Brunswick Primary School

Enjoy, Exceed, Excel

            Year 5 Maths        Back to Maths at Brunswick

These ‘I can’ statements are what the children should be able to do at the end of year 5. They are organised into foundation learning (key maths facts) and conceptual learning (key maths concepts).




  •          I can read, write, order, compare  and round numbers to at least
  •          1 000 000 and determine the value of each digit
  •          I can count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
  •          I can interpret negative numbers in context, and count forwards and backwards with positive and negative whole              numbers through zero
  •          I can read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
  •          I can add and subtract whole numbers with more than 4 digits, including using efficient written methods (columnar            addition and subtraction)
  •          I can add and subtract numbers mentally with increasingly large numbers 
  •          I can multiply numbers up to 4-digits by a 1 or 2-digit number using an efficient written method, including long                    multiplication for 2-digit numbers
  •          I can divide numbers up to 4 digits by a 1-digit number using the efficient written method of short division and                    interpret remainders appropriately for the context
  •          I can identify multiples and factors including factor pairs of any number
  •          I can establish whether a number up to 100 is prime and recall the prime numbers up to 19
  •          I can multiply and divide numbers mentally drawing upon known facts including multiplying and dividing by 10, 100            and 1000
  •          I can compare and order fractions whose denominators are all multiples of the same number
  •          I can recognise mixed numbers and improper fractions and convert from one form to the other 
  •          I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
  •          I can read, write, order, compare  and round numbers with up to three decimal places
  •          I can write simple fractions as percentages and decimals percentages (e.g. ½ = 50% = 0.5)
  •          I can identify 3-D shapes, including cubes and cuboids, from 2-D representations
  •          I can estimate, compare, measure and draw a given angle, writing its size in degrees (0) and say if the angle is an            acute, reflex, obtuse, right angle or multiples of 90o
  •          I can calculate angles where there are two or more angles on a straight line or ½ turn (180o) and where there are              two or more angles in a whole turn (360o)
  •          I can identify, describe and represent the position of a shape following a reflection or translation using the                          appropriate vocabulary, and I know that the shape has not changed
  •          I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  •          I can calculate and compare the area of squares, rectangles and related composite shapes using standard units,              including centimetre squared (cm2) and metre squared (m2) and estimate the area of irregular shapes




  •          I can estimate the answer to, and solve,  number and practical problems that involve numbers up to 1 000 000,                  using my knowledge of factors and multiples, squares, cubes, positive and negative integers; including units of                  measurement
  •          I can solve single- and multi-step problems involving a combination of addition, subtraction, multiplication and                    division calculations, including understanding the meaning of the equals sign
  •          I can explain my choice of calculation when solving single- and multi-step problems
  •          I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
  •          I can explain what the vocabulary of prime numbers means including prime number, prime factor and composite                (non-prime) number
  •          I can recognise and use square numbers and square roots, and the notation for squared (2) and cubed (3) 
  •          I can solve problems involving multiplication and division including scaling by simple fractions and problems                      involving simple rates
  •          I can add and subtract fractions with the same denominator and related fractions including writing mathematical                statements that exceed 1 as a mixed number: (e.g. 2/5 + 4/5 = 6/5 = 11/5)
  •          I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
  •          I can solve problems involving numbers up to three decimal places
  •          I can explain what the percent symbol means and relate my understanding to parts of a whole number or whole                quantity
  •          I can solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5 and 4/5 and              those fractions with a denominator of a multiple of 10 or 25.
  •          I can use symbols and letters to represent variables and missing numbers in mathematical situations such as:

-          Missing numbers, lengths, coordinates and angles

-          Arithmetical rules (e.g. a+b = b+a)

-          Number puzzles (e.g. What two numbers can add up to ?)

  •          I can solve comparison, sum and difference problems using information presented in line graphs
  •          I can complete, read and interpret information in tables, including timetables
  •          I can draw shapes from given dimensions and angles
  •          I can use the properties of rectangles to deduce related facts and find missing lengths and angles
  •          I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles
  •          I can prove that shapes with the same areas can have different perimeters and vice versa
  •          I can say what the equivalences are between common metric and imperial units and estimate equivalences of a                given measure.
  •          I can measure force in Newtons (N)
  •          I can estimate and calculate the volume of cuboids (including cubes) and the capacity of liquids
  •          I can solve problems converting between the units of time