Medium Term Plans for Autumn Years 5/6 Mixed age Range

NB: HAT = Hamilton Assessment Tracker

There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity.

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

1 Addition and place valueDay 1: Place value in 5-digit numbers (PV additions/subtractions).

Day 2: Add/subtract 1s, 10s, 100s, 1000s and 10,000s.

Day 3: Place 5-digit numbers on a line and compare pairs of numbers, use < and >.

Day 4: Revise using column addition to add pairs of 4-digit numbers.

Day 5: Begin to use column addition to add pairs of 5-digit numbers.

Day 1: 1. Partition 5-digit numbers in thousands, hundreds, tens and ones. 2. Say what each digit represents in 5-digit numbers. 3. Complete place value additions and subtractions.

Day 2: 1. Add/subtract 1s, 10s, 1000s and 10,000s to/from 5-digit numbers.

Day 3: 1. Compare 5-digit numbers using > and < signs.

2. Place 5-digit numbers on 0 to 100,000 landmarked lines.

Day 4: 1. Use column addition to add any pair of 4-digit numbers. 2. Approximate answers.

Day 5: 1. Begin to use column addition to add pairs of 5-digit numbers.

HAT Outcomes 1 (5-d nos), 3, 8 (5-d nos) and 10

Addition and place valueDay 1: Place value in 6-digit numbers (PV additions/subtractions).

Day 2: Add and subtract 1s, 10s, 100s, 1000s, 10,000s and 100,000s.

Day 3: Place 6-digit numbers on a line and compare pairs of numbers, use < and >.

Day 4: Revise using column addition to add pairs of 5-digit numbers with 5-digit answers.

Day 5: Use column addition to add pairs of 5-digit numbers with 6-digit answers.

Day 1: 1. Partition 6-digit numbers in thousands, hundreds, tens and ones. 2. Say what each digit represents in 6-digit numbers. 3. Complete place value additions and subtractions.

Day 2: 1. Add/subtract 1s, 10s, 1000s, 10,000s and 100,000s to/from 6-digit numbers.

Day 3: 1. Compare 6-digit numbers using > and < signs. 2. Place 6-digit numbers on 0 to 1,000,000 landmarked lines and begin to place on empty 0 to 1,000,000 lines.

Day 4: 1. Use column addition to add pairs of 5-digit numbers, with 5-digit answers.

Day 5: 1. Use column addition to add pairs of 5-digit numbers, with 6-digit answers.

HAT Outcomes 1, 5 (2nd part) and 6

Hamilton Investigation: Giant domino addition NRICH link: Two and Two

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

2 Addition and numberDay 1: Divide by 10 and 100 to give answers with two decimal places; Understand place value. Day 2: Multiply and divide by 10 and 100.

Day 3: Place two place decimal numbers on a number line and compare two numbers.

Day 4: Add amounts of money using column addition; Use using rounding to check answers.

Day 5: Add amounts of money using column addition; Use using rounding to check answers.

Day 1: 1. Understand the effect of multiplying and dividing by 10 and 100. 2. Understand place value in numbers with 2 decimal places. 3. Solve place value addition and subtractions.

Day 2: 1. Understand the effect of multiplying and dividing by 10 and 100. 2. Understand place value in numbers with 2 decimal places.

Day 3: 1. Place numbers with 2 decimal places on a number line empty between neighbouring wholes. 2. Compare and order numbers with 1 or 2 decimal places.

Day 4: 1. Use column addition to add any pair of amounts of money, e.g. £45.78 + £25.79.

Day 5: 1. Use column addition to add any pair of amounts of money, e.g. £45.78 + £25.79. 2. Use rounding to estimate totals of pairs of amounts of money.

HAT Outcomes 10, 19 (x10, x100), 30 (1st part) and 31 (money)

Addition and numberDay 1: Understand place value in numbers with three decimal places.

Day 2: Multiply and divide by 10, 100 and 1000.

Day 3: Place three place decimals on lines, round to the nearest 0.01, 0.1 or 1, Compare two numbers.

Day 4: Add 2 or 3 amounts of money using column addition; Use using rounding to check answers..Day 5: Add 2 or 3 numbers with two decimal places in a measures context, e.g. metres; Use rounding to check answers.

Day 1: 1. Understand the effect of multiplying and dividing by 10, 100 and 1000. 2. Understand place value in numbers with 3 decimal places. 3. Solve place value addition and subtractions.

Day 2: 1. Understand the effect of multiplying and dividing by 10 and 100. 2. Understand place value in numbers with 3 decimal places.

Day 3: 1. Place numbers with 3 decimal places on landmarked and empty number lines. 2. Use knowledge of decimals to solve puzzles.

Day 4: 1. Use column addition to add three amounts of money, e.g. £45.78 + £25.79 + £24.85.

Day 5: 1. Use column addition to add three distances, e.g. 9.34m + 6.45m + 4.78m. 2. Use rounding to estimate totals.

HAT Outcomes 28, 30 and 19 (1st part)

Hamilton Investigation: Adding even and odd amounts NRICH link: Round the Dice: Decimals 2

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

3 Addition and subtractionDay 1: Use frog to find change from £20, £50 and £100.

Day 2: Use Frog to subtract amounts of money.

Day 3: Use column subtraction (decomposition) to subtract pairs of 4-digit numbers.

Day 4: Use column subtraction (decomposition) to subtract 3-digit numbers from 4-digit numbers.

Day 5: Choose whether to use counting up (Frog) or column subtraction (decomposition) to work out given calculations (4 digits).

Day 1: 1. Find the change from £20, £50 and £100 using counting up (Frog).

Day 2: 1. Find the difference between 4-digit prices using counting up (Frog).

Day 3: 1. Use column subtraction (decomposition) to subtract pairs of 4-digit numbers where one or two moves are necessary.

Day 4: 1. Use column subtraction (decomposition) to subtract 3-digit numbers from 4-digit numbers.

Day 5: 1. Use frog (counting up) to subtract pairs of 4-digit numbers. 2. Choose Frog or column subtraction to subtract pairs of 4-digit numbers.

HAT Outcome 7 (change), 9 and 32 (money)

Addition and subtractionDay 1: Add several prices, then use frog to find change from £20, £50 and £100.

Day 2: Use Frog to subtract amounts of money.

Day 3: Revise using column subtraction (decomposition) to subtract pairs of 5-digit numbers.

Day 4: Use column subtraction (decomposition) to subtract 3-digit numbers and 4-digit numbers from 5-digit numbers.

Day 5: Choose whether to use counting up (Frog) or column subtraction (decomposition) to work out given calculations (5 digits).

Day 1: 1. Add several prices, and then find the change from £20, £50 and £100 using counting up (Frog).

Day 2: 1. 1. Find the difference between 5-digit prices using counting up (Frog).

Day 3: 1. Use column subtraction (decomposition) to subtract pairs of 5-digit numbers.

Day 4: 1. Use column subtraction (decomposition) to subtract 3-digit and 4-digit numbers from 5-digit numbers.

Day 5: 1. Use frog (counting up) to subtract pairs of 5-digit numbers. 2. Choose Frog or column subtraction to subtract pairs of 5-digit numbers.

HAT Outcomes 6, 7, 8, 29 (money), 30 and 31 (money)

Hamilton Investigation: Nine AGAIN

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

4 Shape and MultiplicationDay 1: Classify quadrilaterals.

Day 2: Describe properties of 2D shapes including polygons

Day 3: Describe properties of polygons.

Day 4: Multiples and divisibility.

Day 5: Find factors of 2-digit numbers.

Day 1: 1. Know properties of different quadrilaterals.

Day 2: 1. Use a range of mathematical vocabulary to describe 2D shapes.

Day 3: 1. Find properties of polygons incl. parallel and perpendicular sides.

Day 4: 1. Use rules of divisibility for 2, 3, 4, 5 and 9.

Day 5: 1. Find factors of numbers to 50.2. Recognise that square numbers have an odd number of factors.

HAT Outcomes 48 and 12

Shape and MultiplicationDay 1: Classify and sort quadrilaterals.

Day 2: Name parts of circles (radius, diameter, circumference) and know diameter is twice radius.

Day 3: Revise angles around a point on a line, find missing angles. Day 4: Know the totals of angles in triangles and quadrilaterals; find missing angles; draw shapes to given dimensions.

Day 5: Find that opposite angles are equal; Find angles in polygons.

Day 1: 1. Sort quadrilaterals.

Day 2: 1. Name parts of circles (radius, diameter, circumference) and know that the diameter is twice radius.

Day 3: 1. Know that angles around a point add up to 360° and use this to work out missing angles.

Day 4: 1. Know the totals of angles inside triangles and quadrilaterals and use this and rules about angles on straight line and about a point to find missing angles.2. Draw polygons with given lengths and angles.

Day 5: 1. Know that opposite angles are equal. 2. Find angles in polygons.

HAT Outcomes 9 (tables in starter), 49, 51, 52 and 53

Hamilton Investigation: Dissecting polygons NRICH link: Rabbit run

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

5 Multiplication and FractionsDay 1: Find common multiples.

Day 2: Find prime numbers less than 50.

Day 3: Find equivalent fractions; Simplify fractions using multiples and factors.

Day 4: Compare fractions with related denominators.

Day 5: Find unit and non-unit fractions of amounts.

Day 1: 1. Find common multiples.

Day 2: 1. Find prime numbers to at least 50.

Day 3: 1. Recognise equivalent fractions. 2. Simplify fractions.

Day 4: 1. Compare fractions with related denominators.

Day 5: 1. Find unit and non-unit fractions of amounts.

HAT Outcomes 12, 21, 23, 24 and 15 (dividing to find fractions)

Multiplication and FractionsDay 1: Find common multiples and factors.

Day 2: Find numbers that have a pair of prime factors.

Day 3: Find equivalent fractions; Simplify fractions using multiples and factors.

Day 4: Compare and order fractions with unrelated denominators. Day 5: Find unit and non-unit fractions of amounts

Day 1: 1. Recgonsie common multiples and find highest common factors.

Day 2: 1. Begin to find how a number can be made by multiplying prime factors together.

Day 3: 1. Recognise equivalent fractions 2. Simplify fractions.

Day 4: 1. Compare fractions with unrelated denominators.

Day 5: 1. Find 1/5s and 1/8s of amounts of money using short division, giving exact answers.

HAT Outcomes 9 (factors, multiples and primes), 21, 22 (1st part) and 24 (1st part)

Hamilton Investigation: Long as you like NRICH link: Abundant numbers

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

6 Place value and MultiplicationDay 1: Place 4-digit numbers on a line, round to nearest 10, 100 or 1000.

Day 2: Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000.

Day 3: Revise using the grid method to multiply 3-digit numbers by single-digit numbers.

Day 4: Introduce short multiplication to multiply 3-digit numbers by single-digit numbers. Day 5: Use short multiplication to multiply 3-digit numbers by single-digit numbers.

Day 1: 1. Place 4-digit numbers on a line and round to the nearest 10, 100 or 1000.

Day 2: 1. Place 5-digit numbers on a line and round to the nearest 10, 100, 1000 or 10,000.

Day 3: 1. Use the grid method to multiply 3-digit numbers by single-digit numbers. 2. Make approximations.

Day 4: 1. Use short multiplication to multiply 3-digit numbers by single-digit numbers.2. Make approximations

Day 5: 1. Use short multiplication to multiply 3-digit numbers by single-digit numbers. 2. Make approximations.

HAT Outcomes 1, 2 and 16 (by 1-d nos)

Place value and MultiplicationDay 1: Place 5-digit numbers on a line, round to nearest 10, 100 or 1000.

Day 2: Place 6-digit numbers on a line and round to nearest 10, 100, 1000, 10,000 or 100,000.

Day 3: Revise using short multiplication to multiply 4-digit numbers by single-digit numbers; Round to approximate answers.

Day 4: Revise using short multiplication to multiply 4-digit numbers by single-digit numbers; use rounding to approximate answers.

Day 5: Revise using short multiplication to multiply 4-digit amounts of money by single-digit numbers.

Day 1: 1. Place 5-digit numbers on a line and round to the nearest 10, 100 or 1000.

Day 2: 1. Place 6-digit numbers on a line and round to the nearest 10, 100, 1000, 10,000 or 100,000.

Day 3: 1. Use short multiplication to multiply 4-digit numbers by single-digit numbers. 2. Round 4-digit numbers to the nearest 100 to make approximations.

Day 4: 1. Use short multiplication to multiply 4-digit numbers by single-digit numbers. 2. Round 4-digit numbers to the nearest 100 to make approximations.

Day 5: 1. Use short multiplication to multiply 4-digit prices by single-digit numbers. 2. Round 4-digit prices to the nearest pound to make approximations.

HAT Outcomes 1, 2, 9 (tables in starters), 11 and 19

Hamilton Investigation: Excellent eights

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

7 Fractions, Multiplication and division Day 1: Introduce mixed numbers, turn improper fractions into mixed numbers and vice versa.

Day 2 Division above the tables using vertical layout chunking (answers less than 40).

Day 3: Division above the tables using vertical layout chunking (answers up to 60); Choose written or mental method.

Day 4: Solve division word problems; Round up or down after division.

Day 5: Divide using a vertical layout; Round up or down after division.

Day 1: 1. Convert improper fractions to mixed numbers.

Day 2: 1. Use the vertical layout of chunking to divide numbers, answers up to 30.

Day 3: 1. Use the vertical layout of chunking to divide numbers, answers up to 60. 2. Choose to divide using a written or mental method.

Day 4: 1. Round up or down after division according to the context.

Day 5: 1. Round up or down after division according to the context.

HAT Outcomes 12 (in starters), 15, 18 (remainders) and 25

Fractions, Multiplication and division Day 1: Recognise fraction and decimal equivalents.

Day 2: Use short division to divide 3-digit and 4-digit numbers by 1-digt numbers and by 11 and 12with fraction parts of answers, e.g. 23¾.

Day 3: Use short division to divide 3- digit and 4-digit numbers by 1-digt numbers and by 11 and 12, with fraction parts of answers, e.g. 23¾ as 23.75.

Day 4: Solve division word problems (including answers with fractions); Round up or down after division.

Day 5: Use short division to divide 3-digit by 1-digit numbers and by 11 and 12; Round up or down.

Day 1: 1. Know decimal equivalents for ½, ¼s, 1/5, 1/8s, 1/10s and 1/100s.

Day 2: 1. Use short division to divide 4-digit numbers by 1-digt numbers and by 11 and 12, with fraction parts of answers, e.g. 23¾.

Day 3: 1. Use short division to divide 4-digit numbers by 1-digt numbers and by 11 and 12, writing fraction parts of answers as decimals, e.g. 23¾, as 23.75.

Day 4: 1. Use short division to divide 3-digit by 1-digt numbers and by 11 and 12; round up or down.

Day 5: 1. Decide whether to round up, round down or give an exact answer after division depending on the context.

HAT Outcomes 9 (tables in starter), 15, 16, 23 and 24

Hamilton Investigation: Remainders rule!

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

8 Place value and subtractionDay 1: Count on and back in steps of 0.01 and 0.1 from numbers with 2 decimal places.

Day 2: Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1.

Day 3: Subtract pairs of numbers with one decimal place.

Day 4: Subtract pairs of numbers with two decimal places using counting up (Frog).

Day 5: Subtract pairs of numbers with one or two decimal places using counting up (Frog).

Day 1: 1. Add/subtract 0.1 and 0.01 to/from numbers with 2 decimal places.

Day 2: 1. Add and subtract multiples of 0.1 or 0.01 without crossing multiples of 0.1 or 1.

Day 3: 1. Subtract pairs of numbers with one decimal place by counting up or counting back.

Day 4: 1. Count up to subtract pairs of numbers with two decimal places.

Day 5: 1. Subtract pairs of numbers with one or two decimals places and some pairs with a mixture.

HAT Outcome 29 (2-place), 31 (mentally) and 32

Place value and subtractionDay 1: Count on and back in steps of 0.001 and 0.01.

Day 2: Add and subtract multiples of 0.1, 0.01 or 0.001.

Day 3: Add/subtract multiples of 0.01 to/from numbers with two decimal places, crossing multiples of 0.1.

Day 4: Subtract pairs of numbers with two decimal places using counting up (Frog).

Day 5: Subtract numbers with one or two decimal places by counting up from the smaller to the larger number (Frog), e.g. 2.76 – 0.83 or 13.4 – 2.76.

Day 1: 1. Count on and back in steps of 0.001 and 0.01.

Day 2: 1. Add and subtract multiples of 0.1, 0.01 or 0.001 beginning to cross multiples of 1, 0.1 and 0.01.

Day 3: 1. Add/subtract multiples of 0.01 to/from numbers with two decimal places, crossing multiples of 0.1 and 1.

Day 4: 1. Count up to subtract pairs of numbers with one or two decimal places.

Day 5: 1. Subtract pairs of numbers with one or two decimals places and some pairs with a mixture.

HAT Outcomes 28, 29, 30 and 31

Hamilton Investigation: Talisman Squares

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

9 Measures and dataDay 1: Convert between grams and kilograms, millilitres and litres (mainly to one decimal place).

Day 2: Convert between metres and kilometres; know approximate conversion between miles and km; begin to draw line graph and read intermediate points.

Day 3: Know regularly used imperials units and approximate metric equivalents.

Day 4: Calculate time intervals using the 24-hour clock (less than 2 hours).

Day 5: Read timetables using the 24-hour clock; calculate time intervals (under 3 hours).

Day 1: 1. Convert between grams and kilograms, millilitres and litres (mainly to one decimal place).

Day 2: 1. Convert between metres and kilometres. 2. Know approximate conversion between miles and km. 3. Begin to draw line graph and read intermediate points.

Day 3: 1. Know regularly used imperial units and approximate metric equivalents.

Day 4: 1. Calculate time intervals using the 24-hour clock.

Day 5: 1. Read timetables using the 24-hour clock. 2. Calculate time intervals (up to 3 hours).

HAT Outcomes 35, 36, 40, 41 (reading scales in starters), 43 and 44

Measures and dataDay 1: Convert between grams and kilograms, millilitres and litres.

Day 2: Convert between metres and kilometres; know approximate conversion between miles and km; draw line graph and read intermediate points.

Day 3: Know regularly used imperials units and approximate metric equivalents.

Day 4: Calculate time intervals using the 24-hour clock and add lengths of time.

Day 5: Read timetables using the 24-hour clock; calculate time intervals (at least 3 hours).

Day 1: 1. Convert between grams and kilograms, millilitres and litres (to three decimal places).

Day 2: 1. Convert between metres and kilometres. 2. Know approximate conversion between miles and km. 3. Draw line graph and read intermediate points.

Day 3: 1. Know regularly used imperial units and approximate metric equivalents. 2. Draw line graph and read intermediate points.

Day 4: 1. Calculate time intervals using the 24-hour clock. 2. Add lengths of times, giving an answer in hours and minutes.

Day 5: 1. Read timetables using the 24-hour clock. 2. Calculate time intervals (including over 3 hours).

HAT Outcomes 40, 41, 45, 46 (in starters) and 47 (line graphs)

Hamilton Investigation: Digits of time NRICH link: Distance Match or Metric conversions triangular jigsaw

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

10 Shape and Fractions Day 1: Sort 3D shapes according to their properties; Visualise 3D shapes from 2D drawings.

Day 2: Visualise 3D shapes from 2D drawings; Describe properties of prisms & pyramids.

Day 3: Compare and order fractions with related denominators.

Day 4: Add fractions with related denominators.

Day 5: Subtract fractions with related denominators.

Day 1: 1. Use a range of mathematical vocabulary to describe 3D shapes.2. Sort 3D shapes according to their properties using Carroll diagrams.

Day 2: 1. Visualise 3D shapes from 2D representational drawings.2. Describe properties of prisms and pyramids.

Day 3: 1. Compare and order fractions with unrelated denominators.

Day 4: 1. Add fractions with related denominators.

Day 5: 1. Subtract fractions with related denominators.

HAT Outcomes 24, 25, 26 and 45

Fractions Day 1: Recognise nets for a cube.

Day 2: Recognise and build pyramids and prisms, making nets.

Day 3: Compare and order fractions with unrelated denominators; Use common multiples to express fractions in the same denomination.

Day 4: Add fractions with unrelated denominators.

Day 5: Subtract fractions with unrelated denominators.

Day 1: 1. Recognise nets for a cube.

Day 2: 1. Make nets and use to make polyhedral.

Day 3: 1. Compare and order fractions with unrelated denominators.

Day 4: 1. Add fractions with unrelated denominators.

Day 5: 1. Subtract fractions with unrelated denominators.

HAT Outcomes 21 (1st part), 22 and 50

Hamilton Investigation: Oddly friendly fractions NRICH link: Magic matrix

Week

Y5: Main focus of teaching/activities Outcomes Y6: Main focus of teaching/activities Outcomes

11 Addition and subtraction/ Multiplication and division Day 1: Revise mental addition and subtraction (using PV and near multiples).

Day 2: Mental division within the range of tables using remainders, fractions and decimal equivalences, e.g. 68 ÷ 8 = 8 r4 or 8½ or 8.5

Day 3: Use short multiplication to multiply 3-digit amounts of money by single-digit numbers.

Day 4: Add pairs of five-digit numbers (five-digit answers).

Day 5: Use decomposition to subtract pairs of five-digit numbers.

Day 1: 1. Use place value to add and subtract. 2. Add and subtract near multiples.

Day 2: 1. Perform divisions mentally within the range of tables using remainders, fractions and decimal equivalences, e.g. 68 ÷ 8 = 8 r4 or 8½ or 8.5

Day 3: 1. Use short multiplication to multiply 3-digit amounts of money by single-digit numbers.

Day 4: 1. Use column addition to add pairs of five-digit numbers (five-digit answers). 2. Use rounding to approximate answers.

Day 5: 1. Use decomposition to subtract pairs of five-digit numbers.

HAT Outcomes 5, 7, 8, 9, 10, 15 and 16 (by 1-digit nos)

Addition and subtraction/ Multiplication and division Day 1: Use grid multiplication to multiply 3-digit numbers by 2-digit numbers.

Day 2: Use long multiplication to multiply 3-digit numbers by numbers between 10 and 20.

Day 3: Use long multiplication to multiply 3-digit numbers by numbers between 20 and 30.

Day 4: Choose how to solve a mix of +, -, × and ÷ mental and written calculations.

Day 5: Choose which operations(s) are necessary to solve single-step and multi-step word problems.

Day 1: 1. Use the grid method to multiply 3-digit numbers by 2-digit numbers.

Day 2: 1. Use long multiplication to multiply 3-digit numbers by numbers between 10 and 20.

Day 3: 1. Use long multiplication to multiply 3-digit numbers by numbers between 20 and 30.

Day 4: 1. Choose how to solve a mix of +, −, × and ÷ mental and written calculations.

Day 5: 1. Choose which operations are necessary to solve single-step and multi-step word problems.

HAT Outcomes 5, 8, 10, 11 (grid method), 12, 14 and 20

Hamilton Investigation: Magic star additions

Title of topic – colour code (see below)

GREEN – Place Value or number ORANGE – Addition or subtractionPURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratio

BLUE – shape or measures or data BROWN – AlgebraThe Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings.  However, some teachers may prefer to use textbooks as an additional source of practice.  We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks.  These are new books, written specifically to match the new National Curriculum.  Any schools wishing to follow this up should go to this webpage:  http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

Outcomes Lists – Hamilton Assessment Tracker

Year 5 – with Key Outcomes in bold

1. Read, write and locate 5 and 6 digit numbers on a landmarked line; use this to compare/order numbers; recognise the value of each digit. N2. Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000. N3. Count forwards or backwards in steps of powers of 10 for any given number < 1 000 000. N4. Interpret negative numbers in context, counting backwards and forwards through zero. N5. Solve number problems and practical problems involving place value. N6. Read Roman numerals and recognise years written in Roman numerals. N7. Add/subtract mentally with confidence, where numbers are less than 100 or the calculation relies upon simple addition/subtraction and place value. AS8. Confidently add numbers with up to 4 or 5 digits using column addition, including adding ‘piles’ of numbers. AS9. Subtract larger numbers using expanded or compact column subtraction, or by counting up.10. Use rounding to check answers and determine levels of accuracy. AS11. Solve addition and subtraction multi-step problems, deciding which operations and methods to use and why. AS12. Know and recite all times tables including division facts; identify multiples and factors, including common factors of two numbers. MD13. Identify prime numbers up to 100 and know primes up to 19; understand the vocabulary of prime and composite numbers; identify prime factors. MD14. Use efficient mental methods to multiply two or three numbers. MD15. Perform divisions mentally within the range of tables using remainders, fractions and decimal equivalences, e.g. 68 ÷ 8 = 8 r4 or 8½ or 8.5. MD16. Multiply 2, 3, 4-digit numbers by numbers ≤26 using long or short multiplication or grid method; multiply 2-digit by 2-digit numbers using grid method. MD17. Scale up or down by a factor of 2, 5 or 10; solve problems involving scaling up/down by simple fractions and problems involving simple rates. MD18. Divide 2, 3, 4-digit nos by 1-digit nos above tables range; choose/use efficient methods; interpret remainders appropriately acc. to context. MD19. Understand the effect of multiplying/dividing by 10, 100, 1000, including 1- & 2-place decimal answers. MD

20. Recognise and use square and cube numbers and the matching notation. MD21. Solve problems involving multiplication and division, using knowledge of factors, multiples, squares and cubes. MD22. Solve problems involving addition, subtraction, multiplication, division and a combination, including understanding the meaning of the equals sign. MD23. Identify, name, write equivalent fractions; reduce fractions to simplest form, including tenths to fifths, hundredths to tenths, e.g. 40/100 = 4/10 = 2/5. FD24. Compare and order fractions where the denominators are multiples of the same number. FD25. Recognise mixed numbers and improper fractions and convert from one to the other, writing mathematical statements. FD26. Add and subtract fractions where the denominators are multiples of the same number. FD27. Multiply proper fractions and mixed numbers by whole numbers supported by materials and diagrams. FD28. Identify simple fraction and decimal equivalents: ½ ≡ 0.5, 0.25 ≡ ¼ and 0.75 ≡ ¾, 1/5 = 0.2, 2/5 = 4/10 = 0.4, 4/5 = 8/10 = 0.8 etc. FD29. Write decimal numbers as tenths, hundredths, thousandths, e.g. 0.71 as 71/100, 0.327 as 327/1000; relate thousandths to tenths & hundredths. FD30. Locate 2-place decimal numbers on a line and round them to the nearest tenth or whole number. FD31. Add 2-place decimal numbers mentally or using column addition. FD32. Subtract 1- and 2-place decimal numbers by counting up: 6.2 – 3.5, 13.1 – 9.45. FD33. Solve problems involving fractions, decimals and percentages using known equivalences to help. FD34. Recognise % symbol, understand that percentages are the number of parts out of 100; write percentages as hundredths in decimal & fractional form. FD35. Measure and compare capacities, weights and lengths; convert between different SI units. MS36. Understand and use approximate equivalences between common imperial and SI units. MS37. Measure and calculate perimeters of composite rectilinear shapes using SI units. MS38. Understand the concept of area, estimate areas of irregular shapes and count squares to find these; calculate areas of rectangles using standard units. MS39. Estimate volumes of cubes and cuboids. MS40. Solve problems involving converting between units of time; use 12- and 24-hour times, find time intervals and tell the time with confidence. MS41. Begin to read scales of different types; solve scaling problems involving measures. MS42. Use all four operations to solve problems involving measures using decimal notations, including scaling. MS43. Complete, read and interpret information in tables, including timetables. MS44. Create and interpret line graphs, solving comparison, sum and difference problems. MS45. Identify 3-D shapes from 2-D representations. G46. Find unknown angles in triangles and rectangles; identify angles round a point and on a straight line, finding missing angles. G47. Know angles are measured in degrees, estimate and compare acute, obtuse and reflex angles, draw and measure given angles. G48. Understand properties of rectangles & triangles; distinguish regular and irregular polygons, based on reasoning about equal sides/angles. G49. Identify, describe, represent position of a shape following a reflection or translation, use approp language, know that shape is unchanged. G

The letters in orange indicate the strand on Hamilton Assessment Tracker to which each Outcome belongs.

Errata - There are the following small typos in the actual Hamilton Assessment Tracker: Outcome 3 has the < sign the wrong way around! Outcome 16 should include 'short multiplication' as well as 'long multiplication'.

Year 6 – with Key Outcomes in bold

1. Locate numbers up to 10 million on a landmarked line; use this to compare/order numbers. N2. Round to ten, a hundred and a thousand, ten thousand, one hundred thousand or a million, as appropriate. N3. Use negative numbers in context, calculate intervals across zero. N4. Solve number and practical problems involving place value, rounding and negative numbers. N5. Consolidate: Add & subtract mentally with confidence, where nos are < 100 or it relies upon simple addition/subtraction and place value. AS6. Consolidate: Add several large numbers using written addition, including ‘piles of numbers’ with different numbers of digits. AS7. Consolidate: Subtract large numbers using decomposition or counting up if appropriate (200,000 – 196,875). AS8. Solve addition and subtraction multi-step problems in context, deciding which operations to use and why. AS9. Know all multiplication and division facts up to 12 x 12; identify common factors, common multiples, square numbers to 144 and prime numbers up to 20. MD10. Multiply/divide whole numbers mentally, using facts to 12 × 12 & place value (e.g. 60 × 70); use facts to work with larger numbers. MD11. Multiply 2-, 3- and 4-digit numbers by numbers up to 12 using short multiplication or another appropriate written method. MD12. Multiply numbers with up to 4 digits by 2-digit numbers using formal long multiplication. MD13. Scale up or down by a factor of 2, 4, 5 or 10; solve scaling problems and those involving rates. MD14. Perform divisions mentally within the range of tables facts; divide multiples of 10 and 100 (4500 ÷9) and use mental strategies such as halving (450 ÷20). MD15. Interpret remainders as whole number remainders, fractions, including decimal fractions where equivalents are known or by rounding up or down. MD16. Divide numbers with up to 4-digits by a number up to 12 using short division and giving an appropriate answer. MD17. Divide numbers with up to 4 digits by 2-digit numbers using a formal written method of long division and giving an appropriate answer. MD18. Perform mental calculations, including with mixed operations & large numbers; carry out calculations using knowledge of the order of operations & brackets. MD19. Use estimation to check answers and determine an appropriate degree of accuracy; round answers to multiplications and divisions to a specified degree of

accuracy. MD20. Solve problems involving all four operations. MD21. Use common multiples to generate equivalent fractions, e.g. 4/8 = ½ reduce fractions to their simplest form using common factors. FD22. Use knowledge of equivalence to compare and order fractions and to add and subtract fractions and mixed numbers. FD23. Identify simple fraction/decimal/percentage equivalents: ½ = 0.5 = 50%, ¼ = 0.25 = 25%, ¾ = 0.75 = 75%, 1/3 = 0.33 = 33%. FD24. Associate a fraction with division; calculate decimal fraction equivalents, e.g. 4/5 is 0.8 and 1/8 is 0.125. FD25. Understand that if two numbers less than 1 are multiplied, the answer is smaller than either of them. FD26. Multiply simple pairs of proper fractions, writing the answer in its simplest form. FD

27. Divide proper fractions by whole numbers, recognising that ¾ ÷ by 2 is equivalent to ¾ x ½. FD28. Identify the place value of each digit in a number with up to 3 decimal places; multiply/divide nos by 10, 100, 1000 giving answers with up to 3-decimal

places. FD29. Find the complement to 1, or to the next whole number, for a number <10 with up to 3 decimal places (0.007 + ? = 1) FD30. Add several decimal numbers using mental or written addition. FD31. Subtract decimal numbers using mental strategies or written counting up. FD32. Multiply numbers such as 4.7 and 0.06 by whole numbers. FD33. Calculate simple percentages of whole numbers and solve problems involving use of percentages for comparisons. FD34. Solve problems involving similar shapes where the scale factor is known or can be found. FD35. Solve problems involving simple ratios, using tables facts and knowledge of fractions and multiples, e.g. 2 eggs for every 250g of flour. FD36. Use simple formulae, including formulae expressed in words. A 37. Solve missing number problems, including where letters are used to replace constants.A or N38. Find pairs of numbers that satisfy an equation with two unknowns and list, in order, the possibilities of combinations of two variables A or N39. Generate, describe and continue linear sequences. A or N 40. Use, read and write, and convert between, standard units including miles and kilometres, using decimal numbers with up to three places as appropriate. MS41. Solve problems using standard units and converting between them. MS42. Measure areas and perimeters; understand that area is a measurement of covering and is measured in square units, and perimeter is a length, measured in

mm, cm, m or km; recognise that shapes with the same area can have different perimeters and vice versa. MS43. Calculate the area of parallelograms and triangles. MS44. Calculate, estimate and compare volume of cubes & cuboids using standard units, incl. cubic centimetres and cubic metres; extend to other units [e.g. mm3

and km3]. MS45. Use 12 and 24-hour clocks including analogue with Roman numerals; calculate time intervals; use timetables. MS46. Read scales with accuracy and confidence. MS47. Interpret and construct pie charts and line graphs and use these to solve problems. 48. Find and interpret the mean (average) of several quantities. MS49. Draw 2-D shapes, using given dimensions and angles; understand terms parallel and perpendicular. G50. Recognise, describe and build 3-D simple shapes, including making nets. G51. Compare and classify geometric shapes based on their properties; classify and name types of triangle and angle (acute, obtuse, reflex) G52. Find unknown angles in triangles, quadrilaterals and regular polygons; also find missing angles at a point, vertically opposite or on a straight line. G53. Identify, illustrate and name parts of circles, including diameter, circumference and radius, understanding that the radius is half the diameter. G54. Identify positions on the full co-ordinate grid; draw and translate simple shapes and reflect them in the x-axis or y-axis. G55. Begin to reason mathematically making simple generalisations, using mathematical language and making connections between mathematical ideas G

The letters in orange indicate the strand on Hamilton Assessment Tracker to which each Outcome belongs.