Year 5 daily maths review
A free Year 5 maths warm-up for every school day of the term: 6 mixed questions each morning, Monday to Friday, for 10 weeks. Each question practises a Year 5 content description from the Australian Curriculum (v9), and its AC9 code is printed beside it. Recent skills come up most often and earlier ones are threaded back in, so nothing drops out of memory before the end-of-year check. Every answer is computed in code, so the key is never wrong.
Monday
A quick mix of 6 questions to warm up. Answer each one in the space provided.
- 1.Write <, > or =: 2/2 ___ 2/2Comparing FractionsAC9M5N03
- 2.List all the factors of 24:FactorsAC9M5N02
- 3.Round 9833 to the nearest 10:RoundingAC9M5N08
- 4.A bag has 5 balls. 3 are orange. What is the probability of picking an orange one? Write it as a fraction.ProbabilityAC9M5P01
- 5.A point is at (2, 4). Move it 3 down. Write the new coordinates.CoordinatesAC9M5SP02
- 6.4880 ÷ 10 =DivisionAC9M5N07
Tuesday
A quick mix of 6 questions to warm up. Answer each one in the space provided.
- 1.A bag has 7 cards. 4 are blue. What is the probability of picking a blue one? Write it as a fraction.ProbabilityAC9M5P01
- 2.List all the factors of 34:FactorsAC9M5N02
- 3.Write <, > or =: 4/6 ___ 6/10Comparing FractionsAC9M5N03
- 4.A point is at (-5, -3). Move it 4 right and 2 down. Write the new coordinates.CoordinatesAC9M5SP02
- 5.589 ÷ 3 =DivisionAC9M5N07
- 6.Round 6039 to the nearest 100:RoundingAC9M5N08
Wednesday
A quick mix of 6 questions to warm up. Answer each one in the space provided.
- 1.List all the factors of 28:FactorsAC9M5N02
- 2.4300 ÷ 20 =DivisionAC9M5N07
- 3.Which quadrant is the point (3, -1) in? Answer 1, 2, 3 or 4.CoordinatesAC9M5SP02
- 4.A bag has 7 cards. 3 are green. What is the probability of picking a green one? Write it as a fraction.ProbabilityAC9M5P01
- 5.Write <, > or =: 1/4 ___ 4/7Comparing FractionsAC9M5N03
- 6.Round 2829 to the nearest 100:RoundingAC9M5N08
Thursday
A quick mix of 6 questions to warm up. Answer each one in the space provided.
- 1.Write <, > or =: 2/2 ___ 5/9Comparing FractionsAC9M5N03
- 2.List all the factors of 20:FactorsAC9M5N02
- 3.4124 ÷ 9 =DivisionAC9M5N07
- 4.A bag has 12 cards. 3 are yellow. What is the probability of picking a yellow one? Write it as a fraction.ProbabilityAC9M5P01
- 5.Round 8768 to the nearest 100:RoundingAC9M5N08
- 6.Which quadrant is the point (-1, -5) in? Answer 1, 2, 3 or 4.CoordinatesAC9M5SP02
Friday
A quick mix of 6 questions to warm up. Answer each one in the space provided.
- 1.Which quadrant is the point (5, 5) in? Answer 1, 2, 3 or 4.CoordinatesAC9M5SP02
- 2.948 ÷ 2 =DivisionAC9M5N07
- 3.List all the factors of 27:FactorsAC9M5N02
- 4.A bag has 6 counters. 1 is blue. What is the probability of picking a blue one? Write it as a fraction.ProbabilityAC9M5P01
- 5.Write <, > or =: 5/10 ___ 5/5Comparing FractionsAC9M5N03
- 6.Round 3655 to the nearest 100:RoundingAC9M5N08
What the Year 5 mix covers
Six questions a day across factors, comparing fractions, dividing larger numbers and interpreting remainders, rounding to check, grid coordinates and probability as a fraction.
| Code | Strand | What it asks for | Practised by |
|---|---|---|---|
| AC9M5N02 | Number | Factors, multiples and divisibility. Write whole numbers as products of their factors, recognise multiples and decide whether one number divides evenly into another. | Factors |
| AC9M5N03 | Number | Compare fractions on a line. Compare and order fractions with the same and related denominators, including mixed numerals, using factors and multiples, and place them on a number line. | Comparing Fractions |
| AC9M5N07 | Number | Division and remainders. Solve division problems with efficient strategies, interpreting any remainder in context and giving the result as a whole number, decimal or fraction. | Division |
| AC9M5N08 | Number | Check reasonableness. Use estimation strategies suited to the context to check and explain whether answers are reasonable, including money problems. | Rounding |
| AC9M5SP02 | Space | Grid coordinate systems. Build a grid coordinate system and use coordinates and direction words to describe position and movement. | Coordinates |
| AC9M5P01 | Probability | Equally likely outcomes. List the outcomes of chance experiments with equally likely outcomes and compare them with experiments whose outcomes are not equally likely. | Probability |
Left out on purpose
A warm-up only works if every question can be answered from the words on the page. These are the Year 5 topics we keep out of the daily mix, and why:
- Prime and composite numbers, adding and subtracting decimals and order of operations with brackets are Year 6 content descriptions (AC9M6N02, AC9M6N04 and AC9M6A02), so they are in the Year 6 mix, not here.
- The generator's measurement questions convert between metric units (such as 7 km = ___ m), which is Year 6 (AC9M6M01); Year 5 chooses units. They are left out here.
- Number patterns are left out: the Year 5 algebra descriptions are about multiplication and division as inverses and finding unknowns, not continuing sequences.
- The generator's word problems use small whole numbers, which is Year 3 and 4 work, so they are left out of the Year 5 mix.
- Angles, prisms and data displays need a diagram or table, so use the Year 5 worksheets for those.
- Elapsed time is left out: the generator's questions are plain durations (Year 4, AC9M4M03), while Year 5 time is converting between 12- and 24-hour time (AC9M5M03).
Strands with no text-only question in this mix: Algebra (try Year 5 multiplication, Year 5 division); Measurement (try Year 5 measurement, Year 5 geometry, Year 5 12 & 24 hour time, Year 5 elapsed time); Statistics (try Year 5 statistical investigations).
How to run it in 8 to 12 minutes
- Print the five daily pages for the week (the answer key stays off unless you tick it), or project one day on the board as a do-now while the roll is marked.
- Students answer on their own, without help. A warm-up is retrieval practice: the effort of remembering is what makes the skill stick.
- Mark together straight away. Ask one student to explain each answer and write the method on the board.
- Note the question most students missed. That topic, and its AC9 code, is your reteach target for the week, and the matching Year 5 worksheets are one click away on the Year 5 hub.
More Year 5 maths
- Year 5 end-of-year maths test with a computed marking key.
- Early finisher activities for Years 5 and 6 for students who finish the warm-up first.
- Grade 5 morning work (the US-framed version, with a wider topic pool).
- Daily maths review for every year, Foundation to Year 6.
Frequently asked questions
What is in the Year 5 daily maths review?
6 short, mixed questions for each school day, Monday to Friday, for 10 weeks. Every question comes from a topic mapped to a Year 5 Australian Curriculum (AC9) content description, and the code is printed beside it so you can see what each question checks.
Are the answers correct?
Yes. Each question is made by a procedural generator that computes its own answer in code. No language model writes the maths, so the answer key cannot contain a guessed or mistyped answer.
How long should a daily review take?
Plan for 8 to 12 minutes including marking. Students answer on their own first, then you go through the answers together, which is when most of the learning happens. If most of the class gets a question wrong, that topic is your reteach for the week.
Is it the same as the US morning work pages?
No. It uses the same spiral method, but the Year 5 version only draws on topics that match the Year 5 AC9 content descriptions, uses Year labels and metric units, and is seeded separately, so the questions differ.
Can I print a whole term at once?
Each week prints as five daily pages plus an optional answer key. Step through Week 1 to Week 10; every week is fixed, so a class set always matches the key.
Australian Curriculum content descriptions (c) ACARA, used under CC BY 4.0. Descriptions are paraphrased. See australiancurriculum.edu.au.