Year 6 Maths Lesson Planning - Selected Primary Schools

Summary

The request sought Year 6 maths lesson planning documents for four specific Isle of Man primary schools for the week commencing 19 January 2026. The Department of Education, Sport and Culture responded with a comprehensive term-by-term curriculum plan and sample worksheets, noting that some information was exempt.

Key Facts

• The request covered schools: Arbory, Laxey, Victoria Road, and Willaston.
• The response included a full academic year curriculum plan divided into Autumn, Spring, and Summer terms.
• Sample worksheets provided were sourced from White Rose Education (2024).
• The outcome was classified as 'Some information sent but part exempt'.
• The response contained 37 pages across 4 documents.

Data Disclosed

• 2026-01-23
• 2026-02-19
• 19th January 2026
• 29th January
• 37
• 4
• 5252233
• 2024
• 18 1/6 cm2
• 5 2/3 cm2

Original Request

I seek such information held relating to maths/numeracy lesson planning for the Year 6 cohorts in the following IOM primary schools; Arbory, Laxey, Victoria Road and Willaston. Specifically I seek the information actually used to inform, plan and execute the teaching and learning of maths/numeracy that was delivered during the week commencing 19th January 2026. This includes but is not limited to such long, medium and short term planning documentation for that week's lessons, any ongoing planning information created during the week of 29th January (or in the preceding weeks) noting that teaching and learning is of course a dynamic and continually evolving practice and such lesson planning could be expected to take account of ongoing teacher observation, pupil understanding, assessments (if any) and progress, problem areas etc. Where such documentation has been obtained from external sources e.g. English LEA, UK DfE documentation, White Rose Education etc please advise each source.

Data Tables (7)

Full Response Text

Autumn 1 Term Week Revisit Practise Reasoning & Problem Solving Week 1 Y5 place value Place value Rounding to nearest 10/100/1,000/10,000/100,000 Week 2 4 operations Compare/order numbers Estimate, compare and explain place value Week 3 Y5 rounding Rounding Multi-step rounding and ordering Week 4 Negative numbers Number lines Negative number calculations Week 5 Place value Read/write large numbers Explain how to estimate/approximate values Week 6 Place value & addition Add 6-digit numbers Word problems with place value & addition Autumn 2 Term Week Revisit Practise Reasoning & Problem Solving Week 1 Column addition/subtraction Add & subtract large numbers Explain efficient methods Week 2 Inverse operations Check using inverse Estimate vs actual answer Week 3 Efficient strategies Multi-step problems Reasoning with subtraction Week 4 Estimation Estimate answers Multi-step calculations Week 5 Bar models Using bar models Bar model explanations Week 6 Y5 multiplication Short multiplication Compare calculation strategies Spring 1 Term Week Revisit Practise Reasoning & Problem Solving Week 1 Y5 division Short division Missing numbers in division Week 2 Short division Dividing 4-digits by 1-digit Reasoning with factors Week 3 Multiples/factors Factors & multiples Identify rules/patterns Week 4 Primes/squares/cubes Prime numbers Explain order of operations Week 5 BIDMAS Using BIDMAS Construct calculations to match outcome Week 6 Word problems Scaling & correspondence Two-step division problems Spring 2 Term Week Revisit Practise Reasoning & Problem Solving Week 1 Fractions equivalence Simplify fractions Prove equivalence Week 2 Add/subtract fractions Add/subtract with common denominators Fractions in context Week 3 Mixed numbers Convert between improper/mixed Justify conversion steps Week 4 Improper to proper Fractions of amounts Explain how to simplify Week 5 Fractions of amounts Ordering fractions Word problems with fractions Week 6 Decimals intro Tenths, hundredths Ordering decimals Summer 1 Term Week Revisit Practise Reasoning & Problem Solving Week 1 Decimals to fractions Equivalent FDP FDP connections Week 2 Percentages Percentages of amounts Missing angle reasoning Week 3 Missing angles Angles in shapes Explain area/perimeter difference Week 4 Triangles/quadrilaterals Identify properties Word problems with conversions Week 5 Perimeter & area Area & perimeter Reason with triangle types Week 6 Metric conversions Convert measures Percent puzzles Summer 2 Term Week Revisit Practise Reasoning & Problem Solving Week 1 Volume Calculate volume Reason with translation/reflection Week 2 Coordinates Plot coordinates Link between coordinates and shape Week 3 Translation/reflection Translate shapes Compare data representations Week 4 Line graphs Read line graphs Explain pie chart proportions Week 5 Pie charts Interpret pie charts Worded volume problems Week 6 Revision focus Mixed revision Mastery-style reasoning

Version A Fractions A © White Rose Education 2024 1
Simplify the fractions. You may use the fraction wall to help you. 6 9 = 5 2 6 = 2
Is Max correct? Explain your answer. 3
Here is a number line. 7 4 5 A 6 What number is the arrow pointing to?

Draw an arrow to the number that is 3 4 less than A. What number is 11 2 greater than A?  4
Tick the statements that are true. 3 5 is greater than 3 7

1 3 8 is less than 7 8 2 8 is equal to 5 20

2 1 4 is greater than 11 4 5
Write the fractions in order from smallest to greatest. 3 4 5 8 3 8 1 16 Name: 2 marks 2 marks 2 marks 1 mark 1 mark 1 mark 1 mark 30 50 in its simplest form is 15 25 © White Rose Education 2024 1 mark 6
Complete the calculations. 2 3 + 1 9 = 5 6 − 3 4 = 2 3 5 + 1 1 2 =

7
Draw an arrow from each fraction to its position on the number line. 36 48

33 66

29 29 0 1 8
Kim reads 1 4 of her book on Monday. She reads 1 3 of her book on Tuesday. On Wednesday, she reads the rest of the book. What fraction of the book does Kim read on Wednesday? 9
Three friends share a chocolate bar. • Eva gets 3 9 • Jack gets 4 12 • Dora gets 7 21 Did the friends share the chocolate bar equally? Explain your answer. 10
A paper circle has an area of 18 1 6 cm2 Max cuts a triangle from the circle. The triangle has an area of 5 2 3 cm2 What is the area of the paper that is left? cm2 2 marks 3 marks 2 marks 2 marks 1 mark

Autumn Block 3 Fractions A © White Rose Education 2022 Step 1
Equivalent fractions and simplifying Step 2

Equivalent fractions on a number line Step 3

Compare and order (denominator) Step 4

Compare and order (numerator) Step 5

Add and subtract simple fractions Step 6

Add and subtract any two fractions Step 7

Add mixed numbers Step 8

Subtract mixed numbers Small steps Year 6 | Autumn term | Block 3 – Fractions A © White Rose Education 2022 Step 9
Multi-step problems Small steps Year 6 | Autumn term | Block 3 – Fractions A © White Rose Education 2022 Notes and guidance In this small step, children build on prior knowledge of equivalent fractions to recognise when fractions are, and are not, in their simplest form. Children use their understanding of common factors to simplify fractions. They learn that when the numerator and denominator have no common factors greater than 1, the fraction is in its simplest form. The step begins with fractions with one common factor (greater than 1) and moves on to fractions with several common factors. Children are encouraged to look for the greatest possible number to divide by, but also understand that simplification can be performed in more than one step. Pictorial representations and fraction walls can be used to support understanding. National Curriculum links • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Key questions • What are the common factors of and ? • Why is it better to identify the greatest possible number that both the numerator and denominator can be divided by? • Does the simplified fraction have the same value? • Do the numerator and denominator have any more
common factors? • How can you tell if a fraction is in its simplest form? • When simplifying a mixed number, why does the integer
not change? Possible sentence stems • Both the numerator and the denominator can be divided
by • To simplify the fraction, I will divide the numerator and denominator by •
in its simplest form is Things to look out for • Children may partially simplify a fraction instead of finding the simplest form, for example 6 24 = 3 12 • When simplifying mixed numbers, children may divide the whole number as well as the numerator and denominator. © White Rose Education 2022 Equivalent fractions and simplifying Year 6 | Autumn term | Block 3 – Fractions A | Step 1 Key learning • Here are some fractions. 4 5 30 60 7 8 42 48 2 6 1 2 8 10 16 48 Find the pairs of equivalent fractions. • Jack uses multiplication to find equivalent fractions. 3 5 = 9 15 × 3 × 3 Use Jack’s method to complete the equivalent fractions. 4 5 = 20 4 5 = 20 7 = 9 21 4 7 = 21 • Use division to write the fractions in their simplest form. 12 15 = 4 12 20 = 5 16 24 = 2 10 12 = 6 30 = 24 40 = • Esther and Kim are simplifying fractions.

Esther
Kim 8 12 = 4 6 ÷ 2 ÷ 2 = 2 3 ÷ 2 ÷ 2

8 12 = 2 3 ÷ 4 ÷ 4 What is the same? What is different? Use one of their methods to simplify the fractions. 2 12 4 12 6 12 6 24 8 24 16 24 • Mo is simplifying 2  4 10  2  4 10 = 2 2 5 Use Mo’s method to simplify the mixed numbers. 3  4 10 4 12 20 6 16 30 2 16 40 To simplify 2  4 10, keep the whole number the same and simplify the fraction. © White Rose Education 2022 Equivalent fractions and simplifying Year 6 | Autumn term | Block 3 – Fractions A | Step 1 Reasoning and problem solving various answers Tiny has divided
the whole number
by 4 instead of
just simplifying
the fraction. simplifies to 1 2 : 2 4 , 8 16 , 5 10 , 6 12 simplifies to 1 3 : 5 15 , 3 9  simplifies to 1 4 : 4 16 , 2 8  multiple possible answers Tom and Aisha are simplifying an improper fraction.

Tom Aisha 36 8 = 4 4 8 = 4  1 2

36 8 = 9 2 = 4  1 2 Whose method do you prefer? Explain your answer.

Tiny is simplifying 4 12 16 4 12 16 = 1 3 4 Explain Tiny’s mistake. Here are some fractions. 5 15 2 4 4 16 8 16 5 10 3 9 6 12 2 8 Which of the fractions: • simplify to 1 2 • simplify to 1 3 • simplify to 1 4? What patterns can you see? What is the relationship
between the numerator and
the denominator? Identify three more fractions that
could go in each list. © White Rose Education 2022 Equivalent fractions and simplifying Year 6 | Autumn term | Block 3 – Fractions A | Step 1 Notes and guidance In this small step, children use number lines to count forwards and backwards in fractions and to find equivalent fractions. Children start by revising counting fractions above 1 on a number line to ensure they are able to count in fractions accurately. Using a number line clearly shows that finding equivalent fractions does not change the value of the fraction. Encourage children to draw extra intervals on number lines to support them in placing the fractions. Number lines can also be used to support children in finding the difference between fractions. This will be revised later in the block when adding and subtracting fractions. Encourage children to spot patterns on number lines when simplifying, rather than thinking about fractions individually. National Curriculum links • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Key questions • How many intervals are there on the number line? What is each interval worth? • What equivalent fractions have you found? • Is this fraction in its simplest form? How do you know? • Can you divide the number line into more intervals to place the fractions more accurately? • How will you place one sixteenth on a number line that is counting in eighths? • Which fraction was the easiest/hardest to label? Why? Possible sentence stems • From my number line, I can see that is equivalent
to • When I count in eighths, I can change into

because they are equivalent. Things to look out for • Children may find it difficult to place a fraction on the number line when the denominator is greater than the value of the divisions on the number line. • When crossing 1, children may not be confident in converting mixed numbers/improper fractions. © White Rose Education 2022 Equivalent fractions on a number line Year 6 | Autumn term | Block 3 – Fractions A | Step 2 Key learning • Jack is counting in quarters. He writes each number on a number line. Complete the number line. • Use the number line to count forward in eighths. Which of the fractions can be simplified? • Count in fifteenths on this number line and then write the fractions in their simplest form. What patterns can you see? • Label the fractions on the number line. 1 4 1 2 1 8 5 8 7 8 What is the difference between the greatest and smallest fraction? • Label the fractions on the number line. 3 5 7 10 24 30 1 5 3 10 • Label A, B, C and D on the number line. A
B
C
D 0 2 1 0 1 0 1 0 1 + 1 4 + 1 4 0 1 1 4 2 4 1 1 4 0 1 1 5 3 15 0 3 8 © White Rose Education 2022 Equivalent fractions on a number line Year 6 | Autumn term | Block 3 – Fractions A | Step 2 Reasoning and problem solving 1 4 10 = 14 10 12 5 = 7 5
multiple possible answers, e.g. 7 8 to 11 8
11 4 to 11 2 4 5 km / Dora: 3 5 km Tommy: 12 5 km halfway between 1 3 10 and 1 4 10 Rosie is counting back in tenths. She starts at 2  1 10 and counts back 7 tenths. What number does Rosie end on? Show this on a number line. Simplify the fraction. How many ways can you show a difference of one quarter on the number line? Dora and Tommy are completing a 2 km race. The number line shows how far they have run so far. How much further has Dora run than Tommy? How much further do they each need to run? Write your answers in their simplest form. Huan has completed 1350 2000 of the race. Label the number line to show how far Huan has run so far. 0 2 1 0 2 km 1 km Tommy Dora © White Rose Education 2022 Equivalent fractions on a number line Year 6 | Autumn term | Block 3 – Fractions A | Step 2 Notes and guidance In this small step, children compare and order fractions using the denominator. Building on the skills covered in the previous steps, they first need to use their knowledge of equivalent fractions to find a common denominator in order to compare. Children begin by using bar models to help compare fractions. They first work with pairs of fractions where one denominator is a multiple of the other, building on learning from Year 5.
They then look at pairs of fractions where the denominators are not multiples of each other, using their knowledge of multiples and common multiples. Encourage children to find the first common multiple, but allow them to explore different methods. Once children are confident expressing fractions with a common denominator, they use this to order fractions. National Curriculum links • Compare and order fractions, including fractions > 1 • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Key questions • How could you use a number line or a bar model to help you compare the fractions? • If the denominators are the same, how do you compare
the fractions? • Is one denominator a multiple of the other? • If one denominator is not a multiple of the other, what do you need to do to be able to compare the fractions? • How is comparing mixed numbers different from comparing proper fractions? How is it similar? Possible sentence stems • I am comparing and  . I can use as the common denominator. • If one denominator is not a multiple of the other, I need to find a Things to look out for • Some children may compare the numerators without looking at the denominators and finding equivalent fractions. • Children may not always find the most efficient common multiple when multiplying the denominators, for example expressing 1 6 and 2 9 as 9 54 and 12 54 rather than 3 18 and 4 18 © White Rose Education 2022 Compare and order (denominator) Year 6 | Autumn term | Block 3 – Fractions A | Step 3 Key learning • The bar models show 3 10 and 2 5 Which fraction is greater? How do you know? • Alex is comparing 1 5 and 4 15 She uses equivalent fractions to help. 1 5 = 3 15 3 15 < 4 15 so 1 5 < 4 15 Use Alex’s method to compare the fractions. 3 20 and

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