Year 5 Maths Curriculum
We provide a high quality mathematics education providing a foundation for understanding the world, the ability to reason mathematically and appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.
Lessons will vary in length and may include work from more than one area of the curriculum. We aim to achieve a balance over the year as opposed to the week, so children have time to study areas in depth and develop deeper understanding by using and applying these skills to real life problems.
Mathematics is made up of:-
- Number and place value
- Number addition, subtraction, multiplication and division
- Fractions
- Measurement
- Geometry – properties of shapes, position and direction
- Statistics – handling and understanding information (data).
The complexity and need to understand, apply and use these skills increases as the children move through the school so they are using and applying their learning rapidly and accurately.
The school has a structured calculations policy rooted in models and images – using practical equipment to enable pupils to move swiftly to a high level of competence.
We emphasise the importance of collaborative working where speaking and listening, and language development is taught and used in context to develop mathematical concepts and reasoning.
The school follows the national curriculum long-term plan but provides support and challenge to meet pupils’ individual needs. Class by class information is available on our website and through topic webs sent home termly.
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
