# Mathematics. Steps to Success. and. Top Tips. Year 5

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1 Pownall Green Primary School Mathematics and Year 5 1

2 Contents Page 1. Multiplication and Division 3 2. Positive and Negative Numbers 4 3. Decimal Notation 4. Reading Decimals 5 5. Fractions Linked to Division 5 6. Decimal Equivalents 5 7. Mental Calculation 6 8. Column Addition 7 9. Column Subtraction Know Multiplication Facts Short Multiplication Short Division Long Multiplication 10/ Simple Word Problems Explain Method and Reasoning Area Using formula for area Parallel and Perpendicular Lines Properties of rectangle Word Problems Involving Measures Word Problems Involving Money Word Problems Involving Time 15 2

3 and Year 5 Key Learning Objectives 1. To multiply and divide numbers to by 10 or 100 and understand the effect Multiply To multiply by 10, move all the digits one place to the left To multiply by 100, move all the digits 2 places to the left Divide To divide by 10, move all the digits one place to the right To divide by 100, move all the digits 2 places to the right Remember Write the place value columns to help. The decimal point never moves (remember the decimal point dance) When dividing the number is Reduced and the digits move to the Right When multiplying the number gets Larger and the digits move to the Left Number of zeros is the clue to the how many places to move. Remember to put zeros as place holders in any columns left empty. Remember each place value column is 10 times larger than the last when you move to the left and 10 times smaller as you move to the right 3

4 2. To order positive and negative numbers 1. Draw a number line with 0 in the middle. 2. Mark the positive numbers on the number line to the RIGHT of the Mark the negative numbers on the number line to the LEFT of the Circle the numbers you need to order on the number line 5. Copy your circled numbers the same order. Negative numbers are less than zero Negative numbers are opposite to positive numbers. The 0 line is like a mirror line. Negative numbers have less value than positive numbers Use a context to explain negative numbers, e.g. Temperature, lifts, money Always use the term negative not minus (minus is the operation weather people get it wrong) 3. To use decimal notation for tenths and hundredths If there are no units then you need a 0 in the units column before the decimal point e.g. 0.9 Zeros can be used as placeholders to the right of the number e.g Each place value column is 10 times larger as you move to the left, 10 times smaller as you move to the right Write column headings H T U Encourage children to record one digit per square, putting the decimal point on the line between the units column and the 1/10 column. 4

5 4. To round a number with one or two decimal places to the nearest whole number e.g Memorise this poem: 1. Find your digit (the whole number 3) 2. Look right next door or less just ignore or more, add 1 more. 5. To understand how fractions link to division The larger the denominator the smaller each unit fraction (where 1 is the numerator) because the whole is divided into more pieces. Link to slices of pizza. Provide context of sharing something of value to them, e.g. pizza Show link between written representation of fractions and the division sign Denominator divide down (at the bottom) Denominator = how many equal parts a whole is divided into Numerator = how many of the equal parts of the whole there are 6. To know the decimal equivalent to fractions (½, 1/3, ¼, 1/10) Learn off by heart: ½ = 0.5 ¼ = /3 = /10 = 0.1 (link to place value headings) ¾ =

6 7. To calculate mentally a difference Partitioning 1. Put the larger number in your head 2. Partition the smaller number into H, T, U 3. Take away the hundreds 4. Take away the tens 5. Take away the units partitioning Partitioning is best when the digits of smaller number are smaller than the corresponding digits of the larger number. Compensation (rounding and adjusting) 1. Look at the numbers. Can any be rounded to the nearest 10, 100, 1000? 2. Carry out the simpler calculation. 3. Adjust answer allowing for original rounding. compensation Compensation is best when the smallest number CAN be rounded up e.g rounded to 4 Counting up 1. Put the smaller number in your head 2. Count on to the nearest ten 3. Then count on to the nearest hundred 6

8 9. To carry out column subtraction of numbers less than Write the greatest number on top, line up the digits in the place value columns. 2. Make sure the decimal points are lined up. 3. Start by subtracting the column on the right, taking the bottom number away from the top. 4. If the top digit is less than the digit you are going to subtract, you need to exchange with a digit in the column to the left. Make the left neighbour 1 less, write the 1 beside your digit on its left) H T U Keep everything in the correct columns. Exchange if necessary. When exchanging, cross out digit you are exchanging with and take away one from it. Write the new number above it. Remember you cannot take away from 0 so you need to exchange with the column to the left. ALSO remember you cannot exchange with 0 so you need to exchange with the next column. 10. To know by heart all multiplication facts up to To multiply by 4, just double it and double it. The 6 times table is double the 3 times table. The 8 times table is double the 4 times table etc. 5, 6, 7, 8 reminds you that 56 = 7 x 8 The sum of the digits in the 9 times table digits add up to 9. Remember finger trick for the 9 times tables. Remember 4x5 = 5x4 etc. you only need to learn half as many facts! 8

9 11. To carry out short multiplication 1. Multiply the single digit number by each digit of the greater number in turn (starting with the units). 2. Each time you get an answer 10 or more, carry the left digit to the next column (like you do when you are adding) 12. To carry out short division 1. Divide into the big number, one digit at a time, starting from the LEFT (It s the opposite side from when you are adding, subtracting and multiplying) 2. Put the result of each division directly above, on the top of the bus stop 3. If the small number won t go into a digit exactly, carry the remainder across (to the next digit on the right). If it won t go at all put a 0 on top and carry the whole digit. Extend bus stop analogy to numbers that are out in the rain and sheltered numbers. Use you multiplication facts to help. Remember that division is about sharing into groups you are finding out how many groups of the lower value number can fit into/be taken out of the greater number. Division is repeated subtraction just as multiplication is repeated addition. A number of children will need to perform the grouping/sharing process with practical apparatus. 9

10 13. To carry out long multiplication of a TU by TU 1. Set out the numbers according to place value. T U 7 2 x Multiply each digit of the top number by the digit in the units column of the bottom number, starting with the units column and then the tens. T U 7 2 x Because you are now going to multiply by the tens column, put a zero in the units column of your answer before you start. T T U 7 2 X

11 5. Multiply each digit of the top number by the digit in the tens column of the bottom number. T U 7 2 X Add the two answers to obtain the final answer. T T U 7 2 X This is 72 x 8 units This is 72 x 1 ten This is 72 x 18. When you multiply by the tens column and you need to put a place holder zero. Turn the 0 into a smiley face for fun! Start writing your calculation three squares in from the margin because the answer will grow. Highlight each stage using different colours. 11

13 and Shape, Space, Measures and Data Handling Year 5 Key Learning Objectives 16. To understand area measured in square centimetres (cm 2 ) Area is the amount of surface covered by a flat shape. cm 2 = a square that has each side measuring 1cm m 2 = a square that has each side measuring 1m 17. To understand and use the formula in words 'length width for the area of a rectangle 1. Multiply the length by the width (l x w) 2. Write you answer using units squared e.g. cm 2 Area is the amount of surface covered by a flat shape. cm 2 = a square that has each side measuring 1cm m 2 = a square that has each side measuring 1m 18. To recognise parallel and perpendicular lines Parallel is like train tracks (double ll in parallel) Parallel lines can go on forever and always stay the same distance apart and never touch The symbol for British Rail is like a train track and using the mathematical symbol for parallel Perpendicular is where two lines meets at right angles 13

14 19. To describe the properties of rectangles Rect = right angle = angle 2D shape 4 sides (so it is also a quadrilateral) All angles are right angles (therefore adjacent sides are perpendicular) Opposite sides are parallel (so it is also a parallelogram) Opposite sides are equal in length Diagonals bisect each other ( cut each other in half) A square is a special rectangle 20. To use all four operations to solve word problems involving measures 1. Read and understand the problem. 2. Underline key information. 3. Decide what you need to work out (which operation?). 4. Estimate 5. Calculate 6. Answer in a sentence. 7. Take time to check your answer. There are three types of metric measures length, mass and volume (capacity). Each one has a base unit: Length = metre Mass = grams Volume = litres Each type of metric unit has smaller and larger units which are either 10, 100, 100- times smaller or larger. The size of the unit compared to the base unit is shown by adding a prefix. Deci = 1/10 of the base unit (10 times smaller) Centi = 1/100 of the base unit (100 times smaller) Milli = 1/1000 of the base unit (1000 times smaller) Kilo = 1000 time larger than the base unit 14

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