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Y5 Spring Southwark Park Oral mental starter: Count from any given number in whole-number (and decimal steps), extending beyond zero when counting backwards Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 − 35) Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences of decimals (e.g. 6.5 ± 2.7) Use mental methods for whole-number calculations, e.g. 802 - 589, 14 x 6, using jottings to support Count forwards and backwards in multiples of 2, 3, 4, 5, 6, 7, 8 , 9 and 10 Count forwards and backwards in multiples of 20, 30, 40, 50, 60, 70, 80, 90, 100 Derive and recall multiplication facts up to 10 × 10, and derive the corresponding division facts Use multiplication facts to multiply multiples of 10 and 100 (eg 40x 7, 9x 600) and derive the corresponding division facts Identify pairs of factors of two-digit whole numbers Multiply and divide numbers to 1000 by 10 and then 100 (including decimals ), understanding and explaining the effect Find equivalent fractions (e.g.3/4 = 6/8) including mixed numbers eg 3/2 = 1½ ) Identify, visualise and describe properties of polygons using vocabulary from previous term/years Block A2 Counting, Partitioning, Knowing and using number facts and calculating No of days 10 Strands objectives Vocabulary Using and applying Solve one-step and two-step problems involving whole numbers and decimals for addition and subtraction, choosing and using appropriate calculation strategies; present the solution in the context of the problem Relevant vocabulary from previous terms/years Knowing and using number facts Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences of decimals (e.g. 6.5 ± 2.7) Relevant vocabulary from previous terms/years Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations Counting and understanding number Explain what each digit represents in six digit whole numbers and decimals with up to two places, and partition, round and order these numbers Six digit whole numbers Decimal numbers, two decimal places Partition, round Calculating Use efficient written methods to add and subtract whole numbers and decimals with up to two places (see calculation policy) Relevant vocabulary from previous term/years Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000 Y5 Block B2 Securing number Facts, Calculation, Understanding shape Spring No of days Southwark Park Strands objectives Vocabulary Using and applying Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false Relevant vocabulary from previous term/years 15 Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem, using a calculator when appropriate Solve one-step and two-step problems involving multiplication and division, choosing and using appropriate calculation strategies; present the solution in the context of the problem (without calculator) Knowing and using number facts Recall quickly multiplication facts up to 10 × 10 and use them to multiply multiples of 10 and 100 (eg 40x 7, 9x 600); derive quickly corresponding division facts Use knowledge of multiplication facts to derive squares of numbers and use notation eg 4² = 4 x 4 = 16 Relevant vocabulary from previous term/years including: factor(s), product, quotient, square numbers, one squared, two squared…… (1², 2²……) Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9) Calculating Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12 × 9), to multiply by 50 (e.g. 16 × 50), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097), using jottings when appropriate Relevant vocabulary from previous term/years Refine and use expanded written methods to multiply and divide HTU × U, TU × TU, U.t × U, TU ÷ U and HTU ÷U (grid method, chunking on an empty number line, partitioning) including division with remainders (see calculation policy) Understanding shape Identify, visualise and describe properties of 3-D solids Relevant vocabulary from previous Y5 Block C2 Handling data and measures Spring No of days 10 years and extend with octahedron Strands objectives Vocabulary Using and applying Plan and pursue an enquiry; present evidence by collecting, selecting, organising and interpreting information/data; suggest extensions to the enquiry (link to handling data and/or measures ) Relevant vocabulary from previous term/years Measuring Revise the relationships between kilograms and grams, litres and millilitres Read, choose, use and record standard metric units to estimate and measure weight and capacity to a suitable degree of accuracy; convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g) Interpret a reading that lies between two unnumbered divisions on a scale Construct and interpret line graphs representing changes over time (possible link to science) Relevant vocabulary from previous years including decimal notation. Extend with: convert, metric units Describe the occurrence of familiar events using the language of chance or likelihood (probability) Probability, likely, unlikely, certain, uncertain, possible, impossible, even chance, equal chance, fiftyfifty chance Strands objectives Vocabulary Using and applying Solve one-step and two-step problems involving for multiplication and division, choosing and using appropriate calculation strategies; present the solution in the context of the problem Relevant vocabulary from previous term/years Calculating Introduce expanded short multiplication TUx U, HTU × U, ( U.t × U) Introduce chunking with a vertical layout, including division with remainders TU÷U, HTU ÷U (see calculation policy) Relevant vocabulary from previous block/ term / years Measuring Revise finding the area of rectilinear shapes drawn on a square grid by counting squares and half squares; use correct units (cm², m²) Use the formula for the area of a rectangle to calculate the rectangle's area; use correct units Area, cm², formula, Handling data Block D2 Calculating, measuring and understanding shape No of days 10 Southwark Park Identify and draw nets of 3-D shapes (possible link to UAM) Line graphs, data Y5 Spring Understanding shape Recognise acute and obtuse angles in polygons Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles on a straight line Block E2 Understanding number, Securing number facts, calculation and relationships No of days Southwark Park Acute angle, obtuse angle, straight line, protractor, degrees (including notation) Recognise parallel and perpendicular lines in grids and shapes; use a setsquare and ruler to draw shapes with perpendicular or parallel sides Parallel , perpendicular Strands objectives Vocabulary Using and applying Solve problems and puzzles by working systematically, identifying patterns, and making predictions (recording using tables to identify the patterns and relationships); present and interpret the solution in the context of the problem Problem , solution, answer, investigate, investigation, systematic, systematically, relationships, patterns, predictions, calculation, method 15 Explain methods and reasoning using correct mathematical vocabulary, symbols and diagrams Use a calculator to solve one-step and two-step problems involving whole numbers and decimals for addition, subtraction, multiplication and division, choosing and using appropriate calculation strategies; present the solution in the context of the problem Counting and understanding number Understand percentage as the number of parts in every 100 and express tenths and hundredths as percentages Percent, %, percentages Use sequences to scale numbers up or down; solve problems involving proportions of quantities (e.g. decrease quantities in a recipe designed to feed six people) Proportion, scale up, scale down Relate fractions to their decimal representations and to percentages eg 1/10 = 0.1 = 10% Y5 Spring Knowing and using number facts Quickly recall multiplication facts up to 10 × 10, and quickly derive the corresponding division facts Southwark Park Square numbers, one squared, two squared…… (1², 2²……) Use knowledge of multiplication facts to derive squares of numbers and use notation eg 4² = 4 x 4 = 16 Identify pairs of factors of two-digit whole numbers Calculating Find 10% of numbers or quantities by finding 1/10 and use this to calculate other percentages eg 5%, 20%, 15% Percent, percentage, % Calculator, display, key, enter, clear Use a calculator efficiently and accurately; interpret the display correctly in the context of money or measures