roman numerals year 5 problem solving

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Year 5 | Roman Numerals Worksheets

In these Year 5 Roman numerals worksheets , your learners are in for a treat! Picture this: they’ll draw lines, creating magical connections between modern numbers to 100 and their Roman numeral counterparts. But the adventure doesn’t stop there – the challenge amps up as they extend the matching game to modern numbers up to 1000. And for the grand finale, your class becomes Roman numeral wizards, working out a group of these ancient symbols and turning them into their modern-day counterparts.

This worksheet is more than just a learning experience; it’s a Roman numeral playground where your children can have a blast broadening their understanding and honing their skills in converting Roman numerals and modern-day numbers.

Our Year 5 number and place value primary worksheets are aligned with the KS2 national curriculum and can be combined with your ideas for learning activities, differentiation, homework and lesson plans.

You may like our Year 5 reading and writing large numbers worksheets .

Explore the rest of our Year 5 maths worksheets .

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Roman Numerals Year 5 Place Value Resource Pack

Step 2: Roman Numerals Year 5 Autumn Block 1 Resources

Roman Numerals Year 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 1.

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What's included in the pack?

This pack includes:

• Roman Numerals Year 5 Teaching PowerPoint.
• Roman Numerals Year 5 Varied Fluency with answers.
• Roman Numerals Year 5 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 5: (5N3b) Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals

Differentiation:

Varied Fluency Developing  Questions to support understanding of Roman numerals to 100, including finding missing Roman numerals in a sequence, ordering numerals in ascending order, comparing numbers with numerals, and converting numbers to numerals. Expected  Questions to support understanding of Roman numerals to 1,000, including finding missing Roman numerals in a sequence, ordering numerals in ascending order, comparing numbers with numerals, and converting numbers to numerals. Greater Depth  Questions to support understanding of Roman numerals to 1,000, including finding missing Roman numerals in a sequence with gaps greater than 1, ordering numerals in descending order, comparing numerals with numerals, and converting numerals to numbers.

Reasoning and Problem Solving Questions 1, 4 and 7 (Problem Solving) Developing  Complete addition and subtraction calculations using numbers and Roman numerals up to 100. Expected  Complete addition and subtraction calculations using numbers and Roman numerals up to 1,000. Greater Depth  Complete addition and subtraction calculations using only Roman numerals up to 1,000.

Questions 2, 5 and 8 (Reasoning) Developing  Use knowledge of Roman numerals to 100 to work out the value of Roman numerals beyond 100 (multiples of 10). Expected  Use knowledge of Roman numerals to 1,000 to work out the value of Roman numerals beyond 1,000 (multiples of 10). Greater Depth  Use knowledge of Roman numerals to 1,000 to work out the value of Roman numerals beyond 1,000.

Questions 3, 6 and 9 (Problem Solving) Developing  Arrange 3 cards to create different Roman numerals to 100. Find all the possibilities. Expected  Arrange 4 cards to create different Roman numerals to 1,000. Find all the possibilities. Greater Depth  Arrange 5 cards to create different Roman numerals to 1,000. Find all the possibilities.

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Roman Numerals: Year 5 – Number and Place Value – Maths Challenge

Resource Collection Challenge Maths

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These Roman numerals practice and revision worksheets provide extra challenge for Y5 children. A variety of problems are spread across three sections, enabling you to use the whole sheet during a single lesson or to select specific problems for different teaching sessions, or home learning.

Y4 maths objective: read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

This resource is part of the Challenge Maths collection. View more from this collection

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Recognising place value: year 3 – number and place value – maths challenge, negative numbers: year 4 – number and place value – maths challenge, fractions of numbers: year 2 – fractions – maths challenge, converting standard measurements: year 6 – measurement – maths challenge, decimal equivalents: year 5 – fractions – maths challenge, converting time: year 4 – measurement – maths challenge, adding and subtracting fractions: year 3 – fractions – maths challenge, perimeters: year 4 – measurement – maths challenge, browse by year group, upgrade now.

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Roman Numerals

• Getting Started
• Student Solutions
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Thank you to everybody who submitted a solution to this activity.

Erica, Sarah and Annie in Wenona, Australia sent in solutions to the first part of this activity:

These are the answers we got for Roman Numerals: III = 3 IV = 4 XVIII = 18 XIX = 19 MCMLXXVI = 1976 MMXXIII = 2023 MCMLXII = 1962

55 = LV 86 = LXXXVI 2592 = MMDXCII 913 = CMXIII 1984 = MCMLXXXIV

We received similar solutions from Amy at Luckwell Primary School, Julia at BIS in South Korea, Stanley at Smithy Bridge, Alfie in the UK and Thomas at St Mary's Academy in the UK - thank you all for sending in your solutions.

Thomas also suggested that X, L, C, D and M would be examples of numbers where the number of Roman numerals is fewer than the number of Arabic numerals for the same number. Are these the only examples where the number is represented by just one Roman numeral?

Albert from St Matthew's Primary in the UK added a suggestion to this list:

In our number system 2000 has four digits but in Roman numerals it only has 2 digits MM

EH and FH from Shebbear Primary School in England sent in some more suggestions:

CM MC DL LD ML LM

These are good ideas, although there are some extra rules for writing numbers as Roman numerals which mean that LD and LM are not allowed - we would actually write those as CDL and CML.

Andrew at BIS in Vietnam said:

Can you find some examples when the number of Roman numerals is fewer than the number of Arabic numerals for the same number? My ideas : 1200 = MCC 1510 = MDX 2500 = MMD etc

It looks like there might be a lot of possibilities! I wonder what Andrew means by 'etc'?

Roman numerals

• National Curriculum Resource Tool

Materials to support teachers and schools in embedding the National Curriculum

• Selected Results

Year 5: Number and Place Value

• read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
• count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
• interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
• round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
• solve number problems and practical problems that involve all of the above
• read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Year 5: Addition and Subtraction

• add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
• add and subtract numbers mentally with increasingly large numbers
• use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
• solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Year 5: Multiplication and Division

identify multiples and factors:

• identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers
• know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
• establish whether a number up to 100 is prime and recall prime numbers up to 19
• 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
• multiply and divide numbers mentally, drawing upon known facts
• 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
• multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000
• recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
• solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes
• solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
• solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Year 5: Fractions (including decimals and percentages)

• compare and order fractions whose denominators are all multiples of the same number
• identify, name and write equivalent fractions of a given fraction, represented visually,including tenths and hundredths
• recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number[for example, 2 ⁄ 5 + 4 ⁄ 5 = 6 ⁄ 5 = 1 1 ⁄ 5 ]
• add and subtract fractions with the same denominator and denominators that are multiples of the same number
• multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
• read and write decimal numbers as fractions [for example, 0.71 = 71 ⁄ 100 ]
• recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
• round decimals with two decimal places to the nearest whole number and to one decimal place
• read, write, order and compare numbers with up to three decimal places
• solve problems involving number up to three decimal places
• recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
• solve problems which require knowing percentage and decimal equivalents of 1 ⁄ 2 , 1 ⁄ 4 , 1 ⁄ 5 , 2 ⁄ 5 and those fractions with a denominator of a multiple of 10 or 25.

Year 5: Measurement

• convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
• understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
• measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
• calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm 2 ) and square metres (m 2 ) and estimate the area of irregular shapes
• estimate volume [for example, using 1 cm 3 blocks to build cuboids (including cubes)] and capacity [for example, using water]
• solve problems involving converting between units of time
• use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

Year 5: Geometry - properties of shapes

• identify 3-D shapes, including cubes and other cuboids, from 2-D representations
• know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
• draw given angles, and measure them in degrees (°)
• use the properties of rectangles to deduce related facts and find missing lengths and angles
• distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

Year 5: Geometry - position and direction

• identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Year 5: Statistics

• solve comparison, sum and difference problems using information presented in a line graph
• complete, read and interpret information in tables, including timetables.

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Roman Numerals Problem Solving

Subject: Mathematics

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

2 December 2014

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summerclass

Empty reply does not make any sense for the end user

Looking forward to using it with y5 class.

leanneelderkamp

My Year 6 Students loved this!

children really enjoyed this activity. Thank you.

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