Year Five Curriculum Plan

Number – number and place value

Pupils should be taught to:

• read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
• count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
• interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
• round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
• solve number problems and practical problems that involve all of the above
• read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Number – addition and subtraction

Pupils should be taught to:

• add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
• add and subtract numbers mentally with increasingly large numbers
• use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
• solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Number – multiplication and division

Pupils should be taught to:

• identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
• know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers
• establish whether a number up to 100 is prime and recall prime numbers up to 19
• multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
• multiply and divide numbers mentally drawing upon known facts
• divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
• multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
• recognise and use square numbers and cube numbers, and the notation for squared ( ) and cubed ( )
• solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
• solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
• solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Number – fractions (including decimals and percentages)

Pupils should be taught to:

• compare and order fractions whose denominators are all multiples of the same number
• identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
• recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number, for example 2/5 + 4/5 = 6/5 = 1 1/5
• add and subtract fractions with the same denominator and denominators that are multiples of the same number
• multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
• read and write decimal numbers as fractions [for example, 0.71 = 71/100
• recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
• round decimals with two decimal places to the nearest whole number and to one decimal place
• read, write, order and compare numbers with up to three decimal places
• solve problems involving number up to three decimal places recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
• solve problems which require knowing percentage and decimal equivalents of ½ , 1/4 1/5 2/5 4/5 and those fractions with a denominator of a multiple of 10 or 25

Measurement

Pupils should be taught to:

• convert between different units of metric measure (for example, kilometre and metre;
• centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
• understand and use approximate equivalences between metric units and common
• imperial units such as inches, pounds and pints
• measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
• calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm) and square metres (m) and estimate the area of irregular shapes
• estimate volume [for example, using 1 cm blocks to build cuboids (including cubes)] and capacity [for example, using water]
• solve problems involving converting between units of time
• use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

Geometry – properties of shapes

Pupils should be taught to:

• identify 3-D shapes, including cubes and other cuboids, from 2-D representations
• know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees
• identify:

angles at a point and one whole turn (total 360o)

angles at a point on a straight line and 1/2 a turn (total 180 degrees)

other multiples of 90 degrees

• use the properties of rectangles to deduce related facts and find missing lengths and angles;
• distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

Geometry – position and direction

Pupils should be taught to:

• identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Statistics

Pupils should be taught to:

• solve comparison, sum and difference problems using information presented in a line graph
• complete, read and interpret information in tables, including timetables.

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