New curriculum medium term planning
Benjamin Adlard School 2015/16
Maths medium term plan: autumn term
Year 5
Number - Number and place value:
Partition, order and compare numbers to at least 1 000 000, including those with up to three decimal places 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.
Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000.
Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including
through zero.
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
Number – Addition and Subtraction:
Add and subtract numbers mentally with increasingly large numbers.
Number – Multiplication and division:
Derive multiplication and division facts up to 12 x 12.
Recall square numbered.
Double or halve any whole number or decimal number.
Number – Fractions:
Find fractions of shapes, quantities, measures.
Recognise equivalent fractions, decimals and percentages.
Measurement:
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre
and millimetre; gram and kilogram; litre and millilitre).
Geometery – Properties of shape
Calculate the perimeter and area of regular shapes and rectangles.
Problem-solving and reasoning should be integrated into all activities.
Opportunities to explain and justify opinions and make explanations should be incorporated into planning.
Children should be challenged and extended through the problems they are given to solve.
Unit
Week
1&2
Strand
Number and
place value
Learning Objectives
Read, write, partition order and compare numbers to at least 1 000 000, including those
with up to three decimal places 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.
Count forwards or backwards in steps of powers of 10 for any given number up to
1 000 000.
Recognise and describe linear number sequences (whole numbers); relate the numbers
to their position on a number line.
Interpret negative numbers in context, count forwards and backwards with positive and
negative whole numbers, including through zero.
Solve number problems/puzzles and practical problems involving place value in a range
of contexts (Whole numbers and decimals with up to 3 decimal places).
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Use knowledge of place value to derive doubles and halves of decimals e.g. half of 5.6,
double 0.4.
Explore patterns, properties and relationships and propose a general statement
involving numbers; identify examples for which the statement is true or false.
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
New curriculum medium term planning
Week 3
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 numbers mentally with increasingly large numbers
use rounding and inverse operations to estimate and check answers to calculations and
determine, in the context of a problem, levels of accuracy.
Solve addition and subtraction multi-step problems in contexts, deciding which
operations and methods to use and why.
Week 4
Number –
multiplication
and 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 (nonprime) numbers.
Establish whether a number up to 100 is prime and recall prime numbers up to 19.
2
Recognise and use square numbers and cube numbers, and the notation for squared ( )
3
and cubed ( ).
Solve problems involving multiplication and division including using their knowledge of
factors and multiples, squares and cubes.
Week 5
Number –
Find fractions of shapes, quantities, measures.
Compare and order fractions whose denominators are all multiples of the same number.
Identify, name and write equivalent fractions of a given fraction, represented visually,
including fractions tenths and hundredths.
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, 52 + 54 =
6
5
= 1 51 ].
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.
Week 6
Geometry –
properties of
shape
Explore patterns, properties and relationships and propose a general statement
involving shapes; identify examples for which the statement is true or false.
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
2
2
standard units, square centimetres (cm ) and square metres (m ) and estimate the area
of irregular shapes.
Solve problems involving area and perimeter.
Week 7
Measurement
Convert between different units of metric measure (for example, kilometre and metre;
centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
understand and use approximate equivalences between metric units and common
imperial units such as inches, pounds and pints.
3
Estimate volume [for example, using 1 cm blocks to build cuboids (including cubes)]
and capacity [for example, using water].
Use all four operations to solve problems involving measure [for example, length, mass,
volume, money] using decimal notation, including scaling.
Interpret a reading that lies between two unnumbered divisions on a scale.
Week 8
Statistics
Solve comparison, sum and difference problems using information presented in a line
New curriculum medium term planning
graph.
Complete, read and interpret information in tables, including timetables and charts.
Read and interpret a range of unnumbered scales.
Week 9
Number:
fractions –
decimals/
percentages
71
Read and write decimal numbers as fractions [for example, 0.71 = 100
].
Round decimals with two decimal places to the nearest whole number and to one
decimal place.
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 21 , 41 , 51 ,
2
5
, 54 and those fractions with a denominator of a multiple of 10 or 25.
Week 10
Number –
multiplication
and division
Multiply and divide numbers mentally drawing upon known facts.
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.
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.
Solve problems involving addition, subtraction, multiplication and division and a
combination of these, including understanding the meaning of the equals sign.
Solve problems involving multiplication and division, including scaling by simple fractions
and problems involving simple rates.
Week 11
Measurement
(time)
Tell the time in 12-hour and 24-hour notation.
solve problems involving converting between units of time.
Find start times, finish times and time durations (timeline).
Interpret timetables to solve problems involving time.
Interpret calendars to solve problems.
Week 12
Geometry –
properties of
shape
Geometry –
position and
direction
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.
Identify:
o
a.
angles at a point and one whole turn (total 360 )
b.
1
o
angles at a point on a straight line and 2 a turn (total 180 )
o
c.
other multiples of 90
Solve problems involving angle and shape.
Week 13 Assessment
Week 14
Revision of
topics based on
results of
assessment
Maths medium term plan: spring term
Year 5
New curriculum medium term planning
Mental Maths objectives to be covered:
Number objectives should be covered at least 4 times a term.
Measurement/ geometry objectives should be covered at least 2 times a term.
Number - Number and place value:
Partition, order and compare numbers to at least 1 000 000, including those with up to three decimal places 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.
Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000.
Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including
through zero.
Use knowledge of place value to derive doubles and halves of decimals e.g. half of 5.6, double 0.4.
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
Number – Addition and Subtraction:
Add and subtract numbers mentally with increasingly large numbers.
Number – Multiplication and division:
Derive multiplication and division facts up to 12 x 12.
Identify multiples and factors.
Establish whether a number up to 100 is prime and recall prime numbers up to 19 (using the vocabulary of prime
numbers, prime factors and composite (non-prime) numbers.
Multiply and divide numbers mentally drawing upon known facts.
Number - fractions:
Find fractions of shapes, quantities, measures.
Recognise equivalent fractions, decimals and percentages.
Measurement:
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre
and millimetre; gram and kilogram; litre and millilitre).
Geometery – Properties of shape:
Calculate the perimeter and area of regular shapes and rectangles.
Idenitify, visualise and describe properties of 2D and 3D shapes.
Problem-solving and reasoning should be integrated into all activities.
Opportunities to explain and justify opinions and make explanations should be incorporated into planning.
Children should be challenged and extended through the problems they are given to solve.
Unit
Week 1
Strand
Number and
place value
Learning Objectives
Read, write, partition order and compare numbers to at least 1 000 000, including those
with up to three decimal places and determine the value of each digit.
Recognise and describe linear number sequences (whole numbers, decimals and
fractions); relate the numbers to their position on a number line.
Interpret negative numbers in context, count forwards and backwards with positive and
negative whole numbers, including through zero.
Solve number problems and practical problems involving place value in a range of
contexts (Whole numbers and decimals with up to 3 decimal places).
Explore patterns, properties and relationships and propose a general statement
involving numbers; identify examples for which the statement is true or false.
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
Week 2
Number and
place value
Add and subtract whole numbers with more than 4 digits and numbers with up to 3
decimal places, including using formal written methods (columnar addition and
New curriculum medium term planning
Number –
addition and
subtraction
subtraction).
Use rounding and inverse operations to estimate and check answers to calculations and
determine, in the context of a problem, levels of accuracy.
Solve addition and subtraction multi-step problems involving whole numbers and
decimals, in contexts, deciding which operations and methods to use and why.
Week 3
Number –
multiplication
and 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 (nonprime) numbers.
Establish whether a number up to 100 is prime and recall prime numbers up to 19
2
recognise and use square numbers and cube numbers, and the notation for squared ( )
3
and cubed ( ).
Solve problems involving multiplication and division including using their knowledge of
factors and multiples, squares and cubes.
Week 4
Number –
fractions
Compare and order fractions whose denominators are all multiples of the same number
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 > 1 as a mixed number [for example, 52 + 54 =
6
= 1 51 ].
5
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.
Week 5
Geometry –
properties of
shape
Explore patterns, properties and relationships and propose a general statement
involving shapes; identify examples for which the statement is true or false.
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
2
2
standard units, square centimetres (cm ) and square metres (m ) and estimate the area
of irregular shapes.
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.
Read and plot coordinates in the first quadrant.
Solve problems involving shape, including visualisation problems.
Week 6
Measurement
Convert between different units of metric measure (for example, kilometre and metre;
centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre).
3
Estimate volume [for example, using 1 cm blocks to build cuboids (including cubes)]
and capacity [for example, using water].
Use all four operations to solve problems involving measure [for example, length, mass,
volume, money] using decimal notation, including scaling.
Interpret a reading that lies between two unnumbered divisions on a scale.
Week 7
Measurement
(time)
Tell the time in 12-hour and 24-hour notation.
Solve problems involving converting between units of time.
Find start times, finish times and time durations (timeline).
Interpret timetables to solve problems involving time.
Interpret calendars to solve problems.
New curriculum medium term planning
Week 8
Statistics
Solve comparison, sum and difference problems using information presented in a line
graph.
Complete, read and interpret information in tables, including timetables and charts.
Read and interpret a range of unnumbered scales.
Week 9
Number –
fractions –
decimals and
percentages
71
Read and write decimal numbers as fractions [for example, 0.71 = 100
].
Round decimals with two decimal places to the nearest whole number and to one
decimal place.
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 21 , 41 , 51 ,
2
5
Week 10
, 54 and those fractions with a denominator of a multiple of 10 or 25.
Number –
Multiplication
and division
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.
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.
Solve problems involving addition, subtraction, multiplication and division and a
combination of these, including understanding the meaning of the equals sign.
Solve problems involving multiplication and division, including scaling by simple fractions
and problems involving simple rates.
Geometry –
position and
direction
Identify 3-D shapes, including cubes and other cuboids, from 2-D representations.
Identify and complete nets of 3D shapes.
Know angles are measured in degrees: estimate and compare acute, obtuse and reflex
angles.
o
Draw given angles, and measure them in degrees ( )
identify:
o
a. angles at a point and one whole turn (total 360 )
Week 11
Assessment
Week 12
1
o
b. angles at a point on a straight line and 2 a turn (total 180 )
o
c. other multiples of 90
Solve problems involving shape, including visualisation problems.
Maths medium term plan: summer term
Year 5
New curriculum medium term planning
Mental Maths objectives to be covered:
Number objectives should be covered at least 4 times a term.
Measurement/ geometry objectives should be covered at least 2 time a term.
Number - Number and place value:
Partition, order and compare numbers to at least 1 000 000, including those with up to three decimal places and
determine the value of each digit.
Round any number up to 1 000 000 to the nearest 1, 10, 100, 1000, 10 000 and 100 000.
Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000.
Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including
through zero.
Use knowledge of place value to derive doubles and halves of decimals e.g. half of 5.6, double 0.4.
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
Partition to multiply by single digit numbers. Use tests of divisibility.
Number – Addition and Subtraction:
Add and subtract numbers mentally with increasingly large numbers.
Number – Multiplication and division:
Derive multiplication and division facts up to 12 x 1.
Identify multiples and factors.
Establish whether a number up to 100 is prime and recall prime numbers up to 19 (using the vocabulary of prime
numbers, prime factors and composite (non-prime) numbers.
Multiply and divide numbers mentally drawing upon known facts.
Number - fractions:
Find percentages of shapes, quantities, measures.
Recognise equivalent fractions, decimals and percentages.
Count on and back in fractions and decimals, including bridging 0.
Measurement:
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre
and millimetre; gram and kilogram; litre and millilitre).
Calculate the perimeter and area of regular shapes and rectangles.
Problem-solving and reasoning should be integrated into all activities.
Opportunities to explain and justify opinions and make explanations should be incorporated into planning.
Children should be challenged and extended through the problems they are given to solve.
Unit
Week 1
Strand
Number and
place value
Learning Objectives
Read, write, partition order and compare numbers to at least 1 000 000, including those
with up to three decimal places and determine the value of each digit.
Recognise and describe linear number sequences (whole numbers, decimals and
fractions); relate the numbers to their position on a number line.
Interpret negative numbers in context, count forwards and backwards with positive and
negative whole numbers, including through zero.
Explore patterns, properties and relationships and propose a general statement
involving numbers; identify examples for which the statement is true or false.
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
Week 2
Number and
place value
Number –
Add and subtract whole numbers with more than 4 digits and numbers with up to 3
decimal places, including using formal written methods (columnar addition and
New curriculum medium term planning
addition and
subtraction
subtraction).
Solve addition and subtraction multi-step problems involving whole numbers and
decimals, in contexts, deciding which operations and methods to use and why.
Week 3
Number –
Multiplication
and Division
Identify multiples and factors, including finding all factor pairs of a number, and common
factors of two numbers.
Establish whether a number up to 100 is prime and recall prime numbers up to 19
2
Recognise and use square numbers and cube numbers, and the notation for squared ( )
3
and cubed ( ).
Solve problems involving multiplication and division including using their knowledge of
factors and multiples, squares and cubes.
Week 4
Number –
fractions
Compare and order fractions whose denominators are all multiples of the same number
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 > 1 as a mixed number [for example, 52 + 54 =
6
= 1 51 ].
5
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.
Week 5
Geometry –
properties of
shape
Explore patterns, properties and relationships and propose a general statement
involving shapes; identify examples for which the statement is true or false.
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
2
2
standard units, square centimetres (cm ) and square metres (m ) and estimate the area
of irregular shapes.
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.
Read and plot coordinates in the first quadrant.
Solve problems involving shape, including visualisation problems.
Week 6
Measurement
Convert between different units of metric measure (for example, kilometre and metre;
centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre).
Understand and use approximate equivalences between metric units and common
imperial units such as inches, pounds and pints.
3
Estimate volume [for example, using 1 cm blocks to build cuboids (including cubes)]
and capacity [for example, using water].
Use all four operations to solve problems involving measure [for example, length, mass,
volume, money] using decimal notation, including scaling.
Interpret a reading that lies between two unnumbered divisions on a scale.
Week 7
Statistics
Solve comparison, sum and difference problems using information presented in a line
graph.
Complete, read and interpret information in tables, including timetables and charts
Read and interpret a range of unnumbered scales.
Week 8
Measurement
Tell the time in 12-hour and 24-hour notation.
New curriculum medium term planning
Week 9
(time)
Solve problems involving converting between units of time.
Find start times, finish times and time durations (timeline).
Interpret timetables to solve problems involving time.
Interpret calendars to solve problems.
Number –
fractions –
decimals and
percentages
71
Read and write decimal numbers as fractions [for example, 0.71 = 100
].
Round decimals with two decimal places to the nearest whole number and to one
decimal place.
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 21 , 41 , 51 ,
2
5
, 54 and those fractions with a denominator of a multiple of 10 or 25.
Week 10
Number –
multiplication
and division
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.
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.
Solve problems involving addition, subtraction, multiplication and division and a
combination of these, including understanding the meaning of the equals sign.
Solve problems involving multiplication and division, including scaling by simple fractions
and problems involving simple rates.
Week 11
Geometry –
properties of
shape
Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
Identify and complete nets of 3D shapes.
know angles are measured in degrees: estimate and compare acute, obtuse and reflex
angles
o
Draw given angles, and measure them in degrees ( )
identify:
o
a. angles at a point and one whole turn (total 360 )
o
b. angles at a point on a straight line and 21 a turn (total 180 )
o
c. other multiples of 90
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.
Solve problems involving shape, including visualisation problems.
Week 12 Assessmen
t
Week 13–
Revision
Teacher to identify focus:
New curriculum medium term planning