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Medium term Plans for Autumn Years 4/5 Mixed age Range

Week

Y4: Main focus of teaching/activities Outcomes Y5: Main focus of teaching/activities Outcomes

1 Place valueDay 1: Understand place value in 4-digit numbers.

Day 2: Write place value subtractions.

Day 3: Compare pairs of 4-digit numbers, using < and >.

Day 4: Placing and ordering 3-digit numbers.

Day 5: Placing and ordering 4-digit numbers.

Day 1: 1. Say what each digit represents in a 4-digit number. 2. Compare 4-digit numbers.

Day 2: 1. Say what each digit represents in a 4-digit number.2. Write place value subtractions.

Day 3: 1. Say what each digit represents in a 4-digit number. 2. Use this knowledge to compare 4-digit numbers using < and >.

Day 4: 1. Locate 3-digit numbers on landmarked and unmarked 0-1000 lines.

Day 5: 1. Locate 4-digit numbers on landmarked and unmarked lines.

HAT Outcomes 1, 3 and 9 (placing nos on lines)

Place valueDay 1: Place value in 5-digit numbers (Place value additions/subtractions).

Day 2: Add/subtract 1s, 10s, 100s, 1000s, 10,000s.

Day 3: Place 5-digit numbers on a line and compare pairs of numbers, use < and >.

Day 4: Place 4-digit numbers on a line, round to nearest 10, 100 or 1000.

Day 5: Place 5-digit numbers on a line, round to the nearest 10, 100, 1000 or 10,000.

Day 1: 1. Partition 5- digit numbers in thousands, hundreds, tens, units. 2. Say what each digit represents in 5-digit numbers. 3. Complete place value additions and subtractions.

Day 2: 1. Add/subtract 1s, 10s, 1000s and 10,000s to/from 5-digit numbers.

Day 3: 1. Compare 5-digit numbers using > and < signs. 2. Place 5-digit numbers on 0 to 100,000 landmarked lines.

Day 4: 1. Place 4-digit numbers on a line and round to the nearest 10, 100 or 1000.

Day 5: 1. Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000.

HAT Outcomes 1, 3 (all nos up to 100,000) and 2

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Week


2 Addition and subtractionDay 1: Add pairs of 2-digit numbers. Day 2: Add two–digit numbers to 3-digit numbers.

Day 3: Find a difference by counting up.

Day 4: Count up and use number bonds to subtract 2-digit numbers from 100.

Day 5: Choose counting up or back to subtract 2-digit numbers from numbers >100.

Day 1: 1. Add pairs of 2-digit numbers using place value. 2. Add pairs of 2-digit numbers using counting up in 10s and 1s. 3. Choose a strategy for adding.

Day 2: 1. Add a 2-digit number to a 3-digit number using place value. 2. Add a 2-digit number to a 3-digit number using counting up. 3. Choose a strategy for adding.

Day 3: 1. Count up to subtract pairs of 2-digit numbers. 2. Use number facts to count up quickly and efficiently.

Day 4: 1. Subtract a 2-digit number from 100 using number bonds or place value.

Day 5: 1. Subtract a 2-digit number from a 3-digit number using counting up or counting back. 2. Choose a strategy to subtract.

HAT Outcomes 10 and 12 (parts)

Addition and subtraction, decimalsDay 1: Add amounts of money using column addition; Use rounding to check answers.

Day 2: Add amounts of money using column addition; Use using rounding to check answers.

Day 3: Divide by 10 and 100 to give answers with two decimal places.

Day 4: Multiply and divide by 10 and 100.

Day 5: Place two place decimal numbers on a number line and compare two numbers.

Day 1: 1. Use column addition to add any pair of amounts of money, e.g. £45.78 + £25.79.

Day 2: 1. Use column addition to add any pair of amounts of money, e.g. £45.78 + £25.79. 2. Use rounding to estimate totals of pairs of amounts of money.

Day 3: 1. Understand the effect of × and ÷ by 10 and 100. 2. Understand place value in decimal numbers with up to two places.

Day 4: 1. Understand the effect of × and ÷ by 10 and 100. 2. Understand place value in decimal numbers with up to two places.

Day 5: 1. Place numbers with two decimal places on a number line empty between neighbouring wholes. 2. Compare and order numbers with one or two decimal places.

HAT Outcomes 31(money), 10, 19 (x10, x100) and 30 (1st part)

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Week


3 Addition and subtractionDay 1: Using counting up (Frog) to subtract, e.g. 402 – 356. Day 2: Use Counting up (Frog) to subtract (e.g. 421 – 356) and check with addition.

Day 3: Using counting up (Frog) to subtract; check with addition.

Day 4: Add two 3-digit numbers using compact written addition.

Day 5: Adding three 3-digit numbers using compact written addition.

Day 1: 1. Count up to subtract 3-digit numbers e.g. 402 – 356.

Day 2: 1. Count up to subtract 3-digit numbers (answers less than 100, e.g. 421 – 356). 2. Check subtraction using addition.

Day 3: 1. Count up to subtract 3-digit numbers (answers less than 100, e.g. 421 – 356). 2. Check subtraction using addition.

Day 4: 1. Add two 3-digit numbers using compact written addition.

Day 5: 1. Add three 3-digit numbers using compact written addition.

HAT Outcomes 12, 15 and 11 (3-d nos)

Addition and subtractionDay 1: Use frog to find change from £20, £50, £100.

Day 2: Use Frog to subtract amounts of money.

Day 3: Mental addition and subtraction (PV and near multiples).

Day 4: Revise using column addition to add pairs of 4-digit numbers.

Day 5: Begin to use column addition to add pairs of 5-digit numbers.

Day 1: 1. Find the change from £20, £50 and £100 using counting up (Frog).

Day 2: 1. Find the difference between 4-digit prices using counting up (Frog)

Day 3: 1. Use place value to add and subtract.2. Add and subtract near multiples.

Day 4: 1. Use column addition to add any pair of 4-digit numbers.2. Approximate answers.

Day 5: 1. Begin to use column addition to add pairs of 5-digit numbers.

HAT Outcome 7, 32 (money), 5 and 8

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Week


4 ShapeDay 1: Study different 3-D shapes and identify their properties.

Day 2: Identify and sort 3-D shapes acc. to their properties.

Day 3: Use compass to draw circles to given radii.

Day 4: Draw different polygons; identify their properties.

Day 5: Study different triangles and identify their properties.

Day 1: 1. Describe and name 3D shapes by using correct mathematical vocabulary. 2. Construct 3D shapes.

Day 2: 1. Describe and name 3D shapes by using correct mathematical vocabulary. 2. Sort 3D shapes using a Venn diagram. 3. Construct 3D shapes.

Day 3: 1. Understand circumference and radius of a circle. 2. Draw circles with different radii.

Day 4: 1. Describe 2D shapes by using correct mathematical vocabulary. 2. Sort 2D shapes into a Carroll diagram.

Day 5: 1. Describe, name different triangles. 2. Sort triangles into Carroll diagrams.

HAT Outcomes 39 and 41 (1st part)

ShapeDay 1: Sort 3D shapes according to their properties; Visualise 3D shapes from 2D drawings.

Day 2: Visualise 3D shapes from 2D drawings; Describe properties of prisms and pyramids.

Day 3: Describe properties of 2D shapes including polygons.

Day 4: Describe properties of polygons.

Day 5: Classify quadrilaterals.

Day 1: 1. Use a range of mathematical vocabulary to describe 3D shapes. 2. Sort 3D shapes according to their properties using Carroll diagrams.

Day 2: 1. Visualise 3D shapes from 2D representational drawings. 2. Describe properties of prisms.

Day 3: 1. Use a range of mathematical vocabulary to describe 2D shapes.

Day 4: 1. Find properties of polygons including parallel and perpendicular sides.

Day 5: 1. Find properties of diagonals of different quadrilaterals.

HAT Outcomes 45 and 48

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Week


5 Multiplication and divisionDay 1: Double and halve 2-digit numbers, including odd numbers.

Day 2: Double and halve 3-digit numbers.

Day 3: Revise 4 and 8 times tables, and divisions.

Day 4: Double the 3× table to get 6× table.

Day 5: Division facts for 3, 4, 5, 6 and 8 times tables.

Day 1:.1. Double and halve 2-digit numbers by partitioning and recombining.

Day 2: 1. Double and halve 3-digit numbers by partitioning and recombining.

Day 3: 1. Know multiplication and associated division facts for the x4 tables, up to x12.2. Know multiplication and associated division facts for the x8 tables, up to x12.

Day 4: 1. Know multiplication and associated division facts for the x3 tables, up to x12.2. Know multiplication and associated division facts for the x6 tables, up to x12.

Day 5: 1. Recognise multiples of 3, 4, 5, 6 and 8 to guess mystery function machines.

HAT Outcomes 17 (3x, 4x, 5x, 6x, 8x), 18 (1st part), 21 (doubles/halves)

Multiplication and divisionDay 1: Find common multiples.

Day 2: Find factors of 2-digit numbers.

Day 3: Recognise multiples; use rules of divisibility.

Day 4: Find prime numbers less than 50. Day 5: Division problems; Round up or down after division.

Day 1: 1. Find common multiples.

Day 2: 1. Find factors of numbers to 50. 2. Recognise that square numbers have an odd number of factors.

Day 3: 1. Use rules of divisibility for 2, 3, 4, 5 and 9.

Day 4: 1. Find prime numbers to at least 50.

Day 5: 1. Decide whether to round up or down after division depending on the context.

HAT Outcomes 12, 20 (squares), 21, 13 and 18 (remainders),

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Week


6 Number and place value, Addition and subtractionDay 1: Add and subtract using place value. .

Day 2: Add and subtract using place value.

Day 3: Add/subtract 1 or 1000 to/from 4-digit numbers.

Day 4: +/−10 to/from 4-digit numbers.

Day 5: Add/subtract 100 to/from 4-digit numbers.

Day 1: 1. Say what each digit represents in a 4-digit number. 2. Write place value related additions and subtractions.

Day 2: 1. Say what each digit represents in a 4-digit number. 2. Use place value to find which numbers have been added or subtracted.

Day 3: 1. Say what each digit represents in a 4-digit number. 2. Use this knowledge to add and subtract 1 or 1000.

Day 4: 1. Say what each digit represents in a 4-digit number.2. Use this knowledge to add and subtract 10.

Day 5: 1. Say what each digit represents in a 4-digit number. 2. Use this knowledge to add and subtract 100.

HAT Outcomes 3, 6 and 9

Number and place value, fractions and multiplicationDay 1: Find equivalent fractions; Simplify fractions.

Day 2: Compare fractions with related denominators.

Day 3: Revise using the grid method to multiply 3-digit numbers by 1-digit numbers.

Day 4: Introduce short multiplication to multiply 3-digit numbers by 1-digit numbers.

Day 5: Use short multiplication to multiply 3-digit numbers by single-digit numbers.

Day 1: 1. Recognise equivalent fractions.2. Simplify fractions.

Day 2: 1. Compare fractions with related denominators.

Day 3: 1. Use the grid method to multiply 3-digit numbers by single-digit numbers. 2. Make approximations

Day 4: 1. Use short multiplication to multiply 3-digit numbers by single-digit numbers.

Day 5: 1. Use short multiplication to multiply 3-digit numbers by single-digit numbers. 2. Make approximations

HAT Outcomes 23 and 24 and 16 (by 1-d nos)

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Week


7 Place value, addition and subtractionDay 1: Add/subtract 3-digit numbers using Place value and number facts.

Day 2: Add and subtract multiples of 100, 10 or 1 without crossing multiples of 10 or 100.

Day 3: Add/subtract money using place value and number facts.

Day 4: Add near multiples of 10 or 100 to 3-digit numbers.

Day 5: Subtract near multiples of 10 or 100 from 3-digit numbers.

Day 1: 1. Say what each digit represents in a 3-digit number. 2. Use number facts to add and subtract 3-digit numbers without crossing multiples of 10 or 100.

Day 2: 1. Say what each digit represents in a 3-digit number. 2. Use number facts to add and subtract 3-digit numbers beginning to cross multiples of 10 or 100.

Day 3: 1. Say what each digit represents in a 4-digit number. 2. Add or subtract two 4-digit numbers, in the context of money, without crossing multiples of 10p, £1 or £10.

Day 4: 1. Add a multiple of 10 or 100 to a 3-digit number. 2. Add a near-multiple of 10 or 100 to a 3-digit number without crossing multiples of 10 or 100.

Day 5: 1. Subtract a multiple of 10 or 100 from a 3-digit number. 2. Subtract a near-multiple of 10 or 100 from a 3-digit number without crossing multiples of 10 or 100.

HAT Outcomes 6, 9, 16 (choice of operations), 32 (money) and 36 (money)

Place value, addition and subtractionDay 1: Count on and back in steps of 0.01 and 0.1 from numbers with 2 decimal places.

Day 2: Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1.

Day 3: Subtract pairs of numbers with one decimal place.

Day 4: Subtract pairs of numbers with 2 decimal places using counting up (Frog).

Day 5: Subtract pairs of numbers with one or two decimal places using counting up (Frog).

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Day 1: 1. Add/subtract 0.1 and 0.01 to/from numbers with 2 decimal places.

Day 2: 1. Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1.

Day 3: 1. Subtract pairs of numbers with one decimal place by counting up or counting back.

Day 4: 1. Count up to subtract pairs of numbers with two decimal places.

Day 5: 1. Subtract pairs of numbers with one or two decimals places and some pairs with a mixture.

HAT Outcome 29 (2-place), 31 (mentally) and 32

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Week


8 Addition and subtractionDay 1: 3-digit expanded decomposition with one move.

Day 2: 3-digit expanded decomposition with one move.

Day 3: 3-digit expanded decomposition with 1 or 2 moves.

Day 4: 3-digit expanded decomposition with 1 or 2 moves.

Day 5: Choose to use decomposition or Frog.

Day 1: 1. Say what each digit represents in a 3-digit number. 2. Use expanded decomposition to subtract, needing 10s to be moved to 1s columns.

Day 2: 1. Say what each digit represents in a 3-digit number. 2. Use expanded decomposition to subtract, 100s moved to 10s columns.

Day 3: 1. Say what each digit represents in a 3-digit number. 2. Use expanded decomposition to subtract, with one or two moves necessary.

Day 4: 1. Use expanded decomposition to subtract, with one or two moves necessary. 2. Estimate what the answer to a subtraction question will be. 3. Check subtraction using addition.

Day 5: 1. Use expanded decomposition to subtract, with one or two moves necessary. 2. Use counting up to subtract. 3. Select an efficient strategy for a particular subtraction.

HAT Outcomes 3, 6, 12, 14 (3-digit nos), and 15

Addition and subtraction, multiplicationDay 1: Add pairs of 5-digit numbers (5-digit answers).

Day 2: Use column subtractions (decomposition) to subtract pairs of four-digit numbers.).

Day 3: Use column subtractions (decomposition) to subtract 3- digit numbers from 4-digit numbers.

Day 4: Use decomposition to subtract pairs of 5 –digit numbers.

Day 5: Choose to use decomposition for frog.

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Day 1: 1. Use place value to add and subtract. 2. Add and subtract near multiples.

Day 2: 1. Use column addition to add pairs of 5-digit numbers (5-digit answers). 2. Use rounding to approximate answers.

Day 3: 1. Use decomposition to subtract pairs of 5-digit numbers.

Day 4: 1. Use decomposition to subtract pairs of five-digit numbers.2. Make and test predictions.

Day 5: 1. Use frog (counting up) to subtract pairs of four-digit numbers.2. Choose either Frog or column subtraction to subtract pairs of four-digit numbers.

HAT Outcomes 7, 8, 9, 10 and 16

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Week


9 Measures and dataDay 1: Revise telling time, am and pm, to the nearest minute on both analogue and digital clocks; convert between the two.

Day 2: Find times later, crossing the hour, both analogue and digital clock.

Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.

Day 4: Time events in seconds, record in a bar chart, one step is 5 or 10 seconds.

Day 5: Collect and represent data in pictograms – one picture represents four units.

Day 1: 1. Tell the time to the nearest minute on analogue clocks some with Roman numerals. 2. Convert between digital and analogue times using am and pm.

Day 2: 1. Find times that are 30, 40 and 45 minutes later crossing the hour.

Day 3: 1. Calculate time intervals using a number line crossing over the hour. 2. Write word problems involving time intervals.

Day 4: 1. Record results in bar charts where one steps represents 5 or 10 seconds.

Day 5: 1. Present data in pictograms where one symbol represents 4 people.2. Interpret pictograms.

HAT Outcomes 33 (time units), 36 (time), 37 and 38 (bar charts/pictograms)

Measures and dataDay 1: Know regularly used imperials units and approximate metric equivalents.

Day 2: Read timetables using the 24-hour clock; calculate time intervals.

Day 3: Calculate time intervals using the 24-hour clock.

Day 4: Convert between grams and kilograms, millilitres and litres (mainly to one decimal place.

Day 5: Convert between metres and kilometres; know approximate conversion between miles and km; Begin to draw line graph and read intermediate points.

Day 1: 1. Know regularly used imperials units and approximate metric equivalents. 2. Convert between imperial and metric units using approximations

Day 2: 1. Read timetables using the 24-hour clock. 2. Calculate time intervals.

Day 3: 1. Calculate time intervals using the 24-hour clock.

Day 4: 1. Convert between grams and kilograms, millilitres and litres.

Day 5: 1. Convert between metres and kilometres. 2. Know approximate conversion. between miles and km. 3. Draw a line graph and read intermediate points.

HAT Outcomes 35, 36, 40, 41, 43 and 44

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Week


10 Multiplication and divisionDay 1: Use grid method to multiply a 2-digit number by a 1-digit number.

Day 2: Use grid method to multiply a 2-digit number by a 1-digit number.

Day 3: Grid multiplication.

Day 4: Divide numbers above the 10th multiple using chunking.

Day 5: Division using chunking.

Day 1: 1. Use grid method to multiply TU x U.

Day 2: 1. Use grid method to multiply TU x U.

Day 3: 1. Use grid method to multiply TU x U. 2. Use known multiplication and division facts.

Day 4: 1. Use chunking to divide by 3, 4, 6 with no remainders.

Day 5: 1. Use chunking to divide by 3, 4, 6, 8 with no remainders.

HAT Outcomes 19 and 20

Multiplication and divisionDay 1: Use short multiplication to multiply 3-digit amounts of money by single-digit numbers.

Day 2: Mental division within the range of tables using remainders, fractions and decimal equivalences, e.g. 68 ÷ 8 = 8 r4 or 8½ or 8.5

Day 3: Division above the tables using vertical layout chunking (answers less than 40).

Day 4: Divide using a vertical layout. Round up or down after division.

Day 5: Division above the tables using vertical layout chunking (answers up to 60); Choose written or mental method.

Day 1: 1. Use short multiplication to multiply 3-digit amounts of money by single-digit numbers.

Day 2: 1. Perform divisions mentally within the range of tables using remainders, fractions and decimal equivalences, e.g. 68 ÷ 8 = 8 r4 or 8½ or 8.5

Day 3: 1. Use the vertical layout of chunking to divide numbers, answers up to 30.

Day 4: 1. Round up or down after division according to the context.

Day 5: 1. Use the vertical layout of chunking to divide numbers, answers up to 60. 2. Choose to divide using a written or mental method.

HAT Outcomes 15, 16 (by 1-digit nos), 18

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Week


11 Division and fractionsDay 1: Count ins 1/4s, 1/3s, 1/8s and 1/10s saying equivalent fractions.

Day 2: Divide 2-digit numbers just above the 10th multiple with remainders, using the vertical written layout.

Day 3: Divide 2-digit numbers just above the 10th multiple with remainders.

Day 4: Find unit and non-unit fractions of amounts.


Day 1: 1. Count ins 1/4s, 1/3s, 1/8s and 1/10s saying the equivalent fractions, e.g. 1 ½ not 12/4.

Day 2: 1. Divide 2-digit numbers by 1-digit numbers, above the 10th multiple with remainders, using written layout for chunking. 2. Check division with multiplication.

Day 3: 1. Divide 2-digit numbers by 1-digit numbers, above the 10th multiple with remainders, using written layout for chunking. 2. Begin to round up or down after division depending on the context.

Day 4: 1. Understand the link between finding fractions of amounts and division. 2. Find unit fractions then non-unit fraction of amounts.

Day 5: 1. Find unit fractions and non-unit fractions of amounts

HAT Outcomes 20, 23, 24 and 21

Division and fractionsDay 1: Introduce mixed numbers; turn improper fractions into mixed numbers and vice versa.

Day 2: Add fractions with related denominators.

Day 3: Subtract fractions with related denominators.


Day 5: Compare and order fractions with related denominators.

Day 1: 1. Convert improper fractions to mixed numbers.

Day 2: 1. Add fractions with related denominators, including totals > 1.

Day 3: 1. Subtract fractions with related denominators.

Day 4: 1. Find unit and non-unit fractions of amounts.

Day 5: 1. Compare and order fractions with related denominators.

HAT Outcomes 24, 25, 26 and 33

Title of topic – colour code (see below)

GREEN – Place Value or number ORANGE – Addition or subtractionPURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratioBLUE – shape or measures or data

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BROWN – Algebra

The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage: http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

Outcomes List – Hamilton Assessment TrackerYear 4 – Key outcomes in bold

1. Locate 4-digit numbers on a landmarked line and use this to compare and order numbers N2. Round to ten, a hundred and a thousand. N3. Understand the numbers of 1s, 10s, 100s, 1000s in a 4-digit number and the use of zero as a place holder. N4. Count in multiples of 6, 7, 9, 25 and 1000. N5. Recognise negative numbers in relation to number lines and temperature. N6. Add multiples of 1, 10, 100, 1000 without difficulty, e.g. 5,347 + 3000, 434 + 300 and 648 – 220. N7. Multiply 1 and 2 digit whole numbers by 10, 100 and 1000. N8. Read Roman numerals to 100 (I to C). N9. Solve number and practical problems involving place value. N10. Mentally add and subtract any pair of two digit numbers or 3-digit multiples of 10. AS11. Use column addition to add 3-digit and 4-digit numbers: first expanded, then compact method. AS12. Subtract numbers from 3-digit numbers using ‘Frog’ and counting up, e.g. 426 – 278, 321 - 87. AS13. Use 'Frog' to subtract from multiples of 1000 where the difference is less than 500. AS14. Use column subtraction to subtract 3-digit and 4-digit numbers: first expanded, then compact method. AS15. Estimate and use inverse operations to check answers to a calculation. AS16. Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. AS17. Know and recite times tables, including division facts, up to 12 × 12; multiply by 0 and multiply and divide by 1. MD

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http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

18. Use known facts, place value, factors and commutativity to multiply and divide mentally, including multiplying three numbers together. MD19. Multiply 1-digit numbers by 2-digit or 'friendly' 3-digit numbers mentally or using grid method (i.e. using the distributive law). MD20. Know how to use ‘efficient chunking’ for division above the range of the tables facts, e.g. 84 ÷ 6 = ? Begin to extend this to 3 digit numbers. MD21. Solve single-step problems and begin to solve multi-step problems which include multiplication or division. MD22. Solve scaling problems and harder correspondence problems such as n objects are connected to m objects. MD23. Write the equivalent fraction for fractions with given denominators or numerators, e.g. ½ = ?/8; reduce a fraction to its simplest form, e.g. 6/12 ≡ ½. FD24. Use times tables to find unit and non-unit fractions of amounts, e.g. 1/6 of 48 and 3/8 of 64. FD25. Add and subtract fractions with the same denominator. FD26. Know that one-place decimal numbers represent ones and tenths e.g. 3.7 = 3 ones and 7 tenths. FD27. Round decimals with one decimal place to the nearest whole number. FD28. Recognise and write decimal equivalents of any number of tenths or hundredths and decimal equivalents to ¼, ½, ¾. FD29. Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. FD30. Count up and down in hundredths. FD31. Compare numbers with the same number of decimal places up to two decimal places. FD32. Solve simple measure and money problems involving fractions and decimals to two decimal places. FD33. Convert between units of measurement, e.g. cm to m, g to Kg and ml to L and units of time. MS34. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. MS35. Find the area of rectilinear shapes by counting squares. MS36. Estimate, compare and calculate different measures, including money in pounds and pence MS37. Convert between units of time and between analogue and digital times, and between 12-hour and 24-hour times. MS38. Interpret and present discreet data using bar charts, pictograms and tables, and continuous data on time graphs; answer questions re-data. MS39. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. G40. Identify acute and obtuse angles, compare and order angles up to 180⁰. G41. Identify lines of symmetry in 2-D shapes presented in different orientations; complete a simple symmetric figure with respect to one line of symmetry. G42. Describe positions on a 2-D grid as coordinates in the first quadrant, plot specified points and draw sides to complete a given polygon G43. Describe movements between positions as translations of a given unit to the left/right and up/down. G

NB The letters in orange indicate the strand to which each outcome belongs on Hamilton Assessment Tracker

Errata - There are the following small typos in the actual Hamilton Assessment Tracker: Outcome 3 has 10 000s in it - this should not be there. Outcome 21 should read 'Solve single step problems…'

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Year 5 – Key outcomes in bold

1. Read, write and locate 5 and 6 digit numbers on a landmarked line; use this to compare/order numbers; recognise the value of each digit. N2. Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000. N3. Count forwards or backwards in steps of powers of 10 for any given number < 1 000 000 N4. Interpret negative numbers in context, counting backwards and forwards through zero. N5. Solve number problems and practical problems involving place value. N6. Read Roman numerals and recognise years written in Roman numerals. N7. Add/subtract mentally with confidence, where numbers are less than 100 or the calculation relies upon simple addition/subtraction and place value. AS8. Confidently add numbers with up to 4 or 5 digits using column addition, including adding ‘piles’ of numbers. AS9. Subtract larger numbers using expanded or compact column subtraction, or by counting up.10. Use rounding to check answers and determine levels of accuracy. AS11. Solve addition and subtraction multi-step problems, deciding which operations and methods to use and why. AS12. Know and recite all times tables including division facts; identify multiples and factors, including common factors of two numbers. MD13. Identify prime numbers up to 100 and know primes up to 19; understand the vocabulary of prime and composite numbers; identify prime factors. MD14. Use efficient mental methods to multiply two or three numbers. MD15. Perform divisions mentally within the range of tables using remainders, fractions and decimal equivalences, e.g. 68 ÷ 8 = 8 r4 or 8½ or 8.5 . MD16. Multiply 2, 3, 4-digit numbers by numbers ≤26 using long or short multiplication or grid method; multiply 2-digit by 2-digit numbers using grid method. MD17. Scale up or down by a factor of 2, 5 or 10; solve problems involving scaling up/down by simple fractions and problems involving simple rates. MD18. Divide 2, 3, 4-digit nos by 1-digit nos above tables range; choose/use efficient methods; interpret remainders appropriately acc. to context. MD19. Understand the effect of multiplying/dividing by 10, 100, 1000, including 1- & 2-place decimal answers. MD20. Recognise and use square and cube numbers and the matching notation. MD21. Solve problems involving multiplication and division, using knowledge of factors, multiples, squares and cubes. MD22. Solve problems involving addition, subtraction, multiplication, division and a combination, including understanding the meaning of the equals sign. MD23. Identify, name and write equivalent fractions; reduce fractions to simplest form, including tenths to fifths, hundredths to tenths, e.g. 40/100 = 4/10 = 2/5. FD24. Compare and order fractions where the denominators are multiples of the same number. FD25. Recognise mixed numbers and improper fractions and convert from one to the other, writing mathematical statements. FD26. Add and subtract fractions where the denominators are multiples of the same number. FD27. Multiply proper fractions and mixed numbers by whole numbers supported by materials and diagrams. FD28. Identify simple fraction and decimal equivalents: ½ ≡ 0.5, 0.25 ≡ ¼ and 0.75 ≡ ¾, 1/5 = 0.2, 2/5 = 4/10 = 0.4, 4/5 = 8/10 = 0.8 etc. FD

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29. Write decimal numbers as tenths, hundredths, thousandths, e.g. 0.71 as 71/100, 0.327 as 327/1000; relate thousandths to tenths & hundredths. FD30. Locate 2-place decimal numbers on a line and round them to the nearest tenth or whole number. FD31. Add 2-place decimal numbers mentally or using column addition FD32. Subtract 1- and 2-place decimal numbers by counting up: 6.2 – 3.5, 13.1 – 9.45 FD33. Solve problems involving fractions, decimals and percentages using known equivalences to help. FD34. Recognise % symbol, understand that percentages are the number of parts out of 100; write percentages as hundredths in decimal & fractional form. FD35. Measure and compare capacities, weights and lengths; convert between different SI units. MS36. Understand and use approximate equivalences between common imperial and SI units. MS37. Measure and calculate perimeters of composite rectilinear shapes using SI units. MS38. Understand the concept of area, estimate areas of irregular shapes and count squares to find these; calculate areas of rectangles using standard units. MS39. Estimate volumes of cubes and cuboids. MS40. Solve problems involving converting between units of time; use 12- and 24-hour times, find time intervals and tell the time with confidence. MS41. Begin to read scales of different types; solve scaling problems involving measures. MS42. Use all four operations to solve problems involving measures using decimal notations, including scaling. MS43. Complete, read and interpret information in tables, including timetables. MS44. Create and interpret line graphs, solving comparison, sum and difference problems. MS45. Identify 3-D shapes from 2-D representations. G46. Find unknown angles in triangles and rectangles; identify angles round a point and on a straight line, finding missing angles. G47. Know angles are measured in degrees, estimate and compare acute, obtuse and reflex angles, draw and measure given angles. G48. Understand properties of rectangles & triangles; distinguish regular and irregular polygons, based on reasoning about equal sides/angles. G49. Identify, describe, represent position of a shape following a reflection or translation, use approp language, know that shape is unchanged. G

NB The letters in orange indicate the strand to which each outcome belongs on Hamilton Assessment Tracker

Errata - There are the following small typos in the actual Hamilton Assessment Tracker: Outcome 3 has the < sign the wrong way around! Outcome 16 should include 'short multiplication' as well as 'long multiplication'.

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