NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
1
Place value, ordering and rounding
Using a calculator
Read and write whole numbers in figures and words, and know what each digit
represents.
Recognise and extend number sequences formed by counting from any number in
steps of constant size, extending beyond zero when counting back. For example:
count on in steps of 25 to 1000, and then back.
Develop calculator skills and use a calculator effectively.
Numbers to Millions

3 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
36-42
N.G. Shortcut 1
N.L. Shortcut 1
1-6
1-3
1
1
MATERIALS
TOOLBOX
Day 1
Tune-in TF 36-37
Number sequence to 10 000
The number after/before/between
and 1,2 more/less than
1 Number sequence to 10 000
TF 37-38
Consolidating sequences in
tens/hundreds/thousands
Day 2
Specific Starter for Numbers to
millions TF 7-11
Day 3
Specific Starter for Numbers to
millions TF 7-11
1 Number sequence to 10 000
TF 37-38
Consolidating sequences in
tens/hundreds/thousands
2 Number sequence to millions
TF 39-41
Introducing numbers with
five/six/seven/eight digits
Core
Activities
Pupil Activities TF 38
1 Pupil Sheet 1
Sequences in tens/thousands
3 Pupil Sheet 3
Sequences in thousands
Textbook pages 1-2 TF 42
Pupil Activities TF 41
1 Pupil Sheets 4 Sequences using 5and 6- digit numbers
3 Pupil Sheet 6 Sequences using 7and 8-digit numbers
Support
Pupil Activities TF 38
1 Pupil Sheet 1
Sequences in tens/thousands
Textbook pages 1-2 TF 42
Ask pupils to complete Pupil Sheet
3 first and then try to answer as
many questions as possible on the
textbook page with a partner.
Starter
Main
Teaching
Extension
Pupil Activities TF 38
NHM Year 5 Framework Unit Planning
Textbook pages 1-2 TF 42
Number sequence to millions
Extension Textbook
page
Day 4
Textbook page 3 TF 42
Pupil Activities TF 41
1 Pupil Sheets 4 Sequences using 5and 6- digit numbers
If there are pupils who will struggle
with numbers of this size, use Pupil
Sheet 5 to give further practice of
sequences to 10 000.
Pupil Activities TF 41
Page 1 of 23
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Resource Sheets
Day 5
NHM Framework Unit Planning Year 5 Autumn Term
Plenary
2 Pupil Sheet 2 Template
Put a mixture of sequences on the
sheet that include steps of 10, 500
and 1000.
Give children examples of
sequences to 10000 to complete
orally.
Give pupils Pupil Sheet 2. Ask them
to make up their own sequence
questions and swap with a partner
to solve.
Follow-up for Textbook pages 1-2
TF 42
4 Pupil Sheet 5 Template
Provide a mixture of sequences
using 5, 6, 7 and 8-digit numbers
and a variety of step sizes.
Follow-up for Textbook page 3
TF 42
Home Activity 1
Check-up 1
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 2 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
2
Understanding x and 
Multiply and divide any positive integer up to 10000 by 10 or 100 and
understand the effect (e.g. 9900 ÷ 10, 737 ÷ 10, 2060 ÷ 100).
Understand the effect of and relationships between the four operations, and the
principles (not the names) of the arithmetic laws as they apply to multiplication.
Know by heart all multiplication facts up to 10 × 10.
Use closely related facts (e.g. multiply by 19 or 21 by multiplying by 20 and
adjusting; develop the ×12 table from the ×10 and ×2 tables).
Partition (e.g. 47 × 6 = (40 × 6) + (7 × 6)).
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Solve simple problems using ideas of ratio and proportion ('one for every...' and 'one
in every...').
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Multiplication


5 days
Mental calculation strategies (x and )
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
132-143
M.F Shortcut 1
Units 5, 6:
Multiplication
18-19
35-41
9-11
11-13
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Main
Teaching
Day 1
Tune-in TF 132
Multiplying by 10
Revising multiplication of a two/three-/four-digit number by 10
1 Multiplying a two-/three-digit
number by 100 TF 132-133
Core
Activities
Pupil Activities TF 133-134
1 Multiplication game
2 Multiplying a two-digit multiple
of 10 by a three-digit multiple of
100 TF 134-135
Pupil Activity TF 135
1 Finding products
Textbook page 35 TF 135
Textbook page 36 TF 135
Starter
NHM Year 5 Framework Unit Planning
Multiplication by 10, 100
Mental strategies
Extension Textbook
page
Resource Sheets
5-6, 16-23, 55-57
Day 2
Specific Starter for Multiplication
TF 19-22
Day 3
Tune-in TF 137
Three-in-a-row
Revising multiplication tables facts
Day 4
Specific Starter for Multiplication
TF 19-22
Day 5
Specific Starter for Multiplication
TF 19-22
1 Multiplying by 6, 7, 8 and 9
TF 138
2 Multiplying a two-digit number
by a single digit TF 139-140
3 Multiplying by 19 and 21
TF 140-141
Pupil Activities TF 138-139
1 Tables facts
2 Tables bingo
Ask pupils to make bingo cards with
stations from the 6, 7, 8 and 9 times
tables and provide an appropriate
call card.
Pupil Activity TF 140
1 Pupil Sheet 18
A two-digit number by a single digit
Pupil Activities TF 141
1 Pupil Sheet 19
A teens number by 19, 21
2 Product game
Page 3 of 23
Textbook page 40 TF 143
Textbook page 41
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NHM Framework Unit Planning Year 5 Autumn Term
Textbook pages 37-39 TF 142
Support
Extension
Plenary
Pupil Activities TF 133-134
1 Multiplication game
Prepare a set of answer cards to
each question. Place the cards face
up on the table. Ask pupils to work
in pairs to match up questions and
answers.
Pupil Activities TF 133-134
2 Find my number
Pupil Activity TF 135
1 Finding products
Provide pupils with two sets of
cards, set 1 containing multiples of
ten, 50 or less and set 2 multiples of
100, 500 or less.
Pupil Activities TF 138-139
1 Tables facts
3 Tables facts
Pupil Activity TF 135
1 Finding products
Give pupils a stopwatch. Ask them
to time how long it takes to do 5
questions. Ask them to do another 5
and see if they can beat their time.
Pupil Activities TF 138-139
4 Tables snap
Ask pupils to make cards for a
mixture of the 6, 7, 8 and 9 times
tables and use them to play Snap or
Pelmanism.
Follow-up for Textbook page 35
TF 136
Follow-up for Textbook page 36
TF 136
Follow-up for Textbook pages
37-39 TF 143
Home Activity 9
Check-up 11
Home Activity 10
Check-up 12
Pupil Activity TF 140
A two-digit number by a single digit
Work with pupils as a group and
decide what should be put in the
first boxes for each question. Ask
them to complete the remainder of
each question independently.
Pupil Activity TF 140
1 Pupil Sheet 18
A two-digit number by a single digit
Give pairs of pupils a set of twodigit number cards. Ask them to
take it in turns to select a card.
They must then challenge their
partner to multiply the number by 3,
4, 5, 6, 7, 8 or 9. Using a calculator
to check answers, each correct
solution scores a point.
Follow-up for Textbook page 40
TF 143
Pupil Activities TF 141
1 Pupil Sheet 19
A teens number by 19, 21
Pupil Activities TF 141
2 Product game
Give pupils number cards from 21
to 99 to select from.
Follow-up for Textbook page 41
TF 143
Home Activity 11
Check-up 13
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 4 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Understanding x and 
Mental calculation strategies (x and )
Pencil and paper procedures (x and )
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Multiply and divide any positive integer up to 10000 by 10 or 100 and
understand the effect (e.g. 9900 ÷ 10, 737 ÷ 10, 2060 ÷ 100).
Derive quickly or continue to derive quickly:
division facts corresponding to tables up to 10 × 10
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Division

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
166-171
M.F Shortcut 1
Unit 8:
Division
26-27
47-50
12
14
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Day 1
Tune-in TF 166-167
Dividing by 2, 3, 4, 5 and 10
Revising mental division
Day 2
Tune-in TF 166-167
Dividing by 2, 3, 4, 5 and 10
Revising mental division
Main
Teaching
1 Dividing by 6, 7, 8 and 9 TF 167
Revising mental division
1 Dividing by 6, 7, 8 and 9 TF 167
Revising mental division
Core
Activities
Pupil Activities TF 168
1 Pupil Sheet 26
Dividing by 6, 7, 8 and 9
2 Pupil Sheet 27
Domino template
Pupil Activities TF 168
1 Pupil Sheet 26
Dividing by 6, 7, 8 and 9
Before playing the game, ask pupils
to lay the dominoes out face up and
work in pairs to place them in a
string correctly.
Textbook pages 47-48 TF 170-171
Starter
Support
NHM Year 5 Framework Unit Planning
Textbook pages 47-48 TF 170-171
Provide pupils with a multiplication
table for support.
Dividing by 2-10, 100, 1000
Extension Textbook
page
Resource Sheets
7-8, 15-23
Day 3
Specific Starter for Multiplication
or Division
Day 4
Specific Starter for Multiplication
or Division
Day 5
Specific Starter for Multiplication
or Division
TF 19-25
TF 19-25
TF 19-25
2 Dividing by 10, 100 and 1000
TF 168-169
Mental division of three- and fourdigit numbers
Textbook page 49 TF 171
3 Divisibility TF 169-170
Introducing divisibility tests
Revision/Consolidation
Textbook page 50 TF 171
Ask pupils to design a poster which
explains the divisibility tests they
know.
Textbook page 49 TF 171
Work with the pupils as a group
before they do the page
independently. For q3, 6 and 9
discuss what multiplication fact
they will use to solve each question.
Write these facts on the board to
support pupils.
Textbook page 50 TF 171
Ask the pupils to work through q1
a-c in pairs answering b and c
orally. Discuss the pupils’ findings
as a group before they complete the
page independently.
Ask pupils to design a poster which
explains the divisibility tests they
know.
Page 5 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Extension
Plenary
Pupil Activities TF 168
1 Pupil Sheet 26
Dividing by 6, 7, 8 and 9
2 Pupil Sheet 27
Domino template
Ask pupils to make up their own
sets of dominoes cards to play with
each other.
Specific Starter for Division
TF 22-25
Textbook pages 47-48 TF 170-171
Ask pupils to make up their own
word problems which involve
division by 6, 7, 8 or 9. Swap with a
partner to solve.
Follow-up for Textbook pages
47-48 TF 171
Textbook page 49 TF 171
Tell pupils that labels are priced at
3p per letter. Ask them to find the
cost of a label for each of the
people on the page. Ask them to
find the cost of a label for their own
address. How much would 100
labels cost?
Follow-up for Textbook page 49
TF 171
Home Activity 12
Check-up 14
Textbook page 50 TF 171
Ask pupils to choose another single
digit number and look to see if there
is a way of easily finding out
whether a number divides exactly
by it.
Follow-up for Textbook page 50
TF 171
Ask pupils to design a poster which
explains the divisibility tests they
know.
Discuss the posters pupils
have made and summarise
the divisibility tests they
could use in the future.
Emphasise how these tests
can be used to check
answers.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 6 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Fractions, decimals and percentages
Ratio and proportion
Use fraction notation, including mixed numbers, and the vocabulary numerator and
denominator.
Change an improper fraction to a mixed number (e.g. change 13/10 to 13/10).
Recognise when two simple fractions are equivalent, including relating hundredths
to tenths (e.g. 70/100 = 7/10).
Order a set of fractions such as 2, 23/4, 13/4, 21/2, 11/2, and position them on a number
line.
Fractions

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
192-202
Unit 9:
Fractions
36-39
56-58
13
17
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Day 1
Tune-in TF 192
Squared paper shapes
Revising halves, thirds, quarters,
fifths, sixths, eighths and tenths
Pupil Sheet 36
1 Improper fractions
TF 194-195
Day 2
Specific Starter for Fractions
TF 26-29
2 Introducing sevenths, ninths,
twelfths and twentieths TF 196-197
Pupil Activities TF 195-196
1 Modelling proper and improper
fractions
2 Pupil Sheet 37
Mixed numbers and improper
fractions
Support
Pupil Activities TF 195-196
1 Modelling proper and improper
fractions
NHM Year 5 Framework Unit Planning
Day 3
Specific Starter for Fractions
TF 26-29
Fraction of a shape; equivalence
Extension Textbook
page
Resource Sheets
38
Day 4
Specific Starter for Fractions
Day 5
Specific Starter for Fractions
TF 26-29
TF 26-29
3 Equivalent fractions
TF 197-199
Extending equivalence to include
ninths, twelfths and twentieths
4 Comparing and ordering
fractions TF 199-201
Revision/Consolidation
Pupil Activity TF 197
1 Pupil Sheet 38
Sevenths, ninths, twelfths and
twentieths
Write some fractions on the board,
e.g. 2/3 3/10
For each fraction, ask pupils to give
three equivalent fractions.
Textbook page 58 TF 201
Textbook page 56 TF 201
Textbook page 57 TF 201
Pupil Activity TF 197
1 Pupil Sheet 38
Sevenths, ninths, twelfths and
twentieths
Pupil Activity TF 199
1 Pupil Sheet 39
Equivalence
Provide pairs of pupils with a set of
cards showing fractions they are
familiar with and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
cards. They must then choose a
comparison card and lay the three
cards out to make a correct
statement.
Provide pairs of pupils with a set of
cards showing fractions they are
comfortable with and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
Page 7 of 23
Textbook page 58 TF 201
Provide pupils with the equivalent
fractions chart (Resource Sheet 38)
for support.
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NHM Framework Unit Planning Year 5 Autumn Term
Extension
Pupil Activities TF 195-196
2 Pupil Sheet 37
Mixed numbers and improper
fractions
Use Pupil Sheet 27 to make a set
of dominoes of proper and
improper fractions for pupils to
play with.
Plenary
Discuss children’s work
Textbook page 56 TF 201
Ask pupils to make two sets of cards,
one showing mixed numbers and the
other the equivalent improper
fractions. They can use the cards to
play games of snap and Pelmanism.
Ask pupils to design a poster
explaining equivalent fractions to
an alien. They could use examples
of equivalent fractions and
strategies for finding them.
Follow-up for Textbook page 56 TF
201
Follow-up for Textbook page 57
TF 202
Home Activity 13
Check-up 17 TF
Textbook page 58 TF 201
Provide pairs of pupils with a set of
fraction cards and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
cards. They must then choose a
comparison card and lay the three
cards out to make a correct
statement.
Follow-up for Textbook page 58
TF 202
cards. They must then choose a
comparison card and lay the three
cards out to make a correct
statement. Provide pupils with the
equivalent fractions chart for
support.
Provide pupils with a set of cards
showing fractions they are familiar
with less than 5 and a blank 0-5
number line. Ask them to work in
pairs and take it in turns to pick a
card and label its position on the
number line.
Discuss pupils’ work.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 8 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Fractions, decimals and percentages
Ratio and proportion
Use fraction notation, including mixed numbers, and the vocabulary numerator and
denominator.
Change an improper fraction to a mixed number (e.g. change 13/10 to 13/10).
Recognise when two simple fractions are equivalent, including relating hundredths
to tenths (e.g. 70/100 = 7/10).
Order a set of fractions such as 2, 23/4, 13/4, 21/2, 11/2, and position them on a number
line.
Fractions

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
192-202
Unit 9:
Fractions
36-39
56-58
13
17
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Day 1
Tune-in TF 192
Squared paper shapes
Revising halves, thirds, quarters,
fifths, sixths, eighths and tenths
Pupil Sheet 36
1 Improper fractions
TF 194-195
Day 2
Specific Starter for Fractions
TF 26-29
2 Introducing sevenths, ninths,
twelfths and twentieths TF 196-197
Pupil Activities TF 195-196
1 Modelling proper and improper
fractions
2 Pupil Sheet 37
Mixed numbers and improper
fractions
Support
Pupil Activities TF 195-196
1 Modelling proper and improper
fractions
NHM Year 5 Framework Unit Planning
Day 3
Specific Starter for Fractions
TF 26-29
Fraction of a shape; equivalence
Extension Textbook
page
Resource Sheets
38
Day 4
Specific Starter for Fractions
Day 5
Specific Starter for Fractions
TF 26-29
TF 26-29
3 Equivalent fractions
TF 197-199
Extending equivalence to include
ninths, twelfths and twentieths
4 Comparing and ordering
fractions TF 199-201
Revision/Consolidation
Pupil Activity TF 197
1 Pupil Sheet 38
Sevenths, ninths, twelfths and
twentieths
Write some fractions on the board,
e.g. 2/3 3/10
For each fraction, ask pupils to give
three equivalent fractions.
Textbook page 58 TF 201
Textbook page 56 TF 201
Textbook page 57 TF 201
Pupil Activity TF 197
1 Pupil Sheet 38
Sevenths, ninths, twelfths and
twentieths
Pupil Activity TF 199
1 Pupil Sheet 39
Equivalence
Provide pairs of pupils with a set of
cards showing fractions they are
familiar with and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
cards. They must then choose a
comparison card and lay the three
cards out to make a correct
statement.
Provide pairs of pupils with a set of
cards showing fractions they are
comfortable with and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
cards. They must then choose a
Page 9 of 23
Textbook page 58 TF 201
Provide pupils with the equivalent
fractions chart (Resource Sheet 38)
for support.
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NHM Framework Unit Planning Year 5 Autumn Term
Extension
Pupil Activities TF 195-196
2 Pupil Sheet 37
Mixed numbers and improper
fractions
Use Pupil Sheet 27 to make a set
of dominoes of proper and
improper fractions for pupils to
play with.
Plenary
Discuss children’s work
Textbook page 56 TF 201
Ask pupils to make two sets of cards,
one showing mixed numbers and the
other the equivalent improper
fractions. They can use the cards to
play games of snap and Pelmanism.
Ask pupils to design a poster
explaining equivalent fractions to
an alien. They could use examples
of equivalent fractions and
strategies for finding them.
Follow-up for Textbook page 56 TF
201
Follow-up for Textbook page 57
TF 202
Home Activity 13
Check-up 17 TF
Textbook page 58 TF 201
Provide pairs of pupils with a set of
fraction cards and a set of cards
showing < , > and =. Ask them to
take it in turns to pick two fraction
cards. They must then choose a
comparison card and lay the three
cards out to make a correct
statement.
Follow-up for Textbook page 58
TF 202
comparison card and lay the three
cards out to make a correct
statement. Provide pupils with the
equivalent fractions chart for
support.
Provide pupils with a set of cards
showing fractions they are familiar
with less than 5 and a blank 0-5
number line. Ask them to work in
pairs and take it in turns to pick a
card and label its position on the
number line.
Discuss pupils’ work.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 10 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
6
Handling data
Using a calculator
Solve a problem by representing and interpreting data in tables, charts, graphs and
diagrams, including those generated by a computer, for example:
bar line charts, vertical axis labelled in 2s, 5s, 10s, 20s or 100s, first where
intermediate points have no meaning (e.g. scores on a dice rolled 50 times), then
where they may have meaning (e.g. room temperature over time).
Find the mode of a set of data.
Data Handling

8 days
Teaching File page
Pupil Sheets
Textbook page
376-386
72
119-122
Home Activities
Check-ups
MATERIALS
Using the Data Handling processes
Extension Textbook
page
Resource Sheets
12-14, 53, 54
Day 1
Tune-in TF 376-377
Reading scales
Interpreting the frequency axis
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Days 5-8
Generic Starter TF 2-5
Main
Teaching
1 From bar chart to bar line
chart TF 377-378
Introducing bar line charts
Consolidate Teaching from Day 1
2 Using a database TF 379-380
Extracting information from a table
3 Ticket sales TF 380-381
Introducing range and mode
Revision/Consolidation
Core
Activities
Textbook page 119 TF 382
Textbook page 120 TF 382
Textbook page 121 TF 382
Pupil Activity TF 381
1 Pupil Sheet 72
Organising and interpreting
Support
Textbook page 119 TF 382
Work with the pupils as a group
and discuss how the bar chart in q4
should be drawn. Before working
independently ensure each child
has drawn and labelled the axes
correctly and understands the scale
they are going to use.
Textbook page 120 TF 382
Work with the pupils as a group
and discuss how the bar line chart
in q5 should be drawn. Before
working independently ensure each
child has drawn and labelled the
axes correctly and understands the
scale they are going to use.
Textbook page 121 TF 382
Draw a large version of the table
on the board. Work with the pupils
as a group discussing the questions
and answers orally.
Pupil Activity TF 381
1 Pupil Sheet 72
Organising and interpreting
Ask pupils to work in pairs to
complete the tally chart, taking it
in turns to count the letters in a
name, enter it on the chart and
cross out the name.
Textbook page 122 TF 382
Ask pupils to carry out a study of the
names of children in the class and
design a poster showing the
information they discover. They may
choose to look at first names, middle
names or surnames. They might
consider the number of letters in a
name or the letter a name starts with.
Their posters could include tables of
information, charts and facts such as
modes and ranges.
Textbook page 122 TF 382
Ask pupils to carry out a study of the
names of children in the class and
design a poster showing the
information they discover. They may
choose to look at first names, middle
names or surnames. They might
consider the number of letters in a
Starter
NHM Year 5 Framework Unit Planning
Page 11 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Extension
Textbook page 119 TF 382
Ask pupils to make up some
questions that could be answered
using the bar chart. Swap with
partners to answer.
Textbook page 120 TF 382
Ask pupils to make up some
questions that could be answered
using the bar line chart. Swap with
partners to answer.
Textbook page 121 TF 382
Ask pupils to make up their own
clues similar to q3 to identify the
other bakers. Swap with a partner
to solve.
Pupil Activity TF 381
1 Pupil Sheet 72
Organising and interpreting
Ask pupils to carry out a similar
survey of girls’ names in their
class.
Plenary
Follow-up for Textbook page
119 TF 382
Follow-up for Textbook page
120 TF 382
Follow-up for Textbook page 121
TF 383
Follow-up for Textbook page
122 TF 383
name or the letter a name starts with.
Their posters could include tables of
information, charts and facts such as
modes and ranges.
Textbook page 122 TF 382
Ask pupils to carry out a study of the
names of children in the class and
design a poster showing the
information they discover. They may
choose to look at first names, middle
names or surnames. They might
consider the number of letters in a
name or the letter a name starts with.
Their posters could include tables of
information, charts and facts such as
modes and ranges.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
Recognise properties of rectangles.
Classify triangles (isosceles, equilateral, scalene), using criteria such as equal sides,
equal angles, lines of symmetry.
Make shapes with increasing accuracy.
2D Shape

Shape and space
8
5 days
Reasoning about shapes
Teaching File page
Pupil Sheets
Textbook page
332-338
S.T. Shortcut 2, 4, 6
S.M. Shortcut 1
Unit 19:
Shape
64-65
104-106
Home Activities
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
2D Shape: properties
Extension Textbook
page
Resource Sheets
48
Day 1
Tune-in TF 332
Find me
Revising the properties of
equilateral and isosceles triangles,
quadrilaterals and other polygons
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
1 Parallel and perpendicular lines
2 Diagonal lines TF 334-335
3 Properties of a triangle
TF 336-337
Revision/Consolidation
Revision/Consolidation
Pupil Activity TF 335
1 Pupil Sheet 64
Diagonals
Pupil Activities TF 337
1 Making triangles
Pupil Activities TF 337
3 Making triangles
Resource Sheet 48
Textbook page 106 TF 338
Pupil Activities TF 337
2 Pupil Sheet 65 Triangles
Copy the sheet onto card and cut
out the triangles or provide pupils
with a mixture of readymade
triangles. Put flashcards on the
table labelled equilateral, isosceles,
right-angled and scalene. Ask
pupils to work in pairs and place
Pupil Activities TF 337
1 Making triangles
TF 333-334
Core
Activities
Textbook page 104 TF 337
Support
Textbook page 104 TF 337
In q3 instead of answering a-d, give
pupils a sheet with the shapes on
and ask them to label any parallel
or perpendicular lines on the
shapes that they can spot.
NHM Year 5 Framework Unit Planning
Textbook page 105 TF 337
Pupil Activity TF 335
1 Pupil Sheet 64
Diagonals
On the sheet highlight the vertices
on each shape with a coloured
marker and remind pupils all
diagonals must join up vertices so
must start and end at a coloured
point.
Page 13 of 23
Textbook page 106 TF 338
Make large copies of the triangles
on the page. Work with the pupils
as a group to describe each triangle
in terms of its sides and angles. Ask
pupils to work in pairs to try and
find which triangles fit the
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NHM Framework Unit Planning Year 5 Autumn Term
Extension
Plenary
Textbook page 104 TF 337
Ask pupils to make a poster
describing examples of parallel and
perpendicular lines in the
classroom and outside world.
Discuss children’s work
Pupil Activity TF 335
1 Pupil Sheet 64
Diagonals
Provide pairs of pupils with a set of
other 2D shapes. For each one ask
them to say how many diagonals
there are without drawing them.
They can then check their answer
by drawing.
Follow-up for Textbook page 105
TF 338
each triangle next to the right card.
Pupil Activities TF 337
1 Making triangles
Follow-up for Textbook page 106
TF 338
descriptions.
Pupil Activities TF 337
3 Making triangles
Resource Sheet 48
Is there a way of knowing that all
the triangles possible have been
drawn?
Discuss children’s work.
Textbook page 106 TF 338
Ask pupils to make up some other
descriptions for triangles and swap
with a partner to draw triangles
that match them.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
9
5 days
Measures, including
problems
Objectives: children will be taught to…
NHM Topic
NHM Section
Use, read and write standard metric units (km, m, cm, mm) including their
abbreviations, and relationships between them. Convert larger to smaller units (e.g.
km to m, m to cm or mm).
Suggest suitable units and measuring equipment to estimate or measure length, mass
or capacity.
Measure and draw lines to the nearest millimetre.
Record estimates and readings from scales to a suitable degree of accuracy.
Understand, measure and calculate perimeters of rectangles and regular polygons.
Length

Teaching File page
Pupil Sheets
Textbook page
300-308
58
89-94
Home Activities
Check-ups
MATERIALS
Length
Extension Textbook
page
E13
Resource Sheets
Day 1
Tune-in TF 300-301
Metres and centimetres
Revising the relationship between
metres/half-metres/quarter metres and
centimetres
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
1 How long is a piece of string? TF 301302
Recording lengths in different forms
Textbook page 89 TF 306
2 Rods TF 302-303
Introducing the tenth of a metre
4 Measuring longer lengths
TF 303-304
Using the kilometre
Pupil Activity 1 TF 304
1 Metre/kilometre card game
5 Perimeter TF 304-305
More complex shapes
Textbook page 90 TF 306
3 Measuring short lengths TF
303
Using the millimetre
Textbook page 91 TF 306
Support
Textbook page 89 TF 306
For q1 provide pupils with a table to
record their results in. For q2 provide a set
of cards showing the missing
measurements and ask pupils to put them
in the appropriate places on the table.
Extension
Textbook page 89 TF 306
On the board, write five other items within
the classroom which could be measured.
Ask pupils to estimate the first item and
Textbook page 90 TF 306
Before doing the page give pupils
two sets of cards, one showing
measurements as decimals, e.g.
3.2m and the other as the
matching fraction, e.g. 3 2/10 m.
Ask pupils to spread the cards out
face up on the table and work in
pairs to find matching cards.
Textbook page 90 TF 306
Work in groups and measure each
pupil’s jump to the nearest cm.
Record the measurements from
Textbook page 91 TF 306
Before doing the page give pupils
two sets of cards, one showing
measurements in cm, e.g. 16 ½
cm and the other as mm, e.g.
165mm. Ask pupils to spread the
cards out face up on the table and
work in pairs to find matching
cards.
Textbook page 91 TF 306
Ask pupils to find items in the
classroom that it would be
sensible to measure in mm. Ask
Starter
Main
Teaching
Core
Activities
NHM Year 5 Framework Unit Planning
Page 15 of 23
Textbook pages 92-93 TF 306
Pupil Activity 1 TF 304
1 Metre/kilometre card game
Give pupils just two of the sets of
cards at a time, e.g. the m and km.
Ask them to work in pairs to find
matching cards.
Pupil Activity 1 TF 304
1 Metre/kilometre card game
Provide pupils with the distance
chart from a road atlas. Ask them to
Pupil Activities TF 305
1 Pupil Sheet 58
Perimeter
Textbook page 94 TF 307
Pupil Activities TF 305
1 Pupil Sheet 58
Perimeter
Work with pupils as a group and
measure and label each section
of each shape. Ask them to then
work in pairs to find the
perimeters.
Pupil Activities TF 305
1 Pupil Sheet 58
Perimeter
Extension Textbook page E13
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NHM Framework Unit Planning Year 5 Autumn Term
Plenary
then measure it. They score a point for
every cm their estimate is away from the
actual measurement. Repeat for the other
items. The winner is the person with the
smallest score.
Follow-up for Textbook page 89 TF 307
shortest to longest.
them to estimate then measure
these items.
pick two cities and find the distance
between them in km. They could
then convert the distance to m.
TF 308
Follow-up for Textbook page 90
TF 307
Follow-up for Textbook page 91
TF 307
Follow-up for Textbook pages
92-93 TF 307-308
Follow-up for Textbook page
94 TF 308
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Measures, including problems
Understand area measured in square centimetres (cm2).
Understand and use the formula in words
'length × breadth' for the area of a rectangle.
Area

5 days
Teaching File page
Pupil Sheets
Textbook page
276-284
Unit 17:
Measures
53-54
82-84
Home Activities
Check-ups
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Area
Extension Textbook
page
E14-E15
Resource Sheets
Day 1
Tune-in TF 276-277
Picture cards
Revising the area of shapes in cm²
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
Main
Teaching
1 Squares and rectangles
TF 277-279
Introducing the formula
2 Irregular shapes TF 279-280
3 Square metres TF 280-281
Revision/Consolidation
Further Teaching TF 281-282
1 Introducing square millimetres
Core
Activities
Pupil Activities TF 279
1 Rectangles
2 Pupil Sheet 53
Formula for a rectangle cm²
Pupil Activities TF 280
1 Pupil Sheet 54
Irregular shapes by counting
squares, cm²
Pupil Activity TF 281
1 Square metres
Textbook page 84 TF 282
Ask pupils to work in pairs to find
an estimate of the area of each
child’s thumbnail in mm2. Ask
pupils to make a poster of their
hand labelling the area of each nail
(in mm2) and the whole hand (in
cm2).
Pupil Activity TF 281
1 Square metres
Provide the pupils with a square
metre made out of paper.
Textbook page 84 TF 282
Provide pupils with the tiles already
made.
Provide pupils with a set of cards
showing different surfaces, e.g. the
area of a football pitch, the area of
a textbook page, and a set of
flashcards labelled mm2, cm2, m2.
Ask pupils to put the surface cards
next to the flashcard showing the
most sensible unit of measurement.
Starter
3 Mosaics
Textbook page 82 TF 282
Support
Pupil Activities TF 279
1 Rectangles
Provide an acetate with a cm square
grid on. Let pupils use this to help
find the length, breadth and area if
necessary.
NHM Year 5 Framework Unit Planning
Textbook page 83 TF 282
Pupil Activities TF 280
1 Pupil Sheet 54
Irregular shapes by counting
squares, cm²
Ask pupils to count all the whole
squares independently then work as
a group to discuss how to count all
Page 17 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
the part squares.
Extension
Pupil Activities TF 279
2 Pupil Sheet 53
Formula for a rectangle cm²
Pupil Activities TF 280
2 Approximate areas
Ask pupils to draw all the shapes
they can with an area of say 24cm2
Plenary
Follow-up for Textbook page 82
TF 282
Follow-up for Textbook page 83
TF 283
Pupil Activity TF 281
1 Square metres
Ask pupils to estimate how many
50p pieces in a single layer could
fill a square metre. Give pupils 10
50p pieces and ask them to try and
find a better estimate, explaining
their method and reasoning.
Discuss children’s work.
Textbook page 84 TF 282
Ask pupils to draw all the shapes
that could be made from the tiles
with an area of 2m2. Can they be
sure they have found them all?
Extension Textbook E14-E15
TF 283-284
Follow-up for Textbook page 84
TF 283
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
Partition into H, T and U, adding the most significant digits first.
Identify near doubles, such as 1.5 + 1.6.
Add or subtract the nearest multiple of 10 or 100, then adjust.
Develop further the relationship between addition and subtraction.
Add several numbers (e.g. four or five single digits, or multiples of 10 such as 40 +
50 + 80).
Use known number facts and place value for mental addition and subtraction (e.g.
470 + 380, 810 - 380, 7.4 + 9.8, 9.2 - 8.6).
Choose and use appropriate number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings, written methods, calculator.
Explain methods and reasoning, orally and in writing.
Check the sum of several numbers by adding in the reverse order.
Develop calculator skills and use a calculator effectively.
Check with the inverse operation when using a calculator.
Check with an equivalent calculation.
Addition

Doubles and near doubles
Subtraction

Mental subtraction involving two-digit numbers
5 days
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
74-79, 100-106
Unit 3:
Addition
Unit 4:
Subtraction
13
13-15, 25-27
3, 6
5, 8
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Resource Sheets
Day 1
Tune-in TF 74-75
Two of a kind
Revising doubles/near doubles from
20 + 20 to 50 + 50
Day 2
Specific Starter for Addition
TF 12-15
Day 3
Tune-in TF 100-101
Mental strategies
Revising subtraction of two-digit
numbers
Day 4
Specific Starter for Subtraction
TF 16-19
Day 5
Specific Starter for Subtraction
TF 16-19
1 Doubles and near doubles
TF 75-76
51 + 51 to 99 + 99
2 Doubles of multiples of 10 (to
1000), 100 (to 10 000) TF 77
1 Subtracting multiples/near
multiples of 10 TF 101-102
Revision: no bridging of a multiple
of 100
2 Subtracting multiples/near
multiples of 10 TF 102-103
Introducing bridging of a multiple
of 100
Pupil Activity TF 102
1 Pupil Sheet 13
Multiples/near multiples of 10, no
bridging
Textbook page 25 TF 105
3 Subtracting a two-digit number
from a three-digit number
TF 104
Bridging a multiple of 10 only
4 Subtracting a two-digit number
from a three-digit number
TF 104-105
Bridging multiples of 100
Textbook pages 26-27 TF
3 Adding several small numbers
TF 77-78
Core
Activities
Extension Textbook
page
Pupil Activity TF 76
1 Four in a row
Textbook page 13 TF 78
NHM Year 5 Framework Unit Planning
Textbook pages 14 –15 TF 78
Page 19 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Support
Pupil Activity TF 76
1 Four in a row
Provide a square showing the
numbers 11 – 60.
Textbook pages 14 –15 TF 78
Instead of doing p 14 provide pupils
with a set of cards showing similar
numbers to those on the page and a
set showing the doubles of these
numbers. Ask pupils to finding
matching cards.
Pupil Activity TF 102
1 Pupil Sheet 13
Multiples/near multiples of 10, no
bridging
Encourage pupils to draw blank
number lines and use them to find
the answers.
Extension
Pupil Activity TF 76
1 Four in a row
Provide a square showing a mixture
of two and three-digit numbers to
double.
Textbook pages 14 –15 TF 78
Ask pupils to work in pairs. Each
child takes it in turns to choose four
two-digit numbers and challenges
their partner to add the numbers
together as quickly as they can. If
their answer is correct (check with
a calculator) they score a point.
Plenary
Follow-up for Textbook page 13
TF 79
Follow-up for Textbook pages
14-15 TF 79
Pupil Activity TF 102
1 Pupil Sheet 13
Multiples/near multiples of 10, no
bridging
Write the total of all the answers to
the questions on the board. Pupils
must find the total of all their
answers using a method of their
choice. If their total is not the same
they must identify where they have
made mistakes.
Discuss children’s work.
Home Activity 3
Check-up 5
Textbook page 25 TF 105
Before pupils do the page decide as
a group what calculation needs to
be done for each question in q1 and
3.
Allow pupils to draw blank number
lines and use them to find the
answers.
Textbook page 25 TF 105
Give pairs of pupils two sets of
cards, one with three-digit numbers
on and the other with two-digit
numbers on. Pupils take it in turns
to turn a card over from each pile.
Both pupils must find the difference
between the two numbers. The
person who says the correct answer
first scores a point.
Textbook pages 26-27 TF
For q1 and 3 on each page discuss
with the pupils as a group and
record what calculations need to be
done before pupils work
independently. Allow pupils to use
number lines to support them.
Follow-up for Textbook page 25
TF 105
Follow-up for Textbook pages
26-27 TF105-106
Home Activity 6
Check-up 8
Textbook pages 26-27 TF
Ask pupils to make up subtraction
word problems. Swap with a
partner to answer.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Properties of numbers
Reasoning about numbers
Read and write whole numbers in figures and words, and know what each digit
represents.
Use the vocabulary of comparing and ordering numbers, including symbols such as
<, >, , , =. Give one or more numbers lying between two given numbers. Order a set
of integers less than 1 million.
Order a given set of positive integers.
Numbers to Millions

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
43-54
N.G. Shortcut 1
N.L. Shortcut 1
Unit 2:
Numbers to millions
7-9
4-7
2
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Place value, comparing and ordering
Extension Textbook
page
E1
Resource Sheets
3-4, 24-29, 37, 55-57
Day 1
Tune-in TF 43-44
Thousands, hundreds, tens and units
Revising place value for four-digit
numbers
1 Place value to millions TF 44-45
Introducing place value for five/six-/seven-/eight-digit numbers
Day 2
Specific Starter for Numbers to
millions
TF 7-11
Day 3
Specific Starter for Numbers to
millions
TF 7-11
Day 4
Specific Starter for Numbers to
millions
TF 7-11
Day 5
Specific Starter for Numbers to
millions
TF 7-11
2 Adding/subtracting powers of
10 TF 45-46
To/from numbers with up to eight
digits
3 Adding and subtracting powers
of 10 TF 47
Using a calculator
4 Comparing and ordering
numbers TF 48-49
5 Halfway between TF 50-51
Finding the number halfway
between a pair of five- to eight-digit
numbers
Pupil Activity TF 45
1 Pupil Sheet 7
Place value
Pupil Activity TF 46
1 Powers of ten
Pupil Activity TF 48
1 Pupil Sheet 8
Adding/subtracting powers of ten
Pupil Activities TF 49-50
2 Ordering 7-digit numbers
Resource Sheet 37
Pupil Activity TF 51
1 Pupil Sheet 9
Numbers halfway between
Textbook page 6 TF 52
Textbook page 7 TF 52
Pupil Activity TF 48
1 Pupil Sheet 8
Adding/subtracting powers of ten
Provide pupils with a set of blank
chains similar to those on the sheet
and a set of cards labelled +1, -1,
+10, -10, +100, -100, +1000, 1000. Put in three starting numbers
less than 100 000. Pupils shuffle the
Pupil Activities TF 49-50
1 Ordering 7-digit numbers
Resource Sheet 37
Textbook page 5 TF 52
Textbook page 4 TF 52
Support
Pupil Activity TF 45
1 Pupil Sheet 7
Place value
Provide pupils with place value
notation cards to make each
number and use to successfully
partition it.
NHM Year 5 Framework Unit Planning
Pupil Activity TF 46
1 Powers of ten
Provide 6 counters, addition and
subtraction cards up to 10 000 and
ask pupils to make 6 digit numbers.
Page 21 of 23
Pupil Activity TF 51
1 Pupil Sheet 9
Numbers halfway between
For q3 tell pupils to draw a number
line for each question to help them
find their answer.
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NHM Framework Unit Planning Year 5 Autumn Term
Extension
Plenary
Pupil Activity TF 45
1 Pupil Sheet 7
Place value
Provide pupils with newspaper
pages showing examples of large
numbers in use. Ask them to cut out
any numbers they find and create a
poster. For each cut out number
they must write it in another way
(i.e. in words if it appears in
numbers and vice versa) and say
something about its digits (e.g. how
many tens there are)
Follow-up for Textbook page 4
TF 52
Pupil Activity TF 46
1 Powers of ten
Put more than one zero card into
the set of number cards.
cards, pick one, write it onto the
chain and perform the calculation.
Repeat this until each chain is
complete.
Pupil Activity TF 48
1 Pupil Sheet 8
Adding/subtracting powers of ten
Ask pupils to make up addition and
subtraction word problems
involving large numbers and
powers of 10. Swap with a partner
to solve.
Follow-up for Textbook page 5
TF 52-53
Follow-up for Textbook page 6
TF 53
Pupil Activities TF 49-50
3 Inequality cards
Resource Sheet 37
Extension Teaching TF 54
1 Introducing Roman numerals
Extension Textbook page E1
TF 54
Follow-up for Textbook page 7
TF 53
Discuss children’s work.
Home Activity 2
Pupil Sheet 8
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 22 of 23
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NHM Framework Unit Planning Year 5 Autumn Term
Unit 1
TB 1
TB 2
TB 3
HA 1
CU 1
Unit 2
TB 35
TB 36
HA 9
CU 11
TB 37
TB 38
Unit 3
TB 47
TB 48
TB 49
HA 12
CU 14
TB 50
Unit 4
TB 56
HA 13
TB 57
CU 17
TB 58
Unit 5
TB 62
TB 63
HA 15
CU 19
TB 64
Unit 6
TB 119
TB 120
TB 121
TB 122
Unit 8
TB 104
TB 105
TB 106
Unit 9
TB 89
TB 90
TB 91
TB 92
TB 93
Unit 10
TB 82
TB 83
TB 84
EX 14
EX 15
Unit 11
TB 13
TB 14
TB 15
HA 3
Unit 12
TB 4
TB 5
HA 2
TB 6
NHM Year 5 Framework Unit Planning
TB 39
HA 10
CU 12
TB 65
TB 66
HA 16
CU 20
TB 94
EX 13
CU 5
TB 25
HA 6
TB 26
TB 27
TB 7
EX 1
Page 23 of 23
TB 40
TB 41
HA 11
CU 13
CU 8
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