symbols
and (e.g. -3 -5, -1
1)
Recognise and continue number sequences formed
by counting on or back in steps of constant size
Derive and recall multiplication facts up to 10

10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple.

Multiply and divide numbers to 1000 by 10 and then
100 (whole-number answers), understanding the
effect; relate to scaling up or down

Use knowledge of rounding, number operations and
inverses to estimate and check calculations

Use knowledge of addition and subtraction facts and
place value to derive sums and differences of pairs
of multiples of 10, 100 or 1000
Add or subtract mentally pairs of two-digit whole

numbers (e.g. 47
58, 91 35)

Develop and use written methods to record, support
and explain multiplication and division of two-digit
numbers by a one-digit number, including division

with remainders (e.g. 15
9, 98
6)
Use a calculator to carry out one-step and two-step
calculations\u2026
Explain reasoning using diagrams, graphs and text;
refine ways of recording using images and symbols

Explain what each digit represents in whole
numbers and decimals with up to two places, and
partition, round and order these numbers

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

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

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

Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums and
differences and doubles and halves of decimals

(e.g. 6.5
2.7, half of 5.6, double 0.34)
Use efficient written methods to add and subtract
whole numbers and decimals with up to two places
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)

Use a calculator to solve problems\u2026
Explain reasoning and conclusions, using words,
symbols or diagrams as appropriate

Use decimal notation for tenths, hundredths and thousandths; partition, round and order decimals with up to three places, and position them on the number line

Find the difference between a positive and a
negative integer, or two negative integers, in context
Use knowledge of place value and multiplication
facts to 10
10 to derive related multiplication and
division facts involving decimals (e.g. 0.8
7, 4.8
6)
Calculate mentally with integers and decimals: U.t
U.t, TU
U, TU
U, U.t
U, U.t
U
Use a calculator to solve problems involving multi-
step calculations
Use approximations, inverse operations and tests of
divisibility to estimate and check results
2
345

Block B: Securing
number facts,
understanding
shape
Focus/big idea:
Use knowledge of
number facts to
derive facts.
Parallel and
perpendicular.

Identify patterns and relationships involving numbers or shapes, and use these to solve problems

Represent the information in a
puzzle or problem using numbers,
images or diagrams; use these to
find a solution and present it in
context, where appropriate using p
notation or units of measure

Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times-
tables and the corresponding
division facts; recognise multiples of
2, 5 or 10 up to 1000

Round two-digit or three-digit
numbers to the nearest 10 or 100
and give estimates for their sums
and differences
Use knowledge of number
operations and corresponding
inverses, including doubling and
halving, to estimate and check
calculations

Relate 2-D shapes and 3-D solids to
drawings of them; describe,
visualise, classify, draw and make
the shapes

Identify and use patterns,
relationships and properties of
numbers or shapes; investigate a
statement involving numbers and test
it with examples.
Solve one-step and two-step
problems involving numbers, money
or measures, including time; choose
and carry out appropriate
calculations, using calculator
methods where appropriate
Report solutions to puzzles and
problems, giving explanations and
reasoning orally and in writing, using
diagrams and symbols

Derive and recall multiplication facts

up to 10 10, the corresponding
division facts and multiples of
numbers to 10 up to the tenth
multiple

Use knowledge of rounding, number operations and inverses to estimate and check calculations

Visualise 3-D objects from 2-D
drawings; make nets of common
solids

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

Recall quickly multiplication facts up

to 10 10 and use them to multiply
pairs of multiples of 10 and 100;
derive quickly corresponding division
facts

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

Identify pairs of factors of two-digit
whole numbers and find common
multiples (e.g. for 6 and 9)

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

Represent and interpret sequences,
patterns and relationships involving
numbers and shapes; suggest and
test hypotheses; construct and use
simple expressions and formulae in
words then symbols (e.g. the cost of

c pens at 15 pence each is 15c
pence)
Use knowledge of multiplication facts
to derive quickly squares of numbers
to 12 12 and the corresponding
squares of multiples of 10
Use knowledge of place value and

multiplication facts to 10 10 to
derive related multiplication and
division facts involving decimals (e.g.

0.8 7, 4.8 6)
Use approximations, inverse
operations and tests of divisibility to
estimate and check results

Recognise that prime numbers have
only two factors and identify prime
numbers less than 100; find the
prime factors of two-digit numbers

Describe, identify and visualise
parallel and perpendicular edges or
faces; use these properties to classify
2-D shapes and 3-D solids.
Make and draw shapes with
increasing accuracy and apply
knowledge of their properties

3

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