The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on. (or 1 ☐ Compare and order fractions including unlike denominators (with and without the use of a number line) Note: Commonly used fractions such as those that might be indicated on ruler, measuring cup, etc. * 10 hundred thousands = 1 million. This reinforces the concept of fractions as numbers and that they can add up to more than 1. Pupils use their knowledge of place value and multiplication and division to convert between standard units. They recognise division calculations as the inverse of multiplication. ☐ Understand how to multiply by negative numbers, ☐ Develop fluency with multiplication facts up to 12x. Pupils extend and apply their understanding of the number system to the decimal numbers and fractions that they have met so far. SplashLearn is an award winning maths learning program used by more than 30 Million kids for fun maths practice. I came across this on Facebook and purchased the year 5 resources for my own use. Blocks are divided into units, each comprising a set of specific skills within that category. Pupils should become accurate in drawing lines with a ruler to the nearest millimetre, and measuring with a protractor. Year 5 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13. Skills available for Australia year 5 maths curriculum IXL's year 5 skills will be aligned to the Australian Curriculum soon! associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places, multiply one-digit numbers with up to 2 decimal places by whole numbers, use written division methods in cases where the answer has up to 2 decimal places, solve problems which require answers to be rounded to specified degrees of accuracy, recall and use equivalences between simple fractions, decimals and percentages, including in different contexts, solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts, solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison, solve problems involving similar shapes where the scale factor is known or can be found, solve problems involving unequal sharing and grouping using knowledge of fractions and multiples, generate and describe linear number sequences, express missing number problems algebraically, find pairs of numbers that satisfy an equation with 2 unknowns, enumerate possibilities of combinations of 2 variables, missing numbers, lengths, coordinates and angles, equivalent expressions (for example, a + b = b + a), number puzzles (for example, what 2 numbers can add up to), solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate, use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places, recognise that shapes with the same areas can have different perimeters and vice versa, recognise when it is possible to use formulae for area and volume of shapes, calculate the area of parallelograms and triangles, calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³], draw 2-D shapes using given dimensions and angles, recognise, describe and build simple 3-D shapes, including making nets, compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons, illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius, recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles, describe positions on the full coordinate grid (all 4 quadrants), draw and translate simple shapes on the coordinate plane, and reflect them in the axes, interpret and construct pie charts and line graphs and use these to solve problems, calculate and interpret the mean as an average, consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots, select and use appropriate calculation strategies to solve increasingly complex problems, use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships, substitute values in expressions, rearrange and simplify expressions, and solve equations, move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs], develop algebraic and graphical fluency, including understanding linear and simple quadratic functions, use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics, extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations, extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically, identify variables and express relations between variables algebraically and graphically, make and test conjectures about patterns and relationships; look for proofs or counter-examples, begin to reason deductively in geometry, number and algebra, including using geometrical constructions, interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning, explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally, develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems, develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics, begin to model situations mathematically and express the results using a range of formal mathematical representations, select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems, understand and use place value for decimals, measures and integers of any size, order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥, use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property, use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative, use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals, recognise and use relationships between operations including inverse operations, use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations, interpret and compare numbers in standard form A x 10, work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and, define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%, interpret fractions and percentages as operators, use standard units of mass, length, time, money and other measures, including with decimal quantities, round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures], use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a