Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum

This chart maps the content of the Inspire Maths 6 textbooks onto National Curriculum objectives for Key Stage 2 and Key Stage 3 and will ensure that you are fully equipped to
prepare your children for SATs tests and transition into secondary education. Where there is an overlap between Key Stage 2 and Key Stage 3 requirements, professional
judgement should be used as to whether, and when, Key Stage 3 material should be taught. As well as having a secure conceptual underpinning for successful progress through
the curriculum, children also need to be developmentally ready. This is particularly crucial in relation to successful transition from concrete operational thinking (mathematical
knowledge and operations linked directly to concrete concepts and examples) to more formal and abstract mathematics. If children have secure foundations, deep understanding
and guided support, they can often approach some of these questions with great success. Bar models are also widely used in Inspire Maths to help children visualize, reason,
problem solve and access more challenging problems.

You may want to consider introducing more difficult material after SATs if KS2 content is absolutely consolidated, for example, areas of composite shapes and circles, and use
this in preparation for transition for children moving into secondary education.

Unit 1: Algebra

Learning Objectives Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives

(1) Using letters as numbers Pupil Textbook pp 2 to 6, Q9 p 6, Q10 to p 9

Pupils will be able to: 6A, pp 2 to 10 Y6: Algebra KS3: Algebra
• recognise and write simple algebraic • use simple formulae • use and interpret algebraic notation, including:
expressions in one variable • express missing number problems  3y in place of y + y + y and 3 x y
• evaluate simple algebraic algebraically  coefficients written as fractions rather
expressions by substitution than decimals
 brackets
Let’s Explore! Pupil Textbook p 11, Q23a, Q25a and b, Q26a; p 12 Q27a, b, c, h pp 10 to 11, Q23b, Q24, Q25c and d, Q26b, c and
Pupils will be able to conclude that y/2 can be 6A, pp 10 to 12 and i, Q28a, b and c d; p12, Q27d, e, f, g and j, Q28d and e
interpreted as 1/2 of y or 1/2 × y and (y – 2)/3 can Y6: Algebra KS3: Algebra
be interpreted as (y – 2) ÷ 3 or 1/3 × (y – 2). • use simple formulae • use and interpret algebraic notation, including:
Maths Journal • express missing number problems  3y in place of y + y + y and 3 x y
Pupils will be able to construct one-step word algebraically  coefficients written as fractions rather
problems with given algebraic expressions as than decimals
the answers.
Let’s Practise!

(2) Simplifying algebraic expressions Pupil Textbook pp 13 to 18

Pupils will be able to simplify algebraic 6A, pp 13 to 18 KS3: Algebra
expressions in one variable. • simplify and manipulate algebraic expressions
to maintain equivalence by:
 collecting like terms
1 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
(3) Word problems Pupil Textbook pp 19 to 21
Pupils will be able to solve simple word 6A, pp 19 to 21 KS3: Algebra
problems involving algebraic expressions. • simplify and manipulate algebraic expressions
Let’s Practise! to maintain equivalence by:
 collecting like terms
• model situations or procedures by translating
them into algebraic expressions or formulae
and by using graphs

Maths Journal Pupil Textbook p 22, Q11 and 12

Pupils will be able to express their 6A, p 22 KS3: Algebra
understanding of basic algebraic expressions. • use and interpret algebraic notation, including:
 3y in place of y + y + y and 3 x y

Let’s Wrap It Up! Pupil Textbook p 22, Q13; p 23

Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to translate verbal
statements into symbolic representations to
solve the problem.
6A, pp 22 to 23 KS3: Algebra
• use and interpret algebraic notation, including:
 3y in place of y + y + y and 3 x y
• model situations or procedures by translating
them into algebraic expressions or formulae
and by using graphs

2 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
Unit 2: Angles in Shapes and Diagrams
Learning Objectives
(1) Finding unknown angles
Pupils will be able to:
• find unknown angles in geometric
shapes using the properties of:
(a) angles on a straight line
(b) angles at a point
(c) vertically opposite angles
(d) triangles
(e) four-sided shapes (square,
rectangle, parallelogram, rhombus
and trapezium)
Let’s Explore!
Pupils will be able to name three- and four-
sided geometric shapes based on the
descriptions provided.
Maths Journal
Pupils will be able to:
• explain why a parallelogram with two
equal adjacent sides and a right angle
between them is a square
• apply the angle properties they have
learnt to state the relationship
between the given angles
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to use the properties of an
equilateral triangle, an isosceles triangle and
a square to deduce the size of the unknown
angle.
3 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives
Pupil Textbook pp 24 to 34
6A, pp 24 to 34 Y6: Geometry – properties of shapes
• recognise angles where they meet at a point,
are on a straight line, or are vertically
opposite, and find missing angles
• compare and classify geometric shapes
based on their properties and sizes and find
unknown angles in any triangles,
quadrilaterals, and regular polygons
Y6: Number – addition, subtraction,
multiplication and division
• solve addition and subtraction multi-step
problems in contexts, deciding which
operations and methods to use and why
Pupil Textbook pp 35 to 37
6A, pp 35 to 37 Y6: Geometry – properties of shapes
• recognise angles where they meet at a point,
are on a straight line, or are vertically
opposite, and find missing angles
• compare and classify geometric shapes
based on their properties and sizes and find
unknown angles in any triangles,
quadrilaterals, and regular polygons
© Oxford University Press 2018 www.oxfordowl.co.uk
 Y6: Number – addition, subtraction,
multiplication and division
• solve addition and subtraction multi-step
problems in contexts, deciding which
operations and methods to use and why

4 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
Unit 3: Nets
Learning Objectives
(1) Solids
Pupils will be able to:
• identify and name cubes, cuboids,
prisms, pyramids, cylinders and
cones
• identify the faces of a solid, state the
number of faces and name their
shapes. This excludes the cylinder
and cone, which have surfaces but do
not have faces
(2) Nets of Solids
Pupils will be able to:
• identify the nets of a cube, a cuboid, a
prism and a pyramid
• identify the solid formed by a given
net
Maths Journal
Pupils will be able to explain why the
diagrams shown are not nets of the given
solids.
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess their understanding of these concepts,
skills and processes.
Put On Your Thinking Caps!
5 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives
Pupil Textbook pp 38 to 42
6A, pp 38 to 42 Y6: Geometry – properties of shapes
• recognise, describe and build simple 3-D
shapes, including making nets
Y5: Geometry – properties of shapes
• identify 3-D shapes, including cubes and
other cuboids, from 2-D representations
Pupil Textbook pp 43 to 49
6A, pp 43 to 49 Y6: Geometry – properties of shapes
• recognise, describe and build simple 3-D
shapes, including making nets
Y5: Geometry – properties of shapes
• identify 3-D shapes, including cubes and
other cuboids, from 2-D representations
Pupil Textbook p 46
6A, p 46 Y6: Geometry – properties of shapes
• recognise, describe and build simple 3-D
shapes, including making nets
Y5: Geometry – properties of shapes
• identify 3-D shapes, including cubes and
other cuboids, from 2-D representations
Pupil Textbook pp 50 to 53
6A, pp 50 to 53 Y6: Geometry – properties of shapes
• recognise, describe and build simple 3-D
shapes, including making nets
Y5: Geometry – properties of shapes
• identify 3-D shapes, including cubes and
© Oxford University Press 2018 www.oxfordowl.co.uk
Pupils will be able to identify different nets of
a cube in a given set of diagrams.
Unit 4: Fractions
Learning Objectives
(1) Four operations with fractions
Pupils will be able to:
• add and subtract fractions or mixed
numbers
• multiply fractions
• divide a fraction by a whole number
• solve word problems on fractions
(2) Dividing by a proper fraction
Pupils will be able to:
• interpret the division of a whole
number by a proper fraction
• interpret the division of a proper
fraction by another proper fraction
• find the quotient by multiplying the
dividend by the reciprocal of the
divisor
Let’s Explore!
Pupils will be able to observe that the
numerators and denominators of the division
calculations are swapped
Maths Journal
Pupils will be able to:
6 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
other cuboids, from 2-D representations
Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives
Pupil Textbook pp 54 to 55
6A, pp 54 to 55 Y6: Number – fractions (including decimals
and percentages)
• add and subtract fractions with different
denominators and mixed numbers, using the
concept of equivalent fractions
• use common factors to simplify fractions; use
common multiples to express fractions in the
same denomination
• multiply simple pairs of proper fractions,
writing the answer in its simplest form [for
example, 1/4 × 1/2 = 1/8]
• divide proper fractions by whole numbers [for
example, 1/3 ÷ 2 = 1/6]
Pupil Textbook pp 56 to 67
6A, pp 56 to 67 KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
and improper fractions, and mixed numbers, all
both positive and negative
• interpret fractions and percentages as
operators
Pupil Textbook p 68
6A, p 68 KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
and improper fractions, and mixed numbers, all
both positive and negative
© Oxford University Press 2018 www.oxfordowl.co.uk
 • explain what is found out when
dividing by a proper fraction
• explain the errors that have been
made, based on their understanding
of how to divide by a proper fraction
Let's Practise!
(3) Word problems
Pupils will be able to:
• solve word problems involving
division of a whole number or proper
fraction by a proper fraction
Let's Practise!
7 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Pupil Textbook
6A, pp 69-70
Pupil Textbook p 71, Q1; p 75, Q6 and 7
6A, pp 71 to 75 Y6: Number – fractions (including decimals
and percentages)
• add and subtract fractions with different
denominators and mixed numbers, using the
concept of equivalent fractions
p 72, Q2; p 76, Q8
Y6: Number – fractions (including decimals
and percentages)
• add and subtract fractions with different
denominators and mixed numbers, using the
concept of equivalent fractions
• use common factors to simplify fractions; use
common multiples to express fractions in the
same denomination
• multiply simple pairs of proper fractions,
writing the answer in its simplest form [for
example, 1/4 × 1/2 = 1/8]
• divide proper fractions by whole numbers [for
example, 1/3 ÷ 2 = 1/6]
Pupil Textbook p 76 Q8 and Q11
6A, p 76 Y6: Number – fractions (including decimals
and percentages)
• add and subtract fractions with different
© Oxford University Press 2018
• interpret fractions and percentages as
operators
pp 69 to 70
KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
and improper fractions, and mixed numbers, all
both positive and negative
• interpret fractions and percentages as
operators
p 73, Q3; p 74, Q4 and 5
KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
and improper fractions, and mixed numbers, all
both positive and negative
• interpret fractions and percentages as
operators
p 76, Q9 and 10
KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
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 denominators and mixed numbers, using the and improper fractions, and mixed numbers, all
concept of equivalent fractions both positive and negative
• interpret fractions and percentages as
operators

Let’s Wrap It Up! Pupil Textbook p 77, Q12 to 14

Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked examples with pupils to
assess whether they have mastered these
concepts, skills and processes.
6A, pp 77 KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
and improper fractions, and mixed numbers, all
both positive and negative
• interpret fractions and percentages as
operators

Put On Your Thinking Caps! Pupil Textbook p 78

Pupils will be able to draw a table and use
guess and check to solve the problem.
6A, p 78 KS3: Number
• use the four operations, including formal written
methods, applied to integers, decimals, proper
and improper fractions, and mixed numbers, all
both positive and negative
• interpret fractions and percentages as
operators

8 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
Unit 5: Ratios
Learning Objectives
(1) Ratio and fraction
Pupils will be able to:
• write the ratio of one quantity to
another quantity in terms of (i) the
actual number, and (ii) the number of
groups
• express one quantity as a fraction of
another quantity given their ratio
• find how many times larger one value is
compared to another, given their ratio
Let’s Explore!
Pupils will be able to recognise the relationship
of the first and second
quantities in a ratio to the numerator and
denominator of a fraction.
Maths Journal
Pupils will be able to express the ratio
statements as their equivalent fraction
statements.
Let's Practise!
(2) Word problems (1)
Pupils will be able to:
• express fractions and comparative
statements as models
• interpret a model and use the unitary
method to solve word problems
• solve word problems by applying the
common multiple concept
• apply the ratio concept to solve
geometrical problems using the unitary
method
9 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives
Pupil Textbook p 80, Q3; p 82, Q5; p 83; p 85 pp 79 to 80, Q2; p 81; p 82, Q6 and 7; p 84; p 86
6A, pp 79 to 86 Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
• solve problems involving the relative sizes of • use ratio notation, including reduction to
two quantities where missing values can be simplest form
found by using integer multiplication and • divide a given quantity into two parts in a
division facts given part:part or part:whole ratio; express the
• solve problems involving unequal sharing and division of a quantity into two parts as a ratio
grouping using knowledge of fractions and
multiples
Y6: Ratio and proportion – Notes and
guidance (non-statutory)
• they might use the notation a:b to record their
work
Pupil Textbook p 87, Q1; p 93, Q9 and 11; p 94, Q14 to 15 p 87, Q2 to p 92; p 93, Q10; p 94, Q12 to 13
6A, pp 87 to 94 Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
• solve problems involving the relative sizes of • use ratio notation, including reduction to
two quantities where missing values can be simplest form
found by using integer multiplication and • divide a given quantity into two parts in a
division facts given part:part or part:whole ratio; express the
• solve problems involving unequal sharing and division of a quantity into two parts as a ratio
grouping using knowledge of fractions and
multiples
Y6: Ratio and proportion – Notes and
guidance (non-statutory)
• they might use the notation a:b to record their
work
© Oxford University Press 2018 www.oxfordowl.co.uk
(3) Comparing ratios
Pupils will be able to:
• recognise that a set of ratios can be
expressed in their simplest form as the
same ratio and that their corresponding
values are multiples of the units in this
ratio
• apply these concepts and equivalent
ratios to solve simple word problems
• apply these concepts and the unitary
method (together with models) to solve
word problems
Let's Practise!
(4) Word problems (2)
Pupils will be able to solve higher-order word
problems involving ratios using model drawing,
the ‘before-after’ concept and the strategy of
working backwards.
Let’s Explore!
Pupils will be able to use the concept of
equivalent ratios to solve the problems.
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
10 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Pupil Textbook pp 97 to 98; p 100; p 101, Q8 to 9 pp 95 to 96; p 99; p 101, Q7; p 102
6A, pp 95 to Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
102 • use ratio notation, including reduction to
• solve problems involving the relative sizes of
two quantities where missing values can be simplest form
found by using integer multiplication and • divide a given quantity into two parts in a
division facts given part:part or part:whole ratio; express the
division of a quantity into two parts as a ratio
Y6: Ratio and proportion – Notes and
guidance (non-statutory)
• they might use the notation a:b to record their
work
Y6: Algebra
• enumerate possibilities of combinations of two
variables
Pupil Textbook p 103; p 106; p 108 pp 104 to 105; p 107
6A, pp 103 to Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
108 • use ratio notation, including reduction to
• solve problems involving the relative sizes of
two quantities where missing values can be simplest form
found by using integer multiplication and • divide a given quantity into two parts in a
division facts given part:part or part:whole ratio; express the
• solve problems involving unequal sharing and division of a quantity into two parts as a ratio
grouping using knowledge of fractions and
multiples
Y6: Ratio and proportion – Notes and
guidance (non-statutory)
• they might use the notation a:b to record their
work
Pupil Textbook p 109, Q13
6A, p 109 KS3: Ratio, proportion and rates of change
• use ratio notation, including reduction to
simplest form
• divide a given quantity into two parts in a
given part:part or part:whole ratio; express the
division of a quantity into two parts as a ratio
Pupil Textbook pp 110 to 111 p 112
6A, pp 109 to Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
112 • use ratio notation, including reduction to
• solve problems involving the relative sizes of
© Oxford University Press 2018 www.oxfordowl.co.uk
Discuss the worked example with pupils to two quantities where missing values can be simplest form
assess whether they have mastered these found by using integer multiplication and • divide a given quantity into two parts in a
concepts, skills and processes. division facts given part:part or part:whole ratio; express the
Put On Your Thinking Caps! division of a quantity into two parts as a ratio
Pupils will be able to use the heuristics and Y6: Ratio and proportion – Notes and
hints provided to solve the guidance (non-statutory)
problem. • they might use the notation a:b to record their
work

11 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
Unit 6: Percentages

Learning Objectives Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives

(1) Finding percentages Pupil Textbook pp 113 to 119, Q16 and 18 p 119, Q17
Pupils will be able to: 6A, pp 113 to Y6: Number – fractions (including decimals KS3: Ratio, proportion and rates of change
119 and percentages)
• express a fraction or a decimal as a • solve problems involving percentage change,
percentage and vice versa • associate a fraction with division and calculate including: percentage increase, decrease and
• find the whole given a part and the decimal fraction equivalents [for example, original value problems and simple interest in
percentage 0.375] for a simple fraction [for example, 3/8] financial mathematics
• find a part given the whole and the • recall and use equivalences between simple
percentage of the other part fractions, decimals and percentages,
including in different contexts
• solve problems which require answers to be
rounded to specified degrees of accuracy

Y6: Ratio and proportion

(2) Word problems (1)
Pupils will be able to:
• solve word problems using model
drawing and the unitary method
• find the percentage change
(percentage increase or decrease)
using the unitary or fractional methods
• find the original or final value given the
percentage change
• solve word problems involving
percentage and discount
• solve problems involving the calculation of
percentages [for example, of measures, and
such as 15% of 360] and the use of
percentages for comparison
Pupil Textbook pp 120 to 121; p 125, Q12; p 126, Q13 and 15
6A, pp 120 to Y6: Number – fractions (including decimals
126 and percentages)
• solve problems which require answers to be
rounded to specified degrees of accuracy
Y6: Ratio and proportion
• solve problems involving the calculation of
percentages [for example, of measures, and
such as 15% of 360] and the use of
percentages for comparison
pp 122 to 123; p 124; p 125, Q10 to 11; p 126,
Q14 and Q16 to 21
KS3: Ratio, proportion and rates of change
• solve problems involving percentage change,
including: percentage increase, decrease and
original value problems and simple interest in
financial mathematics
KS3: Number
• define percentage as ‘number of parts per
hundred’, interpret percentages and
percentage changes as a fraction or a
decimal, interpret these multiplicatively,
express one quantity as a percentage of
another, compare two quantities using
percentages, and work with percentages
greater than 100%

12 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
(3) Word problems (2)
Pupils will be able to solve higher-order word
problems using model
drawing, the ‘before-after’ concept, the strategy
of working backwards and the unitary method.
Maths Journal
Pupils will be able to understand and verbalise
the steps in solving a word problem involving
percentage decrease.
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to solve the problem by
applying the concept of equal quantities by
recognising that the same quantity can
represent different percentages.
13 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Pupil Textbook pp 127 to 131; p 136, Q12 pp 132 to 135; p 136, Q13 to 16
6A, pp 127 to Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
136
• solve problems involving the calculation of • solve problems involving percentage change,
percentages [for example, of measures, and including: percentage increase, decrease and
such as 15% of 360] and the use of original value problems and simple interest in
percentages for comparison financial mathematics
Y6: Number – fractions (including decimals
and percentages)
• solve problems which require answers to be
rounded to specified degrees of accuracy
Pupil Textbook p 137 pp 138 to 139
6A, pp 137 to Y6: Ratio and proportion KS3: Ratio, proportion and rates of change
139
• solve problems involving the calculation of • solve problems involving percentage change,
percentages [for example, of measures, and including: percentage increase, decrease and
such as 15% of 360] and the use of original value problems and simple interest in
percentages for comparison financial mathematics
Y6: Number – fractions (including decimals
and percentages)
• solve problems which require answers to be
rounded to specified degrees of accuracy
© Oxford University Press 2018 www.oxfordowl.co.uk
Unit 7: Speed
Learning Objectives
(1) Distance and speed Pupil Textbook
Pupils will be able to: 6B, pp 2 to 11
• understand the concept of speed as the
distance travelled per unit of time
• use the unitary method or a formula to
calculate speed, distance or time
• read, interpret and write speed in
different units
• use different units of speed to solve
speed problems
Let’s Explore!
Pupils will be able to carry out a practical
example to illustrate the concept and
relationship between distance and speed.
(2) Average speed
Pupils will be able to:
• understand the concept of average
speed as the total distance travelled
divided by the total time taken
• find average speed given the total
distance travelled and the total time
taken
• find average speed given different
intervals of time and distance, different
speeds and distance, or different
intervals of time and speed
Maths Journal
Pupils will be able to spot common mistakes
related to the calculation of average speed and
14 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Resources Key Stage 2 National Curriculum Objectives
pp 2 to 11
Y6: Measurement – Notes and guidance (non-
statutory)
• pupils could be introduced to compound units
for speed, such as miles per hour, and apply
their knowledge in science or other subjects
as appropriate
Y6: Numbers – fractions (including decimals
and percentages)
• solve problems which require answers to be
rounded to specified degrees of accuracy
Y4: Measurement
• solve problems involving converting from
hours to minutes; minutes to seconds; years
to months; weeks to days
Pupil Textbook
6B, pp 12 to 18
Pupil Textbook
6B, p 19
© Oxford University Press 2018
Key Stage 3 National Curriculum Objectives
pp 2 to 11
KS3: Number
• use the four operations, including formal
written methods, applied to integers,
decimals, proper and improper fractions, and
mixed numbers, all positive and negative
KS3: Ratio, proportion and rates of change
• use compound units such as speed, unit
pricing and density to solve problems
pp 12 to 18
KS3: Number
• use the four operations, including formal
written methods, applied to integers,
decimals, proper and improper fractions, and
mixed numbers, all positive and negative
KS3: Ratio, proportion and rates of change
• use compound units such as speed, unit
pricing and density to solve problems
p 19
KS3: Number
• use the four operations, including formal
written methods, applied to integers,
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explain how to correct them.
(3) Word problems
Pupils will be able to solve higher-order word
problems involving a combination of concepts
such as average, speed and rate.
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to use the partial information
given to work backwards and obtain the
answer.
15 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
decimals, proper and improper fractions, and
mixed numbers, all positive and negative
KS3: Ratio, proportion and rates of change
• use compound units such as speed, unit
pricing and density to solve problems
Pupil Textbook pp 20 to 26
6B, pp 20 to 26 KS3: Number
• use the four operations, including formal
written methods, applied to integers,
decimals, proper and improper fractions, and
mixed numbers, all positive and negative
KS3: Ratio, proportion and rates of change
• use compound units such as speed, unit
pricing and density to solve problems
Pupil Textbook pp 26 to 28
6B, pp 26 to 28 KS3: Number
• use the four operations, including formal
written methods, applied to integers,
decimals, proper and improper fractions, and
mixed numbers, all positive and negative
KS3: Ratio, proportion and rates of change
• use compound units such as speed, unit
pricing and density to solve problems
© Oxford University Press 2018 www.oxfordowl.co.uk
Unit 8: Circles

Learning Objectives Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives

(1) Radius, diameter and circumference
Pupils will be able to:
• identify the radius, diameter and
circumference of a circle
• state the relationship between:
(i) the radius and the diameter
(ii) the circumference and the diameter
• recognise a semicircle as half of a
circle and a quadrant as a quarter of a
circle
• find the circumference of a circle given
its radius or diameter
(2) Area of a circle
Pupils will be able to:
• state the relationship between the area
of a circle and its radius
• find the area of a circle given its radius
or diameter
• calculate the areas of shapes made up
of circles, semicircles
and quadrants
Pupil Textbook pp 29 to 32, Q7; p 39, Q21a to d
6B, pp 29 to 40 Y6: Geometry – properties of shapes
• illustrate and name parts of circles, including
radius, diameter and circumference and know
that the diameter is twice the radius
Pupil Textbook
6B, pp 41 to 48
p 32, Q8 to p 40 (excluding p 39 Q21a to d)
KS3: Number
• round numbers and measures to an
appropriate degree of accuracy [for example,
to a number of decimal places or significant
figures]
KS3: Algebra
• substitute numerical values into formulae and
expressions, including scientific formulae
KS3: Geometry and measures
• calculate and solve problems involving:
perimeters of 2-D shapes (including circles),
areas of circles and composite shapes
pp 41 to 48
KS3: Number
• round numbers and measures to an
appropriate degree of accuracy [for example,
to a number of decimal places or significant
figures]
KS3: Algebra
• substitute numerical values into formulae and
expressions, including scientific formulae

KS3: Geometry and measures

• calculate and solve problems involving:
perimeters of 2-D shapes (including circles),
areas of circles and composite shapes

Maths Journal Pupil Textbook p 49

Pupils will be able to use estimation, by 6B, p 49 KS3: Number
rounding the value of π to 3, to explain why the • round numbers and measures to an
answers given are not reasonable. appropriate degree of accuracy [for example,

16 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk

Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to:
• apply the concepts related to circles to
a practical situation
• use visualisation to simplify the
problem before solving it
17 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Pupil Textbook p 50, Q19a and b
6B, pp 50 to 52 Y6: Geometry – properties of shapes
• illustrate and name parts of circles, including
radius, diameter and circumference and know
that the diameter is twice the radius
© Oxford University Press 2018
to a number of decimal places or significant
figures]
KS3: Algebra
• substitute numerical values into formulae and
expressions, including scientific formulae
KS3: Geometry and measures
• calculate and solve problems involving:
perimeters of 2-D shapes (including circles),
areas of circles and composite shapes
p 50 Q19c to p 52
KS3: Number
• round numbers and measures to an
appropriate degree of accuracy [for example,
to a number of decimal places or significant
figures]
KS3: Algebra
• substitute numerical values into formulae and
expressions, including scientific formulae
KS3: Geometry and measures
• calculate and solve problems involving:
perimeters of 2-D shapes (including circles),
areas of circles and composite shapes
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Unit 9: Pie Charts
Learning Objectives
(1) Understanding pie charts
Pupils will be able to:
• recognise a pie chart as another type
of graph
• read and interpret pie charts
Maths Journal
Pupils will be able to express their
understanding of reading and interpreting a
pie chart.
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to interpret figurative and
numerical information and apply concepts
from other units, such as ratio and percentage.
18 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Resources Key Stage 2 National Curriculum Objectives Key Stage 3 National Curriculum Objectives
Pupil Textbook 6B, pp 53 to 60
pp 53 to 60 Y6: Number – fractions (including decimals
and percentages)
• recall and use equivalences between simple
fractions, decimals and percentages,
including in different contexts
Y6: Ratio and proportion
• solve problems involving the calculation of
percentages [for example, of measures, and
such as 15% of 360] and the use of
percentages for comparison
Y6: Statistics
• interpret and construct pie charts and line
graphs and use these to solve problems
Y6: Number – Notes and guidance (non-
statutory)
• pupils link percentages of 360° to calculating
angles of pie charts.
Pupil Textbook 6B, pp 60 to 61
pp 60 to 61 Y6: Ratio and proportion
• solve problems involving the calculation of
percentages [for example, of measures, and
such as 15% of 360] and the use of
percentages for comparison
Y6: Statistics
• interpret and construct pie charts and line
graphs and use these to solve problems
Y6: Number – Notes and guidance (non-
statutory)
• pupils link percentages of 360° to calculating
© Oxford University Press 2018 www.oxfordowl.co.uk
 angles of pie charts
Unit 10: Area and Perimeter
Learning Objectives Resources Key Stage 2 National Curriculum Objectives
(1) Area and perimeter of composite Pupil Textbook 6B, pp 62 to 63, Q3; pp 64 to 65
shapes pp 62 to 71 Y6: Measurement
Pupils will be able to find the area and • recognise when it is possible to use formulae
perimeter of shapes related to squares, for area and volume of shape
rectangles, triangles and circles. • calculate the area of parallelograms and
triangles
Y5: Measurement – Notes and guidance (non-
statutory)
• pupils calculate the perimeter of rectangles
and related composite shapes, including
using the relations of perimeter or area to find
unknown lengths
Let’s Explore! Pupil Textbook 6B, pp 68 to 70,Q10 to Q16
Pupils will be able to see that the areas of pp 68 and 71 Y6: Measurement
three different composite shapes formed by a • recognise that shapes with the same areas
square and a rectangle are equal, but their can have different perimeters and vice versa
perimeters are not. • recognise when it is possible to use formulae
Maths Journal for area and volume of shapes
Pupils will be able to describe the steps • calculate the area of parallelograms and
needed to find the area of a composite shape. triangles
Y5: Measurement – Notes and guidance (non-
statutory)
• pupils calculate the perimeter of rectangles
and related composite shapes, including
using the relations of perimeter or area to find
unknown lengths
Let’s Wrap It Up! Pupil Textbook 6B, pp 72 to 73, Q25 to 26
Emphasise the key concepts, skills and pp 72 to 73 Y6: Measurement
processes that have been taught in the unit.
19 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018
Key Stage 3 National Curriculum Objectives
p 63, Q4; pp 66 to 67
KS3: Number
• round numbers and measures to an
appropriate degree of accuracy [for
example, to a number of decimal places or
significant figures]
KS3: Geometry and measures
• calculate and solve problems involving:
perimeters of 2-D shapes (including
circles), areas of circles and composite
shapes
p 70, Q17 to 25; p 71
KS3: Number
• round numbers and measures to an
appropriate degree of accuracy [for
example, to a number of decimal places or
significant figures]
KS3: Geometry and measures
• calculate and solve problems involving:
perimeters of 2-D shapes (including
circles), areas of circles and composite
shapes
p 73, Q27
KS3: Geometry and measures
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Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to use their understanding
of the properties of basic shapes to solve
these problems.
• recognise when it is possible to use formulae • calculate and solve problems involving:
for area and volume of shapes perimeters of 2-D shapes (including
• calculate the area of parallelograms and circles), areas of circles and composite
triangles shapes
Y5: Measurement – Notes and guidance (non-
statutory)
• pupils calculate the perimeter of rectangles
and related composite shapes, including
using the relations of perimeter or area to find
unknown lengths

20 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum © Oxford University Press 2018 www.oxfordowl.co.uk
Unit 11: Volume of Solids and Liquids
Learning Objectives
(1) Volume of solids
Pupils will be able to:
• find one dimension of a cuboid given
the volume and two other dimensions,
or the volume and the area of one
face
• use the square root of a number to
find the side of a square given its
area
• use the cube root of a number to find
the edge of a cube given its volume
Let’s Explore!
Pupils will be able to state how an increase in pp 82 to 83
the length of an edge of a cube is related to
the increase in its volume.
Maths Journal
Pupils will be able to:
• express their understanding of square
roots and cube roots
• explain why the volume of a cuboid is
the product of its base area and
height
21 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Resources Key Stage 2 National Curriculum Objectives
Pupil Textbook 6B, pp 74 to 78, Q8; p 81, Q23
pp 74 to 82 Y6: Measurement
• calculate, estimate and compare volume of
cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic
metres (m3), and extending to other units [for
example, mm3 and km3]
• recognise when it is possible to use formulae
for area and volume of shapes
Y6: Number – fractions (including decimals
and percentages)
• solve problems which require answers to be
rounded to specified degrees of accuracy
Y6: Algebra – Notes and guidance (non-
statutory)
• pupils should be introduced to the use of
symbols and letters to represent variables and
unknowns in mathematical situations that they
already understand, such as:
 missing numbers, lengths,
coordinates and angles
Pupil Textbook 6B, p 82, Q24; p 83, Q27 and 28
Y6: Measurement
• calculate, estimate and compare volume of
cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic
metres (m3), and extending to other units [for
example, mm3 and km3]
• recognise when it is possible to use formulae
for area and volume of shapes
© Oxford University Press 2018
Key Stage 3 National Curriculum Objectives
p 78, Q9 to p 81, Q22
KS3: Number
• use integer powers and associated real
roots (square, cube and higher), recognise
powers of 2, 3, 4, 5 and distinguish
between exact representations of roots
and their decimal approximations
KS3: Geometry and measures
• derive and apply formulae to calculate and
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
other prisms (including cylinders)
KS3: Working mathematically
• consolidate their numerical and
mathematical capability from key stage 2
and extend their understanding of the
number system and place value to include
decimals, fractions, powers and roots
p 83, Q25 to 26
KS3: Number
• use integer powers and associated real
roots (square, cube and higher), recognise
powers of 2, 3, 4, 5 and distinguish
between exact representations of roots
and their decimal approximations
KS3: Geometry and measures
• derive and apply formulae to calculate and
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
www.oxfordowl.co.uk

Let's Practise!
(2) Volume of liquids
Pupils will be able to:
• find the volume of liquid in a cubical
or a cuboid tank with given
dimensions
• find the height of the water in a
cuboid tank given the volume of water
and the length and width of the tank
• find the time taken to fill a cuboid tank
with water given the volume and the
rate of flow
22 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
Pupil Textbook 6B, p 84, Q31; p 85, Q32
pp 84 to 85 Y6: Measurement
• calculate, estimate and compare volume of
cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic
metres (m3), and extending to other units [for
example, mm3 and km3]
• recognise when it is possible to use formulae
for area and volume of shapes
Y6: Number – fractions (including decimals
and percentages)
• solve problems which require answers to be
rounded to specified degrees of accuracy
Pupil Textbook 6B, p 91 Q11
pp 86 to 91 Y6: Measurement
• calculate, estimate and compare volume of
cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic
metres (m3), and extending to other units [for
example, mm3 and km3]
• recognise when it is possible to use formulae
for area and volume of shapes
• solve problems involving the calculation and
conversion of units of measure, using decimal
© Oxford University Press 2018
other prisms (including cylinders)
KS3: Working mathematically
• consolidate their numerical and
mathematical capability from key stage 2
and extend their understanding of the
number system and place value to include
decimals, fractions, powers and roots
p 84, Q29 to 30; p 85, Q33 to 34
KS3: Number
• use integer powers and associated real
roots (square, cube and higher), recognise
powers of 2, 3, 4, 5 and distinguish
between exact representations of roots
and their decimal approximations
KS3: Geometry and measures
• derive and apply formulae to calculate and
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
other prisms (including cylinders)
KS3: Working mathematically
• consolidate their numerical and
mathematical capability from key stage 2
and extend their understanding of the
number system and place value to include
decimals, fractions, powers and roots
pp 86 to 91, Q10
KS3: Number
• use integer powers and associated real
roots (square, cube and higher), recognise
powers of 2, 3, 4, 5 and distinguish
between exact representations of roots
and their decimal approximations
KS3: Geometry and measures
• derive and apply formulae to calculate and
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 • find the side of the square base of a
cuboid tank given the volume and
height of water
• find the edge of a cubical tank given
the volume of water
Let's Practise!
Let’s Wrap It Up!
Emphasise the key concepts, skills and
processes that have been taught in the unit.
Discuss the worked example with pupils to
assess whether they have mastered these
concepts, skills and processes.
Put On Your Thinking Caps!
Pupils will be able to draw 'Before' and 'After'
models, and to use the relationship between
the amount of water in the tank and the
amount in the drum to solve the problem.
23 Inspire Maths 6 and Key Stages 2 and 3 from the National Curriculum
notation up to three decimal places where
appropriate
• use, read, write and convert between
standard units, converting measurements of
length, mass, volume and time from a smaller
unit of measure to a larger unit, and vice
versa, using decimal notation to up to three
decimal places
Pupil Textbook 6B, p 92, Q13
pp 92-95 Y6: Measurement
• calculate, estimate and compare volume of
cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic
metres (m3), and extending to other units [for
example, mm3 and km3]
• recognise when it is possible to use formulae
for area and volume of shapes
Pupil Textbook 6B, p96
pp 96 to 98 Y6: Measurement
• calculate, estimate and compare volume of
cubes and cuboids using standard units,
including cubic centimetres (cm3) and cubic
metres (m3), and extending to other units [for
example, mm3 and km3]
• recognise when it is possible to use formulae
for area and volume of shapes
© Oxford University Press 2018
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
other prisms (including cylinders)
KS3: Working mathematically
• consolidate their numerical and
mathematical capability from key stage 2
and extend their understanding of the
number system and place value to include
decimals, fractions, powers and roots
p 92, Q12; pp 93 to 95
KS3: Geometry and measures
• derive and apply formulae to calculate and
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
other prisms (including cylinders)
pp 97 to 98
KS3: Geometry and measures
• derive and apply formulae to calculate and
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
other prisms (including cylinders)
KS3: Working mathematically
• consolidate their numerical and
mathematical capability from key stage 2
and extend their understanding of the
number system and place value to include
decimals, fractions, powers and roots
www.oxfordowl.co.uk