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YEAR 5 NUMERACY PLANNING
BLOCK A
Counting, partitioning and calculating
Unit 1
2 weeks
Unit 2
2 weeks
Unit 3
2 weeks

Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
A123C123E12

Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
A123C123E12

Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
A123C123E12

Count from any given number in whole-number and
decimal steps, extending beyond zero when counting
backwards; relate the numbers to their position on a
number line A123

Solve one-step and two-step problems involving whole
numbers and decimals and all four operations, choosing
and using appropriate calculation strategies, including
calculator use A23D123E13

Solve one-step and two-step problems involving whole
numbers and decimals and all four operations, choosing
and using appropriate calculation strategies, including
calculator use A23D123E13

Explain what each digit represents in whole
numbers and decimals with up to two places, and
partition, round and order these numbers A123
Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums
and differences and doubles and halves of decimals
(e.g. 6.5 2.7, half of 5.6, double 0.34) A123B23E2

Count from any given number in whole-number and
decimal steps, extending beyond zero when counting
backwards; relate the numbers to their position on a
number line A123

Count from any given number in whole-number and
decimal steps, extending beyond zero when counting
backwards; relate the numbers to their position on a
number line A123

Explain what each digit represents in whole
numbers and decimals with up to two places, and
partition, round and order these numbers A123

Explain what each digit represents in whole
numbers and decimals with up to two places, and
partition, round and order these numbers A123

Use efficient written methods to add and subtract
whole numbers and decimals with up to two places
A12B13D23



Recall quickly multiplication facts up to 10 10 and use
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts A123B123E1
Identify pairs of factors of two-digit whole numbers and
find common multiples (e.g. for 6 and 9) A12B1E1
Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums
and differences and doubles and halves of decimals
(e.g. 6.5 2.7, half of 5.6, double 0.34) A123B23E2
Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums
and differences and doubles and halves of decimals
(e.g. 6.5 2.7, half of 5.6, double 0.34) A123B23E2

Use efficient written methods to add and subtract
whole numbers and decimals with up to two places
A12B13D23

Recall quickly multiplication facts up to 10 10 and use
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts A123B123E1

Recall quickly multiplication facts up to 10 10 and use
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts A123B123E1

Refine and use efficient written methods to multiply and
divide HTU U, TU TU, U.t U and HTU U
A3D23E13

Identify pairs of factors of two-digit whole numbers and
find common multiples (e.g. for 6 and 9) A12B1E1


Use understanding of place value to multiply and divide
whole numbers and decimals by 10, 100 or 1000 A12D12
Use a calculator to solve problems, including those
involving decimals or fractions (e.g. to find of 150g);
interpret the display correctly in the context of
measurement A23B3D123E12

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 25
(e.g. 16 25), to subtract one near multiple of 1000 from
another
(e.g. 6070 - 4097) A12E1

Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
A123B123D23

Use a calculator to solve problems, including those



Use understanding of place value to multiply and divide
whole numbers and decimals by 10, 100 or 1000 A12D12

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 25
(e.g. 16 25), to subtract one near multiple of 1000 from
another
(e.g. 6070 - 4097) A12E1
Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
A123B123D23

D:\234832119.doc
YEAR 5 NUMERACY PLANNING
involving decimals or fractions (e.g. to find of 150g);
interpret the display correctly in the context of
measurement A23B3D123E12

Key Assessment Opportunities
 Explain what each digit represents


in whole numbers and decimals
with up to two places, and
partition, round and order these
numbers
Use knowledge of place value and
addition and subtraction of twodigit numbers to derive sums and
differences and doubles and halves
of decimals (e.g. 6.5 2.7, half of
5.6, double 0.34)
Use efficient written methods to
add and subtract whole numbers
and decimals with up to two places
EUAO1
Children create sequences by counting
on and back from any start number in
equal steps. They describe and explain
the patterns in a sequence. They use
and discuss mental strategies for
special cases of harder types of
calculation
D:\234832119.doc
Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
A123B123D23
Prior Learning
Check that children can already:

count from any given number in
whole-number steps

use positive and negative numbers
in practical contexts; position
them on a number line

add or subtract mentally pairs of
two-digit whole numbers, e.g. 47
58, 91 - 35

use efficient written methods to
add and subtract two- and threedigit whole numbers and .p

recall multiplication and division
facts to 10 10

multiply or divide numbers to
1000 by 10 and then 100 (wholenumber answers)

use written methods to multiply
and divide TU U, TU U

use decimal notation for tenths
and hundredths in the context of
money and measurement

order decimals to two places and
position them on a number line

use a calculator to carry out oneand two-step calculations involving
all four operations; interpret the
display correctly in the context of
money

use the relationship between m,
cm and mm
Vocabulary
problem, solution, calculate, calculation, equation, operation, answer,
method, explain, reasoning, reason, predict, relationship, rule, formula,
pattern, sequence, term, consecutive
place value, digit, numeral, partition, decimal point, 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, approximately
add, subtract, multiply, divide, sum, total, difference, plus, minus, product,
quotient, remainder, factor, multiple
calculator, display, key, enter, clear, constant
pound ( ), penny/pence (p), units of measurement and their abbreviations,
degree Celsius ( C)
RESOURCES1
MATHEMATICAL CHALLENGE 60 – THREE DIGITS
MATHEMATICAL CHALLENGE 54 - JOINS
MATHEMATICAL CHALLENGE 65 – AGE OLD PROBLEMS
MATHEMATICAL CHALLENGE 61 – MAKE FIVE NUMBERS
MATHEMATICAL CHALLENGE 66 – ZIDS AND ZODS
MATHEMATICAL CHALLENGE 62 – MAZE
SPRINGBOARD 5 UNIT 2
SPRINGBOARD 5 UNIT 2 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 6
SPRINGBOARD 5 UNIT 6 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 7
SPRINGBOARD 5 UNIT 7 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 8
SPRINGBOARD 5 UNIT 8A PART 1 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 8A PART 2 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 9
SPRINGBOARD 5 UNIT 9 SUPPLEMENTARY
DECIAML TARGET BOARD
YEAR 5 NUMERACY PLANNING
DECREASING NUMBER GRID GENERATOR
MOVING DIGITS ITP
MULTIPLICATION AND DIVISION FACTS
MULTIPLICATION TABLES ITP
PLACE VALUE CHARTS AND PARTITIONING TOOL
TWENTY CARDS ITP
EUAO2
Children solve a range of one- and
two-step problems, choosing whether
to use mental, written or calculator
methods. They record their method in
a clear and logical way, using jottings
and diagrams where appropriate.
They compare their methods with
others, recognising where another
method is more efficient than the one
that they chose
RESOURCES2
EUAO3
Children solve word problems and
number puzzles using all four
operations. They record their
methods clearly and logically using
jottings or diagrams where
appropriate. They explain their
method and justify their choices
RESOURCES3
D:\234832119.doc
MATHEMATICAL CHALLENGE 60 – THREE DIGITS
MATHEMATICAL CHALLENGE 54 - JOINS
MATHEMATICAL CHALLENGE 65 – AGE OLD PROBLEMS
MATHEMATICAL CHALLENGE 61 – MAKE FIVE NUMBERS
MATHEMATICAL CHALLENGE 66 – ZIDS AND ZODS
MATHEMATICAL CHALLENGE 62 – MAZE
SPRINGBOARD 5 UNIT 2
SPRINGBOARD 5 UNIT 2 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 6
SPRINGBOARD 5 UNIT 6 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 7
SPRINGBOARD 5 UNIT 7 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 8
SPRINGBOARD 5 UNIT 8A PART 1 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 8A PART 2 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 9
SPRINGBOARD 5 UNIT 9 SUPPLEMENTARY
ARRAY CREATOR
COUNTING OVER BOUNDARIES
DECREASING NUMBER GRID GENERATOR
INCREASING NUMBER GRID GENERATOR 4 DIGITS
MULTIPLICATION TABLES ITP
MATHEMATICAL CHALLENGE 60 – THREE DIGITS
MATHEMATICAL CHALLENGE 54 - JOINS
MATHEMATICAL CHALLENGE 65 – AGE OLD PROBLEMS
MATHEMATICAL CHALLENGE 61 – MAKE FIVE NUMBERS
SPRINGBOARD 5 UNIT 2
SPRINGBOARD 5 UNIT 2 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 5
SPRINGBOARD 5 UNIT 5 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 9
SPRINGBOARD 5 UNIT 9 SUPPLEMENTARY
SPRINGBOARD 5 UNIT 10
SPRINGBOARD 5 UNIT 10 SUPPLEMENTARY
WAVE 3 3 Y4 +/WAVE 3 4 Y4 +/WAVE 3 4 Y4 X/÷
WAVE 3 5 Y4 X/÷
WAVE 3 6A Y4 X/÷
WAVE 3 6B Y4 X/÷
YEAR 5 NUMERACY PLANNING
WAVE 3 6C Y4 X/÷
WAVE 3 7 Y4 X/÷
MONEY PROBLEMS
MULTIPLICATION GRID ITP
NUMBER BOARDS
NUMBER DIALS ITP
SEQUENCES
UNIT 1
Lesson
Teaching
Sequence
Stage
Objectives
Objective
linked
assessment
questions
Starter
Teaching
LA
MA
HA
Plenary
Evaluation
Objectives
Objective
linked
assessment
questions
Starter
Teaching
LA
MA
HA
Plenary
Evaluation
1
2
3
4
5
6
7
8
9
10
UNIT 2
Lesson
Teaching
Sequence
Stage
1
2
3
4
5
D:\234832119.doc
YEAR 5 NUMERACY PLANNING
6
7
8
9
10
UNIT 3
Lesson
Teaching
Sequence
Stage
1
2
3
4
5
6
7
8
9
10
D:\234832119.doc
Objectives
Objective
linked
assessment
questions
Starter
Teaching
LA
MA
HA
Plenary
Evaluation