Welcome to the Year 5 Maths page!
Here you will find a range of activities for the children to do at home to consolidate skills we have been learning in the classroom.
Week beg 22nd May
We have looked at different methods of multiplying - using columns to multiply units, then tens, then hundreds. We have used the carrying method and when multuplying TU x TU or HTU x TU we continued to use a grid method.
We also looked at 'I think of a number' problems and the children found out how doing the inverse operation/s helped to solve them.
For half term homework there is a sheet of Alfie tye questions to try. There are also some multiplication sums if they want to do more!
Week beg 15th May
We have been dividing this week, finding remainders and converting those remainders to fractions and decimals.
We looked at word problems and thought about whether answers needed to be rounded up or down, depending on what the question asked.
We have also been trying word problems with more than one step and the children have some of these for homework. Please send homework back in when completed, but don't worry if it isn't done over the weekend - take as long as is needed.
We have practised tables in a loop game, ordered different types of numbers according to size in a ladders game, rounded decimals to the nearest whole number and used halving and doubling to help divide as warm ups this week.
After a couple of weeks of revising topics the children wanted to go over before the tests, we have done some work on rounding up and down and estimating.
We have also looked at negative numbers with temperature readings, crossing the zero boundary and finding the difference between day and nighttime temperatures in two cities. With Mrs Bates the children made nets of shapes and tried to identify shapes from pictures of nets.
For Easter - Alfie tests
This week we have been learning how to calculate the mode, median, mean and range of a set of data.
We have learnt the vocabulary and have watched 2 helpful videos. On youtube we watched the' mean, median and mode toads' and listened to the Lazy Song parody - mean, median, mode. We also learnt a rhyme to the tune of Hey Diddle Diddle.
Homework - some problems which require the children to find the mode, median, mean or range of sets of data. Remember to read the question carefully!
We have looked at sequences - providing missing terms and identifying rules. We learnt a new strategy to identify numbers if 3 or 4 terms are missing in the middle of 2 end terms. By subtracting the 2 end numbers and identifying the number of jumps between the missing numbers (not the actual number of terms), then dividing by that number, we knew what to add on or subtract!
eg 23, ----, ----, ----, 47
so 47 - 23 = 24 24 divided by 4 (because of 4 jumps) =6
23, 29, 35, 41, 47
We've also looked at divisibilty rules and some Alfie questions for test practice. Please encourage your children with the tests because it helps them to become familiar with the format.
We have been working on written methods of addition and subtraction, problem solving and choosing the most efficient strategy to help answer questions.
We have been going over addition and subtraction strategies, both mental and written, using larger numbers and decimals, as well as practising some reasoning skills and looking at magic squares.
We have been looking at data handling this week, solving problems by representing and interpreting data in tables, charts and graphs. We have added information to charts, thought about scales and labelling axes for plotting graphs and answering questions about the information found. Homework is a similar type of sheet.
For the rest of the term I will be putting Alfie test type questions up for the children each Friday to help prepare for the tests. If you are unable to access them via the website, please let us know and we could print out a paper.
Have a go at some Alfie questions. If there are any problems, tell me after half term and we'll practise anything you founf difficult.
We have been finding out fractions of amounts this week. Follow the link to play on a variety of maths games to help consolidate your child's learning.
We have been doing some problem solving, looking at different methods of multiplying which might help us find an answer more easily. We have used multiplying by a multiple of 10 and adjusting for x 19, 21, 29, 31 etc We have used a partitioning method and we've looked at number patterns, doubling, halving and using an inverse operation.
We've also practised some reasoning and we've been continuing revision work with decimals and fractions as our warm ups. We've done some group work to solve a number problem about Space, where solving one clue helped to solve the next. A busy week!
We've done some more factor work this week, looking at how breaking larger numbers into factors can help with mental multiplication. We 've also been using BODMAS where B stands for brackets, so any brackets in a problem need to be solved before dividing or multiplying, with addition and subtraction coming after. Homework sheets will help children to practise at differentiated levels.
Mrs Bates did some work on measures and some children need more practice with how many centimetres in half a metre, quarter of a metre, 5 and a half metres etc. Playing games suggested on the school maths page might help.
We have gone over < and > arrows and what they mean. We found numbers that would fit in between 2 given numbers and changed the criteria, such as multiples of 100 or 20, square numbers, odd numbers etc.
We have also been reading scales in degrees and finding the difference between temperatures. We worked out temperatures for every month and plotted them onto a graph. There is a homework sheet for further practise. Remember with negative numbers, the larger the number, the further away from zero it is.
We have been learning about square and prime numbers, multiples and factors of numbers and we have been solving puzzles about times tables by looking for clues. Homework is about multiples and factors. Here's a reminder!
Factors and multiples
Knowing about factors and multiples can be very useful. Factors are numbers that divide exactly into another number, whilst you can think of multiples as extended times tables.
Factors are numbers that divide exactly into another number.
The factors of 12, for example, are 1, 2, 3, 4, 6 and 12.
Factors can be shown in pairs. The factors of 12 can be shown:
- 1 and 12 1 x 12 = 12
- 2 and 6 2 x 6 = 12
- 3 and 4 3 x 4 = 12
Each pair multiplies to make 12.
Multiples are really just extended times tables.
- The multiples of 2 are all the numbers in the 2 times table:
2, 4, 6, 8, 10 and so on.
Multiples of 2 always end with a 2, 4, 6, 8 or 0. You can tell 2286, for example, is a multiple of 2 because it ends with a 6.
- The multiples of 5 are all the numbers in the 5 times table:
5, 10, 15, 20, 25 and so on.
Multiples of 5 always end with a 5 or a 0. You can tell 465, for example, is a multiple of 5 because it ends with a 5.
- The multiples of 10 are all the numbers in the 10 times table:
10, 20, 30, 40, 50 and so on.
Multiples of 10 always end with a 0. You can tell 3780, for example, is a multiple of 10 because it ends with a 0.
This week we have worked on recognising and continuing sequences, adding the rule to follow.
We have also been practising using negative numbers and finding the difference between negative and positive numbers, using a number line. We have looked at differences using temperature.
There is a short worksheet about temperature differences for homework this weekend. Remember:
for 2 positive numbers or for 2 negative numbers, you subtract
for a positive and a negative number, you add across the zero boundary.
We worked on ordering numbers with up to 7 digits and revised the words ascending and descending.
This week we have multiplied and divided numbers by 10 and 100, thinking about place value. A homework sheet has been sent home with the children.We have been using doubling and halving strategies and have rounded numbers to 10, 100 and 100.
We have been continuing to multiply HTU by U using a grid and today we have looked at dividing by 'chunking' or repeated subtraction.
(10 x 6)
(3 x 6)
How many 6s have subtracted?
10 + 3 sixes have been subtracted.
Record 78 ÷ 6 = 13 so the answer is 13.
46÷3 Remember to approximate first. 46÷3 lies between 30÷3 = 10 and 60÷3 = 20
46÷3 = 15 r 1 46
Now check your answer against your approximation.
If you fancy more challenge, how about these?
173÷5 Remember to approximate first. 173÷5 lies between 150÷5 = 30 and 200÷5 = 40
173÷5 = 34 r 3 173
Now check your answer against your approximation.
1. 159÷6 4. 235÷4
2. 146÷3 5. 194÷6
This week we have been going over some fraction work. We looked at the words numerator and denominator - can you remember which is which?
We sorted proper, improper and 'equal to 1' fractions. We turned improper fractions into mixed numbers and then we looked at equivalent fractions. Some people found these tricky so everyone has a homework sheet, but some are more difficult than others. Try playing some equivalent fractions matching games on line.
This week we've continued to work with fractions - ordering them and placing them on number lines. We've looked at matching fractions and decimals and identifying tenths and hundredths. There is a sheet for homework, but try playing games in the fractions and decimals section of the topmarks website to help you practise.
31 10 16
We've been looking at decimals and percentages this week. We've ordered them and matched them and have tried some problems. We moved onto ratio and solved problems too. We learnt to make statements using ratio, fractions, decimals and percentages.
For homework there is a percentage problem sheet which the children are bringing home. Remember 100% is the whole amount.
We have been working with language of probability and doing some data handling this week. We've generated data and made bar charts, answering questions about the findings. We also looked at bar line graphs and what they showed us.
There is a homework sheet with some easy probability questions to have a go at and try some games on these sites.
This week we have done some accurate measuring in mm. We played a game where children had to estimate, then measure, distances betwwen 2 dots. They enjoyed this and asked to repeat the activity, so I've sent it for you to play with them at home! There is also a measurement conversions sheet, which just involves multiplying and dividing by 10, 100 and 1000, depending on the units in the question.
The children now need to know how many mm in a cm, cm in a m and m in a km, so we have been practising these conversions.
We had to plan a route to visit as many places as we could in 5 days, starting and ending in London, but travelling no more than 200 miles in a day. Reading the mileage from the chart was quite tricky but everyone worked with a partner to try to solve the problem the best way they could. One pair visited 8 cities and travelled nearly 900 miles!
We have also been looking at clocks and telling the time. Some children needed more practise with reading times on the analogue clock so have some sheets to help. We have looked at the 24 hour clock and changing times from the 12 hour to 24 hour and back. There are some sheets to have a go at over the weekend. Play some time games on the maths sites suggested too. Have fun!
We looked at using a number line to solve time problems this week - the children can use it to jump along to the hour time and beyond, then count up the minutes jumped. They have a differentiated sheet with problems for homework.
We have also used scales for weighing and looked at reading different scales accurately, remembering the first job is to identify what each mark or division is worth.
The last two weeks we have been covering column addition and subtration, looking at different ways of working and problem solving.
For homework there are some puzzles which will require the children to use reasoning skills and strategies, such as trial and error. By making a mistake the children should gather the information and help get closer to the answer. There is no time limit but it would help the children to have a go. They may need support!