Medium Term Plans for Autumn Year 5

Medium term Plans for Autumn Year 5

NB: HAT = Hamilton Assessment Tracker

There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity.

Week / Main focus of teaching and activities each day / Starter / Outcomes of each day
1 / Number (place value in whole numbers) and Written Addition
Day 1: Place value in 5-digit numbers (PV additions/subtractions)
Day 2: Add/subtract 1s, 10s, 100s, 1000s and 10,000s
Day 3: Place 5-digit numbers on a line and compare pairs of numbers, use < and >
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
Exasperating 80 grand
Link: PV to 100 000 / Day 1: Starter – Place value in 4-digit numbers
Day 2: Starter – +/- 100 or 1000 to/from 4-digit numbers
Day 3: Starter – Count on/back in 10s from 3-digit numbers
Day 4: Starter – Add 3 single digit numbers spotting bonds to 10 and doubles
Day 5: Starter – Pairs to 100 / Number (place value in whole numbers) and Written Addition
Day 1: 1. Partition 5- /6-digit numbers in thousands, hundreds, tens, units.
2. Say what each digit represents in 5- & 6-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. Use column addition to add any pair of 4-digit nos
2. Approximate answers
Day 5: 1. Begin to use column addition to add pairs of 5-digit numbers
HAT Outcomes 1 (5-d nos), 3, 8 (5-dnos) and 10
2 / Number (place value in decimals) and Written Addition of money
Day 1: Divide by 10 and 100 to give answers with two decimal places
Day 2: Multiply and divide by 10 and 100
Day 3: Place two place decimal numbers on a number line and compare two numbers
Day 4: Add amounts of money using column addition; Use using rounding to check answers
Day 5: Add amounts of money using column addition; Use using rounding to check answers
Adding even and odd amounts
NRICH link:Two and Two / Day 1: Starter – Place value in 1-place decimal numbers
Day 2: Starter – Adding to the next whole number from1-place decimal nos
Day 3: Starter – Placing 5-digit numbers on a human number line
Day 4: Starter – Convert between units of time
Day 5: Starter – Mixed addition facts bingo / Number (place value in decimals) and Written Addition of money
Day 1: Understand the effect of multiplying and dividing by 10 and 100
2. Understand place value in decimal numbers with up to two places.
Day 2: 1. Understand the effect of multiplying and dividing by 10 and 100
2. Understand place value in decimal numbers with up to two places.
Day 3: 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
Day 4: 1. Use column addition to add any pair of amounts of money, e.g. £45.78 + £25.79
Day 5: 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
HAT Outcomes 10, 19 (x10, x100), 30 (1st part) and 31 (money)
3 / Written and Mental subtraction
Day 1: Use frog to find change from £20, £50 and £100
Day 2: Use Frog to subtract amounts of money
Day 3: Use column subtraction (decomposition) to subtract pairs of 4-digit numbers
Day 4: Use column subtraction (decomposition) to subtract 3-digit numbers from 4-digit numbers
Day 5: Choose whether to use counting up (Frog) or column subtraction (decomposition) to work out given calculations
Persistent answers
NRICH link:Diagonal Sums / Day 1: Starter – Bonds to £1
Day 2: Starter – Change from £1
Day 3: Starter – Subtraction facts
Day 4: Starter – 24 hour clock
Day 5: Starter – Place numbers with 2 decimal places on a line / Written and Mental subtraction
Day 1: 1. Find the change from £20, £50 and £10 using counting up (Frog)
Day 2: 1. Find the difference between 4-digit prices using counting up (Frog)
Day 3: 1. Use column subtraction (decomposition) to subtract pairs of 4-digit numbers where one or two moves are necessary
Day 4: 1. Use column subtraction (decomposition) to subtract 3-digit numbers from 4-digit numbers
Day 5: 1. Use frog (counting up) to subtract pairs of 4-digit numbers
2. Choose Frog or column subtraction to subtract pairs of 4-digit numbers
HAT Outcomes7 (change), 9 and 32 (money)
4 / Shape
Day 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
Shapes in perspective / Day 1: Starter – Find lines of symmetry
Day 2: Starter – Bonds to 100
Day 3: Starter – Times tables
Day 4: Starter – Place nos with 2dp on a line
Day 5: Starter – Place value in 4-digit numbers / Shape
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 and pyramids
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. Know properties of different quadrilaterals
HAT Outcomes 45 and 48
5 / Mental multiplication and division andFractions
Day 1: Find common multiples
Day 2: Find factors of 2-digit numbers
Day 3: Division problems. Round up or down after division
Day 4: Find equivalent fractions; Simplify fractions
Day 5: Compare fractions with related denominators
Long as you like
NRICH link:Abundant numbers / Day 1: Starter – Double numbers to 100
Day 2: Starter – Double and halve numbers to 100
Day 3: Starter – Bar charts
Day 4: Starter –Divisibility by 2, 3, and 5
Day 5: Starter –Times tables / Mental multiplication and division andFractions
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. Decide whether to round up or down after division depending on the context
Day 4: 1. Recognise equivalent fractions
2. Simplify fractions
Day 5: 1. Compare fractions with related denominators
HAT Outcomes 12, 18 (remainders), 20, 21, 23 and 24
6 / Number, place value and Written multiplication
Day 1: Place 4-digit numbers on a line, round to nearest 10, 100 or 1000
Day 2: Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000
Day 3: Revise using the grid method to multiply 3-digit numbers by single-digit numbers
Day 4: Introduce short multiplication to multiply 3-digit numbers by single-digit numbers
Day 5: Use short multiplication to multiply 3-digit numbers by single-digit numbers
Excellent eights / Day 1: Starter – ‘Zap’ digits in a 4-digit number
Day 2: Starter – Count on/back in 10s, 100s, 1000s from 4-digit numbers.
Day 3: Starter – Times tables
Day 4: Starter – Multiply by multiples of 10 (e.g. 24 x 30)
Day 5: Starter – Find the time later using 24-hour clock / Number, place value and Written multiplication
Day 1: 1. Place 4-digit numbers on a line and round to the nearest 10, 100 or 1000
Day 2: 1. Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000
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
HAT Outcomes 1, 2 and 16 (by 1-d nos)
7 / Mental multiplication and division and Written division
Day 1: Recognise multiples; use rules of divisibility
Day 2: Find prime numbers less than 50
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
Prime differences
NRICH link:Multiples Grid / Day 1: Starter – Times tables
Day 2: Starter – Multiplication and division facts
Day 3: Starter – Place 5-digit numbers on a human number line
Day 4: Starter – Convert between units of time
Day 5: Starter – Addition facts to 20 / Mental multiplication and division and Written division
Day 1: 1. Use rules of divisibility for 2, 3, 4, 5 and 9.
Day 2: 1. Find prime numbers to at least 50.
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 12, 13, 18 (remainders) and 21
8 / Number, place value and Written subtraction
Day 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 two decimal places using counting up (Frog)
Day 5: Subtract pairs of numbers with one or two decimal places using counting up (Frog)
Talisman Squares / Day 1: Starter – Multiply and divide by 10 and 100
Day 2: Starter – How much to next pound?
Day 3: Starter – Pairs to 100
Day 4: Starter – Double and halve2-digit numbers
Day 5: Starter – Change from £1 / Number, place value and Written subtraction
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
9 / Measures/Data
Day 1: Convert between grams and kilograms, millilitres and litres (mainly to one decimal place)
Day 2: Convert between metres and kilometres; know approximate conversion between miles and km; begin to draw line graph and read intermediate points
Day 3: Know regularly used imperials units and approximate metric equivalents
Day 4: Read timetables using the 24-hour clock; calculate time intervals
Day 5: Calculate time intervalsusing the 24-hour clock
Digits of time
Link:Metric conversions triangular jigsaw / Day 1: Starter – Multiply and divide by 10 and 100
Day 2: Starter – Reading scales (weight)
Day 3: Starter –Reading scales (capacity)
Day 4: Starter – Read the 24-hour clock
Day 5: Starter – Pairs to 60 / Measures/Data
Day 1: 1. Convert between grams and kilograms, millilitres and litres.
Day 2: 1. Convert between metres and kilometres.
2. Know approximate conversion between miles and km.
3. Begin to draw line graph and read intermediate points.
Day 3: 1. Know regularly used imperials units and approximate metric equivalents.
Day 4: 1. Read timetables using the 24-hour clock.
2. Calculate time intervals.
Day 5: 1. Calculate time intervalsusing the 24-hour clock.
HAT Outcomes 35, 36, 40, 41 (reading scales in starters), 43 and 44
10 / Fractions
Day 1: Introduce mixed numbers, turn improper fractions into mixed numbers and vice versa
Day 2: Compare and order fractions with related denominators
Day 3: Add fractions with related denominators
Day 4: Subtract fractions with related denominators
Day 5: Find unit and non-unit fractions of amounts
Oddly friendly fractions
NRICH link:Magic matrix / Day 1: Starter – Factors
Day 2: Starter – Count in ¼s and 1/8s along a number line
Day 3: Starter – Reading scales
Day 4: Starter – Mental multiplication
Day 5: Starter – Mental division / Fractions
Day 1: 1. Convert improper fractions to mixed numbers.
Day 2: 1. Compare and order fractions with related denominators.
Day 3: 1. Add fractions with related denominators.
Day 4: 1.Subtract fractions with related denominators.
Day 5: 1. Find unit and non-unit fractions of amounts.
HAT Outcomes 24, 25 and 26
11 / Mental and written addition and subtraction and Written multiplication
Day 1: Revise mental addition and subtraction (Place Value and near multiples )
Day 2: Add pairs of 5-digit numbers (5-digit answers)
Day 3: Use decomposition to subtract pairs of 5-digit numbers
Day 4: 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 5: Use short multiplication to multiply 3-digit amounts of money by single-digit numbers
Magic star additions / Day 1: Starter – Count in ¼s and 1/8s along a number line
Day 2: Starter – Revise addition facts to 20
Day 3: Starter –Pairs to 100
Day 4: Starter – Times tables
Day 5: Starter – Factors and multiples / Mental and written addition and subtraction and Written multiplication
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. 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 5: 1. Use short multiplication to multiply 3-digit amounts of money by single-digit numbers.
HAT Outcomes5, 7, 8, 9, 10, 15 and 16 (by 1-digit nos)

Title of topic – colour code (see below)

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

OUTCOMES FOR YEAR 5 (Hamilton Assessment Tracker)

Key outcomes in bold

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. N
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.N
Count forwards or backwards in steps of powers of 10 for any given number < 1 000 000 N
Interpret negative numbers in context, counting backwards and forwards through zero. N
Solve number problems and practical problems involving place value. N
Read Roman numerals and recognise years written in Roman numerals.N
Add/subtract mentally with confidence, where numbers are less than 100 or the calculation relies upon simple addition/subtraction and place value.AS
Confidently add numbers with up to 4 or 5 digits using column addition, including adding ‘piles’ of numbers.AS
Subtract larger numbers using expanded or compact column subtraction, or by counting up.
Use rounding to check answers and determine levels of accuracy.AS
Solve addition and subtraction multi-step problems, deciding which operations and methods to use and why.AS
Know and recite all times tables including division facts; identify multiples and factors, including common factors of two numbers. MD
Identify prime numbers up to 100 and know primes up to 19; understand the vocabulary of prime and composite numbers; identify prime factors.MD
Use efficient mental methods to multiply two or three numbers. MD
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.MD
Multiply 2, 3, 4-digit nos by numbers ≤26 using long or short multiplication or grid method; multiply 2-digit by 2-digit numbers using grid method.MD
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.MD
Divide 2, 3, 4-digit nos by 1-digit nos above tables range; choose/use efficient methods; interpret remainders appropriately acc. to context.MD
Understand the effect of multiplying/dividing by 10, 100, 1000, including 1- & 2-place decimal answers.MD
Recognise and use square and cube numbers and the matching notation. MD
Solve problems involving multiplication and division, using knowledge of factors, multiples, squares and cubes. MD
Solve problems involving addition, subtraction, multiplication, division and a combination, including understanding the meaning of the equals sign. MD
Identify, name, write equivalent fractions; reduce fractions to simplest form, including tenths to fifths, hundredths to tenths, e.g. 40/100 = 4/10 = 2/5.FD
Compare and order fractions where the denominators are multiples of the same number. FD
Recognise mixed numbers and improper fractions and convert from one to the other, writing mathematical statements. FD
Add and subtract fractions where the denominators are multiples of the same number. FD
Multiply proper fractions and mixed numbers by whole numbers supported by materials and diagrams. FD
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
Write decimal numbers as tenths, hundredths, thousandths, e.g. 0.71 as 71/100, 0.327 as 327/1000; relate thousandths to tenths & hundredths.FD
Locate 2-place decimal numbers on a line and round them to the nearest tenth or whole number.FD
Add 2-place decimal numbers mentally or using column addition FD
Subtract 1- and 2-place decimal numbers by counting up: 6.2 – 3.5, 13.1 – 9.45 FD
Solve problems involving fractions, decimals and percentages using known equivalences to help.FD
Recognise % symbol, understand that percentages are the number of parts out of 100; write percentages as hundredths in decimal & fractional form. FD
Measure and compare capacities, weights and lengths; convert between different SI units. MS
Understand and use approximate equivalences between common imperial and SI units. MS
Measure and calculate perimeters of composite rectilinear shapes using SI units.MS
Understand the concept of area, estimate areas of irregular shapes and count squares to find these; calculate areas of rectangles using standard units.MS
Estimate volumes of cubes and cuboids.MS
Solve problems involving converting between units of time; use 12- and 24-hour times, find time intervals and tell the time with confidence. MS
Begin to read scales of different types; solve scaling problems involving measures.MS
Use all four operations to solve problems involving measures using decimal notations, including scaling.MS
Complete, read and interpret information in tables, including timetables. MS
Create and interpret line graphs, solving comparison, sum and difference problems. MS
Identify 3-D shapes from 2-D representations.G
Find unknown angles in triangles and rectangles; identify angles round a point and on a straight line, finding missing angles.G
Know angles are measured in degrees, estimate and compare acute, obtuse and reflex angles, draw and measure given angles. G
Understand properties of rectangles & triangles; distinguish regular and irregular polygons, based on reasoning about equal sides/angles. G
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