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English National Curriculum
Programme Of Study For Year 5 Mathematics

Draggable Cards - Order Your Skills

These are the statements, each one preceeded with the words "Pupils should be taught to:". Drag them so that the statements you think you have mastered well are at the top of the page and those you need help with are at the bottom. Change your browser's zoom level to 50% for a better overview of the dragged cards.

Number - number and place value (01)

...read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit

Number - number and place value (02)

...count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000

Number - number and place value (03)

...interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero

Number - number and place value (04)

...round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000

Number - number and place value (05)

...solve number problems and practical problems that involve other recently learnt mathematical skills

Number - number and place value (06)

...read Roman numerals to 1000 (M) and recognise years written in Roman numerals

Number – addition and subtraction (01)

...add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)

Number – addition and subtraction (02)

...add and subtract numbers mentally with increasingly large numbers

Number – addition and subtraction (03)

...use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy

Number – addition and subtraction (04)

...solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Number – multiplication and division (01)

...identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers

Number – multiplication and division (02)

...know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers

Number – multiplication and division (03)

...establish whether a number up to 100 is prime and recall prime numbers up to 19

Number – multiplication and division (04)

...multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers

Number – multiplication and division (05)

...multiply and divide numbers mentally drawing upon known facts

Number – multiplication and division (06)

...divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

Number – multiplication and division (07)

...multiply and divide whole numbers and those involving decimals by 10, 100 and 1000

Number – multiplication and division (08)

...recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)

Number – multiplication and division (09)

...solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes

Number – multiplication and division (10)

...solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign

Number – multiplication and division (11)

...solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Number – fractions (including decimals and percentages) (01)

...compare and order fractions whose denominators are all multiples of the same number

Number – fractions (including decimals and percentages) (02)

...identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

Number – fractions (including decimals and percentages) (03)

...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 ⅖ + ⅘ = 1 ⅕]

Number – fractions (including decimals and percentages) (04)

...add and subtract fractions with the same denominator and denominators that are multiples of the same number

Number – fractions (including decimals and percentages) (05)

...multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

Number – fractions (including decimals and percentages) (06)

...read and write decimal numbers as fractions [for example, 0.71 = 71100]

Number – fractions (including decimals and percentages) (07)

...recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

Number – fractions (including decimals and percentages) (08)

...round decimals with two decimal places to the nearest whole number and to one decimal place

Number – fractions (including decimals and percentages) (09)

...read, write, order and compare numbers with up to three decimal places

Number – fractions (including decimals and percentages) (10)

...solve problems involving number up to three decimal places

Number – fractions (including decimals and percentages) (11)

...recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

Number – fractions (including decimals and percentages) (12)

...solve problems which require knowing percentage and decimal equivalents of ½, ¼, ⅕, ⅖, ⅘ and those fractions with a denominator of a multiple of 10 or 25

Measurement (01)

...convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

Measurement (02)

...understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints

Measurement (03)

...measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres

Measurement (04)

...calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes

Measurement (05)

...estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]

Measurement (06)

...solve problems involving converting between units of time

Measurement (07)

...use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling

Geometry – properties of shapes (01)

...identify 3-D shapes, including cubes and other cuboids, from 2-D representations

Geometry – properties of shapes (02)

...know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles

Geometry – properties of shapes (03)

...draw given angles, and measure them in degrees (°)

Geometry – properties of shapes (04)

...identify:
- angles at a point and one whole turn (total 360°)
- angles at a point on a straight line and a turn (total 180°)
- other multiples of 90°

Geometry – properties of shapes (05)

...use the properties of rectangles to deduce related facts and find missing lengths and angles

Geometry – properties of shapes (06)

...distinguish between regular and irregular polygons based on reasoning about equal sides and angles

Geometry – position and direction (01)

...identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Statistics (01)

...solve comparison, sum and difference problems using information presented in a line graph

Statistics (02)

...complete, read and interpret information in tables, including timetables.


Drag the statements into an order of understanding. When you have finished you can email the ordered list to yourself or your teacher by clicking on this link: Email Results.


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