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National Curriculum: Multiplication and Division - Year 5


Created on 15 October 2013 by ncetm_administrator
Updated on 17 January 2014 by ncetm_administrator

National Curriculum: Multiplication and Division - Year 5

identify multiples and factors:

  • identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers
  • know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
  • establish whether a number up to 100 is prime and recall prime numbers up to 19
  • multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
  • multiply and divide numbers mentally, drawing upon known facts
  • divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
  • multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000
  • recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
  • solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes
  • solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
  • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Non-Statutory Guidance

Pupils practise and extend their use of the formal written methods of short multiplication and short division (see Mathematics Appendix 1). They apply all the multiplication tables and related division facts frequently, commit them to memory and use them confidently to make larger calculations.

They use and understand the terms factor, multiple and prime, square and cube numbers.

Pupils interpret non-integer answers to division by expressing results in different ways according to the context, including with remainders, as fractions, as decimals or by rounding (for example, 98 ÷ 4 = 984 = 24 r 2 = 24 ½ = 24.5 ≈ 25).

Pupils use multiplication and division as inverses to support the introduction of ratio in year 6, for example, by multiplying and dividing by powers of 10 in scale drawings or by multiplying and dividing by powers of a 1,000 in converting between units such as kilometres and metres.

Distributivity can be expressed as a(b + c) = ab + ac.

They understand the terms factor, multiple and prime, square and cube numbers and use them to construct equivalence statements (for example, 4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 9² x 10).

Pupils use and explain the equals sign to indicate equivalence, including in missing number problems (for example 13 + 24 = 12 + 25; 33 = 5 x ?).

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