Year 6 (5º) Term 1
NUMBER
 Multiply decimal numbers by 10, 100 or 1000
 Divide any integer by 10, 100 or 1000, and
understand the effect
 Divide decimal numbers by 10 or 100
 Continue to find division facts
corresponding to multiplication facts up to
12 × 10
 Use the relationship between multiplication
and division to multiply and divide mentally
 Express a quotient as a fraction, or as a
decimal rounded to one decimal place
 Consolidate rounding up or down after
division, depending on the context
 Rehearse the properties of odd and even
numbers, including their sums, differences
and products
 Recognise and explain patterns and
relationships, generalise and predict
 Use knowledge of sums, differences, or
products of odd/even numbers to check
results of calculations
 Recognise multiples of numbers up to the
tenth multiple, and beyond
 Find common multiples of two or three
numbers and find the smallest common
multiple eg. 18 is a common multiple of 2 and
3 but 6 is the smallest common multiple.
SHAPE
 Use the terms ‘parallelogram’, ‘rhombus’
and ‘trapezium’ in 2D shapes and know their
properties
 Begin to use the term ‘kite’
 Classify quadrilaterals, using criteria such
as parallel sides, equal sides, equal angles
DATA HANDLING
 Group discrete data in equal intervals
 Construct a grouped frequency table
 Group discrete data in equal intervals
 Construct a grouped frequency table
 Draw and interpret a bar graph based on
grouped data
MEASUREMENT
 Use, read and write standard metric units
of length: mm, cm, m, km
 Convert from one smaller metric unit of
measurement to another larger unit eg.
73cm = 0:73m, 0.05m = 5cm
 Suggest suitable units and measuring
equipment to estimate or measure length,
weight and capacity
ANGLES
 Use a protractor to measure and draw
acute and obtuse angles to the nearest
degree
 Estimate, measure and calculate angles at a
point
 Recognise that the sum of the angles of a
triangle is 180 degrees and calculate angles
in a triangle
NUMBER
 Add several numbers and check the sum of
by adding in reverse order
 Add or subtract the nearest multiple of 10,
100 or 1000, then adjust
 Add and subtract 0.9, 1.9, 2.9, … or 1.1, 2.1,
3.1, … by adding or subtracting 1, 2, 3, …
then adjusting
 Recognise that there are several different
mental subtraction strategies
 Continue to find differences by counting
on/rounding
 Use known number facts and place value to
consolidate mental subtraction
 Consolidate the derivation of doubles of
multiples of 10 to 1000, 100 to 10,000 and
the corresponding halves
 Double or halve the most significant digit
first
 Derive doubles of 2-digit numbers, e.g. 3.8 ×
2, 0.76 × 2, and the corresponding halves
 Use doubling or halving to find new facts
from known facts
FRACTIONS
 Consolidate changing an improper fraction
to a mixed number and vice versa eg. 25/4 =
6 ¼ and 3 ½ = 7/2
 Consolidate recognition of equivalent
fractions eg ½ = 2/4 = 3/6 = 4/8
 Reduce a fraction to its simplest form by
cancelling common factors in the numerator
and denominator
 Order fractions by converting them to
fractions with a common denominator
 Recognise relationships between fractions,
e.g. 1/16 is half of 1/8