Year 5 Year 5

Addition & Subtraction

 Children use columns in written addition and subtraction, accurately adding and subtracting numbers with more than four digits. They use mental methods
to add and subtract increasingly large numbers, and use rounding to check their answers. With support they choose appropriate operations and methods,
and work out the level of accuracy required to answer a particular problem. They will continue to develop this work in Year 6.

ADDITION
Reordering Children should understand why it is more efficient to
SUBTRACTION
reorder numbers when adding to put the largest number first.
Bridging through ten and multiples of ten should also be use
Bridging They should then use knowledge of number bonds and bridging.
when subtracting.
156 + 45 becomes 156 + 4 + 41 = 160 + 41 = 201
142 – 23 becomes 142 -20 –2- 1
DEVELOPING MENTAL FLUENY STRATEGIES

12.3 + 6.8 becomes 12.3 + 0.7 + 6.1 = 19.1

Counting on to find the difference
1½ + 3/4 bridge to 2 and add remaining 1/4
Count on because the minuend and subtrahend are close
Partition both numbers then add and recombine.
together
145 + 123 = 100 + 100 + 40 + 20 + 5 + 3
3641 – 2991 = 5001 – 1997 =
= 200 + 60 + 8
0.63 - 0.48 =
= 268
Partition before count back if minuend and subtrahend are
Partitioning just the smaller addend
further apart
234 + 122 becomes 234 + 100 + 20 = 2
464 – 129 becomes 464 – 100 = 364 364 – 20 = 344 344- 4
= 334 + 20 + 2
– 5 335
= 354 + 2 = 356
Compensating ~ subtracting a close multiple of 10, 100 or 1
Doubles and near doubles
(e.g. 18, 19,101, 1.9)
143 + 145 = double 140 + 8 = 288
12.4 -1.8 becomes 12.4 – 2.0 = 10.4 + 0.2 = 10.6
6.2 + 6.3 = double 6 + 0.5 = 6.5
Compensating ~ adding a close multiple of 10 (e.g. 18, 19, 21, 22)
273 + 19 becomes 273 + 20 = 293 – 1 = 292
2.4 + 0.8 becomes 2.4 + 1 = 3.4 – 0.2 = 3.2

Deriving new facts from known. 4 + 8 = 12 therefore 0.4 + 0.8 = 1.2

 Year 5
Addition - children will be calculating ThHTO + ThHTO and decimals –

using the formal written method of columnar addition when appropriate.

NB Ensure that children are secure with the methods outlined in the previous year’s guidance before moving on

 Use models, images and make connections between different methods using SAME/DIFFERENT approach. Use range of resources e.g. Dienes, counters,
addition squares, place value cards and other resources to ensure that children have a secure knowledge of place value to 2 decimal places. Place stress
on children understanding the value of a digit and what happens when this is exchanged. Ensure that children are taught from the start to line up decimal
calculations correctly and can explain the rationale behind this. Children should use column method as Year 4 - with the least significant different first.

7468
DIENES and Place Value Counters used to show explain formal column

+ + 1486
8954
MODELS TO WRITTEN

231.54 + 342.37 Modelled using place value counters to show column addition

2 2
 Year 5
Subtraction - Up to 4 digits using a formal written method

3597 – 1324 3000 500 90 7 3597

1000 300 20 4 1324
2000 + 200 + 70 + 3 = 2273 2273

Same /Different? Children should compare both methods side by side and identify similarities/differences and be able to
explain these.
CHILDREN should be encouraged to check answers using inverse operation or alternative method.

453.62 – 281.76
Children work
through
calculations using
Formal column

place value
counters before
moving onto
abstract
 Year 5
Multiplication and Division
 Developing mental fluency in multiplication and division.

Need to know

Need to know
2 distinct characteristics:
Quantitative value: knowing and using the fact that e.g. 64
2 distinct characteristics:
is 60 and 4
Quantitative value: knowing and using the fact that e.g. 64.3
Columnar value: know that the 6 is in the 10s column and
is 60 and 4 and 3 tenths
the 4 is in the ones column.
Columnar value: know that the 6 is in the 10s column and the
4 is in the ones column and the 3 is on the tenths column.
DEVELOPING MENTAL FLUENY STRATEGIES

Division facts (+ square roots) derived from multiplication

tables to 12 x 12
Multiplication facts (including squares) to 12 x 12.
Factor pairs
Factor pairs
e.g. factor pairs of 12 = 1,12, 2,6,3,4,
e.g. factor pairs of 12 = 1,12, 2,6,3,4,
therefore 12 is divisible by1,12,2,6,3,14,
therefore 1 x 12, 2 x 6, 3 x 4 = 12
Multiples of 2,3,4,5,6,8 10 , 25 and 50
Understand terms factor, multiple, prime, square and cube
numbers and use them to construct equivalent statements
Divisibility/multiple rules
e.g. 4 x 35 = 2 x 2 = 35
Divisibility rules:
e.g. An even dividend divided by 2 will give a quotient
which is even.
Multiples of 2,3,4,5,6,8 10 ,25 and 50
An even whole number with a divisor of 6 will give a whole
number quotient if dividend is an even number and the
Divisibility/multiple rules
digit roots sum to a multiple of 3.
e.g. multiple of 3 if ‘addition of digit roots sum to multiple
486 ÷ 6 486 even; 4+ 8 + 6 = 18 multiple of 3 therefore
of 3’
divisible by 6.
48= 4 + 8 = 12 therefore 48 multiple of 3.
Multiple of 6 is even and digit roots sum to multiple of 3 e.g.
72 = even = 7 + 2 = 9 therefore 72 multiple of 6.
 Recall prime numbers to 19. Use prime numbers to decide is a number up to 100 is
Use multiplication facts to identify if a number from 1 to 100 divisible by more than 0, 1, and itself.
is a prime number.

Recognise multiplication as repeated addition –E.g. plant Recognise division as repeated subtraction but not always
growth is 3cm per day therefore over 7 even days plant will be discrete. E.g. Plant growth over one week is 21 cm
21cm therefore daily growth is approx. 3cm.
Use above for approximation – operating first with all the
digits that have the greatest value (left to right)
DEVELOPING MENTAL FLUENY

Use above for approximation – operating first with all the

digits that have the greatest value (left to right) e.g. 168 ÷4 ≠ 40
e.g. 42 x 4 ≠160 469÷4 ≠ 110
123 x 4 ≠ 480
Children should know that
Children should have implicit understanding of commutative commutative law, associative law and distributive law are
law not applicable for division
e.g. a = 1, b = 2 , c = 3 a = 1, b= 2 ,c = 3
a x b = b x a i.e. 1 x 2 = 2 x 1 i.e. Commutative law
Associative law a ÷b is not equal to b÷a
(a x b) x c = a x (b xc) Associative law
(1 x 2) x 3 = 1 x (2 x 3) a ÷b ÷c is not equal to (1÷ 2÷3)
Distributive law Distributive law
a x ( b + c) = a x b + a x c A ÷(b ÷c) is not equal to 1 ÷(2÷3)
1 x (2 +3) = 1 x 2 + 1 x 3 – Can also be expressed as:
a x (b + c) = ab + ac
 Place value: Place value
Use place value knowledge to multiply by 10,100 or 1000.e.g. 10 x Use place value to divide by 10,100 or 100 e.g. 360 ÷10 = 36
18 = 180 therefore 100 x 18 = 1800, 100 x 180 = 18,000 10 x 1.8 = 18 therefore 36 ÷ 10 = 3.6
Use place value to derive unknown facts e.g. 3 x 40 = 120 therefore Use place value to derive unknown facts e.g. 60 ÷5 = 12 therefore
3 x 400 = 3 x 40 x 10 = 1200, 30 x 40 = 3 x 4 x 100. 600 ÷5 = 120
Doubling and halving : Doubling and halving :
STRATEGIES SHOULD ALSO INCLUDE THE FOLLOWING.

Use doubling/halving to calculate unknown facts Use doubling and halving to calculate unknown facts.
E.g. to multiply by 4 – double and double again. E.g. to divide by 4 – halve and halve again.
To multiply by 5, multiply by 10 and halve. 280 ÷8 = 280 ÷2 ÷2 =
60 x 4 = 120 therefore 30 x 4 = 60 To divide by 5; divide by 10 and double answer.
Using related facts e.g. 480 ÷5 = (480 ÷10) x 2 = 96
e.g. 19 x 4 = 20 x 4( – 4 ) = 76
Partitioning: Use partitioning to find partial products then sum Partitioning:
Use partitioning to find partial quotients then sum
e.g. 123 x 6 = 600 + 6 + 23 x 6 =
e.g. 438 ÷6 =

20 3
420 18
20 x 6 + 3x6
( 420 ÷ 6 ) + (18 ÷6)
120 + 18 = 138 + 600 = 738
70 + 3 = 73
 Year 5
Multiplication - ThHTO x O and T0 x TO, HTO x TO
Children should be working with calculations to: ThHTO x O and T0 x TO, HTO x TO. Questions should include ‘What are some of the similarities /differences in these
methods?’ Children need to see both methods alongside, Children should be able to identify all methods use part products and recombining. Children should identify
that in column methods – you start from the right (i.e. lowest value) – however this is not necessary in grid method.
MULTIPLICATION

Grid method as stepping stone for long

multiplication - model using place value Moving quickly to contracted
counters long multiplication
Expanded long multiplication

Children should move onto multiplying whole numbers and decimal numbers by whole numbers. Use grid method as stepping
stone.

Children should estimate first e.g. 12 x 8 = 96 and 13 x 8 = 104 so my answer will lie between these and will have 2 decimal places.
 Year 5 Division - HTO ÷ 0 and ThHTO÷O.
Children will be tackling calculations in the form HTO ÷ 0 and ThHTO ÷ U. Please see methods used in Year 4 as a starting point Children should not move onto long
division but focus on embedding current understanding and application of all four operations the use of rich tasks. Children need to be secure with partitioning and
have a real grasp of place value to understand what happens when number ‘carried’. Place value counters should be used alongside written method for short division.

.
DIVISION

Children should be making a decision as regards to a remainder in

the context of problem. 16 pizzas shared equally between 3 people
= 5 and one third; £16.00 shared between 4 people = £4.00 . 16
children going on trip – car takes four - how many cars need? 4 Cars.
Car takes 4 people, 17 people going on trip – how many cars needed?
5 cars