Year 5 Long Term Planning - Maths
Upper Key Stage 2 Programme of Study
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit.
Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.
Count forwards and backwards in simple fractions.
Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.
Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000.
Round decimals with 2 decimal places to the nearest whole number and to one decimal place.
Solve number problems and practical problems that involve all of the above.
Identify place value in large whole numbers.
Use numbers in context, including measurement.
Order these numbers.
Write a multiple of 5 that is larger than 240302
What is the value of the 9 in 396421?
Continue the sequence: 16241, 26241, 36241
Continue the sequence: -12, -8, -4,
Round 42973 to the nearest 10.
Round 4.72cm to one decimal place.
What is the rule for this number sequence?

Year 5 Long Term Planning - Maths
Extend and apply understanding of number to include decimals and fractions they are familiar with.
Recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule in words
(e.g. add 1/2).
Know angles are measured in degrees
Estimate and compare acute, obtuse and reflex angles.
Draw given angles and measure them in degrees.
Identify angles at a point and one whole turn.
Identify angles at a point on a straight line and 1/2 a turn.
Identify other multiples of 90 degrees.
Become accurate in using a protractor.
Use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.
Identify nets of familiar shapes.
Name parts of a circle – circumference, radius and diameter.
Add and subtract whole numbers with more than 4 digits, including using formal written methods (column).
Practise adding and subtracting mentally with increasingly large numbers (e.g. 12462 – 2300)
Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Use procedural variation to learn to adjust.
Which of these is the largest angle?
Draw an angle of 45 degrees.
Measure the angle to the nearest 5 degrees.
Calculate the missing angle in the triangle.
Find the radius.
Which 2D shapes do I need to make a net for a triangular prism?
Solve 23014 + 849
Mentally solve 2355 + 1500
Use rounding to estimate an answer for 2369 + 1087
Solve 4699 + 3201 mentally.

Year 5 Long Term Planning - Maths
Convert between different units of metric measure using knowledge of place value, multiplication and division.
Understand and use approximate equivalences between metric units and common imperial units such as inches.
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.
Calculate and compare the area of rectangles (including squares) and including using standard units, square centimetres (cm 2 ) and square metres (m 2 ).
Sam buys 1.45m of blue ribbon and 265cm of red ribbon. What length of ribbon does he have altogether?
Laura estimates that her handspan is 4.5 inches.
About how many centimetres is this?
A rectangle is 14.5cm wide and 8.4cm tall. What is the perimeter and area of the rectangle?
The school field is 23 times larger than the diagram,
Estimate the area of irregular shapes.
Use all four operations to solve problems involving measure, using decimal notation including scaling.
Use relations of perimeter or area to find unknown lengths and express algebraically (e.g. 4 + 2b = 20 for a rectangle of sides 2cm and b cm and perimeter of 20cm)
Calculate area from scale drawing using given measurements. what is the area of the school field?
A rectangle has a perimeter of 25cm. One side is 7cm, what do the other sides measure?
Read Roman numerals up to 1000 (M) and recognise years written in Roman numerals.
Identify multiples and factors for a given number, and common factors of two numbers.
Know and use vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
Establish whether a number up to 100 is prime and recall prime numbers up to 19.
Find all factors for the number 72.
What factors do 18 and 36 have in common?
Find a number with 3 pairs of factors.
Find a prime number that is larger than 50.
Calculate 2425 x 12
Solve 3225 ÷ 5

Year 5 Long Term Planning - Maths
Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers and short division.
Multiply and divide numbers mentally drawing upon known facts.
Divide numbers up to 4 digits by a 1 digit number using the formal written method or short division and interpret remainders appropriately for the context (as decimals, fractions or by rounding).
Multiply and divide whole numbers and those involving decimals by 10,
100 and 1000.
Recognise and use square numbers and cube numbers, and the notation for squared ( 2 ) and cubed ( 3 ).
Solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes.
Solve problems involving all four operations, including combinations of these, and understand order of operations.
Use equals sign to indicate equivalence including balancing missing number problems.
Solve problems including scaling by simple fractions and problems involving simple rates.
Apply known multiplication and division facts and use them frequently.
Convert between different units of metric measure e.g. gram and kilogram, litre and millimetre.
Understand and use approximate equivalences between metric units and common imperial units such as pounds and pints.
Estimate volume (for example, using 1cm 3 blocks to build cuboids/cubes) and capacity (for example, using water).
Write the next 3 square numbers after the number 4.
Calculate 4 3
I am thinking of a number. It is a square number with 5 factor pairs. What number could it be?
325 + 273 = 421 + _____
10 ÷ 2 + 4 x 8 = 6 x _____
A jug contains 950ml of squash. I used 3 cups of
Ribena and 7 cups of water. What is the capacity of one cup?
12 pints of lemonade need to be served at a party.
Lemonade is sold in 2 litre bottles, how many bottles will need to be bought?

Year 5 Long Term Planning - Maths
Solve problems converting units of time.
Use all four operations to solve problems involving measure using decimal notation, including scaling.
Compare and order fractions whose denominators are multiples of the same number.
Identify, name and write equivalent fractions of a given fraction, represented visually including 10ths and 100ths.
Recognise mixed numbers and improper fractions and convert from one form to the other.
Write mathematical statements greater than 1 as a mixed number (e.g.
2/5 + 4/5 = 6/5 = 1 1/5)
Add and subtract fractions with the same denominator and denominators that are multiples of the same number.
Multiply proper fractions and mixed numbers by whole numbers., supported by concrete/pictorial.
Read and write decimal numbers as fractions e.g. 0.71 as 71/100.
Recognise and use 1000ths and relate them to 10ths, 100ths and decimal equivalents.
Read, write, order and compare numbers with up to 3 decimal places.
Solve problems involving numbers up to 3 decimal places.
Recognise the % symbol and understand that per cent relates to ‘number of parts per hundred’
Write percentages as a fraction with denominator of 100, and as a decimal.
Solve problems which require knowing percentage and decimal equivalents of 1/2 1/4 1/5 4/5 and those fractions with a denominator of a multiple of 10 or 25.
Link with measures.
Order these fractions.
Place these fractions on the numberline.
Match the fractions to their equivalents.
Convert the fractions into mixed numbers.
Solve 3/5 + 3/5 and convert to mixed numbers.
Solve 9/12 + 2/6
Solve 2/4 x 5
Convert 1.65 into a fraction.
Write 32/100 in decimal notation
Order these decimals.
Continue the sequence: 0.001, 0.002, 0.003
What percentage of the cubes is blue?
On a spelling test with 50 questions, Lucy scored 20.
Write this score as a percentage.

Year 5 Long Term Planning - Maths
Relate to scaling by simple fractions, including fractions greater than 1.
Go beyond measurement and money models of decimals to understand in other contexts.
Complete, read and interpret information in tables, including timetables.
Run a long term study eg rainfall, plotting on graphs.
Calculate fractions/percentages of class in attendance when doing the register.
Children writing date in Roman numerals in maths books in addition to the short date.
Identify, describe and represent the position of a shape following a reflection or translation,
Use appropriate language for reflections and translations and know that the shape has not changed.
Continue to use a 2D grid and co-ordinates in the first quadrant.
Reflection in lines parallel to the axes.
Begin to use full coordinate grids and describe positions.
Practise adding and subtracting decimals and find bonds to 1.
Mentally add and subtract tenths.
Secure formal written methods with increasingly large numbers, including decimals for addition and subtraction (and for multiplication/division with powers of 10).
Use rounding and inverse to check answers.
Practise mental calculations.
Solve problems including use of the equals sign.
Solve missing box problems presented algebraically.
Look at the square on the grid. What are the coordinates of point A?
Record the coordinates of the star.
Reflect the square in the mirror line and record the new coordinates.
10 – 4.2 =
How many ways can you make 10?
4a + 12 = 72. Find a

Year 5 Long Term Planning - Maths
Solve problems with more than one step, deciding upon operation and method to use and explaining why.
Identify 3D shapes, including cubes and other cuboids, from 2D representations.
Use properties of rectangles to deduce related facts and find missing lengths and angles.
Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
Use conventional markings for parallel lines and right angles.
Use the term ‘diagonal’ and make conjectures about the angles formed between sides and between diagonals and parallel sides, and other properties of quadrilaterals e.g. using dynamic geometry ICT tools.
Become accurate to within 1mm when drawing and measuring lines.
Begin to become familiar with distributivity expressed as a(b+c) = ab + ac
Recognise shapes with the same area can have different perimeters and vice versa.
Identify nets of common 3D shapes.
Name parts of a circle – radius, diameter, circumference.
Solve comparison, sum and difference problems using information presented in a line graph.
Complete, read and interpret information in tables, including timetables.
Connect their work on coordinates and scales to their interpretation of time graphs.
Find the missing angle in the triangle.
Sort the polygons into regular and irregular.
Mark the parallel lines in the polygons.
Draw a square with sides of 8.2cm
Record 3 x 2 + 3 x 4 in another way.
Investigate what the largest perimeter possible is with a shape that has an area of 25cm 2.
Complete the net to make a cube.

Year 5 Long Term Planning - Maths
Begin to decide which representations of different types of data are most appropriate and why.
Begin to interpret pie charts, linking to their understanding of fractions and percentages.
Complete, read and interpret information in tables, including timetables.
Run a long term study eg rainfall, plotting on graphs.
Calculate fractions/percentages of class in attendance when doing the register.
Children writing date in Roman numerals in maths books in addition to the short date.