Year 5 Mathematics New Curriulum On A Page

Year 5 programme of study (statutory requirements) Number and Addition and Multiplication and division Fractions (including decimals and Measurement Geometry: Geometry: Statistics place value subtraction percentages) properties of position Pupils should be taught Pupils should be taught to: shapes and Pupils to: Pupils should be Pupils should Pupils should be taught to: direction should be taught to: be taught to: .identify multiples and factors, .convert between Pupils should be taught to: including finding all factor pairs of a .compare and order fractions whose different units of metric taught to: Pupils .read, write, .add and number, and common factors of two denominators are all multiples of the same measure (for example, should be .solve order and subtract whole numbers. number kilometre and metre; .identify 3-D taught to: compariso compare numbers numbers with .know and use the vocabulary of .identify, name and write equivalent centimetre and metre; shapes, n, sum and to at least more than 4 prime numbers, prime factors and fractions of a given fraction, represented centimetre and including cubes .identify, difference 1 000 000 and digits, composite (non-prime) numbers visually, including tenths and hundredths millimetre; gram and and other describe problems determine the including using .establish whether a number up to .recognise mixed numbers and improper kilogram; litre and cuboids, from 2- and using value of each digit formal written 100 is prime and recall prime fractions and convert from one form to the millilitre) D represent information .count forwards methods numbers up to 19 other and write mathematical statements > 1 .understand and use representations the presented 2 4 or backwards in (columnar .multiply numbers up to 4 digits by as a mixed number [ for example, /5 + /5 = approximate .know angles position of in a line 6 1 steps of powers addition and a one- or two-digit number using a /5 = 1 /5] equivalences between are measured in a shape graph of 10 for any subtraction) formal written method, including .add and subtract fractions with the same metric units and degrees: following a .complete given number up .add and long multiplication for two-digit denominator and multiples of the same common imperial units estimate and reflection , read and to subtract numbers number such as inches, pounds compare acute, or interpret 1 000 000 numbers .multiply and divide numbers .multiply proper fractions and mixed and pints obtuse and translation, information .interpret mentally with mentally drawing upon known facts numbers by whole numbers, supported by .measure and reflex angles using the in tables, negative numbers increasingly . divide numbers up to 4 materials and diagrams calculate the perimeter .draw given appropriate including in context, count large numbers digits by a one-digit .read and write decimal numbers as of composite rectilinear angles, and language, timetables 71 forwards and .use number using the formal fractions [ for example, 0.71 = /100 ] shapes in centimetres measure them in and know backwards with rounding to written method of short .recognise and use thousandths and relate and metres degrees (o) that the positive and check answers division and interpret them to tenths, hundredths and decimal .calculate and .identify: shape has negative whole to calculations remainders appropriately equivalents compare the area of - an not numbers, and for the context .round decimals with two decimal places to rectangles (including gle changed including through determine, in . multiply and divide whole the nearest whole number and to one squares) using s zero the context of numbers and those decimal place standard units, square at .round any a problem, involving decimals by 10, .read, write, order and compare numbers centimetres (cm2) and a number up to levels of 100 and 1000 with up to three decimal places square metres (m2) and poi 1 000 000 to the accuracy . recognise and use square .solve problems involving number up to estimate the area of nt nearest 10, 100, .solve numbers and cube three decimal places irregular shapes an 1000, 10 000 and addition and numbers, and the notation .recognise the per cent symbol (%) and .estimate volume [for d 100 000 subtraction for squared (2) and cubed understand that per cent relates to “number example, using 1 cm3 on .solve number multi-step (3) of parts per hundred”, and write percentages blocks to build e problems and problems in . solve problems involving as a fraction with denominator 100, and as a cuboids(including wh practical contexts, multiplication and division decimal cubes)] and ole problems that deciding which including using their .solve problems which require knowing capacity[for example, tur 1 involve all of the operations and knowledge of factors and percentage and decimal equivalents of /2, using water ] n 1 1 2 4 above methods to multiples, squares and /4, /5, /5, /5 and those with a denominator of .solve problems (tot .read Roman use and why cubes a multiple of 10 or 25 involving converting al numerals to 1000 . solve problems involving between units of time 36 (M) and recognise addition, subtraction, .use all four 0o) years written in multiplication and division operations to solve - an g g n n i Roman numerals and a combination of problems involving gle i n n r r a these, including measure [for example, s a e e L L

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H d H ½ a tur n (tot al 18 0o) - oth er mu ltip les of 90o . use the properti es of rectang les to deduce related facts and find missing lengths and angles . distingu ish betwee n regular and irregula r polygo ns based on reasoni ng © Herts for Learning 2014 about equal sides and angles Y5 notes and guidance (non-statutory) Number and Addition and Multiplication and division Fractions (including decimals and Measurement Geometry: Geometry: Statistics place value subtraction percentages) properties of position Pupils practise and extend their Pupils should be taught throughout that Pupils use their shapes and Pupils Pupils identify the Pupils practise use of the formal written methods percentages, decimals and fractions are different knowledge of place direction connect place value in using the of short multiplication and short ways of expressing proportions. They extend value and multiplication Pupils become their work large whole formal written division (see Mathematics their knowledge of fractions to thousandths and and division to convert accurate in Pupils on numbers. methods of Appendix 1). They apply all the connect to decimals and measures. between standard drawing lines recognise coordinate columnar multiplication tables and related Pupils connect equivalent fractions > 1 that units. with a ruler to and use s and They continue to addition and division facts frequently, commit simplify to integers with division and other the nearest reflection scales to use number in subtraction them to memory and use them fractions > 1 to division with remainders, using Pupils calculate the millimetre, and and their context, including with confidently to make larger the number line and other models, and hence perimeter of rectangles measuring with translation interpretati measurement. increasingly calculations. move from these to improper and mixed fractions. and related composite a protractor. in a variety on of time Pupils connect multiplication by a fraction to using Pupils extend and large numbers They use and understand the shapes, including They use of graphs. apply their to aid fluency fractions as operators (fractions of), and to using the relations of conventional diagrams, terms factor, multiple and prime, division, building on work from previous years. understanding of (see perimeter or area to markings for including They begin square and cube numbers. This relates to scaling by simple fractions, the number Mathematics find unknown lengths. parallel lines continuing to decide Pupils interpret non-integer including fractions > 1. system to the Appendix 1). Pupils practise adding and subtracting fractions to Missing measures and right angles. to use a 2- which answers to division by expressing decimal numbers become fluent through a variety of increasingly questions such as D grid and representat results in different ways according and fractions that They practise complex problems. They extend their these can be Pupils use the coordinate ions of they have met so mental to the context, including with understanding of adding and subtracting fractions expressed term diagonal s in the data are far. calculations remainders, as fractions, as to calculations that exceed 1 as a mixed number. algebraically, for and make first most with decimals or by rounding (for Pupils continue to practise counting forwards and example 4 + 2b = 20 for conjectures quadrant. appropriate They should increasingly example, 98 ÷ 4 = 98/4 = 24 r 2 = backwards in simple fractions. a rectangle of sides 2 about the angles Reflection and why. 1 recognise and large numbers 24 /2 = 24.5 ≈ 25). Pupils continue to develop their understanding of cm and b cm and formed between should be describe linear to aid fluency Pupils use multiplication and fractions as numbers, measures and operators by perimeter of 20cm. sides, and in lines that number (for example, division as inverses to support the finding fractions of numbers and quantities. between are parallel sequences (for 12 462 – 2 introduction of ratio in year 6, for Pupils extend counting from year 4, using Pupils calculate the diagonals and to the example, 3, 3 ½ , 300 = 10 162). example, by multiplying and decimals and fractions including bridging zero, for area from scale parallel sides , axes. 4, 4 1/2 ...), dividing by powers of 10 in scale example on a number line. drawings using given and other Pupils say, read and write decimal fractions and including those drawings or by multiplying and measurements. properties of related tenths, hundredths and thousandths involving fractions dividing by powers of a 1000 in quadrilaterals, and decimals, accurately and are confident in checking the Pupils use all four for example converting between units such as reasonableness of their answers to problems. and find the term- operations in problems using dynamic kilometres and metres. They mentally add and subtract tenths, and one- to-term rule in involving time and geometry ICT digit whole numbers and tenths. words (for Distributivity can be expressed as money, including tools. a(b + c) = ab + ac. They practise adding and subtracting decimals, example, add ½). including a mix of whole numbers and decimals, conversions (for They understand the terms factor, decimals with different numbers of decimal example, days to Pupils use angle multiple and prime, square and places, and complements of 1 (for example, 0.83 weeks, expressing the sum facts and cube numbers and use them to + 0.17 = 1). answer as weeks and other properties construct equivalence statements Pupils should go beyond the measurement and days). to make (for example, 4 x 35 = 2 x 2 x 35; money models of decimals, for example, by deductions 3 x 270 = 3 x 3 x 9 x 10 = 92 x 10). solving puzzles involving decimals. about missing Pupils should make connections between angles and Pupils use and explain the equals percentages, fractions and decimals (for relate these to sign to indicate equivalence, example, 100% represents a whole quantity and missing number including in missing number 1% is 1/100, 50% is 50/100, 25% is 25/100) and problems. problems (for example, 13 + 24 = relate this to finding ‘fractions of’. 12 + 25; 33 = 5 x □).