# Montrose School

## Year 5 Maths

 Percentages, decimals and fractions Pupils should be taught to: recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator hundred, and as a decimal fraction solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25. Percentages, decimals and fractions Pupils should be taught throughout that percentages, decimals and fractions are different ways of expressing numbers. Pupils should make connections between percentages, fractions and decimals (e.g. 100% represents a whole quantity and 1% is 1/100, 50% is 50/100, 25% is 25/100) and relate this to finding ‘fractions of’. They recognise that percentages are proportions of quantities as well as operators on quantities. Measures Pupils should be taught to: convert between different units of measure (e.g. kilometre and metre; metre and centimetre; centimetre and millimetre; kilogram and gram; litre and millilitre) understand and use basic equivalences between metric and common imperial units and express them in approximate terms measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes recognise and estimate volume (e.g. using 1 cm3 blocks to build cubes and cuboids) and capacity (e.g. using water) solve problems involving converting between units of time solve problems involving addition and subtraction of units of measure (e.g. length, mass, volume, money) using decimal notation. Measures Pupils should use their knowledge of place value and multiplication and division to convert between standard units. Pupils should calculate the perimeter of rectangles and related composite shapes, including using the relations of perimeter or area to find unknown lengths. Missing number questions such as these are the beginning of algebraic understanding. They should also calculate the area of scale drawings using given measurements. Pupils should use all four operations in problems involving time and money, including conversions (e.g. days to weeks, leaving the answer as weeks and days).

 Geometry: properties of shapes Pupils should be taught to: identify 3-D shapes, including cubes and cuboids, from 2-D representations know angles are measured in degrees; estimate and measure them and draw a given angle, writing its size in degrees (o) To identify: multiples of 90o angles at a point on a straight line and 1/2 a turn (total 180o) angles at a point and one whole turn (total 360o) reflex angles, and compare different angles draw shapes using given dimensions and angles state and use the properties of a rectangle (including squares) to deduce related facts distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Geometry: properties of shapes Pupils should become accurate in drawing lines with a ruler to the nearest millimetre, and measuring with a protractor. They use conventional markings for parallel lines and right angles. Pupils should use the term diagonal and make conjectures about the angles formed by diagonals and sides, and other properties of quadrilaterals, for example using dynamic geometry ICT tools. Pupils should use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.

 Geometry: position, direction, motion Pupils should be taught to: identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Geometry: position, direction, motion Pupils should recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes. Data Pupils should be taught to: solve comparison, sum and difference problems using information presented in line graphs complete, read and interpret information in tables, including timetables. Data Pupils should connect their work on coordinates and scales to their interpretation of time graphs using ICT tools, except where data are easily calculable. They should begin to decide which representations of data are most appropriate and why.

Wigston Lane, Leicester, Leicestershire

0116 2832328

office@montrose.leicester.sch.uk