Helping with your Child’s Development in Mathematics Year 5 Sunday 12th February 2017

End of Year Targets (see handout) Your child should achieve most of these targets by the end of Year 5. A target may be more complex than it seems, e.g. a child may subtract 3994 from 9007 by writing it in columns, without realising it is quicker to count on from 3994 up to 9007 in his/ her head. Work your way through these targets with your child at home, by: Putting a tick beside the areas that they are comfortable with. Explaining the areas that they find difficult.

Addition Partitioning into Hundreds, Tens and Units Children in Year 5 learn to either partition both numbers and recombine or partition the second number only e.g. 358 + 73 = 358 + 70 + 3 = 428 + 3 = 431 Add and subtract the nearest multiple of 10, then adjust Example: 458 + 79 = is the same as 458 + 80 - 1 Pencil and paper procedures The children begin to add numbers with at least four digits: 3587 + 675 = 358 428 431 +70 +3 3587 + 675 4262 1 1 1

Addition (continued) The children in Year 5 then learn how to add up to two places of decimals (with the same number of decimals places). 72.8 + 54.6 127.4 1

Subtraction The children in Year 5 learn to find a difference by counting up from the smaller to the larger number, e.g. 8006 – 2993 = 5013 Subtract the nearest multiple of 10 or 100, then adjust Example: 780 – 490 is the same as 780 – 500 + 10 Use known number facts and place value to subtract 6.1 – 2.4 = 3.7 6.1 3.7 4.1 - 0.4 - 2

Subtraction (continued) Pencil and paper procedures Complementary addition 754 – 286 = 468 OR 754 - 286 = 468 14 (300) can be refined to 14 (300) 400 (700) 454 (754) 54 (754) 468 468 The children reduce the number of steps to make the calculation more efficient. 86 700 100 754 +14 +600 +54 * Add jumps to find the answer.

Multiplication 72 x 38 is approximately 70 x 40 = 2800 Initially the children in Year 5 use partitioning to multiply 2 digit x 1 digit numbers: 47 x 6 = (40 x 6) + (7 x 6) = 282 Or they use the grid method of multiplication: 72 x 38 is approximately 70 x 40 = 2800 X 70 2 30 2,100 60 8 560 16 2100 + 60 = 2160 560 + 16 = 576 2160 576 + ____ 2736

Multiplication (continued) Expanded Column Multiplication Children should describe what they do by referring to the actual values of the digits in the columns. For example, the first step in 38 × 7 is ‘thirty multiplied by seven’, not ‘three times seven’, although the relationship 3 × 7 should be stressed. 30 + 8 38 x 7 x 7 _____ ____ 56 (8 x 7 = 56) 56 210 (30 x 7 = 210) 210 _____ ____ 266 266

Division 61 ÷ 4 = 15 ¼ or 15.25 Remainders The children in Year 5 continue to understand division as both sharing and grouping (repeated subtraction). Remainders Quotients expressed as fractions or decimal fractions 61 ÷ 4 = 15 ¼ or 15.25 Pencil and paper procedures - chunking OR 256 - 210 (30 groups) _____ 46 - 42 (6 groups) _____ 4 Ans: 36 r 4 256 ÷ 7 lies between 210 ÷ 7 = 30 and 280 ÷ 7 = 40 * Partition the dividend into multiples of the divisor: 256 = 210 + 46 210 ÷ 7 = 30 46 ÷ 7 = 6 r 4  30 + 6r4 = 36 r 4 210 ÷ 7 = 30 42 ÷ 7 = 6

Money £1 = 100 pence £1.10 = £1 and 10 pence (or 110 pence) Word problems Fractions of Money £9.70 = 970 pence. ½ of 970 = 485. Convert the 485 pence back to pounds = £4.85. Then the children add the total of the goggles (at half price) and the hat: £4.85 £2.55 + _____ £7.40 Mia just loves swimming, and she bought some new goggles at £9.70, and a swimming hat for £2.55. When she took them to the till, the goggles were half price. How much did Mia’s swimming goggles and hat cost? 1 1 1/100 of £3 £3 = 300 pence 300 ÷ 100 = 3 So 1/100 of £3 = 3p (pence)

Time Minutes Hours 2pm  14:00 5.35pm  17:35 The two dots on a digital clock face separate the hours from the minutes. The children in Year 5 are asked to write times in 24hours, e.g. 2pm  14:00 5.35pm  17:35 The children will begin to notice a pattern – that they simply add 12 to change the hours from am to pm. The children then learn to find times 50, 55, 60, 65…115 minutes before/after, e.g. I left for school at 04:45. It took me 105 minutes to get there. What time did I arrive at school? (1 hour = 60 minutes)

Fractions e.g. ⅖ + ⅘ = 6⁄5 = 1⅕ What is 3⁄10 of 50? The children in Year 5 recognise mixed numbers and improper fractions and convert from one form to the other: e.g. ⅖ + ⅘ = 6⁄5 = 1⅕ How many halves in: 1 ½ 3 ½ 9 ½ …? How many quarters in 1 ¼ 2 ¼ 5 ¼ ….? They multiply proper fractions and mixed numbers by whole numbers: What is 3⁄10 of 50? Fractions and Decimals They read and write decimal numbers as fractions, e.g. 0.71 = 71/100. Children partition decimals using both decimal and fraction notation, for example, recording 6.38 as 6 + 3⁄10 + 8⁄100 and as 6 + 0.3 + 0.08.

Data Handling The children in Year 5 should be able to complete, read and interpret information in tables, including timetables. The table shows the cost of coach tickets to different cities. What is the total cost for a return journey to York for one adult and two children?

Using Mathematics in your Child’s Daily Life (see booklet) Have a quick look at the booklet now. Read in detail at home and try to make use of the games and question asking as much as you can. Math is All Around Us!

Resources Maths Mat Clocks 2D & 3D Shape Bag

Interactive Games - Websites http://www.crickweb.co.uk/ks2numeracy.html http://www.doorwayonline.org.uk/ http://www.primarygames.com/ http://www.bbc.co.uk/bitesize/ks2/maths/ https://www.mathsisfun.com/index.htm http://www.mathplayground.com/games.html http://www.mathschamps.co.uk/#home http://primaryinteractive.co.uk/maths.htm https://www.studyladder.co.uk/?lc_set http://primarygamesarena.com/Subjects/Maths http://www.ictgames.com/resources.html http://www.crackingmaths.ie/gamezone

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