Mathematics

guidance:
key stages 1 and 2
Non-statutory guidance for the national
curriculum in England

Year 5

June 2020
What is included in this document?
This publication provides non-statutory guidance from the Department for Education. It
has been produced to help teachers and schools make effective use of the National
Curriculum to develop primary school pupils’ mastery of mathematics.

Who is this publication for?

This document is one chapter of the full publication Mathematics guidance: key stages 1
and 2 Non-statutory guidance for the national curriculum in England.

An overview of the ready-to-progress criteria for all year groups is provided below,
followed by the specific guidance for year 5.

To find out more about how to use this document, please read the introductory chapter.

2
Ready-to-progress criteria: year 1 to year 6
The table below is a summary of the ready-to-progress criteria for all year groups.

Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

NPV 1NPV–1 Count within 3NPV–1 Know that 10 4NPV–1 Know that 10 5NPV–1 Know that 10 6NPV–1 Understand the
100, forwards and tens are equivalent to 1 hundreds are equivalent tenths are equivalent to relationship between
backwards, starting with hundred, and that 100 is to 1 thousand, and that 1 one, and that 1 is 10 powers of 10 from
any number. 10 times the size of 10; 1,000 is 10 times the size times the size of 0.1. 1 hundredth to 10 million,
apply this to identify and of 100; apply this to Know that 100 and use this to make a
work out how many 10s identify and work out how hundredths are equivalent given number 10, 100,
there are in other three- many 100s there are in to 1 one, and that 1 is 100 1,000, 1 tenth, 1
digit multiples of 10. other four-digit multiples times the size of 0.01. hundredth or 1
of 100. Know that 10 hundredths thousandth times the size
are equivalent to 1 tenth, (multiply and divide by 10,
and that 0.1 is 10 times 100 and 1,000).
the size of 0.01.

2NPV–1 Recognise the 3NPV–2 Recognise the 4NPV–2 Recognise the 5NPV–2 Recognise the 6NPV–2 Recognise the
place value of each digit place value of each digit place value of each digit place value of each digit place value of each digit
in two-digit numbers, and in three-digit numbers, in four-digit numbers, and in numbers with up to 2 in numbers up to 10
compose and decompose and compose and compose and decompose decimal places, and million, including decimal
two-digit numbers using decompose three-digit four-digit numbers using compose and decompose fractions, and compose
standard and non- numbers using standard standard and non- numbers with up to 2 and decompose numbers
standard partitioning. and non-standard standard partitioning. decimal places using up to 10 million using
partitioning. standard and non- standard and non-
standard partitioning. standard partitioning.

1NPV–2 Reason about 2NPV–2 Reason about 3NPV–3 Reason about 4NPV–3 Reason about 5NPV–3 Reason about 6NPV–3 Reason about
the location of numbers to the location of any two- the location of any three- the location of any four- the location of any the location of any
20 within the linear digit number in the linear digit number in the linear digit number in the linear number with up to 2 number up to 10 million,
number system, including number system, including number system, including number system, including decimals places in the including decimal
comparing using < > identifying the previous identifying the previous identifying the previous linear number system, fractions, in the linear
and = and next multiple of 10. and next multiple of 100 and next multiple of 1,000 including identifying the number system, and
and 10. and 100, and rounding to previous and next multiple round numbers, as
the nearest of each. of 1 and 0.1 and rounding appropriate, including in
to the nearest of each. contexts.

3
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
NPV 3NPV–4 Divide 100 into 4NPV–4 Divide 1,000 into 5NPV–4 Divide 1 into 2, 6NPV–4 Divide powers of
2, 4, 5 and 10 equal parts, 2, 4, 5 and 10 equal 4, 5 and 10 equal parts, 10, from 1 hundredth to
and read scales/number parts, and read and read scales/number 10 million, into 2, 4, 5 and
lines marked in multiples scales/number lines lines marked in units of 1 10 equal parts, and read
of 100 with 2, 4, 5 and 10 marked in multiples of with 2, 4, 5 and 10 equal scales/number lines with
equal parts. 1,000 with 2, 4, 5 and 10 parts. labelled intervals divided
equal parts. into 2, 4, 5 and 10 equal
parts.
5NPV–5 Convert between
units of measure,
including using common
decimals and fractions.
NF 1NF–1 Develop fluency in 2NF–1 Secure fluency in 3NF–1 Secure fluency in
addition and subtraction addition and subtraction addition and subtraction
facts within 10. facts within 10, through facts that bridge 10,
continued practice. through continued
practice.
1NF–2 Count forwards 3NF–2 Recall 4NF–1 Recall 5NF–1 Secure fluency in
and backwards in multiplication facts, and multiplication and division multiplication table facts,
multiples of 2, 5 and 10, corresponding division facts up to and corresponding
up to 10 multiples, facts, in the 10, 5, 2, 4 , and recognise division facts, through
beginning with any and 8 multiplication products in multiplication continued practice.
multiple, and count tables, and recognise tables as multiples of the
forwards and backwards products in these corresponding number.
through the odd numbers. multiplication tables as
multiples of the
corresponding number.

4NF–2 Solve division

problems, with two-digit
dividends and one-digit
divisors, that involve
remainders, and interpret
remainders appropriately
according to the context.
3NF–3 Apply place-value 4NF–3 Apply place-value 5NF–2 Apply place-value
knowledge to known knowledge to known knowledge to known
additive and multiplicative additive and multiplicative additive and multiplicative
number facts (scaling number facts (scaling number facts (scaling
facts by 10). facts by 100) facts by 1 tenth or 1
hundredth).

4
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
AS 1AS–1 Compose 2AS–1 Add and subtract 3AS–1 Calculate 6AS/MD–1 Understand
numbers to 10 from 2 across 10. complements to 100. that 2 numbers can be
parts, and partition related additively or
numbers to 10 into parts, multiplicatively, and
including recognising odd quantify additive and
and even numbers. multiplicative relationships
(multiplicative
relationships restricted to
multiplication by a whole
number).
1AS–2 Read, write and 2AS–2 Recognise the 3AS–2 Add and subtract 6AS/MD–2 Use a given
interpret equations subtraction structure of up to three-digit numbers additive or multiplicative
containing addition ( ), ‘difference’ and answer using columnar methods. calculation to derive or
subtraction ( ) and questions of the form, complete a related
equals ( ) symbols, and “How many more…?”. calculation, using
relate additive arithmetic properties,
expressions and inverse relationships, and
equations to real-life place-value
contexts. understanding.
2AS–3 Add and subtract 3AS–3 Manipulate the 6AS/MD–3 Solve
within 100 by applying additive relationship: problems involving ratio
related one-digit addition Understand the inverse relationships.
and subtraction facts: add relationship between
and subtract only ones or addition and subtraction,
only tens to/from a two- and how both relate to the
digit number. part–part–whole structure.
Understand and use the
commutative property of
addition, and understand
the related property for
subtraction.

2AS–4 Add and subtract 6AS/MD–4 Solve

within 100 by applying problems with 2
related one-digit addition unknowns.
and subtraction facts: add
and subtract any 2 two-
digit numbers.

5
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
MD 2MD–1 Recognise 3MD–1 Apply known 4MD–1 Multiply and 5MD–1 Multiply and For year 6, MD ready-to-
repeated addition multiplication and division divide whole numbers by divide numbers by 10 and progress criteria are
contexts, representing facts to solve contextual 10 and 100 (keeping to 100; understand this as combined with AS ready-
them with multiplication problems with different whole number quotients); equivalent to making a to-progress criteria
equations and calculating structures, including understand this as number 10 or 100 times (please see above).
the product, within the 2, quotitive and partitive equivalent to making a the size, or 1 tenth or 1
5 and 10 multiplication division. number 10 or 100 times hundredth times the size.
tables. the size.

2MD–2 Relate grouping 4MD–2 Manipulate 5MD–2 Find factors and

problems where the multiplication and division multiples of positive whole
number of groups is equations, and numbers, including
unknown to multiplication understand and apply the common factors and
equations with a missing commutative property of common multiples, and
factor, and to division multiplication. express a given number
equations (quotitive as a product of 2 or 3
division). factors.
4MD–3 Understand and 5MD–3 Multiply any
apply the distributive whole number with up to
property of multiplication. 4 digits by any one-digit
number using a formal
written method.
5MD–4 Divide a number
with up to 4 digits by a
one-digit number using a
formal written method,
and interpret remainders
appropriately for the
context.

6
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
F 3F–1 Interpret and write 6F–1 Recognise when
proper fractions to fractions can be
represent 1 or several simplified, and use
parts of a whole that is common factors to
divided into equal parts. simplify fractions.
3F–2 Find unit fractions of 5F–1 Find non-unit 6F–2 Express fractions in
quantities using known fractions of quantities. a common denomination
division facts and use this to compare
(multiplication tables fractions that are similar
fluency). in value.

3F–3 Reason about the 4F–1 Reason about the 6F–3 Compare fractions
location of any fraction location of mixed with different
within 1 in the linear numbers in the linear denominators, including
number system. number system. fractions greater than 1,
using reasoning, and
choose between
reasoning and common
denomination as a
comparison strategy.
4F–2 Convert mixed 5F–2 Find equivalent
numbers to improper fractions and understand
fractions and vice versa. that they have the same
value and the same
position in the linear
number system.
3F–4 Add and subtract 4F–3 Add and subtract 5F–3 Recall decimal
fractions with the same improper and mixed fraction equivalents for
denominator, within 1. fractions with the same
, , and , and
denominator, including
bridging whole numbers. for multiples of these
proper fractions.
G 1G–1 Recognise common 2G–1 Use precise 3G–1 Recognise right 5G–1 Compare angles,
2D and 3D shapes language to describe the angles as a property of estimate and measure
presented in different properties of 2D and 3D shape or a description of angles in degrees (°) and
orientations, and know shapes, and compare a turn, and identify right draw angles of a given
that rectangles, triangles, shapes by reasoning angles in 2D shapes size.
cuboids and pyramids are about similarities and presented in different
not always similar to one differences in properties. orientations.
another.

7
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
G 5G–2 Compare areas and
calculate the area of
rectangles (including
squares) using standard
units.
1G–2 Compose 2D and 3G–2 Draw polygons by 4G–1 Draw polygons, 6G–1 Draw, compose,
3D shapes from smaller joining marked points, specified by coordinates and decompose shapes
shapes to match an and identify parallel and in the first quadrant, and according to given
example, including perpendicular sides. translate within the first properties, including
manipulating shapes to quadrant. dimensions, angles and
place them in particular area, and solve related
orientations. problems.

4G–2 Identify regular

polygons, including
equilateral triangles and
squares, as those in
which the side-lengths
are equal and the angles
are equal. Find the
perimeter of regular and
irregular polygons.
4G–3 Identify line
symmetry in 2D shapes
presented in different
orientations. Reflect
shapes in a line of
symmetry and complete a
symmetric figure or
pattern with respect to a
specified line of
symmetry.

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Year 5 guidance

Ready-to-progress criteria
Year 4 conceptual Year 5 ready-to-progress Future applications
prerequesite criteria
Know that 10 hundreds are 5NPV–1 Know that 10 Solve multiplication
equivalent to 1 thousand, and tenths are equivalent to problems that have the
that 1,000 is 10 times the size 1 one, and that 1 is 10 scaling structure, such as
of 100; apply this to identify times the size of 0.1. ‘ten times as long’.
and work out how many 100s Know that 100 hundredths Understand that per cent
there are in other four-digit are equivalent to 1 one, relates to ‘number of parts
multiples of 100. and that 1 is 100 times the per hundred’, and write
size of 0.01. percentages as a fraction
Know that 10 hundredths with denominator 100, and
are equivalent to 1 tenth, as a decimal fraction.
and that 0.1 is 10 times
the size of 0.01.
Recognise the place value of 5NPV–2 Recognise the Compare and order
each digit in four-digit place value of each digit in numbers, including those
numbers, and compose and numbers with up to 2 with up to 2 decimal
decompose four-digit decimal places, and places.
numbers using standard and compose and decompose Add and subtract using
non-standard partitioning. numbers with up to 2 mental and formal written
decimal places using methods.
standard and non-
standard partitioning.
Reason about the location of 5NPV–3 Reason about the Compare and order
any four-digit number in the location of any number numbers, including those
linear number system, with up to 2 decimals with up to 2 decimal
including identifying the places in the linear places.
previous and next multiple of number system, including Estimate and approximate
1,000 and 100, and rounding identifying the previous to the nearest 1 or 0.1.
to the nearest of each. and next multiple of 1 and
0.1 and rounding to the
nearest of each.
Divide 1,000 into 2, 4, 5 and 5NPV–4 Divide 1 into 2, 4, Read scales on graphs
10 equal parts, and read 5 and 10 equal parts, and and measuring
scales/number lines marked read scales/number lines instruments.
in multiples of 1,000 with 2, 4, marked in units of 1 with 2,
5 and 10 equal parts. 4, 5 and 10 equal parts.

9
 Year 4 conceptual Year 5 ready-to-progress Future applications
prerequesite criteria
Divide 100 and 1,000 into 2, 5NPV–5 Convert between Read scales on measuring
4, 5 and 10 equal parts. units of measure, including instruments, and on
Find unit fractions of using common decimals graphs related to
quantities using known and fractions. measures contexts.
division facts (multiplication Solve measures problems
tables fluency). involving different units by
converting to a common
unit.
Recall multiplication and 5NF–1 Secure fluency in Use multiplication facts
division facts up to multiplication table facts, during application of formal
. and corresponding division written layout.
Solve division problems, with facts, through continued Use division facts during
two-digit dividends and one- practice. short division and long
digit divisors, that involve division.
remainders, for example:

Apply place-value knowledge 5NF–2 Apply place-value Recognise number

to known additive and knowledge to known relationships within the
multiplicative number facts additive and multiplicative context of place value to
(scaling facts by 10 or 100), number facts (scaling facts develop fluency and
for example: by 1 tenth or 1 hundredth), efficiency in calculation.
for example:

Multiply and divide whole 5MD–1 Multiply and divide Convert between different
numbers by 10 and 100 numbers by 10 and 100; metric units of measure.
(keeping to whole number understand this as
quotients); understand this as equivalent to making a
equivalent to scaling a number 10 or 100 times
number by 10 or 100. the size, or 1 tenth or 1
hundredth times the size.

10
 Year 4 conceptual Year 5 ready-to-progress Future applications
prerequesite criteria
Recall multiplication and 5MD–2 Find factors and Solve contextual division
division facts up to multiples of positive whole problems.
, and recognise numbers, including Simplify fractions.
products in multiplication common factors and
tables as multiples of the common multiples, and Express fractions in the
corresponding number. express a given number same denomination.
Recognise multiples of 10, as a product of 2 or 3
100 and 1,000. factors.
Apply place-value knowledge
to known additive and
multiplicative number facts.
Multiply and divide whole
numbers by 10 and 100
(keeping to whole number
quotients).
Recall multiplication facts up 5MD–3 Multiply any whole Solve contextual and non-
to . number with up to 4 digits contextual multiplication
Manipulate multiplication and by any one-digit number problems using a formal
division equations. using a formal written written method.
method.
Recall multiplication and 5MD–4 Divide a number Solve contextual and non-
division facts up to with up to 4 digits by a contextual division
. one-digit number using a problems using a formal
Manipulate multiplication and formal written method, and written method.
division equations. interpret remainders
appropriately for the
Solve division problems, with context.
two-digit dividends and one-
digit divisors, that involve
remainders, for example:

and interpret remainders

appropriately according to the
context.
Recall multiplication and 5F–1 Find non-unit Solve multiplication
division facts up to . fractions of quantities. problems that have the
Find unit fractions of scaling structure.
quantities using known
division facts (multiplication-
tables fluency).
Unitise using unit fractions
(for example, understand that
there are 3 one-fifths in three-
fifths).

11
 Year 4 conceptual Year 5 ready-to-progress Future applications
prerequesite criteria
Recall multiplication and 5F–2 Find equivalent Compare and order
division facts up to . fractions and understand fractions.
Reason about the location of that they have the same Use common factors to
fractions in the linear number value and the same simplify fractions.
system. position in the linear
number system. Use common multiples to
express fractions in the
same denomination.
Add and subtract fractions
with different denominators
and mixed numbers, using
the concept of equivalent
fractions.
Divide powers of 10 into 2, 4, 5F–3 Recall decimal Read scales on graphs
5 and 10 equal parts. fraction equivalents for , and measuring
instruments.
, and , and for
Know percentage
multiples of these proper equivalents of common
fractions. fractions.
Recognise right angles as a 5G–1 Compare angles, Solve problems involving
property of shape or a estimate and measure missing angles.
description of a turn, and angles in degrees (°) and
identify right angles in 2D draw angles of a given
shapes presented in different size.
orientations.
Identify whether the interior
angles of a polygon are equal
or not.
Compose polygons from 5G–2 Compare areas and Calculate the area of
smaller shapes. calculate the area of compound rectilinear
Recall multiplication facts up rectangles (including shapes and other 2D
to . squares) using standard shapes, including triangles
units. and parallelograms, using
standard units.
Use the relationship
between side-length and
perimeter, and between
side-length and area to
calculate unknown values.

12
5NPV–1 Tenths and hundredths
Know that 10 tenths are equivalent to 1 one, and that 1 is 10 times the size of 0.1.
Know that 100 hundredths are equivalent to 1 one, and that 1 is 100 times the size
of 0.01.
Know that 10 hundredths are equivalent to 1 tenth, and that 0.1 is 10 times the size
of 0.01.

5NPV–1 Teaching guidance

This criterion follows on from what pupils learnt in years 3 and 4 about the relationship
between adjacent place-value positions. The value of a given digit is made 10 times the
size if it is moved 1 position to left, and is made one tenth times the size if it is moved 1
position to the right. Pupils should learn, therefore, that we can extend the place-value
chart to include positions to the right of the ones place.

Figure 1: place-value chart illustrating the scaling relationship between adjacent positions,
including tenths and hundredths

Pupils should understand that:

• a ‘1’ in the tenths column has a value of one tenth, and is one tenth the size of 1
• a ‘1’ in the hundredths column has a value of one hundredth, and is one hundredth
the size of 1
Pupils should learn that the decimal point is used between the ones digit and the tenths
digit, so that we can write decimal numbers without using a place-value chart. They
should learn that one tenth is written as 0.1 and one hundredth is written as 0.01.

13
Pupils must be able to describe the relationships between 1, 0.1 and 0.01.

Language focus

“1 is 10 times the size of one-tenth.”

“One-tenth is 10 times the size of one-hundredth.”

“1 is 100 times the size of one-hundredth.”

As well as understanding one-tenth and one-hundredth as scaling 1, pupils must

understand them in terms of regrouping and exchanging. Dienes can be used to illustrate
the relative size of 1, one-tenth and one-hundredth, with a ‘flat’ now representing 1.
Pupils should experience how 10 hundredths can be regrouped into one-tenth, and how
both 10 tenths and 100 hundredths can be regrouped into 1 one. Conversely they should
be able to exchange 1 one for 10 tenths or for 100 hundredths and 1 tenth for 10
hundredths.

Figure 2: using Dienes to represent 1, one-tenth and one-hundredth

Figure 3: using Dienes to represent the equivalence of 1 tenth and 10 hundredths

14
Pupils must describe the equivalence between the different quantities using unitising
language (unitising in ones, tenths and hundredths).

Language focus

“10 tenths is equal to 1 one.”

“10 hundredths is equal to 1 tenth.”

“100 hundredths is equal to 1 one.”

Once pupils understand the relative size of these new units, they should learn to use
place-value counters to represent the equivalence. Pupils must then be able to work out
how many tenths there are in other multiples of 0.1 and how many hundredths there are
in other multiples of 0.01. Initially pupils should work with values that involve only the
tenths place (for example 0.4) or only the hundredths place (for example 0.04). Once
they have learnt to write numbers with tenths and hundredths (5NPV–2), they should be
able to reason, for example, that:

• 18 hundredths is equal to 1 tenth and 8 hundredths, and is written as 0.18

• 18 tenths is equal to 1 one and 8 tenths, and is written as 1.8

Figure 4: eighteen 0.01-value place-value counters in 2 tens frames

Language focus

“18 hundredths is equal to 10 hundredths and 8 more hundredths.”

“10 hundredths is equal to 1 tenth.”

“So 18 hundredths is equal to 1 tenth and 8 more hundredths, which is 0.18.”

Pupils need to be able to apply this reasoning to measures contexts, as shown in the
Example assessment questions below.

15
This learning should also be connected to pupils’ understanding of fractions – they
should understand that one-tenth can be written as both 0.1 and 1 and that one
10
1
hundredth can be written as both 0.01 and . Pupils should be able to write, for
100
18
example, 18 hundredths as both 0.18 and .
100

Making connections

Pupils need to be able to write numbers in decimal notation (5NPV–2) to be able to

make the connection between, for example 18 tenths and 1.8. Meeting 5NPV–1 also
supports 5NF–2 (applying place value to known number facts) because, if pupils can
unitise in tenths and hundredths, and, for example understand that 12 tenths = 1.2 and
12 hundredths = 0.12, then they can reason that:

• (5 tenths plus 7 tenths is equal to 12 tenths, which is 1.2)

• (3 hundredths times 4 is equal to 12 hundredths, which is 0.12)

5NPV–1 Example assessment questions

An apple weighs about 0.1kg. Approximately how many apples are there in a
1.8kg bag?
I have a 0.35m length of wooden rod. How many 0.01m lengths can I cut it into?
Mrs Jasper is juicing oranges. Each orange makes about 0.1 litres of juice. If Mrs
Jasper juices 22 oranges, approximately how many litres of orange juice will she get?
Circle all of the numbers that are equal to a whole number of tenths.
0.2 4.8 1 0.01 10 0.83
Fill in the missing numbers.

0.01× 1
= 0.1× 1
= 0.01× 0.1
=

Fill in the missing numbers.

tenths = 3.9

 hundredths = 0.22

 hundredths =  8

16
 Match the numbers on the left with the equivalent fractions on the right.

0.20

0.02

0.12

0.21

5NPV–2 Place value in decimal fractions

Recognise the place value of each digit in numbers with up to 2 decimal places, and
compose and decompose numbers with up to 2 decimal places using standard and non-
standard partitioning.

5NPV–2 Teaching guidance

Pupils must be able to read, write and interpret decimal fractions with up to 2 decimal
places. Pupils should work first with decimal fractions with one significant digit (for
example, 0.3 and 0.03). The Gattegno chart is a useful tool here.

Figure 5: Gattegno chart showing thousands, hundreds, tens, ones, tenths and hundredths

The number 300 is spoken as “three hundred” rather than as “three-zero-zero”, and this
helps pupils to identify the value of the 3 in 300. However, decimal fractions are usually
spoken as digits, for example, 0.03 is spoken as “zero-point-zero-three” (or “nought-
point-nought-three”) rather as “three hundredths”. As such, pupils need to practise
speaking decimal fractions in both ways and learn to convert from one to the other.

17
 Language focus

“Three hundredths is zero-point-zero-three.”

Pupils must then learn to work with decimal fractions with 2 significant digits (for
example, 0.36). For any given decimal fraction of this type, pupils must be able to
connect the spoken words (zero-point-three-six), the value in decimal notation (0.36),
describing the number of tenths and hundredths (3 tenths and 6 hundredths) and visual
representations (such as place-value counters and the Gattegno chart).

Figure 6: 4 different represenations of 0.36

Pupils should be able to identify the place value of each digit in numbers with up to 2
decimal places. They must be able to combine units of hundredths, tenths, ones, tens,
hundreds and thousands to compose numbers, and partition numbers into these units.
Pupils need to experience variation in the order of presentation of the units, so that they
understand that 0.4 + 3 + 0.02 + 50 is equal to 53.42, not 43.25.

Figure 7: 2 representations of the place-value composition of 53.42

18
Pupils also need to solve problems relating to subtraction of any single place-value part
from the whole number, for example:
53.42 – 3 =

53.42 – = 53.02

As well as being able to partition numbers in the ‘standard’ way (into individual place-
value units), pupils must also be able to partition numbers in ‘non-standard’ ways and
carry out related addition and subtraction calculations, for example:

Figure 8: partitioning 7.83 into 7.43 and 0.4 Figure 9: partitioning 0.25 into 0.22 and 0.03

You can find out more about fluency and recording for these calculations here in the
calculation and fluency section: Number, place value and number facts: 5NPV–2 and
5NF–2

5NPV–2 Example assessment questions

Complete the calculations.

4 + 0.07 + 0.2 =

0.4 + 0.02 + 70 =

20 + 0.07 + 4 =

0.4 + 20 + 700 =

Circle the numbers that add together to give a total of 0.14

0.04 0.12 0.1 0.2

19
 Fill in the missing numbers.

3.87 −  0.8 = 25.14 – 0.04 = 19.7 – 9 =

99.99 −  90 = 84.51

= 50 +  0.3 + 5.61 =

 95.75 – 0.5 =  6.14 =5+ + 0.04  2 + 1.43 + 0.05 =

I have 3.7kg of modelling clay. If we use 2kg, how much will be left?
I will use 0.65 litres of milk for one recipe, and 0.23 litres of milk for another. How
much milk will I use altogether?
Ilaria jumped 3.19m in a long jump competition. Emma jumped 3.12m. How much
further did Ilaria jump than Emma?
Maya cycled 7.3km to get to her friend’s house, and then cycled a further 0.6km to the
park. How far did Maya cycle altogether?

5NPV–3 Decimal fractions in the linear number system

Reason about the location of any number with up to 2 decimals places in the linear
number system, including identifying the previous and next multiple of 1 and 0.1 and
rounding to the nearest of each.

5NPV–3 Teaching guidance

Pupils need to become familiar with the relative positons, on a number line, of numbers
with 1 and 2 decimal places. They will need to see number lines with both tenths and
intermediate hundredths values marked, and learn, for example, that 0.5 is the same as
0.50 and 3 is the same as 3.0 or 3.00. Pupils should recognise the magnitude and
position of a given decimal fraction, irrespective of the precision it is given to, for
example, 5 tenths lies between 0.45 and 0.55 on the number line below, whether it is
represented as 0.5 or 0.50.

Figure 10: 0 to 1 number line marked and labelled in intervals of 5 hundredths

Pupils need to be able to identify or place decimal fractions on number lines marked in
tenths and/or hundredths. They should use efficient strategies and appropriate
reasoning, including identifying the midpoints or working backwards from a whole number
or a multiple of one tenth.

20
 Figure 11: identifying 0.14 and 0.41 on a 0 to 0.5 number line marked with intervals of hundredths

Language focus

“a is 0.14 because it is 1 hundredth less than the midpoint of 0.1 and 0.2, which is
0.15.”

“b is 0.41 because it is 1 hundredth more than 0.4.”

Pupils need to be able to estimate the value or position of decimal fractions on unmarked
or partially marked numbers lines, using appropriate proportional reasoning, rather than
counting on from a start point or back from an end point. For example, here pupils should
reason: “8.6 is about here on the number line because it’s just over half way”.

Figure 12: placing 8.6 on an unmarked 8 to 9 number line

Here, pupils should reason: “8.75 is about here on the number line because it’s the
midpoint of 8.7 and 8.8.”

Figure 13: placing 8.75 on an 8 to 9 number line marked only in tenths

Pupils must also be able to identify which whole numbers, or which pair of multiples of
0.1, a given decimal fraction is between. To begin with, pupils can use a number line for
support. In this example, for the number 8.61, pupils must identify the previous and next
whole number, and the previous and next multiple of 0.1.

Figure 14: using a number line to identify the previous and next whole number

21
 Figure 15: using a number line to identify the previous and next multiple of 0.1

Language focus

“The previous whole number is 8. The next whole number is 9.”

“The previous multiple of 0.1 is 8.6. The next multiple of 0.1 is 8.7.”

By the end of year 5 pupils need to be able to complete this type of task without the
support of a number line.

Pupils should then learn to round a given decimal fraction to the nearest whole number
by identifying the nearest of the pair of whole numbers that the decimal fraction is
between. Similarly, pupils should learn to round to the nearest multiple of 0.1. They
should understand that they need to examine the digit in the place to the right of the unit
they are rounding to, for example when rounding to the nearest whole number, pupils
must examine the digit in the tenths place. Again, pupils can initially use number lines for
support, but should be able to round without that support by the end of year 5.

Figure 16: identifying the nearest whole number with a number line for support

Language focus

“The closest whole number is 9.”

“8.61 rounded to the nearest whole number is 9.”

22
Finally, pupils should also be able to count forwards and backwards from any decimal
fraction in steps of 1, 0.1 or 0.01. Pay particular attention to counting over ‘boundaries’,
for example:

• 2.1, 2.0, 1.9 • 2.85, 2.95, 3.05

Making connections

Here, pupils must apply their knowledge that 10 tenths is equal to 1 one (see 5NPV–1)
to understand that each interval of 1 on a number line or scale is made up of 10
intervals of 0.1. Similarly, they must use their knowledge that 10 hundredths is equal to
1 tenth to understand that each interval of 0.1 on a number line or scale is made up of
10 intervals of 0.01. This also links to 5NPV–4, in which pupils need to be able to read
scales divided into 2, 4, 5 and 10 equal parts.

5NPV–3 Example assessment questions

Place each of these numbers on the number line.
0.6 0.16 0.91 0.09 0.69

The table shows how far some children jumped in a long-jump competition.

Distance
Name
jumped (m)

Jamal 3.04

Reyna 3.40

Faisal 2.85

Ilaria 3.19

Charlie 3.09

Kagendo 2.90

a. Who jumped the furthest and won the competition?

b. Who came third in the competition?
c. How much further did Kagendo jump then Faisal?

23
d. H o w m u c h f urt h er di d Il ari a j u m p t h a n C h arli e ?
Fill i n t h e mi s si n g s y m b ol s ( < , > or =).

0. 3  0. 5 0. 0 3  0. 0 5 0. 5 0  0. 5

9  9. 0 0 0. 2  0. 1 5 0. 1 1  0. 0 9

1. 0 1  1. 1 3  2. 9 9 140  1. 4 0
H er e i s a w ei g hi n g s c al e. E sti m at e t h e m a s s i n kil o gr a m s t h at t h e arr o w i s p oi nti n g t o .

E sti m at e a n d m ar k t h e p o siti o n of 0. 7 litr e s o n t hi s b e a k er.

24
Fill in the missing numbers.

5.01 5.02 5.03

3.65 3.95 4.25 4.35

27.9 27.8 27.7

A farmer weighed each of 6 new-born lambs. Round the mass of each lamb to the
nearest whole kilogram.

Rounded to nearest
whole kilogram

5.19kg

6.7kg

4.08kg

6.1kg

6.45kg

4.91kg

I need 4.25 metres of ribbon.

a. How much is this to the nearest tenth of a metre?
b. How much is this to the nearest metre?
c. If ribbon is sold only in whole metres, how many metres do I need to buy?

25
5NPV–4 Reading scales with 2, 4, 5 or 10 intervals
Divide 1 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in units
of 1 with 2, 4, 5 and 10 equal parts.

5NPV–4 Teaching guidance

By the end of year 5, pupils must be able to divide 1 into 2, 4, 5 or 10 equal parts. This is
important because these are the intervals commonly found on measuring instruments
and graph scales.

Figure 17: bar models showing 1 partitioned into 2, 4, 5 and 10 equal parts

Pupils should practise counting in multiples of 0.1, 0.2, 0.25 and 0.5 from 0, or from any
multiple of these numbers, both forwards and backwards. This is an important step in
becoming fluent with these number patterns.

Language focus

“Twenty-five, fifty, seventy-five, one hundred” needs to be a fluent spoken

language pattern. Fluency in this language pattern provides the basis to count in
multiples of 0.25.

Pupils should be able to apply this skip counting, beyond 1, to solve contextual
multiplication and division measures problems, as shown in 5NPV–4 Example
assessment questions below (questions 8 to 10). Pupils should also be able to write,
solve and manipulate multiplication and division equations related to multiples of 0.1, 0.2,
0.25 and 0.5 up to 1, and connect this to their knowledge of fractions, and decimal-
fraction equivalents (5F–3).

26
Pupils need to be able to solve addition and subtraction problems based on partitioning 1
into multiples of 0.1, 0.2 and 0.5 based on known number bonds to 10. Pupils should also
have automatic recall of the fact that 0.25 and 0.75 are bonds to 1. They should be able
to immediately answer a question such as “I have 1 litre of water and pour out 0.25 litres.
How much is left?”

Making connections

Dividing 1 into 10 equal parts is also assessed as part of 5NPV–1.

Reading scales also builds on number-line knowledge from 5NPV–3. Conversely,

experience of working with scales with 2, 4, 5 or 10 divisions in this criterion improves
pupils’ estimating skills when working with unmarked number lines and scales as
described in 5NPV–3.

In 5F–3 pupils need to be fluent in common fraction–decimal equivalents, for example,

. This criterion provides the foundations for 5F–3.

5NPV–4 Example assessment questions

Fill in the missing parts, and write as many different equations as you can think of to
represent the bar model.

Fill in the missing numbers.

7.5 7 6

4.4 4.6 5.2

2.5 3 3.75

27
5 children have been growing sunflowers. The bar chart shows how tall each child’s
sunfower has grown. How tall is each flower?’

The bar chart below shows long-jump distances for 6 children.

a. How far did the winning child jump?

b. What was the difference between the two longest jumps?
Complete the labelling of these scales.

28
 What is the reading on each of these scales, in kilograms?

Here is a 1 litre beaker with some liquid in. How much more liquid, in litres, do I need
to add to the beaker to make 1 litre?

A motorway repair team can build 0.2km of motorway barrier in 1 day. In 6 working
days, how many kilometres of motorway barrier can they build?
How many 0.25 litre servings of orange juice are there in a 2 litre carton?
0.25m of ribbon costs £1. How much does 2m of ribbon cost?
Fill in the missing numbers.

=1 −  0.2 5×
= m 1m =1÷ 5
1 −  0.8 = 4× m =1m 1 ÷ 5 =1 −
1 −  1
=− 0.2 − 0.2 5 × 0.2 m =×
4 m

29
 Here is a part of a number line divided into 4 equal parts.

In which section (a, b, c or d) does each of these numbers belong? Explain your
answers.
4.3 4.03 4.09 4.76 4.41 4.69

5NPV–5 Convert between units of measure

Convert between units of measure, including using common decimals and fractions.

5NPV–5 Teaching guidance

Pupils should first memorise the following unit conversions:

1km = 1,000m 1m = 100cm 1cm = 10mm

1 litre = 1,000ml 1kg = 1,000g £1 = 100p

It is essential that enough time is given to this foundational stage before moving on.
Practical experience of these conversions will help pupils to avoid common errors in
recalling the correct power of 10 for a given conversion. For example, they can walk 1km
while counting the number of metres using a trundle measuring wheel.

Once pupils can confidently recall these conversions, they should apply them to whole
number conversions, from larger to smaller units and vice versa, for example, £4 = 400p
and 8,000g = 8kg. Pupils must then learn to convert from and to fraction and decimal-
fraction quantities of larger units, within 1, for example 0.25km = 250m. They should be
able to carry out conversions that correspond to some of the common 2, 4, 5 and 10 part
measures intervals, as exemplified below for kilometre–metre conversions.

30
 Distance in km Distance in km Distance in metres
expressed as a fraction expressed as a decimal
fraction

0.2km 200m

0.25km 250m

0.5km 500m

0.75m 750m

0.1km 100m

all other multiples of

0.7km 700m
, for example,

3
For finding of a unit, pupils should have sufficient fluency in the association between
4
3 1
and 0.75, 75 and 750 that they should not need to first work out and multiply by 3.
4 4

For all conversions, pupils should begin by stating the single unit conversion rate as a
step to the fraction or decimal-fraction conversion.

Language focus

“1m is 100cm.”

“So is 75cm.”

Pupils should learn to derive other common conversions over 1. To convert, for example,
3,700 millilitres to litres, they should not need to think about dividing by 1,000 and moving
the digits 3 places. Instead they should be able to use single unit conversion rates and
their understanding of place value.

31
 Language focus

“1,000ml is 1 litre.”

“So 3,000ml is 3 litres, and 3,700ml is 3.7 litres.”

For pounds and pence, and metres and centimetres, pupils should also be able to carry
out conversions that correspond to 100 parts, for example, 52p = £0.52, and
43cm = 0.43m.

Language focus

“100p is £1.”

“So 50p is £0.50, and 52p is £0.52.”

Pupils can use ratio tables for support.

1m 100cm 1,000ml 1 litre 100p £1

75cm 3,700ml 3.7 litres 52p £0.52

Pupils must learn to solve measures problems involving different units by converting to a
common unit.

Making connections

To succeed with this criterion, pupils must be fluent in the division of 1,000, 100 and 1
into 2, 4, 5 and 10 equal parts (4NPV–4 , 3NPV–4 and 5NPV–4 respectively). They
must also be able to recall common fraction-decimal equivalents (5F–3). The fraction
conversions in this criterion are special cases of finding fractions of quantities (5F–1).

32
5NPV–5 Example assessment questions
Fill in the missing numbers to complete these conversions between units.
3 1
1.8 litres ml
= km m
= 5 cm mm
4 2
1
£8.12 p
= 4 kg g
= 3.4m cm
4

21mm  cm
= 2,250ml litres
= 650cm m
8,300m  km
= 165p £ =750g kg

Put these volumes in order from smallest to largest.

1 1
0.75 litres 1.1 litres 0.3 litres litre 900ml 1 litres
5 2

Put these lengths in order from smallest to largest.

1 1
0.45m 10mm 208cm 2 m 80cm 0.9m cm
2 2

Maya needs to post 3 parcels. The mass of each parcel is shown below. How much
do the parcels weigh altogether, in kilograms?

Mass of
Parcel
parcel

A 3.2kg
B 4,500g0

Finn has a 7 1 m length of wood. How many 3

m length pieces can he cut from it?
2 4

33
I need 1 1 kg of flour for a recipe. I pour some flour into the weighing scales.
4
How much more flour do I need for the recipe?

Fill in the values in the empty circles so that each row and column of 3 circles adds to
5km.

34
5NF–1 Secure fluency in multiplication and division facts
Secure fluency in multiplication table facts, and corresponding division facts, through
continued practice.

5NF–1 Teaching guidance

Before pupils begin work on formal multiplication and division (5MD–3 and 5MD–4), it is
essential that pupils have automatic recall of multiplication and division facts within the
multiplication tables. These facts are required for calculation within the ‘columns’ during
application of formal written methods. All mental multiplicative calculation also depends
on these facts.

Identifying core number facts: Identifying core number facts:

short multiplication short division

Figure 19: short division of 4,952 by 8

Figure 18: short multiplication of 342 by 7

Within-column calculations: Within-column calculations:

Pupils should already have automatic recall of multiplication table facts and
corresponding division facts, from year 3 (5, 10, 2, 4 and 8 multiplication tables, 3NF–2)
and year 4 (all multiplication tables up to and including 12, 4NF–1). Pupils’ fluency in
multiplication facts is assessed in the summer term of year 4 in the statutory
multiplication tables check, and this will identify some pupils who need additional
practice. However, even pupils who were fluent in the multiplication tables at the time of
the multiplication tables check will benefit from further practice to maintain and secure
fluency. Pupils must also be able to fluently derive related division facts, including
division facts with remainders before they begin to learn formal written methods for
multiplication and division (5MD–3 and 5MD–4).

The multiplication facts to 9 × 9 , and related division facts, are particularly important as
these are the facts required for formal written multiplication and division. The 36
multiplication facts that are required for formal written multiplication are as follows.

35
You can find out more about multiplicative fluency here in the calculation and fluency
section: 5NF–1

Making connections

Fluency in these multiplicative facts is required for:

• mental calculation, when combined with place-value knowledge, for example, if

pupils know that , then they can calculate and
(5NF–2)
• identifying factors and multiples (5MD–1)
• within-column calculation in short multiplication (5MD–3) and short division
(5MD–4)
• calculating fractions of quantities (5F–1)
• finding equivalent fractions (5F–2)
• calculating area (5G–2)

5NF–1 Assessment guidance

Assessment for this criterion should focus on whether pupils have fluency in
multiplication facts and division facts. Pupils can be assessed through a time-limited
written check.

36
5NF–2 Scaling number facts by 0.1 or 0.01
Apply place-value knowledge to known additive and multiplicative number facts (scaling
facts by 1 tenth or 1 hundredth), for example:

5NF–2 Teaching guidance

Pupils must be able to combine known additive and multiplicative facts with unitising in
tenths and hundredths, including:

• scaling known additive facts within 10, for example, 0.09 – 0.06 = 0.03
• scaling known additive facts that bridge 10, for example, 0.8 + 0.6 =1.4
• scaling known multiplication tables facts, for example 0.03 × 4 = 0.12
• scaling division facts derived from multiplication tables, for example,
0.12 ÷ 4 0.03
=
• scaling calculation of complements to 100, for example 0.62 + 0.38 =
1

For calculations such as 0.8 + 0.6 = 1.4 , pupils can begin by using tens frames and
counters as they did for calculation across 10 (2AS–1), calculation across 100 (3NF–3 )
and calculation across 1,000 (4NF–3), but now using 0.1-value counters (or 0.01 value
counters for calculations such as 0.08 + 0.06 = 0.14 ).

37
 Figure 20: tens frames with 0.1-value counters showing 0.8 + 0.6 =
1.4

=8 + 6 14 = 14 – 6 8 = 14 – 8 6
=0.8 + 0.6 1.4 =
1.4 – 0.6 0.8 =
1.4 – 0.8 0.6

Language focus

“8 plus 6 is equal to 14, so 8 tenths plus 6 tenths is equal to 14 tenths.”

“14 tenths is equal to 1 one and 4 tenths.”

Pupils must also be able to scale additive calculations related to complements to 100
(3AS–1), for example:

62 + 38 =100

so

0.62 + 0.38 =1

38
 Figure 21: a 100 grid shaded in 2 colours to represent 0.62 and 0.38 as a complement to 1

Pupils can initially use 0.1- or 0.01-value counters to understand how a known
multiplicative fact, such as 3×5 =
15 , relates to scaled calculations, such as 3 × 0.5 =
1.5
or 3 × 0.05 =
0.15 . Pupils should be able reason in terms of unitising in tenths or
hundreds, or in terms of scaling a factor by one-tenth or one-hundredth.

Figure 22: 3-by-5 array of 0.01-value place-value counters

3×5 =15 3×5 = 15

3 × 0.05 =
0.15 0.03 × 5 =0.15

Language focus Language focus

“3 times 5 is equal to 15.” “3 times 5 is equal to 15.”

“3 times 5 hundredths is equal to 15 “3 hundredths times 5 is equal to 15

hundredths.” hundredths.”

“15 hundredths is equal to 0.15.” “15 hundredths is equal to 0.15.”

39
 Language focus

“If I make one factor one-hundredth times the size, I must make the product one-
hundredth times the size.”

Pupils must be able to make similar connections for known division facts, for example, for
scaling by one-hundredth:
15 ÷ 3 =5
0.15 ÷ 0.03 =5
0.15 ÷ 3 =0.05

Language focus

“If I make the dividend one-hundredth times the size and the divisor one-hundredth
times the size, the quotient remains the same.”

“If I make the dividend one-hundredth times the size and keep the divisor the same, I
must make the quotient one-hundredth times the size.”

It is important for pupils to understand all of the calculations in this criterion in terms of
working with units of 0.1 or 0.01, or scaling by one-tenth or one-hundredth for
multiplicative calculations.

You can find out more about fluency and recording for these calculations here in the
calculation and fluency section: Number, place value and number facts: 5NPV–2 and
5NF–2

Making connections

This criterion builds on:

• known addition and subtraction facts

• 5NF–1, where pupils secure fluency in multiplication and division facts
• 5NPV–1, where pupils need to be able to work out how many tenths or
hundredths there are in given numbers

Meeting this criterion also requires pupils to be able to fluently divide whole numbers
by 10 or 100 (5MD–1).

40
5NF–2 Example assessment questions
Circle the numbers that sum to 0.13
0.1 0.5 0.05 0.8 0.08 0.3
Are these calculations correct? Mark each correct calculation with a tick () and each
incorrect calculation with a cross (). Explain your answers.

0.05 + 0.05 =
0.010
0.04 + 0.06 =
0.1
0.13 + 0.7 =
0.2
0.61 + 0.49 =
1
0.73 + 0.27 =
1
0.4 + 0.5 =
0.45
I live 0.4km away from school. Every day I walk to school in the morning and home
again in the afternoon.
a. How far do I walk each day?
b. How far do I walk in 5 days?
Some children are making bunting for the school fair. If each child makes 0.4m of
bunting, and there are 12 children, how many metres of bunting do they make
altogether?
A chef needs 2.4kg of potatoes for a recipe. If one potato weighs about 0.3kg,
approximately how many potatoes does the chef need?
A bottle contains 0.7 litres of fruit drink. Maria need 5 litres of drink for a party.
How many bottles does she need to buy?
I need 0.5kg of brown flour and 0.7kg of white flour for a recipe. What is the total
mass of flour that I need?
What is the total volume of liquid in these measuring beakers, in litres?

41
5MD–1 Multiplying and dividing by 10 and 100
Multiply and divide numbers by 10 and 100; understand this as equivalent to making a
number 10 or 100 times the size, or 1 tenth or 1 hundredth times the size.

5MD–1 Teaching guidance

In years 3 and 4, pupils considered multiplication and division by 10 and 100 both in
terms of scaling (for example, 2,300 is 100 times the size of 23) and in terms of grouping
or unitising (for example, 2,300 is 23 groups of 100). To meet criterion 5MD–1, pupils
should be able to use and understand the language of 10 or 100 times the size to
describe multiplication of numbers, including decimal fractions, by 10 or 100. They should
understand division as the inverse action, and should be able to use and understand the
language of one-tenth or one-hundredth times the size to describe division of numbers by
10 or 100, including to calculations that give decimal fraction quotients.

Pupils already know the following relationships between powers of ten, and can describe
them using scaling language (“…times the size”).

Figure 23: multiplicative relationships between powers of 10: 10 times the size and one-tenth
times the size

42
Figure 24: multiplicative relationships between powers of 10: 100 times the size and one-hundredth
times the size

Pupils should extend the ‘ten times the size’/‘one-tenth times the size’ relationship to
multiplicative calculations that ‘cross’ 1, beginning with those with 1 significant figure. The
Gattegno chart can be used to help pupils see, for example, that 8, made one-tenth times
the size is 0.8; pupils can move their finger or a counter down from 8 to 0.8. Pupils must
connect this action to division by 10, and be able to solve/write the corresponding division
calculation ( 8 ÷ 10 =
0.8 ). Similarly, because 8 is 10 times the size of 0.8, they can solve
0.8 × 10 , moving their finger or a counter up from 0.8 to 8.

Figure 25: using the Gattegno chart to multiply and divide by 10, crossing 1

Language focus

“8, made one-tenth of the size, is 0.8.”

“8 divided by 10 is equal to 0.8.”
“First we had 8 ones. Now we have 8 tenths.”

“0.8, made 10 times the size, is 8.”

“0.8 multiplied by 10 is equal to 8.”
“First we had 8 tenths. Now we have 8 ones.”

43
Pupils may also work with place-value charts.

Figure 26: using a place-value chart to multiply and divide by 10, crossing 1

Similarly, pupils should be able to:

• divide ones by 100 and carry out inverse multiplications, for example,
8 ÷ 100 =
0.08 and 0.08 × 100 =
8
• divide tenths by 10 and carry out inverse multiplications, for example,
0.8 ÷ 10 =
0.08 and 0.08 × 10 =
0.8
This understanding should then be extended to multiplicative calculations that ‘cross’ 1
and involve numbers with more than one significant digit, for example:

13 ÷ 100 =
0.13 0.13 × 100 =
13

26.5 ÷ 10 =
2.65 2.65 × 10 =
26.5

4,710 ÷ 100 =
47.1       47.1× 100 =
4,710       

Throughout this criterion, repeated association of the written form (for example, ÷10 ) and
the verbal form (for example, “one tenth times the size”) will help pupils become fluent
with the links. Pupils should also be able to use appropriate language to describe the
relationships in different contexts, including measures.

Language focus

“8cm is 10 times the length of 0.8cm.”

“0.25kg is one-hundredth times the mass of 25kg.”

“150 pencils is 10 times as many as 15 pencils.”

44
Both the Gattegno chart and place-value charts can be used for support throughout this
criterion, but by the end of year 5 pupils must be able to calculate without them. These
representations can also help pupils to see that multiplying by 100 is equivalent to
multiplying by 10, and then multiplying by 10 again (and that dividing by 100 is equivalent
to dividing by 10 and dividing by 10 again).

Making connections

In 5NPV–1, pupils learnt to describe the relationship between different powers of 10 in

terms of scaling. Here they applied this idea to scale other numbers by 100, 10, one-
tenth and one-hundredth.

This criterion also supports scaling known additive and multiplicative number facts by 1
tenth or 1 hundredth. For example, the known fact can be used to solve
: one factor (3) has been scaled by one tenth, so the product (15) must be
scaled by one tenth.

5MD–1 Example assessment questions

Fill in the missing numbers.
×10 ×10
→ →
4.03 0.2
← ←
÷10 ÷10

×100 ×100
→ →
21.7 5,806
← ←
÷100 ÷100

Ruby ran 2.3km. Her mum ran 10 times this distance. How far did Ruby’s mum run?
A zookeeper weighs an adult gorilla and its baby. The adult gorilla has a mass of
149.3kg. The baby gorilla has a mass one-tenth times that of the adult gorilla. How
much does the baby gorilla weigh, in kilograms?

45
 The length of a new-born crocodile is about 0.25m. The length of an adult female
crocodile is about 2.5m. Approximately how many times as long as a new-born
crocodile is an adult female crocodile?
Fill in the missing numbers.

× 100 = 5 273 = × 100

× 10 = 6 42 = × 10

÷ 100 = 0.79 1.35 = ÷ 100

÷ 10 = 0.75 16.2 = ÷ 10

Use the following to complete the equations:

×10 ×100 ÷10 ÷100
Use each term only once.

543 5.43 
= 0.12 1.2
=

51.5 5,150
= 40.3 = 4.03

5MD–2 Find factors and multiples

Find factors and multiples of positive whole numbers, including common factors and
common multiples, and express a given number as a product of 2 or 3 factors.

5MD–2 Teaching guidance

Pupils should already know and be able to use the words ‘multiple’ and ‘factor’ in the
context of the multiplication tables. They should know, for example, that the products
within the 6 multiplication table are all multiples of 6, and should be familiar with the
generalisation: factor × factor =product

In year 5, pupils should learn the definitions of the terms ‘multiple’ and ‘factor’, and
understand the inverse relationship between them.

46
 Language focus

“A multiple of a given number is the product of the given number and any whole
number.”

“A factor of a given number is a whole number that the given number can be divided by
without giving a remainder.”

“21 is a multiple of 3. 3 is a factor of 21.”

Pupils must be able to identify factors and multiples within the multiplication tables, and
should learn to work systematically to identify all of the factors of a given number. They
should be able to express products in the multiplication tables as products of 3 factors,
where relevant, for example, 48 = 2 × 3 × 8 .
Pupils already know how to scale known multiplication table facts by 10 or 100 (3NF–3
and 4NF–3), and must now learn to apply this to identify factors and multiples of larger
numbers, as exemplified below.

7×3 =21 7 × 300 =

2,100 700 × 3 =2,100

Language focus

“21 is a multiple of 3, so…

• 2,100 is a multiple of 300”

• 2,100 is a multiple of 3”

Pupils should learn to express multiples of 10 or 100 as products of 3 factors, for

example:
7×3 =21
so
7 × 3 × 10 =210
Pupils should learn that these factors can be written in any order (commutative property
of multiplication) and that any pair of the factors can be multiplied together first
(associative property of multiplication).

Applying commutativity Applying associativity (example)

47
Pupils should be able to recognise whether any given number is a multiple of 2, 5, or 10
by attending to the final digit and, conversely, recognise 2, 5, or 10 as factors.

Pupils should also be able to recognise multiples and factors linked to their experience of
dividing powers of 10 into 2, 4 or 5 equal parts, by attending to the appropriate digit(s),
for example:

• 175 is a multiple of 25 25 is a factor of 175

(attending to the final 2 digits)
• 8,500 is a multiple of 500 500 is factor of 8,500
(attending to the final 3 digits)
• 380 is a multiple of 20 20 is a factor of 380
(attending to the final 2 digits)

Pupils should learn to identify factors and multiples for situations other than those
described above by using short division or divisibility rules. For example, to determine
whether 392 is a multiple of 8 (or whether 8 is a factor of 392) pupils can use the
divisibility rule for 8 or use short division to determine whether 392 ÷ 8 results in a
quotient without a remainder.

Pupils must learn how to find common factors and common multiples of small numbers in
preparation for simplifying fractions and finding common denominators. They must also
learn to recognise and use squared numbers and use the correct notation (for example,
32 = 9 ), and learn to establish whether a given number (up to 100) is prime.

Making connections

Pupils must be fluent in their multiplication tables to meet this criterion (5NF–1), and
must also be able to scale multiplication facts by 10 or 100.

Short division (5MD–4) can be used to identify factors when other strategies are not
applicable.

5MD–2 Example assessment questions

Write all of the numbers from 1 to 30 in the correct places on this Venn diagram.

48
Circle any number that is a multiple of both 3 and 7.
42 43 47 49
Find a common factor of 48 and 64 that is greater than 6.
How many common multiples of 4 and 6 are there that are less than 40?
Circle any number that is a factor of both 24 and 36.
2 4 6 8 10 12
a. Find a multiple of 30 that is between 200 and 300.
b. Find a multiple of 40 that is between 300 and 400.
c. Find a multiple of 50 that is between 400 and 500.
Show that 3 is a factor of 231.
Fill in the table with examples of 2-, 3- and 4-digit numbers that are multiples of 9, 25
and 50.

2-digit number 3-digit number 4-digit number

Multiples
of 9
Multiples
of 25
Multiples
of 50

Give two 2-digit factors of 270.

Find 3 numbers which are multiples of 25 but not multiples of 50.
Fill in the missing numbers.

6 × 32 = 6 × 4 × 6×5×4 = 5× 480 =8 × 10 ×

72 = 2 × 6 × ×5× =105 7× × 140

=

49
5MD–3 Multiply using a formal written method
Multiply any whole number with up to 4 digits by any one-digit number using a formal
written method.

5MD–3 Teaching guidance

Pupils should learn to multiply multi-digit numbers by one-digit numbers using the formal
written method of short multiplication. They should begin with examples that do not
involve regrouping, such as the two-digit × one-digit calculation shown below, and learn
that, like columnar addition and subtraction, the algorithm begins with the least significant
digit (on the right). When pupils first learn about short multiplication, place-value
equipment (such as place-value counters) should be used to model the algorithm and
help pupils relate it to what they already know about multiplication. Pupils should
understand that short multiplication is based on the distributive property of multiplication
which they learnt about in year 4 (4MD–3).

Figure 27: place-value counters showing 34 × 2

Informal written Expanded multiplication Short multiplication

method algorithm

Initially, pupils should use unitising language to help them understand and apply short
multiplication.

50
 Language focus

“2 times 4 ones is equal to 8 ones: write 8 in the ones column.”

“2 times 3 tens = 6 tens: write 6 in the tens column.”

Pupils may also use place-value headings while they learn to use the formal written
method, as illustrated above. However, by the end of year 5, they must be able to use the
short multiplication algorithm without using unitising language and place-value headings.

Once pupils have mastered the basic principles of short multiplication without regrouping,
they must learn to use the algorithm where regrouping is required, for multiplication of
numbers with up to 4 digits by one-digit numbers. Pupils can again use unitising
language, now for support with regrouping, until they are able to apply the algorithm
fluently.

× ones
4   7 = 28 ones
= 2 tens + 8 ones
4  
× 6 tens  = 24 tens
= 2 hundreds + 4 tens
plus 2 more tens = 2 hundreds + 6 tens
4  3
× hundreds    = 12 hundreds
Figure 28: multiplying 367 by 4 = 1 thousand + 2 hundreds
using short multiplication plus 2 more
= 1 thousand + 4 hundreds
hundreds

Pupils must be able to use short multiplication to solve contextual multiplication

problems with:

• the grouping structure (see 5MD–3 5MD-3, questions 3 to 6)

• the scaling structure (see 5MD–3 Example assessment questions, questions 7
and 8)
• Pupils should also be able to use short multiplication to solve missing-dividend
problems (for example, ?÷ 2,854 =
3)

Pupils must learn that, although short multiplication can be used to multiply any number
by a one-digit number, it is not always the most appropriate choice. For example, 201× 4
can be calculated mentally by applying the distributive property of multiplication
( 200 × 4 =800 , plus 4 more).

51
You can find out more about recording and fluency for these calculations here in the
calculation and fluency section: 5MD–3

Making connections

Pupils must be fluent in multiplication facts within the multiplication tables (5NF–1)
before they begin this criterion. Once pupils have learnt short division (5MD–4) they
should be able to use short multiplication to check their short division calculations, and
vice versa.

Pupils should be able to use short multiplication, where appropriate, when calculating a
non-unit-fraction of a quantity (5F–1).

5MD–3 Example assessment questions

Fill in the missing numbers.

278 × 6 = = 7 × 1,297

÷ 2,854 =
3 ÷6 =372

52
 Draw a line to match each multiplication expression with the correct addition
expression.

120 + 18

80+4

120 + 24

Josh cycles 255 metres in 1 minute. If he keeps cycling at the same speed, how far
will he cycle in 8 minutes?
A factory packs biscuits into boxes of 9. The factory produces 1,350 packets of
biscuits in a day. How many biscuits is that?
Ellen has 1 large bag of 96 marbles, and 4 smaller bags each containing 76 marbles.
How many marbles does she have altogether?
There are 6 eggs in a box. If a farmer needs to deliver 1,275 boxes of eggs to a
supermarket, how many eggs does she need?
Aryan’s grandmother lives 235 kilometres away from Aryan. His aunt lives 3 times
that distance away from Aryan. How far away does Aryan’s aunt live from him? How
far is this to the nearest 100 kilometres?
Felicity can make 5 hairbands in 1 hour. A factory can make 235 times as many. How
many hairbands can the factory make in 1 hour?
Fill in the missing numbers.

Liyana writes:

9,565 ÷ 7 =
1,365
Use short multiplication to check whether Liyana’s equation is correct.

Assessment guidance: Pupils need to be able to identify when multiplication is the

appropriate operation to use to solve a given problem. Assessment of whether a pupil
has mastered multiplication sufficiently to progress to year 6 should also include
questions which require other operations to solve.

53
5MD–4 Divide using a formal written method
Divide a number with up to 4 digits by a one-digit number using a formal written method,
and interpret remainders appropriately for the context.

5MD–4 Teaching guidance

Pupils should learn to divide multi-digit numbers by one-digit numbers using the formal
written method of short division. They should begin with examples that do not involve
exchange, such as the two-digit ÷ one-digit calculation shown below. Pupils should learn
that division is the only operation for which the formal algorithm begins with the most
significant digit (on the left). When pupils first learn about short division, place-value
equipment (such as place-value counters) should be used to model the algorithm and
help pupils relate it to what they already know about division. They should understand
that short division is based on the distributive property of multiplication which they learnt
about in year 4 (4MD–3).

Short division with place-value Short division

counters

Figure 29: dividing 84 by 4 using short division Figure 30: dividing 84 by 4 using short division
with place-value counters with place-value headings

Initially, pupils should use unitising language to help them understand and apply short
division.

Language focus

“8 tens divided by 4 is equal to 2 tens: write 2 in the tens column.”

“4 ones divided by 4 is equal to 1 one: write 1 in the ones column.”

54
Pupils may also use place-value headings while they learn to use the formal written
method, as illustrated above. However, by the end of year 5, pupils must be able to use
the short division algorithm without using unitising language and place-value headings.

Once pupils have mastered the basic principles of short division without exchange, they
must learn to use the algorithm where exchange is required, for division of numbers with
up to 4 digits by one-digit numbers. Pupils can again use unitising language, now for
support with exchange, until they are able to apply the algorithm fluently.

6 hundreds  4 
÷ = 1 hundred remainder 2 hundreds
2 hundreds = 20 tens
plus 1 more ten = 21 tens
Figure 31: dividing 612 by 4
using short division
21 tens  4 
÷ = 5 tens remainder 1 ten
1 ten = 10 ones
plus 2 more ones = 12 ones
12 ones   
÷4 = 3 ones

Pupils must be able to use short division to solve contextual division problems with:

• the quotitive structure (see 5MD–4 Example assessment questions, questions 5

and 8)
• the partitive structure (see 5MD–4 Example assessment questions, questions 2,
6 and 7)

Pupils should also be able to use short division to find unit fractions of quantities, and to
solve missing-factor problems (for example, ? × 5 = 1,325 ) and missing-divisor problems
(for example, 952 ÷ ? =7 ).
Pupils must be able to carry out short division calculations that involve a remainder and,
for contextual problems, interpret the remainder appropriately as they learnt to do in year
4 (4NF–2).

Pupils must learn that, although short division can be used to divide any number by a
one-digit number, it is not always the most appropriate choice. For example, 804 ÷ 4 ,
can be calculated mentally by partitioning, dividing and adding the partial quotients
( 804 ÷ 4 =200 , plus 1 more).
You can find out more about recording and fluency for these calculations here in the
calculation and fluency section: 5MD–4

55
Making connections

Pupils must be fluent in division facts corresponding to the multiplication tables

(5NF–1) before they begin this criterion. Pupils should be able to use short
multiplication (5MD–3) to check their short division calculations, and vice versa. Pupils
should be able to use short division, where appropriate, to find a unit fraction of a
quantity, and as the first step in finding a non-unit fraction of a quantity (5F–1).

5MD–4 Example assessment questions

Fill in the missing numbers.

4,728 ÷ 8 = 952 ÷ =7

×5 =
1,325 176= 4 ×

I have 1 1 litres of juice which I need to share equally between 6 glasses. How many
2
millilitres of juice should I pour into each glass?
1
A school fair raises £5,164. The school keeps of the money for new playground
4
equipment and gives the rest to charity. How much money does the school keep?
Fryderyk has saved 4 times as much money as his sister Gabriel. If Fryderyk has
saved £348, how much has Gabriel saved?
A farmer has 3,150 eggs to pack into boxes of 6. How many boxes does she need?
Sharif wants to walk a long distance, for charity, over 6 weekends. The total distance
Sharif wants to walk is 293km. Approximately how far should he walk each weekend?
Maria makes 1,531g of cake mix. She puts 250g into a small cake tin and wants to
share the rest equally between 3 large cake tins. How many grams of cake mix
should she put in each large cake tin?
174 children are going on a trip. 4 children can fit into each room in the hostel. How
many rooms are needed?
Fill in the missing numbers.

David writes:

785 × 9 =7,065
Use short division to check whether David’s calculation is correct.

56
Assessment guidance: Pupils need to be able to identify when division is the appropriate
operation to use to solve a given problem. Assessment of whether a pupil has mastered
division sufficiently to progress to year 6 should also include questions which require
other operations to solve.

5F–1 Find non-unit fractions of quantities

Find non-unit fractions of quantities.

5F–1 Teaching guidance

Pupils should already be able to find unit fractions of quantities using known division facts
corresponding to multiplication table facts (3F–2).

Language focus

“To find of 15, we divide 15 into 5 equal parts.”

“15 divided by 5 is equal to 3, so of 15 is equal to 3.”

By the end of year 5 pupils must be able to find unit and non-unit fractions of quantities,
including for situations that go beyond known multiplication and division facts.

Pupils already understand the connection between a unit fraction of a quantity and
dividing that quantity by the denominator. Now they should learn to reason about finding
a non-unit fraction of a quantity, using division (to find the unit fraction) then multiplication
(to find multiples of the unit fraction), and link this to their understanding of parts and
wholes. Initially, calculations should depend upon known multiplication and division facts,
so that pupils can focus on reasoning.

57
 40 ÷ 5 =8
1
So,  of 40 = 8 
5

8×3 = 24 
3
So,  of 40 = 24
5

Figure 32: bar model to support finding

three-fifths of 40

Language focus

“Three-fifths is equal to 3 one-fifths.”

“To find 3 one-fifths of 40, first find one-fifth of 40 by dividing by 5, and then
multiply by 3.”

Once pupils can carry out these calculations fluently, and explain their reasoning, they
should extend their understanding to calculate unit and non-unit fractions of quantities for
calculations that go beyond known multiplication table facts. For example, they should be
able to:

3
• apply place-value understanding to known number facts to find of 210
7
4
• use short division followed by short multiplication to find of 3,411
9

Pupils should also be able to construct their own bar models to solve more complex
problems related to fractions of quantities. For example:

5
Miss Reeves has some tangerines to give out during break-time. She has given out
6
of the tangerines, and has 30 left. How many tangerines did Miss Reeves have to
begin with?

Figure 33: using a bar model to solve more complex problems related to fractions of quantities

58
Making connections

Pupils must be fluent in multiplication facts within the multiplication tables, and
corresponding division facts (5NF–1). They must be able to confidently scale these
facts by 10 or 100 (3NF–3 and 4NF–3) to find, for example, of 210. Pupils also need
to be able to calculate using short multiplication (5MD–3) and short division (5MD–4) to
be able to find, for example, of 3,411.

5F–1 Example assessment questions

Find:
3 2 3
of 32 of 45 of 30
8 9 5

2 4 2 5
of 630 of 315 of 3,500 of 2,720
7 9 5 8

2
Stan bought 15 litres of paint and used of it decorating his house. How much paint
3
has he used?
5
My granny lives 120km from us. We are driving to see her and are of the way
6
there. How far have we driven so far?
3
I am of the way through my holiday. I have 3 days of holiday left. How many days
4
have I already been on holiday for?
5
A school is trying to raise £7,500 for charity. They have raised of the total so far.
6
How much have they raised?
4
of the runners in a race have finished the race so far. If 92 people have finished,
5
how many runners were in the race altogether?
3
There are 315 cows on a farm. of the cows are having calves this year. How many
5
cows are not having calves?

59
5F–2 Find equivalent fractions
Find equivalent fractions and understand that they have the same value and the same
position in the linear number system.

5F–2 Teaching guidance

Pupils must understand that more than one fraction can describe the same portion of a
quantity, shape or measure. They should begin with an example where one of the
fractions is a unit fraction, and the connection to the equivalent fraction uses known
multiplication table facts.

Figure 34: circle divided into 4 equal parts with Figure 35: circle divided into 12 equal parts
1 part shaded with 3 parts shaded

Language focus Language focus

“The whole is divided into 4 equal parts “The whole is divided into 12 equal parts
and 1 of those parts is shaded.” and 3 of those parts is shaded.”

Figure 36: diagram showing that of 12 cakes Figure 37: diagram showing that of 12 cakes
is equal to 3 cakes is equal to 3 cakes

1 3
=
4 12

60
Pupils should learn that 2 different fractions describing the same portion of the whole
share the same position on a number line, have the same numerical value and are called
equivalent fractions.

1 3
Figure 38: number line showing that and are equivalent
4 12

1 3
Pupils need to understand that equivalent fractions, such as and , have the same
4 12
numerical value because the numerator and denominator within each fraction have the
1
same proportional relationship. In each case the numerator is of the denominator (and
4
the denominator is 4 times the numerator).

Language focus

“ and are equivalent because 1 is the same portion of 4 as 3 is of 12.”

Attending to the relationship between the numerator and denominator will prepare pupils
for comparing fractions with different denominators in year 6 (6F–3). Pupils should also
be able to identify the multiplicative relationship between the pair of numerators, and
understand that it is the same as that between the pair of denominators.

Pupils should learn to find equivalent fractions of unit fractions by using one of these
multiplicative relationships (the ‘vertical’ relationship between the numerator and
denominator, or the ‘horizontal’ relationship between the pairs of numerators and
denominators).

Figure 39: diagram showing the multiplicative relationships between the numerators and
1 3
denominators in and
4 12

61
In a similar way, pupils must then learn to find equivalent fractions of non-unit fractions,
3 6 3 8
for example, 5 = 10 or 12 = 32 .

Making connections

Pupils must be fluent in multiplication facts within the multiplication tables, and
corresponding division facts (5NF–1). Being able to find unit and non-unit fractions of a
quantity (5F–1) helps pupils to see that equivalent fractions have the same value.

5F–2 Example assessment questions

Find different ways to write the fraction of each shape or quantity that is shaded or
highlighted.

Draw lines to match the unit fractions on the left with their equivalent fractions on
the right.

62
Mark each fraction on the number line.
9 36 12 10 9
24 48 16 40 72

Hint: convert each fraction to an equivalent fraction with a denominator of 8.

Use the numbers 3, 24, 8 and 1 to complete this chain of equivalent fractions.

2
= =
6

Fill in the missing digits.

4 12 3 3 21 20
= = = =
8 5 40 63 30 15

Fill in the missing number.

Sally and Tahira each have a 1m ribbon.

Sally cuts her ribbon into 5 equal parts and uses 1 of them to make a hair tie.
Tahira cuts her ribbon into 10 equal parts and uses 3 of them to make a bracelet.
Have Sally and Tahira used the same amount of ribbon? Explain your answer.

63
5F–3 Recall decimal equivalents for common fractions
Recall decimal fraction equivalents for , , and , and for multiples of these proper
fractions.

5F–3 Teaching guidance

Pupils know that both proper fractions and decimals fractions can be used to represent
values between whole numbers. They now need to learn that the same value can be
represented by both a decimal fraction and a proper fraction, and be able to recall
common equivalents, beginning with unit fractions.

Unit fraction Decimal fraction

0.5

0.25

0.2

0.1

Pupils should also be able to explain the equivalencies. A shaded hundred grid is a
useful representation here.

1
Figure 40: hundred grid divided into 4 equal parts: is equal to 25 hundredths
4

1 25
= = 0.25
4 100

Pupils should then extend their understanding and automatic recall to multiples of these
unit fractions/decimal fractions, up to 1.

64
 Figure 41: 0 to 1 number lines illustrating common proper fraction – decimal fraction equivalents

Pupils must be able to use these common equivalents with little effort, applying them to
solve comparison and measures problems such as those shown in the example
assessment questions. For a given problem, posed using a mixture of decimal fractions
and proper fractions, pupils should be able to make a sensible decision about whether to
carry out the calculation using decimal fractions or proper fractions.

Finally, pupils need to extend this knowledge beyond the 0 to 1 interval. They should
know for example that 3.2km and 3 1 km are 2 different ways of writing the same
5
distance.

Making connections

This criterion builds on 5NPV–4, where pupils learnt to divide 1 into 2, 4, 5 or 10 equal
parts and to read scales marked in multiples of multiples of 0.1, 0.2, 0.25 or 0.5.

Criterion 5NPV–5 requires pupils to convert between units of measure, including using
the common decimal fraction and proper fraction equivalents in this criterion.

65
5 F – 3 E x a m pl e a s s e s s m e nt q u e sti o n s
Fill i n t h e mi s si n g s y m b ol s ( <, > or =).
1
10
 0. 7 5 0. 4  1
4

0. 5  1
5
3
4
 0. 7 5

0. 8  4
5
1
2
 0. 2

Writ e th e s e m e a s ur e m e nt s a s mi x e d n u m b er s .
1. 2 k m 5. 7 5 m 2 5. 5 k g

Writ e t h e s e m e a s ur e m e nt s a s d e ci m al s.
1 1 4
1 litr e s 10 c m 4 m
4 2 5

1
M y br ot h er w ei g h s 2 7. 3 k g. I w ei g h 2 7 k g . H o w m u c h m or e t h a n m y br ot h er d o
2
I w ei g h ?
3
Y e ar 6 s et off o n a 2 k m w o o dl a n d w al k. B y l u n c h, t h e y h a d w al k e d 1. 7 5 k m.
4
H o w m u c h f urt h er d o t h e y n e e d t o w al k ?
H er e ar e t w o p ar c el s:

W h at i s t h e t ot al c o m bi n e d w ei g ht of t h e p ar c el s, i n kil o gr a m s?

P ut e a c h s et of n u m b er s i n or d er fr o m s m all e st t o gr e at e st.
1
a. 1. 4 4 4. 1 4. 4
4

1 3
b. 3 3. 5 1 1. 3
5 5

66
5G–1 Compare, estimate, measure and draw angles
Compare angles, estimate and measure angles in degrees (°) and draw angles of a
given size.

5G–1 Teaching guidance

In year 3, pupils learnt to identify right angles and to determine whether a given angle is
larger or smaller than a right angle (3G–1). Pupils should now compare angles, including
the internal angles of polygons, and be able to identify the largest and smallest angles
when there is a clear visual difference. Pupils should be able to use the terms acute,
obtuse and reflex when describing and comparing angles, and use conventional
markings (arcs) to indicate angles.

Language focus

“An acute angle is smaller than a right angle.”

“An obtuse angle is larger than a right angle but less than the angle on a straight line.”

“A reflex angle is larger than the angle on a straight line, but less than the angle for a
full turn.”

Figure 42: irregular pentagon with 3 acute internal angles, 1 obtuse internal angle and 1 reflex
internal angle

Language focus

“D is the smallest angle. It is an acute angle.”

“C is the largest angle. It is a reflex angle.”

67
Pupils must learn that we can measure the size of angles just as we can measure the
length of sides. They should learn that the unit used is called degrees and indicated by
the ° symbol. Pupils should know that there are 360° in a full turn, 90° in a quarter turn or
right angle, and 180° in a half turn or on a straight line.

Pupils must know that the position of the arc indicating an angle does not affect the size
of the angle, which is determined by the amount of turn between the two lines. Similarly,
they should know that the length of the lines does not affect the size of the angle
between them.

Figure 43: the position of the arc indicating an Figure 44: the length of the lines does not
angle does not affect the size of the angle affect the size of the angle between them

Before pupils learn to use protractors, they should learn to estimate and approximate
common angles, and angles that are close to them, including 90°, 180°, other multiples of
10°, and 45°. They should use sets of ‘standard angle’ measuring tools (for example, cut
out from card) for support in approximating, and to check estimates.

Figure 45: a selection of ‘standard angle’ measuring tools

68
Once pupils can make reasonable estimates of angle size, they must learn to make
accurate measurements, using a protractor, for angles up to 180°. It is good practice to
make an estimate before taking an accurate measurement, and pupils should use learn
to use their estimates for support in reading the correct value off the protractor.

Pupils should also, now, be able to use the more formal definitions of acute, obtuse and
reflex.

Language focus

“An acute angle is less than 90°.”

“An obtuse angle is greater than 90° but less than 180°.”

“A reflex angle is greater than 180° but less than 360°.”

5G–1 Example assessment questions

Do not use a protractor for questions 1, 2 and 3.

Here is an irregular pentagon.

a. Which is the largest angle in this pentagon?

b. Which is the smallest angle?
c. Which angle is 100°?

69
 Here are 6 angles.

a. Which is the largest angle?

b. Which is the smallest angle?
c. Which angle is 45°?
This pentagon has a line of symmetry. Estimate the size of each angle.

Measure and label each of the angles in these shapes using a protractor.

  a. Draw an angle of 68°.

b. Draw an angle of 103°.

70
5G–2 Compare and calculate areas
Compare areas and calculate the area of rectangles (including squares) using standard
units.

5G–2 Teaching guidance

Pupils need to know that the area of a shape is the space within a shape. When there is
a clear visual difference, pupils should be able to compare the area of shapes without
making a quantitative evaluation of each area. For example, pupils can see that the circle
has a larger area than the decagon.

Figure 46: a decagon and a circle with a clear visual difference in area

Pupils should learn that, when there is not a clear visual difference between areas, a
common unit can be used to quantify the areas and enable comparison. They should
understand that any unit can be used, but that the square centimetre (cm2) is the
standard unit of measure for area that they will use most frequently. Pupils should gain a
sense of the size of a square centimetre, and the notation used, before they begin to
quantify other areas using this unit.

Figure 47: a square centimetre

Pupils need to be able to find the area of shapes drawn on square-centimetre grids by
counting squares, including shapes for which some of the area is made up of half-
squares. They should understand that different shapes can have the same area.

71
 Figure 48: a rectangle, square and triangle with equal areas

Drawn to actual size.

Pupils should then learn that the area of a rectangle can be calculated by multiplying the
length by the width. They should learn why this is the case by examining rectangles
drawn on square-centimetre grids, and understand that the factors can be written in
either order: the area of the rectangle below is equal to 4 rows of 5 square centimetres,
or 5 columns of 4 square centimetres. This should build on pupils understanding of the
grouping structure of multiplication and array representations.

Figure 49: the area of a rectangle can be calculated by multiplying the length by the width

Drawn to actual size.

Language focus

“To find the area of a rectangle, multiply the length by the width.”

Pupils should learn that the area of larger shapes and spaces, such as the floor or ceiling
of the classroom, or the playground, is expressed in square metres (m2). Pupils should
experience working with large spaces directly, as well as drawings representing them.

72
Making connections

Pupils must be able to multiply two numbers together in order to calculate the area of a
rectangle, including:

• known multiplication facts within the multiplication tables (5NF–1) (for example,
to calculate the area of a 9cm by 4cm rectangle)
• scaling known multiplication facts by 10 or 100 (3NF–3 , 4NF–3 and 5NF–2) (for
example, to calculate the area of a rectangle or a
rectangle)
• other mental or written methods (for example, to calculate the area of a
rectangle)

5G–2 Example assessment questions

For each pair of shapes, tick the shape with the larger shaded area.

73
Find the area of these shapes drawn on a square-centimetre grid.

Drawn to actual size.

Here are three shapes on a triangular grid. Put the shapes in order from smallest to
largest according to their area.

74
a. Draw a rectangle with an area of 12cm2 on this square-centimetre grid.
b. Draw a hexagon with an area of 12cm2 on this square-centimetre grid.

Drawn to actual size.

Find the area of each of these rectangles.

Leila is putting some tiles on the wall behind her kitchen sink. Each tile is square, with
sides equal to 10cm.

Here is the area she has tiled so far.

If Leila adds one more row of tiles on top of these ones, what is the total area she will
have tiled?

75
 Each half of a volleyball court is a 9m × 9m square. What is the total area of a
volleyball court?

Drawn to scale.
Estimate the area of your classroom floor.

Calculation and fluency

Number, place value and number facts: 5NPV–2 and 5NF–2

• 5NPV–2 Recognise the place value of each digit in numbers with up to 2 decimal
places, and compose and decompose numbers with up to 2 decimal places using
standard and non-standard partitioning.

• 5NF–2 Apply place-value knowledge to known additive and multiplicative number

facts (scaling facts by 1 tenth or 1 hundredth), for example:

76
Representations such as place-value counters and partitioning diagrams (5NPV–2) and
tens-frames with place-value counters (5NF–2) can be used initially to help pupils
understand calculation strategies and make connections between known facts and
related calculations. However, pupils should not rely on such representations for
calculating. For the calculations in 5NF–2, for example, pupils should instead be able to
calculate by verbalising the relationship.

Language focus

“8 plus 6 is equal to 14, so 8 tenths plus 6 tenths is equal to 14 tenths.”

“14 tenths is equal to 1 one and 4 tenths.”

Pupils should maintain fluency in both formal written and mental methods for addition and
subtraction. Mental methods can include jottings to keep track of calculation, or language
structures as exemplified above. Pupils should select the most efficient method to
calculate depending on the numbers involved.

Addition and subtraction: extending 3AS–3

Pupils should also extend columnar addition and subtraction methods to numbers with up
to 2 decimal places.

Pupils must be able to add 2 or more numbers using columnar addition, including
calculations whose addends have different numbers of digits.

Figure 50: columnar addition for calculations involving numbers with up to 2 decimal places

For calculations with more than 2 addends, pupils should add the digits within a column
in the most efficient order. For the third example above, efficient choices could include:

• beginning by making 10 in the tenths column

• making double-6 in the ones column

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Pupils must be able to subtract one number from another using columnar subtraction,
including numbers with up to 2 decimal places. They should be able to apply the
columnar method to calculations presented as, for example, 21.8 – 9.29 or 58 − 14.69 ,
where the subtrahend has more decimal places than the minuend. Pupils must also be
able to exchange through 0.

Figure 51: columnar subtraction for calculations involving numbers with up to 2 decimal places

Pupils should make sensible decisions about how and when to use columnar methods.
For example, when subtracting a decimal fraction from a whole numbers, pupils may be
able to use their knowledge of complements, avoiding the need to exchange through
zeroes. For example, to calculate 8 – 4.85 pupils should be able to work out that the
decimal complement to 5 from 4.85 is 0.15, and that the total difference is therefore 3.15.

5NF–1 Secure fluency in multiplication and division facts

Secure fluency in multiplication table facts, and corresponding division facts, through
continued practice.

Pupils who have automatic recall of multiplication table facts and corresponding division
facts have the best chance of mastering formal written methods. The facts up to 9 × 9 are
required for calculation within the ‘columns’ during application of formal written methods,
and all mental multiplicative calculation also depends on these facts.

Pupils will need regular practice of multiplication tables and associated division facts
(including calculating division facts with remainders) to maintain the fluency they
achieved by the end of year 4.

Pupils should also maintain fluency in related calculations including:

• scaling known multiplicative facts by 10 or 100 (3NF–3 and 4NF–3)

• multiplying and dividing by 10 and 100 for calculations that involve whole numbers
only (4MD–1)

They should develop fluency in:

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 • scaling multiplicative facts by one-tenth or one-hundredth (5NF–2)
• multiplying and dividing by 10 and 100, for calculations that bridge 1 (5MD–1)

5MD–3 Multiply using a formal written method

Multiply any whole number with up to 4 digits by any one-digit number using a formal
written method.

Pupils must be able to multiply whole numbers with up to 4 digits by one-digit numbers
using short multiplication.

Figure 52: short multiplication for multiplication of 2-, 3- and 4-digit numbers by one-digit numbers

Pupils should be fluent in interpreting contextual problems to decide when multiplication

is the appropriate operation to use, including as part of multi-step problems. Pupils
should use short multiplication when appropriate to solve these calculations. Examples
are given in 5MD–3.

5MD–4 Divide using a formal written method

Divide a number with up to 4 digits by a one-digit number using a formal written method,
and interpret remainders appropriately for the context.

Pupils must be able to divide numbers with up to 4 digits by one-digit numbers using
short division, including calculations that involve remainders. Pupils do not need to be
able to express remainders arising from short division, using proper fractions or decimal
fractions.

Figure 53: short division for division of 2-, 3- and 4-digit numbers by one-digit numbers

Pupils should be fluent in interpreting contextual problems to decide when division is the
appropriate operation to use, including as part of multi-step problems. Pupils should use
short division when appropriate to solve these calculations. For contextual problems,
pupils must be able to interpret remainders appropriately as they learnt to do in year 4
(4NF–2). Examples are given in 5MD–4 Example assessment questions

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Reference: DfE-00100-2020

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