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

2. 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.

3. 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. = =
= 431
Add and subtract the nearest multiple of 10, then adjust
Example: = is the same as
Pencil and paper procedures
The children begin to add numbers with at least four digits: =
358
428
431
+70 +3
3587
+ 675
4262 1 1 1

4. 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

5. 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 –
Use known number facts and place value to subtract
6.1 – 2.4 = 3.7
6.1
3.7
4.1
- 0.4
- 2

6. Subtraction (continued)
Pencil and paper procedures
Complementary addition
754 – 286 = 468 OR
= 468
14 (300) can be refined to (300)
400 (700) (754)
54 (754)
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.

7. 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
= 2160
= 576
2160
576 +
____
2736

8. 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.
x x 7
_____ ____
56 (8 x 7 = 56)
(30 x 7 = 210)
_____ ____

9. 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
(30 groups)
_____ 46
(6 groups) _____
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 ÷ 7 = 30
46 ÷ 7 = 6 r 4 
30 + 6r4 = 36 r 4
210 ÷ 7 = 30
42 ÷ 7 = 6

10. 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)

11. 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)

12. 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 = 71/100.
Children partition decimals using both decimal and fraction notation, for example, recording 6.38 as 6 + 3⁄10 + 8⁄100 and as

13. 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?

14. 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!

15. Resources
Maths Mat
Clocks
2D & 3D Shape Bag

16. Interactive Games - Websites

17. Feedback Form
Any questions?