<p>A FULL UNIT’S WORK [approx. 5 weeks] (PowerPoint and worksheets) on decimal fractions for Year 5.</p> <p>Teaching slides and resources made using various methods but all alongside the NCETM Ready-to-progress criteria guidance document, including arithmatic and reasoning starters, teacher notes, key vocabulary and stem sentences.</p> <p>Covers the following learning objectives:</p> <ul> <li>1 Pupils identify tenths as part of a whole</li> <li>2 Pupils describe and represent tenths as a decimal fraction</li> <li>3 Pupils count in tenths in different ways</li> <li>4 Pupils describe and write decimal numbers with tenths in different ways</li> <li>5 Pupils compare and order decimal numbers with tenths</li> <li>6 Pupils explain that decimal numbers with tenths can be composed additively</li> <li>7 Pupils explain that decimal numbers with tenths can be composed multiplicatively</li> <li>8 Pupils use their knowledge to calculate with decimal numbers within and across one whole</li> <li>9 Pupils use their knowledge to calculate with decimal numbers using mental methods</li> <li>10 Pupils use their knowledge to calculate with decimal numbers using column addition and subtraction</li> <li>11 Pupils use representations to round a decimal number with tenths to the nearest whole number</li> <li>12 Pupils identify hundredths as part of a whole</li> <li>13 Pupils describe and represent hundredths as a decimal fraction</li> <li>14 Pupils describe and write decimals numbers with hundredths in different ways</li> <li>15 Pupils compare and order decimal numbers with hundredths</li> <li>16 Pupils explain that decimal numbers with hundredths can be partitioned in different ways</li> <li>17 Pupils use their knowledge of decimal place value to convert between and compare metres and centimetres</li> <li>18 Pupils explain that different lengths can be composed additively and multiplicatively</li> <li>19 Pupils use their knowledge of decimal place value to solve problems in different contexts</li> <li>20 Pupils use their knowledge to calculate with decimal numbers up to and bridging one tenth</li> <li>21 Pupils use their knowledge to calculate with decimal numbers using column addition and subtraction</li> <li>22 Pupils round a decimal number with hundredths to the nearest tenth</li> <li>23 Pupils round a decimal number with hundredths to the nearest whole number</li> <li>24 Pupils read and write numbers with up to 3 decimal places</li> <li>25 Pupils compare and order numbers with up to 3 decimal places</li> </ul>

<p>A FULL UNIT’S WORK [approx. 2 weeks] (PowerPoint and worksheets) on money for Year 5.</p> <p>Teaching slides and resources made using various methods but all alongside the NCETM Ready-to-progress criteria guidance document, including arithmatic and reasoning starters, teacher notes, key vocabulary and stem sentences.</p> <p>Covers following learning objectives:</p> <ul> <li>1 Pupils explain and represent whole pounds as a quantity of money</li> <li>2 Pupils explain and represent whole pounds and pence as a quantity of money</li> <li>3 Pupils explain how to compare amounts of money</li> <li>4 Pupils convert quantities of money between pounds and pence</li> <li>5 Pupils use their knowledge of addition to efficiently add commonly used prices</li> <li>6 Pupils use their knowledge of subtraction to calculate the change due when paying whole pounds or notes</li> <li>7 Pupils use and explain the most efficient strategies when adding quantities of money</li> <li>8 Pupils use and explain the most efficient strategies when subtracting quantities of money</li> <li>9 Pupils find the change when purchasing several items</li> <li>10 Pupils use the most efficient and reliable strategy to find the change when purchasing several items</li> </ul>

<p>A FULL UNIT’S WORK [approx. 3 weeks] (PowerPoint and worksheets) on calculating with decimal fractions for Year 5.</p> <p>Teaching slides and resources made using various methods but all alongside the NCETM Ready-to-progress criteria guidance document, including arithmatic and reasoning starters, teacher notes, key vocabulary and stem sentences.</p> <p>Covers the following learning objectives:</p> <ul> <li>1 Pupils explain the effect of multiplying and dividing a number by 10, 100 and 1,000 (1)</li> <li>2 Pupils explain the effect of multiplying and dividing a number by 10, 100 and 1,000 (2)</li> <li>3 Pupils explain how to multiply and divide a number by 10, 100 and 1,000 (first ‘number’ two or more non-zero digits)</li> <li>4 Pupils use their knowledge of multiplication and division by 10/100/1,000 to convert between units of measure (length)</li> <li>5 Pupils use their knowledge of multiplication and division by 10/100/1,000 to convert between units of measure (mass and capacity)</li> <li>6 Pupils explain how to use known multiplication facts and unitising to multiply decimal fractions by whole numbers (tenths)</li> <li>7 Pupils explain how to use known multiplication facts and unitising to multiply decimal fractions by whole numbers (hundredths)</li> <li>8 Pupils use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems</li> <li>9 Pupils explain the relationship between multiplying by 0.1 dividing by 10</li> <li>10 Pupils explain the relationship between multiplying by 0.01 dividing by 100</li> <li>11 Pupils explain how to use multiplying by 10 or 100 to multiply one-digit numbers by decimal fractions (1)</li> <li>12 Pupils explain how to use multiplying by 10 or 100 to multiply one-digit numbers by decimal fractions (2)</li> <li>13 Pupils explain how to use the size of the multiplier to predict the size of the product compared to the multiplicand</li> <li>14 Pupils explain how to use multiplying by 10 or 100 to divide decimal fractions by one-digit numbers (1)</li> <li>15 Pupils explain how to use multiplying by 10 or 100 to divide decimal fractions by one-digit numbers (2)</li> </ul>