Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them. # National Curriculum: Fractions (including decimals and percentages) - Year 5 - Exemplification

Created on 15 October 2013 by ncetm_administrator
Updated on 18 January 2016 by ncetm_administrator

# Exemplification

## Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

compare and order fractions whose denominators are all multiples of the same number

Children should be able to circle the two fractions that have the same value, or choose which one is the odd one out and justify their decision.
610, 35, 1820,915

recognise mixed numbers and improper fractions and convert from one form to the other. Write mathematical statements >1 as a mixed number

Put the correct symbol, < or >, in each box.

3.03 ☐ 3.3
0.37 ☐ 0.327
Order these numbers: 0.27 0.207 0.027 2.07 2.7

(e.g. ⅖ + ⅘ = 65 = 1⅕)

How many halves in: 1 ½ 3 ½ 9 ½ …?

How many quarters in 1 ¼ 2 ¼ 5 ¼ ….?

multiply proper fractions and mixed numbers by whole numbers

What is 310 of: 50, 20, 100…?

What is ⅘ of 50, 35, 100….?

read and write decimal numbers as fractions (e.g. 0.71 = 71100)

What decimal is equal to 25 hundredths?

Write the total as a decimal:

4 + 610 + 2100 =

Children partition decimals using both decimal and fraction notation, for example, recording 6.38 as 6 + 310 + 8100 and as 6 + 0.3 + 0.08.

recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

Recognise that
0.007 is equivalent to 71000
6.305 is equivalent to 63051000

read, write, order and compare numbers with up to three decimal places

Write these numbers in order of size, starting with the smallest. 1.01, 1.001, 1.101, 0.11

solve problems involving numbers with up to three decimal places 8 tenths add 6 tenths makes 14 tenths, or 1 whole and 4 tenths. The 1 whole is 'carried' into the units column and the 4 tenths is written in the tenths column

recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’

Write in the missing numbers. 30% of 60 is ☐
30% of ☐ is 60

write percentages as a fraction with denominator 100, and as a decimal Which is bigger: 65% or ¾? How do you know?

What percentage is the same as 710? Explain how you know?

What is 31100 as a percentage?

Which is a better mark in a test: 61% , or 30 out of 50? How do you know? Add to your NCETM favourites Remove from your NCETM favourites Add a note on this item Recommend to a friend Comment on this item Send to printer Request a reminder of this item Cancel a reminder of this item

08 May 2018 12:29
"solve problems which require knowing percentage and decimal equivalents of 1⁄2, 1⁄4,1⁄5, 2⁄5 and those fractions with a denominator of a multiple of 10 or 25" is also missing from the exemplification.
18 January 2016 11:29
Thank you for letting us know. This has been corrected.
17 January 2016 21:19
This is a very useful resource that I dip in to often.

However, there's an error in the 'exemplification' calculation:

"6.305 is equivalent to 6305⁄100"

It should be "6.305 is equivalent to 6305⁄1000"
06 February 2015 15:37
Yes, the programme of study statement for year 5 says that pupils should be taught to:

"multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams".
04 February 2015 17:05
The exemplification for multiplying fractions looks like finding fractions of whole numbers? Is this right!?!! If so, phew! If not, what should they be doing?