Maths Stage5 SOW v1 July11 tcm142-353884

Cambridge Primary
Scheme of Work – Mathematics stage 5
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Mathematics stage 5. Learning
objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you
are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme for Mathematics has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the
sequence, number and title of each unit for stage 5 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as
necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.
Problem solving learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the learning objectives to
illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to
provide an illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge
Primary Teacher Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you
to use if you wish.
V1 1Y07 Mathematics Stage 5 1

Overview
Term 1 Term 2 Term 3
1A Number and Problem Solving 2A Number and Problem Solving 3A Number and Problem Solving
1B Geometry and Problem Solving 2B Handling data and Problem solving 3B Geometry and Problem Solving
1C Measure and Problem Solving 2C Measure and Problem Solving 3C Measure and Problem Solving

Unit 1A: Number and Problem Solving
Framework Learning Objective Activities Resources Comments

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Numbers and the number system
5Nn1 Count on and back in steps of Teacher led class counting forwards Number lines, number grids. Class set as well as a
constant size, extending beyond and backwards, in equal steps (25, 100, table top set for
zero. 0.1, 0.2 etc.) support.
5Nn2 Know what each digit represents in 5 Teacher led whole class activity using a Large place value grid (top Adjust the grid to an
and 6 digit numbers. place value grid. Pont in turn to a row 1000 – 9000, below 100 – appropriate level
number in each row and ask children to 900, below 10 – 90, below 1 – Place value cards.
read the whole number (when you point 9 below 0.1 - .9, Below 0.01 –
to 2000, 300, 40, 4, 0.1 the students 0.09.
should respond two thousand, three
hundred and forty four point 1. Target
questions: can you point out 274?
4802?
5Nn3 Partition any number up to one Teacher led activity. Give students a 3 Place value grid. Place value
million into thousands, hundreds, or 4 digit number to partition using the cards.
tens and units. place value grid (as above).
5Nn5 Multiply and divide any number from Using a calculator, enter any number, Calculator.
1 to 10000 by 10 or 100 and press divide and 10 or 100. What do
understand the effect. you notice? Repeat with different
numbers. Discuss the outcomes.
5Nn6 Round 4 digit numbers to Teacher led: write some numbers The true/false sheet needs to The true/false sheets
the nearest 10, 100 or 1000. between 400 and 500. Ask students to be designed. They can also be can be used as a
round them to the nearest 10, 100 or differentiated so that the formative assessment
1000. Discuss the results. Design a students who need more tool.
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true/false sheet with statements relating support have fewer and

to rounding. Students work individually possibly rounding 10 and 100.
then in pairs to discuss their answers. An extension could be
Each pair can then join with another rounding to 10000, including
pair to discuss results. decimals.
5Nn8 Order and compare numbers up to a Using 2 base sheets with boxes for Packs of digit cards The base sheets need
million using the > and < signs. units, tens, thousand and millions (as < and > cards. to be made. For
appropriate) and a set of digit cards 0 – supported students,
9 (5 or 6 sets), 2 players turn over the work to 100s or 1000s.
cards and each choose one. They
place it in one of the boxes. Once
placed it cannot be moved. Play
continues until all of the boxes are
filled. The player with the highest
number is the winner. Use < and >
cards to denote the highest and lowest
number. Transfer play to table top
activity.
5Nn12 Recognise and extend number A group activity: Each student has a Coloured pens or pencils. The target number
sequences. different coloured pen or pencil Groups Paper. could be determined by
are given a target number and the Counters or cubes for support. level e.g. target of 200
steps to count in. Each player writes a and steps of 5, or
number on their own piece of paper target of 97, steps of
between 0 and 100. They pass their 3.7
paper to the player on their left who
writes down the next number in the This activity can also
series. Students keep writing and be used as an
passing the paper on until one player assessment tool
reaches or passes the target number. against the objective.
5Nn13 Recognise odd and even numbers Make general statements about odd Number grid and multiplication Challenge statements
and multiples of 5, 10, 25, 50 and and even numbers and give examples. grid for support. with a question? E.g. if
100 up to 1000. Encourage discussion. a student says ‘when
Make general statements about multiplying by 10, add
multiples of 5, 10, 25, 50 and 100 up to a nought’ Ask, ‘what
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1000 giving examples. about decimals?’
Calculation
Mental strategies
5Nc3 Know multiplication and division facts Class chanting of tables facts. Multiplication square
for the 2x to 10x tables. Challenge students to find the division for support.
fact to go with a given multiplication
fact, and visa versa.
5Nc4 Know and apply tests of divisibility by Recognise that a whole number is Calculator. Some students may be
2, 5, 10 and 100. divisible by 100 if the last 2 digits are able to already do this,
00; a number is divisible by 10 if the so a task could be to
last digit is 0; a number is divisible by 5 come up with a rule to
if the last digit is a 5 or a 0. see if a number is
Students choose numbers, put them divisible by 4.
into the display and divide by 2, 5, 10 or
100. What can they find out?
5Nc5 Recognise multiples of 6, 7, 8 and 9 Using a calculator, put in one of the Calculator. Multiples square.
up to the 10th multiple. numbers, press = (or ==) and see what Paper and pencil.
happens. Keep pressing. What do you
notice about the numbers in the
display? Record your discoveries. Use
for discussion and feedback.
5Nc6 Know squares of all numbers to Using square paper, students cut out Squared paper. Some students may
10x10. squares from 1 squared to 10 by 10. Scissors. need help in cutting so
Place squares in order from the that they have
smallest to the largest. How many small representations of
squares in each large square? square numbers.
Recognise 1, 4, 8, 16, 25, 36, 49, 64,
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81, and 100.

These are the squared numbers. Relate
them to the cut outs.
Target questions: what is 5 squared? 7
squared? 2 squared? Which number
multiplied by itself gives 49?
5Nc7 Find factors of 2 digit numbers. Whole class introduction leading to Calculators. Number lines Some students may
group activity: Each group is given a numbered in steps of 1. choose to use a
target number. Each group works calculator instead of a
together to find all the ways of reaching number line, using the
that target number from 0 in equal sized constant functions to
jumps. For example, if the target reach the target
number is 48, a group member could number in equal steps.
jump in 1s, 2s, 3s, 4s, 6s, 8s, 12s, 24 or
48. Each group member chooses their
own number (it may not be a factor!)
and investigates whether or not it goes
to the target number in equal steps. If it
does, that is a factor of that number. If
not, it isn’t.
5Nc8 Count on or back in thousands, Respond to oral questions. Calculators, using the This can be used as a
hundreds, tens and ones to add or constant function. Place value formative assessment
subtract. chart. tool.
5Nc10 Use appropriate strategies to add or Students generate their own Dice
subtract pairs of 2 and 3 digit 2 and 3 digit numbers using dice
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numbers , using jottings where

necessary.
5Nc26 Decide whether to round an answer E.g. 320 divided by 6 is 53 remainder 2 Prepare problems in context. Homework: Write 2
up or down after division, depending but students need to be given different problems about
on the context. contexts in order to decide whether to rounding up or down
round up or round down: according to context.
Rounding down: I have 240 apples.
One box holds 52 apples. I could only
fill 4 boxes with apples.
Rounding up: I have 240 apples. One
box holds 52 apples. I will need 5 boxes
to hold all of the apples.
Give students a variety of contexts.
Addition and subtraction
5Nc18 Find the total of more than 3 two or Students generate their own numbers Dice
three digit numbers using a written with dice. Students choose their written
method. method, recording it for discussion and
feedback later in the lesson.
Multiplication and division
5Nc20 Multiply or divide 3 digit numbers by Students generate their own numbers Dice
single digit numbers. using dice. Record their strategies for
discussion and feedback later in the
lesson.
5Nc21 Multiply 2 digit numbers by 2 digit Students generate their own numbers Dice
numbers. using dice. Record their strategies for
discussion and feedback later in the
lesson.
5Nc23 Divide 3 digit numbers by a single Use informal written methods using
digit number including those with a paper and pencil to record, support and
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remainder (answers < 30). provide feedback and explain

calculations. Discuss compare and
explain methods.
5Nc25 Decide whether to group (using Understand the operation of division as Use nrich website for
multiplication facts and multiples of either sharing equally or repeated examples of problems
the divisor) or to share (halving and subtraction (grouping)
quartering) to solve divisions. Sharing is better for dividing by small
numbers
Grouping is better for dividing by large
numbers.
Select problems for students to solve
so that they make the decision which to
use.

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Problem Solving
Using techniques and skills in solving

mathematical problems.
5Pt2 Solve single and multi-step word E.g. single step: I think of a number Sets of single and multi-step
problems: represent them. then divide it by 12. The answer is 10. problems
What was my number?
Multistep: I think of a number, subtract
23 and divide by 2. The answer is 34.
What was my number?
5Pt3 Check with a different order when Use this during a lesson involving
adding several numbers or by using calculating.
the inverse when adding or
subtracting a pair of numbers.
5Pt6 Estimate and approximate when Use this during a lesson involving
calculating – using rounding and calculating.
check working.
5Pt7 Consider whether an answer is Find an alternative way of working out

reasonable in the context of a the answer. Work in a group, share and
problem. discuss strategies.
Using understanding and

strategies in solving problems
5Ps2 Choose an appropriate strategy for a Use this during a lesson involving
calculation and explain how they calculating.
worked out the answer.
5Ps3 Explore and solve number problems With 12 equal size squares you can Use plastic or paper squares.
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and puzzles. make3 different rectangles. How many

equal size squares can be rearranged
to make 5 different rectangles? Or 6?
How do you know you have found them
all?
5Ps4 Deduce new information from Following on from a lesson where there Linear measure resources.
existing information to solve has been direct teaching followed by an
problems. opportunity to extend the learning in
groups or individually. For instance,
5Ps5 Use ordered lists and tables to help after a lesson on measures (length) or
to solve problems systematically. handling data pose the question ‘I think
the person with the longest legs can
jump the furthest. How can we find out?
What do we need to do?
5Ps8 Investigate a simple general A multiple of 8 is also a multiple of 4.Is

statement by finding examples which this true? How do you know?
do or do not satisfy it. The largest perimeter gives the largest
area? Is this true? Investigate.
5Ps9 Explain methods and justify Bring this in during a lesson in any of
reasoning orally and in writing; make the mathematical units.
hypotheses and test them out.
5Ps10 Solve a larger problem by breaking it What do we know? What do we need to

down into sub-problems or represent find out?
it using diagrams. How are we going to do it?

Unit 1B: Geometry and Problem Solving

Codes
Geometry
5Gs1 Identify and describe properties of Use, read and write the vocabulary A selection of triangles. Name
triangles and classify as isosceles, from the previous year. Name and cards. To match.
equilateral or scalene. classify triangles. Know some of their
properties. Match triangles with their
name.
5Gs2 Recognise reflective and rotational Use examples from real life, both Photographs, posters,
symmetry in regular polygons. natural and man-made. (designs, advertising material, fabrics.
logos, advertisements, fabrics,
buildings etc.)
5Gs4 Visualise 3D shapes from 2D Collect nets that will produce cubes Prepared sheets of nets and
drawings and nets, e.g. different nets and those that won’t. Construct cubes non-nets of cubes, both open
of an open or closed cube. using as many different nets as and closed.
possible.
Produce drawings of 2D shapes using Square paper for drawings of

unit cubes and ask ‘Work out the least 2D shapes.
number of unit cubes needed to
change this shape into a cuboid’. Unit cubes
5Gs5 Recognise perpendicular and parallel Using pictures, drawings and diagrams, Pictures, drawings and
lines in 2D shapes, drawings and the look for perpendicular and parallel diagrams of perpendicular
environment. lines. Design a maths trail round the lines in the environment.
classroom, round the school, in the
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grounds to find perpendicular and

parallel lines.
5Gp1 Read and plot co-ordinates in the first Using square paper read and plots Squared paper
quadrant. points according to criteria: these
points are the co-ordinates of the
vertices of a shape: (1,5), (2,5), (4,3),
2,1), (1,1). What is the name of the
shape? Ask students to plot their own
co-ordinates to produce shapes. Share
and discuss.
5Gp2 Predict where a polygon will be after Draw regular and irregular polygons on Scissors, mirrors
reflection where the mirror line is paper and cut out. Test for symmetry by
parallel to one of the sides, including folding or using mirrors. Sketch the
where the line is oblique. reflection of simple shape in a mirror
line parallel to one edge. Share student
ideas.
5Gp3 Understand translation as movement Using square paper and co-ordinates, Squared paper
along a straight line, identify where sketch the position of a simple shape
polygons will be after a translation and where it will be after translation.
and give instructions for translating Give instructions for the translation.
shapes. Repeat using more complex shapes
and translations as appropriate
Students to produce their own ideas.
Class/group share ideas and results.

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Problem solving
5Ps4 Deduce new information from Collect nets that will produce cubes Collection of cubes and
existing information to solve and those that won’t. Construct cubes cuboids from real life.
problems. using as many different nets as
possible.
Produce drawings of 2D shapes using Unit cubes.

unit cubes and ask ‘Work out the least
number of unit cubes needed to
change this shape into a cuboid’.
Using square paper read and plot Squared paper.

points according to criteria: these
points are the co-ordinates of the
vertices of a shape: (1,5), (2,5), (4,3),
2,1), (1,1). What is the name of the
shape? Ask students to plot their own
co-ordinates to produce shapes. Share
and discuss.
Draw regular and irregular polygons on Scissors. Mirrors.

paper and cut out. Test for symmetry by
folding or using mirrors. Sketch the
reflection of simple shape in a mirror
line parallel to one edge. Share student
ideas.
5Ps9 Explain methods and justify This should be used throughout the
reasoning orally and in writing, make previous unit.

Unit 1C: Measures and Problem Solving

Codes
Measures
5Ml1 Read, choose, use and record Use, read and write the vocabulary Vocabulary cards. Listen and watch for
standard units to estimate and from the previous year. those students who
measure length, mass and capacity Use correctly the abbreviations: mm may need more
to a suitable degree of accuracy. (millimetre), cm (centimetre), m (metre), support with the
km (kilometre), g (gram), kg (kilogram), vocabulary. Supply
ml (millilitre), l (litre), when answer them with their own set
questions relating to measures. of cards if necessary.
Revise the relationships between the
units from the previous year.
5Ml2 Convert larger to smaller metric units. Change metric units to smaller metric ‘Snap’ cards where the These games can be
units by playing games using cards. equivalent units are matched. played as whole class
Use true/false games. Cards with statements that are or groups or as
either true or false. Students homework activities.
say which they think it is and
give reasons.
5Ml3 Order measurements in mixed units. Measure lengths, widths, heights etc. Measurement resources
weights or capacity in different units of according to which is the focus
measure. Collect responses and order of the lesson.
them. How can we check the
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responses? Do all groups agree?
5Ml4 Round measurements to the nearest Begin to round decimal measurements

whole unit. to the nearest whole unit. Use
examples from real life such as: a jug
holding 3286 millilitres holds 3 litres to
the nearest litre. Ask students for ideas
and share answers as a whole class.
5Ml5 Interpret a reading that lies between Show pictures of number lines, what is Pictures of: number lines, Laminate the pictures
two unnumbered divisions on a the distance between the 2 arrows on a rulers, jugs, scales with and use them again
scale. ruler (using cms). What is the distance amounts already marked. with different
in millimetres? measures. Some
jugs, marked in ml, 200 ml more water students may need
is poured into the jug. Mark and read their own set.
the new water level. Scales: marked in
kg, 200 grams of sugar are taken off the
scales, how much sugar is left? Ask
students to devise their own problems.
5Ml6 Know and understand the equivalent of Supply support

Compare readings on different one half, one quarter, three quarters, materials for those
scales. one tenth and one hundredth of 1 students who need
metre, 1 kilometre, 1 kilogram, and 1 them.
litre in m, cm, g and ml. Give examples
to compare and find the equivalent of
e.g. 592 cm in metres, 4500
grams in kg.
5Ml7 Provide examples of materials from real Any shapes or objects that
life to measure. Share answers. Were have straight or curved lines.
Draw and measure lines to the any different? Why?
nearest centimetre and millimetre.

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5Mt1 Use, read and write the vocabulary Vocabulary cards. Supply support
from the previous year. Suggest things materials for those
Recognise and use the units for time: you would estimate or measure in students who need
seconds, minutes, hours, days, weeks, months, days, hours, minutes, them.
months and years. years.
5Mt2 Construct a timetable with some of the Prepared timetables. These can be got from
times missing. stations or the internet.
Tell and compare the time using For example, use a train time table.
digital and analogue clocks using the Fill in the gaps in the table e.g. seven o
24hour clock. clock in the evening... 19.00h …
7.00p.m.
Quarter to 8 in the morning … leave
blank …leave blank.
5Mt3 Read timetables using the 24hour Use a bus or train timetable: Prepared timetables. These can be got from
clock. What time does the 6.30 train/bus bus/train stations or the
arrive at the fourth stop? What is the internet.
fastest train/bus? How do you know?
How long is the journey?
5Mt4 Calculate time intervals in seconds, Use a bus or train timetable: Prepared timetables.
minutes, hours using digital and What time does the 6.30 train/bus
analogue formats. arrive at the fourth stop? What is the
fastest train/bus? How do you know?
How long is the journey?
5Mt5 Use a calendar to calculate time Use a calendar to work out which day Calendars.
intervals in days and weeks. of the week 26th March is, how many
days and weeks until the 26th August?;
the date of the second Monday in
November until the same date in
December? the number of days from
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30th June to 4th August, and the number

of weeks from 4th July to 30th November.
Revise the formula for the perimeter of

5Ma1 Measure and calculate the perimeter a rectangle. Work out and express in Rulers, tape measures,
of regular and irregular polygons. words a formula for finding the regular polygons.
perimeter of a regular polygon. Test
with examples.
Revise and express the formula for the

5Ma2 Understand area measured in square area of a rectangle.
centimetres.
Give examples of area to be worked

5Ma3 Use the formula for the area of a out, using the formula. E.g. top of your Cm square paper, cm square
rectangle to calculate the rectangles table, a sheet of newspaper, the top of blocks, centicubes.
area. a box, and any other examples from the
students. Estimate the area first, then
discuss how to find the area of each
one. Measure and calculate how close
the estimates were.

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Problem solving
5Pt1 Understand everyday systems or For example: adding or taking out The importance of
measurement in length, weight, water, flour. working in a problem
capacity, temperature and time and Revising recipes for more/less people. solving way is to
5Ps1 use these to perform simple Changing analogue to digit and the encourage discussion
calculations. other way round. and debate.
5Pt7 Consider whether an answer is For example: Provide examples of Encourage reasoning,
reasonable in the context of a materials from real life to measure. hypothesising and
problem. Share answers. Were any different? conjecturing.
Why?
5Ps2 Choose an appropriate strategy for a For example: Use mental calculation Encourage students to
calculation and explain how they strategies to solve measure problems look for proof and to
worked out the answer. set in a variety of contexts. Discuss as develop their own
class or group. thoughts.
5Ps4 Deduce new information from For example: Respond to questions

existing information to solve such as: the perimeter of a rectangle is
problems. 94 cm The shortest side is 11cm. What
is the length of the longest side?
Respond to similar questions for all
areas of measure.
5Ps5 Use ordered lists and tables to help For example: timetables.
solve problems systematically.
5Ps9 Explain methods and justify What would you use to measure … ?
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reasoning orally and in writing, make Why? Would that be a sensible

hypotheses and test them out. measure to use? Why/why not?
5Ps10 Solve a larger problem by breaking it For example: revising recipes for more
down into sub problems or represent or less people.
it using diagrams.


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5Nn1 Count on and back in steps of Count on and back: Number line. Use adjusting when
constant size, extending beyond From any 2 or 3-digit number count in counting on in 9. Add
zero. steps of 2, 3, 4, 5, 9, 10 from zero. Hundred square. 10 subtract 1.
Count back through zero. Use knowledge of
Start from a negative number to count tables when counting.
on.
Count back in 2s and 5s from 50
Describe, extend and explain number
sequences and patterns.
5Nn3 Partition any number up to one Respond to oral questions Place value (arrow) cards.
million into thousands, hundreds, Write in figures …..
tens and units. Put in your calculator display ….. Calculators.
Write in words …..
Which is less … or …... ?

What needs to be added/subtracted to
change …. to …. ?
Make the biggest/smallest integer you
can with certain digits.
5Nn5 Multiply and divide any number from Show understanding of multiplying and Calculator. Students need to know
1 to 10000 by 10 or 100 and dividing a whole number by 10 or 100. how a calculator and
understand the effect. (Digits move to the left - x or to the the constant function
right – division) work.
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Understand that multiplying by 10 and

then by 10 again is equivalent to
multiplying by 100.Observe and
comment on the effect of multiplying or
dividing by 10 or 100 using a calculator
(using the constant function).
5Nn12 Recognise and extend number Count in steps of equal size: whole Number line.
sequences. numbers, multiples, decimals, fractions,
extend to negative numbers. 100 square.
Use a calculator e.g. to change 2.64 to Calculator.

5Nn4 Use decimal notation for tenths and 2.66, 8.9 to 89, 13.92 to 13.62(in one
hundredths and understand what step).
each digit represents. Respond to questions about digits in
numbers Number line.
Find the decimal equivalents of
fractions
Order decimals on a number line
Continue a regular pattern of decimals
5Nn7 Round a number with one or two Recognise that 0.03 is equivalent to
decimal places to the nearest whole 3/100 and 8.25 is equivalent to 8
number. 25/100.
Round costs to the nearest £. (£18.03 =
£18.00)
Round lengths to the nearest metre
(247.6m = 248 m)
5Nn9 Order and compare negative and Recognise negative numbers on a Calculator.
positive numbers on a number line calculator. Use the constant function to
and temperature scale. generate sequences of negative Number line.
numbers.
Count back through zero.
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Put positive and negative numbers in

order on a number line.
Work out the difference between
negative and positive numbers using a
number line.
5Nn10 Calculate a rise or fall in Use negative numbers in the context of

temperature. temperature: show examples of
temperatures on a thermometer and
ask questions: What temperature is
shown? What would the temperature be
if it rises by 10 degrees or falls by 24
degrees? The temperature is -12
degrees. How much must it rise to
reach 3 degrees?
5Nn11 Order numbers with one or two Respond to oral or written questions: Number line.
decimal places and compare using Which is greater? Which is longer?
the > and < signs. What number is half way between? Calculator.
Use knowledge of place value and
number operations to place digits in the
best position to make largest/smallest
sum, difference, product or quotient.
Use a calculator.
Place numbers on a number line in
ascending/descending order.
Use < and > to represent the
information on the number line
Set problems: If 25.34< * < 25.82, what
could * be?
5Nn14 Make general statements about Choose 2 even numbers and find their Calculator for students who As this is an activity to
sums, differences and multiples of total. Is the answer odd or even? may find the calculation look for patterns and
odd and even numbers. Choose 2 different even number and difficult. general statements the
repeat. Choose 3 or 4 digit even use of the calculator for
numbers and repeat. those that need it will
What do you notice? allow access the
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What is the general statement you can activity.

make about adding even numbers?
Repeat with 2 odd numbers.
Repeat with 3 odd numbers. What
happens to the totals?
Gather information from the rest of your
group.
Make a general statement about
addition of 2, or 3 odd numbers
Repeat with decimals.
Repeat with subtraction.
Repeat with multiples.
Calculation
Mental strategies
5Nc3 Know multiplication and division facts Recognise that multiplication is the
for the 2x to 10x tables. inverse of division.
Class chanting of tables with targeted
questions.
4 x 10 = 40, 40 divided by 10 = 4
Encourage looking for patterns in the
numbers.
5Nc4 Know and apply tests of divisibility by Discuss the meaning of tests of Multiplication charts for Divisible means will
2, 5, 10 and 100. divisibility. support. divide exactly
Use knowledge of multiplication facts Divided by means that
and look for patterns in the answers there could be a
(e.g. Numbers that are divisible by 2 remainder.
end in 0, 2, 4, 6, 8)
Respond to oral questions: How do you
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know/how can you find out if a number

is divisible by 5/10/100?
5Nc5 Recognise multiples of 6, 7, 8 and 9 Class chanting of tables with targeted Multiplication charts for
up to the 10th multiple. questions support.
Encourage looking for patterns in the
numbers. Multiplication chart.
Recognise multiples of more than 1
number: multiples of 6 and 8.
5Nc7 Find factors of 2 digit numbers. Find all pairs of factors for any 2 digit
number: pairs of factors for 24 are
1 and 24
2 and 12
3 and 8
4 and 6
Use knowledge of tables facts
5Nc8 Count on or back in thousands, Use knowledge of place value. For

hundreds, tens and ones to add or example:
subtract. 627 + 67 = 694 because it is
620 + 60 =680 and 7+7 =14 or 680 +14
= 694
268 – 27 = 241 because it is
268 – 20 =248 and 248 – 7 = 241
5Nc10 Use appropriate strategies to add or Look for pairs that make 10 or 100 and
subtract pairs of 2 and 3 digit do these first.
numbers , using jottings where Start with the largest number.
necessary. Use the relationship between addition
and subtraction.
Use known number facts and
knowledge of place value.
Use students’ own strategies.
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5Nc1 Know by heart pairs of one-place Use knowledge and understanding of Decimal place value (arrow)
decimals with a total of 1, e.g. 0.8 + place value and addition facts cards.
0.2.
5Nc2 Derive quickly pairs of decimals with Use knowledge and understanding of Decimal place value (arrow)
a total of 10, and with a total of 1. place value and addition facts. cards.
5Nc9 Add or subtract near multiples of 10 Add or subtract near multiples of 10 or Place value (arrow) cards.
or 100, e.g. 4387 – 299. 100 and adjust
Add/subtract 9, 19, 29 … or 11, 31, 31
…. By adding/subtracting 10, 20, 30 ….
Then adjusting by 1
Add/subtract 8, 18, 28 … by
adding/subtracting 10, 20, 30 …. and
adjusting by 2.
5Nc11 Calculate differences between near Use knowledge and understanding of Decimal place value (arrow)
multiples of 1000, place value. cards
e.g. 5026 – 4998, or near multiples
of 1, e.g. 3.2 – 2.6.
5Nc12 Multiply multiples of 10 to 90, and Class chanting. Whole number place value
multiples of 100 to 900, by a single- Use of constant function on calculator. (arrow) cards up to 9000
digit number. Look for patterns in the results.
5Nc13 Multiply by 19 or 21 by multiplying by Discuss strategies for multiplying by 20. Tables charts Ensure that students
20 and adjusting. Discuss outcomes of adjusting Calculator understand the
adjustment needed in
multiplication
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5Nc14 Multiply by 25 by multiplying by 100 Discuss strategies for multiplying by Calculator for support and Some students may
and dividing by 4. 100. Use knowledge and understanding looking for patterns in the find it easier to x by 20,
of place value from previous objectives. answers x by 5 and add the two
Discuss strategies for dividing by 4 answers together
5Nc15 Use factors to multiply, e.g. multiply Understand factors and use knowledge Calculator for support and
by 3, then double to multiply by 6. of doubles to use the tables you know looking for patterns in the
to find out what you don’t know. answers
Double any number up to 100 and Use knowledge and understanding of Establish students
5Nc16 halve even numbers to 200 and use odd and even numbers and doubling understanding of place
this to double and halve numbers and halving. value and decimals
with one or two decimal places, e.g. Use knowledge and understanding of
double 3.4 and half of 8.6. place value, including decimals.
5Nc17 Double multiples of 10 to 1000 and Use understanding of place value, Establish students
multiples of 100 to 10 000, e.g. doubling and halving. understanding of place
double 360 or double 3600, and value, doubling and
derive the corresponding halves. halving
5Nc18 Find the total of more than 3 two or Use informal written methods to support
three digit numbers using a written record or explain calculations. Discuss,
method. explain and compare methods.
Where calculations are set out in
columns understand that each units
column should be in line, each tens
column should be in line ….

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Standard written methods Develop an

efficient standard method that can be
applied generally.
Extend method to at least 4 digits.
Extend to decimals.
5Nc19 Add or subtract any pair of three- Know that decimal points should line up Some students may
and/or four-digit numbers, with the under each other whether adding need to continue with
same number of decimal places, decimal fractions or money informal recording
including amounts of money. .
5Nc20 Multiply or divide 3 digit numbers by Use knowledge and understanding of Some students may
single digit numbers. inverse operations. need to continue with
Use informal written methods or a informal recording
standard written method.
5Nc21 Multiply 2 digit numbers by 2 digit Use knowledge and understanding of Some students may
numbers. multiplication. need to continue with
Use informal written methods or a informal recording
Divide 3 digit numbers by a single Use knowledge and understanding of
5Nc23 digit number including those with a division.
remainder (answers < 30). Use informal written methods or a

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Problem Solving Although examples are given it’s

important to remember that all of the
problem solving strategies should be
used throughout this unit
5Pt2 Using techniques and skills in solving e.g.

mathematical problems. Set problems: If 25.34< * < 25.82, what
could * be?
Solve single and multi-step word Explain your working.
problems: represent them.
5Pt3 Check with a different order when Understand and use inverse
adding several numbers or by using operations.
the inverse when adding or
subtracting a pair of numbers. Rearranging numbers to use different
strategies.
5Pt6 Estimate and approximate when Explain how the estimate was made
calculating – using rounding and and justify why it is reasonable.
check working.
5Pt7 Consider whether an answer is

reasonable in the context of a
problem.

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5Ps2 Choose an appropriate strategy for a Make and justify decisions.

calculation and explain how they Explain calculations that have been
worked out the answer. done mentally.
Discuss strategies.
Look for pairs that make a multiple of
10 and do these first
Start with the largest number
Look for doubles and near doubles
Round up or round down and adjust
Round to nearest 10 or 100 and adjust
Partition numbers to hundreds tens and
units (367 = 300 + 60 + 7)
Add hundreds first, then tens then units
and add all three totals together
Students should be encouraged to
derive their own strategies
Develop the use of conventional
notation and vocabulary to record
explanation.
Compare strategies and ways of
recording.
5Ps3 Explore and solve number problems Use a selection of puzzles and
and puzzles. problems.
Use all types of problems:
Word problems, logic puzzles, diagram
and visual problems, finding all
possibilities and finding rules and
describing patterns
Use ideas from students.
5Ps4 Deduce new information from E.g. Using factors to multiply.

existing information to solve
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problems.
5Ps5 Use ordered lists and tables to help E.g. When changing fractions to
to solve problems systematically. decimals.
5Ps8 Investigate a simple general The sum of three even numbers is

statement by finding examples which always even, but the sum of 3 odd
do or do not satisfy it. numbers is always odd.
5Ps9 Explain methods and justify Use ‘I think … statements

reasoning orally and in writing; make E.g. I think that when I multiply by 10
hypotheses and test them out. the answer is always bigger than the
start number and when I divide by 10
the answer is always smaller than the
start number.
5Ps10 Solve a larger problem by breaking it Break 2 or 3 step problems into smaller
down into sub-problems or represent sub-problems. Discuss how each part
it using diagrams. of the problem builds in to the whole.
5Pt4 Use multiplication to check the result Use knowledge and understanding of
of a division, e.g. multiply 3.7 × 8 to inverse operations.
check 29.6 ÷ 8.

strategies in solving
problems
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5Ps6 Count on and back in positive/negative,

Describe and continue number decimal fractions/multiples from any
sequences, e.g. –30, –27, , , start number.
–18...; identify the relationships
between numbers. Explain rules orally and in writing.
Fill in missing numbers in a sequence.
What do you notice ….

e.g. count on in 2,s 4, and 8,s
count on in 3’s 6’s and 9’s,
Look for patterns in the answers

Unit 2B: Handling Data and Problem Solving

Codes
Organising, categorising and

representing data
5Dh1 Answer a set of related questions by Test a hypothesis about the frequency Timers Best in small groups.
collecting, selecting and organising of an event by collecting data: I think Stop watches Could be mixed sex or
relevant data; draw conclusions from that boys can run faster than girls. single sex.
their own and others’ data and What do you think? A suitable activity more
identify further questions to ask. How can we find out? mixed ability work.
How can we represent the data?
Discuss a bar chart and a bar line chart. Examples of bar charts
Look at different uses of both.
Know that the tops of the bars are not

joined when the values in-between
have no meaning.
Examples of completed
Interpret graphs and charts. graphs and charts
5Dh2 Draw and interpret frequency tables, Discuss a frequency table and when to Example of a frequency table
pictograms and bar line charts, with use it.
the vertical axis labelled for example Construct a frequency table.
in twos, fives, tens, twenties or Examples of a bar line chart
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hundreds. Consider the effect of Discuss a bar line chart and when to
changing the scale on the vertical use it: It is similar to a bar chart, the
axis. width of bars are reduced so that they
appear as lines. The length of the bar
lines are proportional to the
frequencies.
Know that the tops of the bars are not
joined when the values in-between
have no meaning.
What would happen if the same

information was presented in the same
way, but the scale on the vertical axis is
changed?
Discuss pictograms and when to use Example of a pictogram

them:
A pictorial symbol of data.
5Dh3 Construct simple line graphs, e.g. to Construct and interpret a simple line Example of a line graph
show changes in temperature over graph.
time. Discuss what a line graph is and when
to use it:
A graph that uses points connected by
lines to show how something changes
in value (as time goes by or as
something else happens).
5Dh4 Understand where intermediate Understand that intermediate points

points have and do not have may or may not have meaning: Joined
meaning, e.g. comparing a line graph points may show a trend rather than
of temperature against time with a connected information.
graph of class attendance for each Comparing a line graph (showing
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day of the week. trends) of temperature during a month

with a line graph rainfall over a period
of time.
5Dh5 Find and interpret the mode of a set Develop understanding of the mode
of data. (most common item).
Collect data in the class e.g. what sport
do you like to play?
Discuss:
How can we find out?
What information do we need to
collect?
How shall it be organised?
Make a simple data base. Interpret the Example of a data base

results in order to find the most
common sport (mode)
Use, read and write the language

associated with probability to discuss
events, including those with equally
likely outcomes.
5Db1 Probability Use cross-curricular opportunities to

discuss:
Describe the occurrence of familiar Good chance of happening;
events using the language of chance Poor chance of happening.
or likelihood. Use certain, likely, unlikely, impossible
to match to statements.
Codes
Make a scale: from the left, no chance,

poor chance, even chance good
chance, certain
Place statements on the scale.

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Problem Solving
5Ps4 Deduce new information from Use graphs and charts for interpretation Examples of graphs and
existing information to solve and discussion. charts
problems. How can we find out if this is true?
What information do we need to
collect? How shall we organise it?
5Ps6 Use ordered lists and tables to help Use data bases when looking at mode
solve problems systematically. and range.
5Ps8 Investigate a simple statement by Use probability and the language of

finding examples which do or do not probability.
satisfy it.
5Ps9 Explain methods and justify Choose a way of displaying data

reasoning orally and in writing: make collected. Give reasons for that choice.
Use with probability ‘I think this is more
likely because ..’.

Unit 2C: Measure and Problem Solving

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Measures
5Ml1 Read, choose, use and record Use correctly the abbreviations length, Measuring apparatus
standard units to estimate and mass and capacity.
measure length, mass and capacity
to a suitable degree of accuracy Estimate and check, using standard
metric units, measurements such as:
how wide my table/desk is;
The total weight of my shoes;
The amount of drink and bottle of
squash makes when diluted;
The thickness of a book.
Respond to oral or written questions

relating to length, mass and capacity.
Choose and use a suitable measuring

instrument to measure:
The height of …
The weight of …
The capacity of …
5Ml2 Convert larger to smaller metric units Know the relationship between the units Some students may
need this to be
consistently displayed
Order measurements in mixed units Know the relationship between the

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5Ml3 units. E.g. Some students may

Write these in order of length, starting need this to be
with the shortest: consistently displayed
1.5 km; 50 cm; 149 metres; 1495 cms;
1842 millimetres; 189 metres …..
5Ml4 Round measurements to the nearest Begin to round to decimal

whole unit. measurements to the nearest whole
unit.
5Ml5 Interpret a reading that lies between Read measuring scales between Appropriate measuring scales
two unnumbered divisions on a scale divisions.
Begin to record estimates and
measurements involving halves,
quarters or tenths.
5Ml6 Compare readings on different Read measuring scales, converting the Appropriate measuring scales
scales unit to an equivalent metric unit.
Use different scales to measure the

same thing. Compare readings.
Which gives the more accurate?
5Ml7 Draw and measure lines to the Measure and draw lines to the nearest Rulers
nearest centimetre and millimetre centimetre and millimetre. Use in
context: Use to draw accurately plans,
scale drawings, maps ….
5Mt1 Recognise and use the units for time: Use, read and write the vocabulary
seconds, minutes, hours, days, associated with time.
months and years. Know and use:
1 millennium = 1000 years
1 century = 100 years
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1 decade = 10 years
1 year = 12 months/52 weeks/ 356 days
1 week = 7 days
1 day – 24 hours
1 hour = 60 minutes
1 minute – 60 seconds
Estimate and measure suggesting

suitable units.
Respond to questions: Would you

expect a cake to bake in …. ?
Make timetables using hours and

minutes.
Plan a journey using different time

units. Examples of timetables.
Match times from analogue to digital

5Mt2 Tell and compare the time using and digital to analogue. Analogue and digital clocks.
digital and analogue clocks using the Cards for matching.
24hour clock.
Use different timetables:

5Mt3 Read timetables using the 24hour Train; bus; flight; television viewing …. Timetables
clock.
Interpret the information to plan a
journey.
Use analogue and digital.

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Use timetables showing departing and

5Mt4 Calculate time intervals in seconds, arriving times. Timetables
minutes, hours using digital and
analogue formats. Ask questions:
What time does the … from … arrive at
…? Is that the fastest journey? How
long does the fastest journey take?
How long does the slowest journey
take? What is the time difference
between them?
How long does it take to travel from …

to …?
Ask questions:
5Mt5 Use a calendar to calculate time How long from the 2nd Tuesday in June Calendars
intervals in days and weeks. to the 3rd Wednesday in August?
My birthday is the 26th April. How many
days are there between my birthday
and yours?
Encourage students to think of some
questions of their own.
Put in a context (real life or fantasy)

5Mt6 Calculate time intervals in months or E.g.
years. We need to build a new part for the
school. The plans take 4 weeks to
draw. The building takes 18 months to
build. The decorators take3 months and
2 weeks to decorate. If we start on 30th
August this year, when will it be ready
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to move into?
Make up a story about a time traveller.
Discuss the meaning of ‘perimeter’.

5Ma1 Measure and calculate the perimeter Express the formula for the perimeter. Regular and irregular
of regular and irregular polygons. Use a selection of suitable resources. polygons.
Plan for practical activities e.g.
Draw some shapes (regular and Rulers
irregular) on cms square paper.
Measure the perimeter to the nearest Tapes
mm.
Cm square paper.
5Ma2 Choose suitable examples to measure

Understand area measured in the area: Cm square paper
square centimetres. Book, table top, newspaper, picture
frame … Suitable examples to measure
Discuss how to find the area of each
one.
Measure and calculate the area in
square cms.
Draw some shapes (regular and
Calculate the area by counting squares.
5Ma3 Discuss the formula for the perimeter of

Use the formula for the area of a a shape. Different rectangles
rectangle to calculate the rectangles Use with different rectangles.
area.

Codes
Problem solving
Using techniques and skills in

solving mathematical problems.
5Pt1 Understand everyday systems or For example: Using open questions

measurement in length, weight, If the perimeter of a rectangle is 108 allows more students
capacity, temperature and time and cms. What could the length of each to access the problem
use these to perform simple side be?
calculations.
5Pt7 Consider whether an answer is Is the correct unit of measure being

reasonable in the context of a used?
problem.

strategies in solving
problems
5Ps2 For example:
Choose an appropriate strategy for a Changing from one unit to another, x or
calculation and explain how they dividing by 100 or 1000.
worked out the answer. Adding or subtracting time to find the
difference.
5Ps4 If the area of a rectangle is 34cms sq., Rulers How do we know we

Deduce new information from what are the lengths of the sides? have found them all?
existing information to solve If the perimeter of a rectangle is 68
problems. cms, how many different rectangles can
you draw? Calculate the area of each.
Which has the largest/smallest area
5Ps9 For example: I think this will take longer

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Explain methods and justify to do than that.

reasoning orally and in writing, make I think this jug will hold more than that
hypotheses and test them out. jug.
5Ps10 Changing multi-step problems into

Solve a larger problem by breaking it smaller single step problems.
down into sub problems or represent For example:
it using diagrams. The jug is big enough to hold 4 litres.
I have 3 full bottles that hold a litre each
and 1 full bottle that holds ¾ of a litre.
If I pour all of the contents from the 4
bottles, how much will be in the jug?
How much space will there still be?


Codes
5Nn4 Use decimal notation for tenths and Use a calculator e.g. to change Calculator
hundredths and understand what numbers with 2 or 3 decimal places to
each digit represents. more or less, changing 1 or 2 digits at a
time.
Respond to questions about digits in Number line
numbers
Find the decimal equivalents of
fractions
Order decimals on a number line
Continue a regular pattern of decimals
5Nn7 Round a number with one or two Recognise that 0.003 is equivalent to
decimal places to the nearest whole 3/1000 and 8.025 is equivalent to 8
number. 25/1000.
Round costs to the nearest £. (£16.50 =
£17.00)
Round lengths to the nearest metre
(479.6m = 480 m)
5Nn9 Order and compare negative and Recognise negative numbers on a

positive numbers on a number line calculator. Use the constant function to
and temperature scale. generate sequences of negative
numbers.
5Nn10 Calculate a rise or fall in Count back through zero Calculator

temperature. Put positive and negative numbers in
order on a number line. Number line
Work out the difference between
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negative and positive numbers using a Indoor/outdoor thermometers

number line
Use negative numbers in the context of
temperature: show examples of
temperatures on a thermometer and
ask questions: What temperature is
shown? What would the temperature be
if it rises by 23 degrees or falls by 7
degrees? The temperature is -24
degrees. How much must it rise to
reach 13 degrees?
5Nn11 Order numbers with one or two Respond to oral or written questions: 100 square
decimal places and compare using Which is greater? Which is longer?
the > and < signs. What number is half way between? Multiples square
Which number is more than/less than
halfway between?
Use knowledge of place value and
number operations to place digits in the
best position to make largest/smallest
sum, difference, product or quotient.
Use a calculator.
Place numbers on a number line in
ascending/descending order.
Use < and > to represent the
information on the number line
Set problems: If 126.34< * < 145.82,
what could * be?
5Nn14 Make general statements about Choose 2 even numbers and find their 100 square Encourage students to
sums, differences and multiples of total. Is the answer odd or even? look for patterns on the
odd and even numbers. Choose 2 different even number and Multiples square multiples square
repeat. Choose 3 or 4 digit even
numbers and repeat.
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What do you notice?

What is the general statement you can
make about adding even numbers?
Repeat with 2 odd numbers.
Repeat with 3 odd numbers. What
happens to the totals?
Gather information from the rest of your
group.
Make a general statement about

addition of 2, or 3 odd numbers.
Repeat with decimals.
Repeat with subtraction.
Repeat with multiples
Multiplication square
5Nn15 Recognise equivalence between: ½ Relate fractions to division
¼ and 1/8; 1/3 and 1/6; 1/5 and 1/10. Revise the use of a multiplication
square to find equivalent fractions
5Nn18 Relate finding fractions to division Using a multiplication square look Give each pair a clock face Fold each clock face in
and use to find simple fractions of across any 2 rows which are next to and scissors. half and cut along fold.
Quantities. each other. What do you notice? Take 1 of the halves,
2 4 6 8 10 12 14 16 ….. fold in half again and
4 8 12 16 20 24 28 32 cut. Repeat until
Read them as fractions. What do you reaching an eighth.
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notice? Explore different

Is this true for any 2 rows? combinations of
Cut along the rows and place one making a whole, a half,
above another. a quarter and an
Place: eighth.
1 2 3 4 5 6 7 8 …..
2 4 6 8 10 12 14 16
Read from left to right. Are they all

equivalent fractions?
How do you know?
Extend to other fractions.
Use a clock face.
Cut to show equivalent and linked
fractions.
5Nn16 Recognise equivalence between the Know that Decimal place value(arrow)
decimal and fraction forms of 0.5 is equivalent to 5/10 or ½ cards.
halves, tenths and hundredths and 0.1 is equivalent to 1/10
use this to help order fractions, 0.25 is equivalent to 25/100 or ¼ Number line.
e.g. 0.6 is more than 50% and less 0.75 is equivalent to 75/100 or ¾
than 7/10. Calculator.
. Enter fractions into a calculator and
interpret the display to find the
equivalent decimal
Begin to recognise that 0.03 is
equivalent to 3/100 and that 8.25 is
equivalent to 8 25/100.
5Nn17 Change an improper fraction to a Order fractions on a number line. Number line.
mixed number, e.g. 7/4 to 1 ¾ ;
order mixed numbers and place Use knowledge and understanding of Calculator.
between whole numbers on a linking fractions with division.
number line.
Use knowledge of equivalence of
fractions and decimals.
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Understand that when ordering mixed

numbers, the whole number needs to
be looked at first.
5Nn19 Understand percentage as the Recognise the % sign in a variety of Percentage square.
number of parts in every 100 and contexts.
find simple percentages of
quantities. You have £100 and the same amount
from that £100 has to be placed in each
of the 100 squares of the percentage
square. How much will go in each.
How can we find 1%, 5%, 50%
Start with different amounts of money.
Find percentages by halving and

quartering.
5Nn20 Express halves, tenths and Know that:

hundredths as percentages. One whole = 100 %
One half = 50%
One quarter = 25%
One tenth = 10%
What would one hundredth be?
5Nn21 Use fractions to describe and Revise or introduce the meaning of Practical equipment that can
estimate a simple proportion, e.g. proportion. be used for proportion.
1/5 of the beads are yellow. Work practically before moving to the
more abstract.
• Use ratio to solve problems, e.g. Revise or introduce the meaning of Use practical apparatus for
5Nn22 to adapt a recipe for 6 people to one ratio. those students who need
for 3 or 12 people. Discuss statements such as: You have more support.
6 sweets and I have 3.
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Find different ways of expressing the

same statement
e.g. I have half as many sweets than
you
You have twice as many sweets as me.
Out of a total of 9 sweets you have 2
thirds and I have 1 third.
Discuss adapting the quantities so that
the ratio would stay the same.
If I had 6 sweets, how many would you
have?
If I had 18 sweets, how many would
you have?
Calculation
Mental strategies
5Nc1 Know by heart pairs of one-place Use knowledge and understanding of Decimal place value (arrow)
decimals with a total of 1, e.g. 0.8 + place value and addition facts cards.
0.2.
5Nc2 Derive quickly pairs of decimals with Use knowledge and understanding of Decimal place value (arrow)
a total of 10, and with a total place value and addition fact. cards.
of 1.
5Nc9 Add or subtract near multiples of 10 Add or subtract near multiples of 10 or Place value (arrow) cards
or 100, e.g. 4387 – 299. 100 and adjust
Add/subtract 9, 19, 29 … or 11, 31, 31
…. By adding/subtracting 10, 20, 30 ….
Then adjusting by 1
Add/subtract 8, 18, 28 … by
adding/subtracting 10, 20, 30 …. and
adjusting by 2.

Codes
5Nc11 Calculate differences between near Use knowledge and understanding of Decimal place value (arrow)
multiples of 1000, place value. cards
e.g. 5026 – 4998, or near multiples
of 1, e.g. 3.2 – 2.6. Whole number place value
(arrow) cards up to 9000
5Nc12 Multiply multiples of 10 to 90, and Class chanting Tables charts

multiples of 100 to 900, by a Use of constant function on calculator. Calculator
single-digit number. Look for patterns in the results.
Multiply by 19 or 21 by multiplying Discuss strategies for multiplying by 20. Calculator for support and Ensure that students
5Nc13 by 20 and adjusting. Discuss outcomes of adjusting. looking for patterns in the understand the
answers adjustment needed in
multiplication
5Nc14 Multiply by 25 by multiplying by 100 Discuss strategies for multiplying by Calculator for support and Some students may
and dividing by 4. 100. Use knowledge and understanding looking for patterns in the find it easier to x by 20,
of place value from previous objectives. answers x by 5 and add the two
Discuss strategies for dividing by 4. answers together
5Nc15 Use factors to multiply, e.g. multiply Understand factors and use knowledge
by 3, then double to multiply by 6. of doubles to use the tables you know
to find out what you don’t know.
5Nc16 Double any number up to 100 and Use knowledge and understanding of Establish students
halve even numbers to 200 and odd and even numbers and doubling understanding of place
use this to double and halve and halving. value and decimals.
numbers with one or two decimal Use knowledge and understanding of
places, e.g. double 3.4 and half of place value, including decimals.
Codes
8.6.
5Nc17 Double multiples of 10 to 1000 and Use understanding of place value, Establish students
multiples of 100 to 10 000, doubling and halving. understanding of place
e.g. double 360 or double 3600, and value, doubling and
derive the corresponding halves. halving.
5Nc18 Find the total of more than 3 two or Use informal written methods to support
three digit numbers using a written record or explain calculations. Discuss,
method. explain and compare methods.
Where calculations are set out in
columns understand that each units
column should be in line, each tens
column should be in line ….
Standard written methods Develop an

efficient standard method that can be
applied generally.
Extend method to at least 4 digits.
Extend to decimals.
5Nc19 Add or subtract any pair of three- Know that decimal points should line up
and/or four-digit numbers, with the under each other whether adding
same number of decimal places, decimal fractions or money.
including amounts of money.
5Nc24 Start expressing remainders as a Revise vocabulary linked to this

fraction of the divisor when dividing objective
Codes
two-digit numbers by single-digit Begin to give a quotient as a fraction

numbers. when dividing by a whole number:
42 divided by 5 = 8 2/5.
5Nc27 Begin to use brackets to order Know that brackets determine the order
operations and understand the of operations, and that their contents
relationship between the four are worked out first.
operations and how the laws of Understand and use the principles of
arithmetic apply to multiplication. the commutative, laws as they apply to
multiplication.
Know and understand that

multiplication is repeated addition and
that it is the inverse of division.

Codes
Problem Solving Although examples are given it’s

important to remember that all of the
problem solving strategies should be
used throughout this unit

solving mathematical problems.
5Pt2 Solve single and multi-step word Set problems and encourage students
problems: represent them. to discuss their method and ways of
recording.
5Pt3 Check with a different order when Understand and use inverse operations
adding several numbers or by using Rearranging numbers to use different
the inverse when adding or strategies.
subtracting a pair of numbers.
5Pt6 Estimate and approximate when Explain how the estimate was made
calculating – using rounding and and justify why it is reasonable.
check working
5Pt7 Consider whether an answer is

reasonable in the context of a
problem.

Codes
5Ps2 Choose an appropriate strategy for Make and justify decisions

a calculation and explain how they Explain calculations that have been
worked out the answer. done mentally.
Discuss strategies
Look for pairs that make a multiple of
10 and do these first;
Start with the largest number
Look for doubles and near doubles.
Round up or round down and adjust
Round to nearest 10 or 100 and adjust
Partition numbers to hundreds tens and
units (367 = 300 + 60 + 7)
Add hundreds first, then tens then units
and add all three totals together
Students should be encouraged to
derive their own strategies
Develop the use of conventional
notation and vocabulary to record
explanation.
Compare strategies and ways of
recording.
5Ps3 Explore and solve number problems Use a selection of puzzles and
and puzzles. problems.
Use all types of problems:
Word problems, logic puzzles, diagram
and visual problems, finding all
possibilities and finding rules and
describing patterns
Use ideas from students.
5Ps4 Deduce new information from Using brackets in multiplication.

existing information to solve
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problems.
5Ps5 Use ordered lists and tables to help Being systematic.

to solve problems systematically.
5Ps6 Describe and continue number Count on and back in positive/negative,

sequences, e.g. –30, –27, , , decimal fractions/multiples from any
–18...; identify the relationships start number.
between numbers.
Explain rules orally and in writing.
Fill in missing numbers in a sequence.
What do you notice ….

e.g. count on in 2,s 4, and 8,s
count on in 3’s 6’s and 9’s,
count on in 5’s and 10’s,
Look for patterns in the answers
5Ps7 Investigate a simple general ‘In division it doesn’t matter which way
statement by finding examples round I put the numbers.’
which do or do not satisfy it.
5Ps9 Explain methods and justify Use ‘I think … statements

reasoning orally and in writing; E.g. I think that when I want to use a
make hypotheses and test them calculator to find percentages I have to
out. ….
Justify with examples.
5Ps10 Solve a larger problem by breaking Break 2 or 3 step problems into smaller
it down into sub-problems or sub-problems. Discuss how each part
represent it using diagrams. of the problem builds in to the whole.

Unit 3B: Geometry and Problem Solving

Codes
Geometry
5Gs1 Identify and describe properties of Name and classify triangles: Sets of different triangles for
triangles and classify as isosceles, Equilateral all 3 sides are equal in sorting and classifying
equilateral or scalene. length and all 3 angles are equal in size
Right angled: one of the angles is a
right angle
Isosceles: 2 equal sides and 2 equal
angles
Scalene: no sides or angles are equal.
Use a Venn or Carroll diagram to name
and classify.
5Gs2 Recognise reflective and rotational Recognise the number of axes of Use examples from real life to
symmetry in regular polygons. reflective symmetry in regular polygons. illustrate: wheels, patchwork
Sketch the reflection of a simple shape …
in a mirror line parallel to one edge.
Complete symmetrical patterns on

squared paper with both 1 and 2 lines
of symmetry.
Shapes
Make patterns by rotating shapes
around a centre point.
5Gs4 Visualise 3D shapes from 2D Build a shape with cubes. Work out the cubes
drawings and nets, e.g. different nets least number of cubes needed to turn
of an open or closed cube. the shape into a cube/cuboid.
Estimate then make. How close was
Codes
the estimate to the actual?
Students make shapes for others to

follow.
Identify the different nets for an open or

closed cube.
How many square faces would each
need?
5Gs5 Recognise perpendicular and parallel Recognise parallel and perpendicular Shapes
lines in 2D shapes, drawings and the lines in shapes, (e.g. square, regular
environment. hexagon, regular octagon, rectangle Drawings
…), drawings and in the environment.
(the opposite edges of a table, the legs Examples from real life)
of a table).
Know that perpendicular lines are at

right angles to each other and that
parallel lines are the same distance
apart.
5Gp1 Read and plot co-ordinates in the Discuss the meaning of quadrant Give the points of the
first quadrant. Any of the 4 equal areas made by vertices of a shape.
dividing a plane by an x and y axis. What is the name of
the shape
Discuss what is meant by the first
Codes
quadrant. Give the points of the

vertices of a shape
Know the convention that (5, 3) with one missing. The
describes a point found by starting from shape is a scalene
the origin (0, 0) and moving 5 lines triangle. Where should
along and three lines up. the last point be?
5Gp2 Predict where a polygon will be after Predict and sketch the reflection of a A selection of polygons
reflection where the mirror line is polygon where the mirror line is parallel
parallel to one of the sides, including to one of the sides, including where the Mirrors
where the line is oblique. line is oblique.
Use a mirror to see how close the

actual reflection is to the prediction.
5Gp3 Understand translation as movement Make patterns by repeatedly translating Polygons

along a straight line, identify where a shape.
polygons will be after a translation
and give instructions for translating Use square paper and draw a shape. Square paper
shapes. Predict where it will be when translated
4 units to the right and 2 units down.
Give instructions to another person to

translate a shape, using one or multiple
instructions.
5Gs3 Create patterns with two lines of Complete symmetrical patterns on Pegs. Pegboard.
symmetry, e.g. on a pegboard or squared paper, on a pegboard or paper Squared paper
squared paper. and paint with 2 lines of symmetry. Paint and paper
5Gs6 Understand and use angle measure Make patterns by rotating shapes from Shapes
Codes
in degrees; measure angles to a central point by 90 degrees or 45

the nearest 5°; identify, describe and degrees. Use a variety of shapes.
estimate the size of angles and
classify them as acute, right or Recognise right angles and understand
obtuse. and use angle measure in degrees.
5Gs7 Calculate angles in a straight line. Begin to identify, estimate, order, Poster of angles and their
measure and calculate acute, obtuse, definition
and right angles.
Protractor
Know that:
An angle less than 90 degrees is acute Ruler
An angle between 90 and 180 degrees
is obtuse
An angle of 180degrees is a straight
line.
Give examples of angles to be

measured and named.
Use a protractor to draw angles of

different sizes.

Codes
Problem solving
5Ps4 Using understanding and Use questions:

strategies in solving problems. For example
Is it true that all shapes have the order
of rotation to match the number of its
Deduce new information from sides?
existing information to solve How can you find out?
problems. How can you record the information?
5Pt5 Recognise the relationships between Classify 2D and 3D shapes according

different 2D and 3D shapes, to matching criteria:
e.g. a face of a cube is a square. Same shape as 2D can be found as a
face on 3D
The shape has a right angle
The shape has no right angles ….
5Ps7 Identify simple relationships between Use the properties of the shapes as
shapes, e.g. these triangles are all well as their names in order to identify
isosceles because ... relationships.
I think a square is a rectangle. What do
you think?
Discuss the properties.
5Ps9 Explain methods and justify For example:

reasoning orally and in writing, make I think rotational symmetry and
hypotheses and test them out. translation can give the same outcome.
Encourage discussion in pairs or small
groups.
Feedback to the whole class.
Encourage students to ask questions of
each other.

Unit 3C: Measures and Problem Solving

Codes
Measures This unit will reinforce and consolidate

previous work on measures. It will also
allow extension activities for those
students who have already mastered all
of the concepts
5Ml1 Read, choose, use and record Consolidate language for measure. Measuring apparatus
standard units to estimate and
measure length, mass and capacity Using knowledge from previous unit ask
to a suitable degree of accuracy. for measurements which require more
accuracy.
Use correctly the abbreviations for
length, mass and capacity.
Estimate and check, using standard

metric units, measurements such as:
how wide a playing card is;
The total weight of a cup of flour;
The amount of water in an egg cup
The thickness of a ruler.
Respond to oral or written questions

relating to length, mass and capacity.
Choose and use a suitable measuring

instrument to measure:
The height of …
The weight of …
The capacity of …
5Ml2 Convert larger to smaller metric Know the relationship between the units Some students may
units. need this to be

Codes
5Ml3 Order measurements in mixed Know the relationship between the

units. units. E.g.
Write these in order of length, starting
with the shortest:
11.7 km; 353 cm; 1049 metres; 11495
cms; 1864 millimetres; 1009 metres …..
Some students may

5Ml4 Round measurements to the Round decimal measurements to the need the relationship
nearest whole unit nearest whole unit. between the units to be
Use for all areas of measure.
Appropriate measuring scales

5Ml5 Interpret a reading that lies between Read measuring scales between
two unnumbered divisions on a divisions.
scale. Begin to record estimates and
measurements involving halves,
quarters or tenths.
Appropriate measuring scales

5Ml6 Compare readings on different Read measuring scales, converting the
scales. unit to an equivalent metric unit.
Use different scales to measure the

same thing. Compare readings.
Which gives the more accurate? Why is
this?
What would you use to measure
medicine? Why?
What about A swimming pool? Why
The water in a swimming pool? Why?
5Ml7 Draw and measure lines to the Measure and draw lines to the nearest Rulers
nearest centimetre and millimetre. centimetre and millimetre. Use in
context: Use to draw accurately plans,
scale drawings, maps.
Codes
Make an accurate plan of your

bedroom.
Use scale to draw a map of your route
to school.
5Mt1 Recognise and use the units for Use, read and write the vocabulary Some students may
time: seconds, minutes, hours, associated with time. need to have this
days, months and years. Know and use: displayed during work
1 millennium = 1000 years on time.
1 century = 100 years
1 decade = 10 years
1 year = 12 months/52 weeks/ 356 days
1 week = 7 days
1 day – 24 hours
1 hour = 60 minutes
1 minute – 60 seconds
Estimate and measure suggesting

suitable units.
Respond to questions: Would you

expect a cake to bake in …. ?
Make timetables using hours and

minutes. Examples of timetables
Plan a journey using different time

units.
Plan a meal. Think about the time it

takes to prepare. The time it takes to Recipe books
cook. Be aware that all the parts of your
meal need to be ready at the same
time.

Codes
Write out a time plan for your meal.

Include recipes and weight and
capacity of the ingredients.
Match times from analogue to digital

5Mt2 Tell and compare the time using and digital to analogue. When students have
digital and analogue clocks using ownership of making
the 24hour clock. Design and make a game for up to 4 Examples of timetables. the game, they can use
players that involves telling and their knowledge, skills
comparing time using both analogue and understanding
and digital clocks. Resources for making a game. gained from the
previous unit.
Test your game. Ask friends to play it.
Use different timetables:

5Mt3 Read timetables using the 24hour Train; bus; flight; television viewing. Timetables.
clock.
Interpret the information to plan a
journey. Use analogue and digital
times.
Resource prices and cost the journey.

You may want to think about hotels.
What about food for on the journey?
Anything else you need to think about?
Remember the weight of your luggage!
Present your travel package to the rest
of the class.
Use timetables showing departing and

5Mt4 Calculate time intervals in seconds, arriving times. Timetables
minutes, hours using digital and
analogue formats. Ask questions:
What time does the … from … arrive at
…? Is that the fastest journey? How
long does the fastest journey take?
Codes
How long does the slowest journey

take? What is the time difference
between them?
How long does it take to travel from …

to …?
When planning your journey (5Mt3)

think about whether you want to have a
slow journey (cruise?) or you want to
get to your destinations as quickly as
possible. Include this in your
presentation.
Ask questions:
5Mt5 Use a calendar to calculate time How long from the 4th Tuesday in May Calendars
intervals in days and weeks. to the 3rd Wednesday in September?
My birthday is the 4th October. How
many days are there between my
birthday and yours?
How old will you be in days and weeks

and years 84 days before your
birthday?
Encourage students to think of some
questions of their own.
Put in a context (real life or fantasy)

5Mt6 Calculate time intervals in months E.g.
or years. When students have
Design and make a game for up to 4 ownership of making
players about a time traveller. It can be the game, they can use
a board game or a card game. their knowledge, skills
and understanding
Include time intervals in months, years gained from the
Codes
(decades and centuries). previous unit.
Test your game. Is it fair? Think about

the equipment you will need to play the
game.
Ask friends to play your game.
Did it work as you wanted it to, or would

you like to change it?
Reinforce the meaning of perimeter.

5Ma1 Measure and calculate the
perimeter of regular and irregular Work out and express in words a
polygons. formula for finding the perimeter of a
regular polygon.
Use a selection of suitable resources.

Plan for practical activities e.g.
Draw some shapes (regular and Cm square paper.
Measure the perimeter to the nearest
mm.
Choose suitable examples to measure

5Ma2 Understand area measured in the area: Suitable examples to
square centimetres. Book, table top, newspaper, picture measure.
frame …
Discuss how to find the area of each
one.
Measure and calculate the area in
square cms.
Draw some shapes (regular and
Codes

Calculate the area by counting squares.
What can you find in the classroom that

5MA3 Use the formula for the area of a you think has the largest area? How Different rectangles.
rectangle to calculate the rectangles can you find out?
area.
What can you find in the classroom that
has the smallest area? How can you
find out?
What is the difference in area between

the two? Can you find something
smaller at home?

Codes
Problem solving

solving mathematical
problems.
5Pt1 For example:
Understand everyday systems or One apple weighs 56 grams, 1 pear
measurement in length, weight, weighs 78 grams, 1 orange weighs 123
capacity, temperature and time and grams, 1 banana weighs 92 grams. I
use these to perform simple have a bag that will hold a maximum of
calculations. 1 kilogram. What fruit could I put in my
bag? Explore all the possibilities. How
do you know you have found them all?
5Pt7 Does the answer make sense? Could

Consider whether an answer is there be a different answer? Do you
reasonable in the context of a want to change your method or your
problem. findings? Is the correct unit of measure
being used?

strategies in solving For example:
5Ps2 problems Changing from one unit to another, x or
dividing by 100 or 1000.
Choose an appropriate strategy for Adding or subtracting time to find the
a calculation and explain how they difference.
worked out the answer.
5Ps4 If the area of a rectangle is 34cms sq.,

Codes
what are the lengths of the sides?

If the perimeter of a rectangle is 68
Deduce new information from cms, how many different rectangles can
existing information to solve you draw? Calculate the area of each.
problems. Which has the largest/smallest area?
Extend to other polygons.
5Ps5 Link with activities as in 5Pt1.
5Ps9 Use ordered lists and tables to help For example: I think this will take longer
solve problems systematically. to do than that.
I think this jug will hold more than that
Explain methods and justify jug.
reasoning orally and in writing,
make hypotheses and test them How can you find out? What will you
out. do? How will you record what you have
found out?
Students discuss other ideas in pairs to
share with the rest of the class. Make a
class display of challenges.
5Ps10 Changing multi-step problems into

smaller single step problems.
For example:
Solve a larger problem by breaking The jug is big enough to hold 4 litres.
it down into sub problems or I have 3 full bottles that hold a litre each
represent it using diagrams. and 1 full bottle that holds ¾ of a litre.
If I pour all of the contents from the 4
bottles, how much will be in the jug?
How much is there still left to fill?
Encourage students to make some

problems of their own which can be
shared with the rest of the class.

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Cambridge Primary

Scheme of Work – Mathematics stage 5

V1 1Y07 Mathematics Stage 5 1

Term 1 Term 2 Term 3

V1 1Y07 Mathematics Stage 5 2

Framework Learning Objective Activities Resources Comments

Numbers and the number system

true/false sheet with statements relating support have fewer and

1000 giving examples. about decimals?’

81, and 100.

numbers , using jottings where

Addition and subtraction

Multiplication and division

remainder (answers < 30). provide feedback and explain

V1 1Y07 Mathematics Stage 5 8

Using techniques and skills in solving

5Pt7 Consider whether an answer is Find an alternative way of working out

Using understanding and

and puzzles. make3 different rectangles. How many

5Ps8 Investigate a simple general A multiple of 8 is also a multiple of 4.Is

5Ps10 Solve a larger problem by breaking it What do we know? What do we need to

V1 1Y07 Mathematics Stage 5 10

Framework Learning Objective Activities Resources Comments

Produce drawings of 2D shapes using Square paper for drawings of

grounds to find perpendicular and

V1 1Y07 Mathematics Stage 5 12

Produce drawings of 2D shapes using Unit cubes.

Using square paper read and plot Squared paper.

Draw regular and irregular polygons on Scissors. Mirrors.

V1 1Y07 Mathematics Stage 5 13

Framework Learning Objective Activities Resources Comments

responses? Do all groups agree?

5Ml4 Round measurements to the nearest Begin to round decimal measurements

5Ml6 Know and understand the equivalent of Supply support

V1 1Y07 Mathematics Stage 5 15

30th June to 4th August, and the number

Revise the formula for the perimeter of

Revise and express the formula for the

Give examples of area to be worked

V1 1Y07 Mathematics Stage 5 17

5Ps4 Deduce new information from For example: Respond to questions

reasoning orally and in writing, make Why? Would that be a sensible

V1 1Y07 Mathematics Stage 5 19

Framework Learning Objective Activities Resources Comments

Numbers and the number system

Which is less … or …... ?

Understand that multiplying by 10 and

Use a calculator e.g. to change 2.64 to Calculator.

Put positive and negative numbers in

5Nn10 Calculate a rise or fall in Use negative numbers in the context of

What is the general statement you can activity.

know/how can you find out if a number

5Nc8 Count on or back in thousands, Use knowledge of place value. For

Addition and subtraction

V1 1Y07 Mathematics Stage 5 26

Standard written methods Develop an

Extend method to at least 4 digits.

Multiplication and division

V1 1Y07 Mathematics Stage 5 27