**Supporting a Smooth Transition between KS2 and KS3. **

### WELCOME

*Please do take *

*the chance to make a drink *
*before we get started… *

**Try these: **

**2487-995 **

**19+17+14+21+13 **

**6 x 2 x 5 x 5 x 2 x 3 **

**8 x 113 x 12.5 **

**1.4 ÷ 0.2 **

**128 x 26 + 36 x 52 **

**SURVEY RESULTS **

### Alison

**What sort of pupil **

**does this describe? **

### HIGHEST PRIORITIES

### How can we have 7 without 6?

### Because it would demonstrate an understanding of place value and

### skills that could be applied in other contexts (e.g. reading scales) and

### the application of an understanding of place value, fluency of

### factual knowledge of fractions, decimals and measures.

### MY PRIORITIES?

### Encompasses multiplication and addition facts and an understanding of

### multiplicative relationships which underpin so much of the KS3 curriculum.

### Demonstrates an understanding of calculations which supports the

### algebraic thinking to come and allows for flexibility in calculation strategies

### rather than an over-reliance on remembering methods.

### MY PRIORITIES?

This encompasses simplification and paves the way for being able to see how common denominators support working with fractions. Without the understanding of

equivalence, the ability to simplify fractions is unlikely to be
applied appropriately:
11
22 =
22
44
22
44 −
11
22 =
11
22
*(Seen in Y5 work) *

**SECURING PLACE VALUE **

### How can we have 7 without 6?

**ncetm.org.uk **

6NPV-3 NUMBERS UP TO 10,000,000 IN THE LINEAR NUMBER SYSTEM

3 10

0 1 2 4 5 6 7 8 9

• What does each interval on the number line increase by?

• What number do you estimate the arrow is pointing to? What information helped your estimate?

• Which multiples of one is the arrow in between? Which multiple is it closest to? Is it before or after the unlabelled half-way point between the two known values? What about the quarter and three-quarter points? Repeat for all the arrows.

**ncetm.org.uk **

6NPV-3 NUMBERS UP TO 10,000,000 IN THE LINEAR NUMBER SYSTEM

### 1 litre

• What do you estimate the volume of the_{liquid in the jug to be? Give your answer in }

litres and millilitres.

• Would 0.3 litres be a reasonable estimate? • How do you know it is more that 0.5 litres? • Where would 0.5 litres be on the scale?

Where would 0.75 litres be on the scale? • How can these benchmarks help to make a

**ncetm.org.uk **

6NPV-4 READING SCALES WITH 2, 4, 5 OR 10 INTERVALS

0.25kg

1.75kg

3.5kg

• Are all of the scales the same? What is the value of each interval?

• Click to reveal the final location of each arrow. What value is it pointing at? How do you know?

*The first arrow has moved one interval, it is pointing at 0.25kg. *

*Each kilogram has been split into four equal parts. Each interval is worth 0.25kg. *

**ncetm.org.uk **

6NPV-3 NUMBERS UP TO 10,000,000 IN THE LINEAR NUMBER SYSTEM

3,000 10,000

0 1,000 2,000 4,000 5,000 6,000 7,000 8,000 9,000

• What does each interval on the number line increase by?

• What number do you estimate the arrow is pointing to? What information helped your estimate?

• Which multiples of one thousand is the arrow in between? Which multiple is it

closest to? Is it before or after the unlabelled half-way point between the two known values? What about the quarter and three-quarter points? Repeat for all the arrows. • Where would 100 be located? 2,900? 7,990? Repeat for other values.

**ncetm.org.uk **

6NPV-4 READING SCALES WITH 2, 4, 5 OR 10 INTERVALS

• Could each square be worth 100? Why not?

• What is the correct value of each square? How do you know?

• What are the mid-points between each labelled value?

• What is the value of the red bar? What is the value of the blue bar?

• What is the difference in value between the bars? Explain how you know.

### Video, powerpoint and supporting document

**ncetm.org.uk **

PART 1 – THE BIG IDEA

### What do pupils need to know?

### How can we have 7 without 6?

**RESOURCES TO SUPPORT **

**234 **
**123 **

### NUMBERS BETWEEN

**234**231 200 176 170 150

**123**

**234 **
231
200
176
170
150
**123 **

### NUMBERS BETWEEN

**176**

**170**175