Woodbridge Junior School

Happy Children Inspired to Learn

# Maths

Summer Term 2:

Place Value, Time and Arithmetic Skills:

Having completed our Maths No Problem text and workbooks at the end of Summer Term 1, we will be looking to extend and further our knowledge of place value and time as well as our arithmetic skills, in aide of supporting our learning at the start of Year 6. We begin by looking at numbers to a million. Next, we will review how to read and write numbers to 100, 000, quickly moving onto numbers to 1, 000 000. Time is spent using concrete materials to represent numbers to 1, 000 000, including number discs and place-value charts. Pupils will then consolidate and extend their knowledge of time (both 12hr and 24hr clocks) and consolidate their knowledge of timetables taught prior in the year. Throughout the term the pupils will be furthering their knowledge of their multiplication and division facts in preperation for Year 6.

Summer Term 1:

Measurement:

In this chapter, pupils are exploring the measurement of mass, temperature, time and length. The chapter begins with pupils converting units of length from millimetres to centimetres and from centimetres to metres. They quickly move on to converting metres to kilometres before looking at converting imperial measures to metric measures. Pupils explore converting units of mass in the same manner, finishing with imperial and metric conversions. They look at units of time in days, weeks, months and years, then in seconds, minutes and hours. The last lesson looks at temperature and how to use a vertical number line (thermometer). The chapter ends with a very challenging problem about changing lengths.

Area and perimeter:

In this chapter, pupils will be extending their knowledge of perimeter and area. It begins with pupils finding the perimeter of a polygon constructed from other polygons. They then look at constructing shapes with the same perimeter but a different area. Pupils begin to explore scale diagrams to determine the perimeter of shapes before moving onto exploring area using concrete materials. When they are familiar with the concept of area, they begin looking at area on square grids. Pupils will be using their understanding of polygons to calculate the area of those that are not 'regular polygons'. As the chapter progresses, they measure area in a variety of ways, determining the area of shapes from familiar shapes and using estimation to support their understanding.

Volume:

In this chapter, pupils are exploring volume. In the first lesson, they learn about the volume of solids and how to use cubes to determine volume. Then they look at the volume of specific shapes such as rectangular boxes. The term 'capacity' is revisited in a lesson in the middle of this chapter, which helps pupils differentiate between 'volume' and 'capacity'. Next, they learn to convert between different metric units and then between metric and imperial units. The chapter ends with pupils solving increasingly challenging word problems related to volume.

Spring term 2

Our first topic in maths this term covers the expectations in Year 5 for percentage. It begins with comparing quantities and exposing percentage as an amount out of 100. The chapter finishes by having pupils convert fractions to hundredths, both by expanding fractions and by simplifying them.

Following percentages, we will explore the chapter on geometry in Year 5. It explores angles: measuring angles, the investigation of angles on a line/point and drawing angles, before moving onto using angles as a descriptor for common shapes. The chapter ends with pupils solving problems involving angles and investigating angles inside regular polygons.

Spring term 1

This half term we will continue to consolidate our learning of multiplication and division through out 10 in 10 practise as well s practise our basic number facts and recall.

In our main lessons, we will continue to learn about fractions. This this unit, we review adding fractions, with a focus on fractions with different denominators and fractions that create improper fractions and mixed numbers. Then they subtract fractions that are different, finding common denominators and subtracting mixed numbers and improper fractions. At the end of the chapter, we will begin to multiply fractions by whole numbers and multiply mixed numbers by whole numbers. The final lesson involves solving word problems that require multiple steps and bar model representations.

Later in the term, we will be learning about decimals. To begin this chapter, we will learn to read and write decimal numbers. This is followed by comparing decimal numbers to find out which is greater, and which and smaller. We will then add and subtract decimals before turning decimals into fractions. The chapter ends with rounding decimals to the nearest whole number and decimal position.

Autumn 2

This half term we will continue to consolidate our learning of multiplication of 4-digit numbers by a 1-digit number before moving on to multiplying numbers by 2-digit numbers. We will then move on to division of numbers by a 1-digit number. We will be learning long division for this method. We will begin to gain a strong understanding of division using numicon strategies. Once we have consolidated our understanding of these methods we will be applying them to word problems before moving on to reading and interpreting different types of graphs.

Autumn Term 1

Maths at Woodbridge Junior School follows the Maths No Problem Textbooks – This term we are focusing on developing our understanding of place values specifically looking at numbers to a million. In the first unit of Year 5,  we start by reviewing how to read and write numbers to 100 000, quickly moving onto numbers to 1 000 000. Time is spent using concrete materials to represent numbers to 1 000 000, including number discs and place-value charts. Pupils then compare numbers to 1 000 000 using their knowledge of place value in addition to bar model supports to assist them.

In chapter two, pupils will be exploring addition and subtraction of numbers to 1 000 000. They will begin the unit by using simple strategies to add and subtract, such as counting on and counting back. They will then focus on adding within 1 000 000 and subtracting within 1 000 000. Pupils will use multiple key methods, such as the column method and number bonds to add and subtract numbers.

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