Year 5
Statistically speaking!–Fractions, decimals and percentages make sense
Four – five week -- unit 1
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Domains
1. Number: Number and Place value 2.Number: Addition and subtraction
3. Number: Fractions (Including decimals and percentages) 4. Statistics
Year 5 age related - Programmes of study
Autumn
Spring
Summer
• 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
• add and subtract whole numbers with more than 4 digits, including using formal written
methods (columnar addition and subtraction)
• add and subtract numbers mentally with increasingly large numbers
• compare and order fractions whose denominators are all multiples of the same number
• identify, name and write equivalent fractions of a given fraction, represented visually,
including tenths and hundredths
• recognise mixed numbers and improper fractions and convert from one form to the other
and write mathematical statements > 1 as a mixed number [for example, + = = 1 ]
• add and subtract fractions with the same denominator, and denominators that are multiples
of the same number
• multiply proper fractions and mixed numbers by whole numbers, supported by materials
and diagrams
• read and write decimal numbers as fractions [for example, 0.71 =
]
• recognise and use thousandths and relate them to tenths, hundredths and decimal
equivalents
• recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts
per 100’, and write percentages as a fraction with denominator 100, and as a decimal fraction
• solve problems which require knowing percentage and decimal equivalents
of , , , , and those fractions with a denominator of a multiple of 10 or 25
• solve comparison, sum and difference problems using information presented in a line graph
• complete, read and interpret information in tables, including timetables
Vocabulary for unit: Statistically speaking! Fractions, decimals and percentages make sense.
problem, solution, calculator, calculate, calculation, equation, operation, symbol, inverse, answer, method, explain, predict, reason,
reasoning, pattern, relationship , add, subtract, multiply, divide, sum, total, difference, plus, minus, product, remainder,
multiple, common multiple, factor, divisor, divisible by , decimal fraction, percentage, per cent (%) place, place value, decimal,
decimal point, decimal place, estimate, approximate, approximately , relationship, classify, represent, analyse,
interpret abbreviations , data, information, survey, questionnaire, graph, chart, table, horizontal axis, vertical axis, axes, label,
title, scale, pictogram, bar chart, bar-line chart, line graph, maximum/minimum value integer, square number, factor, divisor, x-axis,
y-axis ,place value, digit, numeral, partition, decimal place, thousands, ten thousands, hundred thousands, millions, tenths,
hundredths, positive, negative, above/below zero, compare, order, ascending, descending, greater than (>), less than (<), round,
estimate,
Speaking and listening opportunities:
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present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language
understand the process of decision making
Identify different question types and evaluate impact on audience
plan and manage a group task over time by using different levels of planning
understand different ways to take the lead and support others in a group
listen to a speaker and take notes on the talk
take different roles in groups and use the language appropriate to them, including roles of leader, reporter, scribe, and mentor
discussion with T/P
self - evaluations and opportunities planned for shared evaluation.
reasoning/ would you rather…? questions to encourage debates
Cross curricular links:
Year 5
Statistically speaking!–Fractions, decimals and percentages make sense
Four – five week -- unit 1
The new curriculum aims: Knowledge, reasoning and Problem solving
The ultimate challenge
Click on the following link for the NRICH Guide to problems/games aimed to challenge all pupils under
the New 2014 maths National curriculum
http://nrich.maths.org/8935
Learning P.O.S
•
read, write, order
and compare
numbers to at
least 1,000,000 and
determine the
value of each digit
Example-Layered
Learning steps/targets
Knowledge Reasoning Problem solving
1.To read numbers to at least
1,000,000
2.To write number to at least
1,000,000
3. To order and compare numbers to
at least 1,000,000
4.Know the value of each digit in
numbers up to 1,000,000
Learning P.O.S
•
Example-Layered
Learning steps/targets
Knowledge Reasoning Problem solving
add and subtract
fractions with the
same denominator,
and denominators
that are multiples of
the same number
1.To add fractions with the same
denominator
2.To subtract fractions with the same
denominator
3. To add fractions which
denominators have common factors
4. To subtract fractions which
denominators have common factors
1. To answer reasoning questions
based on the adding and subtracting
of fractions
1.To investigate and problem solve
•
count forwards or
backwards in
steps of powers of
10 for any given
number up to
1,000,000
1. To count forward in steps of
powers of 10 from any given number
up to a 1,000,000
2. To count backwards in steps of
powers of ten from any given number
up to 100,000
•
multiply proper
fractions and mixed
numbers by whole
numbers, supported
by materials and
diagrams
1.To multiply proper fractions by
whole numbers with visual and
concrete support
2.To multiply mixed numbers by whole
numbers with visual and concrete
support
1. To answer reasoning questions
based on the multiplying of fractions
with whole numbers
1.To investigate and problem solve
•
add and subtract
whole numbers
with more than 4
digits, including
using formal
written methods
(columnar addition
and subtraction
1.To add whole numbers more than 4
digits using columnar addition
2. To subtract whole numbers of
more than 4 digits using columnar
subtraction
•
read and write
decimal numbers as
fractions [for
example, 0.71 =
]
1.To read decimal numbers as
fractions
2.To write decimal numbers as a
fraction
1.To solve reasoning questions
involving addition and subtraction
1.To investigate and problem solve
•
add and subtract
numbers mentally
with increasingly
large numbers
1.To add numbers mentally
2. To subtract numbers mentally
•
recognise and use
thousandths and
relate them to tenths,
hundredths and
decimal equivalents
1.To recognise and use thousandths
2.To relate thousandths to tenths and
hundredths
3. To relate Thousandths, tenths and
hundredths to their decimal
equivalents.
•
compare and order
fractions whose
denominators are
all multiples of the
same number
1.To compare fractions with
denominators with common factors
2.To order fractions with
denominators with common factors
•
recognise the per
cent symbol (%) and
understand that per
cent relates to
‘number of parts per
100’, and write
percentages as a
fraction with
denominator 100,
and as a decimal
fraction
1.To recognise the per cent symbol in
a range of contexts
2. To understand that per cent relates
to ‘number of parts per 100’,
3. To write percentages as fractions
with a denominator of 100
4. To write per cent as a decimal
fraction
1.To investigate and problem solve
Statistically speaking!–Fractions, decimals and percentages make sense
Year 5
Four – five week -- unit 1
•
identify, name and
write equivalent
fractions of a
given fraction,
represented
visually, including
tenths and
hundredths
•
recognise mixed
numbers and
improper fractions
and convert from
one form to the
other and write
mathematical
statements > 1 as
a mixed number
[for
example,
=1
+
1. To identify equivalent fractions of a
given fraction
•
1.To answer reasoning questions
linked to equivalent fractions
of , , , , and
those fractions with
a denominator of a
multiple of 10 or 25
1.To investigate and problem solve
1.To recognise mixed numbers
2.To recognise improper fractions
3.To convert between improper
fractions and mixed numbers
solve problems
which require
knowing percentage
and decimal
equivalents
•
1.To answer reasoning questions
linked to improper fractions
solve comparison,
sum and difference
problems using
information
presented in a line
graph
1.To solve problems which require
fraction knowledge
2. To solve problems which require
percentage knowledge
3.To solve problems which require
decimal equivalent knowledge
1.To solve comparison problems using
information on a line graph
2.To solve ‘sum’ problems using
information presented on a line graph
3.To solve ‘difference’ problems using
information presented on a line graph
1.To answer reasoning questions
based on line graph interpretation
1.To investigate and problem solve
1.To investigate and problem solve
=
]
•
complete, read and
interpret information
in tables, including
timetables
1.To complete information in a table
2.To read information in a table
3.To interpret information in a table
1.To answer reasoning questions
based on the interpretation of tables
1.To investigate and problem solve
Term
Autumn
Spring
Summer
Statistically speaking! Fractions, decimals and percentages make sense
End of unit whole class- real life problem/investigation
nrich -- Keep it simple
nrich—doughnut percents
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Year 5
Statistically speaking!–Fractions, decimals and percentages make sense
Four – five week -- unit 1