Cover lesson · Mathematics and Numeracy · Year 6 · Advanced
DCF: Producing → Evaluating and improving digital content
Also assessed, LNF: Literacy → Writing → Proofreading, editing and improving
Name: Class: Date:
What this practises: judging a piece of digital content against success criteria and suggesting improvements, then writing feedback as you would in a comment box online. Pupils read the first draft of a maths help page made by 3 invented Year 6 pupils for Year 5. They check the maths (multiplying a 2-digit number by a 2-digit number), score the page, proofread a paragraph, redraft the method and write a kind, useful comment.
Print: this sheet, one per pupil, and the stimulus sheet “Maths help page: first draft”, one between two. No computers are needed. The web page is printed on paper. Pupils need a pen and a highlighter. No calculators.
Run: 5 min read the stimulus sheet aloud · 5 min Step 1 · 8 min Step 2 · 10 min Step 3 · 8 min Step 4 · 12 min Step 5 · 7 min Step 6. Total 55 minutes.
Collect: this sheet. Steps 4 and 5 give the literacy evidence (proofreading, editing and redrafting). Quick checks: 47 × 36 = 1692. The page says 423 because the second line should be 1410 (47 × 30), not 141: the group forgot the placeholder zero. The 8 errors in part 6 are: here (capital H), befor, dont, freind, the missing question mark in sentence 6, We was, it help, easyer.
Cerys, Osian and Tomos made a help page for their school website. It should teach Year 5 how to do long multiplication. Their teacher wants you to check it before it goes online.
You will check the maths, score the page, fix the writing and help them make it better.
Read the whole page on the stimulus sheet. Answer in short sentences.
| Question | Your answer |
|---|---|
| (a) What is the page for? (its purpose) | |
| (b) Who is it for? (its audience) | |
| (c) Who made it? | |
| (d) After reading it, what should a reader be able to do? | |
| (e) Where will people read it? Why does that matter for the layout? |
Do 47 × 36 yourself before you look at the group’s answer again.
(a) Estimate. 47 is about ______ and 36 is about ______, so the answer is about ______.
(b) Column method. Show your working in the box.
(c) Check with the grid method. Fill in each box, then add them all up.
| × | 40 | 7 |
|---|---|---|
| 30 | ||
| 6 |
Total: ______ + ______ + ______ + ______ = ______
(d) The group wrote 47 × 36 = 423. Which line in part 5 is wrong? What should it say, and why?
(e) How could the estimate in part 7 have helped the group spot their mistake?
Score each success criterion: 3 = does this well, 2 = partly, 1 = not yet. Give a reason and use part numbers.
| Criterion | A good help page… | Score | Reason (say which parts) |
|---|---|---|---|
| Content | has everything a reader needs: a method, an example, tips and a way to check. | ||
| Accuracy | has correct maths and correct spelling, punctuation and grammar. | ||
| Layout | is easy to follow, with the most useful parts easy to find and read. | ||
| Suitable for Year 5 | uses short, clear sentences and nothing that could confuse or trick a reader. | ||
| Total out of 12 | |||
Why do you think the group put the big rocket picture (part 2) so near the top? Was it a good choice?
Part 6 has 8 errors. Highlight each one on the stimulus sheet. Then fill in the table. The kind of error is spelling, punctuation or grammar.
| Sentence | Error | Correction | Kind of error |
|---|---|---|---|
Which strategy helped you find the errors? (For example: reading aloud in a whisper, reading one sentence at a time, checking each capital letter.)
Part 4 is one very long sentence. Rewrite the method as numbered steps that a Year 5 pupil can follow. Each step should do one thing. Include the placeholder zero, and finish with a correct example (47 × 36, or 23 × 14).
How to multiply a 2-digit number by a 2-digit number
1.
2.
3.
4.
5.
6.
Example:
Put a star next to 2 changes you made. Explain where and why.
| Star | What I changed, and where | Why it makes the page better |
|---|---|---|
| 1 | ||
| 2 |
Write a comment to Cerys, Osian and Tomos, as you would in the comment box in part 8. Be kind and useful. Include: