Home Page

Year 5

By the end of Year 5, if your child is meeting the national standard, they are expected to achieve the following objectives within a range of applications and contexts.

Number Place Value

  • I can read, write, order and compare numbers to at least 1 000 000 and know the value of each digit.
  • I count forwards or backwards in steps 10, 100, 1000, 10000 or 100000 for any given number up to 1000000.
  • I can use negative numbers in my work and can count backwards and forwards to and from negative numbers.
  • I can round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.
  • I can solve number problems and practical problems that involve numbers up to 1000000, negative numbers, rounding or jumping in steps.
  • I can read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Addition Subtraction

  • I can add and subtract whole numbers with more than 4 digits using written methods such as column addition and subtraction.
  • I can add and subtract larger numbers in my head.
  • I round numbers to check the accuracy of my solution.
  • I can solve addition and subtraction multi-step problems, deciding which operations and methods to use and why.

Multiplication Division

  • I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.
  • I know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
  • I know whether a number up to 100 is prime and recall prime numbers up to 19.
  • I can multiply 4 digit numbers by a one- or two-digit number using a written method, including long multiplication for two-digit numbers.
  • I multiply and divide numbers mentally drawing upon my times table knowledge and other number facts.
  • I can divide 4 digit numbers by a one-digit number using the written method of short division and find the remainder.
  • I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
  • I know what square numbers and cube numbers are, including the notation for squared (2) and cubed (3).
  • I can solve multiplication and division problems using my knowledge of factors and multiples, squares and cubes.
  • I can solve more difficult problems involving addition, subtraction, multiplication and division and a combination of these.
  • I can solve problems including scaling by simple fractions and problems involving simple rates.


  • I can compare and order fractions whose denominators are all multiples of the same number.
  • I can name and write equivalent fractions of a given fraction, and show these in a drawing (including tenths and hundredths).
  • I know what mixed numbers and improper fractions are and I can convert from one to the other [for example, 2/5 + 4/5 = 6/5 = 1 1/5].
  • I can add and subtract fractions with the same denominator and denominators that are multiples of the same number.
  • I use diagrams and some fraction tools to multiply proper fractions (7/10) and mixed numbers (1 7/10) by whole numbers.
  • I can read and write decimal numbers as fractions [for example, 0.71 = 71/100].
  • I know what thousandths are and how to use them with tenths, hundredths and decimals.
  • I can round decimals with two decimal places to the nearest whole number and to one decimal place.
  • I can read, write, order and compare numbers with up to three decimal places.
  • I can solve problems involving numbers with up to three decimal places.
  • I know what the per cent symbol is (%) and understand that per cent relates to 'number of parts per hundred', and write percentages as a fraction with denominator 100, and as a decimal.
  • I work on problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.


  • I can convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre).
  • I can change metric units to become imperial units such as inches, pounds and pints.
  • I can calculate the perimeter of multi-shape shapes in centimetres and metres.
  • I can calculate the area of rectangles in square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes.
  • I can estimate volume [for example, using 1 cm3 blocks to build cuboids] and capacity [for example, using water].
  • I can convert between the units of time.
  • I can solve more difficult problems which involve units of measurement, decimal numbers and scales.


  • I can Identify 3-D shapes, including cubes and other cuboids, from 2-D drawings.
  • I know that angles are measured in degrees and I can estimate and compare acute, obtuse and reflex angles.
  • I can draw a given angle (such as 47°), and then measure them in degrees (°).
  • I know one whole turn - or a set of angles all around a point - measure a total of 360°.
  • I know that a straight line - or angles that add up to a straight line - measure 180°.
  • I can identify multiples of 90° (right angles).
  • I can find the missing lengths and angles of a rectangle.
  • I know regular shapes have equal sides and angles and irregular shapes do not have equal sides and angles.


  • I can reflect or translate a shape on a grid.


  • I can solve problems using a line graph to find the answers.
  • I can find the information I need from a timetable or large table of data.