Year 5 Maths Practice Statement trackers

Equations and relationships

• Completing number sentences that involve addition and subtraction by using equality (=) and inequality (<, >) symbols (e.g. 2,456 + 203,938 ⬚ 3,456 + 231,930; 2,456 × 2 ⬚ 1,228 × 4)
• Checking the truth of number sentences and completing open number sentences (e.g. 999,999 − __ = 899,999)
• Recognising, continuing, creating, and describing growing patterns that change by a constant amount (e.g. 3, 4.5, 6, 7.5 ...)

Pathways

• Interpreting and creating grid maps to plot positions and pathways, using grid references and directional language, including the four main compass points

Shapes

• Identifying, classifying, and describing the attributes of prisms, using cross sections, faces, edges, and vertices
• Identifying parallel and perpendicular lines, including those forming the sides of polygons

Spatial reasoning

• Connecting 3D shapes with nets
• Describing the transformations performed (reflections, translations, rotations) on 2D shapes

Algebra

• Students will be taught the following new words: corresponding element, equality

Geometry

• Students will be taught the following new words: cross section, net, perpendicular line, prism

Measurement

• Students will be taught the following new words: attribute, deci–, milli–, kilometre, millimetre, acute angle, obtuse, reflex, right, or straight angle, timetable

Number

• Students will be taught the following new words: change, divisor, dividend, quotient, remainder, factor, hundredth, multiple, negative, positive, non-unit fraction, percentage, product, proportion, remainder

Probability

• Students will be taught the following new words: chance, uncertainty, chance-based investigation, equally likely outcome, evaluate, event

Statistics

• Students will be taught the following new words: bivariate data, paired categorical data, clustered bar graph

Measuring

• Accurately measuring length with a ruler, mass (weight) with scales, capacity with measuring jugs, temperature with a thermometer, and duration with a timer, using appropriate metric or time-based units or a combination of units (e.g. 2 hours and 30 minutes)
• Converting metric units of length (m and cm)
• Approximating the areas of irregular shapes covered with squares, half squares, and partial squares
• Calculating the areas of rectangles (including squares) using multiplication of side lengths
• Measuring the volumes of rectangular prisms (cuboids) filled with centicubes by determining the number of cubes in each layer and then multiplying by the number of total layers
• Calculating the perimeters of regular polygons and other 2D shapes with straight sides
• Recognising that shapes with the same area can have different perimeters, and vice versa
• Describing and classifying angles and turns using the terms acute, right, obtuse, straight, and reflex
• Classifying and constructing angles up to 180°, using a protractor
• Telling the time on analogue and digital clocks
• Finding the duration of periods of time involving a.m. and p.m. notation and 24-hour time

Financial mathematics

• Calculating the total cost of items costing dollars and cents and the change from the nearest ten dollars
• Representing currency values of mixed dollars and cents using decimal notation
• Rounding money amounts to the nearest dollar

Number structures

• Reading, writing, comparing, and ordering whole numbers up to 1,000,000 and representing them using base 10 structure
• Finding factor pairs for numbers that result from multiplying any two whole numbers between 1 and 10
• Rounding whole numbers to the nearest hundred thousand, ten thousand, thousand, hundred, or ten
• Rounding tenths or hundredths to the nearest whole number
• Counting forwards and backwards in 11s and 12s from multiples of the counting unit
• Counting in 1,000s, 10,000s, and 100,000s from any whole number up to 100,000
• Counting backwards through 0 to include negative whole numbers

Operations

• Adding and subtracting increasingly large whole numbers
• Memorising multiplication and corresponding division facts for 2s to 12s
• Applying mental strategies, number facts, derived facts, factor pairs, and multiples to multiply and divide increasingly large numbers
• Multiplying three-digit and four-digit numbers by a one-digit number and multiplying two two-digit numbers
• Dividing up to four-digit whole numbers by a one-digit divisor, with a remainder (e.g. 278 ÷ 4 = 69 remainder 2)

Rational numbers

• Reading, writing, and representing tenths and hundredths as fractions and decimals
• Comparing tenths or hundredths as fractions and decimals
• Comparing and ordering numbers with up to two decimal places (e.g. 0.12 < 0.2, 3.55 < 3.84)
• Memorising and using decimal equivalents of 1/2, 1/4, and 3/4 and fractions with denominators or 10 or 100
• Converting common percentages (10%, 25%, 50%) to fractions and decimals
• Dividing one-, and two-digit whole numbers by 10 or 100 to make decimals and identify tenths and hundredths places
• Multiplying numbers with up to two decimal places by 10 and 100
• Comparing fractions where one denominator is a multiple of the other
• Recognising families of equivalent fractions
• Recognising equivalent mixed numbers and improper fractions
• Adding and subtracting fractions with the same denominator or when one denominator is a multiple of the other, including improper fractions (e.g. 2/3 + 1/9 = 7/9)
• Adding and subtracting decimals to two decimal places (e.g. 1.31 + 0.22 = 1.53)
• Finding a non-unit fraction of a whole number, using multiplication and division facts and where the answer is a whole number (e.g. 2/3 of 24)
• Finding a whole set from a fractional part of the set (e.g. if 8 is 2/5 of a set, what is the whole set?)
• Finding common percentages (10%, 25%, 50%) of whole numbers
• Finding the whole (100%) when given 25% or 50%

Experimental probability

• Conducting repeated chance experiments or games, identifying the outcomes, and describing differences between them using likelihood vocabulary
• Identifying the likelihood of an everyday event as being impossible, unlikely, even-chance, likely, or certain (e.g. the event 'the sun will rise tomorrow' is certain)
• Placing everyday events on a number line according to their likelihood (e.g. placing the event 'you will eat something later today' between 1/2 and 1 as 'likely' or 'very likely')

Developing knowledge from data

• Collecting continuous numerical data by taking measurements, and then applying specified rounding rules
• Collecting bivariate data with two categorical variables (e.g. what students in our class do at lunch time, and their gender)

Interpretation of data

• Answering questions about the frequency of particular values or groups of values from a table for continuous numerical data
• Answering questions about bivariate data in which a specific category in one variable appears more frequently than a specific category in another variable
• Interpreting data visualisations

Visualisation of data

• Creating tables for continuous numerical data, using groupings (e.g. 0–0.99, 1–1.99, 2–2.99)
• Creating clustered bar graphs for paired categorical data