The post Less familiar multiplication targets in Year 5 appeared first on URBrainy.

]]>The National Curriculum targets for multiplication in Year 5 are lengthy and challenging.

Obviously, there are targets on mental and written multiplication, such as multiplying numbers up to 4-digits by a 2-digit number, but there are also some less familiar targets which I would like to look at today.

These include:

5C5a identifying multiples of numbers.

A multiple is found by multiplying a number by an integer (whole number). 15 is a multiple of 5 because 5 x 3 = 15.

5C5a identifying factors and finding all factor pairs of a number.

Factors are numbers that multiply together to give other numbers. e.g. 2 and 7 are factors of 14 because 2 x 7 = 14.

5C5a finding the common factors of two numbers.

A common factor is a number that can be divided into two or more numbers without leaving a remainder. A typical question might be, ‘What are the common factors of 20 and 25?’

The factors of 20 are 1, 2, 4, 5, 10 and 20.

The factors of 25 are 1, 5 and 25.

So the common factors of 20 and 25 are 1 and 5.

5C5b knowing and using the vocabulary of prime numbers

A prime number is a number that is only divisible by itself and 1.

The first few prime numbers are: 2, 3, 5, 7, 11, 13, 17 and 19. Children will be expected to recall all prime numbers up to 19.

We have plenty of practice for all these targets plus a wealth of mental and written practice. Why not take a look now at Year 5 Multiplication?

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]]>The post Year 5 Perimeter appeared first on URBrainy.

]]>Two new sets of worksheets on the perimeter of shapes have just been published for Year 5. These shapes are called, ‘composite rectilinear shapes’ in the National Curriculum, which means they are made up of several rectangles. Usually only some of the lengths of the sides are given and children have to work out the missing lengths.

The first set are quite easy. They appear to be rectangles with smaller rectangles cut out of them and children may discover that the usual formula, P = 2 (length + width) will work to find the perimeter. This is not true of the second set which are harder to work out. Again, these are very popular in the KS2 SATs.

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]]>The post Place Value grids appeared first on URBrainy.

]]>Place value grids are great for helping children understand the value of digits and writing larger numbers correctly. Our latest set of pages require looking at 5-digit numbers displayed on a place value grid and writing the amounts shown in words and figures. Once this has been done there are some quite tricky word problems to work out. These provide an excellent variation on the usual word problem exercises and are well worth a look.

Go to Year 5 Number and Place Value

The above format has been repeated for Year 6 with 7-digit numbers, including millions. There is also some further work on finding all the possible combinations of numbers shown on the grid. Great fun!

Go to Year 6 Number and Place Value

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]]>The post Year 5 Two way tables appeared first on URBrainy.

]]>Two way tables deal with two variables. The categories are labelled at the top and down the left hand side. Often the totals will appear on the right hand side and at the bottom. This is more complex than a bar graph and they are often used in Secondary education as well as in the KS2 SATs. Our simple introductory worksheets use two way tables to show ice cream sales, coffee sales, favourite winter sports and much more.

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]]>The post Negative numbers in Year 5 appeared first on URBrainy.

]]>We have just added a further set of worksheets on negative numbers for Year 5 children. Our previous sets concentrate on recognising and ordering negative numbers. This new set takes this on a further stage where numbers are added or subtracted from negative numbers’ including finding the difference between a negative number and a positive number.

Go to Year 5 Number and Place Value

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]]>The post Distances in kilometres (Year 5) appeared first on URBrainy.

]]>We live in a strange world where we teach children about millimetres, centimetres, metres and kilometres but then on road signs we measure distances in miles. If we were deliberately trying to confuse children then we could hardly do better!

This week we bring some consistency to measurement by looking at distances in kilometres to various tourist attractions such as castles, historic houses and towns in the Lake District. These routes also involve adding decimals.

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]]>The post Dividing by 10, 100 and 1000 appeared first on URBrainy.

]]>New this week for Year 5 are some quick mental division tips. Dividing by ten can be done quickly and easily by moving each digit one place to the right. A decimal point may need to be put in if moving from ones to tenths. In a similar way, dividing by 100 can be done by moving each digit two places to the right and, of course, moving each digit three places to the right will result in dividing by 1000.

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]]>The post Year 5 Addition of decimals appeared first on URBrainy.

]]>The key to adding decimal fractions is to ensure that the decimal point lines up so that the tenths are in line, as well as the ones, tens etc. Using squared paper is also a great help with keeping each column in line. This type of question is very popular in the KS2 SAT papers and we have imitated the kind of layout found in the tests.

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]]>The post Year 5 Reasoning: Day’s Out appeared first on URBrainy.

]]>Appearances can be deceptive. Our latest Year 5 reasoning worksheets look incredibly simple – just one question on a page and plenty of graphics showing fun days out to the zoo, water park etc. In reality they require a great deal of work; for instance, to decide whether a 3 for 2 offer is better than a family ticket. With three new sets, these form part of a superb collection of reasoning worksheets.

Go to Year 5 Reasoning/Problem Solving

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]]>The post Numbers around one million: Year 5 appeared first on URBrainy.

]]>A million no longer seems a large number in the modern world. With footballers being sold for over £50 million and houses in London costing well over £1 million it might be expected that children have a good understanding of large numbers. Indeed, children are expected to deal with numbers up to and beyond a million by the end of Year 5. However, this may not always be as easy as it appears and we have just published a great set of tricky questions involving numbers around one million to help with this understanding. Here is an example:

The new £1 coin has a thickness of 2.8 mm. How tall would a pile of one million £1 coins be?

Go to Number and Place Value in Year 5

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