iPRIMARY MATHS YEAR 5 36

YEAR 5
NUMBERS AND THE NUMBER SYSTEM

NUMBER AND PLACE VALUE

Reference Objective Notes and guidance

Use a number line to count on in 7s, 9s and 11s from 0.
N5.1A Count from 0 in multiples of 7, 9 and 11.
Encourage students to look for patterns in the digits when counting in 9s and 11s.
Read, write and say aloud numbers written in figures Use a place-value table.
N5.1B
from 10 000 to 100 000. Move on to reading, writing and saying aloud numbers not in a place-value table.
Use a place-value table to partition and say aloud 5-digit numbers.
Recognise the place value of each digit in a 5-digit
Write in expanded form and identify the value of specific digits. For example: 21 596 = 20 000 + 1000 + 500 + 90 + 6.
N5.1C number (10 000s, 1000s, 100s, 10s, 1s) and write
The value of 5 is 500. Move on to apply partitioning in different ways. For example: 38 417 = 30 000 + 8417 or
numbers in expanded form.
38 000 + 417 and so on.
Show numbers up to 100 000 in a place-value table and include tenths and hundredths. For example:

N5.1D Relate 1
100 s and 0·01 to the place value table. 10 000s 1000s 100s 10s 1s •
1
10 s/0·1s 1
100
s/0·01s
3 9 6 • 2 7

Write or say aloud 10, 100, 1000 or 10 000 more than

For example:
any given number up to 100 000 (with answers no
• Say aloud the number that is 10 000 more than 24 571.
N5.1E more than 100 000); write or say aloud 10, 100, 1000
• Write the number that is 1000 less than 24 571.
or 10 000 less than any given number up to 100 000
Use a place-value table.
(with answers no less than 0).
Use a place-value table and the terms ‘more than’ and ‘greater than’ for > and ‘less than’ for <.
Compare and order numbers to 100 000 and write
N5.1F Include word problems. For example: There are 23 847 people who live in town A. There are 25 471 people who live
statements using inequality signs < or >.
in town B. Do more people live in town A or town B?
Round any number up to 100 000 to the nearest 10, Use a number line or a place-value table and the terms ‘close’, ‘near’, ‘closest’ and ‘nearest’.
N5.1G
100, 1000 or 10 000. Relate this to rounding measures.
Count in 1s along a vertical or horizontal thermometer. For example:
Use negative numbers in context of temperature and
N5.1H • The temperature is 3 degrees Celsius. It falls 5 degrees. What is the new temperature?
calculate temperature rise and fall, including across 0.
• The temperature is -6 degrees Celsius. It rises 8 degrees. What is the new temperature?
Use a thermometer number line.
Order negative and positive numbers in context and Relate this to negative temperatures on a thermometer. For example: Which is coldest, -3 degrees Celsius or
N5.1I
write statements using inequality signs < or >. -7 degrees Celsius?
Use the terms ‘more than’ and ‘greater than’ for > and ‘less than’ for <.
iPRIMARY MATHS YEAR 5 37

ADDITION AND SUBTRACTION

Reference Objective Notes and guidance

Practise both mental methods and formal written methods of column addition and subtraction with numbers up to
and including five digits.
Encourage making decisions about when a mental method may be more appropriate than a formal written method.
For example:
Add and subtract positive integers with up to and
• 6010 - 2907 is less prone to error counting up on a number line than a written column subtraction.
including five digits, using mental or formal written
N5.2A • 30 001 - 202 is less prone to error using a mental method.
methods of column addition and subtraction, where
Solve number problems in context, involving addition and subtraction. For example:
appropriate.
• 70 063 people live in a town. 68 of the people are aged 90 or over. How many people under the age of 90 live in
the town?
• A supermarket sells 13 847 bars of chocolate in a year. 3800 bars of chocolate are dark chocolate. How many
bars of chocolate are not dark chocolate?
Use column addition to add more than two numbers Use written or mental methods as appropriate.
N5.2B
with up to and including four digits. Include word problems.

Estimate the answer to an addition or subtraction Use rounding to the nearest 10, 100, 1000 or 10 000 and then mental calculation. For example: 35 046 - 4161 ≈
N5.2C
calculation. 35 000 - 4000 = 31 000.

Use addition to check subtraction calculations and vice versa.

Include word problems involving numbers up to 100 000 and encourage students to decide which operation to use.
For example:
• 15 093 people attend a concert. 3000 fewer people attend a football match. How many people attend the football
match?
Understand when to add and when to subtract and
N5.2D • A fast-food restaurant sells 35 041 burgers in a year. 13 941 of the burgers are vegetarian burgers. How many of
the relationship between addition and subtraction.
the burgers are not vegetarian burgers?
Move on to missing number calculations. For example:
• 31 824 = 30 000 + + 800 + 20 + 4
• 23 547 + = 3947
• 3420 = 13 500 -
 iPRIMARY
iPRIMARY LEARNING
LEARNING OBJECTIVES
OBJECTIVES NUMBERS
NUMBERS AND
AND THE
THE NUMBER
NUMBER SYSTEM
SYSTEM YEAR
YEAR 55 24
24
iPRIMARY MATHS YEAR 5 38

N5.3 MULTIPLICATION AND DIVISION

N5.3 MULTIPLICATION AND DIVISION
MULTIPLICATION AND DIVISION
Topic Descriptor (learning outcome) Notes and guidance
Topic Descriptor (learning outcome) Notes and guidance
Reference Objective Notesto and
Relate guidance
counting on and repeated addition.
Relate
Use theto countingof
language on‘lots
andof’,repeated
‘groups addition.
of’, addition.
‘times’ and ‘multiplied by’.
Recall and use multiplication and division facts for Relate
Use thethis to counting
language ofin‘lotsonof’,
and repeated
‘groups of’, ‘times’ and ‘multiplied by’.
Recall and use Recognise patterns the 9 and 11 times tables.
the 2, 3, 4, 5, 6,multiplication and division
8 and 10 multiplication facts; for
tables Use the
Recognise terms ‘lots
patterns of’,
in ‘groups
the 9 and of’,
11 ‘times’
times and ‘multiplied by’.
tables.
Recall
the 2, 3,and4,anduse
5, multiplication
6,work
8 and 10 and division
multiplication facts;
tables Use a variety of languagein theto 9 describe multiplicationtables.
and division, for example:
recognise out multiplication and division
tables; for
Recognise
Use a variety patterns
of language to and 11 multiplication
describe multiplication and division, for example:
for the 2, 3,
recognise and 4, work
5, 6, 8out
and 10 multiplication
multiplication and division 4 times 9 and share 36 equally between 9
N5.3.1 the 7, 9 and 11 multiplication tables (up to 10 × …);for 4Use
timesa variety
97 and of terms
share 36 to describe
equally multiplication
between 9 and division. For example:
N5.3.1 recognise
the 7, 9 and and11 work out multiplication
multiplication tables (upand
to division
10 × …);for 5 lots of and divide 35 by 7
be able toand
identify multiples and factors, including
× …); 5• groups
‘4 times
lots 9’ and
of 7ofand ‘Share
divide 36
by equally
35 many 7 between 9’.
N5.3A the 7, 9
be ableall to factor11
identify multiplication
multiples tables (up
and factors, to 10
including 6 7’11 and how 35 bygroups of 11 make 66?
finding pairs of a number, and common 6• groups
‘5 lots of of 11andand ‘Divide
how many 7’.
groups of 11 make 66?
be ablealltofactor
finding identify multiples
pairs of a and factors,
number, and including
common Use the commutative nature of multiplication, for example:
factors of two numbers • ‘6 groups
Use the of 11’ and nature
commutative ‘How many of groups of 11for
multiplication, make 66?’
example:
finding of
factors alltwo
factor pairs of a number and common
numbers Use 7 × 3 to work out 3 × 7
Use7the
Use × 3commutative
to work out nature
3 × 7 of multiplication. For example:
factors of two numbers. Use 9 × 5 to work out 5 × 9
• Use
Use 9 ×7 5× to
3 to work
work outout5× 39 × 7.
Use
• Use known
9 × 5multiplication
to work out 5tables × 9. and the commutative law.
Use known multiplication facts to multiply by multi- Useexample:
For known multiplication tables and the commutative law.
N5.3.2 Use
Use known multiplication
of 10 up tofacts to
to multiply
multiply by
by multi- For
Useexample:
known multiplication tables and the commutative law. For example:
ples of powers 100 000 2 × 30 000 = 2 × 3 × 10 000 = 6 × 10 000 = 60 000
N5.3BN5.3.2
known multiplication facts
ples of powers of 10 up to 100 000 2 × 30
• ×2 30 000 000= =2 2× ×3 3× ×1010000000==66××10 10 000== 60
5 × 6 ×000 10 × 100 000
60 000
multiples of powers of 10 up to 100 000. 50 × 600 = 5 × 10 × 6 × 100 = = 30 × 1000 = 30 000
50
• 50 × 600
× 600 =5 =×5× 1010 ×× 66× ×100100= =5 5× ×6 6× ×1010× ×100100==30 30××1000
1000==30 30000
000
Use known multiplication and division facts and the distributive law, where appropriate. For example:
Use000
Use
60 known
÷ 3 =multiplication
known
60 thousandand
multiplication
÷ 3 division
and division facts and
= 20 thousand
facts and the000
= 20
the distributive law, where
distributive law where appropriate.
appropriate. For
For example:
example:
Use place value, known and derived facts, and 60
• 60000000÷ ÷3 3= =6060thousand
thousand÷ ÷3 3= =2020thousand
thousand= =2020000 000
N5.3.3 Use
Use place
place value,
value, known
known and
and derived
derived facts, and
facts and 9999 × 4 = 10 000 × 4 - 1 × 4 = 40 000 - 4 = 39 996
N5.3CN5.3.3 partitioning to multiply and divide mentally 9999 ×4×== 10 000
partitioning
partitioningtotomultiply
multiplyand
anddivide
dividementally
mentally.
• 9999
32 × 70 430=×10 70000+×2×4×4- 70
1-×1=4 =
×2100
4= 4040000
+ 000
140 -4-= = 39
42540 996
= 39 996
32
• ×
32 70
× 70 = 30
= ×
30 70
× 70 + +2 ×
2 70
× 70= =
320 × 4 = 300 × 4 + 20 × 4 = 1200 + 80 = 12802100
2100 + 140
+ 140 = =2540
2540
320
• 320 ×4 ×= 4 300
= 300 ×× 44 + +2020× ×4 4= =1200
1200+ +8080= =12801280
N5.3D
Use a formal written method of multiplication.
N5.3D
Use
Useaaformal
formalwritten
writtenmethod
methodof ofmultiplication.
multiplication. For example:
1528 × 6
1528 × 6 1528 × 6
× 1000 500 20 8 6000 1528
× 1000 500 20 8 6000
3000 × 1528 6
6 6000 3000 120 48 + 3000 × 6
6 6000 3000 120 48 120 9168
+ 120 48 9168
314
916848 314
Multiply numbers up to and including 4 digits by 9168
Multiply
one- ornumbers
two-digitup to
to and including 4four
digits by by a
N5.3DN5.3.4 a number
Multiply numbers up andusing a formal
including written
digits
N5.3.4 a one-
method
1- or or two-digit
2-digit numbernumber
using using
a a
formalformal
written written
method. 43 × 61
43 × 61
method 43 × 61
× 40 3 2400 43
× 40 3 2400
180 × 43
61
60 2400 180 + 180 × 61
60 2400 180 40 43
1 40 3 + 40 3 43
2580
1 40 3 3 1
2580
2623 2623
1
2623
1 2623
1
1 1
Include
Includeword
wordproblems
problems.
Include word problems
iPRIMARY MATHS YEAR 5 39

Use a formal written method of short division with exact answers. For example:
Divide numbers up to and including four digits by 2033 581
N5.3E 3 6099
2 3
4 2 3 24
1-digit numbers with integer answers.
Include word problems.
Divide numbers up to and including four digits by
Include word problems. For example:
1-digit numbers with remainders written as integers
N5.3F • 25 sweets are shared between 6 children. How many sweets does each child get? How many sweets are left over?
and interpret remainders appropriately for the
• Each egg box holds 6 eggs. There are 15 eggs. How many egg boxes are needed to hold all the eggs?
context.
Use a place value table.
10 000s 1000s 100s 10s 1s • 0·1s
Multiply and divide whole numbers by 10, 100 and 3 7 2 1
N5.3G
1000 with integer and decimal answers (tenths only). × 10 3 7 2 1 0
÷ 10 3 7 2 • 1

Include word problems.

Use rounding and then mental calculation. For example:
Estimate the answer to a multiplication or division
N5.3H • 2954 × 32 ≈ 3000 × 30 = 90 000
calculation.
• 59 004 ÷ 28 ≈ 60 000 ÷ 30 = 2000
Understand when to multiply and when to divide and Use multiplication to check division calculations.
N5.3I
the relationship between multiplication and division. Include word problems and encourage students to decide which operation to use.
Solve missing number calculations involving multiplication and division. For example:
• ÷7=6
Solve missing number problems for multiplication and • × 9 = 54
N5.3J
division. • 12 000 = 300 ×
• 80 000 ÷ = 2000
• 6213 × = 6000 × + 200 × 4 + × 4 + 3 ×
Encourage students to work out if any number up to and including 100 is a prime number; encourage students to
N5.3K Identify prime numbers up to 100.
recognise prime numbers up to 19.

ALL FOUR OPERATIONS

Reference Objective Notes and guidance

Solve simple problems in contexts, deciding which of Include word problems.
N5.4A
the four operations to use. Encourage students to create their own word problems, using pictures to assist them with language.
Introduce BIDMAS (order of operations) for +, -, ×, ÷
N5.4B Encourage students to solve problems like 4 + 2 × 6, knowing that 2 × 6 is solved first and then 4 is added to it.
only.
iPRIMARY MATHS YEAR 5 40
iPRIMARY
iPRIMARY LEARNING
LEARNING OBJECTIVES
OBJECTIVES NUMBERS
NUMBERS AND
AND THE
THE NUMBER
NUMBER SYSTEM
SYSTEM YEAR
YEAR 55 26
26

FRACTIONS AND DECIMALS

N5.5 FRACTIONS AND DECIMALS
N5.5 FRACTIONS AND DECIMALS
Reference Objective Notes and guidance
Topic
Topic Descriptor
Descriptor (learning
(learning outcome)
outcome) Notes
Notes and
and guidance
guidance
Begin by using fraction mats, concrete objects, pictorial representations and arrays.
Beginthat
Show by using
findingfraction mats,
one-sixth andconcrete
dividingobjects,
by 6 arepictorial
the same,representations and arrays. and dividing by 7 are the same
that findng one-seventh
Begin by using fraction mats, concrete objects, pictorial representations and arrays.
N5.5A
Show
and
N5.5A so that
on. finding a sixth and dividing by 6 are the same, that findng a seventh and dividing by 7 are the same, and so on.
Show that finding a sixth and dividing by1 6 are the same, that findng a seventh and dividing by 7 are the same, and so on.
one-sixth of 181
=

1 sixth of 18 = 61 of618 of 18
1 sixth of 18 = 6 =of318
=3
Work =3
Work outout any
any unit
unit fraction
fraction (with
(with denominators
denominators upup to
to 18 ÷ 6 = 318 ÷ 6 = 3
18 ÷ 6 = 3
N5.5A N5.5.1 Work out any10)
and unit fraction (with denominators up to
and including
including 10) of
of aa number
number or or quantity
quantity and
and relate
relate
N5.5.1 and including 10) of a number or quantity and relate
to Use thethe language of ‘sharing
equally’equally’
and ‘sixand ‘six ‘seven
each’, ‘sevenand each’…
to division.
division Use
Use theterms ‘sharing
language of ‘sharing equally’ each’,
and ‘six each’, each’
‘seven each’…so on.
to division Use number
Use number stories.
stories.
Use number stories.
Move on
Move on to working
working out aa unit
unit fraction of of a number.For For example:
Move onto to workingout out a unitfraction
fraction ofaanumber.
number. Forexample:
example:
• 81of
of2424 ==33
of 24 = 3
• 91of
of45
of 45=
45
5
==55
Always
Always represent fractions with
with a horizontal line line betweennumerator
numerator anddenominator.
denominator.”
Alwaysrepresent
representfractions
fractions withaahorizontal
horizontal linebetween
between numeratorand and denominator.”
Begin by by using fraction
fraction mats, concrete
concrete objects,pictorialpictorial representations and
and arraysto
to workout
out unitfractions
and then non unit
Begin byusing
Begin using fractionmats,mats, concreteobjects,
objects, pictorialrepresentations
representations andarrays
arrays towork
work outunit
unit and thenand
non unit
fractions.
fractions.
then
N5.5B
non-unit fractions.
Move
N5.5B on to
to working withwith quantities andand numbers.
Moveon
Move on toworking
working withquantities
quantities andnumbers.
numbers.
Work out non-unit fractions (with denominators up to
N5.5.2 Workout
Work outnon-unit
non-unitfractions
fractions(with
(withdenominators
denominatorsup
upto
to
N5.5B N5.5.2 and including 10) of a number or quantity
andincluding
and including10)
10)of
ofaanumber
numberor orquantity.
quantity
5 eights of 24 = 585 of 24
5 eights of of
five-eights 2424
= =8 of
5 24
= 15 8 of 24
= 15
= 15
Compare fractions of quantities (where fraction have Use fraction mats, concrete objects, pictorial representations and arrays to understand that one third may be larger than
Comparefractions
Compare fractionsofofquantities
quantities(where
(wherefractions
fraction have Use
Use fraction mats, concreteobjects,
objects,pictorial
pictorialrepresentations
representations and arrays
to to understand that one third may be larger than
N5.5.3 denominators up to and including 10) and write one fraction
fifth, butmats, concrete
one third of one quantity can be smaller than one and arrays
fifth understand
of another that
quantity. Forone-third
example, may befraction
use larger mats to
N5.5C N5.5.3 denominators
have up
denominators
statements
to and including
up to andsigns
using inequality
10)
includingand write
< or >10) and write
one
than fifth, but
showone-fifth,
one
that onebut
third of
one-third
third
one quantity
is largerofthan
one one can
quantity be
fifth,can
smaller
but be
one
than
smaller one
third ofthan
fifth of another
one-fifth of
18 counters
quantity.
is another
smaller quantity.
For example,
For example:
than on fifth
use fraction mats to
Use fraction
of 10 counters.
statementsusing
statements usinginequality
inequalitysigns
signs<<oror>.> showtothat
mats onethat
show third is largeris than
one-third one
larger fifth,
than but onebut
one-fifth, third of 18 counters
one-third is smaller
of 9 counters than than
is smaller on fifth of 10 counters.
one-fifth of 20 counters.
Recognise and show families of equivalent fractions,
N5.5.4 Recognise andshow
Recognise show families of equivalent fractions, Use a fraction wall and bars to recognise and show equivalent fractions.
N5.5D N5.5.4 using visualand
support families of equivalent fractions, Useaafraction
Use fractionwallwalland
andfraction
bars to bars
recognise and show
to recognise andequivalent fractions.
show equivalent fractions.
using visual support
using visual support.
Use bars.
Usefraction
bars. bars.
Identify, name and convert and s to fractions with For example:
Use
N5.5.5 Identify,name
nameand
andconvert
convert 1 and
and 1 sstotofractions
fractions with Forexample:
example:
N5.5E N5.5.5
Identify,
denominators of 10, and write these as decimalswith For = = 0.5
== 5 = =0.5
2 5
denominatorsof of10
10,and
andwrite
writethese
theseas asdecimals.
decimals • 21=
denominators 10= 0.6
0·5
3 = 6 = 0.6
• 5 = 10 = 0·6
Compare and order two fractions where one
Compare and order two fractions where one Use bars.
N5.5.6 denominator
Compare andisorder
a multiple of the other
two fractions whereand write
one Use bars.
N5.5.6 denominator is a multiple of the other and write For example,
Use fraction bars.compare and .
N5.5F statements using
denominator inequality
is a multiple signs
of the < orand
other > write For example, compare and .
statements using inequality signs < or > For example: compare 25 and 106 .
statements using inequality signs < or >. Use a number line.
Use a number line.
N5.5G
For
N5.5G
Use example:
a number line. For example:
Add a mixed number and a fraction where both have For example: 33
Addaamixed
Add mixednumber
numberand
andaafraction
fractionwhere
whereboth
bothhave
have −––553
N5.5.7 the same denominator; subtract fractions from mixed 5
N5.5G N5.5.7 thesame
the samedenominator;
denominator;subtract
subtractfractions
fractionsfrom
frommixed
mixed
numbers, where both have the same denominator 33 44 1 2 3
numbers,where
numbers, whereboth
bothhave
havethe
thesame
samedenominator.
denominator 553 554 111 1111551 1112552 1113553
52 3 54 5 5 5
1 11 -–– ===
2
5 2
5
3
5 3
5
4
554
5 5 5
iPRIMARY MATHS YEAR 5 41

Add and subtract two fractions where the For example:

N5.5H denominator of one fraction is a multiple of the three-fifths + one-fifth = four-fifths   four-sixths + one-sixth = five-sixths
denominator of the other fraction. 3
5 + 1
5    = 4
5      2
3 + 1
6 = 4
6    + 1
6      = 5
6

Count up and down in hundredths; recognise that

Use Base-10 cubes and a 100-square.
N5.5I hundredths arise when dividing an object by 100 and
Relate hundredths and tenths to decimal measure (including a metre ruler and relevant coins).
dividing tenths by 10.
Recognise and use hundredths and relate them to Use Base-10 cubes and a 100-square to understand the relationship between tenths and hundredths. For example:
N5.5J
10 = 100
7 70
tenths.
Demonstrate the connection between hundredths and the place value table.
Know that 100
1
is written 0·01 as a decimal and relate
N5.5K Use Base-10 cubes and a 100-square to show this relationship. For example: 107 + 100
1
= 100
70
+ 100
1
= 71
100 = 0·71 .
hundredths to place value and decimal measures.
Demonstrate the connection with decimal measures (including a metre ruler and relevant coins).
Say aloud decimals to two decimal places, knowing that, for example: 0·45 is ‘nought point four five’ not ‘nought
Read, write, order and compare numbers with the
point forty-five’.
N5.5L same number of decimal places up to and including
Use a place value table.
2 decimal places.
Relate this to decimal measures.
Add and subtract decimal numbers with the same Use a number line.
N5.5M number of decimal places (up to and including Introduce column addition of decimals, including in the context of money
2 decimal places). Use a place-value table to emphasise the importance of putting digits in the correct place-value column.
Encourage decisions about which operations and methods to use.
Include word problems. For example: 57 264 cars travel on a motorway each week day. One-sixth of the number of
cars travel on the motorway at weekends. How many cars travel on the motorway at weekends?
Use fraction bars to represent problems. For example: A bakery makes 1200 loaves of bread. Half of the loaves are
sold to market stalls. Of the loaves that are left, 109 are sold to restaurants. How many loaves of bread are left to sell
in the baker’s shop?
Solve 1- and 2-step problems in contexts, choosing
1200 loaves
N5.5N the appropriate operation, working with numbers and
fractions (with denominators up to and including 10).

600 to
600 9 of
9
10 10
600 = 540
of 600 = 540to
market
marketstalls
stalls restaurants
restaurants
1200
1200 –- 600
600 –- 540
540==60
60
baber
to the shopsshop
baker’s
Include word problems.
Solve problems involving fractions, including non-unit
Include missing-fraction and decimal calculations. For example:
N5.5O fractions (denominators up to and including 10) and
5 = 10
3
decimals to 1 decimal place.
9·1 + = 9·7
iPRIMARY MATHS YEAR 5 42

GEOMETRY AND MEASURE

MEASURE

Reference Objective Notes and guidance

Solve problems involving money calculations,
Use this as an opportunity to reinforce Year 5 Number. For example: adding and subtracting decimal numbers with
G5.1A using addition and subtraction (integer and decimal
two decimal places.
answers).
Convert between mm and cm, cm and m, m and km, g and kg or ml and l. For example:
Convert between different metric units of measure
G5.1B • Convert 23 cm to mm.
(integer and tenths answers only).
• How many g are there in 2·3 kg?
Measure, compare, add and subtract: lengths
Use this as an opportunity to reinforce Year 5 Number. For example:
(m/cm/mm); mass (kg/g); volume/capacity (l/ml)
G5.1C • 3·7 g + 0·2 g
(using decimal measures with the same number of
• 76·45 m − 23·11 m
decimal places, up to and including 2 decimal places).
Solve problems involving measure, including
For example:
conversions, comparing, rounding and addition and
• Which is longer: 0·5 m + 1·7 m or 400 cm?
G5.1D subtraction (including decimal measures with the
• An aeroplane flies 3772 km from London to Egypt. The aeroplane then flies 5659 km from Egypt to Sri Lanka.
same number of decimal places, up to and including
How far does the aeroplane fly in total? Give your answer to the nearest 10 km.
2 decimal places).
Read and write the time to the nearest minute on an
G5.1E Use language appropriate to the local way of telling the time.
analogue clock.
G5.1F Convert between 12-hour time and 24-hour time.
Include crossing the hour boundary. For example:
Solve problems involving time, including converting • It is 09:55. What time will it be in 15 minutes?
G5.1G
between 12-hour and 24-hour time. • You have a 40-minute journey to school. You need to arrive at 07:30. What time should you leave home?
• You go to the shop at 13:50. Draw this time on an analogue clock.
Practise with different measures. For example:
G5.1H Find perimeters of rectilinear shapes by measuring. • Measure the perimeter of your classroom (in metres).
• Measure the perimeter of your pencil case (in centimetres).
For example:
Estimate the area of irregular shapes drawn on cm
G5.1I • the area of your hand
squared paper.
• the area of a leaf.
Recognise that volume is a measure of space inside a 3D shape and is measured in cube units, such as
G5.1J Find volume of cuboids by counting 1 cm cubes.
centimetres cubed (cm3).
iPRIMARY MATHS YEAR 5 43

SHAPE

Reference Objective Notes and guidance

Know angles are measured in degrees; know that Recognise that degrees measure a turn or angle.
G5.2A a full turn is 360 °, a half turn is 180 ° and a right Use a circle to identify the 360 ° in a full turn, the 180 ° in a half turn and the 90 ° in a quarter turn or right angle.
angle is 90 °. Relate this to finding one-half and one-quarter of 360 °.
Recognise and name kite, trapezium, isosceles and
G5.2B Recognise these shapes in different orientations and sizes.
scalene triangles.
Know and recognise a polygon as a closed Use the term ‘polygon’.
G5.2C
2D shape with straight sides. Identify shapes that are polygons and shapes that are not polygons.
G5.2D Identify 3D solids from 2D representations. For example: recognise cubes, cuboids, pyramids, cylinders and spheres drawn in 2D.
Identify, describe and compare simple properties Describe 3D solids using the terms ‘vertex’, ‘vertices’, ‘faces’ and ‘edges’, ‘equal’, ‘perpendicular’, ‘parallel sides’,
G5.2E
of common 3D solids; sort the shapes accordingly. ‘right angles’ and so on.
Recognise symmetry in 2D shapes with a vertical,
G5.2F horizontal and/or diagonal line of symmetry; draw the For example: Draw lines of symmetry in triangles and quadrilaterals in different orientations, including squares.
lines of symmetry.
Identify, describe and compare simple properties
G5.2G of triangles and quadrilaterals; sort the shapes Sort shapes by their side and angle properties and their symmetries.
accordingly.

POSITION

Reference Objective Notes and guidance

Give students drawn axes.
Given the coordinates of three vertices of a rectangle
Use the terms ‘axes’, ‘axis’, ‘horizontal, ‘vertical’, ‘x-axis’ and ‘y-axis’.
G5.3A or square, find and plot the fourth vertex and
Relate this to number lines.
complete the shape.
Include the use of ICT tools.
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STATISTICS

STATISTICS

Reference Objective Notes and guidance

Read and interpret information in a range of different
S5.1A Read and use information from a range of tables, including distance tables and timetables.
tables.
Draw and use tables of any size to appropriately
S5.1B Design, draw and use tables for collecting and representing data.
represent discrete data.
Use the terms ‘axis’, ‘axes’, ‘horizontal’ and ‘vertical’.
S5.1C Solve problems using data presented in line graphs. Find the sum of quantities and the difference between quantities, and compare quantities from a line graph. Use the
terms ‘How many altogether/in total?’, ‘How many more ___ than ____?’, ‘find the difference between’ and so on.