NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
1
Place value, ordering and rounding
Using a calculator
Use the vocabulary of estimation and approximation.
Make and justify estimates of large numbers, and estimate simple proportions such
as one third, seven tenths.
Round any integer up to 10000 to the nearest 10, 100 or 1000.
Estimate by approximating (round to nearest 10 or 100),
then check result.
Develop calculator skills and use a calculator effectively.
Numbers to Millions

3 days
Teaching File page
Pupil Sheets
Textbook page
60-67
N.L. Shortcut 3
Unit 1:
Numbers to millions
11
10-12
Home Activities
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Day 1
Tune-in TF 60-61
Train journey
Revising estimation of a number from
its position on a 0-100 number line
1 Washing line TF 61-63
Estimating numbers on 0-100,
0-200 and 0-50 lines
Day 2
Specific Starter for Numbers to
millions
TF 7-11
Day 3
Specific Starter for Numbers to
millions
TF 7-11
2 Revising rounding of threedigit numbers TF 63-64
4 Rounding to find an
approximate total/difference
TF 65-66
3 Introducing rounding of fourdigit numbers TF 64-65
Textbook pages 11-12 TF 67
Core
Activities
Textbook page 10 TF 67
Support
Textbook page 10 TF 67
Provide pupils with an acetate with
lines which fit over the number lines
on the page and are marked off into
ten sections. Pupils can use this to
make sensible estimates.
Textbook pages 11-12 TF 67
For each question ask children to
draw a number line labelling each
end the 10 or 100 either side of
the number. They can then decide
where their number would go on
the line and decide the 10/100 it is
nearest to.
Extension
Textbook page 10 TF 67
Ask pupils to draw some blank lines
10cm long and labelled 0 at one end
and 1000 at the other. In pairs they
must take it in turns to challenge
Textbook pages 11-12 TF 67
Provide pupils with a set of four
and five digit number cards. Ask
them to select a card and write the
number down then round it to the
NHM Year 5 Framework Unit Planning
Check-ups/ Topic
Assessment
4
1a, b
Day 4
Estimating and rounding
Extension Textbook
page
Resource Sheets
22-23
Day 5
Pupil Activity TF 66
1 Pupil Sheet 11 Approximating
Pupil Activity TF 66
1 Pupil Sheet 11 Approximating
Write the numbers involved in the
calculations on the board. Ask
pupils to work in pairs and round
them to the nearest 1000/100.
Discuss the pupils’ answers then
ask them to use them to complete
the sheet.
Pupil Activity TF 66
1 Pupil Sheet 11 Approximating
On the board write some addition
and subtraction statements
involving four digit numbers, e.g.
Page 1 of 23
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NHM Framework Unit Planning Year 5 Summer Term
Plenary
their partner to estimate the position
of a number on the line. Their
partner must mark on their estimate.
After several goes show the children
how to use a ruler to see how
accurate the estimates were.
Follow-up for Textbook page 10 TF
67
nearest 10/100/1000.
Follow-up for Textbook pages 1112 TF 67
5672 + 2439 = 8111. Give some
with correct and some with
incorrect answers. Ask pupils to
estimate each answer by rounding
the numbers and identify which are
incorrect.
Check-up 4
Topic Assessment 1a, b
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 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
2
Understanding x and 
Mental calculation strategies (x and )
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.
Begin to use brackets.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
short multiplication of HTU or U.t by U; long multiplication of TU by TU;
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
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
150-157
M.F. Shortcut 1
22-25
44-46
Home Activities
MATERIALS
TOOLBOX
Check-ups/Topic
Assessment
4a, b
Written methods of multiplication
Extension Textbook
page
E5
Resource Sheets
Day 1
Tune-in TF 150-151
Revising mental multiplication of a
two-digit number by a single digit
1 The ‘Cross’ method TF 151
Multiplying a three-digit number by
a single digit
Day 2
Specific Starter for Multiplication
and Division TF 19-25
Day 3
Specific Starter for Multiplication
and Division TF 19-25
Day 4
Specific Starter for Multiplication
and Division TF 19-25
Day 5
Specific Starter for Multiplication
and Division TF 19-25
2 Developing a standard written
method TF 152-153
Multiplying a three-digit number by
a single digit
3 The ‘cross’ method TF 153-154
Multiplying a two-digit number by
a two-digit number
4 Introducing a standard written
method TF 155
Multiplying a two-digit number by a
two-digit number
Revision/Consolidation
Core
Activities
Pupil Activity TF 152
1 Pupil Sheet 22
A three-digit number by a single
digit, ‘cross’ method
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Pupil Activity TF 154
1 Pupil Sheet 24
A two-digit number by a two-digit
number, ‘cross’ method
Pupil Activity TF 155
1 Pupil Sheet 25
A two-digit number by a two-digit
number, standard recording (most
significant digits first)
Textbook pages 45-46 TF 156
Support
Pupil Activity TF 152
1 Pupil Sheet 22
A three-digit number by a single
digit, ‘cross’ method
Pupil Activity TF 154
1 Pupil Sheet 24
A two-digit number by a two-digit
number, ‘cross’ method
Pupil Activity TF 155
1 Pupil Sheet 25
A two-digit number by a two-digit
number, standard recording (most
Textbook pages 45-46 TF 156
Allow pupils to use an informal
method such as the ‘cross’ method
to find the answers to the questions.
Starter
Main
Teaching
NHM Year 5 Framework Unit Planning
Textbook page 44 TF 156
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
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NHM Framework Unit Planning Year 5 Summer Term
Work with the pupils as a group
and complete the grid section of q37. Ask them to complete the
questions independently.
Extension
Pupil Activity TF 152
1 Pupil Sheet 22
A three-digit number by a single
digit, ‘cross’ method
Ask pupils to decide whether the
method would work for multiplying
four digit numbers or larger. Ask
them to explain why they are sure it
would work, giving examples of
calculations to prove their thinking.
Plenary
Discuss children’s work.
recording
Put the questions on the board and
allow pupils to continue using the
informal ‘cross’ method to find the
answers.
Pupil Activity TF 153
1 Pupil Sheet 23
A three-digit number by a single
digit, expanded → standard
recording
Provide pairs of pupils with a set of
three- and four-digit number cards,
a 0-9 die and a calculator. Ask
them to take it in turns to select a
number and roll the die to see what
the number must be multiplied by.
They must find the answer using a
method of their choice whilst their
partner finds the answer using the
calculator. Who is fastest?
Follow-up for Textbook page 44
TF 157
Work with pupils together and
complete the grid section of q3-5
before asking them to find the
answers independently
Pupil Activity TF 154
1 Pupil Sheet 24
A two-digit number by a two-digit
number, ‘cross’ method
Thinking about the previous
lessons’ work ask pupils to work in
pairs and discuss how they might
be able to simplify the cross
method to make a more efficient
way of multiplying two two-digit
numbers. Discuss their ideas as a
group asking them to think of
examples to explain their thoughts.
Discuss children’s work.
significant digits first)
Put the questions on the board and
allow pupils to continue using the
informal ‘cross’ method to find the
answers.
Textbook pages 45-46 TF 156
Discuss children’s work.
Extension Textbook page E5
TF 155
Follow-up for Textbook pages
45-46 TF 157
Topic Assessment 4a, b
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Understanding x and 
Begin to express a quotient as a fraction, or as a decimal when dividing a whole
number by 2, 4, 5 or 10, or when dividing £.p.
Round up or down after division, depending on the context.
Use the relationship between multiplication and division.
Use known facts and place value to multiply and divide mentally.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Extend written methods to:
short division of HTU by U (with integer remainder).
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
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
178-188
M.F. Shortcut 1
30-35
53-55
Home Activities
MATERIALS
TOOLBOX
Starter
Main
Teaching
Core
Activities
Support
Day 1
Tune-in TF 178
Multiplying and dividing
Revising mental
multiplication and division by
2–10
1 Division of three-digit
numbers TF 179
Using an informal written
method
Pupil Activity TF 179
1 Division of three-digit
numbers by single-digits
Pupil Activity TF 179
1 Division of three-digit
numbers by single-digits
NHM Year 5 Framework Unit Planning
Dividing three-digit numbers; remainders
Check-ups/Topic
Assessment
16
5a, b
Extension Textbook
page
E6-E7
Resource Sheets
7-8
Day 2
Tune-in TF 178
Multiplying and dividing
Revising mental
multiplication and
division by 2–10
2 Division of three-digit
numbers TF 180
Developing a standard
written method, two-digit
quotients
Pupil Activities TF 180
1 Pupil Sheet 30
By 6–9, teens quotients
2 Pupil Sheet 32
By 2–9, two-digit
quotients
Day 3
Specific Starter for
Multiplication or Division
TF 19-25
Day 4
Specific Starter for Multiplication or Division
TF 19-25
Day 5
Specific Starter for Multiplication or
Division
TF 19-25
3 Division of three-digit
numbers
TF 180
Developing a standard written
method, three-digit quotients
Pupil Activities TF 181
1 Pupil Sheet 33
By 2–9, three-digit quotients
2 Pupil Sheet 34 Template
Textbook pages 53-54 TF 184
4 Division using a calculator
TF 181-182
Rounding the display to the nearest whole
number
Pupil Activities TF 180
1 Pupil Sheet 30
By 6–9, teens quotients
Pupil Activities TF 181
1 Pupil Sheet 33
By 2–9, three-digit quotients
Pupil Activity TF 182
1 Pupil Sheet 35
For each question provide pupils with a number
Further Teaching TF 182-183
1 Checking division
Finding approximate answers
2 An alternative standard written method
Using place value sharing
On the board write some division
questions. Ask pupils to find the
approximate answers using a method of
their choice. Discuss the different methods
used. Ask pupils to find the exact answers
to the questions and see how close their
estimates were.
Provide pupils with a set of cards showing
three-digit numbers. Ask them to pick a
card and round the number to the nearest
Pupil Activity TF 182
1 Pupil Sheet 35
Rounding quotients to the nearest whole number
Textbook page 55 TF 184
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NHM Framework Unit Planning Year 5 Summer Term
Provide pupils with a tables
square to support them in
their calculations.
Provide pupils with a tables
square to support them in their
calculations.
Extension
Pupil Activity TF 179
1 Division of three-digit
numbers by single-digits
Provide pairs of pupils with
two sets of questions. Using a
set each, pupils must
independently find the
answers. They must then
swap their questions and
answers with their partner
who must check them using
multiplication.
Pupil Activities TF 180
3 Pupil Sheet 31 Template
Provide a mixture of
questions including some
which will lead to
remainders. Provide
further questions on the
board which pupils must
set out for themselves.
Pupil Activities TF 181
2 Pupil Sheet 34 Template
Provide a mixture of questions
on the board including some
involving the division of a fourdigit number by a single digit
number and some which lead to
remainders. Pupils must set the
questions out themselves.
Plenary
Discuss the different
strategies children used.
Ask children to explain
the written methods they
used.
Follow-up for Textbook pages
53-54 TF 184
line with the ends labelled with the two whole
numbers the answer is between and split into
tenths. Ask them to mark on the line the
approximate position of their number and use the
line to decide which whole number is nearest to.
Extension Textbook pages E6 TF 187
10 and 100 drawing blank number lines if
necessary. When confident, ask them to
look at the questions on the board and see
if they can estimate the answers using
rounding.
Extension Textbook pages E7 TF 187
Ask pupils to compare some fiction books
and see which have the most/least words
in.
Follow-up for Textbook page 55 TF 184
Follow-up for Extension Textbook pages
E6-E7 TF 187-188
Check-up 16
Topic Assessment 5a, b
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Fractions, decimals and percentages
Decimals


5 days
Ratio and proportion
Use decimal notation for tenths and hundredths.
Know what each digit represents in a number with up to two decimal places.
Order a set of numbers or measurements with the same number of decimal places.
Round a number with one or two decimal places to the nearest integer.
Relate fractions to their decimal representations: that is, recognise the
equivalence between the decimal and fraction forms of one half, one quarter, three
quarters and tenths and hundredths (e.g. 7/10 = 0.7, 27/100 = 0.27).
Teaching File page
Pupil Sheets
Textbook page
227-240
N.L. Shortcut 4
Unit 12:
Decimals
43-44
67-71
Home Activities
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
21
Starter
Day 1
Specific Starter for Decimals
TF 29-32
Day 2
Specific Starter for Decimals
TF 29-32
Day 3
Specific Starter for Decimals
TF 29-32
Main
Teaching
5 Using a standard written
method for addition TF 227
6 Using a written method for
subtraction TF 227-228
7 Mental Multiplication of
decimals TF 228
Core
Activities
Textbook page 67 TF 229
Textbook page 68 TF 229
Textbook page 69 TF 229
Support
Textbook page 67 TF 229
Allow children to use an expanded
written method to find the answers.
Textbook page 68 TF 229
Allow children to use an expanded
written method to find the answers.
Extension
Textbook page 67 TF 229
Provide pupils with a set of cards
showing numbers to one decimal
Textbook page 68 TF 229
Ask pupils to make up their own
four names for aliens and their
NHM Year 5 Framework Unit Planning
Textbook page 69 TF 229
Provide pupils with a table square
to help them in their calculations.
For q2 and 3 remind the pupils to
multiply the units and tenths
separately then add the answers.
Textbook page 69 TF 229
Extension Textbook page E8
TF 231
Page 7 of 23
Tenths
Hundredths
Extension Textbook
page
E8
Day 4
Tune-in TF 232-233
Squares
Revising hundredths of a shape
1 Square and number lines
TF 233-234
Introducing decimal notation for
hundredths
Pupil Activities TF 234
1 Pupil Sheets 43
Template
2 Pupil Sheet 44
Hundredths, concept
Resource Sheets
42
Day 5
Specific Starter for Decimals
TF 29-32
2 Comparing and ordering decimals
TF 235-236
Pupil Activities TF 236-237
1 Decimals card game
2 Three-digit decimal game
Textbook page 71 TF 237
Textbook page 70 TF 237
Pupil Activities TF 234
1 Pupil Sheets 43
Template
Pupil Activities TF 236-237
2 Three-digit decimal game
Pupil Activities TF 234
2 Pupil Sheet 44
Hundredths, concept
Pupil Activities TF 236-237
1 Decimals card game
Ask pupils to play the game in pairs.
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NHM Framework Unit Planning Year 5 Summer Term
Plenary
place less than 50. Ask them to pick
three or four numbers and find their
total.
spaceships. They must then decide
how long each spaceship is (lengths
must be less than 100m and given to
one decimal place) and make up
clues to work out which alien owns
which spaceship. Swap with a
partner to solve.
Follow-up for Textbook page 67
TF 230
Follow-up for Textbook page
68 TF230
Provide pupils with a set of cards
made up of matching pairs of
numbers shown in fraction form
and decimal fraction form, e.g.
23.56 and 23 56/100. Pupils can
use the cards to play pelmanism.
Follow-up for Textbook page 69
TF 231
Follow-up for Textbook page 70
TF 239
Shuffle two sets of 0-9 cards and place
them face down on the table. Add a
‘tens’ box to the baseboard. Having
decided whether to aim for the largest
or smallest number, players take it in
turns to pick a card and put it on their
board. When each player has placed
four cards compare the numbers.
Follow-up for Textbook page 71 TF
239
Check-up 21
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
Fractions, decimals and percentages
Ratio and proportion
Use decimal notation for tenths and hundredths.
Know what each digit represents in a number with up to two decimal places.
Relate fractions to their decimal representations: that is, recognise the
equivalence between the decimal and fraction forms of one half, one quarter, three
quarters and tenths and hundredths (e.g. 7/10 = 0.7, 27/100 = 0.27).
Begin to understand percentage as the number of parts in every 100, and find simple
percentages of small whole-number quantities (e.g. 25% of £8).
Express one half, one quarter, three quarters, and tenths and hundredths, as
percentages (e.g. know that 3/4 = 75%).
Decimals

Hundredths
Percentages

Percentages
5 days
Teaching File page
Pupil Sheets
Textbook page
237-243, 246-250
N.L. Shortcut 4
Unit 13:
Percentages
45-46
72-76
Home Activities
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Check-ups/Topic
Assessment
7a, b, 8
Extension Textbook
page
E9-E10
Resource Sheets
30,55-57
Day 1
Specific Starter for Decimals
TF 29-32
3 Mental methods TF 237-238
Adding and subtracting three-digit
decimals
Day 2
Specific Starter for Decimals
TF 29-32
4 Written methods TF 238
Adding and subtracting three-/fourdigit decimals
Day 3
Tune-in TF 246-247
Revising hundredths
1 Introducing percentages
TF 247-248
Day 4
Tune-in TF 246-247
Revising hundredths
1 Introducing percentages
TF 247-248
Day 5
Generic Starter TF 2-5
Core
Activities
Textbook page 72 TF 238
Textbook page 73-74 TF 238
Pupil Activities TF 249
1 Colouring in cubes
Ask pupils to make their own strips
using cubes of different colours and
record the percentage of the strip
which is each colour.
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Textbook pages 75-76 TF 250
Support
Textbook page 72 TF 238
Allow children to use informal
jottings such as blank number lines
to help them find the answers.
Textbook page 73-74 TF 238
Provide pupils with a template for
doing the calculations on which has
the tens, units, tenths and
hundredths columns clearly marked
along with the decimal points.
Pupil Activities TF 249
4 Pupil Sheet 45 Concept
5 Pupil Sheet 46 Template
Pupil Activities TF 249
1 Colouring in cubes
Pupil Activities TF 249
2 Percentage pelmanism
Shuffle the cards and place them
face up on the table. Ask pupils to
work in pairs to find the matching
cards. When they have had
Starter
Main
Teaching
NHM Year 5 Framework Unit Planning
Page 9 of 23
Revision/Consolidation
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NHM Framework Unit Planning Year 5 Summer Term
Pupils can then position their
numbers on the template correctly
and carry out the calculations.
Extension
Plenary
Textbook page 72 TF 238
In q4b ask pupils to find all the
different solutions to the square
they can.
Follow-up for Textbook page 72
TF 240
sufficient practise they can do p76.
Textbook pages 75-76 TF 250
Textbook page 73-74 TF 238
Extension Textbook page E9
TF 243
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Follow-up for Textbook pages
73-74 TF 240
Topic Assessment 7a, b
Discuss children’s work
Pupil Activities TF 249
2 Percentage pelmanism
3 Card game
Textbook pages 75-76 TF 250
Discuss children’s work
Extension Textbook E10 TF 252
Follow-up for Textbook pages
75-76 TF 250
Topic Assessment 8
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer 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
Home Activities
Check-ups
MATERIALS
383-386
Using the Data Handling processes (cont.)
Extension Textbook
page
E19-E22
Resource Sheets
Starter
Day 1
Generic Starter TF 2-5
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Days 5
Generic Starter TF 2-5
Days 6-8
Generic Starter TF 2-5
Main
Teaching
Revise bar-line graphs
from Autumn term unit 6
Revise methods of
collecting data. In
particular consider
questionnaires and what
makes successful questions.
If possible introduce
children to software
packages appropriate for
data collection and allow
them to be used in the rest
of the unit.
Ask children to devise a
method of collection for their
research. This might be a
questionnaire or a task that
participants are going to do
(for example children may
want to look at how quickly a
child’s heart rate returns to
normal after exercise)
Discuss with children areas
to consider when collecting
data, e.g. timing, asking
people to participate, how
long they will need to be
involved for, etc.
Revise databases from
Autumn term unit 6
Revise range and mode
from Autumn term unit 6
Discuss the best ways of
presenting data and the key
features of graphs.
Ask children to collect data.
They should share the
workload out amongst the
group and be aware of the
disturbances they are making
to other children/classes.
Allow children to carry on
collecting data if necessary
and start creating tables to
represent the data they have
collected.
Core
Activities
Explain to children that they
will be working in groups for
this unit of work to design
and carry out a survey
involving their class or the
children of the school.
Discuss examples of research
questions that could be
investigated, e.g. ‘do boys do
more exercise than girls?’,
‘how do children feel about
the amount and type of
homework they are set in a
week?’
Put children in groups and
NHM Year 5 Framework Unit Planning
Discuss how to use
collected data to answer
research questions.
Page 11 of 23
Ask children to complete
tables representing their data
and begin to analyse the
information they have
obtained.
Ask children to prepare a
presentation about the
research they have carried
out. This should include
graphs as well as statements
about what they did and what
they have discovered, e.g.
range and mode information
and what their data tells
them about their original
question.
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NHM Framework Unit Planning Year 5 Summer Term
ask them to come up with a
research question.
Support
On strips of paper write
different research questions.
Ask groups to choose a
question that they would like
to explore.
Give children some templates
for questionnaires say and
ask them to complete them
for their research.
Ask children to collect data.
Discuss with them how they
can share the workload out
amongst the group and be
aware of the disturbances
they are making to other
children/classes.
Allow children to carry on
collecting data if necessary
and start creating tables to
represent the data they have
collected. If necessary
provide templates of tables
for children to complete.
Ask children to complete
tables representing their data
and begin to analyse the
information they have
obtained.
Look at the tables of data
with the children and ask
questions about what they
can see.
Extension
Explain to children that they
will be looking at some other
ways of representing data
before they do their research.
They must therefore be in
groups with children who are
all going to do the extension
work.
Discuss children’s work
1 Café visitors TF 383-384
Introducing line or trend
graphs
Extension Textbook page
E19
TF 385
If time work on group
research.
Discuss children’s work
Introduce Extension
Textbook page E20 TF 385
Extension Textbook page
E20
TF 385
If time work on group
research.
2 Ticket sales TF 384
Introducing the
mean/average
Extension Textbook page
E21
TF 385
If time work on group
research.
Discuss children’s work
Introduce Extension
Textbook page E22 TF 385
Extension Textbook page
E22
TF 385
If time work on group
research.
Plenary
Discuss children’s work
Discuss children’s work
Ask children to prepare a
presentation about the
research they have carried
out. This should include
graphs as well as statements
about what they did and what
they have discovered, e.g.
range and mode information
and what their data tells
them about their original
question.
Provide pupils with a
suggested format to follow
when preparing their work.
Ask pupils to carry out some
research to look at their
question. They must prepare
a presentation and their
work should include the new
methods of analysing and
presenting data that they
have been introduced to.
Look at children’s
presentations.
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
8
Shape and space
Reasoning about shapes
Recognise where a shape will be after reflection in a mirror line parallel to one side
(sides not all parallel or perpendicular to the mirror line).
Recognise where a shape will be after a translation.
Recognise positions and directions:
read and plot co-ordinates in the first quadrant;
recognise perpendicular and parallel lines.
Position, Movement
and Angle

5 days
Teaching File page
Pupil Sheets
Textbook page
354-371
S.M. Shortcut 1
69-70
111-114
Home Activities
Check-ups
MATERIALS
TOOLBOX
Position, movement and angle
Extension Textbook
page
Resource Sheets
43-44, 49
Starter
Day 1
Tune-in TF 354-355
Revising co-ordinates
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 Completing Symmetrical Shapes TF
355-356
2 Drawing 2D Shapes TF 357
On a co-ordinate grid
3 Completing 2D shapes, drawing
parallel lines TF 358-359
4 Translating shapes TF 359-360
On a squared grid
5 Translating shapes TF 360-362
On a co-ordinate grid
On a co-ordinate grid
On a co-ordinate grid
Core
Activities
Textbook page 111 TF 369
Pupil Activity TF 357
1 Pupil Sheet 69
Co-ordinates
Textbook page 112 TF 369
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Suggest to the pupils which shape
to use to begin the pattern on each
strip.
Textbook page 113 TF 369
Textbook page 114 TF 369
Support
Textbook page 111 TF 369
Provide pupils with squared paper.
Ask them to copy the axes and
shapes onto the paper and draw in
the reflection. They can then read
off the coordinates of the vertices.
Pupil Activity TF 357
1 Pupil Sheet 69
Co-ordinates
Provide pupils with sheets giving a
separate set of axes for each shape
to be drawn.
Textbook page 112 TF 369
Provide pupils with squared paper.
Ask them to copy the axes and lines
onto the paper and draw in the
missing sides of the shapes or, in q2,
the parallel lines. They can then
read off the coordinates required.
Textbook page 114 TF 369
Copy the pictures onto squared
paper for the children and ask them
to draw the translated shapes onto
the paper.
Extension
Textbook page 111 TF 369
Ask pupils to draw their own axes
and half shapes onto squared
Pupil Activity TF 357
1 Pupil Sheet 69
Co-ordinates
Textbook page 112 TF 369
On squared paper ask pupils to
draw a set of axes and a simple
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
Give the pupils a template of a
simple shape to start their strip
pattern off with and an instruction
for translation to follow, e.g.
‘translate the shape four units to
the right’.
Pupil Activity TF 360
1 Pupil Sheet 70
2D Shape: Template
NHM Year 5 Framework Unit Planning
Page 13 of 23
Textbook page 114 TF 369
Ask pupils to draw a large set of
axes onto squared paper. Starting
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NHM Framework Unit Planning Year 5 Summer Term
Plenary
paper. Swap with a partner who has
to list the coordinates of the
vertices needed to complete the
shapes then draw in the other half.
Ask pupils to write their own lists
of coordinates which if followed
would make a shape. Swap with a
partner who has to follow the
instructions to draw the shape.
Follow-up for Textbook page 111
TF 370
Discuss children’s work
picture, e.g. a robot face. They must
then record all the coordinates that
are at a vertex of the picture. Swap
the coordinates with a partner who
must follow them to recreate the
picture.
Follow-up for Textbook page 112
TF 370
at one corner ask them to draw a
shape and then decide on a
translation to create a pattern
going across the page.
Follow-up for Textbook page 113
TF 371
Follow-up for Textbook page 114
TF 371
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 14 of 23
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Shape and space
Reasoning about shapes
Recognise positions and directions:
recognise perpendicular and parallel lines.
Understand and use angle measure in degrees.
Identify, estimate and order acute and obtuse angles.
Use a protractor to measure and draw acute and obtuse angles to the nearest 5°.
Calculate angles in a straight line.
Position, Movement
and Angle

5 days
Teaching File page
Pupil Sheets
Textbook page
362-371
S.M. Shortcut 1
Unit 20:
Shape
71
115-118
Home Activities
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Position, movement and angle
Extension Textbook
page
Resource Sheets
45, 50
Starter
Day 1
Generic Starter TF 2-5
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
6 Turns in multiples of 45˚, 30˚
TF 362-363
7 Following and describing
pathways TF 364
8 Acute and obtuse angles
TF 365-367
9 Estimating and measuring
angles TF 367
To the nearest 5˚
Revision/Consolidation
Core
Activities
Textbook page 115 TF 369
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Textbook page 117 TF 370
Textbook page 118 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
draw the angle using a protractor.
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Provide pupils with an enlarged
version of the map which they can
turn around and easily draw routes
onto.
Textbook page 117 TF 370
Provide pupils with a piece of
acetate with a right angle drawn
on. This can be placed over each
angle to decide whether they are
smaller or larger than a right
angle.
Textbook page 118 TF 370
In q1 ask the pupils to work in
pairs. Both children must measure
the angle and compare
measurements. They must agree a
size before moving onto the next
question.
Provide pupils with a set of cards
with angles drawn on them. In pairs
they must pick a card and estimate
the size of the angle. They can then
use a protractor to see how close
their estimate was.
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Ask pupils to draw their own island
maps. They must decide on a spot
Textbook page 117 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
Textbook page 118 TF 370
Ask pupils to use a protractor to
measure the angles they drew the
previous day. How close were their
Ask pupils to create a poster that
would describe to an alien what a
protractor is used for and how to
use it.
Textbook page 116 TF 369
Support
Extension
Textbook page 115 TF 369
Discuss with the children how many
degrees each section on the
temperature gauge and on the clock
is worth. Provide them with a card
gauge and clock on which they can
move the pointer through the
required turn.
Textbook page 115 TF 369
Give pairs of children a picture of a
clock and a card clock. Ask them to
challenge each other to say what
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer Term
Plenary
the time will be after a given move,
e.g. ‘move clockwise 120o from 3
o’clock’. Their partner can use the
card clock to check their answer.
Follow-up for Textbook page 115
TF 371
where there is treasure buried and
give directions on how to reach it.
Swap with a partner to follow and
find the treasure.
Follow-up for Textbook page 116
TF 371
using a ruler draw an angle that
they think is roughly the size of that
on the card.
Follow-up for Textbook page 117
TF 371
estimates? Provide further cards
with angles such as 32o, 57o. Ask
pupils to pick a card and draw the
angle using the protractor.
Follow-up for Textbook page 118
TF 371
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 16 of 23
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Shape and space
Reasoning about shapes
Recognise positions and directions:
recognise perpendicular and parallel lines.
Understand and use angle measure in degrees.
Identify, estimate and order acute and obtuse angles.
Use a protractor to measure and draw acute and obtuse angles to the nearest 5°.
Calculate angles in a straight line.
Position, Movement
and Angle

5 days
Teaching File page
Pupil Sheets
Textbook page
362-371
S.M. Shortcut 1
Unit 20:
Shape
71
115-118
Home Activities
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Position, movement and angle
Extension Textbook
page
Resource Sheets
45, 50
Starter
Day 1
Generic Starter TF 2-5
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
6 Turns in multiples of 45˚, 30˚
TF 362-363
7 Following and describing
pathways TF 364
8 Acute and obtuse angles
TF 365-367
9 Estimating and measuring
angles TF 367
To the nearest 5˚
Revision/Consolidation
Core
Activities
Textbook page 115 TF 369
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Textbook page 117 TF 370
Textbook page 118 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
50o. Ask them to pick a card and
draw the angle using a protractor.
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Provide pupils with an enlarged
version of the map which they can
turn around and easily draw routes
onto.
Textbook page 117 TF 370
Provide pupils with a piece of
acetate with a right angle drawn
on. This can be placed over each
angle to decide whether they are
smaller or larger than a right
angle.
Textbook page 118 TF 370
In q1 ask the pupils to work in
pairs. Both children must measure
the angle and compare
measurements. They must agree a
size before moving onto the next
question.
Provide pupils with a set of cards
with angles drawn on them. In pairs
they must pick a card and estimate
the size of the angle. They can then
use a protractor to see how close
their estimate was.
Pupil Activity TF 365
1 Pupil Sheet 71 Pathways
Ask pupils to draw their own island
Textbook page 117 TF 370
Provide pupils with cards labelled
with different angles, e.g. 30o, 10o,
Textbook page 118 TF 370
Ask pupils to use a protractor to
measure the angles they drew the
Ask pupils to create a poster that
would describe to an alien what a
protractor is used for and how to
Textbook page 116 TF 369
Support
Extension
Textbook page 115 TF 369
Discuss with the children how many
degrees each section on the
temperature gauge and on the clock
is worth. Provide them with a card
gauge and clock on which they can
move the pointer through the
required turn.
Textbook page 115 TF 369
Give pairs of children a picture of a
clock and a card clock. Ask them to
NHM Year 5 Framework Unit Planning
Page 17 of 23
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NHM Framework Unit Planning Year 5 Summer Term
Plenary
challenge each other to say what
the time will be after a given move,
e.g. ‘move clockwise 120o from 3
o’clock’. Their partner can use the
card clock to check their answer.
Follow-up for Textbook page 115
TF 371
maps. They must decide on a spot
where there is treasure buried and
give directions on how to reach it.
Swap with a partner to follow and
find the treasure.
Follow-up for Textbook page 116
TF 371
50o. Ask them to pick a card and
using a ruler draw an angle that
they think is roughly the size of that
on the card.
Follow-up for Textbook page 117
TF 371
previous day. How close were their
estimates? Provide further cards
with angles such as 32o, 57o. Ask
pupils to pick a card and draw the
angle using the protractor.
Follow-up for Textbook page 118
TF 371
use it.
Discuss children’s work
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 18 of 23
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
Mental calculation strategies (+ and -)
Partition into H, T and U, adding the most significant digits first.
Develop further the relationship between addition and subtraction.
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).
Use informal pencil and paper methods to support, record or explain additions and
subtractions. Extend written methods to:
column addition/subtraction of two integers less than 10000;
addition of more than two integers less than 10000;
addition or subtraction of a pair of decimal fractions, both with one or both with two
decimal places (e.g. £29.78 + £53.34).
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.
Addition

Addition involving four-digit numbers
Subtraction

Written methods of subtraction
5 days
Pencil and paper procedures (+ and -)
Money and ‘real life’ problems
Making decisions and checking
results, including using a calculator
Teaching File page
Pupil Sheets
Textbook page
Home Activities
87-92, 120-124
17
21-24, 33-34
5
MATERIALS
Starter
Main
Teaching
Day 1
Tune-in TF 87-88
Adding a three-digit number and a
two-digit multiple of 10
1 Adding a four-/five-digit
number and a two-digit multiple
of 10 TF 88
Core
Activities
Textbook page 21 TF 90
Support
Textbook page 21 TF 90
Discuss with the pupils as a group
the calculations needed to answer
q1, 3, 5 and 6. Allow pupils to use
informal jottings to support them in
finding the answers.
NHM Year 5 Framework Unit Planning
Day 2
Specific Starter for Addition
TF 12-15
Day 3
Specific Starter for Addition
TF 12-15
2 Adding a three-digit multiple of
100 to a three-/four-digit number
TF 89
Bridging a multiple of 1000
Pupil Activity TF 89
1 Adding game
Textbook page 22 TF 90
3 Using a standard written method TF
90
Pupil Activity TF 89
1 Adding game
In envelope A put the cards 300,
300, 400, 400, 500, 500, 600
Check-ups/Topic
Assessment
7
2a, b, 3a, b
Extension Textbook
page
E2-E4
Resource Sheets
55-57
Day 5
Specific Starter for Subtraction
TF 16-19
Textbook pages 23-24 TF 91
Day 4
Tune-in TF 120-121
Revising written methods of
subtracting three-digit numbers
1 Subtraction involving four-digit
numbers TF 121-122
Extending the use of a standard
written method
Textbook pages 33-34 TF 123-124
Textbook pages 23-24 TF 91
Work with the pupils as a group
and decide the calculations
required to answer q1,2,3 and 5.
Ask pupils to write down the
calculations and then ask them to
Textbook pages 33-34 TF 123-124
Work with the pupils as a group
and decide the calculations
required to answer q1 and 3. Ask
pupils to write down the
calculations and then ask them to
Pupil Activity TF 123
1 Pupil Sheet 17
Written methods, complementary
addition
Give pupils the first two sections of
the sheet to attempt. If they find this
Page 19 of 23
Further Teaching TF 122-123
1 Subtracting by ‘counting up’
Exploring an alternative written
method
Pupil Activity TF 123
1 Pupil Sheet 17
Written methods, complementary
addition
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NHM Framework Unit Planning Year 5 Summer Term
Extension
Plenary
Textbook page 21 TF 90
Provide pupils with a set of cards
showing four-digit numbers all of
whom end in 50 or more and a set
of cards showing 50, 60,70 ,80 90.
Ask pupils to take a card from each
set and find the total as quickly as
they can. How many questions can
they do in two minutes? Can they
beat their record?
Follow-up for Textbook page 21
TF 91
work out the answers independently
using a method of their choice.
work out the answers independently
using an extended method if
required.
method useful give them further
practice involving three-digit
numbers only.
Pupil Activity TF 89
1 Adding game
Include cards over 1000 in each
envelope. Ask pupils to have five
goes each and record their answers
each time. Find the total of each
player’s answers using a
calculator. The winner is the one
with the highest total.
Textbook pages 23-24 TF 91
Extension Textbook page E2
TF 95
Textbook pages 33-34 TF 123-124
Ask pupils to answer the questions
on p34 without using a calculator.
Can they make up their own puzzles
to swap with a friend to solve?
Extension Textbook pages
E3-E4 TF 127
Follow-up for Textbook page 22
TF 91
Follow-up for Textbook pages 2324 TF 91
Follow-up for Textbook pages
33-34 TF 124
Discuss children’s work
Home Activity 5
Check-up 7
Topic Assessment 2a, b
Topic Assessment 3a, b
Additional
notes
Extra
Resources
Review
NHM Year 5 Framework Unit Planning
Page 20 of 23
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NHM Framework Unit Planning Year 5 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Properties of numbers
Reasoning about numbers
Make general statements about odd or even numbers, including the outcome of sums
and differences.
Recognise multiples of 6, 7, 8, 9, up to the 10th multiple.
Know and apply tests of divisibility by 2, 4, 5, 10 or 100.
Know squares of numbers to at least 10 × 10.
Find all the pairs of factors of any number up to 100.
Number Properties

5 days
Teaching File page
Pupil Sheets
Textbook page
263-271
N.G. Shortcut 1
S.T. Shortcuts 1, 3, 5
Units 15, 16:
Number properties
51
80-81
Home Activities
Check-ups
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Number properties
Extension Textbook
page
E11-E12
Resource Sheets
55-57
Day 1
Generic Starter TF 2-5
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
4 Multiples TF 263-264
Revision/consolidation
5 Factors TF 265-266
Revision/Consolidation
Revision/Consolidation
Core
Activities
Pupil Activities TF 264
1 Venn diagrams
Pupil Activities TF 264
2 Choosing multiples
3 Colouring multiples on 100squares
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Textbook page 81 TF 268
Provide pupils with a series of true
and false statements, e.g. ’112 is a
multiple of 8’, ’12 is a factor of
226’. Ask pupils to write ‘true’ or
‘false’ next to each one.
Starter
Textbook page 80 TF 267-268
Support
Pupil Activities TF 264
1 Venn diagrams
Provide pupils with a large Venn
diagram already drawn and a set of
cards showing the stations of the 5
and 3 times tables. Ask them to
work in pairs to place the cards in
the correct part of the Venn
diagram.
Pupil Activities TF 264
3 Colouring multiples on 100squares
Pupil Activities TF 266
1 Pupil Sheet 51
Multiplication using factors
Go through each question with the
children as a group and decide
which factors to split each number
into and complete the first line for
each question. Then ask pupils to
complete the sheet independently.
Textbook page 81 TF 268
Provide pupils with a multiplication
table to support them in q1 and 2.
For q3 Provide a copy of the Venn
diagram and a set of 1-20 cards.
Ask them to place the cards into the
correct parts of the Venn diagram.
Provide pupils with a series of true
and false statements, e.g. ’56 is a
multiple of 8’, ’10 is a factor of 26’.
Only choose statements that are
within the times tables range. Ask
pupils to work in pairs to write
‘true’ or ‘false’ next to each one.
Extension
Pupil Activities TF 264
2 Choosing multiples
Pupil Activities TF 264
1 Venn diagrams
Pupil Activities TF 266
1 Pupil Sheet 51
Textbook page 81 TF 268
Extension Textbook pages
Ask pupils to work in pairs. They
must take it in turns to write a
NHM Year 5 Framework Unit Planning
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NHM Framework Unit Planning Year 5 Summer Term
Plenary
Discuss children’s work
Provide pupils with a set of cards
showing two- and three-digit
multiples of 3 and 5. Ask them to
turn a card over and enter the
number into the correct part of the
Venn diagram.
Follow-up for Textbook page 80
TF 267
Multiplication using factors
Extension Textbook pages
E11 TF 269-270
E12 TF 269-270
Follow-up for Textbook page 81
TF 268
Discuss children’s work
number down in secret. Their
partner must then ask questions
about the number using the word
‘multiple’ or ‘factor’ in each
question. How many questions does
it take to guess the number?
Discuss children’s work
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 Summer Term
Unit 1
TB 10
TB 11
TB 12
CU 4
TA 1ab
Unit 2
TB 44
TB 45
TB 46
EX 5
TA 4ab
Unit 3
TB 53
TB 54
TB 55
CU 16
EX 6
EX 7
TA 5ab
Unit 4
TB 67
TB 68
CU 21
TB 69
EX 8
TB 70
TB 71
Unit 5
TB 72
TB 73
TB 74
EX 9
TB 75
TB 76
EX 10
Unit 6
EX 19
EX 20
EX 21
EX 22
Unit 8
TB 111
TB 112
TB 113
TB 114
Unit 9
TB 115
TB 116
TB 117
TB 118
Unit 10
TB 97
TB 98
TB 99
TB 100
TB 101
TB 102
TB 103
Unit 11
TB 21
TB 22
HA 5
TB 23
TB 24
CU 7
EX 2
Unit 12
TB 80
TB 81
EX 11
EX 12
NHM Year 5 Framework Unit Planning
TA 7ab
TA 8
TB 33
TB 34
Page 23 of 23
EX 3
EX 4
TA 2ab
TA 3ab
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