YEAR 5 MATHEMATICS LEARNING GOALS FOR ALL MARKING PERIOD

1ST MARKING PERIOD (July - September)

SUBJECT/AREA TOPICS OBJECTIVES

Number Sense and Place
Value Order and compare number to  Rearrange given set of numbers in ascending or
1,000,000 descending order
 Compare large numbers, e.g., Use 3 different six-
digit numbers to make this number sentence true

 Know the value of any digit in a number up to 1

million, e.g., Explain which has the greater value,
Place value to millions the 5 in 3,215,067 or the 5 in 856,207.
 Complete missing numbers in a place value
number sentence, e.g., 51,320 = 50,000 + 1,000 +
□+ 20.
 Partition up to seven-digit numbers in different
ways, e.g., 92,150 = 80,000 + 12,000 + 100 + 50.
Operations Add and subtract whole numbers
with more than 4 digits  Add/ subtract two or more multi-digit whole
numbers using short columnar addition/
subtraction.
 Demonstrate an understanding of how to subtract
with numbers including a zero, e.g., 27,053 -
19,476.

Multi-step addition and  Understand the mathematical vocabulary used in

subtraction word problems a problem.
 Identify the order of the steps needed to solve a
problem.
 Compose a similar problem using different
numbers or different contexts.
 Solve problems including those in real life
contexts and other curriculum areas, e.g.: Find
three consecutive numbers that total 171, e.t.c.
Fractions Compare and order fractions  Compare and order fractions whose denominators
are all multiples of the same number.
 Demonstrate practically that one fraction is larger /
smaller than another, e.g., Which is the largest, 2⁄3
or 5⁄9?
 Make two strips of paper the same length, dividing
one into thirds and one into ninths. Arrange the
pieces.
 Create and interpret diagrams to support fractions
work, e.g., a fraction wall. Order a set of fractions
from the same family, including mixed numbers.
 Understand the terms denominator and numerator.

 Know that when the numerator is larger than the

Mixed numbers and improper denominator it is an improper fraction
fractions.
 Write a mixed number as an improper fraction,
e.g., 21⁄3 = seven thirds = 7⁄3.
 Write an improper fraction as a mixed number,
e.g., 7⁄3 is two ones and one-third = 21⁄3.
  Know that mixed numbers in a fraction calculation
should be changed to improper fractions before
adding or subtracting, e.g., 21⁄3 – 12⁄3 = 7⁄3 – 5⁄3 =
2⁄3.
Measurement Convert between units of  Convert between different units of metric measure
measurement (for example, kilometre and metre; centimetre and
metre; centimetre and millimetre; gram and
kilogram; litre and millilitre).
 Recall the meaning of kilo (one thousand), centi
(one hundredth) and milli (one thousandth).
 Know the range of units of a measure and how
place value is used, e.g., Construct a table and
answer questions such as, What would you divide
by to change kilograms into grams?, What would
you multiply by to change milligrams into
kilograms?
 Order measurements given in mixed units, e.g.,
1.34 l, 225 ml, 0.034 l.
Geometry 3D shapes  Identify 3-D shapes, including cubes and other
cuboids, from 2-D representations.
 Identify and name how many number of symmetry
each shape has.
 Recognise, name and visualise an extended range
of 3-Dshapes, e.g., octahedron, a slice of a cone or
oblique cylinder.
 Sort photographs / illustrations / diagrams of 3-D
shapes and objects by their properties in a variety
of ways, explaining what has been done.
 Draw recognisable 3-D cuboids (rectangular
prisms) on isometric, dotted and squared paper,
e.g., Draw a set of four cubes increasing in size in
the same proportion each time.
 Construct a model from a photograph, picture or
series of diagrams, etc

 State the sum of angles in given shapes

Missing lengths and angles,
including word
 Solve for missing angles in any given shape.
problems
 Solve word problems on missing angles.

Statistics Line graph  Solve comparison, sum and difference problems

using information presented in a line graph.
 Know that line graphs are used to present
continuous data.
 Understand that the tops of the bars on a bar-line
column chart can be joined to create a line graph
because all the points along the line have meaning;
e.g., Draw and label a line column chart for the 7
times table and join the tops of the lines.
 Work out what each interval on a scaled axis is
worth.
 Read data accurately, drawing a line or lines, if
necessary, onto the graph to read required
information accurately;

 Understand the meaning of each term

mode, mean, median, range 1
 Solve for mean, mode, median and range from a
given set of data
 Create a frequency table
 2ND MARKING PERIOD 2ND MARKING PERIOD 2ND MARKING PERIOD (October - December)
(October - December) (October - December)

Number Sense and Place Count backwards and forwards in  Count in steps of 10, 100, 1,000, 10,000, and
Value 10s to millions 100,000 from any given number.
 Understand the result of counting in steps of
powers of 10, e.g.: ‘True or False? When I count in
100s from 50 I will say the number 500,005 and /
or 20,500.’ ‘True or False? When I count in 1,000s
from 69 I will say the number 969 and / or
230,069.’
 Find missing numbers in sequence of skip
counting to millions

Find 1000 more or less

 State the meaning of more or less
 Calculate 1000 more or less than a given number

Count forwards and backwards  Count forwards and backwards in different step
with positive and negative whole numbers of equal size through the zero boundary.
numbers, including through zero  Understand that the further away from zero a
negative number is, the smaller the size, e.g., -36 is
further to the left than -14 so it is a smaller
number.
 Position negative numbers accurately on a blank
number line and compare them. Use the < and >
signs to record statements such as -13 < -1 > -2.
 Predict numbers in a sequence, e.g., ‘If I keep on
subtracting 5 from 19, will -13 be in the
sequence?’
 Understand negative numbers in different contexts,
e.g., temperature in graphs or owing money such
as in a negative bank balance.
 Order negative and positive numbers in context,
e.g., pictures of thermometers.
Operations Multiples and factors  Know what the terms multiple, factor and common
factor mean.
 Instantly recall all the multiplication facts to 12 ×
12 and the related division facts.
 Know and find factor pairs for times table answers
up to 12 × 12, e.g., I’m thinking of the number 84.
One of a pair of its factors is 12. What is the other?
 Select the most appropriate factor pair of a number
in the context of a problem if there are alternatives.
U
 se tables facts to find extended factor pairs, e.g., 45
has a factor pair of 9 and 5, therefore 450 has a
factor pair of 90 and 5 or 9 and 50.
 Find common factors, e.g.: What are the common
factors of 16 and 12? Take two number cards from
a pack and investigate how many common factors
they have.
 Sort a set of number cards into Venn and Carroll
diagrams (2 or 3 sets) by factor. The common
factors of two numbers are 1, 2, 5 and 10. What
could the two numbers be?

 Identify prime numbers – a whole number greater

Prime numbers, prime factors
than one and only divisible by 1 and itself;
and composite numbers
  Identify prime factor – a factor that is a prime
number; composite number - a whole number
greater than one that is not a prime number. 0 and
1 are special numbers that are neither prime nor
composite.
 Use prime numbers, prime factors and composite
numbers as properties of numbers in problems
solving activities.
 Know the prime numbers to 19, e.g., List the
numbers 1 to 19 in a table and write every factor
for each number. Use the table to write down the
prime numbers and learn these.

Multiplication and division word  Identify words that mean multiplication or division
problems
 Solve multiplication and division word problems
in real-life contexts
Fractions
Add and subtract fractions with  Confidently add and subtract fractions with the
the same denominators and same denominator.
unlike denominators  Understand the term common denominator and
unlike denominator.
 Understand that, when adding and subtracting
fractions not having the same denominators, each
can be changed into an equivalent fraction, all with
the same common denominator, e.g., James, Shane
and Chelsea have bought a pizza. They eat 1⁄4, 5⁄8
and 1⁄8. How much is eaten?
 Add and subtract within fraction families,
including some mixed numbers and more than two
fractions.
 Simplify answers to fractions calculations by
cancelling where necessary, e.g., 6⁄8 to 3⁄4 or 14⁄8
to 11⁄2.
 Check answers using inverse operations.
 Solve fraction word problems, e.g.: I have cycled
7⁄10 of a distance of 50 km. How far do I still have
to go? Misha buys a 2 litre bottle of pop. She
drinks 1⁄4 of the bottle and spills 1⁄4, 2⁄5 of the
bottle. How many millilitres are left?

Multiply proper fractions and

mixed numbers by whole
 Interpret and represent multiplication of proper
numbers
fractions, e.g., 4 × 2⁄5.
 Accurately multiply proper fractions by whole
numbers.
 Convert mixed numbers to improper fractions
before multiplying.
 Accurately multiply mixed numbers by whole
numbers by: partitioning, e.g., 32⁄3 × 4 = (3 × 4)
and 4 × 2⁄3 + 2⁄3 + 2⁄3 + 2⁄3; converting mixed
numbers to improper fractions before multiplying,
e.g., 12⁄3 × 4 = 11⁄3 = 32⁄3.
 Solve word problems in real-life contexts of
quantity and measures

Percentages
 State the meaning of percentage
 Solve for percentages of given numbers
 Calculate percentages in real-life contexts of
amounts or quantity
Measurement Perimeter  Understand that shapes used in this section are
made from three or more joined rectangles.
  Measure and draw lines accurately with a ruler to
the nearest mm.
 Calculate the perimeter of composite rectilinear
shapes by measuring each side and totaling.
 Measure and calculate the perimeter of large
rectilinear objects, e.g., school grounds.
 Calculate the perimeter of a composite rectilinear
shape from scaled drawings where the unit of
measurement could be in cm or m and decimals
could be involved
 Solve perimeter word problems

Areas  Understand and use the notation of cm² and m².

 Understand that multiplication can be used to

calculate the area of a rectangle, e.g., compare the
area of rectangles by making arrays, recognising
that area can be found by multiplying length by
width.

 Understand that length by width = area can be

written as the formula l × w = a; interpret this in
context and use in diagrams.

 Know the area of a square is l² (length²).

 Solve area word problems, e.g.: Ben has drawn

this shape to scale on plain paper instead of on cm²
paper. Can you find its area? Explain how you did
this. A play area is 5 m long and 10 m wide. Draw
a scaled diagram on cm² paper.
Geometry Missing lengths and angles  State the sum of angles in given shapes

 Solve for missing angles in any given shape.

 Solve word problems on missing angles.

Irregular polygons  Know that the angles and sides of a regular

polygon are always equal, e.g., complete a table
from measuring a range of polygons, both regular
and irregular, and draw conclusions.
 Solve problems involving polygons
 Investigate the angles and side lengths of
parallelograms and make comparison with
rectangles.
 Explain the relationship between the number of
sides on a regular polygon and the number of lines
of symmetry and / or diagonals that can be drawn.
Construct named regular and irregular polygons
from given angles and / or side measurements.
 Combine polygons in different ways to make 3-D
shapes and name them, e.g., Clixi or Polydron
Statistics Tables  Complete, read and interpret information in tables,
including timetables.
 Decide what calculations need to be done in order
to use data to answer a question or solve a
problem.
 Interpret information given in a two-way
frequency table; e.g., Download a tram, train or
bus timetable and ask / answer questions.
  Collate information into a two-way frequency
table; e.g., Construct / complete a frequency table
from information supplied, possibly in the form of
a word problem.
 Explain orally and in writing how data was used to
solve a problem, e.g.: Do children in our class eat
enough fruit and vegetables in a week?
 Use a timetable to work out what time you would
need to set off to complete a two-stage journey in
time to arrive for 4 p.m.
 Answer questions about knock out tables.
 Identify an object or creature using a tree sorting
question and answer diagram.
Coordinate plane

 Solve questions involving coordinate plane

3RD MARKING 3RD MARKING 3RD MARKING PERIOD (January - March)
PERIOD (January - PERIOD (January -
March) March)

Number Sense and Place Round any number to 1,000,000  Confidently round larger numbers to round to the
Value to the nearest 10, 100, 1000 and nearest 10, 100 and 1,000.
100,000  Round numbers to the nearest 10,000, 100,000 and
1,000,000 using a number line to visualise and
position a number between relevant powers of 10,
e.g., round 227,842 to the nearest 10,000.
 Apply the rule of 5 when rounding to the nearest
10 and the scaling of this when rounding to powers
of 10 (nearest 50 if rounding to nearest 100, etc.).
 Use rounding when estimating answers to
calculations, e.g., I think the answer will be about
5000 because . . ..
 Use rounding to check answers to calculations and
determine, in the context of a problem, levels of
accuracy.

 Know the values of Roman numerals, I = 1, V = 5,

Roman numerals to 500 - 1000 X = 10, L = 50, C = 100, D = 500, M = 1,000
 Consolidate, and extend understanding of the rules
for reading and writing Roman numerals: When a
smaller symbol appears after a larger symbol it is
added, e.g., MC = M + C = 1,000 + 100 = 1100.
When a smaller symbol appears before a larger
symbol it is subtracted, e.g., XC = C - X = 100 - 10
= 90. Don't use the same symbol more than three
times in a row. Some letters canot be put in front
of others to be subtracted: I is only used in front of
V and X e.g., 99 is not IC (100 – 1); X in only
used in front of L and C; C is only used in front of
D and M; D is only used in front of M.
 Write dates in Roman numerals by partitioning the
date into Th H T U first, converting each part to
the Roman numeral, then re- combining the
Roman numerals, e.g., 1894.
 Read dates in Roman numerals
 Solve word problems involving all four operations
on Roman numerals
Operations Multiply numbers up to 4 digits  Solve calculations in real-life contexts.
by one or two digit numbers  Compare methods of multiplication by a two-digit
number understanding the place value of each
digit, the process, advantages and disadvantages,
e.g., grid multiplication, extended column
multiplication.
 Estimate and check answers for sense.
  Use formal written methods of multiplication for
any starting whole number with up to four digits
multiplied by a single-digit number, e.g., Sofas
are £1,265 each. Mr Smith needs 7 to refurnish his
flats. How much will it cost him?
 Use formal written methods of multiplication for
any starting whole number with up to four digits
multiplied by a two-digit number, e.g., Each
carton of milk holds 1,454 ml. How much milk is
in 25 cartons?

Divide numbers up to 4 digits by

one or two digits  Solve calculations in real-life contexts.
 Compare methods of division by a two-digit
number understanding the place value of each
digit – long and short division
 Estimate and check answers for sense.
 Use formal written methods of division of up to
four digit numbers by a one or two digit number
 Interpret remainders in context: Express as a
mixed number, e.g., Share pieces of pizza, such
as, 20 ÷ 8 = 24⁄8 or 21⁄2 if simplified. Express as a
decimal, e.g., Divide a 210 g block of butter into
quarters, i.e., 42∙5 g. Round up, e.g., How many
boxes holding 6 eggs do I need to buy so that I
have 160 eggs altogether? Round down, e.g., How
many boxes holding 6 eggs each can be filled
from 160 eggs?

Square roots and cube roots

 Solve for square roots and cube roots of numbers
 Memorize square roots and cube roots of some
numbers

Dividend, divisor, quotient

 Understand the terms dividend, divisor and
quotient
 Solve related questions to find either the dividend,
the divisor or the quotient
 Solve word problems
Fractions Write decimals numbers as Read and write decimal numbers as fractions [for example,
fractions 0.71 = 71⁄100].

 Understand the relationship between hundredths as

a fraction (1⁄100) and hundredths as a decimal
(0·01), e.g.: label number lines / 100 squares with
decimals on the top and fractions on the bottom
and ‘read’ both scales.
 Know that decimals and fractions are different
ways of expressing numbers and proportions.
 Recognise and write the decimal equivalent of a
tenths / hundredths fraction amount and vice versa,
e.g., ‘Which of these fractions is equal to 0·27 ─
207⁄100, 270⁄100, 27⁄10, 270⁄10 , 207⁄10.
 Find the fraction equivalents of decimal numbers
to the lowest denominator, e.g., 0·4 = 4⁄10 = 2⁄5.
 Convert decimals to mixed numbers, e.g., 2·5 to 2
5⁄10 or 53·13 to 53 13⁄100

Round decimals to the nearest  Two Decimal Places to the Nearest Integer Place
whole number or to 2 and 3 numbers with two decimal places accurately on a
decimal places number line between two whole integers, e.g., put
 4·76 between 4 and 5 (but closer to 5) on a 0 to 10
number line.
 Know, when rounding to the nearest integer, that
the tenths determine which is the closest. Recall
that if the tenth is a 5 this is rounded up, otherwise
down (rule of 5).
 Two Decimal Places to One Decimal Place Place
numbers with two decimal places accurately on a
number line, marked in tenths, between tenths
markers, e.g., put 0·42 between 0·4 and 0·5 but
closer to 0. Know, when rounding to the nearest
tenth, that the hundredths determine the closest
tenth. Use the ‘rule of 5’ when rounding
hundredths.
 Estimate by using rounding techniques Use
rounding of numbers to estimate answers to
calculations, deciding on the most appropriate
degree of accuracy required, e.g.: 56·46 + 33·67 is
approximately 56 + 34 or approximately 56·5 +
33·7. 5·56 – 1·93 is approximately 6 – 2 or
approximately 5·6 – 1·9.
Measurement Volume  Have an idea of how big 1 cm³ is, e.g., Find a cube
that measures 1 cm on each edge.
 Estimate and check how many centimetre cubes
will pack tightly into a range of containers.
 Know that the simple formula, l × w × h, can be
used to find the volume of cuboids and cubes, e.g.,
Make small cuboids with centimetre cubes,
measure each dimension (length, width, height),
count cubes and record in a table.
 Solve questions for the volume of cuboids, cubes
etc.
 Understand and use the notation of cm³ and m³
Geometry Regular and irregular polygons  Know that the angles and sides of a regular
polygon are always equal, e.g., complete a table
from measuring a range of polygons, both regular
and irregular, and draw conclusions.
 Solve problems involving polygons
 Investigate the angles and side lengths of
parallelograms and make comparison with
rectangles.
 Explain the relationship between the number of
sides on a regular polygon and the number of lines
of symmetry and / or diagonals that can be drawn.
Construct named regular and irregular polygons
from given angles and / or side measurements.
 Combine polygons in different ways to make 3-D
shapes and name them, e.g., Clixi or Polydron

Acute, obtuse and reflex angles)  Know angles are measured in degrees: estimate
1 and compare acute, obtuse and reflex angles.
 Reflex angles can be found on the internal angles
of concave shapes. Draw given angles, and
measure them in degrees (°). (Geometry:
Properties of Shape, Year 5)
 Know that angles are measured in degrees and that
there are 360⁰ in one full turn, i.e., 4 right angles.
 Label angles in shapes as acute, obtuse, right angle
or reflex, comparing them with the known angle of
90⁰.
 Compare the size of angles, e.g., Sort pictures or
concrete objects into sets by angle size.
  Sort 2-D and 3-D shapes into groups according to
whether they have right angles, acute, obtuse and /
or reflex angles, e.g., Venn and / or Carroll
diagrams
Statistics Exponents  Learn what base is and what exponent mean
 Learn that exponents are a shortcut for
multiplication
 Evaluate terms with exponents
 Practice evaluating terms with exponents

mode, mean, median, range 2

 Explain the concepts of mean, median, mode and
range with the ability to calculate each within a set
of data
 Apply statistical data to the real-world experience
 Distinguish between the appropriate times to use
mean, median, mode or range.
4TH MARKING 4TH MARKING 4TH MARKING PERIOD (April - June)
PERIOD (April - PERIOD (April -
June) June)
Number Sense and Place Roman numerals to 1000 2  Identify Roman numeral symbols
Value  Convert numbers between the standard and Roman
numeral
 Solve questions via the four operations on Roman
numerals

 Identify the place value of decimals up to

thousandths
Decimal place value  Convert between standard and expanded form of
decimals
 Round decimals to the nearest whole number, tenth
and hundredth
 Order decimals in ascending and descending
orders
Operations Add, subtract, multiply and  Understand fractions operations
divide fractions  Find equivalent fractions
 Solve for fractions via the four operations

 Recognize the first 10 square numbers and 5 cube

numbers
 Calculate the first 15 square numbers and 6 cube
Squares and cubes numbers
 Calculate any square or cube number

Fractions Compare numbers with 2 or 3  Compare decimals using greater than, less than or
decimal places equal to symbols by using place values

Add and subtract fractions with  Correctly add and subtract proper fractions and
the same denominator and unlike mixed numbers
denominator
 Percentage and decimal  Understand the equivalence between fractions,
equivalent decimals and percentages
 Order fractions, decimals and percentages in
ascending or descending orders
 Solve word problems involving fractions, decimals
and percentages
Measurement  Recall the calculation of 2D shapes
 Determine the area of a compound shape by
Areas of compound shapes counting
 Determine the area of a compound shape by
calculating

Geometry Angles (angles at a point, angles  Identify, draw and difine different types of angles
on a straight line and right angle)  State what each angle type meseasured

Acute, obtuse and reflex angles)

2

Statistics  Find missing terms in a given sequence without

Number sequence term-to-term rule
 Use the first term and a term-to-term rule to
generate terms in a sequence
 Solve more complex problem, such as generating a
Elapsed time sequence or specific term from a word problem in
a real-world context.