Da Vinci Class

Maths Distance Learning Planning

WC 22nd June 2020

Year 6 Summer Term (second half) Curriculum Overview can be found on Da Vinci Page via the

Website. The table below shows what the Maths focus will be in school this coming week. We will

focus on a different domain every week to ensure that the key mathematical learning you have done

this year can be built upon in Year 7.

Please continue to use your revision guides as support, as well as contacting me if you need

clarification or help.

Each week the expectation is that you email a photo of the Maths you have completed

that you are most proud of.

Focus for the week

Measure

Quick Mental Maths

Properties and words relating to 2D and 3D shapes

Daily Activities – Children should do as much as they can, the questions get

progressively harder.

Fluency involves checking strategies and straight forward questions

Reasoning often involves working out why a strategy works, or an answer is given and providing evidence

to prove or justify that your thoughts

Problem solving often needs more in-depth thinking and may include a variety of possible answers and

organised working out through jottings, tables, calculations and explanations

The children may have seen some of these or similar activities before in earlier learning

sequences.

Monday – Converting units

Tip – When converting remember that 1000 is the magic number, (exceptions are any measure with cent

as the prefix then the magic number is 100) Watch the video clip for lesson 3 on this link

https://whiterosemaths.com/homelearning/year-6/

Fluency

1. Warm up questions

2. Which units measure length? Mass? Capacity?

3. When would you use km instead of m? When would you use mm instead of cm?

4. Which is the most appropriate unit to use to measure the weight of an apple? Explain your

answer.

5. Why do you think 3km is not an appropriate estimate for the height of the tallest building

in the world?

Challenge –

Tuesday – Converting measure continued

Tip – Remember the strategies that you can use to x by 1000 or ÷ 1000. Use your place value columns

if you need to.

Warm up questions

1. How could you work out what each mark is worth on the scales?

2. What do you think would be the most efficient method for converting the units of time?

3. What’s the same and what’s different between 1.5 km and 1.500 km? Are the zeroes

needed? Why or why not?

4. What do you notice about the amounts in the table? Can you spot a pattern?

5. What’s the same and what’s different about km and kg?

Challenge –

Wednesday – Writing one step equations

TIP – remember you can use of pictorial representations, such as bar models, to represent the problem

and help them decide which operation to use. Think of these questions when you have a word problem to

solve.

What operation are you going to use and why?

How could you use a bar model to help you understand the question?

How many ___ are there in a ___?

How can we convert between ___ and ___?

Challenge –

Thursday – Kilometres and Miles

Tip – you need to know and remember that 5 miles is approximately equal to 8 km. You should use this

fact to find approximate conversions from miles to km and from km to miles. The meaning of the symbol

‘≈’ as “is approximately equal to”. For more help with understanding the conversion of miles and

kilometres watch the clip for lesson 4 https://whiterosemaths.com/homelearning/year-6/

Warm up questions

1. Give an example of a length you would measure in miles or km.

2. If we know 5 miles ≈ 8 km, how can we work out 15 miles converted to km?

3. Can you think of a situation where you may need to convert between miles and

kilometres?

4.

Challenge –

Friday – Challenge - Measure Investigation – Nutrition and Cycling

Andy is preparing to cycle from Land's End to John o'Groats.

He will undertake some training rides before the big ride.

The cards at the end of this planning document contain some information about

his training schedule, details about the big ride, and his nutritional needs when he

is cycling.

Have a look at the cards and try to make sense of the information.

Then use the information to help you to answer the questions below.

Andy is planning a short training ride.

He wants to take either bananas or cheap cereal bars with him as on-the-road snacks.

How many bananas would he need to take, to minimise the calorie deficit at the end of his ride?

How many cheap cereal bars?

(The calorie deficit is the difference between the calories Andy uses during his cycle ride, and the

calories he consumes before and during the ride.)

After his training rides, Andy is ready to cycle from Land's End to John o'Groats.

How many days will it take?

Work out some of Andy's different options for carrying and consuming on-the-road snacks and

drinks.

How can he maximise his consumption while cycling?

Together with his meals, can he consume enough calories each day so that he doesn't lose any

weight?

How much of his calorie intake will need to be provided each day through off-the-road snacks?

Friday – Measurement Investigation – (not so challenging) – Weighing Fruit.

Stuck? Try these instead or to begin with as a recap.

Challenge

Each day has a challenge activity

Work Books

The children have GCP Maths Revision books and SATS Question books. They should use these

to support their understanding and do the pages in their books on the weekly domain focus that

they haven’t already completed.

Some website links you may find useful:

Top Marks Website: https://www.topmarks.co.uk/maths-games a range of interactive maths games

categorised by age group.

White Rose Maths (home learning) Website: https://whiterosemaths.com/homelearning/

presentations and downloadable workbooks which are easy to use for parents. New material is

being released each week.

Friday – Information cards for the challenge investigation