Place Value is the value of each digit in a number and understanding that the value of a digit can change depending on where it is (its place) in the number. For example, in the number 672 the value of the 6 is 600, the 7 is 70 and the 2 is 2. However, in the number 267, the digit 2 is now 200, the 6 is 60 and the 7 is 7 ones.
This page aims to provide you with all the Year 5 Place Value National Curriculum objectives, along with some guidance for each objective and a range of games and activities that can be used to meet the learning objective in a play-based way.
| National Curriculum Objective | Things to Think About … | Playful Learning Games |
| Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit. | Children should have a good understanding that the position of the digit in a number tells us the value of the digit. Children should now be working with numbers up to 1 million and they should be able to order and compare numbers using their understanding of place value. When writing numbers, the spelling of the words is important but not as important as how to structure the number in words. A range of resources will be beneficial to use for this objective, particularly place value counter, charts and number lines. | Crocodile Pong Place Value Connect Four Build the Number |
| Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000. | The words ‘powers of’, will be a new mathematical term for children in year 5. ‘Powers of’ means the number of times a number is multiplied by itself. So 10 to the power of 4 (written as 10⁴) would be 10 × 10 × 10 × 10 = 10,000. Children are expected to count forwards and backwards in powers of 10 from any number up to a million. Be aware of misconceptions when counting across a multiple of 10, 100, 1000, etc. | More or Less Jump Power |
| Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0. | In Year 5, children will progress to interpreting negative numbers in real-world contexts. For example, temperature or money. Children are also expected to count forwards and backwards with positive and negative whole numbers. | The Heat is On Sandcastles and Holes |
| Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000. | Children will build on their rounding skills from year 4 and will now round numbers up to a million up or down to the nearest 10, 100, 1000, 10,000 and 100,000. Ensure you use the term “rounding to the nearest” rather than “rounding up” and “rounding down”. Number lines are a good visual resource to use for rounding. | Shove Ha’Penny Rounding Cups |
| Solve number problems and practical problems that involve all of the above. | For all of the objectives above, children should be exposed to problem solving and reasoning questions. Ensure children are given full access to a range of resources to use when solving these types of problems. | Problem Solving (links to other website) |
| Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals. | Children now extend their learning of Roman numerals from year 4 and should already be able to read Roman numerals from 1 (I) to 1000 (M). They also learn that D=500 and M=1000. In Year 5, they will now work on consolidating this learning and work on being able to recognise years written in Roman numerals. | Roman Numerals Nine Men’s Morris Film Years Pairs |