Cambridge Primary

Transition to Stage 5 Mathematics

We have updated the learning objectives in the Cambridge Primary curriculum and have restructured the
content introduced at each stage of learning. Learners who are transitioning from the current Cambridge
curriculum to the new curriculum may have gaps in their understanding or experience repetition of learning.
This document highlights the key differences in learning due to these curriculum changes and offers guidance
on how to support learners in this transition.

At a glance:
 The primary strands and sub-strands have been aligned with Cambridge Lower Secondary and Upper
Secondary Mathematics strands.
 We have combined Geometry and Measure to form one strand and renamed Data Handling to
‘Statistics and Probability’ to better reflect the mathematics content. The learning objectives within
Statistics and Probability have changed focus from processing data to interpretation of data as this
better prepares learners with skills needed to foster deeper understanding of data analysis that is often
presented in real-world contexts.
 We have replaced the problem solving learning objectives with four pairs of thinking and working
mathematically characteristics, and removed the ‘Mental strategies’ learning objectives. However,
working mentally remains an important feature of the Cambridge Primary Mathematics Curriculum
Framework.

Gaps in understanding:
The table below lists the significant gaps in knowledge, skills and understanding that learners transitioning to
the new Stage 5 curriculum are likely to have and the key areas that should be covered to help to ensure a
successful transition. For each gap at least one relevant learning objective code, in bold and in brackets, has
been provided so you can identify activities the Schemes of Work to help address the gap.

Number
5Nc.03 Use the relationship
between repeated addition of a
constant and multiplication to find
any term of a linear sequence.
5Ni.02 Understand which law of
arithmetic to apply to simplify
calculations.
5Ni.06 Understand and explain the
difference between prime and
composite numbers.
5Ni.07 Use knowledge of factors
and multiples to understand tests
Initially introduce learners to term-to-term rules, modelling
different examples and asking them to use the rules to extend
sequences. Ensure learners are confident in explaining how to
use term-to-term rules to find the next term in a sequence, before
using the relationship between repeated addition of a constant
and multiplication to find any term. (4Nc.04)
Ensure learners are confident with applying the commutative and
associative properties of addition and the commutative,
distributive and associative properties of multiplication. Give
learners problems where they have the opportunity to practice
applying each of these laws before expecting learners to be able
to select which law of arithmetic to apply to simplify a calculation.
(4Ni.03)
Introduce learners to the relationship between multiples and
factors. Learners would be supported in this transition to
identifying prime numbers if they were to work out and record the
factors of all the numbers from 1 to 20. (4Ni.07)
Referring back to learners’ knowledge of multiples, begin by
focusing on the tests of divisibility by 2, 5, 10, 25, 50 and 100,

Transition to Stage 5 Mathematics 1

 of divisibility by 4 and 8.
5Np.03 Use knowledge of place
value to multiply and divide
decimals by 10 and 100.
5Np.04 Compose, decompose and
regroup numbers, including
decimals (tenths and hundredths).
5Nf.05 Estimate, add and subtract
fractions with the same
denominator and denominators
that are multiples of each other.
Geometry and Measure
5Gt.03 Find time intervals in
seconds, minutes and hours that
bridge through 60.
5Gg.02 Estimate and measure
perimeter and area of 2D shapes,
understanding that shapes with the
same perimeter can have different
areas and vice versa.
Statistics and Probability
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).
5Sp.01 Use the language
associated with probability to
describe and compare likelihood
and risk of familiar events,
including those with equally likely
outcomes.
Transition to Stage 5 Mathematics
before moving on to the tests of divisibility by 4 and 8. (4Ni.08)
Ensure learners can multiply and divide whole numbers by 10 and
100, before moving on to decimals. (4Np.02)
Ensure learners can compose, decompose and regroup whole
numbers, before moving on to decimals. For example, when
subtracting 35 from 72, can they regroup 1 ten from the 72 into 10
ones to perform the calculation. (4Np.03)
Begin by focusing on adding and subtracting fractions with the
same denominator. Ensure learners are confident with this before
using equivalence to add and subtract fractions where the
denominators are multiples of each other. (4Nf.05)
Ensure learners can also find time intervals in days, weeks,
months and years. Begin by focusing on time intervals that do not
bridge through 60. (4Gt.04)
Explore how formulae can be derived to calculate areas and
perimeters of rectangles and squares and ensure learners have a
good understanding of finding the area and perimeter of
rectangles and squares drawn on square grids. (4Gg.03)
Learners should begin by thinking about categorical and discrete
data only. The class can design a questionnaire which the
learners can then conduct at home. Questions should require
responses that involve categorical and discrete data, for example:
How many people live at your home? How many pets do you
have? What hot drinks do you have in the kitchen? This data can
then be collated and analysed. (4Ss.01)
Introduce learners to the language associated with chance to
describe familiar events, for example, even, likely, certain and
impossible. (4Sp.01)
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 Repetition of learning:
The table below lists the Stage 5 learning objectives that learners transitioning from the current curriculum to
the new curriculum are likely to have already covered, in whole or in part, and how to approach this in teaching
to help to ensure a successful transition.

Number
5Nc.02 Recognise the use of
objects, shapes or symbols to
represent two unknown quantities
in addition and subtraction
calculations.
5Nf.11 Understand that:
- a proportion compares part to
whole
- a ratio compares part to part of
two or more quantities.
Learners will have already used symbols such as 􀂅 or Δ to
represent an unknown, e.g. Δ + 􀂅 = 10. To consolidate this area,
learners should spend time creating their own number statements
with unknowns, showing how they can be solved.
Learners will already have an understanding of ratio and
proportion, e.g. a picture is one fifth the size of the real dog. It is
25 cm long in the picture, so it is 5 × 25 cm long in real life. To
consolidate this area learners can look at other real life situations
that involve ratio and proportion and emphasise the difference
between ratio and proportion.

Transition to Stage 5 Mathematics 3