Year 5 [Indigo]
•
Solve one-step and two-step problems involving whole numbers and
decimals and all four operations, choosing and using appropriate
calculation strategies, including calculator use
• Represent a puzzle or problem by identifying and recording
the information or calculations needed to solve it; find possible
solutions and confirm them in the context of the problem
• Plan and pursue an enquiry; present evidence by collecting,
organising and interpreting information; suggest extensions to
the enquiry
• Explore patterns, properties and relationships and propose
a general statement involving numbers or shapes; identify examples
for which the statement is true or false
• Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
• Count from any given number in whole-number and decimal
steps, extending beyond zero when counting backwards; relate the
numbers to their position on a number line
• Explain what each digit represents in whole numbers and
decimals with up to two places, and partition, round and order
these numbers
• Express a smaller whole number as a fraction of a larger
one (e.g. recognise that 5 out of 8 is 5/8); find equivalent fractions
(e.g. 7/10 = 14/20, or 19/10 = 19/10); relate fractions to their
decimal representations
• Understand percentage as the number of parts in every
100 and express tenths and hundredths as percentages
• Use sequences to scale numbers up or down; solve problems
involving proportions of quantities (e.g. decrease quantities
in a recipe designed to feed six people)
• Use knowledge of place value and addition and subtraction
of two-digit numbers to derive sums and differences and doubles
and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double
0.34)
• Recall quickly multiplication facts up to 10 × 10
and use them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
• Identify pairs of factors of two-digit whole numbers and
find common multiples (e.g. for 6 and 9)
• Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
• Extend mental methods for whole-number calculations, for
example to multiply a two-digit by a one-digit number (e.g. 12
× 9), to multiply by 25 (e.g. 16 × 25), to subtract
one near multiple of 1000 from another (e.g. 6070 – 4097)
• Use efficient written methods to add and subtract whole
numbers and decimals with up to two places
• Use understanding of place value to multiply and divide
whole numbers and decimals by 10, 100 or 1000
• Refine and use efficient written methods to multiply and
divide HTU × U, TU × TU, U.t × U and HTU ÷
U
• Find fractions using division (e.g. 1/100 of 5 kg), and
percentages of numbers and draw 2-D shapes, and to identify and
draw nets of 3-D shapes
• Read and plot coordinates in the first quadrant; recognise
parallel and perpendicular lines in grids and shapes; use a set-square
and ruler to draw shapes with perpendicular or parallel sides
• Complete patterns with up to two lines of symmetry; draw
the position of a shape after a reflection or translation
• Estimate, draw and measure acute and obtuse angles using
an angle measurer or protractor to a suitable degree of accuracy;
calculate angles in a straight line
• Read, choose, use and record standard metric units to
estimate and measure length, weight and capacity to a suitable
degree of accuracy (e.g. the nearest centimetre); convert larger
to smaller units using decimals to one place (e.g. change 2.6
kg to 2600 g)
• Interpret a reading that lies between two unnumbered divisions
on a scale
• Draw and measure lines to the nearest millimetre; measure
and calculate the perimeter of regular and irregular polygons;
use the formula for the area of a rectangle to calculate the rectangle’s
area
• Read timetables and time using 24-hour clock notation;
use a calendar to calculate time intervals
• Describe the occurrence of familiar events using the language
of chance or likelihood
• Answer a set of related questions by collecting, selecting
and organising relevant data; draw conclusions, using ICT to present
features, and identify further questions to ask
• Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and changes over
time
• Find and interpret the mode of a set of data
