Year 5 Term 5

Key Concepts – Number – Place Value – Decimals, Percentages, Fractions

• Fractions, decimals and percentages all show parts of the whole
• Children should know common fraction, decimal and percentage equivalents of ½, ¼, 1/5, 2/5, 4/5 as well as equivalents of those fractions with a denominator of a multiple of 10 or 25
• That the per cent symbol is %
• Understand that per cent relates to part of a hundred
• Understand that each can be represented in all ways e.g that 58% = 58/100 = 0.58, 0.25 = 25% = 25/100 (1/4), 34/100 = 0.34 = 34% etc
• Apply knowledge of place value to support conversion e.g. to convert from a decimal to a percentage, multiply by 100 and to convert from a percentage to a decimal, divide by 100

Key Vocabulary

decimal

decimal fraction

decimal point

one decimal place

two decimal places

three decimal places

percentage

per cent

tenth

hundredth

thousandth

Key Concepts –Topic- Mass, Capacity, Volume

• We measure mass by weighing, usually in grams and kilograms
• Children need to understand that there are 1000grams (g) to 1 kilogram (kg)and 1000kg = 1 tonne
• Children understand that 1 litre is equal to 1000mililitres
• To be able to read scales, you must first calculate the intervals on scales used
• Volume is the amount of space a 3D shape takes up and you can work out the volume of a shape by multiplying height × width × depth
• Volume is measured in cubic measurements, e.g. cm³.

Key Vocabulary

Mass

Weight

heavy/light, heavier/lighter, heaviest/lightest

weigh, weighs

 kilogram (kg), half-kilogram, gram (g) balance

scales

Capacity

full,

half full

empty

holds/ contains

litre (l), half-litre, millilitre (ml) pint, gallon container

measuring cylinder

Common Misconceptions – Place Value – Decimals, Percentages, Fractions

That it is not possible to convert all fractions to a decimal or percentage

Misunderstanding the value of decimal digits

That fractions can only represent less than one whole

Common Misconception – Topic - Mass, Capacity, Volume

Children can confuse litres and metres / millilitres and millimetres due to these units of measure sounding the same

Multiplying and dividing by wrong power of ten (or multiplying to convert, when dividing was required and vice versa)

Measuring using the wrong unit of measure

Failing to record the unit of measure

Assuming the height or the width only of a container would impact its capacity or volume