Year Five Curriculum

Number – number and place value

Statutory requirements

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

Statutory requirements

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

Statutory requirements

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 (non-prime) 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 (2) and cubed (3)

  • 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.


Statutory requirements

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 (cm2) and square metres (m2) and estimate the area of irregular shapes

  • estimate volume [for example, using 1 cm3 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 – position and direction
Number – fractions (including decimals and percentages)

Statutory requirements

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, + = = 1 ]

  • 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 = ]

  • 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 , , , , and those fractions with a denominator of a multiple of 10 or 25.

Geometry – properties of shapes

Statutory requirements

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 (o)

  • identify:

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

  • angles at a point on a straight line and a turn (total 180o)

  • other multiples of 90o

  • 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 – properties of shapes

Statutory requirements

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.

Statutory requirements

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.