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Year 5

Contents
Introduction p3
Abacus Quick Guide p4
Planning Grid in teaching order
Term 1 p6
Term 2 p11
Term 3 p16
Framework-style Blocked planning
Block A p21
Block B p23
Block C p25
Block D p27
Block E p29

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2
Year 5
Introduction to Abacus

INTRODUCTION
blocked planning guide
This document contains three examples of how Abacus can be planned in blocks, in line
with the planning guidance within the renewed framework for mathematics.

Example 1 – Abacus Quick Guide


This shows how the existing Abacus cards might be arranged in five blocks per term. It
also gives a useful summary of objectives that are new to this year group. On the whole,
these are objectives that the renewed framework recommends be taught earlier than had
previously been suggested in the 1999 framework.

Example 2 – Planning grid in teaching order


This example shows how Abacus cards may be matched to renewed framework objectives
and recommends a teaching order. Also highlighted are suggestions of how the teaching
points could be extended to cover further objectives.

Where the framework planning is different to the structure and content of Abacus, we are
supplying free resources, which are downloadable from the Harcourt website; these have
been planned into the relevant block and matched to a suitable objective.
Abacus Evolve problem solving software has also been planned in, should you choose to
purchase it. Details of this can be found at www.harcourt.co.uk/primary.

Example 3 – Framework style blocked planning


This blocked plan shows how Abacus can be planned in the exact style of the renewed
framework. It gives a clear indication of which objectives are covered in each block.
Relevant speaking and listening objectives, links to science and vocabulary lists are
provided, as well as points of previous learning to be checked.

Please visit www.harcourt.co.uk for free downloads and for any updated support.

133
Year 5
Abacus Quick Guide
In the tables below Abacus Teaching cards have been arranged into blocks to match
the content suggested by the new framework for mathematics. For more detail about
the content of the blocks see the Planning Grid on page 6.

Year 5 Term (Unit) 1


Abacus Topic Block A BlockB Block C Block D Block E
Number Place-value N1 N2 N15 D1
Addition/subtraction N12
Multiplication/division N3 N4 N5 N6 N16 N17 N19
Fractions/decimals N7 N8 N9
Properties of number N13 N14
Measures Length M1
Time M6 M7
Area M3
Shape 2-d/3-d shape S2 S1

Year 5 Term (Unit) 2


Abacus Topic Block A BlockB Block C Block D Block E
Number Place-value N30
Addition/subtraction N23 N25 N11 N26 N24
Multiplication/division N18 N20 N31
Fractions/decimals N21 N35
Percentages N37
Properties of number N29
Measures Perimeter M4
Weight M2
Shape 2-d/3-d shape S3
Angle S8
Symmetry S4
Position/direction S7
Data Probability D3
Graphs D2

Year 5 Term (Unit) 3


Abacus Topic Block A BlockB Block C Block D Block E
Number Place-value
Addition/subtraction N38 N39 N41
Multiplication/division N32 N33 N34
Fractions/decimals N10 N36
Properties of number N28 N43 N42
Measures Capacity M5
Shape 2-d/3-d shape S5
Angle S9 S10
Rotation S6

4
New content in Year 5 Year 5

QUICK GUIDE
These objectives are new to Year 4 under the new framework guidelines and need
to be included in the teaching in addition to the Abacus Teaching Cards listed:
• Solve problems involving ratio and proportion
• Derive quickly doubles of two-digit decimals (e.g. 3.8 ≠ 2, 0.76 ≠ 2), and
the corresponding halves
• Multiply and divide decimals by 10 or 100 and integers by 1000 and explain
the effect
• Identify different nets for a closed cube
• Use a calendar

Problem solving/Identifying patterns and relationships


The new framework puts a strong emphasis on these areas and whilst there are
opportunities throughout Abacus, we recommend further teaching of these aspects
of mathematics where possible.

Solve the Problem and Talk Maths are two pupil software resources from Abacus
Evolve and are ideally suited to these areas of teaching. If you are looking for a
maths scheme that completely matches the renewed framework take a look at
Abacus Evolve Framework Edition. See www.harcourt.co.uk/primary, and navigate
to Abacus Evolve, for details of the software and the complete scheme.

See the Planning Grid on p6 for details of free downloads from the following books:
Problem-solving Toolkit
Maths Investigations
Maths Pyramid
Groups Work
Investigations
Practising Numeracy
Tough Topics in Number
Tough Topics in Fractions

5
6
Term 1 Block A – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Place-value N1 Explain what each digit represents in whole numbers and


N2 decimals with up to two places, and partition, round and
order these numbers
Use knowledge of place value and addition and subtraction Teach this within N2
of two-digit numbers to derive sums and differences and
doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6,
double 0.34)
Use efficient written methods to add and subtract whole Opportunities within N2
numbers and decimals with up to two places
Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
N15 Use understanding of place value to multiply and divide
whole numbers and decimals by 10, 100 or 1000
Multiplication/division N3 Recall quickly multiplication facts up to 10 ≠ 10 and use
N4 them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
N5 Extend mental methods for whole-number calculations, for
example to multiply a two-digit by a one-digit number (e.g.
12 ≠ 9), to multiply by 25 (e.g. 16 ≠ 25), to subtract one near
multiple of 1000 from another (e.g. 6070 – 4097)
Properties of number N13 Count from any given number in whole-number and decimal Extend N13 to decimal numbers, negative
steps, extending beyond zero when counting backwards; numbers
relate the numbers to their position on a number line
N14 Identify pairs of factors of two-digit whole numbers and find
common multiples (e.g. for 6 and 9)
Reasoning Throughout Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
Term 1 Block B – 3 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Multiplication/ division N6 Recall quickly multiplication facts up to 10 ≠ 10 and use
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
Identify pairs of factors of two-digit whole numbers and find Teach this within N6
common multiples (e.g. for 6 and 9)
Addition/ subtraction N12 Use efficient written methods to add and subtract whole STP Cinema
numbers and decimals with up to two places
Use knowledge of rounding, place value, number facts and Opportunities within N12
inverse operations to estimate and check calculations
2d-shape S2 Identify, visualise and describe properties of rectangles,
triangles, regular polygons and 3-d solids; use knowledge of
properties to draw 2-d shapes and identify and draw nets of
3-d shapes
Investigation Explore patterns, properties and relationships and propose Download 5.01
a general statement involving numbers or shapes; identify Maths Investigations 5, p16–17 and PCM1
examples for which the statement is true or false
Year 5

PLANNING GRID

137
8
Term 1 Block C – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Bar-line graphs D1 Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and changes
over time
Find and interpret the mode of a set of data
Explain reasoning using diagrams, graphs and text; refine Opportunities within D1
ways of recording using images and symbols
Data Plan and pursue an enquiry; present evidence by collecting, Download 5.02
organising and interpreting information; suggest extensions Maths Pyramid 4, Unit 35
to the enquiry
Answer a set of related questions by collecting, selecting
and organising relevant data; draw conclusions, using ICT to
present features, and identify further questions to ask
Length M1 Read, choose, use and record standard metric units to
estimate and measure length, weight and capacity to a
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6kg to 2600g)
Interpret a reading that lies between two unnumbered Extend M1 to include this
divisions on a scale
Term 1 Block D – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Place value Use understanding of place value to multiply and divide N2 (Year 6)
whole numbers and decimals by 10, 100 or 1000 Download 5.03
Tough Topics in Number 9–11, pp7–10 and
activity sheets 1–4
Area M3 Draw and measure lines to the nearest millimetre; measure
and calculate the perimeter of regular and irregular
polygons; use the formula for the area of a rectangle to
calculate the rectangle’s area
Read, choose, use and record standard metric units to Extend M3 to include this
estimate and measure length, weight and capacity to a
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6kg to 2600g)
Interpret a reading that lies between two unnumbered
divisions on a scale
Time M6 Read timetables and time using 24-hour clock notation; use
M7 a calendar to calculate time intervals
2-d shape S1 Read and plot co-ordinates in the first quadrant; recognise
parallel and perpendicular lines in grids and shapes; use a
set-square and ruler to draw shapes with perpendicular or
parallel sides
Problem-solving Use a calculator to solve problems, including those Download 5.04
involving decimals or fractions (e.g. to find 43 of 150g); Maths Pyramid 5, Unit 6
interpret the display correctly in the context of measurement
Opportunities Solve one-step and two-step problems involving whole
throughout numbers and decimals and all four operations, choosing
and using appropriate calculation strategies, including
calculator use
Year 5

PLANNING GRID

139
10
Term 1 Block E – 3 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Fractions/ decimals N7 Express a smaller whole number as a fraction of a larger one STP Top Team
5
N8 (e.g. recognise that 5 out of 8 is 8 ); find equivalent fractions
7 14 19 9
(e.g. 10 = 20 , or 10 = 1 10 ); relate fractions to their decimal
representations
1
N9 Find fractions using division (e.g. 100 of 5kg), and percentages
of numbers and quantities (e.g. 10%, 5% and 15% of £80)
Use a calculator to solve problems, including those Extend N9 to include calculator use
involving decimals or fractions (e.g. find 43 of 150g);
interpret the display correctly in the context of measurement
Multiplication/division N16 Extend mental methods for whole-number calculations,
N17 for example to multiply a two-digit number by a one-digit
number (e.g. 12 ≠ 9), to multiply by 25 (e.g. 16 ≠ 25), to
subtract one near-multiple of 1000 from another (e.g.
6070 – 4097)
N19 Refine and use efficient written methods to multiply and
divide HTU ≠ U, TU ≠ TU, U.t ≠ U and HTU ≠ U
Recall quickly multiplication facts up to 10 ≠ 10 and use them Extend N19 to include this
to multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
Identify pairs of factors of two-digit whole numbers and find N13 (Year 6)
common multiples (e.g. for 6 and 9)
Problem-solving/reasoning Represent a puzzle or problem by identifying and recording the Download 5.05
information or calculations needed to solve it; find possible Maths Pyramid 5, Unit 3
solutions and confirm them in the context of the problem
Solve one-step and two-step problems involving whole numbers
and decimals and all four operations, choosing and using
appropriate calculation strategies, including calculator use
Explain reasoning using diagrams, graphs and text; refine ways
of recording using images and symbols
Term 2 Block A – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Multiplication/division N18 Recall quickly multiplication facts up to 10 ≠ 10 and use
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
Use understanding of place value to multiply and divide Extend N18 to include multiplication and
whole numbers and decimals by 10, 100 or 1000 division of decimals
See also N15/N16 (Year 6)
Fractions/decimals N21 Explain what each digit represents in whole numbers and
decimals with up to two places, and partition, round and
order these numbers
Addition/subtraction N23 Use knowledge of place value and addition and subtraction
of two-digit numbers to derive sums and differences and
doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6,
double 0.34)
Use efficient written methods to add and subtract whole Opportunities within N23
numbers and decimals with up to two places
N25 Extend mental methods for whole-number calculations, for
example to multiply a two-digit by a one-digit number (e.g.
12 ≠ 9), to multiply by 25 (e.g. 16 ≠ 25), to subtract one near
multiple of 1000 from another (e.g. 6070 – 4097)
Use knowledge of rounding, place value, number facts and Opportunities within N25
inverse operations to estimate and check calculations
Properties of number N29 Identify pairs of factors of two-digit whole numbers and find
common multiples (e.g. for 6 and 9)
Use a calculator to solve problems, including those Extend N29 to include calculator use
involving decimals or fractions (e.g. to find 43 of 150g);
interpret the display correctly in the context of measurement
Place-value N30 Count from any given number in whole-number and decimal
steps, extending beyond zero when counting backwards;
relate the numbers to their position on a number line
Reasoning Throughout Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
Problem-solving Throughout Solve one-step and two-step problems involving whole
numbers and decimals and all four operations, choosing and
Year 5

using appropriate calculation strategies, including calculator use

PLANNING GRID

13
11
12
Term 2 Block B – 3 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Addition/subtraction N11 Use knowledge of place value and addition and subtraction
of two-digit numbers to derive sums and differences and
doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6,
double 0.34)
Multiplication/division N20 Recall quickly multiplication facts up to 10 ≠ 10 and use STP Marble Factory
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
Fractions/decimals N35 Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
2-d shape S3 Identify, visualise and describe properties of rectangles,
triangles, regular polygons and 3-d solids; use knowledge of
properties to draw 2-d shapes and identify and draw nets of
3-d shapes
Symmetry S4 Complete patterns with up to two lines of symmetry; draw
the position of a shape after a reflection or translation
Problem-solving Explore patterns, properties and relationships and propose Download 5.06
a general statement involving numbers or shapes; identify Problem-solving Toolkit 5–6, p31–33
examples for which the statement is true or false
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
Term 2 Block C – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Line graphs D2 Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and changes
over time
Plan and pursue an enquiry; present evidence by collecting, Teach within D2
organising and interpreting information; suggest extensions to Provide ideas to extend data handling
the enquiry investigations
Explain reasoning using diagrams, graphs and text; refine Teach within D2
ways of recording using images and symbols
Answer a set of related questions by collecting, selecting
and organising relevant data; draw conclusions, using ICT to
present features, and identify further questions to ask
Probability D3 Describe the occurrence of familiar events using the
language of chance or likelihood
Measures Read, choose, use and record standard metric units to Download 5.07
estimate and measure length, weight and capacity to a Maths Pyramid 5, Unit 10
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6kg to 2600g)
Interpret a reading that lies between two unnumbered
divisions on a scale
Year 5

PLANNING GRID

13
14
Term 2 Block D – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Addition/subtraction N26 Use efficient written methods to add and subtract whole
numbers and decimals with up to two places
Use knowledge of rounding, place value, number facts and Opportunities within N26 and N31
inverse operations to estimate and check calculations
Multiplication/division N31 Refine and use efficient written methods to multiply and
divide HTU ≠ U, TU ≠ TU, U.t ≠ U and HTU ≠ U
Use understanding of place value to multiply and divide Extend N31 to include this
whole numbers and decimals by 10, 100 or 1000
Weight M2 Read, choose, use and record standard metric units to
estimate and measure length, weight and capacity to a
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6kg to 2600g)
Perimeter M4 Draw and measure lines to the nearest millimetre; measure
and calculate the perimeter of regular and irregular
polygons; use the formula for the area of a rectangle to
calculate the rectangle’s area
Measures Interpret a reading that lies between two unnumbered Extend M2 and M4 to include this
divisions on a scale
Use a calculator to solve problems, including those Link to work on measures
involving decimals or fractions (e.g. to find 43 of 150g);
interpret the display correctly in the context of measurement
Position and direction S7 Read and plot coordinates in the first quadrant; recognise
parallel and perpendicular lines in grids and shapes; use a
set-square and ruler to draw shapes with perpendicular or
parallel sides
Angle S8 Estimate, draw and measure acute and obtuse angles using
an angle measurer or protractor to a suitable degree of
accuracy; calculate angles in a straight line
Problem-solving Throughout Solve one-step and two-step problems involving whole
numbers and decimals and all four operations, choosing
and using appropriate calculation strategies, including
calculator use
Term 2 Block E – 3 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Addition/ subtraction N24 Use knowledge of place value and addition and subtraction
of two-digit numbers to derive sums and differences and
doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6,
double 0.34)
Percentages N37 Understand percentage as the number of parts in every 100
and express tenths and hundredths as percentages
Ratio Use sequences to scale numbers up or down; solve Download 5.08
problems involving proportions of quantities (e.g. decrease Tough Topics in Number 5, pp14–18 and
quantities in a recipe designed to feed six people) activity sheets 8–11
STP Farming Fields
Fractions N22 Express a smaller whole number as a fraction of a larger
5
one (e.g. recognise that 5 out of 8 is 8 ); find equivalent
7 14 19 9
fractions (e.g.10 = 20 , or 10 = 1 10 ); relate fractions to their
decimal representations
1
Find fractions using division (e.g. 100 of 5kg), and percentages Download 5.09
of numbers and quantities (e.g. 10% , 5% and 15% of £80) Tough Topics in Fractions 9–11, pp32–34
Problem-solving Opportunities Represent a puzzle or problem by identifying and recording the Download 5.10
throughout information or calculations needed to solve it; find possible Maths Pyramid 5, Unit 26
solutions and confirm them in the context of the problem
Use a calculator to solve problems, including those involving
3
decimals or fractions (e.g. find 4 of 150g); interpret the display
correctly in the context of measurement
Explain reasoning using diagrams, graphs and text; refine ways
of recording using images and symbols
Year 5

PLANNING GRID

13
15
16
Term 3 Block A – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Properties of number N28 Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
Use a calculator to solve problems, including those Extend N28 to include calculator use
3
involving decimals or fractions (e.g. to find 4 of 150g);
interpret the display correctly in the context of measurement
Recall quickly multiplication facts up to 10 ≠ 10 and use Opportunities within N28 and N32
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
Multiplication/division N32 Refine and use efficient written methods to multiply and
divide HTU ≠ U, TU ≠ TU, U.t ≠ U and HTU ≠ U
Fractions/decimals N10 Use knowledge of place value and addition and subtraction Extend N36 to include doubles of
N36 of two-digit numbers to derive sums and differences and decimals
doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6,
double 0.34)
Explain what each digit represents in whole numbers and Teach within N36
decimals with up to two places, and partition, round and
order these numbers
Sequences Count from any given number in whole-number and decimal Download 5.11
steps, extending beyond zero when counting backwards; Practising Numeracy using Tracks, Lines
relate the numbers to their position on a number line and Grids 5, pp29–30, 53
Problem-solving Opportunities Explain reasoning using diagrams, graphs and text; refine Download 5.12
throughout ways of recording using images and symbols Groups Work 5, Activity 8 and RCM 5
Solve one-step and two-step problems involving whole
numbers and decimals and all four operations, choosing
and using appropriate calculation strategies, including
calculator use
Term 3 Block B – 3 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Addition/subtraction N38 Use knowledge of place value and addition and subtraction
of two-digit numbers to derive sums and differences and
doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6,
double 0.34)

N39 Use efficient written methods to add and subtract whole


numbers and decimals with up to two places
Use a calculator to solve problems, including those Teach within N39
involving decimals or fractions (e.g. to find 43 of 150g);
interpret the display correctly in the context of measurement
Use knowledge of rounding, place value, number facts and Opportunities within N39
inverse operations to estimate and check calculations
Properties of number N43 Recall quickly multiplication facts up to 10 ≠ 10 and use
them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
3-d shape S5 Identify, visualise and describe properties of rectangles,
triangles, regular polygons and 3-d solids; use knowledge
of properties to draw 2-d shapes and identify and draw nets
of 3-d shapes
Investigation/ Explore patterns, properties and relationships and propose Download 5.13
problem-solving a general statement involving numbers or shapes; identify Maths Investigations 5, pp64–65 and
examples for which the statement is true or false PCM 23
Opportunities Represent a puzzle or problem by identifying and
throughout recording the information or calculations needed to solve
it; find possible solutions and confirm them in the context
of the problem
Year 5

PLANNING GRID

17
18
Term 3 Block C – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Capacity M5 Read, choose, use and record standard metric units to estimate
and measure length, weight and capacity to a suitable degree
of accuracy (e.g. the nearest centimetre); convert larger to
smaller units using decimals to one place (e.g. change 2.6kg
to 2600g)
Interpret a reading that lies between two unnumbered Teach this within M5
divisions on a scale
Data Plan and pursue an enquiry; present evidence by collecting, Download 5.14
organising and interpreting information; suggest extensions Maths Pyramid, Unit 20
to the enquiry (Median and mean are included but do
Explain reasoning using diagrams, graphs and text; refine not have to be taught until Year 6)
ways of recording using images and symbols
Answer a set of related questions by collecting, selecting
and organising relevant data; draw conclusions, using ICT to
present features, and identify further questions to ask
Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and changes
over time
Describe the occurrence of familiar events using the language Download 5.15
of chance or likelihood Maths Pyramid 5, Unit 29
Find and interpret the mode of a set of data (Median and mean are included but do
not have to be taught until Year 6)
Term 3 Block D – 2 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Multiplication/ division N33 Refine and use efficient written methods to multiply and
divide HTU ≠ U, TU ≠ TU, U.t ≠ U and HTU ≠ U
Use knowledge of rounding, place value, number facts and Opportunities throughout N33 and N41
inverse operations to estimate and check calculations
Addition/subtraction N41 Use efficient written methods to add and subtract whole
numbers and decimals with up to two places

Angle S9 Estimate, draw and measure acute and obtuse angles using STP Kayak Challenge
S10 an angle measurer or protractor to a suitable degree of
accuracy; calculate angles in a straight line
Symmetry S6 Complete patterns with up to two lines of symmetry; draw
the position of a shape after a reflection or translation
Co-ordinates Read and plot coordinates in the first quadrant; recognise Extend the teaching from S7 in Unit 2
parallel and perpendicular lines in grids and shapes; use a Block D
set-square and ruler to draw shapes with perpendicular or
parallel sides
Length/problem solving Read, choose, use and record standard metric units to Download 5.16
estimate and measure length, weight and capacity to a Groups Work 5, Activity 9 and RCM 6
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6kg to 2600g)
Use a calculator to solve problems, including those
involving decimals or fractions (e.g. to find 43 of 150g);
interpret the display correctly in the context of measurement
Length and area Draw and measure lines to the nearest millimetre; measure Download 5.17
and calculate the perimeter of regular and irregular Maths Investigations 5, p58, 59 and PCM 20
polygons; use the formula for the area of a rectangle to
calculate the rectangle’s area
Interpret a reading that lies between two unnumbered Encourage within work on length
divisions on a scale
Time/problem-solving Read timetables and time using 24-hour clock notation; use Download 5.18
a calendar to calculate time intervals Groups Work 5, Activity 12 and RCM 7
Solve one-step and two-step problems involving whole STP Theme Park
Year 5

numbers and decimals and all four operations, choosing


and using appropriate calculation strategies, including
calculator use
PLANNING GRID

19
20
Term 3 Block E – 3 weeks Abacus Units Objectives Additional Teaching Needed
End-of-year expectations (key objectives) in bold
Year 5

Multiplication/division N34 Refine and use efficient written methods to multiply and
divide HTU ≠ U, TU ≠ TU, U.t ≠ U and HTU ≠ U
Properties of number N42 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
Fractions/decimals/ Express a smaller whole number as a fraction of a larger one Download 5.19
5
percentages (e.g. recognise that 5 out of 8 is 8 ); find equivalent fractions Tough Topics in Fractions 9–11, pp29–37 and
7 14 19 9
(e.g. 10 = 20 , or 10 = 1 10 ); relate fractions to their decimal worksheets
representations
1
Find fractions using division (e.g. 100 of 5kg), and percentages
of numbers and quantities (e.g. 10%, 5% and 15% of £80)
Understand percentage as the number of parts in every 100
and express tenths and hundredths as percentages
Problem-solving Use sequences to scale numbers up or down; solve problems Download 5.20
involving proportions of quantities (e.g. decrease quantities Maths Investigations 5, pp44,45
in a recipe designed to feed six people)
Solve one-step and two-step problems involving whole
numbers and decimals and all four operations, choosing
and using appropriate calculation strategies, including
calculator use
Year 5

FRAMEWORK BLOCKED PLANNING


Block A: Counting,
partitioning and calculating
Solving one- and two- Explaining methods and
step word problems reasoning, orally and
Ordering partitioning and
involving numbers, on paper using words,
rounding whole numbers
money or measures diagrams and symbols
and decimals to 2 places

BLOCK A
Addition and subtraction Multiplication and division
Counting,
Mental methods: partitioning and Tables to 10 x 10; multiplying
special cases calculating multiples of 10 or 100; factors
Written methods: whole Written methods: HTU ≠ U,
numbers and decimals TU ≠ U, U.t ≠ U, HTU ÷ U
Using a calculator

Block A: New Framework Objectives Unit 1 Unit 2 Unit 3


End-of-year expectations (key objectives) in BOLD 2 weeks 2 weeks 2 weeks
• Explain reasoning using diagrams, graphs and text; refine ways of Throughout Throughout Throughout
recording using images and symbols
• Solve one-step and two-step problems involving whole numbers and decimals Throughout Throughout
and all four operations, choosing and using appropriate calculation strategies,
including calculator use

• Count from any given number in whole-number and decimal steps, extending N13 N30
beyond zero when counting backwards; relate the numbers to their position on a
number line
• Explain what each digit represents in whole numbers and decimals with N1/N2 N21 N36
up to two places, and partition, round and order these numbers
• Use knowledge of place value and addition and subtraction of two-digit N2 N23 N10/N36
numbers to derive sums and differences and doubles and halves of
decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
• Use efficient written methods to add and subtract whole numbers and N2 N23
decimals with up to two places

• Recall quickly multiplication facts up to 10 ≠ 10 and use them to multiply N3/N4 N18 N28/N32
pairs of multiples of 10 and 100; derive quickly corresponding division facts
• Identify pairs of factors of two-digit whole numbers and find common N14 N29
multiples (e.g. for 6 and 9)
• Use understanding of place value to multiply and divide whole numbers N15 N18
and decimals by 10, 100 or 1000
• Extend mental methods for whole-number calculations, for example to N5 N25
multiply a two-digit by a one-digit number (e.g. 12 ≠ 9), to multiply by 25 (e.g.
16 ≠ 25), to subtract one near multiple of 1000 from another (e.g. 6070 – 4097)
• Refine and use efficient written methods to multiply and divide HTU ≠ U, TU ≠ TU, N32
U.t ≠ U and HTU ÷ U
• Use a calculator to solve problems, including those involving decimals or N29 N28
3
fractions (e.g. to find 4 of 150g); interpret the display correctly in the context
of measurement
• Use knowledge of rounding, place value, number facts and inverse operations N2 N25 N28
to estimate and check calculations
The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded indicate potential
gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6.
To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are
Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary

13
21
Year 5

Speaking and listening opportunities


Units
Objectives
1 2 3
• Present a spoken argument, sequencing points logically, defending views ✔
with evidence and making use of persuasive language
• Analyse the use of persuasive language ✔
• Understand the process of decision making ✔

Opportunities to apply mathematics in science


Units
Activities
1 2 3
Keeping healthy: Use graphs from pulse rate investigations to calculate
differences between pulse rates e.g. at rest, after exercise and after recovery, ✔
for individuals and between individuals in the class.
Changing state: Calculate differences between times liquids take to evaporate
at room temperature and in other conditions e.g. over a radiator, in the fridge, ✔
on a windy day (simulated with a hairdryer).
Earth, Sun and Moon: Use a calculator to explore differences between the ✔
sizes of the Earth, Moon and Sun and the distances between them.

Key aspects of learning: focus for the block


Enquiry Problem solving Reasoning Creative thinking
Information processing Evaluation Self-awareness Managing feeling
Social skills Communication Motivation Empathy

Vocabulary
problem, solution, calculate, calculation, equation, operation, answer, method, explain, reasoning, reason, predict,
relationship, rule, formula, pattern, sequence, term, consecutive
place value, digit, numeral, partition, decimal point, decimal place, thousands, ten thousands, hundred thousands,
millions, tenths, hundredths, positive, negative, above/below zero, compare, order, ascending, descending,
greater than (>), less than (<), round, estimate, approximately
add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient, remainder, factor, multiple,
calculator, display, key, enter, clear, constant
pound (£), penny/pence (p), units of measurement and their abbreviations, degree Celsius (°C)

Build on previous learning


Check that children can already:
• count from any given number in whole-number steps
• use positive and negative numbers in practical contexts; position them on a number line
• add or subtract mentally pairs of two-digit whole numbers, e.g. 47 + 58, 91 – 35
• use efficient written methods to add and subtract two- and three-digit whole numbers and £.p
• recall multiplication and division facts to 10 ≠ 10
• multiply or divide numbers to 1000 by 10 and then 100 (whole-number answers)
• use written methods to multiply and divide TU ≠ U, TU ÷ U
• use decimal notation for tenths and hundredths in the context of money and measurement
• order decimals to two places and position them on a number line
• use a calculator to carry out one- and two-step calculations involving all four operations; interpret the display
correctly in the context of money
• use the relationship between m, cm and mm

22
Year 5

FRAMEWORK BLOCKED PLANNING


Block B: Securing number
facts, understanding shapes
Mental methods and recall:
Patterns relationships Representing a problem
sums, differences, doubles
and properties of using calculations
and halves of decimals
numbers and shapes or diagrams
Tables to 10 x 10; multiplying/
dividing multiples of 10, 100
Factors, common multiples BLOCK B
Securing number Visualising 3-d and 2-d shapes
facts, understanding Properties of 3-d and
Written methods: addition
shape 2-d shapes
and subtraction of decimals
Nets of solids
Using a
calculator

Block B: New Framework Objectives Unit 1 Unit 2 Unit 3


End-of-year expectations (key objectives) in BOLD 3 weeks 3 weeks 3 weeks
• Explore patterns, properties and relationships and propose a
general statement involving numbers or shapes; identify
examples for which the statement is true or false
• Represent a puzzle or problem by identifying and recording the Throughout
information or calculations needed to solve it; find possible
solutions and confirm them in the context of the problem
• Use knowledge of place value and addition and subtraction of N11 N38
two-digit numbers to derive sums and differences and doubles
and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
• Recall quickly multiplication facts up to 10 ≠ 10 and use them to N6 N20 N43
multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
• Identify pairs of factors of two-digit whole numbers and find N6
common multiples (e.g. for 6 and 9)
• Use knowledge of rounding, place value, number facts and N12 N35 N39
inverse operations to estimate and check calculations
• Use efficient written methods to add and subtract whole N12 N39
numbers and decimals with up to two places
• Use a calculator to solve problems, including those involving N39
decimals or fractions (e.g. to find 43 of 150g); interpret the
display correctly in the context of measurement
• Identify, visualise and describe properties of rectangles, S2 S3 S5
triangles, regular polygons and 3-d solids; use knowledge of
properties to draw 2-d shapes and identify and draw nets of
3-d shapes
• Complete patterns with up to two lines of symmetry; draw the S4
position of a shape after a reflection or translation
The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded
indicate potential gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6.
To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem.
These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary

13
23
Year 5
NHM blocked planning
Block A Three 3-week units
Addition and Subtraction to 10
Speaking and listening opportunities for the block
Units
Objectives
1 2 3
• Identify different question types and evaluate impact on audience ✔ ✔
• Present a spoken argument, sequencing points logically, defending views ✔
with evidence and making use of persuasive language

Opportunities to apply mathematics in science


Units
Activities
1 2 3
Earth, Sun and Moon: Use vocabulary related to shape and size when
✔ ✔ ✔
describing the Sun, Earth and Moon and their relative sizes.

Key aspects of learning: focus for the block


Enquiry Problem solving Reasoning Creative thinking

Information processing Evaluation Self-awareness Managing feeling

Social skills Communication Motivation Empathy

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
reflection, reflective symmetry, line of symmetry, mirror line, rotation, translation, origin, co-ordinates,
x-co-ordinate, y-co-ordinate, x-axis, y-axis

Build on previous learning


Check that children can already:
• derive and recall multiplication facts up to 10 ≠ 10 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
• draw polygons and classify them by identifying their properties, including their line symmetry
• draw and complete shapes with reflective symmetry

24
Year 51

FRAMEWORK
NHM C:
Block Handling
blocked data
planning

NHM BLOCKED
and measures
Speaking and listening objectives
Collecting, organising,
presenting and interpreting
data to answer related
Constructing frequency questions Explaining

BLOCKED
tables, pictograms and Identifying further questions reasoning, using
bar and line graphs diagrams, graphs

PLANNING
Finding the mode and text
BLOCK C
Handling data Estimating and measuring
Language of and measures
Metric units, conversions

PLANNING
probability
Readings from scales
Using ICT
Opportunities to apply mathematics in science

Block C: New Framework Objectives Unit 1 Unit 2 Unit 3


End-of-year expectations (key objectives) in BOLD 2 weeks 2 weeks 2 weeks
• Plan and pursue an enquiry; present evidence by collecting, D2
organising and interpreting information; suggest extensions to
the enquiry
• Explain reasoning using diagrams, graphs and text; refine ways of D1 D2
recording using images and symbols
Key aspects
• Answer a set of learning:
of related focus selecting
questions by collecting, for the
and block D2
organising relevant data; draw conclusions, using ICT to present
features, and identify further questions to ask
• Construct frequency tables, pictograms and bar and line graphs D1 D2
to represent the frequencies of events and changes over time
• Find and interpret the mode of a set of data D1
• Describe the occurrence of familiar events using the language
of chance or likelihood
• Read, choose, use and record standard metric units to estimate M1 M5
and measure length, weight and capacity to a suitable degree of
accuracy (e.g. the nearest centimetre); convert larger to smaller
units using decimals to one place (e.g. change 2.6kg to 2600g)
• Interpret a reading that lies between two unnumbered divisions M1 M5
Vocabulary
on a scale
The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded
Add, and, makes, gives, how many altogether?, equals, plus, double, near double, digit,
indicate potential gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6.
teens number. Take away, subtract, minus, leaves, how many are left?, difference between,
To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem.
how many more…?, take two from five, subtract one from four, three less than five
These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary

Build on previous learning in NHM R:


o Concept of addition for totals to 10 using material
o Addition facts to 5
o Concept of subtraction as ‘taking away
o Language of ‘take away’

13
25
Year 5
NHM blocked planning
Block A Three 3-week units
Addition and Subtraction to 10
Speaking and listening opportunities for the block
Units
Objectives
1 2 3
• Plan and manage a group task over time by using different levels of planning ✔
• Understand the process of decision making ✔
• Understand different ways to take the lead and support others in a group ✔

Opportunities to apply mathematics in science


Units
Activities
1 2 3
Keeping healthy: Present results of pulse rate investigations by plotting points ✔ ✔
on a graph. Explain what they show.
Changing state: Present results of the time taken for washing to dry in different
conditions in tables and graphs, and use these to identify trends in results and ✔
make generalisations.
Earth, Sun and Moon: Use data from timetables/calendars to describe sunrise, ✔
sunset, day length. Present data as a graph. Identify patterns.

Key aspects of learning: focus for the block


Enquiry Problem solving Reasoning Creative thinking
Information processing Evaluation Self-awareness Managing feeling
Social skills Communication Motivation Empathy

Vocabulary
problem, solution, calculate, calculation, method, explain, reasoning, reason, predict, pattern,
relationship, classify, represent, analyse, interpret
fair, unfair, risk, doubt, likely, unlikely, likelihood, certain, uncertain, probable, possible, impossible,
chance, good chance, poor chance, no chance, outcome
units of measurement and their abbreviations
data, information, survey, questionnaire, graph, chart, table, horizontal axis, vertical axis, axes,
label, title, scale, pictogram, bar chart, bar-line chart, line graph, mode, maximum/minimum value

Build on previous learning


Check that children can already:
• collect, organise and interpret selected information to answer questions
• construct and interpret pictograms and bar charts using simple scales (e.g. numbered
in 1s, 2s, 5s or 10s)
• use standard metric units to estimate and measure length, weight and capacity;
where appropriate, use decimal notation to record measurements, e.g. 1.3 m or 0.6 kg
• interpret intervals and divisions on partially numbered scales

26
Year 51

FRAMEWORK
NHM blocked
Block D: Calculating,
planningmeasuring

NHM BLOCKED
and understanding shape
Speaking and listening objectives
Solving multi-step problems
Estimating and measuring using a calculator where Estimating, measuring and
weight, length, capacity appropriate drawing angles
Readings from scales Estimating and checking Angles in a straight line

BLOCKED
Time: 24-hour clock, results Drawing shapes with parallel
timetables, calendar and perpendicular lines

PLANNING
BLOCK D
Multiplication and division by Calculating, Co-ordinates
10, 100, 1000 measuring and
Two lines of symmetry
Addition/subtraction of whole understanding shape
numbers and decimals Reflection, translation

PLANNING
HTU x U, TU x TU, U.t x U Area and perimeter of regular/
and HTU ÷ U irregular in
polygons
Opportunities to apply mathematics science
Formula for area of rectangle

Block D: New Framework Objectives Unit 1 Unit 2 Unit 3


End-of-year expectations (key objectives) in BOLD 2 weeks 2 weeks 2 weeks
• Solve one-step and two-step problems involving whole numbers and decimals Throughout
and all four operations, choosing and using appropriate calculation strategies,
including calculator use
• Use knowledge of rounding, place value, number facts and inverse operations N26/N31 N33/N41
to estimate and check calculations
• Use efficient written methods to add and subtract whole numbers and N26 N41
Key aspects of learning: focus for the block
decimals with up to two places
• Use understanding of place value to multiply and divide whole numbers and N31
decimals by 10, 100 or 1000

• Refine and use efficient written methods to multiply and divide HTU ≠ U, TU ≠ TU, N31 N33
U.t ≠ U and HTU ÷ U
• Use a calculator to solve problems, including those involving decimals or fractions Link to work on
3
(e.g. to find 4 of 150g); interpret the display correctly in the context of measurement measures
• Read and plot co-ordinates in the first quadrant; recognise parallel and S1 S7 Extend S7 into
perpendicular lines in grids and shapes; use a set-square and ruler to draw Unit 3
shapes with perpendicular or parallel sides
• Complete patterns with up to two lines of symmetry; draw the position of a S6
shape after a reflection or translation
• Estimate, draw and measure acute and obtuse angles using an angle measurer or S8 S9/S10
Vocabulary
protractor to a suitable degree of accuracy; calculate angles in a straight line
Add, and,
• Read, makes,
choose, usegives, howstandard
and record many altogether?,
metric units toequals,
estimateplus, double, near double,
and measure M3 digit, M2
length, weight and capacity to a suitable degree of accuracy (e.g. the nearest
teens number. Take away, subtract, minus, leaves, how many are left?, difference between,
centimetre); convert larger to smaller units using decimals to one place (e.g.
how many2.6kg
change more…?, take two from five, subtract one from four, three less than five
to 2600g)
• Interpret a reading that lies between two unnumbered divisions on a scale M3 M2/M4
• Draw and measure lines to the nearest millimetre; measure and calculate the M3 M4
Build onof previous
perimeter learning
regular and irregular in the
polygons; use NHMformulaR:
for the area of a
rectangle to calculate the rectangle’s area
o Concept of addition for totals to 10 using material
• Read timetables and time using 24-hour clock notation; use a calendar to M6/M7
ocalculate
Additiontime
facts to 5
intervals
The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded indicate potential
o Concept of subtraction as ‘taking away
gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6.
o Language
To of ‘take
meet the additional away’ on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are
emphasis
Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary

13
27
Year 5

Speaking and listening opportunities for the block


Units
Objectives
1 2 3
• Plan and manage a group task over time by using different levels of planning ✔
• Understand the process of decision making ✔
• Understand different ways to take the lead and support others in groups ✔

Opportunities to apply mathematics in science


Units
Activities
1 2 3
Earth, Sun and Moon: Use secondary data from timetables and calendars to ✔
describe sunrise, sunset and day length.
Earth, Sun and Moon: Model different positions of the Sun in the sky and the effect on ✔
the length of shadows by shining a torch on an object from different measured angles.
Gases around us: Illustrate evaporation by chalking round the edge of

puddles; make annotated drawings to describe and explain what happens.

Key aspects of learning: focus for the block


Enquiry Problem solving Reasoning Creative thinking
Information processing Evaluation Self-awareness Managing feeling
Social skills Communication Motivation Empathy

Vocabulary
problem, solution, answer, method, strategy, compare, order, explain, predict, reason, reasoning, pattern, relationship,
operation, calculation, calculate, calculator, equation, add, subtract, multiply, divide, sum, total, difference, plus, minus,
product, quotient, remainder, calculator, memory, display, key, enter, clear place, place value, decimal, decimal point, decimal
place, estimate, approximate, approximately
measure, measurement, measuring scale, scales, balance, metre stick, tape measure, ruler, measuring cylinder, metric unit,
standard unit, length, distance, perimeter, area, surface area, mass, weight, capacity, units of measurement and
their abbreviations
days of the week, months of the year, second (s), minute (min), hour (h), day, month, calendar, timetable, 12-hour clock,
24-hour clock, am and pm, angle, degree (°), angle measurer, protractor, set-square, acute, obtuse, right angle, position,
direction, parallel, perpendicular, reflection, reflective symmetry, line of symmetry, mirror line, translation, co-ordinates,
x-co-ordinate, y-co-ordinate, origin, x-axis, y-axis

Build on previous learning


Check that children can already:
• talk about their methods and solutions to one- and two-step problems
• partition, round and order four-digit whole numbers and decimals to two places, and use decimal
notation to record measurements, e.g. 1.3 m or 0.6 kg
• multiply and divide numbers to 1000 by 10 and 100 (whole-number answers)
• use written methods to add and subtract two- and three-digit whole numbers and £.p, and to multiply
and divide two-digit numbers by a one-digit number, including division with remainders, e.g. 15 ≠ 9, 98 ÷ 6
• know that addition is the inverse of subtraction and that multiplication is the inverse of division, and vice versa
• use a calculator to carry out one- and two-step calculations involving all four operations
• know that angles are measured in degrees and that one whole turn is 360°
• read scales to the nearest tenth of a unit
• measure and calculate perimeters of rectangles and find the area of shapes drawn on a square grid by
counting squares
• read time to the nearest minute; use am, pm and 12-hour clock notation, and calculate time intervals
from clocks and timetables

28
Year 4
5

FRAMEWORK
Block E: Securing number facts,

NHM BLOCKED
calculating, identifying relationships
Scaling numbers up and Equivalence of fractions
Tables to 10 x 10; down
multiplying multiples of 10 Percentages
Finding proportions
and 100 Fractions and
of quantities

BLOCKED
Sums differences, doubles percentages of
and halves of decimals quantities

PLANNING
BLOCK E
Securing number facts, Representing and solving
Mental methods calculating, identifying one- and two-step problems
relationships with whole numbers and
Written methods; HTU
decimals, all four operations

PLANNING
x U, TU x TU, U.t x U
and HTU ÷ U Using a calculator Interpreting solutions
Explaining reasoning

Block E: New Framework Objectives Unit 1 Unit 2 Unit 3


End-of-year expectations (key objectives) in BOLD 3 weeks 3 weeks 3 weeks
• Represent a puzzle or problem by identifying and recording the information or N42
calculations needed to solve it; find possible solutions and confirm them in the
context of the problem
• Solve one-step and two-step problems involving whole numbers and decimals and all
four operations, choosing and using appropriate calculation strategies, including
calculator use
• Explain reasoning using diagrams, graphs and text; refine ways of recording using
images and symbols
• Express a smaller whole number as a fraction of a larger one (e.g. recognise that N7/N8 N22
5 19 9
5 out of 8 is 58 ); find equivalent fractions (e.g. 107 = 20
14
, or 10 = 1 10 ); relate fractions
8
to their decimal representations
• Understand percentage as the number of parts in every 100 and express tenths N37
and hundredths as percentages
• Use sequences to scale numbers up or down; solve problems involving proportions
of quantities (e.g. decrease quantities in a recipe designed to feed six people)
• Use knowledge of place value and addition and subtraction of two-digit numbers N24
to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7,
half of 5.6, double 0.34)
• Recall quickly multiplication facts up to 10 ≠ 10 and use them to multiply pairs of N19
multiples of 10 and 100; derive quickly corresponding division facts
• Identify pairs of factors of two-digit whole numbers and find common multiples (e.g.
for 6 and 9)
• Extend mental methods for whole-number calculations, for example to multiply a N16/N17
two-digit number by a one-digit number (e.g. 12 ≠ 9), to multiply by 25 (e.g.
16 ≠ 25), to subtract one near-multiple of 1000 from another (e.g. 6070 – 4097)
• Refine and use efficient written methods to multiply and divide HTU ≠ U, TU ≠ TU, N19 N34
U.t ≠ U and HTU ÷ U
1
• Find fractions using division (e.g. 100 of 5kg), and percentages of numbers and N9
quantities (e.g. 10%, 5% and 15% of £80)
• Use a calculator to solve problems, including those involving decimals or fractions N9 Throughout
3
(e.g. find 4 of 150g); interpret the display correctly in the context of measurement
The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded indicate potential
gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6.
To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are
Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary

13
29
Year 5

Speaking and listening opportunities for the block


Units
Objectives
1 2 3
• Present a spoken argument, sequencing points logically, defending views ✔ ✔
with evidence and making use of persuasive language
• Understand the process of decision making ✔

Opportunities to apply mathematics in science


Units
Activities
1 2 3
Keeping healthy: When investigating pulse rate, calculate beats per minute ✔
by counting the beats for 15 seconds and multiplying by 4.
Earth, Sun and Moon: When describing the relative sizes of Sun, Earth and

Moon, scale numbers up or down.
Life cycles: Calculate the percentages of seeds which germinate in different

conditions.

Key aspects of learning: focus for the block


Enquiry Problem solving Reasoning Creative thinking
Information processing Evaluation Self-awareness Managing feeling
Social skills Communication Motivation Empathy

Vocabulary
problem, solution, calculator, calculate, calculation, equation, operation, symbol, inverse, answer, method,
explain, predict, reason, reasoning, pattern, relationship
add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient, remainder, multiple,
common multiple, factor, divisor, divisible by
decimal fraction, decimal place, decimal point, percentage, per cent (%)
fraction, proper fraction, improper fraction, mixed number, numerator, denominator, unit fraction, equivalent,
cancel
proportion, in every, for every, to every

Build on previous learning


Check that children can already:
3 70 7
• use diagrams to identify equivalent fractions, e.g. 86 and 4 , or 100 and 10 ;
interpret mixed numbers and position them on a number line, e.g. 3 21
• use decimal notation for tenths and hundredths and partition decimals; position
one- and two-place decimals on a number line
• know the equivalence between decimal and fraction forms of one half, one quarter,
tenths and hundredths
• double and halve two-digit numbers
• use written methods to record, support and explain multiplication and division of two-digit
numbers by a one-digit number, including division with remainders, e.g. 15 ≠ 9, 98 ÷ 6
• use the vocabulary of ratio and proportion

30

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