Cambridge Primary Mathematics 0845 Curriculum Framework.

Stage 6

As in Stage 5, it is important that learners become confident users of calculators. They need to recognise
that the calculator is a tool of which they are in control and to understand how it can help them to develop
their mathematics. Learners can be taught how to use a calculator effectively and to recognise how and
when it is appropriate to do so; by first deciding if mental and pencil-and-paper methods are quicker or more
reliable. Note that to use a calculator effectively requires a secure knowledge of number, which has to be
the prime aim.

N Number
Nn Numbers and the number system
1
•• 6Nn1 Count on and back in fractions and decimals, e.g. 3 s, 0.1s, and repeated steps of whole numbers (and
through zero)
•• 6Nn2 Know what each digit represents in whole numbers up to a million
•• 6Nn3 Know what each digit represents in one- and two-place decimal numbers
•• 6Nn4 Multiply and divide any whole number from 1 to 10 000 by 10, 100 or 1000 and explain the effect
•• 6Nn5 Multiply and divide decimals by 10 or 100 (answers up to two decimal places for division)
•• 6Nn6 Find factors of two-digit numbers
•• 6Nn7 Find some common multiples, e.g. for 4 and 5
•• 6Nn8 Round whole numbers to the nearest 10, 100 or 1000
•• 6Nn9 Round a number with two decimal places to the nearest tenth or to the nearest whole number
•• 6Nn10 Make and justify estimates and approximations of large numbers
•• 6Nn11 Order and compare positive numbers to one million, and negative integers to an appropriate level
•• 6Nn12 Use the >, < and = signs correctly
•• 6Nn13 Estimate where four-digit numbers lie on an empty 0­­­–10 000 line
•• 6Nn14 Order numbers with up to two decimal places (including different numbers of places)
•• 6Nn15 Recognise and extend number sequences
•• 6Nn16 Recognise and use decimals with up to three places in the context of measurement
•• 6Nn17 Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000
•• 6Nn18 Make general statements about sums, differences and multiples of odd and even numbers
•• 6Nn19 Recognise prime numbers up to 20 and find all prime numbers less than 100
•• 6Nn20 Recognise the historical origins of our number system and begin to understand how it developed
3 7
•• 6Nn21 Compare fractions with the same denominator and related denominators, e.g. 4 with 8
1 1 1
•• 6Nn22 Recognise equivalence between fractions, e.g. between 100 s, 10 s and 2 s
•• 6Nn23 Recognise and use the equivalence between decimal and fraction forms
•• 6Nn24 Order mixed numbers and place between whole numbers on a number line
17 1
•• 6Nn25 Change an improper fraction to a mixed number, e.g. 8 to 2 8
1 1 3
•• 6Nn26 Reduce fractions to their simplest form, where this is 4 , 2 , 4 or a number of fifths or tenths
•• 6Nn27 Begin to convert a vulgar fraction to a decimal fraction using division
1 1 1 1 1
•• 6Nn28 Understand percentage as parts in every 100 and express 2 , 4 , 3 , 10 , 100 as percentages

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 Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 6

•• 6Nn29 Find simple percentages of shapes and whole numbers

•• 6Nn30 Solve simple problems involving ratio and direct proportion

Nc Calculation
Mental strategies
•• 6Nc1 Recall addition and subtraction facts for numbers to 20 and pairs of one-place decimals with a total of 1,
e.g. 0.4 + 0.6
•• 6Nc2 Derive quickly pairs of one-place decimals totalling 10, e.g. 7.8 and 2.2, and two-place decimals totalling 1,
e.g. 0.78 + 0.22
•• 6Nc3 Know and apply tests of divisibility by 2, 4, 5, 10, 25 and 100
•• 6Nc4 Use place value and number facts to add or subtract two-digit whole numbers and to add or subtract
three-digit multiples of 10 and pairs of decimals, e.g. 560 + 270; 2.6 + 2.7; 0.78 + 0.23
•• 6Nc5 Add/subtract near multiples of one when adding numbers with one decimal place, e.g. 5.6 + 2.9;
13.5 – 2.1
•• 6Nc6 Add/subtract a near multiple of 10, 100 or 1000, or a near whole unit of money, and adjust,
e.g. 3127 + 4998; 5678 – 1996
•• 6Nc7 Use place value and multiplication facts to multiply/divide mentally, e.g. 0.8 × 7; 4.8 ÷ 6
•• 6Nc8 Multiply pairs of multiples of 10, e.g. 30 × 40, or multiples of 10 and 100, e.g. 600 × 40
•• 6Nc9 Double quickly any two-digit number, e.g. 78, 7.8, 0.78 and derive the corresponding halves
•• 6Nc10 Divide two-digit numbers by single-digit numbers, including leaving a remainder

Addition and subtraction

•• 6Nc11 Add two- and three-digit numbers with the same or different numbers of digits/decimal places
•• 6Nc12 Add or subtract numbers with the same and different numbers of decimal places, including amounts of
money
•• 6Nc13 Find the difference between a positive and negative integer, and between two negative integers in a
context such as temperature or on a number line

Multiplication and division

•• 6Nc14 Multiply pairs of multiples of 10, e.g. 30 × 40, or multiples of 10 and 100, e.g. 600 × 40
•• 6Nc15 Multiply near multiples of 10 by multiplying by the multiple of 10 and adjusting
•• 6Nc16 Multiply by halving one number and doubling the other, e.g. calculate 35 × 16 with 70 × 8
•• 6Nc17 Use number facts to generate new multiplication facts, e.g. the 17× table from 10× + 7× tables
•• 6Nc18 Multiply two-, three- or four-digit numbers (including sums of money) by a single-digit number and
two- or three-digit numbers by two-digit numbers
•• 6Nc19 Divide three-digit numbers by single-digit numbers, including those leaving a remainder and divide
three-digit numbers by two-digit numbers (no remainder) including sums of money
•• 6Nc20 Give an answer to division as a mixed number, and a decimal (with divisors of 2, 4, 5, 10 or 100).
•• 6Nc21 Relate finding fractions to division and use them as operators to find fractions including several tenths
and hundredths of quantities
•• 6Nc22 Know and apply the arithmetic laws as they apply to multiplication (without necessarily using the
terms commutative, associative or distributive)

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Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 6

G Geometry
Gs Shapes and geometric reasoning
•• 6Gs1 Classify different polygons and understand whether a 2D shape is a polygon or not
•• 6Gs2 Visualise and describe the properties of 3D shapes, e.g. faces, edges and vertices
•• 6Gs3 Identify and describe properties of quadrilaterals (including the parallelogram, rhombus and trapezium),
and classify using parallel sides, equal sides, equal angles
•• 6Gs4 Recognise and make 2D representations of 3D shapes including nets
•• 6Gs5 Estimate, recognise and draw acute and obtuse angles and use a protractor to measure to the nearest
degree
•• 6Gs6 Check that the sum of the angles in a triangle is 180°, for example, by measuring or paper folding;
calculate angles in a triangle or around a point

Gp Position and movement

•• 6Gp1 Read and plot co-ordinates in all four quadrants
•• 6Gp2 Predict where a polygon will be after one reflection, where the sides of the shape are not parallel or
perpendicular to the mirror line, after one translation or after a rotation through 90° about one of its vertices

G Measure
Gl Length, mass and capacity
6Gl1 • 6Ml1 Select and use standard units of measure. Read and write to two or three decimal places
6Gl2 • 6Ml2 Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals
to three places, e.g. recognising that 1.245 m is 1 m 24.5 cm
6Gl3 • 6Ml3 Interpret readings on different scales, using a range of measuring instruments
6Gl4 • 6Ml4 Draw and measure lines to the nearest centimetre and millimetre
6Gl5 • 6Ml5 Know imperial units still in common use, e.g. the mile, and approximate metric equivalents

Gt Time
6Gt1 • 6Mt1 Recognise and understand the units for measuring time (seconds, minutes, hours, days, weeks,
months, years, decades and centuries); convert one unit of time into another
6Gt2 • 6Mt2 Tell the time using digital and analogue clocks using the 24-hour clock
6Gt3 • 6Mt3 Compare times on digital and analogue clocks, e.g. realise quarter to four is later than 3:40
6Gt4 • 6Mt4 Read and use timetables using the 24-hour clock
6Gt5 • 6Mt5 Calculate time intervals using digital and analogue times
6Gt6 • 6Mt6 Use a calendar to calculate time intervals in days, weeks or months
6Gt7 • 6Mt7 Calculate time intervals in days, months or years
6Gt8 • 6Mt8 Appreciate how the time is different in different time zones around the world

Ga Area and perimeter

6Ga1 • 6Ma1 Measure and calculate the perimeter and area of rectilinear shapes
6Ga2 • 6Ma2 Estimate the area of an irregular shape by counting squares
6Ga3 • 6Ma3 Calculate perimeter and area of simple compound shapes that can be split into rectangles

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 Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 6

D Handling data
Dh Organising, categorising and representing data
•• 6Dh1 Solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams,
e.g. line graphs for distance and time; a price ‘ready-reckoner’ for currency conversion; frequency tables and bar
charts with grouped discrete data
•• 6Dh2 Find the mode and range of a set of data from relevant situations, e.g. scientific experiments
•• 6Dh3 Begin to find the median and mean of a set of data
•• 6Dh4 Explore how statistics are used in everyday life

Db Probability
•• 6Db1 Use the language associated with probability to discuss events, to assess likelihood and risk, including
those with equally likely outcomes

Problem solving
Using techniques and skills in solving mathematical problems
•• 6Pt1 Choose appropriate and efficient mental or written strategies to carry out a calculation involving addition,
subtraction, multiplication or division
•• 6Pt2 Understand everyday systems of measurement in length, weight, capacity, temperature and time and use
these to perform simple calculations
•• 6Pt3 Check addition with a different order when adding a long list of numbers; check when subtracting by
using the inverse
•• 6Pt4 Recognise 2D and 3D shapes and their relationships, e.g. a cuboid has a rectangular cross-section
•• 6Pt5 Estimate and approximate when calculating, e.g. use rounding, and check working

Using understanding and strategies in solving problems

•• 6Ps1 Explain why they chose a particular method to perform a calculation and show working
•• 6Ps2 Deduce new information from existing information and realise the effect that one piece of information
has on another
•• 6Ps3 Use logical reasoning to explore and solve number problems and mathematical puzzles
•• 6Ps4 Use ordered lists or tables to help solve problems systematically
•• 6Ps5 Identify relationships between numbers and make generalised statements using words, then symbols and
letters, e.g. the second number is twice the first number plus 5 (n, 2n + 5); all the numbers are multiples of
3 minus 1 (3n – 1); the sum of angles in a triangle is 180°
•• 6Ps6 Make sense of and solve word problems, single and multi-step (all four operations), and represent them,
e.g. with diagrams or on a number line; use brackets to show the series of calculations necessary
•• 6Ps7 Solve simple word problems involving ratio and direct proportion
•• 6Ps8 Solve simple word problems involving percentages, e.g. find discounted prices
•• 6Ps9 Make, test and refine hypotheses, explain and justify methods, reasoning, strategies, results or
conclusions orally

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