Cambridge Primary

Cambridge Primary Mathematics 0096 Progression Grid

Number
Counting and sequences
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Nc.01 Count objects 2Nc.01 Count objects
from 0 to 20, recognising from 0 to 100.
conservation of number
and one-to-one
correspondence.
Ensure learners use one-to- Develop numbers 20 to 99
one matching, and know that first before revisiting teen
numbers are in a fixed order. numbers (11-19) as learners
e.g. find them difficult to learn
because in English they do
= 2 = two
not follow the same wording
Learners visualise, then convention as other
count numbers orally before numbers.
being introduced to the
When counting, learners
number symbols.
group objects in twos, fives
Ensure learners recognise or tens.
conservation of number.
e.g. 34 = three groups of ten
e.g. there are fewer objects and two groups of two.
in the first row than the
second row.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 1

 1Nc.02 Recognise the
number of objects
presented in familiar
patterns up to 10, without
counting.
Ensure learners have instant
recognition of number
patterns recognition without
counting (subitising).
Use resources such as ten
frames, dice, spinners, cards
and dominoes to help
learners visualise without
counting.
e.g.
2Nc.02 Recognise the
number of objects
presented in unfamiliar
patterns up to 10, without
counting.
Use resources to represent a
variety of groupings for the
same number.
e.g.
using ten frames to
represent the number 5

1Nc.03 Estimate the 2Nc.03 Estimate the 3Nc.01 Estimate the

number of objects or
people (up to 20), and
check by counting.
Ensure learners understand
that estimating is more
appropriate in some contexts
and accurate counting in
others.
e.g. learners should be able
to recognise if the amount of
sweets is enough for the
number of people.
Use examples with objects
that are not easily countable
(raisins in a box).
number of objects or
people (up to 100).
e.g. choose from 10, 20, 50
or 100 when the number of
objects is 47
Learners interpret and
discuss estimations made by
self and others.
number of objects or
people (up to 1000).
Learners provide a range
when estimating large
numbers, e.g. that there are
between 300 and 500 when
there are 420 objects.
As learners become more
confident encourage them to
refine (narrow) their range.
Encourage learners to
mentally group objects into
tens or hundreds when
estimating.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 2

 Ensure learners understand
that estimating means
getting a number that is as
close as possible to the
actual number.
Learners interpret and
discuss estimations made by
self and others.
1Nc.04 Count on in ones,
twos or tens, and count
back in ones and tens,
starting from any number
(from 0 to 20).
Ensure learners make the
connections between
counting on and addition,
and counting back and
subtraction.
e.g. find 1 less than 19,
count back 1, find 10 less
than 19 count back 10.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Nc.04 Count on and
count back in ones, twos,
fives or tens, starting from
any number (from 0 to
100).
Ensure learners relate
counting on from zero (and
back) to the 2, 5, and 10
times tables.
Learners interpret and
discuss estimations made by
self and others.
3Nc.02 Count on and
count back in steps of
constant size: 1-digit
numbers, tens or
hundreds, starting from
any number (from 0 to
1000).
Ensure learners relate
counting on from zero, (and
back) to 2, 3, 4, 5, 6, 8, 9
and 10 times tables.
Ensure learners can also
count on (and back) not only
starting from zero.
e.g. count on in tens from
seven: 7, 17, 27, 37, …
or count on in 100s from
159: 259, 359, 459, …
4Nc.01 Count on and
count back in steps of
constant size: 1-digit
numbers, tens, hundreds
or thousands, starting
from any number, and
extending beyond zero to
include negative numbers.
e.g. count on or count back
in hundreds from 344: 344,
244, 144, …
Use examples that start at a
positive number and go
beyond zero.
e.g. count back from 5 in
threes: 5, 2, -1, …
5Nc.01 Count on and
count back in steps of
constant size, and extend
beyond zero to include
negative numbers.
Use examples that require
knowledge of all times
tables, focusing on 7, 8 and
9 and on those that start at a
positive number and go
beyond zero.
e.g. count back from 15 in
sevens: 15, 8, 1, -6, …
6Nc.01 Count on and
count back in steps of
constant size, including
fractions and decimals,
and extend beyond zero
to include negative
numbers.
Use fraction and decimal
examples that include tenths,
hundredths and thousandths
and fraction examples that
use small denominators.
e.g. count back in tenths
1
from 0.7; starting from ,
3
1
count on in steps of ;
3
starting from 0.4, count back
in steps of 0.2.
Ordering and comparing
decimals are covered in the
sub-strand Fractions,
decimals and percentages
when equivalence is
introduced.
3
 1Nc.05 Understand even
and odd numbers as
‘every other number’
when counting (from 0 to
20).
Use the ten frame to show
the pattern of odd and even
numbers. Even numbers
show pairs, odd numbers
show pairs with one extra.
Ensure learners know that if
the total number of objects
belongs to the 2 times table
(can be counted in twos)
then it is an even number.
Ensure learners understand
that when counting on from
an even number (including
zero), every alternate
number is even, when
counting on from an odd
number every alternate
number is odd.
2Nc.05 Recognise the
characteristics of even
and odd numbers (from 0
to 100).
e.g. Even numbers have the
digit 0, 2, 4, 6 or 8 in the
ones place. Odd numbers
have the digit 1, 3, 5, 7 or 9
in the ones place.
Learners recognise that an
even number of objects can
be shared into 2 equal
groups and odd numbers
cannot.
3Nc.03 Use knowledge of
even and odd numbers up
to 10 to recognise and
sort numbers.
e.g. 589 is odd because it
has the digit 9 in the ones
place.
Ensure learners understand
that if numbers can be
divided by 2 then the number
is even, if they cannot then
the number is odd.
4Nc.02 Recognise and
explain generalisations
when adding and
subtracting combinations
of even and odd numbers.
even + even = even and
even – even = even,
odd + odd = even and odd –
odd = even,
odd + even = odd and odd –
even = odd,
Start by using examples with
numbers between 0 and 10
so learners can recognise
the generalisations
e.g. 3 + 3 = 6 so odd + odd =
even
3 + 2 = 5 so odd + even =
odd
Use examples that learners
will understand the
underlying structure
5 + 5 = 10
4 + 1 + 4 + 1 = 10
4 +1 + 4 +1 = 10
4 + 4 + 2 = 10
The two left over (1 and 1)
make an even number.

3Nc.04 Recognise the
use of an object to
represent an unknown
quantity in addition and
subtraction calculations.
4Nc.03 Recognise the
use of objects, shapes or
symbols to represent
unknown quantities in
addition and subtraction
5Nc.02 Recognise the 6Nc.02 Recognise the
use of objects, shapes or use of letters to represent
symbols to represent two quantities that vary in
unknown quantities in addition and subtraction
addition and subtraction calculations.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 4


Any object can represent an
unknown. An unknown has a
fixed value. Use objects
familiar to learners.
e.g.
Learners are shown a picture
of two identical bars of
chocolate with a price tag of
$2 for both
price of chocolate + price of
chocolate = $2
+ = $2
Learners are shown a $10
note and how much they
have left after buying a
football. The unknown
represents the price of a
football.
$10 - = $3
Cambridge Primary Mathematics 0096 Progression Grid v1.2
calculations.
An object, shape or symbol
can represent an unknown.
Start with easy recognisable
shapes.
e.g. a farmer has two pieces
of wood that are different
lengths (metres) and the
sum of the lengths is 45
metres. What lengths are the
pieces of wood? Give all
possible lengths.
+ = 45
metres
Allow learners to use their
own strategies then suggest
strategies for checking that
they have found all possible
answers.
Total
1m 44m 45m
44m 1m 45m
Learners are shown a picture
of a bar of chocolate and a
football with a price tag of
$10 for both.
+ = $10
Learners recognise that the
calculations.
Use examples with numbers
that are easy to calculate as
this objective is about
understanding pre-algebra
and not complex
calculations.
e.g. Four identical cans have
a mass of 12 kg, what is the
mass of 1 can?
represents a mass in
kg
+ + + = 12 kg
What is the value of one
e.g. A more difficult example
might be:
++++=1.3kg
What are the possible values
of  and ?
e.g.
Learners are shown two
pictures, one picture of two
identical bars of chocolate
with a price tag of $25 for
both and another picture of a
Variables can be different
values.
e.g.
A B
Learners are presented with
two cups, one labelled A and
the other labelled B. They
are given 10 counters.
Learners are asked to find all
of the different ways that
they can place the counters
into the cups. This problem
can be represented
?
algebraically by writing A + B
= 10. A and B vary because
they can have lots of
different values. For
example, if A = 0, then B
=10; if A = 1, then B = 9; if A
= 2, then B = 8 and so A + B
= 10.
Link to other strands such as
Geometry and Measure.
e.g.
s
The perimeter (p) of a
square with side length (s)
could be represented as p =
s + s + s+ s.
The value of s would be
5
 unknowns are the price of
the chocolate and the price
of the football and can
represent the objects as
shapes.
e.g. +  = 10
where the square represents
the price of the chocolate bar
and the circle represents the
price of the football.
Learners are shown a $10
note and how much they
have left after buying a
football. The unknown
represents the price of a
football.
Learners recognise that the
unknown is the price of the
football and can represent
the object as a shape.
e.g. 10 - =3
The circle represents the
price of the football.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
football and piece of different for different size
chocolate with a price tag of squares.
$21 for both.
Learners recognise that the
unknowns are the price of
the chocolate and the price
of the football.
price of chocolate + price of
chocolate = $25
price of football + price of
chocolate = $21
or  +  = 25
+  = 21
Learners should be able to
find the solution that each
chocolate bar costs $12.50
and the football costs $8.50.
Learners should be able to
find the solution that the
chocolate costs $2 and
6

1Nc.06 Use familiar
language to describe
sequences of objects.
Look at these shapes and
describe what you see.
e.g. they are all squares, and
the colour is blue, green, red,
blue, green, red so the next
one is blue.
Patterns may be based on
colour, shape or size of
objects including
symmetrical patterns in the
environment (link to
geometry and measure).
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Nc.06 Recognise,
describe and extend
numerical sequences
(from 0 to 100).
Ensure the focus is on
identifying patterns of
numbers.
e.g. when counting in ones
or twos from 21 to 29,
learners recognise the
pattern: the tens digit stays
the same and the ones digit
changes.
3Nc.05 Recognise and
extend linear sequences,
and describe the term-to-
term rule.
Term-to-term rules describe
how a term is produced from
the term or terms before it
and is also known as
recursion rule.
e.g. the sequence of odd
numbers 1, 3, 5, 7, 9, 11, …
has the recursion rule: 'the
next term is 2 more than the
previous term'. Therefore, 13
(11 + 2), 15 (13 + 2), and 17
(15 + 2) are the next three
terms.
Examples should use
numbers that are easily
accessible to learners (2, 5
or 10 times tables) as this
learning objective focusses
on recognition of patterns
rather than complex
calculations.
4Nc.04 Recognise and
extend linear and non-
linear sequences, and
describe the term-to-term
rule.
Term-to-term rules describe
how a term is produced from
the term or terms before it
and is also known as
recursion rule.
Use examples of addition,
subtraction, multiplication
and division, with or without
using a number line,
extending beyond zero to
include negative numbers.
e.g.
 the sequence 5, 10, 20, 40
… has the recursion rule:
'the next term is two times
the previous term’.
 1, 2, 4, 8, 16 ….
(doubling);
 1000, 200, 40, 8, 1.6 ….
(÷5)
Use examples where the rule
is given.
e.g. if the rule is ‘add 2 and
multiply by 3’, the next
number in the sequence 1, 9
would be 33.
therefore the ball costs $7
or 10 -  = 8
10 - -=1
5Nc.03 Use the
relationship between
repeated addition of a
constant and
multiplication to find any
term of a linear sequence.
Use examples where
sequences are formed by
adding and subtracting a
constant.
e.g. the following sequence
has steps of constant sizes
11, __, __, 23. Therefore, to
find the missing numbers,
learners need to identify that
from 11 to 23 is 12 (three
jumps of four).
6Nc.03 Use the
relationship between
repeated addition of a
constant and
multiplication to find and
use a position-to-term
rule.
Ensure learners recognise
that the pattern: 4, 8, 12, 16
are the answers to the four
times table, and so the 10th
term in the sequence can be
found with 4 x 10 = 40.
Ensure learners understand
the difference between a
term and position as this will
assist them when they are
formally introduced to
algebra in the Lower
Secondary curriculum.
Use tables or mapping
diagrams to assist learners
in seeing connections
between the terms, pattern
and position.
Position Term
1 3
2 6
3 9
4 12
5 15
6 ?
10 ?
7

3Nc.06 Extend spatial
patterns formed from
adding and subtracting a
constant.
e.g. continue the pattern by
adding 3 triangles
is 3 triangles
3 + 3 is six triangles
3 + 3 + 3 is nine triangles
Cambridge Primary Mathematics 0096 Progression Grid v1.2
4Nc.05 Recognise and
extend the spatial pattern
of square numbers.
The diagram shows that the
first term is 1 (1x1), the
second term is 4 (2x2), so
the next term will be 9 (3x3).
? 45
20 ?
100 ?
5Nc.04 Recognise and 6Nc.04 Use knowledge of
extend the spatial pattern square numbers to
of square and triangular generate terms in a
numbers. sequence, given its
position.
Use visual examples to
assist learners to see the
pattern.
e.g. diagrams are provided.
Learners extend the pattern
to the 10th term.
1 2 3 4 e.g. a diagram with the first
1 3 6 10 term 1 (12) and second term
dot dots dots dots 4 (22) is given. Learners
recognise that the fifth term
will be 52 = 25, and the tenth
term will be 102 = 100.
8
 Number
Money
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Nm.01 Recognise 2Nm.01 Recognise value 3Nm.01 Interpret money The concept of money is completed in Stage 3. From Stage 4 onwards, learners continue to
money used in local and money notation used notation for currencies use money in context, e.g. creating and solving problems, using decimal notation, discounted
currency. in local currency. that use a decimal point. prices, converting between currencies, recognising when two quantities are directly
proportional. Learners are not introduced to decimal places until Stage 5.
This includes: This includes recognising e.g. the notation $1.50
 Differentiating the size and the currency symbol for your means 1 dollar and 50 cents
colour of notes and coins country (e.g. $, £, €, ₹) or 3 dollars and 25 cents is
(if appropriate). the same as $3.25
 Playing with fake money Ensure learners understand
(without focusing on value to the left of the decimal
and notation). point is dollars and to the
right of the decimal point is
cents. So the decimal point
is a separator for dollars and
cents.
Although some countries do
not use decimal notation or
coins, Cambridge
International adopts dollar
notation as an internationally
recognised currency.

2Nm.02 Compare values 3Nm.02 Add and subtract

of different combinations
of coins or notes.
e.g. 1 dollar is the same as
two 50 cents coins:
amounts of money to give
change.
In local currency and also in
the dollar currency:
1, 5, 10, 25, 50 cents
1, 2, 5, 10, 20, 50 and 100
dollars
e.g. to pay $3.55 you could
use three 1 dollar notes, 50
cents and 5 cents or three 1

Cambridge Primary Mathematics 0096 Progression Grid v1.2 9


From Stage 2, Cambridge
International adopts dollar
notation as the standard
notation for money as it is an
internationally recognised
currency.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
dollar notes, five 10 cents
and 5 cents. Or if you used
four 1 dollar notes, you
would receive 45 cents
change.
Even though decimal places
are not introduced until
Stage 5, you can still ask
learners questions related to
money
e.g. Sara has $10. She buys
a pen for 4 dollars and 60
cents and a pencil for 3
dollars and 30 cents. How
much change will she be
given?
2 dollars and 30 cents.
10
 Number
Integers and powers
Stage 1
1Ni.01 Recite, read and
write number names and
whole numbers (from 0 to
20).
Stage 2
2Ni.01 Recite, read and
write number names and
whole numbers (from 0 to
100).
Stage 3
3Ni.01 Recite, read and
write number names and
whole numbers (from 0 to
1000).
Stage 4 Stage 5 Stage 6
4Ni.01 Read and write
number names and whole
numbers greater than
1000 and less than 0.

e.g. Number name is ‘one’
and is represented by the
symbol ‘1’
Ensure learners understand
that number words and
numbers are in a fixed order.
One-to-one correspondence
is covered in the sub-strand
Counting and sequences
Ensure learners understand
the relationship between
number names and
numbers, and only include
place value if this has
already been covered (see
sub-strand Place value,
ordering and rounding).
e.g. number name is
‘twenty’, and is represented
by the symbols ‘20’ using
two numerals (digits) ‘2’ and
‘0’ and is the same as 2 tens
and 0 ones (place value).
Ensure learners understand
the relationship between
number names and
numbers, and only include
place value if this has
already been covered (see
sub-strand Place value,
ordering and rounding).
e.g. number name is ‘three
hundred and forty-one’, and
is represented by the
symbols ‘341’ and is the
same as 3 hundreds, 4 tens
and 1 one (place value).
Ensure learners understand
that 6542 is read as 6
thousands, 5 hundreds and
forty-two but 86 542 is read
as 86 thousands and not 8
ten thousands. This links to
place value.
For negative numbers,
initially only use examples
that use number lines, scales
(e.g. thermometer). or other
resources to assist
calculations. Show position
of positive and negative
numbers around zero
recognising that negative
numbers are to the left of
zero on a number line.
Ensure learners understand
that in English the number
-34 is read as “negative thirty
four” and not “minus thirty
four”.

1Ni.02 Understand 2Ni.02 Understand and 3Ni.02 Understand the

Cambridge Primary Mathematics 0096 Progression Grid v1.2 11

 addition as:
- counting on
- combining two sets.
Introduce these concepts of
addition using concrete
apparatus, then pictorial
representations before using
the abstract notation of the +
symbol.
Start with numbers to 10,
ensuring that examples do
not use numbers greater
than 20.
1Ni.03 Understand
Cambridge Primary Mathematics 0096 Progression Grid v1.2
explain the relationship
between addition and
subtraction.
Initially use materials
(counters, dominos or dice)
and symbols that show small
numbers.
e.g. 1 + 2 = 3 and 2 + 1 = 3,
so 3 - 1 = 2 and 3 – 2 = 1
Then use examples that total
10 to reinforce complements
of ten (number pairs) and the
relationship between addition
and subtraction.
e.g. if 6 + 4 = 10, and 4 + 6 =
10, then 10 – 6 = 4, 10 – 4 =
6.
Ensure learners understand
that addition and subtraction
are inverses.
Do not use any examples
where the total is greater
than 100.
commutative and
associative properties of
addition, and use these to
simplify calculations.
Ensure learners understand
that these properties do not
apply to subtraction because
5 – 3 = 2 whereas 3 – 5  2
(negative numbers are
covered in Stage 4).
Ensure learners understand
that when numbers are
added their order can be
changed without affecting
the total.
e.g.
 2 + 3 = 5 is the same as
3+2=5
 3 + 4 + 6 = 13 is the same
as 6 + 4 + 3 = 13 or 4 + 6
+3
At this stage, learners have
not been introduced to
brackets so introduce
associative property of
addition informally
e.g. If 2 + 3 + 5 = 10 then
2+3+5=
⏟ + 5 = 5 + 5 = 10 or
2+3
5
2+ ⏟ = 2 + 8 = 10
3+5
8
12
 subtraction as:
- counting back
- take away
- difference.
Introduce these concepts of
subtraction using concrete
apparatus, then pictorial
representations before using
abstract notation of the -
symbol.
Ensure learners know
“difference” in the form of
‘How many more or how
many less?’

1Ni.04 Recognise 2Ni.03 Recognise 3Ni.03 Recognise

complements of 10.
Complements to 10 is the
same as number bonds, or
number pairs that total 10. It
is important to include 0 and
10.
10 + 0 = 10,
0 + 10 = 10,
9 + 1 = 10,
1 + 9 = 10 etc.
Numbers that total less than
10 are covered later in this
sub-strand
e.g. 6 + 1 = 7, 8 – 2 = 6
complements of 20 and
complements of multiples
of 10 (up to 100).
Ensure learners are secure
with numbers to 20 before
introducing numbers to 100.
e.g.
Use addition and subtraction
examples
15 + 5 = 20, 20 – 5 = 15, 12
+ 8 = 20, 20 – 8 = 12, 20 –
12 = 8).
Complements of multiples of
10 (up to 100)
e.g. 20 + 60 = 80, 70 - 30 =
40
Numbers that total less than
100 (that do not require
regrouping) are covered later
in this sub-strand
complements of 100 and
complements of multiples
of 10 or 100 (up to 1000).
Ensure learners are using
their knowledge of the
addition number facts to 10
and 20 and the related
subtraction facts.
For complements of 100,
initially use numbers that end
in 0 or 5.
e.g. 70 + 30 = 100 or
85 + 15 = 100
and then 76 + 24 = 100 or
13 + 87 = 100
Complements of multiples of
10 (up to 1000) refer to
multiples of 10 within 1000

Cambridge Primary Mathematics 0096 Progression Grid v1.2 13


1Ni.05 Estimate, add and
subtract whole numbers
(where the answer is from
0 to 20).
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
e.g. 1 + 5 = 6 cannot equal
17
Add a pair of numbers by
putting the larger number
first and counting on.
Use the + sign and know that
= sign represents
equivalence.
e.g. 12 + 7 = 19
17 – 5 = 12.
Ensure learners know that
Cambridge Primary Mathematics 0096 Progression Grid v1.2
e.g. 0 + 15 = 15 , 15 – 0 =
15, 41 + 36 = 77, 82 – 31 =
51
2Ni.04 Estimate, add and
subtract whole numbers
with up to two digits (no
regrouping of ones or
tens).
For addition calculations, the
total should not exceed 100.
Do not use examples that
require regrouping of ones or
bridging through ten.
e.g. 35 + 8 and 45 – 6
Use examples such as:
 Add four or five small
numbers 1 + 2 + 2 + 3
 Add and subtract numbers
that do not require
regrouping
35 + 4, 30 + 9 45 – 3, 29 – 9,
12 + 12, 25 – 20, 17-15, 55 -
41. Present the calculations
in different formats.
e.g. 430 + 280 = 710,
640 - 270 = 370.
Complements of multiples of
100 (up to 1000) refer to
multiples of 100 within 1000,
e.g. 400 + 300 = 700,
800 - 200 = 600.
Start with multiples of 100
first, e.g. 400 + 300 = 700,
800 - 200 = 600, and then
multiples of 10, e.g.
430 + 280 = 710,
640 - 270 = 370.
3Ni.04 Estimate, add and
subtract whole numbers
with up to three digits
(regrouping of ones or
tens).
For addition calculations, the
total cannot exceed 1000.
For subtraction calculations,
initially do not use numbers
with zeros. e.g. 207 – 29 =
Use addition and
subtractions examples such
as:
 Pairs of 2-digit numbers 14
+ 27 or 27 – 19
 3-digit with 1-digit numbers
243 + 8 or 243 – 8
 3-digit numbers with 2-digit
numbers
243 + 28 or 243 – 28, 243
+ 71 or 243 – 71
3-digit numbers with
multiples of 10 or 100
243 + 90 or 243 – 90
4Ni.02 Estimate, add and
subtract whole numbers
with up to three digits.
Use examples that require
regrouping of ones and tens.
e.g. 358 + 45, 328 – 49,
or 134 + 345 + 412
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
5Ni.01 Estimate, add and
subtract integers,
including where one
integer is negative.
Also use examples such as:
 Pairs of 3-digit numbers
243 + 171 + 359
 Integers with more than 3-
digits
 243 + 23 + 3478
For addition use examples
that add a positive integer to
a negative integer. For
negative integers only, start
with small numbers and
include examples that use
number lines or scales to
support calculations.
e.g. -5 + 405 = 400.
For subtraction, use
examples that subtract a
positive number from any
6Ni.01 Estimate, add and
subtract integers.
Use examples that find the
difference between positive
and negative integers, and
between two negative
integers.
e.g. 30 – 5 = 25, - 30 – 5 = -
35, - 30 + 5 = -25, 30 + 5 =
35
Learners start to understand
addition and subtraction of
integers using number line
and familiar contexts such as
rise and fall of temperature.
e.g. if the temperature falls
from 2 degrees to
-4 degrees, learners count
six steps (from right to left)
on a number line to conclude
14
 number facts on either side
of the = sign have the same
value.
e.g.
6 + 5 = 10 + 1
For subtraction, the minuend
(number from which you are
subtracting) must be 20 or
less.
e.g. 36 + 23 and 36 243 + 200 or 243 – 200 integer where the result is that it is a fall of 6 degrees.
 Pairs of 3-digit numbers negative and use a number
23 + 243 + 128 or 243 – 128 Ensure learners can
line to support learners if estimate simple calculations
243 + 171 or 243 – 171
required e.g. 30 – 35 = -5 so that they recognise when
For both addition and
subtraction calculations, do an answer is incorrect
NOT use examples that Ensure learners can without a formal calculation.
require regrouping before estimate simple calculations For large numbers learners
introducing examples that do so that they recognise when can check using a calculator.
require regrouping. an answer is incorrect
e.g. 235 + 23 = 258 and 174 without a formal calculation.
– 139 = 35 then examples For large numbers learners
that require regrouping of can check using a calculator.
ones and tens 325 + 449 =
774
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.

2Ni.05 Understand 3Ni.05 Understand and

multiplication as: explain the relationship
- repeated addition between multiplication
- an array. and division.

Multiplication as repeated Ensure learners understand

addition: the inverse relationship
2+2+2+2+2=10 and 2 x 5 = between multiplication and
10 (2 multiplied by 5 = 10 division, e.g. 3 x 5 = 15, and
15 ÷ 5 = 3.

Ensure that for the

commutative law all
examples only use the times-
tables facts that are familiar
to the learners,

Cambridge Primary Mathematics 0096 Progression Grid v1.2 15


3+3+3+3=12 and 3 x 4 =12
(3 multiplied by 4 = 12)
Multiplication as an array:
Use the × sign and know that
= sign represents
equivalence.
Ensure learners know that
number facts on either side
of the = sign have the same
value.
e.g. 6 x 5 = 10 x 3
2Ni.06 Understand
division as:
- sharing (number of
items per group)
- grouping (number of
groups)
- repeated subtraction.
Use the ÷ sign and know that
= sign represents
equivalence.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Ensure that for the distribute
law all examples only involve
whole numbers less than 20
multiplied by 2, 3, 4 or 5.
3Ni.06 Understand and
explain the commutative
and distributive properties
of multiplication, and use
these to simplify
calculations.
Ensure that for the
commutative law all
examples only use the times-
tables facts that are familiar
to the learners, i.e. 1x, 2x,
3x, 4x, 5x, 6x, 8x, 9x and
10x.
Ensure that for the
distributive law all examples
4Ni.03 Understand the
associative property of
multiplication, and use
this to simplify
calculations.
For multiplication
calculations, the total should
not exceed 1000.
At this stage, learners have
not been introduced to
brackets so introduce the
associative property of
multiplication informally
5Ni.02 Understand which
law of arithmetic to apply
to simplify calculations.
Learners should continue to
apply the laws of arithmetic
for addition and multiplication
to calculate efficiently,
understanding for which
calculations they work and
which they do not.
6Ni.02 Use knowledge of
laws of arithmetic and
order of operations to
simplify calculations.
Use examples where there is
more than one multiplication
e.g.
25 x 3 x 4 + 5
Learners could use the laws
of arithmetic to swap the 3
and 4 to simplify to:
25 x 4 x 3 + 5
16
 only involve whole numbers
less than 20 multiplied by 2,
3, 4 or 5.
At this stage, learners have
not been introduced to
brackets so introduce the
or applying and associative
commutative and distributive
and commutative laws:
properties of multiplication
informally, e.g.
Commutative law:
Distributive law:
Cambridge Primary Mathematics 0096 Progression Grid v1.2
e.g.
5Ni.03 Understand that
the four operations follow
a particular order.
Use examples that only use
one multiplication/division
and one
addition/subtraction..
e.g. 3 + 5 x 2 = 13 , 8 + 8 ÷
2 = 12, 15 – 10 ÷ 5 = 13.
Ensure learners understand
that when calculations
include a mixture of
=100 x 3 + 5
= 300 + 5
=305
6Ni.03 Understand that
brackets can be used to
alter the order of
operations.
e.g.
4 + 1 x 7 = 11
(4 + 1) x 7 = 35
Ensure learners understand
that when calculations
include a mixture of
operations (addition,
subtraction, multiplication
and division) the operations
17

1Ni.06 Know doubles up
to double 10.
At Stage 1 language of
multiplication or times tables
should be avoided, as this is
introduced at Stage 2.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Ni.07 Know 1, 2, 5 and
10 times tables.
Ensure learners understand
the relationship between 2, 5
and 10 times tables.
Use the language of doubles
as multiplication by 2.
e.g. double 2 is 4 and 2 x 2 =
4, double 5 is 10 or 5 x 2 =
10
Ensure learners also know
the division facts relating to
the 1, 2, 5 and 10 times
tables.
The two times table:
2 x 1 and not 1 x 2
2x2
2x3
2x4
2x5
3Ni.07 Know 1, 2, 3, 4, 5,
6, 8, 9 and 10 times
tables.
Recognise the relationship
between multiples of 2, 5
and 10, and between
multiples of 2 and 4.
Use the language of doubles
to make connections
between times tables, e.g.
learn 4 times table by
doubling 2 times table. 2 x 4
= 8, double 8 is 16 so 4 x 4 =
16
Similarly introduce the 6
times table using the
relationship with the 3 times
table (double 3x), and the 8
times table using the
relationship with the 4 times
table (double 4x), and also
the relationship with the 2
times table (triple 2x).
Ensure learners understand
how the 9 times table can be
operations (addition, must be calculated in a
subtraction, multiplication particular order (division/
and division) the operations multiplication, then addition/
must be calculated in a subtraction) to obtain the
particular order (division/ correct solution. If brackets
multiplication, then addition/ are included, then the order
subtraction) to obtain the changes to brackets first,
correct solution. then division/ multiplication
then addition/ subtraction.
Examples using brackets
should only include one pair
of brackets: one of
multiplication/division OR
one of addition/subtraction.
4Ni.04 Know all times
tables from 1 to 10.
Ensure learners understand
the relationship between 2,
4, and 8 times tables: 4x
(double 2x) and 8x (triple 2x
or double 4x). Similarly,
relationships between 3, 6,
and 9 times tables: 6x
(double 3x) and 9x (triple
3x).
Ensure learners also know
the division facts relating to
all times tables from 1 to 10.
18
 2x6 derived using the 3 times
2x7 table (triple 3x).
2x8 Ensure learners also know
the division facts relating to
2x9
the 1, 2, 3, 4, 5, 6, 8, 9 and
2 x 10 10 times tables.
3Ni.08 Estimate and
multiply whole numbers
up to 100 by 2, 3, 4 and 5.
3Ni.09 Estimate and
divide whole numbers up
Cambridge Primary Mathematics 0096 Progression Grid v1.2
4Ni.05 Estimate and
multiply whole numbers
up to 1000 by 1-digit
whole numbers.
Use examples such as:
- Multiples of 10 or 100
with 1-digit numbers
60 x 8, 300 x 7
- Two-digit with one-digit
numbers
- 23 x 6
- Three-digit with one-digit
numbers
237 x 4
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
Ensure learners are secure
with all times tables facts up
to 10 x 10 and recognise that
multiplication and division
are inverse operations.
4Ni.06 Estimate and
divide whole numbers up
5Ni.04 Estimate and
multiply whole numbers
up to 1000 by 1-digit or 2-
digit whole numbers.
Use examples such as:
23 x 60
23 x 62
237 x 40
237 x 48
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator
5Ni.05 Estimate and
divide whole numbers up
6Ni.04 Estimate and
multiply whole numbers
up to 10 000 by 1-digit or
2-digit whole numbers.
Use examples use as:
1237 x 4
5147 x 20
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
Multiplication examples to
include:
2458 x 25
3472 x 39
Following example could be
checked with a calculator:
7566 x 78
6Ni.05 Estimate and
divide whole numbers up
19
 to 100 by 2, 3, 4 and 5.
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
Ensure learners are secure
in the 2, 3, 4, and 5 times
tables and recognise that
multiplication and division
are inverse operations.
Initially, for division, use
examples that result in whole
number answers only. Then
introduce examples that
ensure learners understand
that not all quantities divide
into equal sizes and
therefore have remainders
(expressed as a whole
number).
Encourage learners to look
at the question posed to
determine whether to use
mental strategies or written
methods to find the answer.
3Ni.10 Recognise
multiples of 2, 5 and 10
(up to 1000).
Use arrays to assist learners
in finding multiples.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
to 100 by 1-digit whole
numbers.
Use examples where
answers have remainders
expressed as a whole
number.
e.g. 21 divided by 4 is 5
remainder 1
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
Ensure learners are secure
with all times tables facts up
to 10 x 10 and recognise that
multiplication and division
are inverse operations.
4Ni.07 Understand the
relationship between
multiples and factors.
Ensure learners understand
that a whole number is a
multiple of its factors and
to 1000 by 1-digit whole
numbers.
Use examples such as:
- 2-digit with 1-digit
numbers
35 ÷ 5 or 35 ÷ 8
- 3-digit with 1-digit
numbers
246 ÷ 6 or 246 ÷ 5
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
Express remainders as a
fraction of the divisor when
dividing 2-digit numbers by
1-digit numbers, e.g. 97 ÷ 3
1
= 32
2
Initially, do not use examples
that contain zero e.g. 105 ÷ 3
5Ni.06 Understand and
explain the difference
between prime and
composite numbers.
Ensure learners understand
the definition of prime
number: exactly two divisors
to 1000 by 1-digit or 2-
digit whole numbers.
Use examples such as:
35 ÷ 5 or 35 ÷ 8
246 ÷ 6 or 246 ÷ 5 or 105 ÷ 3
72 ÷ 24 or 72 ÷ 12
125 ÷ 25 or 120 ÷ 24
Remainders should be
expressed as a whole
number or a fraction.
Ensure learners can
estimate simple calculations
so that they recognise when
an answer is incorrect
without a formal calculation.
For large numbers learners
can check using a calculator.
6Ni.06 Understand
common multiples and
common factors.
Ensure learners understand
that a common multiple is
number that is a multiple of
20

1 group of 10, 10 groups of
1, 2 groups of 5, 5 groups of
2 etc.
2, 4, 6, 8, 10 … are multiples
of 2
5, 10, 15, 20 … are multiples
of 5
Ensure learners know that
multiples go beyond the
tenth multiple.
e.g. 25, 50 , 75, 100 are
multiples of 5.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
show this using multiplication
and division.
e.g. 3 and 4 are factors of 12
because 3 x 4 = 12.
12 is a multiple of 3 and 4
because 12 ÷ 3 = 4 and 12 ÷
4=3
Ensure learners know that
factors are numbers that
divide exactly into another
number (no remainder).
Include examples where
learners identify when one
number is not a multiple of
another number.
e.g. 42 is not a multiple of 8.
4Ni.08 Use knowledge of
factors and multiples to
understand tests of
divisibility by 2, 5, 10, 25,
50 and 100.
Ensure learners understand
the relationship between
multiples of 2, 5, 10 and
tests of divisibility
e.g. multiples of 2 have a
ones digit that is an even
number, and a number is
divisible by 2 if the ones digit
is even.
Multiples of 5 have a ones
digit that is 5 or 0, and a
1 and itself, that’s why 1 is
not a prime number (it only
has one divisor). A prime
number is a whole number
greater than 1.
Learners are only expected
to identify prime numbers up
to 100.
5Ni.07 Use knowledge of
factors and multiples to
understand tests of
divisibility by 4 and 8.
Ensure learners understand
the relationship between
multiples of 2, 4, and 8, and
tests of divisibility.
e.g. Divisible by 2 – if the
ones digit is even; divisible
by 4 if the last 2 digits of a
number are a multiple of 4
(3728); divisible by 8 if the
last 3 digits of a number are
divisible by 8 (3728).
two or more numbers.
e.g.
The multiples of 3 are 3, 6, 9,
12, 15, 18, 21, 24…
The multiples of 4 are 4, 8,
12, 16, 20, 24 …
The common multiples of 3
and 4 are 12, 24, …
Ensure learners understand
that a common factor is a
number that is a factor of two
or more numbers, e.g. the
common factors of 12 and 15
are 1 and 3.
6Ni.07 Use knowledge of
factors and multiples to
understand tests of
divisibility by 3, 6 and 9.
e.g.
4 x 3 = 12, 1 + 2 = 3
5 x 3 = 15, 1 + 5 = 6
6 x 3 = 18, 1 + 8 = 9
The sum of the digits add up
to 3, 6, or 9 then the number
is divisible by 3.
If the number is divisible by 2
and 3, then it is divisible by
6, e.g. 1332 is even and 1 +
21
 number is divisible by 5 if the
ones digit is 5 or 0.
e.g. recognise 2-digit and 3-
digit multiples of 2, 5 and 10
by looking at the ones digit.
Learners use the
relationships between factors
and multiples of 25, 50 and
100 to understand related
tests of divisibility.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Learners may use a
calculator for large numbers.
5Ni.08 Use knowledge of
multiplication to recognise
square numbers (from 1
to 100).
Ensure learners use the
notation for square numbers
(2 )
e.g. 5 = 5 x 5 = 25 or 25 = 5
2 2
= 5 x 5 and therefore 25 is
the square of 5.
Learners are not expected to
use the terminology square
root.
Make connections with cm2
and m2 in the Geometry and
Measure strand.
3 + 3 + 2 = 9 which is
divisible by 3. So 1332 is
divisible by 6.
6Ni.08 Use knowledge of
multiplication and square
numbers to recognise
cube numbers (from 1 to
125).
Ensure learners use the
notation for cube numbers (3)
e.g. 53 = 5 x 5 x 5 = 125 or
125 = 53 = 5 x 5 x 5 and
therefore 125 is the cube of
5.
Ensure learners recognise
that 125 = 25 x 5 = 52 x 5
Learners are not expected to
use the terminology cube
root.
Use diagrams to make the
connection with cm3 and m3
in the Geometry and
Measure strand (6Gg.04).
22
Cambridge Primary Mathematics 0096 Progression Grid v1.2 23
 Number
Place value, ordering and rounding
Stage 1
1Np.01 Understand that
zero represents none of
something.
When talking about zero,
also use the language none,
nought, nil, nothing.
Zero is an important concept
of place value that will be
covered in Stage 2.
Stage 2
2Np.01 Understand and
explain that the value of
each digit in a 2-digit
number is determined by
its position in that number,
recognising zero as a
place holder.
Ensure learners understand
that zero is a place holder to
record “nothing”.
e.g. 10 there is 1 ten and no
ones so a zero is placed in
the ones column.
Ensure learners use
materials and group them
into tens and ones to
recognise that 10 ones are 1
ten.
e.g. 13 is 1 ten and 3 ones
Stage 3
3Np.01 Understand and
explain that the value of
each digit is determined
by its position in that
number (up to 3-digit
numbers).
Ensure learners understand
that zero is a place holder to
record “nothing”.
e.g. five hundred and two is
represented as 502 and is 5
hundreds, no tens, and 2
ones. The zero is put in the
tens column to show that
there are no tens (otherwise
the number would be 52).
Stage 4
4Np.01 Understand and
explain that the value of
each digit in numbers is
determined by its position
in that number.
e.g. the first digit 1 in the
number 12 145 represents 1
ten thousand, whereas the
second represents 1
hundred.
In 6 235 765 the fourth digit
represents 5 thousands and
the last digit represents 5
ones.
Stage 5
5Np.01 Understand and
explain the value of each
digit in decimals (tenths
and hundredths).
e.g. In 3.59 the 5 represents
0.5 or 5 tenths
Include examples of negative
numbers.
e.g. -5.67.
Stage 6
6Np.01 Understand and
explain the value of each
digit in decimals (tenths,
hundredths and
thousandths).
e.g. in 98.745 the 5
represents 5 thousandths
Include examples of negative
numbers.
e.g. -5.674

3Np.02 Use knowledge of 4Np.02 Use knowledge of 5Np.02 Use knowledge of

place value to multiply
whole numbers by 10.
Ensure learners understand
that multiplying a number by
10 shifts each of its digits
one place to the left, and
does not mean adding zeros.
Use examples where
place value to multiply
and divide whole numbers
by 10 and 100.
When dividing, use
examples that do not result
in hundredths or tenths as
decimals are not covered at
this stage.
Ensure learners understand
place value to multiply
and divide whole numbers
by 10, 100 and 1000.
When dividing, use
examples that do not result
in thousandths or less as
only tenths and hundredths
should be covered at this

Cambridge Primary Mathematics 0096 Progression Grid v1.2 24

 learners identify patterns. that multiplying a number by
10 (or 100) shifts each of its
digits one (or two) places to
the left, it does not mean
adding zeros.
Use a place value chart to Ensure learners understand
assist learners to identify the that dividing a number by 10
pattern. (or 100) shifts each of its
79 x 10 = 790 digits one (or two) places to
the right, it does not mean
100s 10s 1s
subtracting zeros.
7 9 Use a place value chart to
assist learners.
7 9 0
1000s 100s 10s 1s
Include examples with 1- or
2-digit numbers being 7 9
multiplied by 10 only. 7 9 0 0
stage.
Ensure learners understand
that multiplying a number by
10, 100 or 1000 shifts each
of its digits one, two or three
places to the left, it does not
mean adding zeros.
Ensure learners understand
that dividing a number by 10,
100 or 1000 shifts each of its
digits one, two or three
places to the right, it does
not mean subtracting zeros.

1000s 100s 10s 1s

8 5 0 0

8 5 0

5Np.03 Use knowledge of 6Np.02 Use knowledge of

place value to multiply
and divide decimals by 10
and 100.
When dividing, use
examples that do not result
in thousandths or less as
only tenths and hundredths
should be covered at this
stage.
place value to multiply
and divide whole numbers
and decimals by 10, 100
and 1000.
When dividing, use
examples that do not result
in less than thousandths as
only tenths, hundredths and
thousandths should be
covered at this stage.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 25

 1Np.02 Compose,
decompose and regroup
numbers from 10 to 20.
Ensure learners understand
teen numbers as tens and
ones (with understanding of
place value) and not just as
number pairs.
e.g. if you combine 10 and 4
you will compose the number
14. If you decompose 14 you
will get 10 + 4 (1 ten and 4
ones)
Regrouping should focus on
expressing a number in
different ways to assist with
calculations.
e.g. 14 can be expressed as:
14 = 10 + 4
14 = 8 + 6
14 = 8 + 4 + 2
14 = 8 + 2 + 4 and in many
other ways
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Np.02 Compose,
decompose and regroup
2-digit numbers, using
tens and ones.
Compose and decompose
should focus on every
individual place value
position of numbers: 10s
(tens) and 1s (ones).
10s1s = 10s + 1s
e.g. 45 = 40 + 5
10s + 1s = 10s1s
40 + 5 = 45
Regrouping should focus on
expressing a number in
different ways to assist with
calculations.
e.g. 35 can be expressed as:
35 = 32 + 3
35 = 10 + 10 + 10 + 5 and in
many other ways
3Np.03 Compose,
decompose and regroup
3-digit numbers, using
hundreds, tens and ones.
Compose and decompose
should focus on every
individual place value
position of numbers: 100s
(hundreds), 10s (tens) and
1s (ones).
100s10s1s = 100s + 10s + 1s
e.g. 712 = 700 + 10 + 2 and
702 = 700 + 0 + 2
Regrouping should focus on
expressing a number in
different ways to assist with
calculations.
e.g. 712 can be expressed
as:
71 tens and 2 ones
712 ones
7 hundreds, 1 ten and 2
ones
712 = 701 +11
712 = 710 + 2 and in many
other ways
4Np.03 Compose, 5Np.04 Compose, 6Np.03 Compose,
decompose and regroup decompose and regroup decompose and regroup
whole numbers. numbers, including numbers, including
decimals (tenths and decimals (tenths,
hundredths). hundredths and
thousandths).
Compose and decompose Compose and decompose Compose and decompose
should focus on every should focus on every should focus on every
individual place value individual place value individual place value
position of numbers: 1000s position of numbers, position of numbers,
(thousands), 100s 1 1
(hundreds), 10s (tens) and including decimals: s including decimals: s
10 10
1s (ones).
1 1
e.g. (tenths) and s (tenths), s (hundredths)
100 100
=1000s + 100s + 10s + 1s
4687 = 4000 + 600 + 80 + 7
(hundredths) only. 1
and s (thousandths)
35 903 = 30 000 + 5000 +
e.g. 1000
900 + 3 1 1 only.
=10s + 1s + s+
345 987 = 300 000 + 40 000 10 100 e.g.
+ 5000 + 900 + 80 + 7 s 1 1
=10s + 1s + s+ s+
Regrouping should focus on 20.56 = 20 + 0 + 0.5 + 0.06 10 100
expressing a number in
Regrouping should focus on 1
different ways to assist with expressing a number in s
1000
calculations. different ways to assist with
e.g. 4687 can be expressed calculations. 54.079 = 50 + 4 + 0.0 + 0.07
as: + 0.009
e.g. 20.56 can be expressed
4000 + 687 as: Regrouping should focus on
expressing a number in
4650 + 37 20 + 0.56
different ways to assist with
4680 + 7 and in many other 2056 hundredths calculations.
ways 2 tens and 56 hundredths e.g. 54.079 can be
and in many other ways expressed as:
54 + 0.079
50 + 4.079
54 ones and 79 thousandths
26
 5 tens 4,079 thousandths
5407 hundredths and 9
thousandths and in many
other ways
Examples of regrouping and
decomposing negative
numbers

e.g.
–22 using a number line can
be regrouped as:
– 10, – 10, – 2

or
– 10, – 5, – 5, - 1,- 1

-5.67 can be decomposed

as -5, -0.6, -0.07

1Np.03 Understand the 2Np.03 Understand the 3Np.04 Understand the 4Np.04 Understand the
relative size of quantities relative size of quantities relative size of quantities relative size of quantities

Cambridge Primary Mathematics 0096 Progression Grid v1.2 27

 to compare and order
numbers from 0 to 20.
Use a number line to assist
learners in understanding the
magnitude of numbers.
Learners find (or place) a
number between two given
numbers up to 20.
e.g. Learners are able to
place 15 between 10 and 20.
15
0 10 20 30
Learners use familiar
language to compare and
order numbers such as
same, more or less.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
to compare and order 2-
digit numbers.
Learners place numbers on
the number line.
e.g. when placing 23 on the
number line, learners place it
closer to 20 than 30 and not
any place between 20 and
30.
23
0 10 20 30
Ensure learners use familiar
language including the words
greater than or less than,
with or without using a
number line.
to compare and order 3-
digit positive numbers,
using the symbols =, >
and <.
Learners place numbers on
the number line.
e.g. when placing 490 on the
number line, learners place it
closer to 500 than 400 and
not any place between 400
and 500.
490
400 500
Ensure learners are
confident using the language
‘greater than’ and ‘less than’
before introducing the
symbols.
e.g.
 3 “is less than” 5
3<5
 110 “is greater than” 101
110 > 101
Learners also use the
symbols < and > in the
fractions, decimals,
percentages sub-strand to
compare unit fractions, and
fractions with the same
denominator.
to compare and order
positive and negative
numbers, using the
symbols =, > and <.
For negative numbers use
examples that use a number
line or scale to assist
learners in understanding the
relative distance of positive
and negative numbers from
zero.
Use negative numbers in
context.
e.g. a temperature of 3oC is
warmer than -5oC (3 > -5).
Learners also use the
symbols =, < and > in the
Fractions, decimals,
percentages sub-strand to
compare proper fractions.
28
 1Np.04 Recognise and
use the ordinal numbers
from 1st to 10th.
Ensure learners know
number names: first, second,
third… tenth.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Np.04 Recognise and
use ordinal numbers.
Use ordinal numbers in
context such as number of
books read. That is the
twelfth (12th) book we have
read this year.
2Np.05 Round 2-digit
numbers to the nearest
10.
Ensure learners understand
that rounding is used as an
approximate size of numbers
when an exact number is not
needed. Rounding is a way
of simplifying numbers to
make them easier to
understand, estimate and
calculate mentally.
Ensure learners understand
that a 2-digit number rounds
down with 4 ones or less and
rounds up with 5 ones or
more.
e.g. 42 rounds down to 40
and 48 rounds up to 50.
3Np.05 Round 3-digit
numbers to the nearest 10
or 100.
Ensure learners understand
that a 3-digit number can be
rounded in two ways: to the
nearest multiple of 10, or the
nearest multiple of 100.
e.g. 538 rounds up to 540 (to
the nearest 10), and down to
500 (to the nearest 100).
4Np.05 Round numbers
to the nearest 10, 100,
1000, 10 000 or 100 000.
Ensure learners understand
that rounding can occur in
multiple places within a
number.
e.g. 2 493 rounds down to 2
490 (to the nearest 10),
rounds up to 2 500 (to the
nearest 100) and rounds
down to 2 000 (to the
nearest 1 000).
Learners usually find it
difficult to round to 10 000 or
100 000 so use place value
to assist them.
e.g. round 1 234 567 to the
nearest 10 000. So, 3 is in
the ten thousand position
and represents 30 000. If the
digit to the right of the 3 is 4
or less (representing 34 000)
then round the 3 down to 30
000. If the digit to the right of
the 3 is 5 or more
(representing 35 000) then
round the 3 up to 40 000. So
5Np.05 Round numbers
with one decimal place to
the nearest whole
number.
Ensure learners know that
they should refer to the
tenths digit and round down
for 4 tenths or less and
round up for 5 tenths or
more.
e.g. 2.4, 2.3, 2.2, and 2.1
round down to 2, whereas
2.5, 2.6, 2.7, 2.8 and 2.9
round up to 3.
Use rounding in context.
e.g. a sum of money to the
nearest dollar or
measurements to the
nearest centimetre.
6Np.04 Round numbers
with 2 decimal places to
the nearest tenth or whole
number.
Ensure learners know that
they should refer to the
hundredths digit when
rounding to the nearest
tenth, and the tenths digit
when rounding to the nearest
whole number,
e.g. 4.28 rounds up to 4.3 (to
the nearest tenth), and down
to 4 (to the nearest whole
number).
29
 in this example the number
would round down to 1 230
000.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 30

 Number
Fractions, decimals, percentages, ratio and proportion
Stage 1
1Nf.01 Understand that
an object or shape can be
split into two equal parts
or two unequal parts.
Learners find half of shapes
by folding or shading.
Ensure learners can interpret
fractions as comparing a part
of an object (part-whole
continuous).
Ensure learners understand
that an object or shape is
only considered a half when
it is divided into two equal
parts, and some things
cannot be divided in half
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Stage 2
2Nf.01 Understand that
an object or shape can be
split into four equal parts
or four unequal parts.
Ensure learners can interpret
fractions as comparing a part
of an object (part-whole
continuous).
e.g. Cut this shape into
quarters so that each piece
is the same size.
Learners understand that
1 What fraction are these
one quarter or of each
4 parts?
shape is shaded.
e.g. If this is one-quarter of a
shape, what is the shape?
There may be several
presentations of solutions to
this so discuss this with
learners.
Stage 3
3Nf.01 Understand and
explain that fractions are
several equal parts of an
object or shape and all
the parts, taken together,
equal one whole.
Ensure learners can interpret
fractions as comparing a part
of an object (part-whole
continuous). A fraction is
always a fraction of
something and learners need
to be able to describe the
whole (the ‘something’) as
well as the parts.
e.g.
These shapes were cut up
into equal parts like this.
1
This is of a shape, what is
6 The denominator for
the shape? There may be
several presentations of
solutions to this so discuss
this with learners.
Stage 4 Stage 5 Stage 6
4Nf.01 Understand that
the more parts a whole is
divided into, the smaller
the parts become.
Ensure learners can interpret Learners continue to work with fractions to solve problems in
fractions as comparing a part a range of contexts such as fractions of a turn, time etc.
of an object (part-whole
continuous).
Understand the relative size
of unit fractions - the greater
the denominator the smaller
each piece will be.
If two positive fractions have
the same numerator, then
the fraction with the smaller
denominator is the larger
fraction.
e.g.
1
is 8
8
1
and the denominator for
2
1 1
is 2. So is larger than .
2 8
31
 (people, animals, etc.). Ensure learners understand Ensure learners understand
In the parts-of-a-whole Relate to time in Geometry what each part of the fraction the role of the whole.
interpretation, the fractional and Measure strand – half represents: The denominator e.g. In both of these shapes
parts do not have to be past, quarter past and is the bottom number and the whole is the same size.
shows in how many equal
identical in shape (i.e., quarter to the hour. 2
congruent), but they must be parts the whole was divided In the first shape, of the
into. The numerator is the 5
equivalent in size
top number and shows how 3
Relate to time in Geometry shape is shaded and is
and Measure strand (half
many parts we have. 5
past the hour). 3 unshaded. In the second
Introduce as the first non-
4 2 2
shape is shaded and is
unit fraction. Use thirds, fifths 4 4
and tenths as other non-unit 2
unshaded. So is greater
2 2 3 4
fractions, e.g. , ,
3 5 10 2
and link to known times than .
5
1
tables, e.g. is one tenth
10
or 1 part out of 10 equal
3
parts, is three quarters or
4 In the next shapes, the
3 parts out of 4 equal parts. whole is a different size.
Although the shaded blocks
3 have the same size, it
e.g. of the jug is filled
4 1
1 represents in the first
with water, so of the jug 4
4 1
is filled with air (empty). shape and in the second
5
shape.

Use examples that use the

same numerator but different
denominators

Cambridge Primary Mathematics 0096 Progression Grid v1.2 32


1Nf.02 Understand that a
half can describe one of
two equal parts of a
quantity or set of objects.
Ensure learners can interpret
fractions as comparing a part
of a set of objects (part-
whole discrete).
Include activities that include
half of sets of objects
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Nf.02 Understand that a
quarter can describe one
of four equal parts of a
quantity or set of objects.
Ensure learners can interpret
fractions as comparing a part
of a set of objects (part-
whole discrete).
Ensure learners understand
that parts of a set can be put
3 3 3
e.g. and and
5 7 12
3Nf.02 Understand that
the relationship between
the whole and the parts
depends on the relative
size of each, regardless of
their shape or orientation.
e.g. shape A is larger than
shape B, and shape C is not
the same shape as A or B,
but the shaded part of each
1
shape is of the whole
4
shape.
Shape A Shape B
Shape C
3Nf.03 Understand and
explain that fractions can
describe equal parts of a
quantity or set of objects.
Ensure learners can interpret
fractions as comparing a part
of a set of objects (part-
whole discrete). A fraction is
always a fraction of
something and learners need
33
 (discrete whole) back together to make a to be able to describe the
Learners should be able to whole set. whole (the ‘something’) as
find half of any even number e.g. this is one-quarter of a well as the parts.
of objects between 0 and 20, set of balls. How many balls 1
e.g. half of 8 is 4. are in the set? e.g. of the marbles are
4
3
blue, so of the marbles
4
are white.

You have some marbles and

you pick up 3 marbles and
that is one third. How many
marbles do you have?

2Nf.03 Understand that
one half and one quarter
can be interpreted as
division.
Ensure learners can interpret
fractions as division.
e.g. There are 12 sweets. If
you are given one half of
them, how many sweets will
3Nf.04 Understand that a
fraction can be
represented as a division
of the numerator by the
denominator (half, quarter
and three-quarters).
Ensure learners can interpret
fractions as division.
Ensure learners know that
the denominator is the
bottom number and shows in
4Nf.02 Understand that a
fraction can be
represented as a division
of the numerator by the
denominator (unit
fractions and three-
quarters).
Ensure learners can interpret
fractions as division.
Ensure learners understand
that 1 ÷ 3 means that one
whole part is divided into 3
5Nf.01 Understand that a
fraction can be
represented as a division
of the numerator by the
denominator (unit
fractions, three-quarters,
tenths and hundredths).
Ensure learners can interpret
fractions as division.
Ensure learners understand
1
is the result of dividing
10
6Nf.01 Understand that a
fraction can be
represented as a division
of the numerator by the
denominator (proper and
improper fractions).
Ensure learners can interpret
fractions as division.
e.g.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 34

 1 how many equal parts the equal parts and can be 1 ÷ 10e.g. 3
you get? 6 sweets or of 3 ÷ 8 is
2 whole was divided into. The 1 3 ÷ 10 can be represented 8
numerator is the top number represented as
the sweets 3 3 1 ¼ can be represented as
and shows how many parts
as
we are considering. Five people share one
10 5÷4
biscuit. How much of a
numerator 3 17 ÷ 100 can be 50 ÷ 40 can be represented
e.g. = biscuit does each person get
denominator 4 when they share equally? 17 50 10
represented as as or 1 and .
1 100 40 40
=1÷5 Some learners may be able
5
12 ÷ 2 = 6 to simplify this answer to 1
1
and
There are now 12 sweets for
4
4 children, how many sweets If there are 3 strips of paper,
do they each receive? and 4 people want an equal
share then each person
Each child receives 3 sweets
or one quarter. 3
receives of a strip of
4
paper.

1 2 3

1 2 4

1 3 4
12 ÷ 4= 3 2 3 4

There are 3 cakes and 4

people who want an equal
amount. Each person
1
receives of each cake,
4
3
so each in total.
4

Cambridge Primary Mathematics 0096 Progression Grid v1.2 35

 e.g. There are 8 sweets. You
take 2 of them, What fraction
of the sweets did you take? 2
2 1
out of 8 = 2÷ 8=¿ =
8 4

numerator 2 1
= =
denominator 8 4

1Nf.03 Understand that a
half can act as an
operator (whole number
answers).
2Nf.04 Understand that
fractions (half, quarter and
three-quarters) can act as
operators.
3Nf.05 Understand that 4Nf.03 Understand that 5Nf.02 Understand that 6Nf.02 Understand that
fractions (half, quarter, unit fractions can act as proper fractions can act proper and improper
three-quarters, third and operators. as operators. fractions can act as
tenth) can act as operators.
operators.

In examples start by using Use examples that use Find halves, thirds, quarters 1 Initially use examples with 3
the word half and only move diagrams and tenths of numbers. In e.g. Learners find of this numbers that are easy to e.g. of 6 is equal to 9.
5 2
1 examples use the fraction
shape
calculate (tenths).
to the symbol when
2 e.g. 1 1 1 1 Ensure learners understand
notation , , ,
learners are secure with the 2 3 4 10 that operators are
concept. multiplicative rather than
additive.
e.g. half of 8 is 4
1 3
e.g. Learners find of this
In this example the fraction 1 3 e.g. of 100m is 30m
1 Learners find of the 10
(half) is operating on 8. 4 shape
2 Ensure learners understand
above shape
that to solve this example
The operator, one half,
several combinations of
decreases the original value
from 8 to 4. 3 operations could occur:
Use as the only non-unit
4 - Divide100m by 10 then

Cambridge Primary Mathematics 0096 Progression Grid v1.2 36


Learners should be able to
find half of any even number
from 0 to 20
Fractions as operators means
“fractions of” or half of.
What is one half of six?
Cambridge Primary Mathematics 0096 Progression Grid v1.2
3 fraction as it was covered in multiply by 3 or
Find of these marbles previous stages. - Multiply 100m by 3 then
4 divide by 10
The answer 30m is less than
1 100m because 100m was
Learners find of the multiplied by a fraction less
2
than 1
above marbles.
Fraction as operator: a unit Ensure learners understand
fraction is understood to be a that they can multiply a
Learners should be able to number that acts on another quantity that represents a
find quarter and half of number in the sense of fraction to find the whole
numbers from 1 to 20. Do shrinking the magnitude of quantity
not include examples that the number.
1
result in a mixed or improper 1 e.g. If of a length is
fraction. e.g. Find of 100. The 4
10 36cm, then the whole length
e.g. half of 6 = 3 answer is 10. is 36 × 4 = 144cm.
quarter of 12 = 3
1
The operator, ,
10
decreases the original value
from 100 to 10.
2Nf.05 Recognise the 3Nf.06 Recognise that 4Nf.04 Recognise that 5Nf.03 Recognise that 6Nf.03 Use knowledge of
1 1 3 two fractions can have an two proper fractions can improper fractions and equivalence to write
relative size of , , equivalent value (halves, have an equivalent value. mixed numbers can have fractions in their simplest
4 2 4
and 1, and the quarters, fifths and an equivalent value. form.
1 2 tenths).
equivalence of and ,
2 4
2 4
and , and 1.
2 4
Use diagrams and number Use examples where the Initially use examples that 7 1 Use examples of writing in
lines to assist learners in denominator and numerators are easy for learners to e.g. =3 simplest form where this is
2 2
understanding equivalence are in the 1, 2, 4, 5, or 10 understand the concept.
Use diagrams to show the
1 1 3
of fractions times tables. , , or a number of
1 2 equivalence between 2 4 4
e.g. e.g. is equivalent to ,
4 8 improper fractions and mixed fifths or tenths.
number, e.g.
37
 1 2 5 4 5 1 4 2
= = etc. =1 e.g. =
2 4 10 16 4 4 10 5
1 2 3 1 2 4 1
= = = =
4 8 12 7 14 20 5
1 2 4 Recognise that one whole is 4 1
= = 3 =3
equivalent to any fraction 20 5
5 10 20
which has the same
1 2 5 numerator and denominator
= =
10 20 50 and use this to identify
simple fractions with a total
Use diagrams to illustrate of 1
equivalences
1 5
3 4
e.g. ,
2 10 3 4
e.g. =
Use examples that include
diagrams (fraction wall),
numbers lines and table
squares to identify patterns
of equivalent fractions.)
× 1 2 3 4 5

1 1 2 3 4 5
2 2 4 6 8 10
3 3 6 9 12 15
4 4 8 12 16 20
5 5 10 15 20 25

1 2 3 4 5
e.g. = = = =
2 4 6 8 10
5Nf.04 Recognise that 6Nf.04 Recognise that
proper fractions, decimals fractions, decimals (one
(one decimal place) and or two decimal places)
percentages can have and percentages can
equivalent values. have equivalent values.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 38

 When learners have Include equivalences of
mastered equivalent fractions, decimals and
fractions introduce them to percentages for hundredths
the equivalence of fractions, (one or two decimal places).
decimals (place value) and e.g.
percentage, initially using ½
60 6 3
and 1 only, then progressing = = = 60% =
to tenths and hundredths 100 10 5
(one decimal place only). 0.6
e.g. 25 1
= = 25% = 0.25
50 1 100 4
is 50% = = 0.5
100 2 72
= 72% = 0.72
100 100
is 100% = 1
100 Use examples with mixed
numbers
10 1
100
=
10
= 10% = 0.1 1
e.g. 1 = 1.25
4
40 4
= = 40% = 0.4
100 10
1Nf.04 Understand and 2Nf.06 Understand and 3Nf.07 Estimate, add and 4Nf.05 Estimate, add and 5Nf.05 Estimate, add and 6Nf.05 Estimate, add and
visualise that halves can visualise that wholes, subtract fractions with the subtract fractions with the subtract fractions with the subtract fractions with
be combined to make halves and quarters can same denominator (within same denominator. same denominator and different denominators.
wholes. be combined to create one whole). denominators that are
new fractions. multiples of each other.

In examples start by using At this stage do not use the In examples use fraction Use examples that add and Use examples that add and Use examples that add and
the words one half and only fraction notation for three notation. subtract proper fractions with subtract proper fractions with subtract proper and improper
1 3 1 2 3 proper fractions (same proper fractions (same fractions with different
move to the symbol when quarters ( ) e.g. + = (answer denominator). Learners use denominators and denominators. Do not use
2 4 5 5 5 diagrams to add and subtract denominators that are examples that include mixed
learners are secure with the within one whole) fractions. multiples of each other). numbers in calculations:
concept.
Use diagrams to combine: 3 e.g. Learners use diagrams to
1 1
Use diagrams to show that +?=1 add and subtract fractions. 2 +3
one half and one half is 1
- quarters to make 3 quarters 7 3 5
whole. When adding fractions,

Cambridge Primary Mathematics 0096 Progression Grid v1.2 39

 One
quarter
One
quarter
One
quarter 1 1 3 4 1 1 4 1 learners express answers
+=1 + = e.g. + = + = greater than one as an
one one 4 8 8 8 2 8 8 8
improper fraction and a
half half Three quarters 1 5 mixed number.
1-=
4 8
- halves to make one and a 3 2 21 10
+ = + =
1 whole half 3 1 4 3 1 6 1 7 5 7 35 35
e.g. + = 1 2 3 6 + = + =
On One One
5 5 5 + + = 4 8 8 8 8 31
4 halves is 2 wholes.
e half half
8 8 8 8
half
Learners use diagrams to 1 1 1 35
add and subtract fractions. 3 5 21 25
4 4 4 1 + = + =
1 whole
one one
1 1 1 1 8 5 7 35 35
half half
5 5 5 5 9 3 6 46
2
- one quarter with one half to − =
wholes 10 10 10 7 35
make 3 quarters
one one
8 11
half half One 4 =1
quart 3 3 6 3 9 35
er
3 15 2 + = + =
and − = When adding and 4 8 8 8 8
One half 5 5 5 or When adding or subtracting
subtracting fractions,
learners express answers 24 12 36 fractions, ensure learners
+ = can reduce fractions to their
3 greater than one as improper 32 32 32
fractions. They are not simplest form where this is
Three quarters 5 Ensure learners understand
required to simplify or 1 1 3
1 1 1 9 , , or a number of
convert to a mixed number. the equivalence to . 2 4 4
5 5 5 8 fifths or tenths.
3 2 5
+ = and not 1 When adding and
4 4 4 e.g.
subtracting fractions,
2 1 learners express answers 2 2 2 10
+ = + =
5 4 greater than one as improper 15 3 15 15
4 8 12 3
fractions They are not 12 4
required to simplify or =
+ = and not 15 5
8 8 8 2 convert to a mixed number
4 1 3 3 6 2
or 1 or 1
8 2 4
+
4
=
4
and not 1
4
3 1
or or 1
2 2

Cambridge Primary Mathematics 0096 Progression Grid v1.2 40

 5Nf.06 Estimate, multiply 6Nf.06 Estimate, multiply
and divide unit fractions and divide proper
by a whole number. fractions by whole
numbers.
Use diagrams to assist Use diagrams to assist
learners. learners.
1 1
e.g. ÷4 =
2 8 2 6
e.g. 3 x = =2
3 3

1
8

1 3
3
5
x4 4
1
=
4
1 1 1 1
4 4 4 4

3
4
Ensure learners understand
that when the numerator and
denominator are the same
number, effectively you are
multiplying by 1.
3
e.g. 15 x = 15 x 1 = 15
3

Cambridge Primary Mathematics 0096 Progression Grid v1.2 41

 4Nf.06 Understand
percentage as the number
of parts in each hundred,
and use the percentage
symbol (%).
Ensure learners understand
the relationship of
percentage as hundredths of
one whole or per cent is
another way of expressing
fractions in terms of
hundredth.
Ensure learners understand
that 100% is equivalent to 1
1 is 20 centimetres long and I
whole, 50% is half, 25% is
4 cut a piece from it that is 5
3
, 75% is , and 1% is 1
4
hundredth or 1 per hundred
3Nf.08 Use knowledge of 4Nf.07 Use knowledge of
Cambridge Primary Mathematics 0096 Progression Grid v1.2
5Nf.07 Recognise
percentages of shapes,
and write percentages as
a fraction with
denominator 100.
Ensure learners know that 1
per cent means 1 per 100 or
1 hundredth = 0.01 = (1%)
Learners express tenths and
hundredths as percentages.
e.g. Shade 10% of the
square
Use knowledge of place
value to assist learners.
e.g.
1 1
1s s s
10 100
0.09 is the same as 9
9 increase is $20, and the new
hundredths = = 9%
100
5Nf.08 Understand the
6Nf.07 Recognise
percentages (1%, and
multiples of 5% up to
100%) of shapes and
whole numbers.
e.g. find 15% of 4 kg
Ensure learners make the
connection between fractions
and percentages
e.g.
1
25% of 60 = of 60 = 15 or
4
If I have a block of wood that
centimetres long, what
percentage did I cut?
Learners use their
knowledge of equivalence to
1
find out 5cm is of 20 and
4
therefore 25%.
e.g. e.g. if an item is initially
priced at $200 and the price
increases by 10%, then the
price will be $220.
Link with percentages,
angles and fractions of pie
charts
6Nf.08 Understand the
42
 equivalence to compare
and order unit fractions
and fractions with the
same denominator, using
the symbols =, > and <.
e.g. order from smallest to
largest
1 1 1
, , or
2 5 10
1 5 3
, ,
10 10 10
Ensure learners understand
the relative size of unit
fractions - the larger the
denominator the smaller
each piece will be.
1 1
e.g. is smaller than
5 4
because the denominator 5
is larger than the
denominator 4.
Ensure learners understand
that fractions with the same
denominator, the numerator
determines its size.
1 3
e.g. is smaller than
5 5
because both fractions have
Cambridge Primary Mathematics 0096 Progression Grid v1.2
equivalence to compare
and order proper
fractions, using the
symbols =, > and <.
Use examples where one
denominator is multiple of
the other
3 7
e. g. and
5 10
In the sub-strand ‘Place
value, ordering and
rounding’ learners use these
symbols to order and
compare positive and
negative numbers.
relative size of quantities
to compare and order
numbers with one decimal
place, proper fractions
with the same
denominator and
percentages, using the
symbols =, > and <.
e.g. Order from smallest to
largest:
2.3, 5.4, 2.4, 1.9 and 5.3
1 5 3 7
, , ,
8 8 8 8
2 3
10%, , 0.3, 20%,
5 5
relative size of quantities
to compare and order
numbers with one or two
decimal places, proper
fractions with different
denominators and
percentages, using the
symbols =, > and <.
Use examples where the
denominators are limited to
10 or less.
Use equivalence to help
order fractions
5 1 7 3
e.g. , ,
8 4 8
and
4
where
1 2 3 6
= and =
4 8 4 8
Ensure learners are
confident ordering and
comparing numbers with the
same number of decimal
places before progressing to
numbers with different
number of decimal places.
e.g. 4.56, 4.65, 5.07, 5.70;
4.56, 4.06, 5.1, 5.70
Learners often
misunderstand the value of
decimals
e.g. 0.37 is smaller than 0.4
Use known facts to find
43
 the same denominator and 1 1
equivalent fractions of , ,
1 2 4
the numerator for is 1 and
5 1
, e.g. ¼=0.25, so ¾ =0.75
3 1 5
for is 3 so is smaller than
5 5 1
3 = 0.2
. 5
5
2
= 0.4
Learners use the symbols < 5
or > to compare and order
values
3 1
e.g. 
5 5

In the sub-strand ‘Place

value, ordering and
rounding’ learners use these
symbols to order and
compare 3-digit positive
numbers.

5Nf.09 Estimate, add and 6Nf.09 Estimate, add and

subtract numbers with the
same number of decimal
places.
e.g. Calculations to involve
tenths or hundredths. Both
numbers with 1 decimal
place (tenths) 23.1 + 35.3 =
58.4 or both numbers with 2
decimal places (hundredths)
4.83 - 2.78 = 2.05
Ensure learners use
knowledge of place value.
subtract numbers with the
same or different number
of decimal places.
Calculations to involve
tenths, hundredths or
thousandths.
123.56 + 23.745
23.1 - 4.237 = 18.863
Ensure learners use
knowledge of place value.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 44

 5Nf.10 Estimate and
multiply numbers with one
decimal place by 1-digit
whole numbers.
e.g.
4.6 x 9,
13.6 × 7
5Nf.11 Understand that:
- a proportion compares
part to whole
- a ratio compares part to
part of two or more
quantities.
When discussing proportion
use the language “in every”
or “out of”. When discussing
ratio use the language “for
every”
e.g. imagine a row with a
Cambridge Primary Mathematics 0096 Progression Grid v1.2
6Nf.10 Estimate and
multiply numbers with one
or two decimal places by
1-digit and 2-digit whole
numbers.
e.g. 4.6 x 9, 16.5 x 3 and
114.3 x 5
6.37 x 8 and 15.21 x 5
7.3 x 12, 25.7 x 15 and
125.6 x 18
9.84 x 36 and 12.11 x 15
6Nf.11 Estimate and
divide numbers with one
or two decimal places by
whole numbers.
Use examples that are easy
for learners to recognise and
calculate
23.46 ÷ 23 instead of 23.56 ÷
23 as 56 is not multiple of 23
20.05 ÷ 5
6Nf.12 Understand the
relationship between two
quantities when they are
in direct proportion.
Ensure learners understand
what is meant by “in
proportion”.
e.g. a model is in proportion
to a real dog. The dog is 9
times as big as the model. If
45
 repeating pattern of 3 white
squares and 1 grey square.
Etc.
Proportion: 1 in every 4
squares is grey
Ratio: For every 1 grey
square there are 3 white
squares
Ensure learners understand
that the order of the numbers
is important in a ratio.
e.g. in a bag there are 4 red
and 5 blue counters. The
ratio of red to blue is 4:5 not
5:4
the model is 4cm tall, the
real dog will be 36cm tall (9 x
4 = 36). If the real dog’s tail
is 18cm long, the tail on the
model will be 2cm long (9 x 2
= 18)?
Ensure learners understand
that when one quantity
increases (or decreases) the
other quantities increase (or
decrease) in the same ratio.
E.g. A photocopy is in
proportion to the original. If
the original is 30cm by 40cm.
What sizes can be the
photocopies?
Use simple recipe examples

Ensure learners understand e.g. to adapt a recipe for 6

how to write proportion and people to one for 3 or 12
ratio (including using the people
notation ‘:’) for a given
situation and write proportion
in different ways using
knowledge of equivalence of
fractions and percentages
(multiples of 10).
e.g. in a bag there are 4 red,
3 green counters and 3 blue
counters. The ratio of red to
green to blue counters is
4:3:3. The proportion of red
4
is which is also the same
10
as 40%.

6Nf.13 Use knowledge of

equivalence to
understand and use

Cambridge Primary Mathematics 0096 Progression Grid v1.2 46

 equivalent ratios.
e.g. the following ratios are
equivalent

e.g. a builder uses sand and

cement. He uses 3 bags of
sand for every 2 bags of
cement. If there are 10 bags
of cement, how many bags
are sand?
Use a table or diagram to
assist learners.
Sand 3 15
Cement 2 10

When discussing ratio,

ensure learners understand
that a ratio shows the
relationship between two or
more quantities, so a single
number cannot express a
ratio.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 47

 Geometry and Measure
Time
Stage 1
1Gt.01 Use familiar
language to describe units
of time.
Daily routines (bedtime
stories; yesterday, today,
tomorrow; morning,
afternoon and evening).
Recognise the everyday
language used to describe
familiar activities related
to time e.g. your birthday
happens once a year, we
play the same sport every
day or every week.
Learners do not need to
understand the relationship
between units of time.
1Gt.02 Know the days of
the week and the months
of the year.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Stage 2
2Gt.01 Order and
compare units of time
(seconds, minutes, hours,
days, weeks, months and
years).
Learners should understand
relationships such as: a
second is less than a minute,
an hour is more than a
minute, etc.
Learners need to know that
there are 60 minutes in an
hour to read a clock. They do
not need to know that there
are 60 seconds in a minute
or 24 hours in a day.
Learners should be able to
order the days of the week
and the months of the year
by name with or without the
aid of a calendar
e.g. Wednesday comes
before Thursday.
Stage 3
3Gt.01 Choose the
appropriate unit of time for
familiar activities.
e.g. age is measured in
years, we sleep for
approximately 8 hours, a
football match lasts 90
minutes.
Introduce activities that allow
learners to estimate how
many times they can do an
activity in one minute, one
hour, etc.
Stage 4 Stage 5 Stage 6
4Gt.01 Understand the 5Gt.01 Understand time
direct relationship intervals less than one
between units of time, and second.
convert between them.
Relationships such as Match the activity to its likely
time span: blink of an eye,
 60 seconds(s) in a minute
boil an egg, run 25m, walk
(min)
 60 minutes in an hour (h) 100m.
Likely time span: 0.5sec,
 24 hours in a day
 number of days in each 5min, 5sec, 25sec
month (including leap
years)
 52 weeks in a year
 12 months in a year
Use whole numbers only
(e.g. 100 minutes is one hour
and 40 minutes).
In Stage 5 learners are
introduced to decimals in the
Number strand when adding
and subtracting numbers.
However, do not use
examples involving time in
decimals such as 1.5 hours
as learners often misinterpret
this as 1 hour and 50
minutes instead of 1 hour
and 30 minutes.
48
 1Gt.03 Recognise time to
the hour and half hour.
e.g. ten o’clock in the
morning, half past three in
the afternoon.
2Gt.02 Read and record
time to five minutes in
digital notation (12-hour)
and on analogue clocks.
e.g. twenty-five past one in
the afternoon (1:25), twenty
to ten in the morning (9:40),
quarter past in the evening
(10:15), half past three in the
afternoon (3:30), quarter to
nine (8:45) in the evening.
3Gt.02 Read and record
time accurately in digital
notation (12-hour) and on
analogue clocks.
e.g. sixteen minutes past
one in the afternoon (1:16),
9:40 can be read as 40
minutes past 9, twenty to ten
in the morning or twenty to
ten in the evening.
4Gt.02 Read and record
time accurately in digital
notation (12- and 24-hour)
and on analogue clocks.
e.g. 3:30 in the afternoon
can be recorded as 15:30 or
3:30pm, and 3:30 in the
morning as 3:30 or 3:30am.
Ensure learners understand
that when 24 hours is
reached, they have reached
a new day and must go back
to zero with their counting.
5Gt.02 Compare times
between time zones in
digital notation (12- and
24-hour) and on analogue
clocks.
e.g. a quarter to four in the Learners continue to read,
record and compare times in
afternoon is later than 15:40.
context (12- and 24-hour
Ensure learners understand clocks).
that the world is divided into
24 time zones but the
comparison between time
zones will depend on the
time of year.
Ensure learners understand
that clocks are usually set
one hour apart in adjacent
time zones. Some countries
have more than one time
zone.

2Gt.03 Interpret and use
the information in
calendars.
Ensure learners understand
that calendars are used to
organise time in days, weeks
and months of a particular
year.
3Gt.03 Interpret and use
the information in
timetables (12-hour
clock).
Ensure learners understand
that timetables are a plan of
times at which events are
scheduled to take place
usually organised in hours
and minutes.
4Gt.03 Interpret and use
the information in
timetables (12- and 24-
hour clock).
Ensure learners understand Learners continue to interpret and use calendars and
that timetables often use a timetables to calculate times (12- and 24-hour clocks).
24-hour clock to differentiate
between morning, afternoon
and evening times.

3Gt.04 Understand the
difference between a time
and a time interval. Find
time intervals between the
same units in days,
weeks, months and years.
4Gt.04 Find time intervals
between different units:
- days, weeks, months
and years
- seconds, minutes and
hours that do not bridge
5Gt.03 Find time intervals
in seconds, minutes and
hours that bridge through
60.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 49


Ensure learners understand
that the difference between
being 5 years old and the
interval 5 years: a time
interval measures the length
of time between two given
times.
e.g. If an project runs from
February to June, it
represents a time interval of
4 months. An activity
happening in February,
happens 2 months earlier
than an activity in April.
Use examples that use the
same units only, so that
learners do not need to
convert between units.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
through 60.
e.g. A journey that starts at
7:00 on February 15th and
ends at 7:30 on February
16th has a time interval of 1
day and 30 minutes.
Ensure learners can bridge
through 60
e.g. a digital clock that
displays 5:57 in five minutes
will display 6:02 not 5:62
5Gt.04 Recognise that a
time interval can be
expressed as a decimal,
or in mixed units.
e.g. know that 0.5 hours
corresponds to 30 minutes or
0.5 minutes corresponds to
30 seconds or 1.5 days is
equivalent to 1 day and 12
hours not 1 day and 5 hours,
so that learners can
calculate time intervals
represented in a decimal
format.
6Gt.01 Convert between
time intervals expressed
as a decimal and in mixed
units.
Start with examples that are
easy recognisable and easy
to calculate
e.g. 5.5 hours is equivalent
to 5 hours and 30 minutes.
3.25 hours is equivalent to 3
hours and 15 minutes (0.25
1 1
is and of an hour is 15
4 4
minutes)
Learners should understand
that time can be represented
50
 in decimal format (usually as
the result of a calculation)
and that it can be converted
to hours and minutes, and
even parts of a minute.
e.g. 1.5 hours is equivalent
to 1 hour and 30 minutes not
1 hour and 50 minutes

Tenths can be converted

easily

0.1 0.2 0.3

min min min

6s 12 s 18 s

0.1 h 0.2 h 0.3 h

6 min 12 18
min min

e.g. convert 3.7 hours into

hours and minutes
0.7 x 60 = 42 minutes
3 hours and 42 minutes

Do not include examples

where learners need to
convert from whole numbers
to decimals.
e.g. 11 seconds into minutes

Cambridge Primary Mathematics 0096 Progression Grid v1.2 51

 Geometry and Measure
Geometrical reasoning, shapes and measurements
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Gg.01 Identify, describe 2Gg.01 Identify, describe, 3Gg.01 Identify, describe, 4Gg.01 Investigate what 5Gg.01 Identify, describe, 6Gg.01 Identify, describe,
and sort 2D shapes by sort, name and sketch 2D classify, name and sketch shapes can be made if classify and sketch classify and sketch
their characteristics or shapes by their 2D shapes by their two or more shapes are isosceles, equilateral or quadrilaterals, including
properties, including properties, including properties. Differentiate combined, and analyse scalene triangles, reference to angles,
reference to number of reference to regular between regular and their properties, including including reference to symmetrical properties,
sides and whether the polygons, number of sides irregular polygons. reference to tessellation. angles and symmetrical parallel sides and
sides are curved or and vertices. Recognise properties. diagonals.
straight. these shapes in different
positions and orientations.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 52

 Emphasise the properties
(number of sides),
characteristics (colours, size
and type of material) of
shapes rather than just their
names.
Identify and recognise that
squares, circles, triangles
and rectangles are 2D
shapes.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Introduce learners to regular
polygons only.
e.g. pentagons, hexagons
and octagons
Learners continue to use
shapes to make patterns
using physical equipment
including repeating a shape
to see if it will fit together
(tessellation).
2Gg.02 Understand that a
circle has a centre and
any point on the boundary
is at the same distance
from the centre.
Learners identify the centre
of a circle practically, for
example, by folding a paper
circle in half and half again to
create quadrants. Learners
measure the folds created to
Familiarise learners with
regular and irregular
polygons.
Include:
 Semi-circles and circles
 relevant information
(properties)
 irrelevant information (e.g.
characteristics such as
colour)
 non-examples (e.g. dice).
 shapes in a range of
different orientations
 reference to number of
sides, number of vertices,
curved, straight edges.
Ensure that learners identify
and sketch examples of 2D
shapes in patterns, art and
architecture
e.g.
e.g. combine two triangles to
make a larger triangle or
square
e.g. combine two
parallelograms to make a
larger parallelogram. Further
parallelograms can be added
to form a tessellating pattern.
Learners should be able to
identify non-examples,
relevant and irrelevant
information.
Include reference to number
of sides, number of vertices,
curved, straight edges, right
angles, parallel edge.
Ensure learners understand
that a 2D shape with a
curved side is not a polygon
and use this to classify
shapes as a polygon or not.
e.g. an isosceles triangle has
two equal angles, 2 equal
sides and one line of
symmetry.
Ensure learners understand
that all triangles will
tessellate
Include parallelogram,
rhombus, trapezium and kite.
e.g. a parallelogram can be
decomposed into two
triangles and a rectangle.
Ensure learners understand
that if line a is parallel to b
and b is parallel to c, then a
is parallel to c.
a b c
Ensure learners understand
that all quadrilaterals will
tessellate
6Gg.02 Know the parts of a
circle:
- centre
- radius
- diameter
- circumference.
Ensure learners understand
that the diameter is twice the
radius.
Ensure learners know that
perimeter of a circle is called
53
 understand that at any point a circumference, and that
on the boundary is the same any length inside the circle
distance from the centre. that does not pass through
the centre is not a diameter.

1Gg.02 Use familiar 2Gg.03 Understand that 3Gg.02 Estimate and

language to describe
length, including long,
longer, longest, thin,
thinner, thinnest, short,
shorter, shortest, tall,
taller and tallest.
Learners should also
understand that height and
distance are lengths.
Learners should discuss
measurements using
language in local contexts.
length is a fixed distance
between two points.
Estimate and measure
lengths using non-
standard or standard
units.
Ensure learners understand
that two lengths can be
added together to give a
longer length or subtracted
to find their difference.
Ensure that learners know
why it is better to measure
length in standard units
rather than non-standard
units.
Only introduce centimetres
and metres, and ensure
learners know that
centimetres are used to
measure short lengths and
metre for longer lengths.
measure lengths in
centimetres (cm), metres
(m) and kilometres (km).
Understand the
relationship between
units.
Ensure learners can Learners continue to use length in context.
compare the relative sizes of
cm, m and km.
Which is the longest
measurement out of the
following?
a) 3 m, 3 km, 3 cm
b) 5 km, 1 m, 50 cm
c) 15 cm, 10 km, 7 m

3Gg.03 Understand that 4Gg.02 Estimate and 5Gg.02 Estimate and

perimeter is the total
distance around a 2D shape
and can be calculated by
adding lengths, and area is
how much space a 2D shape
occupies within its boundary.
measure perimeter and
area of 2D shapes,
understanding that two
areas can be added
together to calculate the
area of a compound
shape.
measure perimeter and
area of 2D shapes,
understanding that
shapes with the same
perimeter can have
different areas and vice
versa.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 54

 Ensure learners understand
that to find the perimeter of a
shape they measure the
length of each side and find
the total.
Use whole numbers in a e.g. a rectangle has a
single metric unit (e.g. either perimeter of 32 cm, what is
metres or centimetres, not the area of the rectangle?
both together). Why?
Ensure learners use the
notation for area, square
centimetres (cm2) and
square metres (m2).

2Gg.04 Draw and
measure lines, using
standard units.
Ensure learners understand
that when making
measurement using a ruler
they should start from zero.
Include lines that can be
measured in cm or m.
3Gg.04 Draw lines,
rectangles and squares.
Estimate, measure and
calculate the perimeter of
a shape, using
appropriate metric units,
and area on a square
grid.
Include shapes that cover
half squares.
1 m = 100 cm
1 km = 1000 m
Know the meaning of ‘kilo’,
‘centi’ and ‘milli’
4Gg.03 Draw rectangles
and squares on square
grids, and measure their
perimeter and area.
Derive and use formulae
to calculate areas and
perimeters of rectangles
and squares.
Ensure learners discover for
themselves that the area of a
square or rectangle can be
found by multiplying one side
length by the other side
length.
5Gg.03 Draw compound
shapes that can be
divided into rectangles
and squares. Estimate,
measure and calculate
their perimeter and area.
What is the perimeter and
area of this shape?
6Gg.03 Use knowledge of
area of rectangles to
estimate and calculate the
area of right-angled
triangles.
e.g. if the area of this
rectangle is 8cm2
4cm
2cm

- perimeter using millimetre

For area use the terminology
‘square units’ rather than
cm2, m2
e.g. The area of the square
below is 16 square units
(mm), centimetre (cm), metre (Perimeter 30cm, Area Then, the area of each right
(m) and kilometre (km) and 29cm2) angle triangle is 4cm2
understand their
relationships
- area using square
2cm
centimetres (cm2) and
square metres (m2) and
square kilometres (km2). 4cm

4Gg.04 Estimate the area

of irregular shapes on a

Cambridge Primary Mathematics 0096 Progression Grid v1.2 55


1Gg.03 Identify, describe
and sort 3D shapes by
their properties, including
reference to the number
of faces, edges and
whether faces are flat or
curved.
Learners are expected to
identify whether a 3D shape
has flat faces or curved
surfaces. They are not
expected to use the
terminology ‘curved surface’.
Emphasise the properties of
shapes rather than just their
names.
Ensure learners use and
combine 3D shapes to make
patterns and other familiar
3D shapes, e.g. the 3D
shapes
can be combined to form a
3D shape that looks like a
house:
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Gg.05 Identify, describe,
sort and name 3D shapes
by their properties,
including reference to
number and shapes of
faces, edges and vertices.
e.g. Circles on a cylinder,
triangle on a pyramid.
Learners continue to use
shapes to make patterns.
3Gg.05 Identify, describe,
sort, name and sketch 3D
shapes by their
properties.
e.g. compare the similarities
and differences between
pyramids and prisms
Ensure that learners identify
examples of 3D shapes in
patterns, art, architecture,
and the environment, such
as tables, car wheels, coins,
boxes, dice, food etc.
square grid (whole and
part squares).
Start with rectilinear shapes
and then irregular shapes
with curved sides.
4Gg.05 Identify 2D faces
of 3D shapes, and
describe their properties.
e.g. compare the similarities
and differences between
squares, rectangles, cubes
and cuboids.
5Gg.04 Identify, describe
and sketch 3D shapes in
different orientations.
Use isometric paper or other
resources to assist in
sketching 3D shapes. Sketch
rather than accurately draw.
6Gg.04 Identify, describe
and sketch compound 3D
shapes.
e.g. find the least number of
centimetre cubes needed to
turn this shape into a cuboid:
Answer: 9 cm3
Link to Number strand
learning objective 6Ni.08.
56
 1Gg.04 Use familiar 2Gg.06 Understand that
language to describe mass is the quantity of
mass, including heavy, matter in an object.
light, less and more. Estimate and measure
familiar objects using non-
standard or standard
units.
Standard units such as
grams and kilograms and
any other units used in local
contexts.
1Gg.05 Use familiar 2Gg.07 Understand that
language to describe capacity is the maximum
capacity, including full, amount that an object can
empty, less and more. contain. Estimate and
measure the capacity of
familiar objects using non-
standard or standard
units.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
3Gg.06 Estimate and
measure the mass of
objects in grams (g) and
kilograms (kg).
Understand the
relationship between
units.
1kg =1000 g
3Gg.07 Estimate and
measure capacity in
millilitres (ml) and litres (l),
and understand their
relationships.
Use liquids only.
1 litre = 1000 ml
Learners continue to use mass in context.
Learners continue to use capacity in context.
6Gg.05 Understand the
difference between
capacity and volume.
Volume is the amount of
space taken up by an object,
while capacity is the
measure of an object's ability
to hold a substance, like a
solid, a liquid or a gas.
e.g. a flask can have a
capacity of 1 litre but be filled
with 0.5 litre of water. So, the
volume of water is 0.5 litre.
57
 1Gg.06 Differentiate
between 2D and 3D
shapes.
1Gg.07 Identify when a
shape looks identical as it
rotates.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Gg.08 Identify 2D and
3D shapes in familiar
objects.
The bottom of a glass looks
like a circle.
The top of the box looks like
a square.
Ensure that learners identify
examples of familiar 2D and
3D shapes in the
environment, such as
football, clock, computer
screen, window
is a sphere
2Gg.09 Identify a
horizontal or vertical line
of symmetry on 2D
shapes and patterns.
3Gg.08 Recognise
pictures, drawings and
diagrams of 3D shapes.
e.g. drawings of cylinders
Use examples that allow
learners the opportunity to
create shapes
e.g. create the shape in the
picture below using blocks or
other generic maths
equipment
3Gg.09 Identify both
horizontal and vertical
lines of symmetry on 2D
shapes and patterns.
4Gg.06 Match nets to
their corresponding 3D
shapes.
e.g. unfold packets to identify
their nets or shapes (cubes,
cuboids, cylinders and cones
etc.)
Include reference to the
number and shapes of faces.
4Gg.07 Identify all
horizontal, vertical and
diagonal lines of
symmetry on 2D shapes
5Gg.05 Identify and
sketch different nets for a
cube.
e.g. different nets of an open
or closed cube
Ensure learners identify nets
that will not produce a cube.
Ensure learners have the
opportunity to make nets
using cut paper.
5Gg.06 Use knowledge of
reflective symmetry to
identify and complete
6Gg.06 Identify and
sketch different nets for
cubes, cuboids, prisms
and pyramids.
Ensure learners have the
opportunity to make nets
using cut paper.
Include reference to their
properties, e.g. a cube has 6
faces and the net is made up
of six squares.
6Gg.07 Understand the
relationship between area
of 2D shapes and surface
area of 3D shapes.
Link surface area to work
on nets.
6Gg.08 Identify rotational
symmetry in familiar
shapes, patterns or
images with maximum
58

e.g. Using a mirror or folding to
confirm.
e.g. a sheet of paper folded
in half (line of symmetry); a
sheet of paper folded
unevenly (no line of
symmetry).
Learners can use turn and This includes identifying
rotate interchangeably examples in the
environment.
e.g. a picture of a butterfly
showing the mirror line or
fold line and looks identical
only once in a full turn.
Also include examples with
no lines of symmetry.
2Gg.10 Predict and check
how many times a shape
looks identical as it
completes a full turn.
2Gg.11 Understand that
an angle is a description
of a turn, including
reference to the terms
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Using a mirror or folding to
confirm.
Ensure that learners
understand that the same
shape or pattern can have
more than one line of
symmetry.
Ensure learners recognise
examples of vertical and
horizontal lines of symmetry
in the environment and art.
e.g.
3Gg.10 Compare angles
with a right angle.
Recognise that a straight
line is equivalent to two
and patterns.
e.g. all lines of symmetry of
squares, rectangles,
pentagons, octagons,
parallelograms
e.g. draw all 8 lines of
symmetry on a regular
octagon
Ensure learners recognise
examples of horizontal,
vertical and diagonal lines of
symmetry in the environment
and art.
4Gg.08 Estimate,
compare and classify
angles, using geometric
vocabulary including
symmetrical patterns.
e.g. colour three more
squares so that this pattern
has 2 lines of symmetry
Include diagonal lines of
symmetry
e.g. colour two more squares
so that this pattern has 2
lines of symmetry
5Gg.07 Estimate,
compare and classify
angles, using geometric
vocabulary including
order 4. Describe
rotational symmetry as
‘order x ’.
e.g. an equilateral triangle
has rotational symmetry
order 3, a square has
rotational symmetry order 4;
the letters A and T do not
have rotational symmetry but
they do have lines of
symmetry
6Gg.09 Classify,
estimate, measure and
draw angles.
59
 whole, half and quarter
turns, both clockwise and
anticlockwise.
Identify right angles in 2D
shapes and in the
environment.
Ensure learners recognise
that a right angle is a quarter
turn.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
right angles or a half turn.
Learners identify whether
angles are greater than or
less than a right angle.
acute, right and obtuse.
Do not measure angles,
instead use benchmarks 90
degrees, 180 degrees to
identify less than or more
than 90 or 180 degrees.
Ensure learners know that:
 an angle less than a right
angle is called an acute
angle
 an angle greater than a
right angle and less than a
straight line is called an
obtuse angle
 a quarter turn is 90
degrees
 a half turn is 180 degrees
 a three-quarter turn is 270
degrees
 a full turn is 360 degrees
acute, right, obtuse and
reflex.
Know that a reflex angle is
greater than 180º but less than
360º.
No need to draw or measure
angles.
Obtuse angle
Reflex angle
5Gg.08 Know that the
sum of the angles on a
straight line is 180º, and
use this to calculate
missing angles on a
straight line.
e.g. What is the size of
angles a and b?
Use full circle protractors to
draw or measure angles.
e.g.36º.
123º
247º
6Gg.10 Know that the
sum of the angles in a
triangle is 180º, and use
this to calculate missing
angles in a triangle.
Learners should measure or
use paper folding to find the
sum of angles and to find
missing interior angles for all
types of triangle.
e.g.
60
 Include examples where
learners have to apply their
knowledge of the properties
of equilateral and isosceles
triangles.
e.g.
Find angle b.
180-40 = 140
140 ÷ 2 = 70°
So angle b is 70°

Cambridge Primary Mathematics 0096 Progression Grid v1.2 61

 1Gg.08 Explore
instruments that have
numbered scales, and
select the most
appropriate instrument to
measure length, mass,
capacity and temperature.
At this stage learners are
exploring non-standard
lengths so introduce them to
instruments that have scales:
rulers, balance scales to
measure mass, jugs to
measure capacity and
thermometers to measure
temperature.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Gg.12 Understand a
measuring scale as a
continuous number line
where intermediate points
have value.
 read from numbered
scales starting at zero
 use language of
approximation.
e.g. use rulers to measure
length, balance scale to
measure mass, jugs to
measure capacity and
thermometers to measure
temperature.
Read scales with fully
numbered divisions and
interpret the values that lie
between them, using
language of approximation,
e.g. part way between 3 and
4, slightly more than 1, more
than 3 but less than 4.
3Gg.11 Use instruments 4Gg.09 Use knowledge of
that measure length, fractions to read and
mass, capacity and interpret a measuring
temperature. scale.
 estimate first and then Ensure that learners use Learners continue to read and interpret a measuring
measure knowledge of fractions to scale in context.
 round up if the read scales: half way,
measurement is past or quarter of the way.
equal the half-way point Read scales with partially
between readings numbered divisions and
round down if the interpret values to the
measurement is less than nearest division or half
the half-way point between division.
readings.
Interpret values that lie
between divisions on
numbered and partially
numbered scales, rounding
up or down to the nearest
labelled division.
62
 6Gg.11 Construct circles
of a specified radius or
diameter.
Using a ruler and compass
or digital technology.
Ensure learners understand
that a circle is a set of points
that are the same distance
from the centre.
e.g. draw the set of points
that are exactly 3cm from the
point A.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 63

 Geometry and Measure
Position and transformation
Stage 1
1Gp.01 Use familiar
language to describe
position and direction.
Language such as left, right,
up, down, under, above,
below, in front of, behind.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Stage 2
2Gp.01 Use knowledge of
position and direction to
describe movement.
This includes:
 clockwise and anti-
clockwise.
 equivalent descriptions
(e.g. a quarter of a turn
clockwise and another
quarter of a turn clockwise
is equivalent to a half turn
clockwise)
 reverse descriptions (e.g.
two steps forward, two
steps backwards)
Emphasise oral descriptions
rather than reading and
writing them.
Stage 3
3Gp.01 Interpret and
create descriptions of
position, direction and
movement, including
reference to cardinal
points.
This includes:
 clockwise, anti-clockwise
 up, down, above, below,
next to, between, under,
right, left, straight on
Emphasise written
instructions as well as oral.
Learners start creating and
interpreting simple grid
maps.
e.g. Imagine you are facing
south. Write the instructions
for the route from start to
finish. Start with: Move south
1 square, turn right ……
Start

N
Finish
Stage 4 Stage 5 Stage 6
4Gp.01 Interpret and
create descriptions of
position, direction and
movement, including
reference to cardinal and
ordinal points, and their
notations.
Ensure learners understand
that ordinal points [northeast
(NE), southeast (SE),
southwest (SW) and
northwest (NW)] are halfway
between cardinal points
[north (N), east (E), south
(S), west (W)] on a compass.
Ordinal points represent
angles less than 90º.
e.g. describe all the different
routes from A to B, travelling
only northeast or northwest
Use simple scales, legends
and directions to interpret
information contained on a
map.
64
 4Gp.02 Understand that
position can be described
using coordinate notation.
Read and plot coordinates
in the first quadrant (with
the aid of a grid).
Ensure learners can draw a
pair of coordinate axes for
the first quadrant and
understand that the axes
represent two number lines.
Know that the areas of the
graph between axes are
called quadrants.
Identify points on a 2D grid
using coordinates (the first
number represents the
movement in the horizontal
direction and the second
number the vertical
direction). Start to use the
language: the first number
refers to the x coordinate
and the second number
refers to the y coordinate,
referring to x-axis and y-axis.
e.g., (3, 1) describes a point
starting at the origin and
moving 3 squares horizontal
and 1 square vertical so (3,
1) and (1, 3) describe
different points
Cambridge Primary Mathematics 0096 Progression Grid v1.2
5Gp.01 Compare the
relative position of
coordinates (with or
without the aid of a grid).
First quadrant only.
e.g. Point (2,6) is further
away from y-axis than point
(1,3).
This is point (5, 5). Estimate
the position of (1,3).
(5, 5)
6Gp.01 Read and plot
coordinates including
integers, fractions and
decimals, in all four
quadrants (with the aid of
a grid).
Ensure learners understand
that coordinates can be
represented by both negative
and positive values, and
fractions and decimals.
e.g.
negative and positive values
(1, 1), (-2, 3), (1, -2), (-3, -4),
decimals or fractions (1, 1.5),
1
(-2.5, 3), ( , -2),
2
9 1 3
(-3, - ) ( , 2), (1, - ).
2 2 4
65
 5Gp.02 Use knowledge of
2D shapes and
coordinates to plot points
to form lines and shapes
in the first quadrant (with
the aid of a grid).
Ensure learners can use
geometric information to find
a missing vertex.
In the image below, if (5, 5)
is point A of the square, what
are the other points?
If you draw a line between
(1,1) and (5, 1), this forms
one side of a square, draw
the other sides of the square
(in the first quadrant).
Cambridge Primary Mathematics 0096 Progression Grid v1.2
6Gp.02 Use knowledge of
2D shapes and
coordinates to plot points
to form lines and shapes
in all four quadrants.
Ensure learners can use
geometric information to find
a missing vertex or a second
point on a line.
e.g. plot the points A(1, 4),
B(–2, 3), C(–1, 4) ABCD is a
parallelogram, find two
possible coordinates for D
66
 5Gp.03 Translate 2D
shapes, identifying the
corresponding points
between the original and
the translated image, on
square grids.
Ensure learners can
describe and perform a
translation on a square grid
using up, down, left, right or
a combination of horizontal
and vertical movements in
the first quadrant
e.g. A square ABCD has
been translated 3 squares to
the right.
Learners are not expected to
identify points using
coordinates. They should
use their geometrical
knowledge. Coordinates are
a separate concept that is
Cambridge Primary Mathematics 0096 Progression Grid v1.2
6Gp.03 Translate 2D
shapes, identifying the
corresponding points
between the original and
the translated image, on
coordinate grids.
Ensure learners can
describe and perform a
translation on a first quadrant
and all four quadrant
coordinate grid using up,
down, left, right.
e.g. Translate the blue
square 7 squares up.
67

2Gp.02 Sketch the
reflection of a 2D shape in
a vertical mirror line,
including where the mirror
line is the edge of the
shape.
Learners should sketch the
shapes on plain paper rather
than on grids because it is
the concept of reflection that
is important rather than
accuracy.
This includes examples in
the environment.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
3Gp.02 Sketch the
reflection of a 2D shape in
a horizontal or vertical
mirror line, including
where the mirror line is
the edge of the shape.
Learners should sketch the
shapes on plain paper rather
than on grids because it is
the concept of reflection that
is important rather than
accuracy.
4Gp.03 Reflect 2D
shapes in a horizontal or
vertical mirror line,
including where the mirror
line is the edge of the
shape, on square grids.
Ensure learners visualise
and sketch the result of
reflecting a shape along one
edge to create new shapes.
e.g. when you reflect a
square, the new shape
(adding both squares) is a
rectangle.
Learners should sketch the
shapes on square grids so
covered in another learning Reflection and rotation of
objective. shapes should be on
squared paper only at this
stage, whereas translation
Ensure that learners
can be done using
understand translation as
coordinates.
movement along a straight
line whilst maintaining its
size, shape and orientation
(every vertex moves in the
same direction by the same
amount).
Learners should join the
corresponding corners of a
pair of translated shapes
together to show the lines
formed are parallel and the
same length (in comparison
to reflection where the lines
are parallel but not equal
length).
5Gp.04 Reflect 2D 6Gp.04 Reflect 2D
shapes in both horizontal shapes in a given mirror
and vertical mirror lines to line (vertical, horizontal
create patterns on square and diagonal), on square
grids. grids.
Include examples where the Include examples where the
sides of the shape are not sides of the shape are not
68
 e.g. a picture of a butterfly count number of squares parallel or perpendicular to parallel or perpendicular to
reflected over the dotted line which will assist them in the mirror line. the mirror line.
understanding the concept of e.g.
reflection.

Learners should join the

corresponding corners of a
pair of reflected shapes
together to show parallel
lines formed.

6Gp.05 Rotate shapes

90º around a vertex
(clockwise or
anticlockwise).
Learners should join the
corresponding corners of a
pair of rotated shapes
together to show the lines
formed are not parallel (in
comparison to reflection and
translation where the lines
are parallel).

Cambridge Primary Mathematics 0096 Progression Grid v1.2 69

 Statistics and Probability
Statistics
Stage 1
1Ss.01 Answer non-
statistical questions
(categorical data).
Learners do not need to
know formal definitions such
as “categorical data”.
Categorical data refers to
characteristics such as
colour, names, personal
preferences, etc. where
there is only one answer.
Ask questions (on topics
familiar and of interest to
learners).
e.g.
What is your favourite fruit?
Questions can be cross
curricular, e.g. if reading The
Very Hungry Caterpillar:
Which food did the caterpillar
eat the most?
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Stage 2
2Ss.01 Conduct an
investigation to answer
non-statistical and
statistical questions
(categorical data).
Learners do not need to
know formal definitions such
as “categorical data”.
Ask questions such as:
What is your favourite book?
(non-statistical)
What is the favourite genre
of book of people in this
class? (statistical)
Discuss the difference
between a statistical and
non-statistical question with
learners so they are familiar
with these terms.
A non-statistical
question is one with a
deterministic answer (it has a
single answer), whereas a
statistical question is one
that will have variable
answers so collecting data is
necessary for it to be
answered.
Stage 3
3Ss.01 Conduct an
investigation to answer
non-statistical and
statistical questions
(categorical and discrete
data).
Learners do not need to
know formal definitions such
as “categorical and discrete
data”.
Discrete data refers to data
that can be counted and has
a finite number of possible
values in a given range, such
as number of siblings, how
many books they have read
this month etc.
Ask questions such as:
How many 3-letter words are
on this page? (non-
statistical)
What length are the words in
children’s books? (statistical)
Stage 4
4Ss.01 Plan and conduct
an investigation to answer
statistical questions,
considering what data to
collect (categorical and
discrete data).
Learners do not need to
know formal definitions such
as “categorical and discrete
data”.
Include examples where
learners need to decide what
data to collect in order to
answer the question
e.g.
Which of these two children’s
books is easier to read?
For this question learners
could suggest a number of
different measures to
investigate such as:
 word length
 number of pictures
 number of pages
 words per page.
Stage 5
5Ss.01 Plan and conduct
an investigation to answer
a set of related statistical
questions, considering
what data to collect
(categorical, discrete and
continuous data).
Learners do not need to
know formal definitions such
as “categorical, discrete and
continuous data”.
Continuous data refers to
data that can be measured
and has an infinite number of
possible values within a
selected range, e.g. mass,
height, temperature.
Include examples where
learners need to decide what
data to collect in order to
answer the question.
Learners should investigate
a range of these ideas,
rather than just one.
e.g.
Do 10-year olds have larger
body measurements than 9-
year olds?
For this question learners
could suggest a number of
different measures to
Stage 6
6Ss.01 Plan and conduct
an investigation and make
predictions for a set of
related statistical
questions, considering
what data to collect
(categorical, discrete and
continuous data).
Learners do not need to
know formal definitions such
as “categorical, discrete and
continuous data”.
Ensure learners make
predictions before
conducting their
investigation.
e.g.
“I think my data will show
that 10-year olds have a
larger shoulder width and
shoe size than 9-year olds”
Ask questions that allow
learners to collect more than
two variables including
categorical per observation,
to allow comparison of sub-
groups.
e.g. data collected for height
and gender could be split
into male heights and female
heights and compared
e.g.
70
 investigate such as:
 height
 hand span
 leg length
 arm span
 shoulder width
 shoe size
Learners may decide to
investigate height,
shoulder width and shoe
size to answer the original
question.
Is there a connection
between a person’s height
and their other body
measurements?
Learners may decide to
investigate whether there is
a link between height and
hand span, or height and
shoe size. This relationship
is best analysed using
scatter graphs.

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

1Ss.02 Record, organise 2Ss.02 Record, organise 3Ss.02 Record, organise 4Ss.02 Record, organise 5Ss.02 Record, organise 6Ss.02 Record, organise
and represent categorical and represent categorical and represent categorical and represent categorical and represent categorical, and represent categorical,
data using: data. Choose and explain and discrete data. Choose and discrete data. Choose discrete and continuous discrete and continuous
- practical resources and which representation to and explain which and explain which data. Choose and explain data. Choose and explain
drawings use in a given situation: representation to use in a representation to use in a which representation to which representation to
- lists and tables - lists and tables given situation: given situation: use in a given situation: use in a given situation:

Cambridge Primary Mathematics 0096 Progression Grid v1.2 71

 - Venn and Carroll - Venn and Carroll - Venn and Carroll - Venn and Carroll - Venn and Carroll - Venn and Carroll
diagrams diagrams diagrams diagrams diagrams diagrams
- block graphs and - tally charts - tally charts and - tally charts and - tally charts and - tally charts and
pictograms. - block graphs and frequency tables frequency tables frequency tables frequency tables
pictograms. - pictograms and bar - pictograms and bar - bar charts - bar charts
charts. charts - waffle diagrams - waffle diagrams and
- dot plots (one dot per - frequency diagrams for pie charts
count). continuous data - frequency diagrams
- line graphs for continuous data
- dot plots (one dot per - line graphs
data point). - scatter graphs
- dot plots.

Lists, tables, Record and organise Ensure learners can Record using a tally chart Continue to use tally Include frequency tables
tally answers to non-statistical correctly use tallies to and include a column to charts and frequency with percentages to cover
questions only. record categorical data. present frequencies tables where appropriate the idea of frequency as a
e.g. each learner asks a e.g. Learners ask their and explain choice of data proportion of the whole
peer “What is your friends “What is your representation. population Students can select their
favourite fruit?” and favourite colour?”. Representing grouped e.g. own groupings for
places a picture of the discrete data in a discrete or continuous
fruit next to their name: frequency table data
e.g.
Eva
Record discrete data, e.g.

Pierre Representing continuous

data in a frequency table
Carlos They should explain the (not using ≤, < until later
Learners organise advantages and stages)
information into lists or disadvantages of using a
tables: list, table or tally chart, to
organise information.
Apple Banana

Eva Pierre Ensure learners discuss

Carlos how to record a mass of
exactly 50kg, or 100kg.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 72

 Venn and Use Venn or Carroll Use Venn or Carroll Continue to use Venn and Use Venn diagrams or Continue to use Venn and Continue to use Venn and
Carroll diagrams to sort numbers diagrams to sort numbers Carroll diagrams with one Carroll diagrams to sort Carroll diagrams where Carroll diagrams where
or objects using one or objects using one or two criterion where data and objects using up appropriate and explain appropriate and explain
criterion; explain choices criterion or two criteria; appropriate and explain to three criteria. choice of data choice of data
using appropriate explain choices using choice of data e.g. use a Venn diagram representation. representation.
language including ‘not’. appropriate language representation. to compare characteristics For 2 sets learners can
e.g. including ‘not’. For Venn diagrams, of animals. create Carroll diagrams
e.g. sorting shapes by introduce the universal set from Venn diagrams and
colour (red and not red, and entries outside the vice versa.
circles and not circles). chosen sets.

Block graph, Use pictograms first and Draw block graphs Use pictogram where one Use examples that record Ensure learners know the Introduce bar charts with
pictogram, then show how this data directly from information object or drawing data in bar charts difference between bar grouped discrete data
bar chart can be represented in presented in tally charts represents one or two (discrete data), and do not charts (discrete data) and represented in groups of 2
block graphs where one e.g. data values. use histograms frequency diagrams, or (1 – 2, 3 – 4 etc.), 5 (1 –
object or drawing e.g. each image (frequency diagrams for histograms, (continuous 5, 6 – 10 etc.) and 10 (1 –
represents one data value represents two cars continuous data) as this data) and can explain 10, 11 – 20 etc.)
e.g. requires knowledge of which representation to e.g.
continuous data. use in a given situation.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 73

 Use bar chart scales in Use bar chart scales in
1s, 2s, 5s, 10s and 20s. 1s, 2s, 5s, 10s, 20s and
100s.
Ensure learners
understand the impact of
representations where
scales have different
Introduce the terminology intervals, e.g. comparing
of axes and initially use
examples that use words Ask learners to choose
rather than numbers on x suitable equal class
axis. Ensure learners intervals where
understand that a bar appropriate.
chart of discrete data
includes a gap between
They should explain the each bar, e.g.
advantages and
disadvantages of using a
pictogram or block graph
to represent information. and

At this stage do not use

examples that require
histograms (frequency
diagrams for continuous
data) as this requires
knowledge of continuous
data.
Use bar chart scales in 1s
and 2s.

Dot plots Use dot plots to record Use dot plots to record Continue to use dot plots
data, where each dot data, where each dot where appropriate and
represents 1 count. represents one data point explain choice of data
e.g. rather than one dot per representation.
count.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 74

 Number of 0 1 2 3 e.g.
pets
Number of 0 1 2 3
Frequency 6 2 3 5 pets

Frequency 6 2 3 5

Waffle Use diagrams that Use examples where the

diagrams represent proportions in total frequency is 4, 5, 10
and pie data, e.g. waffle or 20. If using other
charts diagrams, to assist frequencies, ensure
learners in understanding learners are provided with
percentage and a pre-divided pie chart
proportions of the whole using dots around the
sample or population. edge of a circle. For
e.g. example, for a total
frequency of 12:

waffle diagrams: Record data in waffle

diagrams with 100
squares and related pie
charts to assist learners in
understanding the
proportion of a population.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 75

 e.g.

or waffle diagram:

pie chart:

Frequency Ensure learners know the Continue to use frequency

diagrams difference between bar diagrams for continuous
charts (discrete data) and data (histograms) where
frequency diagrams, or appropriate and explain
histograms, (continuous choice of data
data). representation.
Provide learners with the Use scales for frequency
scales and a partially such as 1s, 2s, 5s and
complete diagram. Ensure 10s.
learners can complete
and add data to frequency
diagrams for continuous
data (histograms) with
equal class intervals.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 76

 Use simple scales for
frequency such as 1s.

Line graphs Use line graphs to Continue to use line

represent continuous graphs where appropriate
data, e.g. temperature and explain choice of data
over time representation.
Use examples that require
learners to read between
grid lines.

Use examples that

include grid lines

Scatter Use examples that record

graphs data in scatter graphs to
draw a line of best fit as
learners will use these in
science.

Cambridge Primary Mathematics 0096 Progression Grid v1.2 77


Stage 1 Stage 2 Stage 3 Stage 4 Stage 5
5Ss.03 Understand that
the mode and median are
ways to describe and
summarise data sets.
Find and interpret the
mode and the median,
and consider their
appropriateness for the
context.
e.g. Ana’s last five marks out
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Use simple scales, for
example 1s or 2s.
Stage 6
6Ss.03 Understand that
the mode, median, mean
and range are ways to
describe and summarise
data sets. Find and
interpret the mode
(including bimodal data),
median, mean and range,
and consider their
appropriateness for the
context.
First review median of odd
number of events and then
78
 of 10 were
1, 1, 5, 6, 7
Median: 5
Mode: 1
Ensure learners understand
that in this situation the
mode is not an appropriate
measure as most of Ana’s
marks (3 out of 5) were
above 5. In this case,
therefore, they should
choose the median.
The mode represents the
marks that occurred the most
and the median is the value
that leaves the same number
of data above and below it (2
marks below 5 and 2 marks
above 5).
Introduce median of an odd
number of events so that the
median is a whole number.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
introduce median of even
numbers.
e.g. Becky’s last six marks
out of 10 were
1, 1, 5, 7, 8, 8
Median: (5 + 7) = 12 = 6
2 2
Mode: 1 and 8
Mean = 5
In the example above,
learners should recognise
that there are three marks
below the median and three
marks above the median
1, 1, 5  below 6
7, 7, 8  above 6
If a shop manager wants to
find out which size people
buy on average, they should
look into the mode as this
represents the size they sell
the most.
If a company wants to report
on the average salaries of
their employees, they should
use median as it will not be
affected by the very high and
very low salaries.
If a student has had 1, 1, 1,
1, 2 and 3 as the last six
marks, the mean would be
more representative as it
79

1Ss.03 Describe data,
using familiar language
including reference to
more, less, most or least
to answer non-statistical
questions and discuss
conclusions.
Questions should be on
topics that are familiar and of
interest to learners.
The Very Hungry Caterpillar
example:
Use the diagrams to
compare quantities, order
items from most eaten to
least eaten etc., and explain
reasoning.
e.g. “The food that the
caterpillar ate the most of
was oranges. He ate more
plums than apples. Maybe
the caterpillar likes plums
more than apples.”
Cambridge Primary Mathematics 0096 Progression Grid v1.2
2Ss.03 Describe data,
identifying similarities and
variations to answer non-
statistical and statistical
questions and discuss
conclusions.
Within data refers to data
collected about the preferred
book genre of all learners in
a class:
Genre Adventure Fact book
Number 12 5 9
3Ss.03 Interpret data,
identifying similarities and
variations, within data
sets, to answer non-
statistical and statistical
questions and discuss
conclusions.
Within data refers to data
collected about word length
of all words on one page of
one children’s book:
Scary Word 1 2 3 4 5 6
stories length
Number 10 11 13 9 7
Ensure learners interpret the
data in context (presented in
tables, bar charts,
would be above 1 and would
show that the student got
some marks above 1.
4Ss.03 Interpret data, 5Ss.04 Interpret data, 6Ss.04 Interpret data,
identifying similarities and identifying patterns, within identifying patterns, within
variations, within and and between data sets, to and between data sets, to
between data sets, to answer statistical answer statistical
answer statistical questions. Discuss questions. Discuss
questions. Discuss conclusions, considering conclusions, considering
conclusions, considering the sources of variation. the sources of variation,
the sources of variation. and check predictions.
Between data refers to data Learners identify patterns Learners check whether their
collected about word length within and between the data predictions were correct or
of all words on one page of sets. incorrect and give possible
two children’s books: reasons for this.
Children’s book A e.g. “We thought there would
2 Word
be the most 1-letter and 2-
1 2 3 4 5 6
length letter words in children’s
Number 10 11 13 9 7 2 books. Actually there were
more 3-letter words. This
Children’s book B might be because the words
Word ‘and’ and ‘the’ are both 3-
length
1 2 3 4 5 6 7
Book A Book B letter words that come up a
Number 6 6 9 8 7 4 2 e.g. “Both bar charts show lot.”
the same bump. They go up Use examples that cover the
and then down again. This is idea of frequency as a
because they both have the proportion of the whole
most 3-letter words. The population.
mode word length for both
e.g.
books is 3 letters.”
“The bars are more similar
heights in the bar chart for
Book A Book B book B than book A. The
Learners notice similarities bump isn’t as steep.”
and variations within data
“Book B had less words on
sets.
the page than book A, but
e.g. “There were the same they were a bit longer. This
80
 Learners describe the data
presented in tables, block
graphs, pictograms etc.
e.g. “The highest column on
the block graph is adventure”
“The most popular genre
was adventure books”
“The second column is
shorter than the first column”
Cambridge Primary Mathematics 0096 Progression Grid v1.2
pictograms etc.)
e.g. Learners should not say
“the shortest bar is 6-letter
words” instead they should
say “The bar chart shows
that there were fewest 6-
letter words. There were only
two 6-letter words on the
page”
They should identify
similarities and variations
within the data set.
e.g. “There were two more 4-
letter words than 5-letter
words”
number of 1-letter and 2- might be because it was a “About 50% of words on the
letter words in book B” fact book, not a story book” page have length 2-letters,
They also make 3-letters or 4-letters”
comparisons between data
in tables, pictograms, bar
charts, dot plots etc.
e.g. “The bar charts show
both books had the most 3-
letter words”
“Book B had two 7-letter
words, but book A didn’t
have any 7-letter words”
Learners consider the
sources of variation. They
explain why the data shows
variations and give reasons
for the differences in the data
they collected for each book.
e.g. “The data I collected for
book A and book B is
different. This might be
because Book A is a story
book, but book B is a fact
book. Also the fact book
contains more pictures on
the page. The fact book
includes longer words, it is
more complicated to
understand”
81
 Statistics and Probability
Probability
Stage 1 Stage 2
2Sp.01 Use familiar
language associated with
patterns and randomness,
including regular pattern
and random pattern.
e.g. When observing
RGBRGTRGBRGSR
GT
learners are able to make
comments like “every third
letter is an R” or ”G always
comes after an R”.
This also includes identifying
when there appears to be no
pattern.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Stage 3
3Sp.01 Use familiar
language associated with
chance to describe
events, including ‘it will
happen’, ‘it will not
happen’, ‘it might happen’.
Classify and make
judgements on familiar
events and explain why.
Stage 4
4Sp.01 Use language
associated with chance to
describe familiar events,
including reference to
maybe, likely, certain,
impossible.
e.g. discuss statements
using the vocabulary: no
chance, poor chance, even
chance, good chance and
certain:
 I will watch television
tonight
 It will get dark tonight
 I will see a penguin on my
way home from school.
Stage 5
5Sp.01 Use the language
associated with likelihood
to describe and compare
likelihood and risk of
familiar events, including
those with equally likely
outcomes.
Compare two or more events
using vocabulary: most
likely, less likely, equally
likely (even chance),
impossible, certain.
Learners position events on
a likelihood scale, e.g.
5Sp.02 Recognise that
some outcomes are
equally likely to happen
and some outcomes are
more (or less) likely to
happen, when doing
practical activities.
e.g. from a pack of 52
playing cards:
 you are equally likely to
choose a red card or a
Stage 6
6Sp.01 Use the language
associated with probability
and proportion to describe
and compare possible
outcomes.
Learners are not expected to
calculate probabilities. They
should be using the
language only.
e.g. using fractions: 1 out of
4 chance; using
percentages: 25% chance
6Sp.02 Identify when two
events can happen at the
same time and when they
cannot, and know that the
latter are called 'mutually
exclusive'.
Ensure learners understand
the term ‘mutually exclusive’,
e.g. turning left and turning
right are mutually exclusive
82
 black card (you can't do both at the
 you are more likely to same time); whereas turning
choose a number card left and scratching your head
than a picture card can happen at the same
 you are less likely to time.
choose a king or queen
than an even numbered
card.
Ensure learners recognise
that some probabilities
cannot be calculated by
using equally likely outcomes
but can be modelled through
experiments involving a large
number of trials.

6Sp.03 Recognise that

some probabilities can
only be modelled through
experiments using a large
number of trials.
Use probability examples
that require a large number
of trials, e.g. roll a pair of six-
sided dice and observe the
sum of the numbers on the
uppermost face: which
total(s) occur the most often/
least often?

2Sp.02 Conduct chance 3Sp.02 Conduct chance 4Sp.02 Conduct chance 5Sp.03 Conduct chance 6Sp.04 Conduct chance
experiments with two experiments, and present experiments, using small experiments or experiments or
outcomes, and present and describe the results. and large numbers of simulations, using small simulations, using small
and describe the results. trials, and present and and large numbers of and large numbers of
describe the results using trials, and present and trials. Predict, analyse
the language of describe the results using and describe the
probability. the language of frequency of outcomes
probability. using the language of

Cambridge Primary Mathematics 0096 Progression Grid v1.2 83


Use resources that only have
two outcomes such as, coins
(head or tails), selecting two
items from a jar, spinners
with two colours.
Cambridge Primary Mathematics 0096 Progression Grid v1.2
Use resources that have
more than two outcomes
such as a pack of 52 playing
cards, a spinner with ten
colours.
Learners realise that if there
are more equally likely
outcomes they are less likely
to happen.
e.g. winning a game of
heads/tails or choosing the
ace of diamonds from a pack
of playing cards. Which is
more likely? Why?
If possible, use digital
resources such as chance
generators that model real-
world situations, e.g. model
flipping a coin by using a
random number generator
on a computer, or assigning
even and odd numbers on a
dice.
probability.
Use examples that include Understand that randomness
different coloured beads in a has uncertain individual
bag so that learners cannot outcomes but exhibit regular
see how many of each patterns of outcomes over
colour are in the bag, so that many repetitions.
they need to predict the
results.
Also include examples with
spinners and coins to
encourage learners to use
the language of probability to
describe the outcomes of
experiments and games with
random generators.
Ensure learners understand
that experimental probability
is random (has uncertain
individual outcomes but
exhibit regular patterns of
outcomes over many
repetitions) and
unpredictable (the next
outcome is not predictable).
This will help to avoid the
misconception that the
theoretical probability value
is precise (e.g. I will get a 3
on a dice every 6 rolls).
Investigate through
discussion and
experimentation two
outcomes that are equally
likely, outcomes that are
more or less likely.
84
Version 1.2, published November 2022

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