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Maths P6 SOW
Maths P6 SOW
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Mathematics stage 6. Learning
objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you
are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme for Mathematics has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the
sequence, number and title of each unit for stage 6 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as
necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.
Problem solving learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the learning objectives to
illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to
provide an illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge
Primary Teacher Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you
to use if you wish.
1A Number and Problem Solving 2A Number and Problem Solving 3A Number and Problem Solving
1B Measure and Problem Solving 2B Measure and Problem Solving 3B Measure and Problem Solving
1C Geometry and Problem Solving 2C Handling data and Problem Solving 3C Geometry and Problem Solving
Know what each digit represents in Teacher led whole class activity using a Large place value grid (top Adjust the grid to an
6Nn2 whole numbers up to a million. place value grid. Pont in turn to a row 1000 – 9000, below is100 appropriate level.
number in each row and ask children to – 900, below is10 – 90, below
read the whole number (when you point is1 – 9 below is 0.1 - .9, Below
to 2000, 300, 40, 4, 0.1 the students is 0.01 – 0.09
should respond two thousand, three Extend the board to include
hundred and forty four point one. Target the multiples of 1000, 10000
questions: can you point out 2074? and 100000 and/or the
480632? multiples of 0.1, 0.01, 0.001
Place value cards.
6Nn3 Know what each digit represents in 1 Understand that the place of a digit Place value mats Adapt the place value
and 2 place decimal numbers. indicates its value. A game for 2 or 3 2 sets 0-9 digit cards per mats to make the
players. Each player has a place value group. game easier or harder.
mat with an appropriate number of An easier version has
columns. Shuffle the pack of cards and just ones and tenths, a
place face down. Players take turns to harder has hundreds,
turn over the top card and place it in tens, ones, tenths and
one of the columns on their mat. hundredths. This
Continue until all players have filled activity can be
mats. The winner is the player to make adjusted according to
the highest number. OR the lowest level of attainment by
number OR the number nearest to 500 using 2, 4 or more
OR the biggest even number. Get rules cards and making
for winning from the class. numbers with up to 2
decimal places.
6Nn4 Multiply and divide any whole Using a calculator, place any number in Calculator.
number from 1 to 10000 by 10, 100 the display press the x button, put in 10
or 1000 and explain the effect. or 100 or 1000 Press = What happens?
Try with different numbers. What
V1 1Y07 Mathematics Stage 6 3
Framework Learning Objective Activities Resources Comments
Codes
6Nn6 Find factors of 2 digit numbers. Each student needs a pegboard and 12 Pegs. Peg boards.
pegs. How many different ways can the Or squares of equal size. This activity builds on
pegs be arranged to form rows of equal previous work on
lengths? How do you know you have arrays. It can be used
them all? Record the different ways. as a formative
(E.g. 2 x 6, 6 x 2, 3, x 4, 4 x 3, 1 x 12, assessment task.
12 x 1). What does this tell you about
the factors of 12?
6Nn7 Find some common multiples e.g. for Multiples that are common to two or Revise the meaning of
4 and 5. more numbers are called common the vocabulary before
multiples. Multiples of 2 are,2, 4, 6, 8, starting this
10, 12, 14, 16, 18 and so on investigation
Multiples of 3 are 3, 6, 9, 12, 15, 18,
V1 1Y07 Mathematics Stage 6 4
Framework Learning Objective Activities Resources Comments
Codes
and so on
The common multiples of 2 and 3 are 6,
12, 18 …….
Find the common multiples of 4 and 6.
Investigate other common multiples for
other pairs of numbers.
6Nn8 Round whole numbers to the nearest Teacher led: write some numbers The true/false sheet needs to The true/false sheets
10, 100 or 1000. Make and justify between 400 and 1000. Ask students to be designed. They can also be can be used as a
estimates and approximations of round them to the nearest 10, 100 or differentiated so that the formative assessment
large numbers. 1000. Discuss the results. Design a students who need more tool.
true/false sheet with statements relating support have fewer and
to rounding. Students work individually possibly rounding 10 and 100.
then in pairs to discuss their answers. An extension could be
Each pair can then join with another rounding to 10000, including
pair to discuss results. decimals.
6Nn12 Use the <, > and = signs correctly. Pairs grouping. Each pair has 2 sets of Base boards, digit cards 1-9, Make the base boards
0 -9 digit cards, a set of <, > cards (1 of sign cards. and the sign cards.
each) and a base sheet between them
The sign cards are shuffled and the top
one is placed in the centre of the base
board. Players shuffle their cards and
V1 1Y07 Mathematics Stage 6 5
Framework Learning Objective Activities Resources Comments
Codes
6Nn13 Estimate where 4digit numbers lie on Use dice to generate 4 digit numbers. Dice. Some students work to
an empty 0 – 10000 line. The single digits can be placed in any Empty number line 0 – 10000. 0 – 100 or 1- 1000 and
order. Estimate where to place the generate 2 or 3 digit
number on the empty number line. numbers.
Once some numbers have been
placed, does that help? What about if a
number needs to be moved?
6Nn15 Recognise and extend number Using the Fibonacci sequence as the Calculator. This is an easy activity
sequences. start, where each number is the sum of to extend or not. Just
the 2 previous numbers, give students change the questions
other Fibonacci type sequences to try. you ask!
What is the 6th term of the sequence
that has 2 and 38 as the first 2 terms?
How many Fibonacci type sequences
can you find containing the number 196
as one of the terms where the
sequence starts with 2 whole numbers
a and b with a<b?
6Nn17 Recognise odd and even numbers A whole class game. Multiples grid or Vary the instructions
and multiples of 5, 10, 25, 50 and Number the students round the room. 100 square for support. Put your hand on your
100 up to 1000. Call out instructions. ‘Stand if your head, touch your toes
number is odd/even/ a multiple of 5/ and so on.
and even number and also a multiple of
25.
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Framework Learning Objective Activities Resources Comments
Codes
6Nn18 Make general statements about Gather information about the terms. This activity can be
sums, differences and multiples of Each student has their own paper with used as summative
odd and even numbers. 3 concentric rings. Choose one of the assessment, finding
terms and write that in the middle ring. what children already
In the next ring the student writes know, or formative
everything they know about that term. assessment where
They then share the information with a what they know is the
partner. Anything they remember with a basis for future
prompt from the partner, is written in planning and learning.
the next ring.
Any new learning from the next series
of teaching is written outside the largest
ring.
6Nn19 Recognise prime numbers up to 20 Revise the rule for prime numbers and Number line or track 1 – 2-
and find all prime numbers less than using a number line or track, find the 100 square.
100. prime numbers up to 20.
Using 100 square and revising the work
on sieve of Erasmus, find all the prime
numbers to 100.
6Nc8 Multiply pairs of multiples of 10, or Working in pairs: each pair needs a 10 10 x 10 grid.
V1 1Y07 Mathematics Stage 6 7
Framework Learning Objective Activities Resources Comments
Codes
multiples of 10 and 100. x10 grid and a pack of number cards. Set of cards with multiples of
Take turns to pick 2 cards, multiply the 10 and 100.
numbers together and write the answer Coloured counters.
in any square in the grid. Continue until
all of the squares have been filled.
Shuffle the pack of cards again and, in
turn, take the 2 top cards. Multiply
these numbers together, place a
counter on that number on the grid (if
it’s there!) and put the cards to the
bottom of the pack. The first player to
complete a row of 4 in any direction is
the winner.
6Nc10 Divide 2 digit numbers by single digit 59: what is the remainder when 59 is Calculator. Choose a different
numbers, including leaving a divided by 5? (4) start number for those
remainder. What is the remainder when 59 is needing more support.
divided by 4? (3) By 3? (2) By 2? (1).
Can you find the smallest number with
the property that when it is divided by
each of the numbers 2 – 10 the
remainder is always 1 less than the
number it has been divided by? Explain
the process you went through, and give
reasons for what you found out.
6Nc11 Add 2 and 3 digit numbers with the Use this as part of a lesson on Calculator
same or different numbers of digits. calculating.
6Nc15 Multiply near multiples of 10 by Revise the rule for multiplying by 10. Calculator or multiplication
multiplying by the multiples of 10 and Investigate multiplying by 9, by grids for support
adjusting. multiplying by 10 and adjusting the
answer E.g. 5 x 9. Do 5 x 10 = 50.But
subtract 5 x 1 =5. So 5 x 9 = 45
Repeat with several examples of
multiplication by 9. Use single, 2 or 3
digit numbers.
What would we need to do if we
needed to multiply by 8? Or 11? Or 12?
Try several examples and invite
students to feedback on strategies and
some examples at the end of the
lesson.
6Nc16 Multiply by halving one number and Whole class demonstration of the Calculators for support.
doubling the other (35x16 with 70x8) method. Individual practice.
Multiply 2, 3 or 4 digit numbers by a Students generate their own 2, 3 or 4 Dice.
single digit number. digit numbers with dice. The digits can
be placed in any order. Throw the die
for the number to multiply by. Change
the dice to 7 – 12 for extension
activities.
Framework Learning Objective Activities Resources Comments
Codes
Problem solving
6Pt3 Check addition with a different order Students work in pairs, sharing a piece Number cards 0 -10 for
when adding a long list of numbers; of paper. Each picks a number card support group.
check when subtracting buy using and records the number. They work Number cards 0 – 100
the inverse. together to estimate the result of calculators.
adding, subtracting, multiplying and
6Pt5 Estimate and approximate when dividing those 2 numbers. Record the
calculating. estimates. Do calculations on a
calculator and compare the answers.
Find the difference between the
estimate and the actual answer.
show working.
Measure
6Ml1 Select and use standard units of Solve ‘story’ problems involving length, A ‘bank’ of story problems Story problems can be
measure Read and write to 2 decimal weight, capacity and explain and record Practical equipment to support added to as new ideas
places. how the problem was solved. E.g. I those students who need it. are suggested by the
travelled 24.24 km by car, 1.7 km by students. Devising
bus and 2000 m on foot. How far did I story problems could
travel? be a homework
activity.
6Ml2 Convert between two units of Solve ‘story’ problems involving length, A ‘bank’ of story problems
measurement, using decimals to weight, capacity and explain and record Practical equipment to support
three places how the problem was solved. E.g. those students who need it.
There is 425 ml of milk in the small
bottle. There are six and one quarter
times as much in the big bottle. How
much milk is in the big bottle? How
much milk is there altogether?
6Ml3 Interpret readings on different scales, Read measuring scales , converting the A range of measuring
on a range of measuring instruments. unit to an equivalent metric unit. instruments
6Ml4 Draw and measure lines to the Build on work from the previous year. Rulers marked in cms and mm Use examples from
nearest centimetre and millimetre. Measure lines, straight and curved, to String/wool. real life whenever
the nearest centimetre and millimetre. possible.
6Mt1 Recognise and understand the units Provide examples of materials from real Gather ideas from students for
for measuring time: seconds, life to measure. Share answers. Were activities to use the
minutes, hours, days, weeks, any different? Why? measurement of time.
months, years, decades and Use problem solving activities to
V1 1Y07 Mathematics Stage 6 12
Framework Learning Objective Activities Resources Comments
Codes
centuries; convert one unit of time estimate and check how many times
into another. can you .. ? Time races, getting ready
for P.E.. Gather ideas from students.
6Mt2 Tell the time using digital and Build on work from the previous year. Analogue and digital clocks.
analogue clocks using the 24 hour Use problem solving activities to build
clock system. on knowledge and understanding of
time.
6Mt3 Compare times on digital/analogue Build on work from the previous year. Analogue and digital clocks.
clocks. Use problem solving activities to build
on knowledge and understanding of
time.
6Mt4 Read and use timetables using the Build on work from the previous year. Timetables from a variety of Use of the internet
24 hour clock system. Use problem solving activities to build sources could be part of the
on knowledge and understanding of lesson.
time.
6Mt5 Calculate time intervals using digital Use a bus or train timetable: Timetables from a variety of
and analogue times. What time does the 8.30 train/bus sources.
arrive at the fourth stop? What is the
fastest train/bus? How do you know?
How long is the journey?
6Mt6 Use a calendar to calculate time Use a calendar to work out which day Calendars.
intervals in day, weeks or months. of the week 26th October is, how many
days and weeks until the 26th
December?; the date of the second
Monday in January until the same date
V1 1Y07 Mathematics Stage 6 13
Framework Learning Objective Activities Resources Comments
Codes
6Mt7 Calculate time intervals in days, Begin to understand different times World time chart. Use of ICT.
months or years. around the world using a world time
chart.
6Ma1 Measure and calculate the perimeter Know the formula for finding the area of Examples of rectilinear shapes Use transparent
and area of rectilinear shapes. a rectangle. Revise the formula for the Rulers, string overlays of cm squared
perimeter of a rectangle. Work out and paper for those
express in words a formula for finding students who need
the perimeter of a regular polygon. Test more support
with examples.
6Ma2 Estimate the area of an irregular Use sets of irregular shapes on square Cm square paper. Use transparent
shape by counting squares. paper. Estimate, then check. Record Sets of irregular shapes. overlays of cm squared
estimations and real area. paper for those
students who need
more support.
6Ma3 Calculate perimeter and area of Revise work from the previous year. Cm square paper Use transparent
simple compound shapes that can be Select a variety of compound shapes. Sets of simple compound overlays of cm squared
spilt into rectangles. Discuss ways of splitting into rectangles shapes. paper for those
and finding perimeters and area. students who need
more support.
Problem solving
6Pt2 Understand everyday systems of Solve ‘story’ problems involving length, Collect ideas from
measurement in length, weight, weight, capacity and explain and record students to build a
capacity, temperature and time and how the problem was solved. E.g. I ‘bank’ of ideas. This
use these to perform simple travelled 24.28 km by car, 1.7 km by could be part of a
calculations. bus and 2000 m on foot. How far did I homework activity.
travel? E.g. There is 425 ml of milk in
the small bottle. There are six and one
quarter times as much in the big bottle.
How much milk is in the big bottle? How
much milk is there altogether?
6Pt5 Estimate and approximate when Record estimated and measured Resources for investigating
calculating e.g. use rounding and lengths, weights or capacities. Round a different types of measure.
check working. measurement to the nearest whole unit
or tenth of a unit.
6Ps1 Explain why they chose a particular Use of questioning techniques during The use of open
method to perform a calculation and and at the end of the lesson. questions is crucial
show their working. here.
6Ps4 Use ordered lists or tables to help Test a hypothesis, sort and order
solve problems systematically. information from data trough work on
measures.
Problem solving
6Pt4 Recognise 2D and 3D shapes and ‘Make a box’ activity. Students choose Paper, card, scissors, glue, As students work
their relationships, e.g. cuboid has a their own criteria at the beginning. sticky tape, measurement through the activities,
rectangular cross-section. Extend to ‘Make a box that will hold 100 resources. observe how they
pencils’ or ‘make a box with a surface work, the vocabulary
area of …’ they use, co-operation
with peers. This can
led to assessment
opportunities.
6Ps2 Deduce new information from ‘Make a box that is twice as big as this Paper, card, scissors, glue, The questions asked
existing information and realise the one’. What do we know already? What sticky tape, measurement can be appropriate to
effect that one piece of information do we need to know? What do we need resources. the range of abilities
has on another. to find out? How can we use the within the class.
information to make the box?
6Nn2 Know what each digit represents in Respond to questions: Place value (arrow) cards
whole numbers up to a million. What does the digit 6 in 39675
represent?
Read these: Calculator
3914730; 402974 ….
Make: 486924 ….
Write in figures:
Five hundred and eighty two
thousand ,five hundred and forty three
Put in your calculator display: thirteen
thousand nine hundred and forty two.
6Nn3 Know what each digit represents in 1 Respond to questions: Decimal place value
and 2 place decimal numbers. Read these: (arrow)cards
Make:
Write in figures: Calculator
Put in your calculator display
6Nn4 Multiply and divide any whole Know that when multiplying by 1 the Calculator for support and to When multiplying or
number from 1 to 10000 by 10, 100 number stays the same. look for patterns. dividing a decimal by a
or 1000 and explain the effect. When multiplying by a multiple of 10 the multiple of 10, it is the
digits move to the left and when Calculator for use of the digits that move, not
V1 1Y07 Mathematics Stage 6 17
Framework Learning Objective Activities Resources Comments
Codes
6Nn6 Find factors of 2 digit numbers. Find all pairs of factors for any 2 digit
number: pairs of factors for 28 are
1 and 28
2 and 14
4 and 7
Use knowledge of tables facts.
6Nn7 Find some common multiples e.g. for Understand the term ‘common multiple’ To find the common
4 and 5. as being a number that is a multiple of multiples of 2 or more
two or more numbers. numbers:
Make a list of multiples
for each number.
Continue the list until
at least two multiples
are common to both
lists. Identify the
common multiples.
6Nn8 Round whole numbers to the nearest Round any whole number to the
10, 100 or 1000. Make and justify nearest multiple of 10.
estimates and approximations of Students give examples of numbers
large numbers. they would estimate to the nearest 10,
100 or 1000.
V1 1Y07 Mathematics Stage 6 18
Framework Learning Objective Activities Resources Comments
Codes
6Nn12 Use the <, > and = signs correctly. Respond to oral or written questions: Calculator
Which is greater? Which is longer?
What number is half way between? Number line
6Nn13 Estimate where 4digit numbers lie on Estimate the position of a point on a
an empty 0 – 10000 line. number line where only the end values
are marked. Explain how you made the Number lines where only the
decision. end values are marked.
6Nn15 Recognise and extend number Count in steps of equal size: whole
sequences. numbers, multiples, decimals, fractions, Number line
extend to negative numbers. 100 square
Calculator using the constant
function.
6Nn17 Recognise odd and even numbers Recognise that if a number is divisible
and multiples of 5, 10, 25, 50 and by 2, (ends in 0, 2, 4, 6, 8) that number Calculator using the constant
100 up to 1000. is even. function to look for patterns of
Encourage looking for patterns in multiples.
multiples
Use knowledge and understanding of
tables facts.
6Nn18 Make general statements about Revise and consolidate previous work
sums, differences and multiples of on odd and even numbers.
odd and even numbers. Explore that the sum of:
2 or more even numbers is even.
an even number of odd numbers is
even.
an odd number of odd numbers is odd.
Explore that the difference between:
2 even numbers is even
2 odd numbers is even
1 odd and 1 even number is even
Explore that the product of 2 or more
even numbers is even
2 odd numbers is odd
1 odd and 1 even number is even.
Make general statements.
6Nn19 Recognise prime numbers up to 20 Revise and consolidate the meaning of 100 square.
and find all prime numbers less than ‘prime numbers’
100. Use Eratosthenes (Sieve of
Eratosthenes) method to find prime
numbers.
6Nn5 Multiply and divide decimals by 10 or Show understanding of multiplying and Calculator using the constant Students need to know
100 (answers up to two decimal dividing a whole number by 10 or 100. function. how a calculator and
places for division. (Digits move to the left - x or to the the constant function
right – division) work.
Understand that multiplying by 10 and
then by 10 again is equivalent to
multiplying by 100.Observe and
comment on the effect of multiplying or
dividing by 10 or 100 using a calculator
(using the constant function).
6Nn6 Round a number with two decimal Use knowledge and understanding of Decimal place value (arrow)
places to the nearest tenth or to the place value. cards.
nearest whole number.
6Nn11 Order and compare positive numbers Put numbers in order; Marked and unmarked
to one million, and negative integers ascending/descending. number lines
to an appropriate level. Use knowledge and understanding of < and > cards.
place value.
Respond to oral or written questions.
6Nn14 Order numbers with up to two Use knowledge and understanding of Marked and unmarked
decimal places (including different place value. number lines
numbers of places). Respond to oral or written questions. Decimal place value (arrow)
cards
6Nn16 Recognise and use decimals with up E.g. Calculator for support
to three places in the context of Convert a larger metric unit to a
measurement. smaller:
2.346km in metres (2346 metres)
6.35 litres in millitres ( 6350 millilitres)
Convert halves, quarters, tenths,
hundredths to a larger unit:
250 grams in kilograms
V1 1Y07 Mathematics Stage 6 21
Framework Learning Objective Activities Resources Comments
Codes
6Nn20 Recognise the historical origins of Where do numbers come from? Make a Time line
our number system and begin to timeline to show the history of the
understand how it developed. number system.
Calculation
Mental strategies
6Nc1 Recall addition and subtraction facts Use knowledge and understanding of
for numbers to 20 and pairs of addition/subtraction and place value
one-place decimals with a total of 1,
e.g. 0.4 + 0.6.
6Nc3 Know and apply tests of divisibility by Recognise that a whole number is Calculator Divisible means will
2, 4, 5, 10, 25 and 100. divisible by 2 if the answer is even, by 4 divide exactly
if the last 2 digits are divisible by 4, by 5 Multiplication charts for Divided by means that
if the number ends in 5 or 0, by 10 if the support there could be a
number ends in 0, by 25 if the last 2 remainder
digits are divisible by 25 (or the last 2
digits are 00, 25, 50, 75) and by 100 if
the answer ends in 00.
Use in practical problems.
V1 1Y07 Mathematics Stage 6 22
Framework Learning Objective Activities Resources Comments
Codes
6Nc4 Use place value and number facts to Use knowledge and understanding of Whole number and decimal
add or subtract two-digit whole place value and number facts. place value (arrow) cards
numbers and to add or subtract Set in practical and real life examples
three-digit multiples of 10 and pairs
of decimals, e.g. 560 + 270; 2.6 +
2.7; 0.78 + 0.23
6Nc6 Add/subtract a near multiple of 10, Continue to add/subtract 9, 19, 29, …..
100 or 1000, or a near whole unit of or 11. 21. 31 ….. by adding/subtracting
money, and adjust, e.g. 3127 + 10, 20, 30 ….. and adjusting by 1.
4998; 5678 – 1996.
Add/subtract 0.9, 1.9, 2.9 ….. or 1.1,
2.1, 3.1 by adding and subtracting 1, 2,
3, …. Then adjusting by 0.1.
6Nc9 Double quickly any two-digit number, Understand that halving is the inverse
e.g. 78, 7.8, 0.78 and derive the of doubling.
corresponding halves. Understand that halving is the same as
dividing by 2 and doubling is the same
as multiplying by 2.
6Nc8 Multiply pairs of multiples of 10, or Understand that x by 10 moves the Calculator for pattern work
multiples of 10 and 100. digits one place to the left and that x by and support
100 moves the digits 2 places to the
left.
6Nc10 Divide 2 digit numbers by single digit Revise and consolidate understanding
numbers, including leaving a of division.
remainder. Understand that division is the inverse
of multiplication and use this to check
V1 1Y07 Mathematics Stage 6 23
Framework Learning Objective Activities Resources Comments
Codes
answers.
Add 2 and 3 digit numbers with the Use informal written methods to support Blank number line
6Nc11 same or different numbers of digits record or explain calculations. Discuss,
explain and compare methods.
Where calculations are set out in
columns understand that each units
column should be in line, each tens
column should be in line ….
Extend to decimals
6Nc12 Add or subtract numbers with the Know that decimal points should line up
same and different numbers of under each other whether adding
decimal places, including amounts of decimal fractions or money
money. Informal written methods:
Use a paper and pencil method to
support, record or explain calculations.
Discuss, compare and explain
methods.
Standard written methods:
Continue to develop and efficient
standard method that can be applied
V1 1Y07 Mathematics Stage 6 24
Framework Learning Objective Activities Resources Comments
Codes
generally.
6Nc17 Use number facts to generate new Develop strategies of how to find what
multiplication facts, e.g. the 17× table you don’t now from what you already do
from 10× + 7× tables. know.
6Nc22 Know and apply the arithmetic laws Understand and use when appropriate
as they apply to multiplication the rules of the commutative,
(without necessarily using the terms associative and distributive laws as
commutative, associative or they apply to multiplication.
distributive).
Commutative:
67 x 72 = 72 x 67
Associative:
34 x 60 = 34 x (6 x 4 ) or
34 x 60 = (34 x 10) x 6
Distributive
V1 1Y07 Mathematics Stage 6 26
Framework Learning Objective Activities Resources Comments
Codes
23 x 38 = 23 x (40 – 10) or
23 x 38 = (23 x 30) - (23 x 2)
6Pt3 Check addition with a different order Understand that numbers can be put in
when adding a long list of numbers; any order for addition but not for
check when subtracting by using the subtraction. Add in reverse order.
inverse. Explore inverses for subtraction.
6Ps6 Make sense of and solve word Break 2 or 3 step problems into smaller
problems, single and multi-step (all sub-problems. Discuss how each part
four operations), and represent them, of the problem builds in to the whole.
e.g. with diagrams or on a number Discuss different way of representing
line; use brackets to show the series the results.
of calculations necessary.
Measure
6Ml1 Select and use standard units of Suggest how you could measure: Measuring equipment that
measure The weight of an egg, the perimeter of shows standard units of
Read and write to 2 decimal places the classroom, the thickness of measure
postcard.
6Ml2 Convert between two units of Revise and know the relationship Chart of relationships
measurement, using decimals to between units. between units
three places.
Use knowledge and understanding of
V1 1Y07 Mathematics Stage 6 30
Framework Learning Objective Activities Resources Comments
Codes
6Ml3 Interpret readings on different scales, Read measuring scales, converting the Measuring scales on a
on a range of measuring unit to an equivalent imperial unit. range of measuring
instruments. instruments.
Read metric and imperial units from
measuring scales that show both:
Approx. how many gallons are there in
20 litres?
Approx. how many litres are there in 7
gallons?
6Ml4 Draw and measure lines to the Measure prepared lines (including
nearest centimetre and millimetre. curved). Rulers
1 litre =? pints
4.5 litres = ? gallons or pints
1 Kilogram = ? pounds (lbs.)
30 grams = ? ounces (oz.)
8 kilometres = ? miles
Problem solving
6Pt5 Estimate and approximate when When converting from one unit of
calculating e.g. use rounding and measure to another.
check working.
solving problems
6Ps1 Explain why they chose a particular Discuss and justify reasons for choices,
method to perform a calculation and be prepared to show evidence and
show their working. proof.
6Ps2 Deduce new information from E.g. Link with example in 6Mt1
existing information and realise the
effect that one piece of information The area of a compound shape is 186
has on another. cms square.
6Ps4 Use ordered lists or tables to help E.g. for unit conversion, time zones
solve problems systematically. around the world …
6Dh1 Solve a problem by representing, Test hypotheses by drawing and Examples of bar graphs,
extracting and interpreting data in discussing a bar chart where (discrete) tables, charts, diagrams.
tables, graphs, charts and data are grouped.
diagrams, e.g. line graphs for
distance and time; a price ‘ready- Know that for grouped discrete data the
reckoner’ for currency conversion; bars may be labelled with the range
frequency tables and bar charts with that they represent but not the divisions
grouped discrete data. between the bars.
Discuss results.
6Dh2 Find the mode and range of a set of Find the mode and develop
data from relevant situations, understanding of the range of a set of
e.g. scientific experiments. data.
Make a simple database and enter the Examples of a database.
data.
Find the most common (mean) data.
Put the data in order to find the
maximum and minimum. The
difference between them is the range.
6Dh3 Begin to find the median and mean Discuss the meaning of median and Examples of a database.
of a set of data. mean.
Make a simple data base.
(results of a maths test)
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6Dh4 Explore how statistics are used in Statistics are the basis for most of the Primary (first hand ) and
everyday life. activities of everyday life: secondary (second hand)
E.g. examples of real life use of
Business uses statistics to make statistics (newspapers,
predictions, increase their profits. Internet)
Discuss
Probability
6Db1 Use the language associated with Use the language associates with
probability to discuss events, to probability to discuss events; including
assess likelihood and risk, including those with equally likely out comes.
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Problem solving
6Ps6 Make sense of and solve word Use problems that involve data
problems, single and multi-step (all four collection and handling, represent the
operations), and represent them. data.
Add a ‘What if?’ question
E.g.
I think that boys can run faster than
girls.
What do you think?
How can we find out?
How can we represent the data?
Count on and back in fractions and Class chanting and targeted questions. Number line
6Nn1 decimals, e.g. 1/3s, 0.1s, and
repeated steps of whole numbers
(and through zero).
Multiply and divide decimals by 10 or Show understanding of multiplying and Calculator using the constant Students need to know
6Nn5 100 (answers up to two decimal dividing a whole number by 10 or 100. function how a calculator and
places for division). (Digits move to the left - x or to the the constant function
right – division) work
Understand that multiplying by 10 and
then by 10 again is equivalent to
multiplying by 100.Observe and
comment on the effect of multiplying or
dividing by 10 or 100 using a calculator
(using the constant function)
6Nn9 Round a number with two decimal Use knowledge and understanding of Decimal place value (arrow)
places to the nearest tenth or to the place value. cards
nearest whole number.
6Nn11 Order and compare positive numbers Put numbers in order; Marked and unmarked
to one million, and negative integers ascending/descending. number lines
to an appropriate level. Use knowledge and understanding of < and > cards
place value.
Respond to oral or written questions.
6Nn14 Order numbers with up to two Use knowledge and understanding of Marked and unmarked
decimal places (including different place value. number lines
numbers of places). Respond to oral or written questions Decimal place value (arrow)
cards
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6Nn16 Recognise and use decimals with up E.g. Calculator for support
to three places in the context of Convert a larger metric unit to a
measurement. smaller:
2.372km in metres (2372 metres)
16.35 litres in millitres ( 16350
millilitres)
Convert halves, quarters, tenths,
hundredths to a larger unit:
500 grams in kilograms
285 millilitres in litres
8 centimetres in metres.
6Nn20 Recognise the historical origins of Continue to research the historical Time line
our number system and begin to origins of the number system. Make a
understand how it developed. timeline to show the history of the
number system.
Make real life links to the present day.
6Nn21 Compare fractions with the same Recognise from practical work Multiplication square
denominator and related relationships between fractions.
denominators, e.g. ¾ with 7/8 .
Multiplication square
Recognise that
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6Nn26 Reduce fractions to their simplest Recognise that a fraction such as 6/24
form, where this is ¼, ½, or ¾ or a can be reduced to an equivalent
number of fifths or tenths. fraction ¼ by dividing both the
numerator and denominator by the
same number.
6Nn27 Begin to convert a vulgar fraction to Use knowledge and understanding of Number line
a decimal fraction using division. linking fractions with division.
Calculator
Use knowledge of equivalence of
fractions and decimals.
6Nn28 Understand percentage as parts in Recognise the % sign in a variety of Percentage square Place a sheet of card
every 100 and express ½ ¼ 1/3 1/10 contexts Cut card to cover percentage the same size as the %
1/100 as percentages. Practically find the percentages for a square square over the square
range of fractions. Scissors to show that 100% has
been covered.
Cut the card in half.
Show one half and ask
what fraction of the
whole card is showing.
Place both halves of
the card on the
%board. Remove 1 of
them and ask how
many % squares have
been revealed. (50)
How many remain
under the other half.
(50)Therefore ½ =
50%
Repeat for the other
fractions, cutting the
card as appropriate.
6Nn29 Find simple percentages of shapes Use knowledge of equivalence of Percentage square Percentages are used
and whole numbers. fractions, decimals and percentages. to express how
Shapes to cut large/small one
Identify the percentage of a shape quantity is, relative to
another quantity.
Find 75% of a circle
Find percentages by halving and
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6Nn30 Solve simple problems involving ratio Understand that ‘four to every 7’ Shapes to compare
and direct proportion. compares part to part: it is equivalent to
four in every 7, which compares a part
to a whole.
Respond to questions.
Calculation
Mental strategies
6Nc1 Recall addition and subtraction facts Use knowledge and understanding of
for numbers to 20 and pairs of one- addition/subtraction and place value.
place decimals with a total of 1, e.g.
0.4 + 0.6.
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6Nc3 Know and apply tests of divisibility by Recognise that a whole number is Calculator Divisible means will
2, 4, 5, 10, 25 and 100. divisible by 2 if the answer is even, by 4 divide exactly
if the last 2 digits are divisible by 4, by 5 Multiplication charts for Divided by means that
if the number ends in 5 or 0, by 10 if the support there could be a
number ends in 0, by 25 if the last 2 remainder
digits are divisible by 25 (or the last 2
digits are 00, 25, 50, 75) and by 100 if
the answer ends in 00.
Use in practical problems
6Nc4 Use place value and number facts to Use knowledge and understanding of Whole number and decimal
add or subtract two-digit whole place value and number facts. place value (arrow) cards
numbers and to add or subtract Set in practical and real life examples.
three-digit multiples of 10 and pairs
of decimals, e.g. 560 + 270; 2.6 +
2.7; 0.78 + 0.23.
6Nc6 Add/subtract a near multiple of 10, Continue to add/subtract 9, 19, 29, …..
100 or 1000, or a near whole unit or 11. 21. 31 ….. by adding/subtracting
of money, and adjust, e.g. 3127 + 10, 20, 30 ….. and adjusting by 1.
4998; 5678 – 1996.
Add/subtract 0.9, 1.9, 2.9 ….. or 1.1,
2.1, 3.1 by adding and subtracting 1, 2,
3, …. Then adjusting by 0.1.
6Nc9 Double quickly any two-digit number, Understand that halving is the inverse
e.g. 78, 7.8, 0.78 and derive the of doubling.
corresponding halves. Understand that halving is the same as
dividing by 2 and doubling is the same
as multiplying by 2.
6Nc5 Add/subtract near multiples of one Use knowledge and understanding of Decimal place value (arrow)
when adding numbers with one place value and number facts. cards
decimal place, e.g. 5.6 + 2.9; 13.5 –
2.1. Understand the decimal notation.
6Nc7 Use place value and multiplication Demonstrate understanding of the Calculator for practical
facts to multiply/divide mentally, e.g. meaning of multiplication and division activities to find the results of
0.8 × 7; 4.8 ÷ 6. and use multiplication and division facts multiplying and dividing.
already known.
6Nc12 Add or subtract numbers with the Use informal written methods to support
same and different numbers of record or explain calculations. Discuss,
decimal places, including amounts of explain and compare methods.
money. Where calculations are set out in
columns understand that each units
column should be in line, each tens
column should be in line ….
6Nc17 Use number facts to generate new Develop strategies of how to find what
multiplication facts, e.g. the 17× table you don’t now from what you already do
from 10× + 7× tables. know
6Nc22 Know and apply the arithmetic laws Understand and use when appropriate
as they apply to multiplication the rules of the commutative,
(without necessarily using the terms associative and distributive laws as
commutative, associative or they apply to multiplication.
distributive).
Commutative:
67 x 72 = 72 x 67
Associative:
34 x 60 = 34 x (6 x 4 ) or
34 x 60 = (34 x 10) x 6
Distributive
23 x 38 = 23 x (40 – 10) or
23 x 38 = (23 x 30) - (23 x 2)
6Nc21 Relate finding fractions to division Revise knowledge and understanding Calculators
and use them as operators to find of fractions and division.
fractions including several tenths and
hundredths of quantities. Begin to understand how to use
fractions as operators.
e.g.
3/10 of 12
6Pt3 Check addition with a different order Understand that numbers can be put in
when adding a long list of numbers; any order for addition but not for
check when subtracting buy using subtraction. Add in reverse order.
the inverse. Explore inverses for subtraction.
6Ps3 Use logical reasoning to explore and Make and justify decisions
solve number problems and Explain calculations that have been
mathematical puzzles. done mentally.
Discuss strategies
6Ps6 Make sense of and solve word Use a selection of puzzles and
problems, single and multi-step problems.
(all four operations), and represent Use all types of problems:
them, e.g. with diagrams or on a Word problems, logic puzzles, diagram
number line; use brackets to show and visual problems, finding all
the series of calculations necessary possibilities and finding rules and
describing patterns.
Use ideas from students.
Ps4 Use ordered lists or tables to help Explain the need for being systematic.
solve number problems Use lists or tables as an example when
systematically. solving problems.
6Ps5 Identify relationships between Discuss and explore using symbols and
numbers and make generalised letters when generalising about
statements using words, then numbers. Give examples and select
symbols and letters, e.g. the second examples from students.
number is twice the first number plus
5 (n, 2n + 5); all the numbers Make links and connections to real life
are multiples of 3 minus 1 (3n – 1); examples.
the sum of angles in a triangle is
180°.
6Ps7 Solve simple word problems E.g. There are 6 fruit chews to every 2
involving ratio and direct proportion. chocolates in a box of 32 sweets. How
many chocolates are there in the box?
6Ps8 Solve simple word problems Use the percentage board and/or a Percentage board
involving percentages, e.g. find calculator to calculate percentages and
discounted prices. use that information to find discounted Calculator
prices.
6Ml1 Select and use standard units of Suggest things you could measure Standard units of measure.
measure Read and write to 2 in different weights, lengths or
decimal places. capacities.
6Ml4 Draw and measure lines to the Curved and straight lines.
nearest centimetre and millimetre. Measure prepared lines (including
curved). Rulers.
6Ml5 Know imperial units still in common Conversion charts from metric to
use, e.g. the mile, and approximate Recognise that: imperial
metric equivalents. A mile is a unit of distance and is
more than a km (about 1600 m)
A pint is a unit of capacity and is
more than half a litre (about
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570ml)
A gallon is a unit of capacity and
is less than 5 litres.
Imperial and metric measuring
Explore approx. equivalence equipment.
between imperial and metric units.
1 litre =? pints
4.5 litres = ? gallons or pints
1 Kilogram = ? pounds (lbs.)
30 grams = ? ounces (oz.)
8 kilometres = ? miles
6Mt5 Calculate time intervals using digital Analogue and digital clocks
and analogue times. Revise work previously done. Use
appropriate questions to extend.
6Mt8 Appreciate how the time is different World time charts. Most holidays will have
in different time zones around the Read world time charts. a departure point that
world. Use a world time chart to answer is some distance from
questions: the traveller’s home.
It is 12.00 noon in London. What The students need to
time is it in Cairo, Hong Kong New establish their
York …. departure from home
as part of the holiday.
Set up a role play area of a Travel
Agent.
Plan a journey:
The distance by car is 45 miles.
The car travels at 30 miles per
hour.
6Ps4 Use ordered lists or tables to help You have 2 egg timers. One takes
solve problems systematically. 4 minutes exactly to empty. The
other takes 7 minutes. What times
in whole minutes can you
measure? And how?
Geometry
6Gs1 Classify different polygons and Revise the meaning of polygon: a Pictorial representation to link Provide visual images
understand whether a 2D shape is a closed 2D shape with straight sides. with discussion. linked to the written
polygon or not. Discuss the difference between regular word.
and irregular, concave and convex and
simple and complex polygons.
6Gs2 Visualise and describe the properties Revise use of vocabulary. Shape Hunt Making games is a
of 3D shapes. Visualise 3D shapes from 2D drawings. Each player has a card with way for students to use
Describe a 3D shape when only the the name or 2D representation their own knowledge
name has been given. of a 3D shape. skills and
Describe a 3D shape to another Place a pack of cards with all understanding in a
person. of the properties of all of the practical way.
Play Shape Hunt. shapes face down on the
table. Players take turns to
Students devise their own shape take a card from the top of the
games. pile. If it fits their shape, they
keep it. Other players can
challenge. If they challenge
correctly, the card is replaced
at the bottom of the pile. Play
continues until all of the cards
have been taken. The player
with most cards is the winner.
6Gs3 Identify and describe properties of Name, describe and begin to classify Quadrilaterals. Encourage discussion.
quadrilaterals and classify using quadrilaterals using criteria such as
parallel sides, equal sides, equal equal angles, equal sides, lines of
angles. symmetry ….
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6Gs4 Recognise and make 2D Using 3D shapes, discuss how to make 3D shapes.
representations of 3D shapes 2D representations.
including nets.
Make nets and check by using them to
construct the 3D shape.
6Gs6 Check that the sum of the angles in a Use knowledge and understanding of Rulers.
triangle is 180 degrees. angle.
Know that an angle of 180 degrees is a
straight line.
6Gp1 Read and plot co-ordinates in all four Revisit the meaning of ‘quadrant’
quadrants.
The x- and y- axes divide the
coordinate plane into four regions.
These regions are called the
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quadrants.
6Gp2 Predict where a polygon will be after Using quadrants (6Gp1) sketch Mirrors
one reflection, where the sides of the polygons after translation or rotation.
shape are not parallel or
perpendicular to the mirror line; after Give instructions to another person for
one translation or after a rotation the translation or rotation of a shape
through 90 degrees about one of its using all four quadrants.
vertices.
6Gs5 Estimate, recognise and draw acute Revise definitions of acute and obtuse Protractors Some students may
and obtuse angles and use a angles. need more time to
protractor to measure to the nearest master the skill of
degree. Discuss the skill of using a protractor. using a protractor. Or it
may be necessary to
Use a protractor to measure given find larger ones which
angles to the nearest degree. would be easier to use.
Use a protractor to draw angles to the
nearest degree.
Problem solving
6Ps2 Deduce new information from Investigate the different polygons that
existing information and realise the can be made using tangram pieces.
effect that one piece of information
has on another.