1. Year 5
Block A

2. 5A1
ARE 7
I can solve number problems and practical problems using the mental skills in this unit.
ARE 16
I can multiply and divide numbers mentally drawing upon known facts.
ARE 6
I can count forwards and backwards with positive and negative whole numbers through zero.
I can interpret negative numbers in context.
ARE 29
I can read and write decimal numbers as fractions.
ARE 8
I can add and subtract small multiples of 100 and a 1000 with a 4 digit
number mentally
(e.g ).
ARE 5
I can round any number up to to the nearest 10, 100, 1000 or
ARE 4
I can read Roman numerals to 200
(1-CC).
ARE 2
I can compare and order numbers up to
ARE 32
I can compare and order numbers with the same number of decimal places up to 2 decimal places.

3. I can use rounding to help me estimate my mental calculations.
ARE 10
I can use rounding to help me estimate my mental calculations.
ARE 20
I can solve problems involving mental multiplication and division by splitting them into their factors.
ARE 30
I can recognise the value of tenths and hundredths and give decimal equivalents.
ARE 12
I know how to find multiples and factors of a number.
ARE 5
I can round any number up to
to the nearest 10, 100, 1000, and
ARE 31
I can round decimals with two decimal places to the nearest whole number.
ARE 9
I can add and subtract
multiples of 100 and a 1000 with a 4 digit
number mentally
(e.g ).
ARE 1
I can count forwards or backwards in 10s, 100s and 1000s, from any number up to
ARE 2
I can compare and order numbers to
ARE 32
I can compare and order numbers with up to 2 decimal places.
ARE 4
I can read Roman numerals to 500
(1-D).

4. I can multiply and divide numbers mentally drawing upon known facts.
ARE 7
I can solve number problems and practical problems using the mental skills in this unit.
ARE 16
I can multiply and divide numbers mentally drawing upon known facts.
ARE 10
I can use rounding to help me estimate my mental calculations.
ARE 1
I can count forwards or backwards in 10s, 100s, 1000s, s from any number up to
ARE 8
I can add and subtract numbers mentally with increasingly large numbers (e.g ).
ARE 32
I can compare and order numbers with up to 3 decimal places.
ARE 30
I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.
ARE 12
I know how to find factor pairs of a number and common factors of two numbers.
ARE 31
I can round decimals with two decimal places to the nearest whole number and to one decimal place
5A3
ARE 4
I can read Roman numerals to 1000
(1-M) .
I can recognise years written in Roman Numerals.

5. Year 5
Block B

6. ARE 46
I can identify 3-D shapes, including cubes and other cuboids, from 2-D representations.
ARE 52
I can draw given angles and measure them in degrees (°).
ARE 32 I can compare & order numbers with the same number of decimal places up to 2 decimal places.
5B1
ARE 44
I can use the properties of rectangle to deduce related facts and find missing lengths.
ARE 44
I can use the term diagonal and make conjectures about the angles formed by diagonals and sides, and other properties of quadrilaterals, for example using dynamic geometry ICT tools.
ARE 53
I can identify, describe and represent the position of a shape following a translation, using the appropriate language and know that the shape has not changed.
ARE 47
I know angles are measured in degrees.
ARE 49
I can identify angles at a point and one whole turn (total 360°).
ARE 48
I can estimate acute and obtuse and reflex angles.

7. ARE 45
I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
5B2
I can draw lines with a ruler to the nearest millimetre.
ARE 31
I can compare and order numbers with up to 2 decimal places.
ARE 44
I can use the properties of rectangle to deduce related facts and find missing angles.
ARE 44
I can use the term diagonal and make conjectures about the angles formed by diagonals and sides, and other properties of quadrilaterals, for example using dynamic geometry ICT tools.
ARE 53
I can identify, describe and represent the position of a shape following a reflection using the appropriate language and know that the shape has not changed.
ARE 47 I know angles are measured in degrees.
I can identify;
angles at a point and one whole turn (total 360°). ARE 49
angles at a point on a straight line and ½ turn (total 180°). ARE 50
ARE 48
I can estimate acute, obtuse and reflex angles.

8. ARE 46
I can identify 3-D shapes, including cubes & other cuboids, from 2-D representations.
ARE 45
I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
5B3
ARE 32
I can compare and order numbers with up to 3 decimal places.
I can use conventional marking for parallel lines and right angles.
I can use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.
ARE 53
I can recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes.
ARE 47 I know angles are measured in degrees.
I can identify;
angles at a point and one whole turn (total 360°). ARE 49
Angles at a point on a straight line and ½ turn (total 180°). ARE 50
Other multiples of 90°. ARE 51
ARE 48
I can estimate and compare acute, obtuse and reflex angles.

9. Year 5
Block C

10. I can use multiplication and division as inverses.
ARE 9
I can add and subtract whole numbers with more than 4 digits, including formal written methods (columnar addition and subtraction).
5C1
ARE 10
I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
ARE18
I can multiply numbers up to 4 digits by a one-digit number using a formal written method.
ARE 19
I can divide numbers up to 2 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.
ARE 17
I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
I can use multiplication and division as inverses.
ARE 11 I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
ARE 21 I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.
ARE 14
I can establish whether a number up to 100 is prime and recall prime numbers up to 19.
ARE 13
I know and can use the vocabulary of prime numbers, prime factors and composite (non-prime numbers).

11. 5C2
I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
ARE 17
I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
ARE 20
I can solve problems involving multiplication and division where larger numbers are used by decomposing them into their factors.
I can solve problems involving multiplications and division, including scaling by simple fractions and problems involving simple rates.
I can use multiplication and division as inverses.
ARE 18 I can multiply numbers up to 3 digits by a two-digit number using the formal written method of long multiplication for two-digit numbers.
ARE 19 I can divide numbers up to 3 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.
ARE 15
I can recognise and use square numbers and cube numbers.
ARE 15 I can use and understand the terms factor, multiple and prime, square and cube numbers.
ARE 15
I can use the notation for squared (2) & cubes (3).

12. ARE 9
I can add and subtract whole numbers with more than 4 digits, including formal written methods (columnar addition and subtraction).
5C3
ARE 10
I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
I can use multiplication and division as inverses.
ARE 21
I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.
ARE 18
I can multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers.
ARE 19
I can divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.
I can recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule.
I can begin to write laws algebraically (e.g. distributive law as
a(b + c) = ab + ac

13. Year 5
Block D

14. 5D1
ARE 30 I can count in thousandths.
I can count forwards in simple fractions.
I can mentally add tenths and one-digits whole numbers and tenths.
ARE
ARE 29
ARE
ARE 25
I can identify, name and write equivalent fractions of a given fraction, represented visually.
I can make the connection between finding a ‘fraction of’ and multiplying by a fraction.
ARE 33
ARE 27
I can + and - fractions with the same denominator and multiples of the same number.
ARE 28
I can multiply proper fractions by whole numbers, supported by materials and diagrams.
ARE 23+27
I can add decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimals places.
ARE 36
ARE 34
I can represent the per cent symbol (%) & understand that per cent relates to ‘number of parts per hundred’
I know a percentage is a proportion of a quantity.
ARE 26
I can compare fractions whose denominators are multiples of the same number.
I understand that fractions, decimals and percentage are all different ways of expressing proportions

15. ARE 23 I can recognise mixed numbers and improper fractions and convert from one form to the other.
ARE 29 I can say, read and write decimal fractions and related tenths, and hundredths accurately.
ARE 23 I can convert from an improper fraction to a mixed number and vice versa.
5D2
I know how to in thousandths in both decimals & fractions.
I can count backwards in simple fractions.
I can mentally subtract tenths and one-digits whole numbers and tenths.
ARE 
ARE 29
ARE 26 I can add and subtract fractions with the same denominator and multiples of the same number.
ARE 28
I can multiply proper mixed numbers by whole numbers, supported by materials and diagrams.
ARE24
I can add and subtract decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimals places.
ARE 33
ARE 30
ARE 36
ARE 34+35
I can represent the per cent symbol (%) & understand that per cent relates to ‘number of parts per hundred’ & write percentages as a fraction with denominator hundred.
I know a percentage is an operator.
ARE 26
I can order fractions whose denominators are multiples of the same number.
I understand that fractions, decimals and percentage are all different ways of expressing proportions

16. ARE 23 I can recognise mixed numbers and improper fractions.
ARE 29 I can say, read and write decimal fractions and related tenths, hundredths and thousandths accurately.
ARE 23 I can convert from an improper fraction to a mixed number and vice versa and represent these numbers on a number line.
5D3
ARE 29 I can count in thousandths and know how to write them as both decimals and fractions.
I can count forwards and backwards in simple fractions.
I can mentally add & subtract tenths & one-digit whole numbers & tenths.
ARE 36
ARE 27 I can add and subtract fractions with the same denominator and multiples of the same number simplifying my answer or giving it as a mixed number.
ARE 28 I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.
ARE 24 I can add and subtract decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimals places and complements of 1 (e.g = 1).
ARE 33
ARE 29
ARE 35
ARE 36
ARE 34 I can represent the per cent symbol (%) & understand that per cent relates to ‘number of parts per hundred’ & write percentages as a fraction with denominator hundred & as a decimal fraction.
I know a percentage is a proportion of a quantity as well as an operator.
ARE 36
ARE 26 I can compare and order fractions whose denominators are multiples of the same number.
I understand that fractions, decimals and percentage are all different ways of expressing proportions.

17. Year 5
Block E

18. I know the names of metric units and some common imperial units. 5E1
ARE 39
I know the names of metric units and some common imperial units.
5E1
ARE 43
I can use all four operation in problems involving time & money, including conversions (e.g. days to weeks, leaving the answers as weeks and days).
ARE 54
I can read and interpret information in tables, including timetables.
ARE 37
I can solve problems involving converting between units of time.
ARE 40
I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.
ARE 54
I can complete information in tables, including timetables.
ARE 40
I can convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre).

19. I know the names of metric units and common imperial units. 5E2
ARE 39
I know the names of metric units and common imperial units.
5E2
I can use my knowledge of place value and multiplication and division to convert between standard units.
ARE 41
I can calculate and compare the area of squares and rectangles and related composite shapes including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes.
ARE 55
I can solve comparison, sum and difference problems using information presented in a line graph.
I can use coordinates and scales to solve problems involving interpreting time graphs.
ARE 37
I can solve problems involving converting between units of time.
ARE
I can solve problems using the relations of perimeter and area to find unknown lengths. Missing length questions such as these can be expressed algebraically
4 + 2b = 20 for a rectangle of sides 2 cm & b cm & perimeter of 20cm.
ARE 54
I can complete information in tables, including timetables.
ARE 38
I can convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram).
ARE 39
I understand equivalence between metric units and common imperial units such as inches, pounds and pints.

20. I can read and interpret information in tables, including timetables.
(ARE 39)
I know the names of metric units and an increasing number of common imperial units.
5E3
ARE 38
I can use my knowledge of place value and multiplication and division to convert between standard units.
ARE 55
I can solve comparison, sum and difference problems using information presented in a line graph.
ARE 54
I can read and interpret information in tables, including timetables.
I can begin to decide which representations of data are most appropriate and why.
ARE 43
I can use all four operations to solve problems involving measures (e.g. length, mass, volume, money) using decimal notation including scaling.
ARE 42
Estimate volume (e.g. using 1 cm3 blocks to build cubes and cuboids) and capacity (e.g. using water).
ARE 38
I can convert between different units of metric measure (e.g. kilometre & metre; centimetre & metre; centimetre & millimetre; gram & kilogram; litre & millilitre.
ARE 39
I understand and can use equivalence between metric units and common imperial units such as inches, pounds and pints.