About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.

 

Personal Learning Login






Sign Up | Forgotten password?
 
Register with the NCETM

National Curriculum: Number and Place Value - Year 6 - Making Connections


Created on 14 October 2013 by ncetm_administrator
Updated on 18 December 2013 by ncetm_administrator
 

Making Connections

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

(Mathematics programmes of study: key stages 1 and 2. National curriculum in England, September 2013, p3)

Connections within Mathematics

Making connections to other topics within this year group

Number – Fractions

  • identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
  • solve problems which require answers to be rounded to specified degrees of accuracy

Making connections to this topic in adjacent year groups

Year 5

  • read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
  • interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
  • round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
  • solve number problems and practical problems that involve all of the above

Key Stage 3

  • understand and use place value for decimals, measures and integers of any size
  • order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥
  • interpret and compare numbers in standard form A x 10n 1≤A<10, where n is a positive or negative integer or zero
  • round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]
  • use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b

Cross-curricular and real life connections

There are lots of opportunities to consider the size and scale of numbers in real life, many of which fit well with other areas of the curriculum.

Ordering and understanding population size of different towns, cities, countries and continents gives a useful context for looking at larger numbers.

National newspapers and news programmes often provide statistics comparing values of money or other measures.

Temperature is often the easiest context through which to teach a good understanding of negative numbers.

The ‘In Order’ activity from Nrich requires children to consider and order the temperature, speed, volume and length of time taken for various different ‘real life’ activities

 

Comment on this item  
 
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item

Comments

 


There are no comments for this item yet...
Only registered users may comment. Log in to comment