Objectives in BOLD = children are expected
to be secure by the end of that term.
Westgate Academy Medium Term Planning
Year 5: Autumn Term
1. Number - Place Value




Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including
through zero.
Count forwards or backwards in steps of powers of 10 for any given number up to 10, 000 and 100,000.
Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit.
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.
Read Roman numerals to 1000 (M); recognise years written in Roman numerals.

STRANDS- These objectives need to be running through the above objectives.
Solve number problems and practical problems that involve all of the above.
4. Number – Fractions






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 as a mixed number > 1 as a mixed number.
Read and write decimal numbers as fractions (e.g. 0.71= 71/100).
Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.
Round decimals with two decimal places to the nearest whole number and to one decimal place.
Read, write, order and compare numbers with up to two and three decimal places.
5. Geometry – Property of Shape



Identify 3-D shapes, including cubes and other cuboids, from 2-D representations. By the end of the year pupils should know
the following shapes; square, rectangle, circle, triangle, polygons, quadrilaterals, semi-circle, all triangles parallelogram,
rhombus, trapezium, kite, arrowhead, pentagon, hexagon, octagon, cube, cuboid, pyramid, sphere, cylinder, come, prisms,
hemisphere, square-based and triangular-based pyramids, tetrahedrons.
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.
7. Measures



Convert between different units of metric measure: kilometre and metre; centimetre and metre; centimetre and millimetre;
gram and kilogram; litre and millilitre.
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.
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.
Please note, in each box, how many weeks each
strand took to teach.
2. Number – Addition and Subtraction

Add and subtract whole numbers with 4 digits, including using formal written methods- columnar addition and
subtraction. Recap semi compact method (for subtraction) if not secure.

Add and subtract numbers mentally with increasingly large numbers (3 digit +/- 2 digit).

Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
Link to addition and subtraction objectives for the term.
Solve problems involving addition and subtraction and a combination of these, including understanding the
equals sign.
STRANDS- These objectives need to be running through the above objectives.


Problem Solving and Reasoning- to run through all objectives.

Please date each objective with when it was taught.
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to
use and why.
3. Number – Multiplication & Division












Identify multiples and factors, including finding all factor pairs of a number, and common factors of two
numbers.
Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
Establish whether a number up to 100 is prime number.
Multiply numbers up to 4 digits by a one digit number or two-digit number using a formal written method,
including short multiplication for multiplying a one digit and a four digit number and long multiplication for
four digit numbers multiplied by two-digit numbers. Use the grid method to support the teaching of short
multiplication and long multiplication.
Multiply and divide numbers mentally drawing upon known facts.
Divide numbers up to 4 digits by one-digit, using formal written methods of short division (no remainders).
Multiply and divide whole numbers and decimals by 10, 100 and 1000.
Recognise and use square numbers and cube numbers, and their notation.
Solve problems involving multiplication and division including using their knowledge of factors and multiples,
squares and cubes.
Solve problems involving multiplication and division and a combination of these, including understanding the
equals sign.
Solve problems involving multiplication and division, including scaling by simple fractions and problems
involving simple rates.
Solve problems involving multiplication and division where larger numbers are used by decomposing them
into their factors.
6. Geometry – Position & Direction
Statistics
Westgate Academy Medium Term Planning
Year 5: Spring Term
Objectives in BOLD = children are expected
to be secure by the end of that term.
1. Number - Place Value





Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers,
including through zero.
Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000.
Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit.
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.
Read Roman numerals to 1000 (M); recognise years written in Roman numerals.
STRANDS- These objectives need to be running through the above objectives.
Solve number problems and practical problems that involve all of the above.
4. Number – Fractions





Compare and order fractions whose denominators are all multiples of the same number.
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.
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.
Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a
denominator of a multiple of 10 or 25.
5. Geometry – Property of Shape



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 360)

angles at a point on a straight line and 21 a turn (total 180)

other multiples of 90.

Add and subtract whole numbers with more than 4 digits, including using formal written methods- columnar
addition and subtraction. Add and subtract decimals using the columnar methods for addition and
subtraction.

Add and subtract numbers mentally with increasingly large numbers (4 digit numbers).

Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
Link to addition and subtraction objectives for the term.

Solve problems involving addition and subtraction and a combination of these, including understanding the
equals sign.
STRANDS- These objectives need to be running through the above objectives.

Estimate volume: use 1 cm3 blocks to build cuboids (including cubes); and capacity (for example, using water)
Solve problems involving converting between units of time.
Use all four operations to solve problems involving measure (for example, length, mass, volume, money) using decimal
notation, including scaling.
Curriculum Links:
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to
use and why.
3. Number – Multiplication & Division









Identify multiples and factors, including finding all factor pairs of a number, and common factors of two
numbers.
Multiply numbers up to 4 digits by a one digit number or two-digit number using a formal written method,
including short multiplication for multiplying a one digit and a four digit number and long multiplication for
four digit numbers multiplied by two-digit numbers. Use the grid method to support the teaching of short
multiplication and long multiplication.
Multiply and divide numbers mentally drawing upon known facts.
Divide numbers up to 4 digits by one-digit, using formal written methods of short division; interpret
remainders appropriate to the context.
Recognise and use square numbers and cube numbers, and their notation.
Solve problems involving multiplication and division including using their knowledge of factors and
multiples, squares and cubes.
Solve problems involving multiplication and division and a combination of these, including understanding the
equals sign.
Solve problems involving multiplication and division, including scaling by simple fractions and problems
involving simple rates.
Solve problems involving multiplication and division where larger numbers are used by decomposing them
into their factors.
6. Geometry – Position & Direction

7. Measures



Please note, in each box, how many weeks each
strand took to teach.
2. Number – Addition and Subtraction
Problem Solving and Reasoning- to run through all objectives.

Please date each objective with when it was taught.
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.
8. Statistics


Solve comparison, sum and difference problems using information presented in a line graph.
Complete, read and interpret information in tables, including timetables.
Westgate Academy Medium Term Planning
Year 5: Summer Term
Objectives in BOLD = children are expected
to be secure by the end of that term.
1. Number - Place Value




Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers,
including through zero. Children start to calculate intervals through 0 (Y6 objective).
Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 (and beyond).
Read, write, order and compare numbers to at least 1 000 000 (and beyond) and determine the value of each digit.
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000. Round any whole number to a
required degree of accuracy.











Compare and order fractions whose denominators are all multiples of the same number. Extend to denominators which
have less obvious common multiples (e.g. 11 and 12).
Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths, hundredths and
thousandths.
Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical
statements as a mixed number >1 as a mixed number (e.g. 2/5 + 4/5= 6/5= 1 1/5). Extend with whole numbers greater than
1 (3 1/2= 7/2). Also link to adding and subtracting fractions.
Add and subtract fractions with the same denominator and denominators that are multiples of the same number. Simplify
where necessary. Convert to improper fractions where necessary.
Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Extend beyond if
your class are confident.
Read and write decimal numbers as fractions (e.g. 0.71= 71/100). Move onto decimals which include thousandths.
Round decimals with two decimal places to the nearest whole number and to one decimal place.
Read, write, order and compare numbers with up to three decimal places and beyond.
Solve problems involving number up to three decimal places- see notes and guidance (page 35) in the maths national
curriculum for support/examples.
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. Simplify fractions where necessary.
Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a
denominator of a multiple of 10 or 25. Extend to more complex fractions if children are secure.
5. Geometry – Property of Shape









STRANDS- These objectives need to be running through the above objectives.
Solve number problems and practical problems that involve all of the above.
4. Number – Fractions
Identify 3-D shapes, including cubes and other cuboids, from 2-D representations. By the end of the year pupils should
know the following shapes; square, rectangle, circle, triangle, polygons, quadrilaterals, semi-circle, all triangles
parallelogram, rhombus, trapezium, kite, arrowhead, pentagon, hexagon, octagon, cube, cuboid, pyramid, sphere,
cylinder, come, prisms, hemisphere, square-based and triangular-based pyramids, tetrahedrons.
Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles.
Draw given angles, and measure them in degrees (o). Draw SIMPLE 2D shapes based on given dimensions and angles.
Identify:

angles at a point and one whole turn (total 360)

angles at a point on a straight line and 21 a turn (total 180)

other multiples of 90.
Use the properties of rectangles to deduce related facts and find missing lengths and angles. Extend to angles on a straight
line.
Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Extend with problem
solving activities.
Problem solve using the above objectives where necessary.
Please note, in each box, how many weeks each
strand took to teach.
2. Number – Addition and Subtraction
Add and subtract whole numbers with more than 4 digits, including using formal written methods- columnar
addition and subtraction. Add and subtract decimals using the columnar methods for addition and
subtraction. Use the columnar method for addition to add three numbers.
Add and subtract numbers mentally with increasingly large numbers (4 digit numbers and beyond).

Use rounding to check answers to calculations and determine, in the context of a problem, levels of
accuracy. Link to addition and subtraction objectives for the term.

Solve problems involving addition and subtraction and a combination of these, including understanding the
equals sign.
STRANDS- These objectives need to be running through the above objectives.
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use
and why.

Problem Solving and Reasoning- to run through all objectives.

Please date each objective with when it was taught.
3. Number – Multiplication & Division







Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
Complete problem solving activities based on these.
Establish whether a number up to 100 is prime; recall prime no. to 19 and beyond.
Multiply numbers up to 4 digits by a one digit number or two-digit number using a formal written method,
including short multiplication for multiplying a one digit and a four digit number and long multiplication for
four digit numbers multiplied by two-digit numbers. Use the grid method to support the teaching of short
multiplication and long multiplication. Move onto more complex numbers.
Multiply and divide numbers mentally drawing upon known facts. Extend to more complex numbers.
Divide numbers up to 4 digits by one-digit, using formal written methods of short division; interpret
remainders appropriate to the context. Extend to problems where the remainder needs to be rounded up to
a whole number.
Multiply and divide whole numbers and decimals by 10, 100 and 1000 and beyond.
Solve problems involving multiplication and division and a combination of these, including understanding
the equals sign.
6. Geometry – Position & Direction- Only cover objectives if there are gaps in knowledge and
understanding

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.








Convert between different units of metric measure: kilometre and metre; centimetre and metre; centimetre and
millimetre; gram and kilogram; litre and millilitre. Extend with problem solving.
Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds
and pints. Extend with problem solving.
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. Extend to more complex
shapes.
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. Extend to shapes with triangles.
Estimate volume: use 1 cm3 blocks to build cuboids (including cubes); and capacity (for example, using water)
Solve problems involving converting between units of time.
Use all four operations to solve problems involving measure (for example, length, mass, volume, money) using decimal
notation, including scaling.
Problem solve using the above objectives where necessary.
Problem Solving and Reasoningto run through all objectives.
7. Measures
8. Statistics- Only cover objectives if there are gaps in knowledge and understanding


Solve comparison, sum and difference problems using information presented in a line graph. Extend with
more complex scales.
Complete, read and interpret information in tables, including timetables.