REDBRIDGE VERSION 2014
Year 5 Block B: Three units
Securing number facts, understanding shapes
Mental methods and recall:
using large numbers
Factors, common multiples,
primes, squares, cubes
Rounding decimals
Patterns, relationships
and properties of
numbers and shapes
Representing a problem
using calculations or
diagrams
Block B
Securing number
facts, understanding
shapes
Written methods: addition
and subtraction of numbers
with up to 4 digits
Visualising 3-D and 2-D
shapes
Properties of 3-D and 2-D
shapes
Finding missing sides and
angles
Objectives




Explore patterns, properties and relationships and propose a general
statement involving numbers or shapes; identify examples for which
the statement is true or false
Units
1
Use knowledge of rounding and place value to estimate and check
answers to calculations, including rounding decimals with 2 decimal
places to the nearest whole number and to 1 decimal place
3







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
Identify multiples and factors including finding all factor pairs of a
number, common factors of 2 numbers, square and cube numbers,
prime numbers and factors and solve problems involving multiplication
and division through decomposing into factors
2




Add and subtract numbers mentally with increasingly large numbers

Add and subtract whole numbers with more than 4 digits, including
using formal written methods (columnar addition and subtraction)


Identify 3D shapes including cubes and other cuboids from 2D
representations


Visualise and describe properties of rectangles, triangles, regular
polygons and 3-D solids; use knowledge of properties to draw 2-D
shapes and identify 3-D shapes






REDBRIDGE VERSION 2014
Vocabulary
problem, solution, calculate, calculation, equation, method, explain, reasoning, reason, predict,
pattern, relationship, formula, rule, classify, property, criterion/criteria, generalise, general
statement
integer, square number, multiple, factor, divisor, divisible by, decimal, decimal point, decimal
place
operation, inverse, add, subtract, multiply, divide, sum, total, difference, plus, minus, product,
quotient, remainder, double, halve, factor, multiple, divisor, round, estimate, approximate
3-D, three-dimensional, vertex, vertices, face, edge, 2-D, two-dimensional, regular, irregular,
polygon, side, parallel, perpendicular, angle, degree (°), acute, obtuse, protractor, angle
measurer, names of shapes, including equilateral triangle, isosceles triangle, scalene triangle,
quadrilateral, octahedron
Building on previous learning
Check that children can already:
• derive and recall multiplication facts up to 12 × 12 and the corresponding division facts
• multiply and divide numbers to 1000 by 10 and 100, understanding the effect
• add or subtract mentally pairs of two-digit whole numbers, e.g. 47 + 58, 91 – 35
• use decimal notation for tenths and hundredths, and partition decimals
• use efficient written methods to add and subtract two- and three-digit whole numbers and
£.p
• recognise and draw polygons and classify them by identifying their properties
REDBRIDGE VERSION 2014
Year 5 Block B: Securing number facts, understanding shapes
Extracts from the New National Curriculum
The national curriculum for mathematics aims to ensure that all pupils:
fluent in the fundamentals of mathematics, including through varied and frequent practice with
increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to
recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and
developing an argument, justification or proof using mathematical language
solve problems by applying their mathematics to a variety of routine and non-routine problems with
increasing sophistication, including breaking down problems into a series of simpler steps and
persevering in seeking solutions.
Number – Number and Place Value
Notes and guidance (non-statutory)
Pupils should be taught to:
d compare numbers to at
least 1 000 000 and determine the value of each
digit
powers of 10 for any given number up to 1 000
000
forwards and backwards with positive and
negative whole numbers, including through zero
nearest 10, 100, 1000, 10 000 and 100 000
problems that involve all of the above
recognise years written in Roman numerals.
Number – Addition and Subtraction
Pupils should be taught to:
with more
than 4 digits, including using formal written
methods (columnar addition and subtraction)
increasingly large numbers
and determine, in the context of a problem,
levels of accuracy
-step
problems in contexts, deciding which operations
and methods to use and why
Pupils identify the place value in large whole numbers.
They continue to use number in context, including
measurement. Pupils extend and apply their
understanding of the number system to the decimal
numbers and fractions that they have met so far.
They should recognise and describe linear number
sequences, including those involving fractions and
decimals, and find the term-to-term rule.
They should recognise and describe linear number
sequences (for example, 3, 3½, 4, 4½ , ...), including
those involving fractions and decimals, and find the termto-term rule in words (for example, add ½ )
Notes and guidance (non-statutory)
Pupils practise using the formal written methods of
columnar addition and subtraction with increasingly
large numbers to aid fluency (see Mathematics
Appendix 1).
They practise mental calculations with increasingly
large numbers to aid fluency (for example, 12 462 –
2300 = 10 162).
REDBRIDGE VERSION 2014
Number – Multiplication and Division
Notes and guidance (non-statutory)
Pupils should be taught to:
Pupils practise and extend their use of the formal written
methods of short multiplication and short division (see
Mathematics Appendix 1). They apply all the multiplication
tables and related division facts frequently, commit them
to memory and use them confidently to make larger
calculations.
all factor pairs of a number, and common factors
of two numbers
numbers, prime factors and composite (nonprime) numbers
prime
and recall prime numbers up to 19
- or
two-digit number using a formal written method,
including long multiplication for two-digit
numbers
upon known facts
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
involving decimals by 10, 100 and 1000
They use and understand the terms factor, multiple and
prime, square and cube numbers.
Pupils interpret non-integer answers to division by
expressing results in different ways according to the
context, including with remainders, as fractions, as
decimals or by rounding (for example, 98 ÷ 4 = 98/4 = 24 r
2 = 24½ = 24.5 ≈ 25).
Pupils use multiplication and division as inverses to
support the introduction of ratio in year 6, for example, by
multiplying and dividing by powers of 10 in scale drawings
or by multiplying and dividing by powers of a 1000 in
converting between units such as kilometres and metres.
Distributivity can be expressed as a(b + c) = ab + ac.
They understand the terms factor, multiple and prime,
square and cube numbers and use them to construct
equivalence statements (for example, 4 x 35 = 2 x 2 x 35;
3 x 270 = 3 x 3 x 9 x 10 = 92 x 10).
Pupils use and explain the equals sign to indicate
equivalence, including in missing number problems (for
example, 13 + 24 = 12 + 25; 33 = 5 x
).
Geometry – Properties of shape
Pupils should be taught to:
identify 3-D shapes, including cubes and other
cuboids, from 2-D representations
know angles are measured in degrees:
estimate and compare acute, obtuse and reflex
angles
draw given angles, and measure them in
degrees (o)
identify:
angles at a point and one whole turn (total
360o)
angles at a point on a straight line and 2
1 a turn (total 180o)
other multiples of 90o
use the 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.
Notes and guidance (non-statutory)
Pupils become accurate in drawing lines with a ruler to
the nearest millimetre, and measuring with a protractor.
They use conventional markings for parallel lines and
right angles.
Pupils use the term diagonal and make conjectures
about the angles formed between sides, and between
diagonals and parallel sides, and other properties of
quadrilaterals, for example using dynamic geometry
ICT tools.
Pupils use angle sum facts and other properties to
make deductions about missing angles and relate these
to missing number problems.
REDBRIDGE VERSION 2014
Addition and Subtraction
REDBRIDGE VERSION 2014
Year 5 Block B: Securing number facts, understanding shapes
Unit 1
Objectives Unit 1
•
Explore patterns, properties and relationships
and propose a general statement involving
numbers or shapes; identify examples for
which the statement is true or false
Assessment for Learning
What is the same about these two numbers (or
shapes)? What is different?
Look at this shape (or a shape that is drawn on a
square grid). Tell me whether each of these
statements is true or false.
I can sort numbers or shapes according to
their properties and explain how I sorted them • The shape has exactly two right angles.
• The shape has two pairs of parallel lines.
• The shape has one line of symmetry.
• The shape is a quadrilateral.
Look at these four numbers (or shapes). Think of a
property which is true for two of them and false for the
other two. Now think of some different properties.

Identify multiples and factors including finding
all factor pairs of a number, common factors
of 2 numbers, square and cube numbers,
prime numbers and factors and solve
problems involving multiplication and division
through decomposing into factors
Find all the factors of 30. Explain how you know you
have found them all.
The area of a rectangle is 32 cm 2. What are the
lengths of the sides? Are there other possible
answers? How did you work it out?
I can recognise square and cube numbers
Explain why 64 is a square number and a cube
number.
I can find a number that is a multiple of two
different numbers
One number is in the wrong place on the sorting
diagram. Which one is it?
Choose from these digit cards each time: 7, 5, 2, 1.
Make these two-digit numbers:
• an even number
• a multiple of 9
• a square number
 a cube number
• a factor of 96
• a common multiple of 3 and 4
REDBRIDGE VERSION 2014
Objectives Unit 1

Use knowledge of rounding and place value to
estimate and check answers to calculations,
including rounding decimals with 2 decimal
places to the nearest whole number and to 1
decimal place
I can check whether a calculation is correct and
explain how I did this
• Add and subtract whole numbers with more
than 4 digits, including using formal written
methods (columnar addition and subtraction)
I can explain each step when I write addition
and subtraction calculations in columns
Assessment for Learning
34 x 56
Approximately what do you expect the answer to this
to be?
3.8 x 7.2 = 2.736 How do you know that this cannot be
correct?
What tips would you give to someone to help them
with column addition? What about subtraction?
Which of these additions/subtractions are correct?
What has this person done wrong? How could you
help them correct it?
What are the missing digits in this calculation?
Explain your reasoning.

Identify 3D shapes including cubes and other
cuboids from 2D representations
I know the important features of a cube.
I can recognise a 3D shape from its net
I am thinking of a 3-D shape. It has a square base. It
has four other faces which are triangles. What is the
name of the 3-D shape?
What is the same / different about these two nets?
- different nets of the same shape
- of different shapes
How can you change this to make it the net of a …?
(start with an incorrect net)
How can you change this net (e.g. cuboid) to make it
the net for this shape (e.g. cube)? How many / which
faces do you need to change / add / remove?
True / Never / Sometimes:
- A cuboid has 2 square faces and 4 rectangular faces.
- A triangular prism has 2 triangular faces and 3
rectangular faces.
Convince me that this cannot be the net of the ….
Look at these diagrams. Which of them are nets of a
square-based pyramid? Explain how you know.
Is this a net for an open cube? Explain why not.
REDBRIDGE VERSION 2014
Objectives Unit 1

Assessment for Learning
Visualise and describe properties of
Use squared dotty paper. Use the dots to draw a
rectangles, triangles, regular polygons and 3- shape that has four straight sides and no right angles.
D solids; use knowledge of properties to draw
2-D shapes and identify 3-D shapes
This is a centimetre grid.
I can describe the important features of
shapes such as rectangles
I can describe the different features of regular
and irregular polygons
Draw 3 more lines to make a parallelogram
with an area of 10cm2
Use a ruler.
REDBRIDGE VERSION 2014
Year 5 Block B: Securing number facts, understanding shapes
Unit 2
Objectives Unit 2

Assessment for Learning
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
Tanya has read the first 78 pages in a book that is
130 pages long. Which number sentence could
Tanya use to find the number of pages she must
read to finish the book?
I can split a word problem into steps and work
out what calculation to do for each step.
A 130 + 78 = 
B  – 78 = 130
I can explain what the answer to each step tells
C 130 ÷ 78 = 
me
D 130 – 78 = 
Tilly’s parcel cost 55p to post. She stuck on eight
stamps. Each stamp was either 10p or 5p. How
many of each stamp did Tilly stick on her parcel?
Show how you worked out your answer.
How did you decide which calculations to do? How
did you know whether to add, subtract, multiply or
divide? What clues did you look for?
What does the answer to this step tell you?

Use knowledge of rounding and place value to
estimate and check answers to calculations,
including rounding decimals with 2 decimal
places to the nearest whole number and to 1
decimal place
Which is the best estimate for 2348 + 4965?
A 6000 B 6300 C 7000 D 7300
Explain your decision.
I can check whether a calculation is correct and
explain how I did this

Add and subtract whole numbers with more than Look at these calculations. What mistakes do you
4 digits, including using formal written methods think the children have made?
(columnar addition and subtraction)
What tips could you give them for next time?
I can explain each step when I write addition and
subtraction calculations in columns.

Identify multiples and factors including finding all
factor pairs of a number, common factors of 2
numbers, square and cube numbers, prime
numbers and factors and solve problems
involving multiplication and division through
decomposing into factors
I can understand the term squared and cubed
numbers and use the correct notation
36 and 64 are both square numbers.
They have a sum of 100.
Find two square numbers that have a sum of
130.
Here is a sorting diagram for numbers.
Write a number less than 100 in each space.
e.g. 4 x 4 x 4 = 43
even
5 x 5 = 52
a square number
not a square
number
not even
REDBRIDGE VERSION 2014
Objectives Unit 2

Visualise and describe properties of rectangles,
triangles, regular polygons and 3-D solids; use
knowledge of properties to draw 2-D shapes
and identify 3-D shapes
I can explain whether a shape has any parallel
or perpendicular sides
Assessment for Learning
How would you check if two lines are parallel? How
would you check if two lines are perpendicular?
Select two ‘sorting’ cards, such as: has exactly two
equal sides and has exactly two parallel sides. Can
you show me a polygon that fits both of these
criteria? What do you look for?
Here are some shapes on a grid.
I can recognise parallel lines and use
conventional markings
Write the letter of each shape that has one
pair of parallel sides.
The diagram shows four lines drawn on a
square grid.
The lines are AB, BC, CD and DA.
Which two of the lines are parallel?
Which of the two lines are perpendicular
REDBRIDGE VERSION 2014
Year 5 Block B: Securing number facts, understanding shapes
Unit 3
Objectives Unit 3

Identify multiples and factors including
finding all factor pairs of a number,
common factors of 2 numbers, square
and cube numbers, prime numbers and
factors and solve problems involving
multiplication and division through
decomposing into factors
Assessment for Learning
Find some numbers that have a factor of 4 and a factor of
5. What do you notice
My age is a multiple of 8. Next year my age will be a
multiple of 7. How old am I?
Convince me that 97 is a prime number.
I can solve problems using number
properties
I can identify prime numbers up to 100.
•
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
Look at this calculation:
I can split a word problem into steps and
work out what calculation to do for each
step
Can you extend your problem to make it a multi-step
problem?
23 456 + 46 019.
Write an imaginative problem that would require this
calculation.
I can explain what the answer to each
step tells me
I recognise when there may be more than
one solution to a problem and try to find
them all
•
Add and subtract numbers mentally with
increasingly large numbers
I can identify which questions can be
done mentally
Which of these subtractions can you do without any
jottings? How did you find the difference between these two
numbers? Talk me through your method.
Find half of 92. Use your answer to find half of 9200.
Explain the relationship between the two calculations.
What number added to 9 453 gives 10 000? How do you
know?

Use knowledge of rounding and place
value to estimate and check answers to
calculations, including rounding decimals
with 2 decimal places to the nearest
whole number and to 1 decimal place
I can work out an estimate for a word
problem before I solve it
417 895 men and 176 243 women attended a football
match. Roughly, how many people attended altogether?
Suggest a multiplication problem that will have an answer
close to 2000.
REDBRIDGE VERSION 2014
Objectives Unit 3
Assessment for Learning
•
How did you find the difference between these two
numbers? Talk me through your method.
Add and subtract whole numbers with
more than 4 digits, including using formal
written methods (columnar addition and
subtraction)
I can add and subtract whole numbers
with more than 4 digits in columns.
Make up an example of an addition/subtraction that you
would do in your head and one you would do on paper.
Explain why.
What could the two missing digits be?
6200 + 9500 = 75700

Identify 3D shapes including cubes and
other cuboids from 2D representations
I know the important features of a cube.
I can recognise a 3D shape from a 2D
drawing
These are pictures of 3D shapes.
Which 3D shapes are pictured here? Put the names in the
boxes.
•
Visualise and describe properties of
rectangles, triangles, regular polygons
and 3-D solids; use knowledge of
properties to draw 2-D shapes and
identify 3-D shapes
Tell me some facts about rectangles.
I can say whether a triangle is
equilateral, isosceles or scalene and
explain how I know
Is it possible for a quadrilateral to have exactly three right
angles? Why not?
I can use properties of rectangles to find
missing lengths and angles.
Give me some instructions to get me to draw a rectangle.
What is the same about a square and a rectangle? What
might be different?