Year 5/6
Mastery Overview
Summer
Year 5/6
Mixed Year Overview
Guidance
Since our Year 1 to Year 6 Schemes of Learning and overviews
have been released we have had lots of requests for something
similar for mixed year groups. This document provides the
yearly overview that schools have been requesting. We really
hope you find it useful and use it alongside your own planning.
The White Rose Maths Hub has produced these long term plans
to support mixed year groups. The mixed year groups cover
Y1/2, Y3/4 and Y5/6. These overviews are designed to support
a mastery approach to teaching and learning and have been
designed to support the aims and objectives of the new National
Curriculum.
We had a lot of people interested in working with us on this
project and this document is a summary of their work so far. We
would like to take this opportunity to thank everyone who has
contributed their thoughts to this final document.
These overviews will be accompanied by more detailed
schemes linking to fluency, reasoning and problem solving.
Termly assessments will be available to evaluate where the
children are with their learning.
If you have any feedback on any of the work that we are doing,
please do not hesitate to get in touch. It is with your help and
ideas that the Maths Hubs can make a difference.
The overviews:
•
have number at their heart. A large proportion of time is
spent reinforcing number to build competency.
•
ensure teachers stay in the required key stage and
support the ideal of depth before breadth.
•
provide plenty of time to build reasoning and problem
solving elements into the curriculum
This document fits in with the White Rose Maths Hub Year 1 –
6 Mastery documents. If you have not seen these documents
before you can register to access them for free by completing
the form on this link http://www.trinitytsa.co.uk/maths-hub/freelearning-schemes-resources/
The White Rose Maths Hub Team
© Trinity Academy Halifax 2017
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Once registered you will be provided with a Dropbox link to
access these documents; please be aware some school IT
systems block the use of Dropbox so you may need to access
this at home.
Year 5/6
Mixed age planning
Using the document
Progression documents
The overviews provide guidance on the length of time that
should be dedicated to each mathematical concept and the
order in which we feel they should be delivered. Within the
overviews there is a breakdown of objectives for each
concept. This clearly highlights the age related expectations
for each year group and shows where objectives can be
taught together.
We are aware that some teachers will teach mixed year
groups that may be arranged differently to our plans (eg Y2/3).
We are therefore working to create some progression
documents that help teachers to see how objectives link
together from Year 1 to Year 6.
There are certain points where objectives are clearly separate.
In these cases, classes may need to be taught discretely or
incorporated through other subjects (see guidance below).
Certain objectives are repeated throughout the year to
encourage revisiting key concepts and applying them in
different contexts.
Lesson Plans
As a hub, we have collated a variety of lesson plans that show
how mixed year classes are taught in different ways. These
highlight how mixed year classes use additional support,
organise groups and structure their teaching time. All these
lesson structures have their own strengths and as a teacher it
is important to find a structure that works for your class.
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Linking of objectives
Within the overviews, the objectives are either in normal font
or in bold. The objectives that are in normal font are the lower
year group out of the two covered (Year 1, Year 3, Year 5).
The objectives in bold are the higher year group out of the two
covered (Year 2, Year 4, Year 6), Where objectives link they
are placed together. If objectives do not link they are separate
and therefore require discrete teaching within year groups.
Year 5/6
Mixed age planning
Teaching through topics
Objectives split across topics
Most mathematical concepts lend themselves perfectly to
subjects outside of maths lessons. It is important that teachers
ensure these links are in place so children deepen their
understanding and apply maths across the curriculum.
Within different year groups, topics have been broken down
and split across different topics so children can apply key skills
in different ways.
Here are some examples:
 Statistics- using graphs in Science, collecting data in
Computing, comparing statistics over time in History,
drawing graphs to collect weather data in Geography.
 Roman Numerals- taught through the topic of Romans
within History
 Geometry (shape and symmetry)- using shapes within
tessellations when looking at Islamic art (R.E), using
shapes within art (Kandinsky), symmetry within art
 Measurement- reading scales (science, design
technology),
 Co-ordinates- using co-ordinates with maps in
Geography.
 Written methods of the four operations- finding the time
difference between years in History, adding or finding
the difference of populations in Geography, calculating
and changing recipes in food technology.
 Direction- Programming in ICT
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Money is one of the topics that is split between other topics. It
is used within addition and subtraction and also fractions. In
Year 1 and 2 it is important that the coins are taught discretely
however the rest of the objectives can be tied in with other
number topics.
Other measurement topics are also covered when using the
four operations so the children can apply their skills.
In Year 5 and 6, ratio has been split across a variety of topics
including shape and fractions. It is important that these
objectives are covered within these other topics as ratio has
been removed as a discrete topic.
Times tables
Times tables have been placed within multiplication and
division however it is important these are covered over the
year to help children learn them.
Year 5/6
Everyone Can Succeed
More Information
As a Maths Hub we believe that all students can succeed
in mathematics. We don’t believe that there are individuals
who can do maths and those that can’t. A positive teacher
mindset and strong subject knowledge are key to student
success in mathematics.
If you would like more information on ‘Teaching for Mastery’
you can contact the White Rose Maths Hub at
[email protected]
Acknowledgements
The White Rose Maths Hub would like to thank the
following people for their contributions, and time in the
collation of this document:
Cat Beaumont
Matt Curtis
James Clegg
Becky Gascoigne
Sarah Gent
Sally Smith
Sarah Ward
© Trinity Academy Halifax 2017
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We are offering courses on:
 Bar Modelling
 Teaching for Mastery
 Subject specialism intensive courses – become a
Maths expert.
Our monthly newsletter also contains the latest initiatives
we are involved with. We are looking to improve maths
across our area and on a wider scale by working with other
Maths Hubs across the country.
Term by Term Objectives
Year 5 / 6
Year 5/6 Overview
Week 4
Week 5
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Volume
Area and
Perimeter
Converting
units
Fractions
Week 6
Week 7
Week 8
Week 9
Four operations
Decimals
Measures (Y5)
SATS (Y6)
Percentages
Fractions, Decimals,
Percentages (Y5)
Consolidation (Y6)
Week 10
Algebra
Week 11
Week 12
Statistics
GeometryAngles and
Shape
Four operations (Y5)
Consolidation (Y6)
GeometryPosition and
Direction
Week 3
Place Value
Spring
Summer
Week 2
Prime
numbers
Autumn
Week 1
Term by Term Objectives
Year
5 and 6
Week 1
Week 2
Converti ng units
Convert between different
uni ts of metric measure (, km
a nd m; cm a nd m; cm a nd
mm; g a nd kg; l a nd ml)
Use, read, write and convert
between standard units,
converting measurements of
length, mass, volume and
time from a smaller unit of
measure to a larger unit,
and vice versa, using
decimal notation up to 3dp.
Area a nd
Peri meter
Mea s ure a nd
ca l culate the
peri meter of
composite
recti l inear shapes
i n cm a nd m.
Calculate the
area of
parallelograms
and triangles.
Understand and use
a pproximate equivalences
between metric units a nd
common i mperial units such
a s i nches, pounds a nd pints.
Convert between miles and
kilometres.
Sol ve problems involving
converti ng between units of
ti me
Solve problems involving the
calculation and conversion
of units of measure, using
decimal notation up to three
decimal places where
appropriate.
Ca l culate and
compa re the a rea
of recta ngles
(i ncl uding
s quares), and
i ncl uding using
s ta ndard units,
cm 2,m 2 es ti mate
the a rea of
i rregular shapes.
Recognise that
shapes with the
same areas can
have different
perimeters and
vice versa.
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Term
Week 3
Volume
Es ti mate volume
[for exa mple using
1cm 3 bl ocks to build
cuboi ds (including
cubes)] and
ca pa city [for
exa mple, using
wa ter]
Calculate, estimate
and compare
volume of cubes
and cuboids using
standard units,
including cm3, m3
and extending to
other units (mm 3,
km3)
Us e a ll four
opera tions to solve
probl ems i nvolvi ng
mea sure
Recognise when it
is possible to use
formulae for area
and volume of
shapes.
Year 5 / 6
Summer
Week 4
Week 5
Measures
Revisit and
consolidate Y5
measure objectives
Week 6
Week 7
Week 8
Year 5 Fractions, Decimals &
Percentages
Week 9
Week 10
Week 11
Week 12
Year 5 Number – Addition, Subtraction,
Multiplication & Division
Revisit & consolidate
Revisit & consolidate
Year 6- Revisit and consolidate
Year 6- Revisit and consolidate
Y6 SATS
Term by Term Objectives
National
Curriculum
Statement
All students
Fluency

Use <, > or = to complete the statements
below
750g
Converting Units
500ml
17mm
Convert between
different units of
metric measure

(for example, km
and m; cm and m;
cm and mm; g and
kg; l and ml)

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Year 5 / 6
Reasoning

0.8kg
Half a litre

Adam makes 2.5 litres of lemonade for a
charity event. He pours it into 650ml
glasses to sell.
He thinks he can sell 7 glasses.
Is he correct?
Prove it.
Problem Solving

5.8m
Two lengths are cut from the wood.
175cm
A 5p coin has a thickness of 1.6mm
2cm – 5mm
True or false?
1000m = 1km
1000cm = 1m
1000ml = 1l
1000g = 1kg
Bryan is 2.68m tall.
He is 99cm taller than his sister.
How tall is his sister?
Give your answer in centimetres.
A plank of wood is 5.8m long.
4
3 m
5
How much wood is left?
Jake makes a tower of 5p coins worth
90p.
What is the height of the coins in cm?


Cola is sold in bottles and cans.
Laura buys 3500g of potatoes and 1500g
of carrots.
Yasmin buys 5 cans and 3 bottles.
She sells the cola in 100ml glasses.
She pays with a £20 note.
How much change does she get?
She sells all the cola.
How many glasses does she sell?
Term by Term Objectives
Year 5 / 6
All students
National Curriculum
Statement
Fluency

Fill in the blanks
Reasoning

Caitlyn thinks 11.38 litres is the same as
20 pints.
Do you agree? Prove it.

Here are three amounts:
149 hours =
Converting Units
_____ days
_____ hours
Use, read, write and
convert between
standard units,

converting
measurements of
length, mass, volume
and time from a
smaller unit of
measure to a larger
unit, and vice versa,

using decimal
notation to up to
3dp.
784 minutes =
_____ hours
_____ minutes
4.5 pints
3.65 litres
1875 millilitres
Louisa drinks a pint of milk with her
breakfast, 1.3 litres of water throughout
the day and 450 ml of juice before bed.
How much liquid does she drink altogether
in the day?
Give your answer in litres.

If you wanted to work out the total
amount, what unit of measurement
would you convert them all to? Explain
why.
Use <, > or = to make the statements
correct.
19 feet
3 gallons
42 ounces
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7 yards
23 pints
2 pounds
Alyson says, “To work out how many
seconds are in one hour you do 60 cubed
(603).”
Do you agree? Prove it.
Problem Solving

Here is a train time table showing
the arrival times of the same trains
to Halifax and Leeds
Halifax
07:33
07:49
07:52
Leeds
08:09
08:37
08:51
An announcement states all trains
𝟑
will arrive of an hour late. Which
𝟒
train will get into Leeds the closest
to 09:07?

To bake buns for a party, Keeley
used these ingredients:
600g caster sugar
0.6kg butter
18 eggs =792g
𝟑
kg self-raising flour
𝟒
10g baking powder
What weight, in kilograms, did the
unbaked products come to?
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Converting Units

Understand and
use approximate
equivalences
between metric
units and common
imperial units such
as inches, pounds
and pints.

Fill in the missing boxes.
6 inch =
cm
1 yard =
feet
1 ounce =
g
Reasoning

Half a gallon is the answer.
What’s the question?

Odd one out.
Which of these is different to the others?
Explain why.
Inch
Pint
Foot
Yard
Problem Solving

Rita, Margret and Mable each buy
some ribbon for presents from a
shop.
Rita buys 2 feet of ribbon.
Margret buys three times as much as
Rita does.
Mable buys 15cm more than
Margret.
How many cm (approximately) of
ribbon do they each buy?

Simon travels 480 kilometres in a
year.
How many miles is this
approximately?

Jenny and Saira weigh 165lbs.
Saira and Lucy weigh 173lbs.
Jenny and Lucy weigh 188lbs.
How much do Jenny, Saira and Lucy
weigh altogether? Give your answer
in lbs.
If 1kg is approximately equivalent to
2.2lbs, how many kilograms do they
weigh altogether?
True or false?
There are 16 pounds in a
stone.
There are 16 ounces in a pound.


Complete the statements:
I would measure milk in _______.
I can measure the length of my car in
_______.
Is there more than one option? Which is
the most reasonable and why?
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Year 5 / 6
Mr Smith sells apples for 40p a kilogram.
Mr Brown sells apples for 24p a pound.
Who sells them cheaper?
Explain how you know
Term by Term Objectives
National
Curriculum
Statement
Year 5 / 6
All students
Fluency

Complete the statements:
Reasoning

Converting Units
a) 5 miles is approximately
……….km
b) 40 kilometres is approximately
……….miles

Convert between
miles and
kilometres.
Miles
Kilometres
1.6km

2 miles
4.8km
5 miles
16km
20 miles

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
Convert between miles and kilometres
rounding to the nearest whole number:
The distance from Edinburgh to Glasgow
is approximately 80km.
What is this in miles to the nearest whole
number?

Agree or disagree?
It is easier to convert from miles to
kilometres rather than kilometres to
miles.
Explain your answer.
Problem Solving

Always, sometimes, never
When converting from miles to
kilometres, it is easier to multiply by 1.5
then add the extra tenths on at the end.
Michael ran the London Marathon which
was 26.2miles.
Shafi ran 42 kilometres in a charity race
over 3 days.
Who ran the furthest?
Explain your answer.
Miles and his 6 friends take part in a
5km charity race. Between them, how
many miles do they run altogether?
Write a calculation to show your
working out.
The tally chart below shows the
number of miles different drivers
did in a day.
Mihal
|||| |||
David
|||
Abdul
|||| |||| ||
Claire
||||
When Stefan’s and Tina’s miles are
added to it the whole amount of
kilometres driven can be rounded
to 60 when rounded to the nearest
10.
How many miles did could Stefan
and Tina have driven?

Raj runs 30 miles over the course of
3 days. How many miles/kilometres
could he have ran each day?
e.g. day 1- 8km, day 2- 10 miles, day
3- 9 miles and 9.6km
Term by Term Objectives
Year 5 / 6
All students
National Curriculum
Statement
Fluency

What is 444 minutes in hours and
minutes?
Reasoning

Order these times in the evening
beginning with the earliest.
Problem Solving

Work out how many days old a baby
will be when it has lived for 1 million
seconds.

During a long haul flight, Beth,
Caroline and Kelsey all had a sleep.
Kelsey slept four times longer than
Caroline did.
Beth slept 15 minutes less than
Kelsey did.
Beth slept for 1 hour and 45
minutes.
How many minutes did Caroline
sleep for?
Half past 9
Converting Units

Anya finishes school at twenty past three
in the afternoon.
Circle the 24 hour clock that is showing
the time Anya finishes school.
21:40
Quarter to nine
8:35pm
Solve problems
involving
converting
between units of
time.
03:20
Explain your thinking.
20:03

13:20
15:20

20:15
Patrick begins watching a film at 4:27pm
for 90 minutes.
What time does the film finish?
Order these durations beginning with the
smallest.
1 min
100 secs
180 secs
3 mins

One of these watches is 3 minutes
fast and one is 4 minutes slow.
Explain your thinking.

Fatima says,
100 minutes is 10 times bigger
than 100 seconds
Work out the correct time.
Do you agree? Explain why.
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Term by Term Objectives
Converting Units
National
Curriculum
Statement
All students
Fluency

Solve problems
involving the

calculation and
conversion of units
of measure, using
decimal notation up
to three decimal
places where
appropriate.
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Year 5 / 6

Josh is trying to run 10 kilometres in one
week.
Here are the distances he runs on the first
three days:
Day 1: 1.6 kilometres
Day 2: 850 metres
How much further does he have to run?
Reasoning

True or false?
If you convert any amount of grams into
kilograms then it will never have an
amount in the ones column e.g. 76g =
0.076kg

Jenny travels 652 miles to go on holiday.
Abbie thinks she travels further because
she travels 1412 kilometres. Is Abbie
right? Explain why.
Miss Brown is making a packed lunch for
each child in her class. They each receive:

A 200g sandwich
A 35g packet of crisps
She has 32 children in her class. What is
the total weight of the packed lunches?

Part of a ruler and a toy bus are shown
below. The whole bus is 4 times the length
that is shown. How long would 8 buses be
in cm?
A shop sells litre bottles of water for 99p
each but has an offer for 8x300ml bottles
for £2
If he wants to buy 12L of water, which
should he buy and why?
How else can you write:
2568 metres + 2 miles + 1.8 kilometres.
Explain your answer.
Problem Solving

Three athletes (Ben, Greg and Sam)
jumped a total of 34.77m in a long
jump competition.
Greg jumped exactly 2 metres
further than Ben. Sam jumped
exactly 2 metres further than Greg.
What distance did they all jump?

Tami is 0.2 metres taller than Sam.
Dimo is 15cm taller than Tami.
Who is tallest?
What could their heights be?

Mummy bear is three quarters the
size of daddy bear. Baby bear is half
the size of daddy bear.
If daddy bear is 2.2m tall how tall, in
cm, is mummy bear and baby bear?
Term by Term Objectives
National
Curriculum
Statement
Year 5 / 6
All students
Fluency

Find the perimeter of the following
shapes.
Reasoning

4cm
The length labelled ‘x’ is a multiple of 1.8
What could ‘y’ be?
Explain to a partner why you have
chosen these measurements.
16m
Area and Perimeter
7cm
4.5m
10cm
Measure and
calculate the
perimeter of
composite
rectilinear shapes
in cm and m.
8cm
y

Investigate the different ways you
can make composite rectilinear
shapes with a perimeter of 54cm.

Amy and Ayesha are making a
collage of their favourite football
team.
They want to make a border for the
canvas.
Here is the canvas.
0.4m
9m
2.5m

Here is a square inside another square.
0.6m
0.6m
8m
0.5m
1.5m
x
0.3m
0.3m
12cm
16cm
3
8 cm
4
19cm
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x
12m
Problem Solving
The perimeter of the inner square is
16cm.
The outer square’s perimeter is four
times the size of the inner square.
What is the length of one sides of the
outer square?
How do you know? What do you notice?
0.6m
They have a roll of blue ribbon that
is 245cm long and a roll of red
ribbon that is 2.7m long.
How much ribbon will they have left
over?
Term by Term Objectives
Year 5 / 6
All students
National Curriculum
Statement
Fluency

Calculate the area of the parallelogram:
Reasoning

An isosceles triangle has a perimeter of
20cm. One of its sides is 6cm long.
What could the other two lengths be?
Problem Solving

Area and Perimeter
Explain your answer.


She uses the triangle that has been
removed below. Where can she put it and
how does this give her the area?

What is the area of each new
parallelogram?
Calculate the area of the triangles:
Calculate the area of
parallelograms and
triangles.
Is there a way to make a 4 sided shape
to help you calculate the area of the
triangle below?
Is there any other way to calculate the
area of the parallelogram?

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Tami is calculating the area of
parallelogram below.
Prove that Area of triangle= base X height
÷2
Kara has a piece of fabric in the
shape of a parallelogram. Its height
is 12m and its base is 18m.
She cuts the fabric into four equal
parallelograms by cutting the base
and the height in half.

The area of a triangle is 54m2.
What could the dimensions be?
Think of at least 3 ways.

The base of my flower planter is a
parallelogram. The area must be
42m2< ? <54m2.
What could the dimensions be?
Term by Term Objectives
National
Curriculum
Statement
Year 5 / 6
All students
Fluency

Reasoning
Estimate and work out the area of these
shapes.
Find the unknown sides first.
13m

Put these amounts in order starting with
the smallest.
Problem Solving

Here is a square inside another
square.
2.7m2
3m
27m2
Area and Perimeter
12m
Calculate and
compare the area
of rectangles
(including
squares), and
including using
standard units,
cm2, m2 estimate
the area of
irregular shapes.
27000cm2
4m
15cm
How do you know?
18cm
9cm

Were you close?

Estimate the area of the pond.
Each square = 1m2
Wiktoria says,
The area of squares and square
numbers are related.
21cm
Do you agree?
Explain why.

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The area of the inner square is 16m2.
The outer square’s area is four times
the size of the inner square.
What is the length of one sides of
the outer square?
How do you know?
Draw a circle on 1cm2 paper. What is the
estimated area?
Can you draw a circle that is
approximately 20cm2?

Investigate how many ways you can
make different squares and
rectangles with the same area of
84cm2.
What strategy did you use?
Can you draw a pentagon or
hexagon with the same area?
Term by Term Objectives
Year 5 / 6
All students
National Curriculum
Statement
Fluency

Look at the shapes below.
Reasoning

Area and Perimeter

Recognise that shapes
with the same areas
can have different
perimeters and vice
versa.
Do two shapes have the same area?
Do two shapes have the same perimeter?
Draw two different rectangles that have
an area of 12cm2 and a perimeter of
12cm

Investigate which shapes have the same
area and perimeter.

Find the perimeter of the compound
shape. Where might you see a shape like
this?
True or false?
Two rectangles with the same area can
have different perimeters.
Explain your answer.

𝟏
𝟐𝟒
1
4
How many shapes can you draw
𝟏
with the area ?
𝟐𝟒
What are the perimeters of these
shapes? Do you notice a pattern?


The shape below has an area of
1
6
Look at the compound shape below.
Each square measures 1cm. To find the
area, Tami calculated: 2 x 3 + 6 x 2 and
Leah calculated: 4 x 6 – 2 x 3. They both
get the correct answer of 18cm2
Explain how they both thought about
the problem.
Look at the shape below:
Three children are given the same
shape to draw.
Kate says, “The smallest length is
4cm.”
Lucy says, “The area is less than
30cm2.”
Ash says, “The perimeter is 22cm.”
What could the shape be? Is there
more than one option?
Which is the correct perimeter?
A) 27cm
B) 38cm
C)31cm
With the other 2 answers, can you work
out the mistake that has been made?
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Problem Solving

My back garden has an area of
130cm2 and a perimeter of 46cm.
What could my garden look like? If I
want to buy fence panels which are
1m wide and cost £4.20 each, how
much will this cost be?
Term by Term Objectives
National
Curriculum
Statement
Year 5 / 6
All students

Fluency
Reasoning
Problem Solving
Complete practically
Complete practically
Complete practically
Here is a litre jug with some water in.

Volume
Here is a glass that holds 300ml. It also
has some water in.
Estimate volume
[for example
using 1cm3 blocks
to build cuboids
(including cubes)]
and capacity [for
example, using
water]

Estimate how much liquid there is
altogether.

How many blocks have been used to build
this shape?
Can you build a shape that takes up more
space?
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Here is one side of a cuboid.

1 litre is approximately equal to 1
and three quarter pints.
Use this information to draw and
work out how many pints are in 10
litres.
What could the whole cuboid look like?
Investigate the different types with a
partner.

Sam has built a shape that has a
volume of 6cm2.
How many different 3D shapes can you
build with 8 multilink cubes?
If each cube had the volume 1cm3, what
would the volume of each shape be?
If we imagine a multilink cube has
the volume 1cm3, can you build a
shape:
a) Half the volume of Sam’s
b) Double the volume of Sam’s
c) Three times the volume of Sam’s
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Volume

Calculate, estimate

and compare volume
of cubes and cuboids
using standard units,
including cm3, m3 and
extending to other
units (mm3, km3).

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Year 5 / 6
Find the volume of the cuboid.
Reasoning


Georgia is making cuboids using 24
cubes.
How many different cuboids can she
make?
Show your different cuboids using
volume = length x width x height

A book is 19cm wide, 26cm long and
2.5cm thick. There are 8 similar
books placed on the top of each
other. What is the volume taken up
by them?

A cuboid has a volume of 70cm3 .
What could the dimensions be? Can
you build it with cubes?
She has written the answer: 960cm3.
Do you agree with Clare?
Can you work out what she has done
and help her solve the problem?
A cube has a volume of 125cm3.
Calculate the length, height and width
of the cube.

A box of matches measures 1cm by
4cm by 5cm.
The matches are placed in a cardboard
box measuring 15cm by 32cm by 40cm.
How many boxes of matches fit into
cardboard box?
Clare is calculating the volume of this
cuboid.
Problem Solving
The volume of a cube is 64cm3. The
volume of a cuboid is also 64cm3 .
Harry says, “I can definitely tell you the
height, width and length of the cube but I
can’t definitely tell you the height, width
and length of the cuboid.”
Explain Harry’s answer.
Term by Term Objectives
Year 5 / 6
All students
National Curriculum
Statement
Fluency

Reasoning
A tower is made of red and green cubes.  The perimeter of the rectangle is 33cm.
For every 1 red cube there are 2 green
cubes.
Each cube has a height of 2.5cm
3.6cm
The tower is 30cm tall.
How many green cubes are in the tower?
Problem Solving

Ellie, Shauna and Megan receive their
pocket money on a Friday.
Shauna receives two times more than
Ellie receives.
Megan receives £5 more than Shauna
receives.
Altogether, their mum hands out
£22.50
How much money do they each
receive?

Lollies are sold in two sizes, small and
large.
Ajay says,
Rounded to the nearest
whole number the
length of the rectangle
is 13cm.
Volume
2.5cm
Use all four
operations to solve
problems involving
measure.

The diagram is made up of two different
sized rectangles.
60m
Do you agree? Explain why.

For each large rectangle the length is
double the width.
The length of the diagram is 60m.
Find the area of one of the small
rectangles.
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Here is a square with a equilateral triangle
inside it.
The perimeter of the triangle is 54cm
Find the perimeter of the square.
Sanjay buys two small lollies for 92p.
Jenny buys 5 small lollies and 3 large
lollies and pays with a £10 note.
Jenny receives £4.16 change.
How much does one large lolly cost?
Term by Term Objectives
National
Curriculum
Statement
Year 5 / 6
All students
Fluency

Which formula below would calculate the
area of the right angled triangle?
Reasoning

Sidra writes the formula for the surface
area of the cuboid.
Problem Solving

10m
ab + ac +bc
Volume
a) a + b x 2
b) ab × 0.5
c) a + b + c

Look at the cube below.
Recognise when it
is possible to use
formulae for area
and volume of
shapes.

a) Write the formula for the surface
area of the cube.
b) Write the formula that could be used
to calculate the volume of this cube.

Bob is tiling his bathroom wall. It costs
£1.50 per 4cm2. Does the image below
give you the correct information to work
out the cost to tile a wall? Explain why.
Bathroom
5m
7m
He is planting seeds in it. It costs £2
per 5m2 of the garden. He has a
budget of £10. Where could he
plant the seeds?
Anna is calculating the area of a triangle.
She says, “I only need two of the side
lengths to work out the area.”
Do you agree with Anna? Explain why.
1.6m
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Garden
Do you agree with Sidra?
Explain your reasoning.

This is a drawing of David’s garden.
The volume is between 160 and
250, calculate the possibilities for
the missing length:
x
20cm

4cm
The volume of a cuboid container is
50cm3. What could the dimensions
of the container be?