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# Mixed Age Year 5 and 6 Place Value Step 11 Resource Pack

## Step 11: Mixed Age Year 5 and 6 Place Value

Mixed Age Year 5 and 6 Place Value Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for both year groups for Autumn Block 1 and covers Year 5 & Year 6 Negative Numbers.

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### What's included in the Pack?

This Mixed Age Year 5 and 6 Place Value Step 7 pack includes:

• Mixed Age Year 5 and 6 Negative Numbers Step 11 Teaching PowerPoint with examples for both year groups.
• Negative Numbers Year 5 Varied Fluency with answers.
• Negative Numbers Year 5 Reasoning and Problem Solving with answers.
• Negative Number Year 6 Varied Fluency with answers.
• Negative Numbers Year 6 Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 5: (5N5) Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
Mathematics Year 6: (6N5) Use negative numbers in context, and calculate intervals across zero
Mathematics Year 6: (6N6) Solve number and practical problems that involve 6N2 - 6N5

Differentiation for Year 5 Negative numbers:

Differentiation:

Varied Fluency
Developing Questions to support using negative numbers in context to -10. Including number lines with marked scales with marked increments.
Expected Questions to support using negative numbers to -50. Including marked and unmarked number lines, with some increments given and the same start and end points e.g. -10 to 10.
Greater Depth Questions to support using negative numbers to -50. Including marked and unmarked number lines, where points may fall between increments and the start and end points are different e.g. -30 to 20.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Identify incorrect calculations when using negative numbers in context to -10. Including number lines with marked scales with marked increments.
Expected Identify incorrect calculations when using negative numbers to -50. Including marked and unmarked number lines, with some increments given and the same start and end points e.g. -10 to 10.
Greater Depth  Identify incorrect calculations when using negative numbers to -50. Including marked and unmarked number lines, where increments are greater than 1 and the start and end points are different e.g. -30 to 20.

Questions 2, 5 and 8 (Reasoning)
Developing Identify the halfway point between two numbers using their understanding of negative numbers in context to -10. Including number lines with marked scales with marked increments.
Expected Identify the halfway point between two numbers using their understanding of negative numbers to -50. Including marked and unmarked number lines, with some increments given and the same start and end points e.g. -10 to 10.
Greater Depth Identify the halfway point between two numbers using their understanding of negative numbers to -50. Including marked and unmarked number lines, where increments are greater than 1 and the start and end points are different e.g. -30 to 20.

Questions 3, 6 and 9 (Problem Solving)
Developing Solve problems using negative numbers to -10. Number lines with marked scales with marked increments given for support.
Expected Solve two-step problems using negative numbers to -50. Marked and unmarked number lines given for support, with some increments given and the same start and end points e.g. -10 to 10.
Greater Depth Solve multi-step problems using negative numbers to -50. Marked and unmarked number lines given for support, where the start and end points are different e.g. -30 to 20.

Differentiation for Year 6 Negative numbers:

Varied Fluency
Developing Questions to support counting backwards and forwards through zero. Using numbers up to and including -10.
Expected Questions to support counting backwards and forwards through zero. Some use of halves as decimal numbers in contexts using money.
Greater Depth Questions to support counting backwards and forwards through zero. Includes multi-step problems and use of halves as decimal numbers in contexts.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Prove whether a statement about negative numbers is correct by providing an explanation. Using numbers up to and including -10.
Expected Prove whether a statement about negative numbers in context is correct by providing an explanation.
Greater Depth Prove whether a statement about negative numbers in context is correct by providing an explanation. Includes multi-step problems and use of halves as decimal numbers in contexts.

Questions 2, 5 and 8 (Problem Solving)
Developing Provide a one-digit number and answer within a targeted range.
Expected Provide a two-digit number and answer within a targeted range.
Greater Depth Provide a two-digit number and answer within a targeted range. Some use of halves as decimal numbers included.

Questions 3, 6 and 9 (Problem Solving)
Developing Choose from four digit cards to create calculations for a given negative number.
Expected Choose from five digit cards to create calculations for a given negative number.
Greater Depth Choose from five digit cards to create calculations for a given negative number. Use of halves as decimal numbers included.