Year 5 - Maths
Solve comparison and change problems using division
Compare and describe measurements using knowledge of multiplication and division
Study Hub
Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will learn to compare and describe measurements using multiplication and division, applying their understanding of scaling as a structure of multiplication.
Lesson Summary
You will learn to solve comparison and change problems using division.
Key Notes
- A change in length can be described using division.
- Division can be represented as multiplication by a unit fraction.
- The stem sentence, 'The ___ is ___ times the length of the ___' can be used to support understanding.
- Comparison and change problems can be represented visually to support understanding.
Vocabulary To Learn
- Comparison: When a comparison is made, we are determining how different two objects are. In this case, how many times longer, taller or deeper an object is than another.
- Change: A comparison can also be made between an object before, and then after, a change. Examples of a change include a change in height of a flower due to growth.
Common Mistakes To Avoid
- Children may say 'ten times shorter' which is imprecise. Children are more familiar with multiplication resulting in an increase, and need to appreciate that it can also result in a decrease.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
A change in length can be described using division. Division can be represented as multiplication by a unit fraction.
2. Use this key word in a maths sentence and explain it clearly. 'Comparison'
When a comparison is made, we are determining how different two objects are. In this case, how many times longer, taller or deeper an object is than another. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Children may say 'ten times shorter' which is imprecise. Children are more familiar with multiplication resulting in an increase, and need to appreciate that it can also result in a decrease. Correction: We say, 'ten times the original height' because this is more precise especially when the scale factor is fractional. When we multiply by a unit fraction, it is the same as dividing the whole by the denominator. This results in a decrease in length.
More Lessons In This Unit
- Compare and describe lengths using knowledge of division Study Guide
- Compare and describe lengths using knowledge of multiplication Study Guide
- Compare and describe measurements involving mass and capacity Study Guide
- Compare and describe measurements involving time and money Study Guide
- Describe changes in measurement using knowledge of multiplication and division Study Guide
- Solve comparison and change problems in a range of contexts Study Guide
- Solve comparison and change problems using multiplication Study Guide
- Solve problems involving comparison and change Study Guide
- Use knowledge of multiplication and division to solve comparison and change problems Study Guide
Browse all guides in the Year 5 Maths guide library.