Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to

the national curriculum for England primary mathematics

programme of study (Years 1 to 6)
September 2020

Version 1.0
Copyright © UCLES 2020
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Contents

Introduction .................................................................................................................................................................................................................................................. 4
Summary ..................................................................................................................................................................................................................................................... 5
Colour coding key: ..................................................................................................................................................................................................................................... 10
Mapping for the national curriculum for England primary mathematics: Year 1 ........................................................................................................................................ 11
Mapping for the national curriculum for England primary mathematics: Year 2 ........................................................................................................................................ 19
Mapping for the national curriculum for England primary mathematics: Year 3 ........................................................................................................................................ 29
Mapping for the national curriculum for England primary mathematics: Year 4 ........................................................................................................................................ 39
Mapping for the national curriculum for England primary mathematics: Year 5 ........................................................................................................................................ 52
Mapping for the national curriculum for England primary mathematics: Year 6........................................................................................................................................ 67
Cambridge Primary Mathematics learning objectives that do not align with the national curriculum for England primary mathematics programme of study ................ 82
Introduction

We have mapped Cambridge Primary Mathematics (0096) to the national curriculum for England primary mathematics programme of study, including to the non-statutory
(optional) section. This mapping document shows where Cambridge Primary Mathematics (0096) is covered in the national curriculum for England primary mathematics
programme of study.

The Cambridge Primary Mathematics Curriculum Framework provides a comprehensive set of progressive learning objectives for mathematics. The learning objectives detail
what learners should know or what they should be able to do in mathematics in each of Stages 1 to 6 of primary education. They provide a structure for teaching and learning
and a reference against which learners' understanding can be checked. Each learning objective from the Cambridge Primary Mathematics Curriculum Framework has a
unique code, e.g. 2Nf.01. These codes appear in the Cambridge Teacher Guide, Schemes of Work and other published resources which can be found at
https://primary.cambridgeinternational.org. Ask the Cambridge coordinator or exams officer in your school if you do not already have a log-in for this support site.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 4
Summary

Overview
Cambridge Primary Mathematics curriculum
Cambridge Primary Mathematics is taught over six years (Stages 1 to 6) and is designed for ages 5 to 11. Each stage in the Cambridge Primary Mathematics curriculum is
designed to support a clear progression of mathematics knowledge and skills within and across the primary stages. Over time, learners will develop their mathematical
skills in Number, Geometry and Measure, and Statistics and Probability while thinking and working mathematically.

We have introduced Thinking and Working Mathematically as a key part of the Cambridge mathematics curriculum to assist learners in considering the processes that are
involved when solving problems. Thinking and Working Mathematically connects all the strands and learning objectives of the mathematics curriculum to support learners
in developing a collection of mathematical strategies.

Thinking and Working Mathematically is described within the following characteristics:

• Specialising and Generalising
• Conjecturing and Convincing
• Characterising and Classifying
• Critiquing and Improving.

National curriculum for England primary mathematics programme of study

The national curriculum for England primary mathematics programme of study is taught over six years (Years 1 to 6), and is designed for ages 5 to 11. The curriculum is
organised by Number, Measurement, Geometry, Statistics (introduced in Year 2), Ratio and proportion (introduced in Year 6) and Algebra (introduced in Year 6). The aim
of the curriculum is to make learners fluent in the fundamentals of mathematics, and able to reason mathematically and solve problems. The national curriculum for
England primary mathematics programme of study also includes non-statutory (optional) content against the specified required content.

Cambridge Primary Mathematics and national curriculum for England primary mathematics programme of study cover the same expected learner ages:

Age England Cambridge

5 to 6 Year 1 Stage 1
6 to 7 Year 2 Stage 2
7 to 8 Year 3 Stage 3
8 to 9 Year 4 Stage 4
9 to 10 Year 5 Stage 5
10 to 11 Year 6 Stage 6

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 5
 Similarities Differences
Aspects of the two curricula that overlap: Aspects of the Cambridge Primary Mathematics curriculum that are
• There are substantial similarities between both curricula. The majority of the not covered by the national curriculum for England primary
statutory elements of the national curriculum for England primary mathematics mathematics programme of study:
programme of study are covered in the Cambridge Primary Mathematics • Number: spatial patterns of square and triangle numbers
curriculum.
• Geometry and Measure: rotation of shapes, time zones and cardinal and ordinal
• Strand organisation of the curricula is comparable, with learning objectives points
organised under similar strands.
• Statistics and Probability: investigative approach to statistics, range of data
representation, probability
National curriculum for Cambridge Primary Mathematics • Thinking and Working Mathematically.
England primary curriculum
mathematics programme of Aspects of the national curriculum for England primary mathematics
study – Key Stages 1 and 2
programme of study that are not covered by the Cambridge Primary
Number Number Mathematics curriculum:
Ratio and proportion Ratio and proportion is introduced • Number: Roman numerals, prime factors, multiplying mixed numbers by whole
(introduced in Year 6) in Stage 5 as part of the Number numbers, adding and subtracting mixed numbers, multiplying proper fractions
strand.
Algebra (introduced in Year 6) • Measurement: converting between imperial and metric units, volumes of solids
and area of a parallelogram
Measurement Geometry and Measure • Geometry: constructing triangles, vertically opposite angles, angles meeting at
Geometry a point, reflection in the x-axis, unknown angles in quadrilaterals and polygons
Statistics (introduced in Year 2) Probability and Statistics identifying perpendicular lines
• Ratio and proportion: scale factors
• Algebra: using simple formulae, equivalent expressions.
• Although the Cambridge Primary Mathematics curriculum does not have
separate strands for Ratio and proportion and Algebra, most of the national Other differences to note:
curriculum for England primary mathematics programme of study statements • The Cambridge Primary Mathematics curriculum places an emphasis on
are covered by the Cambridge Primary Mathematics learning objectives. estimating in calculations and measurements.
• There are aspects of both curricula that are common but are expected at • Although the national curriculum for England primary mathematics programme
different ages, e.g. expected for England’s Year 3 and found in Cambridge of study includes problem solving explicitly in some curriculum statements, the
Stage 5, or found in Cambridge Stage 2 but expected for England’s Year 4. Thinking and Working Mathematically characteristics in the Cambridge Primary
Examples include: Mathematics curriculum ensure that problem solving is embedded and
o Counting range enhanced throughout.
o Calculation range • Cambridge learners are expected to work mentally in all aspects of their
o Introduction of multiplication and division mathematics to develop conceptual understanding. They are encouraged to
o Using symbols like <, >, = to compare numbers and quantities build a personal collection of helpful mental strategies by critiquing and
o Using commutativity and associativity to assist in calculations. improving. In the national curriculum for England primary mathematics
programme of study there is specific mention of using mental strategies within
some statements rather than a holistic approach across the subject.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 6
 Other similarities to note: • Cambridge learners are encouraged to use any written method that suits their
• The Cambridge Primary Mathematics curriculum recommends calculators to be understanding of mathematics and their context. The national curriculum for
used from Stage 4 with mental and written strategies for checking answers. The England primary mathematics programme of study recommends specific formal
national curriculum for England primary mathematics programme of study also written methods.
recommends the use of calculators, but only towards the end of primary
education, once written and mental arithmetic are secure.
• The Cambridge Primary Mathematics curriculum encourages the use of
technology as a valuable resource for teaching and learning, especially when
covering statistics. How and when it should be used is left to the discretion of
the school to ensure that there is added value for learners. Similarly, the
national curriculum for England primary mathematics programme of study
recommends that teachers should use their judgement about when to use ICT
tools.

Percentage of the national curriculum for England primary mathematics programme of study
curriculum statements covered explicitly by the Cambridge Primary Mathematics curriculum, in 95%
whole or in part

Percentage of the Cambridge Primary Mathematics curriculum mapped against the national
84%
curriculum for England primary mathematics programme of study, in whole or in part
Note: The percentage calculations include the coverage of the non-statutory guidance.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 7
 Conclusion

Cambridge Primary Mathematics is compatible with use Cambridge Primary Mathematics is compatible with
of support materials recommended additional support required
You are
here

Schools and teachers: you can add or integrate the Cambridge Schools and teachers: you may need assistance to add or integrate
Primary Mathematics curriculum yourselves and will benefit from: the Cambridge Primary Mathematics curriculum and will benefit
• using the materials on the support sites from:
• attending Cambridge International training (face-to-face or • discussing with your regional Cambridge International contact
online) the specific needs of your school and identifying what available
• a member of staff becoming a Cambridge International support from Cambridge International best meets your needs
curriculum coordinator (or equivalent) and engaging with • discussing the compatibility of the Cambridge curriculum with
training and support. your subject specialist(s). This conversation may include
• using the wider guidance available, such as Implementing the analysing the specific issues with using the Cambridge
Curriculum with Cambridge curriculum in your school and jointly agreeing solutions.
• discussing with your regional Cambridge International contact
the specific needs of your school and identifying what available
support from Cambridge International best meets your needs.

It is possible to integrate the Cambridge Primary Mathematics curriculum with the national curriculum for England primary mathematics programme of study as there is
significant overlap of content and the pedagogical approaches of both curricula are similar.

Most aspects of the national curriculum for England primary mathematics programme of study identified as not covered in Cambridge Primary Mathematics are
covered in Cambridge Lower Secondary Mathematics, with the exception of Roman numerals. Similarly, most aspects of the Cambridge Primary Mathematics
curriculum not covered by the England primary mathematics programme of study are covered by the England Key Stage 3 mathematics programme of study. If you
teach in a school across the primary and lower secondary age-range then there is greater alignment of curriculum content by the end of lower secondary (Stage 9 or
Year 9).

To integrate the two curricula, you will need to consider the amount of time you have available to teach mathematics and if more time can be provided.
• If more time is provided, it may be possible to cover the overlapping content and the unique content of both curricula, e.g. statistics and probability from the
Cambridge Primary Mathematics curriculum and algebra from the national curriculum for England primary mathematics programme of study.
• You would need additional planning and teaching time to integrate Cambridge’s Thinking and Working Mathematically.
• If more time is not available, you will need to make decisions about what unique parts of both curricula you will prioritise and which learning objectives can be
blended to minimise the time requirements. These decisions may be affected by other subjects you teach.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 8
 Some of the content that is similar between the two curricula is located in different stages/years. Content in Cambridge Stage 2, for example, matches content in
England’s Year 3. You will need to decide which stage/year is the most appropriate for your learners to be taught the content and what impact that has on progression.

We recommend that you read and consider the guidance document Implementing the Curriculum with Cambridge and at least one member of staff attends the
Introductory training for Cambridge Primary Mathematics.

In addition, we provide a progression grid that is useful for identifying progression of all content across all stages. This will support you to ensure that progression of the
Cambridge curriculum can be maintained when moving content between stages/years.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 9
Colour coding key:

Colour Statement affected Meaning

Turquoise National curriculum for England This part of the national curriculum for England
curriculum statement curriculum statement has no matching Cambridge
learning objective
Grey Cambridge learning objective This part of the Cambridge learning objective matches
the relevant national curriculum for England curriculum
statement, but is not at the same age expectation (either
below or above the expected age of the national
curriculum for England curriculum statement)
Green Cambridge learning objective This part of the Cambridge learning objective does not
match the national curriculum for England curriculum
statement
No colour Cambridge learning objective This part of the Cambridge learning objective matches
the national curriculum for England curriculum statement
at the same age expectation
No colour National curriculum for England This part of the national curriculum for England
curriculum statement curriculum statement matches at least one Cambridge
learning objective

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 10
Mapping for the national curriculum for England primary mathematics: Year 1

National curriculum for England primary

Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1

Number – number and place value

Count to and across 100, forwards and backwards, 1Nc.01 Count objects from 0 to 20, recognising conservation of number and
beginning with 0 or 1, or from any given number one-to-one correspondence.
1Ni.01 Recite, read and write number names and whole numbers (from 0 to
20).
2Nc.01 Count objects from 0 to 100.
2Nc.04 Count on and count back in ones, twos, fives or tens, starting from any
number (from 0 to 100).
3Nc.02 Count on and count back in steps of constant size: 1-digit numbers,
tens or hundreds, starting from any number (from 0 to 1000).
Count, read and write numbers to 100 in numerals; count 1Nc.04 Count on in ones, twos or tens, and count back in ones and tens,
in multiples of twos, fives and tens starting from any number (from 0 to 20).
1Ni.01 Recite, read and write number names and whole numbers (from 0 to
20).
2Nc.04 Count on and count back in ones, twos, fives or tens, starting from any
number (from 0 to 100).
2Ni.01 Recite, read and write number names and whole numbers (from 0 to
100).
Given a number, identify one more and one less 1Nc.04 Count on in ones, twos or tens, and count back in ones and tens,
starting from any number (from 0 to 20).
Identify and represent numbers using objects and pictorial 1Nc.01 Count objects from 0 to 20, recognising conservation of number and .
representations including the number line, and use the one-to-one correspondence.
language of: equal to, more than, less than (fewer), most, 1Np.03 Understand the relative size of quantities to compare and order
least numbers from 0 to 20.
2Nc.01 Count objects from 0 to 100.
2Np.03 Understand the relative size of quantities to compare and order 2-digit
numbers.
Read and write numbers from 1 to 20 in numerals and 1Ni.01 Recite, read and write number names and whole numbers (from 0 to
words 20).
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils practise counting (1, 2, 3…), ordering (for example, 1Nc.01 Count objects from 0 to 20, recognising conservation of number and Solving problems are
first, second, third…), and to indicate a quantity (for one-to-one correspondence. covered by the Thinking and
1Np.04 Recognise and use ordinal numbers from 1st to 10th. Working Mathematically

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 11
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1
example, 3 apples, 2 centimetres), including solving 2Np.04 Recognise and use ordinal numbers. characteristics, not by
simple concrete problems, until they are fluent. learning objectives.

Cambridge learners are

encouraged to use any
written method that suits
their understanding of
mathematics and their
context.

Pupils begin to recognise place value in numbers beyond 2Np.01 Understand and explain that the value of each digit in a 2-digit number
20 by reading, writing, counting and comparing numbers is determined by its position in that number, recognising zero as a place
up to 100, supported by objects and pictorial holder.
representations. 2Np.02 Compose, decompose and regroup 2-digit numbers, using tens and
ones.
2Np.03 Understand the relative size of quantities to compare and order 2-digit
numbers.

They practise counting as reciting numbers and counting 1Ni.01 Recite, read and write number names and whole numbers (from 0 to
as enumerating objects, and counting in twos, fives and 20).
tens from different multiples to develop their recognition of 1Nc.01 Count objects from 0 to 20, recognising conservation of number and
patterns in the number system (for example, odd and one-to-one correspondence.
even numbers), including varied and frequent practice 1Nc.04 Count on in ones, twos or tens, and count back in ones and tens,
through increasingly complex questions. starting from any number (from 0 to 20).
2Ni.01 Recite, read and write number names and whole numbers (from 0 to
100).
2Nc.04 Count on and count back in ones, twos, fives or tens, starting from any
number (from 0 to 100).
2Nc.05 Recognise the characteristics of even and odd numbers (from 0 to
100).

They recognise and create repeating patterns with objects 1Nc.06 Use familiar language to describe sequences of objects.
and with shapes.
Number – addition and subtraction
Read, write and interpret mathematical statements 1Ni.02 Understand addition as:
involving addition (+), subtraction (–) and equals (=) signs - counting on
- combining two sets.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 12
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1
1Ni.03 Understand subtraction as:
- counting back
- take away
- difference.
Represent and use number bonds and related subtraction 1Ni.04 Recognise complements of 10.
facts within 20 1Ni.05 Estimate, add and subtract whole numbers where the answer is from 0
to 20.
2Ni.03 Recognise complements of 20 and complements of multiples of 10 (up
to 100).
Add and subtract one-digit and two-digit numbers to 20, 1Ni.02 Understand addition as:
including zero - counting on
- combining two sets.
1Ni.03 Understand subtraction as:
- counting back
- take away
- difference.
1Np.01 Understand that zero represents none of something.
Solve one-step problems that involve addition and 1Ni.02 Understand addition as: Solving one-step problems
subtraction, using concrete objects and pictorial - counting on are covered by the Thinking
representations, and missing number problems such as - combining two sets. and Working Mathematically
7 = �– 9 1Ni.03 Understand subtraction as: characteristics, not by
- counting back learning objectives.
- take away
- difference.
1Np.01 Understand that zero represents none of something.
2Ni.02 Understand and explain the relationship between addition and
subtraction.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils memorise and reason with number bonds to 10 1Ni.04 Recognise complements of 10.
and 20 in several forms (for example, 9 + 7 = 16; 1Np.01 Understand that zero represents none of something.
16 – 7 = 9; 7 = 16 – 9). They should realise the effect of 2Ni.02 Understand and explain the relationship between addition and
adding or subtracting zero. This establishes addition and subtraction.
subtraction as related operations. 2Ni.03 Recognise complements of 20 and complements of multiples of 10 (up
to 100).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 13
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1
Pupils combine and increase numbers, counting forwards 1Ni.02 Understand addition as:
and backwards. - counting on
- combining two sets.
1Ni.03 Understand subtraction as:
- counting back
- take away
- difference.

They discuss and solve problems in familiar practical 1Ni.02 Understand addition as: Solving problems in context
contexts, including using quantities. Problems should - counting on are covered by the Thinking
include the terms: put together, add, altogether, total, take - combining two sets. and Working Mathematically
away, distance between, difference between, more than 1Ni.03 Understand subtraction as: characteristics, not by
and less than, so that pupils develop the concept of - counting back learning objectives.
addition and subtraction and are enabled to use these - take away
operations flexibly. - difference.
1Ni.05 Estimate, add and subtract whole numbers (where the answer is from 0
to 20).
Number – multiplication and division
Solve one-step problems involving multiplication and 2Ni.05 Understand multiplication as: Solving one-step problems
division, by calculating the answer using concrete objects, - repeated addition are covered by the Thinking
pictorial representations and arrays with the support of the - an array. and Working Mathematically
teacher 2Ni.06 Understand division as: characteristics, not by
- sharing (number of items per group) learning objectives.
- grouping (number of groups)
- repeated subtraction.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Through grouping and sharing small quantities, pupils 1Nf.01 Understand that an object or shape can be split into two equal parts or
begin to understand: multiplication and division; doubling two unequal parts.
numbers and quantities; and finding simple fractions of 1Nf.03 Understand that a half can act as an operator (whole number answers).
objects, numbers and quantities. 1Ni.06 Know doubles up to double 10.
2Ni.05 Understand multiplication as:
- repeated addition
- an array.
2Ni.06 Understand division as:
- sharing (number of items per group)

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 14
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1
- grouping (number of groups).
2Nf.04 Understand that fractions (half, quarter and three-quarters) can act as
operators.

They make connections between arrays, number patterns, 1Nc.04 Count on in ones, twos or tens, and count back in ones and tens,
and counting in twos, fives and tens. starting from any number (from 0 to 20).
2Ni.05 Understand multiplication as:
- repeated addition
- an array.
2Nc.06 Recognise, describe and extend numerical sequences (from 0 to 100).
2Nc.04 Count on and count back in ones, twos, fives or tens, starting from any
number (from 0 to 100).
Number – fractions
Recognise, find and name a half as one of two equal parts 1Nf.01 Understand that an object or shape can be split into two equal parts or
of an object, shape or quantity two unequal parts.
1Nf.02 Understand that a half can describe one of two equal parts of a quantity
or set of objects.
Recognise, find and name a quarter as one of four equal 2Nf.01 Understand that an object or shape can be split into four equal parts or
parts of an object, shape or quantity four unequal parts.
2Nf.02 Understand that a quarter can describe one of four equal parts of a
quantity or set of objects.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils are taught half and quarter as ‘fractions of’ discrete 1Nf.02 Understand that a half can describe one of two equal parts of a quantity Solving problems are
and continuous quantities by solving problems using or set of objects. covered by the Thinking and
shapes, objects and quantities. For example, they could 1Nf.03 Understand that a half can act as an operator (whole number answers). Working Mathematically
recognise and find half a length, quantity, set of objects or 1Nf.04 Understand and visualise that halves can be combined to make wholes. characteristics, not by
shape. Pupils connect halves and quarters to the equal 2Nf.02 Understand that a quarter can describe one of four equal parts of a learning objectives.
sharing and grouping of sets of objects and to measures, quantity or set of objects.
as well as recognising and combining halves and quarters 2Nf.04 Understand that fractions (half, quarter and three-quarters) can act as
as parts of a whole. operators.
2Nf.06 Understand and visualise that wholes, halves and quarters can be
combined to create new fractions.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 15
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1

Measurement
Compare, describe and solve practical problems for: 1Gg.02 Use familiar language to describe length, including long, longer, Solving practical problems
• lengths and heights [for example, long/short, longest, thin, thinner, thinnest, short, shorter, shortest, tall, taller and tallest. are covered by the Thinking
longer/shorter, tall/short, double/half] 1Gg.04 Use familiar language to describe mass, including heavy, light, less and Working Mathematically
• mass/weight [for example, heavy/light, heavier than, and more. characteristics, not by
lighter than] 1Gg.05 Use familiar language to describe capacity, including full, empty, less learning objectives.
• capacity and volume [for example, full/empty, more and more.
than, less than, half, half full, quarter] 1Gt.01 Use familiar language to describe units of time.
• time [for example, quicker, slower, earlier, later]
Measure and begin to record the following: 1Gg.08 Explore instruments that have numbered scales, and select the most
• lengths and heights appropriate instrument to measure length, mass, capacity and temperature.
• mass/weight 2Gt.02 Read and record time to five minutes in digital notation (12-hour) and
• capacity and volume on analogue clocks.
• time (hours, minutes, seconds) 2Gg.06 Understand that mass is the quantity of matter in an object. Estimate
and measure familiar objects using non-standard or standard units.
2Gg.07 Understand that capacity is the maximum amount that an object can
contain. Estimate and measure the capacity of familiar objects using non-
standard or standard units.
Recognise and know the value of different denominations 1Nm.01 Recognise money used in local currency.
of coins and notes
Sequence events in chronological order using language 1Gt.01 Use familiar language to describe units of time.
[for example, before and after, next, first, today,
yesterday, tomorrow, morning, afternoon and evening]
Recognise and use language relating to dates, including 1Gt.01 Use familiar language to describe units of time.
days of the week, weeks, months and years 1Gt.02 Know the days of the week and the months of the year.
Tell the time to the hour and half past the hour and draw 1Gt.03 Recognise time to the hour and half hour.
the hands on a clock face to show these times 2Gt.02 Read and record time to five minutes in digital notation (12-hour) and
on analogue clocks
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

The pairs of terms: mass and weight, volume and

capacity, are used interchangeably at this stage.

Pupils move from using and comparing different types of 1Gg.08 Explore instruments that have numbered scales, and select the most
quantities and measures using non-standard units, appropriate instrument to measure length, mass, capacity and temperature.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 16
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1
including discrete (for example, counting) and continuous 2Gg.03 Understand that length is a fixed distance between two points.
(for example, liquid) measurement, to using manageable Estimate and measure lengths using non-standard or standard units.
common standard units. 2Gg.06 Understand that mass is the quantity of matter in an object. Estimate
and measure familiar objects using non-standard or standard units.
2Gg.07 Understand that capacity is the maximum amount that an object can
contain. Estimate and measure the capacity of familiar objects using non-
standard or standard units.

In order to become familiar with standard measures, 1Gg.08 Explore instruments that have numbered scales, and select the most
pupils begin to use measuring tools such as a ruler, appropriate instrument to measure length, mass, capacity and temperature.
weighing scales and containers.

Pupils use the language of time, including telling the time 1Gt.01 Use familiar language to describe units of time.
throughout the day, first using o’clock and then half past. 1Gt.03 Recognise time to the hour and half hour.
Geometry – properties of shapes
Recognise and name common 2-D and 3-D shapes, 1Gg.01 Identify, describe and sort 2D shapes by their characteristics or
including: properties, including reference to number of sides and whether the sides are
• 2-D shapes [for example, rectangles (including curved or straight.
squares), circles and triangles] 1Gg.03 Identify, describe and sort 3D shapes by their properties, including
• 3-D shapes [for example, cuboids (including cubes), reference to the number of faces, edges and whether faces are flat or curved.
pyramids and spheres] 2Gg.08 Identify 2D and 3D shapes in familiar objects.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils handle common 2-D and 3-D shapes, naming 1Gg.03 Identify, describe and sort 3D shapes by their properties, including
these and related everyday objects fluently. They reference to the number of faces, edges and whether faces are flat or curved.
recognise these shapes in different orientations and sizes, 1Gg.06 Differentiate between 2D and 3D shapes.
and know that rectangles, triangles, cuboids and pyramids 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
are not always similar to each other. properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.
2Gg.05 Identify, describe, sort and name 3D shapes by their properties,
including reference to number and shapes of faces, edges and vertices.
Geometry – position and direction
Describe position, direction and movement, including 1Gp.01 Use familiar language to describe position and direction.
whole, half, quarter and three-quarter turns 2Gp.01 Use knowledge of position and direction to describe movement.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 17
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 1
2Gg.11 Understand that an angle is a description of a turn, including reference
to the terms whole, half and quarter turns, both clockwise and anticlockwise.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils use the language of position, direction and motion, 1Gp.01 Use familiar language to describe position and direction.
including: left and right, top, middle and bottom, on top of, 2Gp.01 Use knowledge of position and direction to describe movement.
in front of, above, between, around, near, close and far,
up and down, forwards and backwards, inside and
outside.

Pupils make whole, half, quarter and three-quarter turns in 2Gg.11 Understand that an angle is a description of a turn, including reference
both directions and connect turning clockwise with to the terms whole, half and quarter turns, both clockwise and anticlockwise.
movement on a clock face.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 18
Mapping for the national curriculum for England primary mathematics: Year 2

National curriculum for England primary

Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2

Number – number and place value

Count in steps of 2, 3, and 5 from 0, and in tens from any 2Nc.04 Count on and count back in ones, twos, fives or tens, starting from any
number, forward and backward number (from 0 to 100).
3Nc.02 Count on and count back in steps of constant size: 1-digit numbers,
tens or hundreds, starting from any number (from 0 to 1000).
Recognise the place value of each digit in a two-digit 2Np.01 Understand and explain that the value of each digit in a 2-digit number
number (tens, ones) is determined by its position in that number, recognising zero as a place
holder.
Identify, represent and estimate numbers using different 1Nc.03 Estimate the number of objects or people (up to 20), and check by
representations, including the number line counting.
2Nc.01 Count objects from 0 to 100.
2Nc.03 Estimate the number of objects or people (up to 100).
Compare and order numbers from 0 up to 100; use <, > 1Np.03 Understand the relative size of quantities to compare and order
and = signs numbers from 0 to 20.
2Np.03 Understand the relative size of quantities to compare and order 2-digit
numbers.
3Np.04 Understand the relative size of quantities to compare and order 3-digit
positive numbers, using the symbols =, > and <.
Read and write numbers to at least 100 in numerals and 2Ni.01 Recite, read and write number names and whole numbers (from 0 to
in words 100).
Use place value and number facts to solve problems 1Np.02 Compose, decompose and regroup numbers from 10 to 20. Solving problems are
2Np.01 Understand and explain that the value of each digit in a 2-digit number covered by the Thinking and
is determined by its position in that number, recognising zero as a place Working Mathematically
holder. characteristics, not by
2Np.02 Compose, decompose and regroup 2-digit numbers, using tens and learning objectives.
ones.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Using materials and a range of representations, pupils 1Np.03 Understand the relative size of quantities to compare and order
practise counting, reading, writing and comparing numbers from 0 to 20.
numbers to at least 100 and solving a variety of related 2Np.03 Understand the relative size of quantities to compare and order 2-digit
problems to develop fluency. They count in multiples of numbers.
three to support their later understanding of a third. 2Nc.01 Count objects from 0 to 100.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 19
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2
2Nc.04 Count on and count back in ones, twos, fives or tens, starting from any
number (from 0 to 100).
2Ni.01 Recite, read and write number names and whole numbers (from 0 to
100).
3Nc.02 Count on and count back in steps of constant size: 1-digit numbers,
tens or hundreds, starting from any number (from 0 to 1000).

As they become more confident with numbers up to 100, 2Np.01 Understand and explain that the value of each digit in a 2-digit number
pupils are introduced to larger numbers to develop further is determined by its position in that number, recognising zero as a place
their recognition of patterns within the number system and holder.
represent them in different ways, including spatial 3Np.01 Understand and explain that the value of each digit is determined by its
representations. position in that number (up to 3-digit numbers).

Pupils should partition numbers in different ways (for 2Np.01 Understand and explain that the value of each digit in a 2-digit number Solving problems are
example, 23 = 20 + 3 and 23 = 10 + 13) to support is determined by its position in that number, recognising zero as a place covered by the Thinking and
subtraction. They become fluent and apply their holder. Working Mathematically
knowledge of numbers to reason with, discuss and solve 2Np.02 Compose, decompose and regroup 2-digit numbers, using tens and characteristics, not by
problems that emphasise the value of each digit in two- ones. learning objectives.
digit numbers. They begin to understand zero as a place
holder.
Number – addition and subtraction
Solve problems with addition and subtraction: 2Ni.04 Estimate, add and subtract whole numbers with up to two digits (no Solving problems are
• using concrete objects and pictorial representations, regrouping of ones or tens). covered by the Thinking and
including those involving numbers, quantities and Working Mathematically
measures characteristics, not by
• applying their increasing knowledge of mental and learning objectives.
written methods
Cambridge learners are
encouraged to use any
written method that suits
their understanding of
mathematics and their
context.

Cambridge learners should

use mental strategies in all

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 20
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2
aspects of their
mathematics.
Recall and use addition and subtraction facts to 20 2Ni.03 Recognise complements of 20 and complements of multiples of 10 (up
fluently, and derive and use related facts up to 100 to 100).
Add and subtract numbers using concrete objects, 2Ni.04 Estimate, add and subtract whole numbers with up to two digits (no Cambridge learners are
pictorial representations, and regrouping of ones or tens). encouraged to use any
mentally, including: written method that suits
• a two-digit number and ones their understanding of
• a two-digit number and tens mathematics and their
• two two-digit numbers context.
• adding three one-digit numbers
Cambridge learners should
use mental strategies in all
aspects of their
mathematics.
Show that addition of two numbers can be done in any 3Ni.02 Understand the commutative and associative properties of addition, and
order (commutative) and subtraction of one number from use these to simplify calculations.
another cannot
Recognise and use the inverse relationship between 2Ni.02 Understand and explain the relationship between addition and
addition and subtraction and use this to check calculations subtraction.
and solve missing number problems 3Nc.04 Recognise the use of an object to represent an unknown quantity in
addition and subtraction calculations.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils extend their understanding of the language of 1Ni.03 Understand subtraction as:
addition and subtraction to include sum and difference. - counting back
- take away
- difference.

Pupils practise addition and subtraction to 20 to become 1Ni.04 Recognise complements of 10.
increasingly fluent in deriving facts such as using 2Ni.03 Recognise complements of 20 and complements of multiples of 10 (up
3 + 7 = 10; 10 – 7 = 3 and 7 = 10 – 3 to calculate to 100).
30 + 70 = 100; 100 – 70 = 30 and 70 = 100 – 30. They 2Ni.02 Understand and explain the relationship between addition and
check their calculations, including by adding to check subtraction.
subtraction and adding numbers in a different order to 3Ni.02 Understand the commutative and associative properties of addition, and
check addition (for example, use these to simplify calculations.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 21
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2
5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes
commutativity and associativity of addition.

Recording addition and subtraction in columns supports Cambridge learners are

place value and prepares for formal written methods with encouraged to use any
larger numbers. written method that suits
their understanding of
mathematics and their
context.
Number – multiplication and division
Recall and use multiplication and division facts for the 2, 5 1Nc.05 Understand even and odd numbers as ‘every other number’ when
and 10 multiplication tables, including recognising odd counting (from 0 to 20).
and even numbers 1Ni.06 Know doubles up to double 10.
2Nc.05 Recognise the characteristics of even and odd numbers (from 0 to
100).
2Ni.07 Know 1, 2, 5 and 10 times tables.
3Nc.03 Use knowledge of even and odd numbers up to 10 to recognise and
sort numbers.
Calculate mathematical statements for multiplication and 2Ni.05 Understand multiplication as:
division within the multiplication tables and write them - repeated addition
using the multiplication (×), division (÷) and equals (=) - an array.
signs 2Ni.06 Understand division as:
- sharing (number of items per group)
- grouping (number of groups)
- repeated subtraction.

Show that multiplication of two numbers can be done in 3Ni.06 Understand and explain the commutative and distributive properties of Understanding that
any order (commutative) and division of one number by multiplication, and use these to simplify calculations. multiplication is
another cannot commutative will involve
realizing division is not.
Solve problems involving multiplication and division, using 2Ni.05 Understand multiplication as: Solving problems are
materials, arrays, repeated addition, mental methods, and - repeated addition covered by the Thinking and
multiplication and division facts, including problems in - an array. Working Mathematically
contexts 2Ni.06 Understand division as: characteristics, not by
- sharing (number of items per group) learning objectives.
- grouping (number of groups)
- repeated subtraction.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 22
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2
2Ni.07 Know 1, 2, 5 and 10 times tables. Cambridge learners should
use mental strategies in all
aspects of their
mathematics.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils use a variety of language to describe multiplication 2Ni.05 Understand multiplication as:
and division. - repeated addition
- an array.
2Ni.06 Understand division as:
- sharing (number of items per group)
- grouping (number of groups)
- repeated subtraction.

Pupils are introduced to the multiplication tables. They 2Ni.07 Know 1, 2, 5 and 10 times tables. Cambridge learners should
practise to become fluent in the 2, 5 and 10 multiplication 3Ni.05 Understand and explain the relationship between multiplication and use mental strategies in all
tables and connect them to each other. They connect the division. aspects of their
10 multiplication table to place value, and the 5 3Ni.07 Know 1, 2, 3, 4, 5, 6, 8, 9 and 10 times tables. mathematics.
multiplication table to the divisions on the clock face. They 3Ni.08 Estimate and multiply whole numbers up to 100 by 2, 3, 4 and 5.
begin to use other multiplication tables and recall 3Ni.09 Estimate and divide whole numbers up to 100 by 2, 3, 4 and 5. Cambridge learners are
multiplication facts, including using related division facts to 3Ni.10 Recognise multiples of 2, 5 and 10 (up to 1000). encouraged to use any
perform written and mental calculations. written method that suits
their understanding of
mathematics and their
context.
Pupils work with a range of materials and contexts in 2Ni.05 Understand multiplication as:
which multiplication and division relate to grouping and - repeated addition
sharing discrete and continuous quantities, to arrays and - an array.
to repeated addition. They begin to relate these to 2Ni.06 Understand division as:
fractions and measures (for example, 40 ÷ 2 = 20, 20 is a - sharing (number of items per group)
half of 40). They use commutativity and inverse relations - grouping (number of groups)
to develop multiplicative reasoning (for example, - repeated subtraction.
4 × 5 = 20 and 20 ÷ 5 = 4). 2Nf.04 Understand that fractions (half, quarter and three-quarters) can act as
operators.
3Ni.06 Understand and explain the commutative and distributive properties of
multiplication, and use these to simplify calculations.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 23
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2

Number – fractions
Recognise, find, name and write fractions ⅓, ¼, 2/
4 and ¾ 1Nf.03 Understand that a half can act as an operator (whole number answers).
of a length, shape, set of objects or quantity 2Nf.03 Understand that one half and one quarter can be interpreted as
division.
2Nf.04 Understand that fractions (half, quarter and three-quarters) can act as
operators.
2Nf.05 Recognise the relative size of ¼, ½, ¾ and 1, and the equivalence of ½
and 2/4, and 2/2, 4/4 and 1.
3Nf.01 Understand and explain that fractions are several equal parts of an
object or shape and all the parts, taken together, equal one whole.
3Nf.05 Understand that fractions (half, quarter, three-quarters, third and tenth)
can act as operators.
Write simple fractions for example, ½ of 6 = 3 and 1Nf.03 Understand that a half can act as an operator (whole number answers).
recognise the equivalence of 2/4 and ½ 2Nf.03 Understand that one half and one quarter can be interpreted as
division.
2Nf.04 Understand that fractions (half, quarter and three-quarters) can act as
operators.
2Nf.05 Recognise the relative size of ¼, ½, ¾ and 1, and the equivalence of ½
and 2/4, and 2/2, 4/4 and 1.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils use fractions as ‘fractions of’ discrete and 2Nf.03 Understand that one half and one quarter can be interpreted as
continuous quantities by solving problems using shapes, division.
objects and quantities. They connect unit fractions to 2Nf.04 Understand that fractions (half, quarter and three-quarters) can act as
equal sharing and grouping, to numbers when they can be operators.
calculated, and to measures, finding fractions of lengths, 3Nf.03 Understand and explain that fractions can describe equal parts of a
quantities, sets of objects or shapes. They meet 4 3 as quantity or set of objects.
the first example of a non-unit fraction.

Pupils should count in fractions up to 10, starting from any 2Nf.05 Recognise the relative size of ¼, ½, ¾ and 1, and the equivalence of ½
number and using the ½ and 2�4 equivalence on the and 2/4, and 2/2, 4/4 and 1.
number line (for example, 1¼, 12�4 (or 1½), 1¾, 2). This
reinforces the concept of fractions as numbers and that
they can add up to more than one.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 24
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2

Measurement
Choose and use appropriate standard units to estimate 2Gg.03 Understand that length is a fixed distance between two points.
and measure length/height in any direction (m/cm); mass Estimate and measure lengths using non-standard or standard units.
(kg/g); temperature (°C); capacity (litres/ml) to the nearest 2Gg.04 Draw and measure lines, using standard units.
appropriate unit, using rulers, scales, thermometers and 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
measuring vessels kilometres (km). Understand the relationship between units.
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
(kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
3Gg.11 Use instruments that measure length, mass, capacity and temperature.
Compare and order lengths, mass, volume/capacity and 2Np.03 Understand the relative size of quantities to compare and order 2-digit
record the results using >, < and = numbers.
3Np.04 Understand the relative size of quantities to compare and order 3-digit
positive numbers, using the symbols =, > and <.
Recognise and use symbols for pounds (£) and pence (p); 2Nm.01 Recognise value and money notation used in local currency.
combine amounts to make a particular value 3Nm.02 Add and subtract amounts of money to give change.
Find different combinations of coins that equal the same 2Nm.02 Compare values of different combinations of coins or notes.
amounts of money
Solve simple problems in a practical context involving 3Nm.02 Add and subtract amounts of money to give change. Solving problems are
addition and subtraction of money of the same unit, covered by the Thinking and
including giving change Working Mathematically
characteristics, not by
learning objectives.
Compare and sequence intervals of time 2Gt.01 Order and compare units of time (seconds, minutes, hours, days,
weeks, months and years).
Tell and write the time to five minutes, including quarter 2Gt.02 Read and record time to five minutes in digital notation (12-hour) and
past/to the hour and draw the hands on a clock face to on analogue clocks.
show these times
Know the number of minutes in an hour and the number 2Gt.01 Order and compare units of time (seconds, minutes, hours, days,
of hours in a day weeks, months and years).
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils use standard units of measurement with increasing 2Gg.03 Understand that length is a fixed distance between two points.
accuracy, using their knowledge of the number system. Estimate and measure lengths using non-standard or standard units.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 25
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2
They use the appropriate language and record using 2Gg.06 Understand that mass is the quantity of matter in an object. Estimate
standard abbreviations. and measure familiar objects using non-standard or standard units.
2Gg.07 Understand that capacity is the maximum amount that an object can
contain. Estimate and measure the capacity of familiar objects using non-
standard or standard units.

Comparing measures includes simple multiples such as 1Nf.02 Understand that a half can describe one of two equal parts of a quantity
‘half as high’; ‘twice as wide’. or set of objects.
2Np.03 Understand the relative size of quantities to compare and order 2-digit
numbers.

They become fluent in telling the time on analogue clocks 2Gt.02 Read and record time to five minutes in digital notation (12-hour) and
and recording it. on analogue clocks.

Pupils become fluent in counting and recognising coins. 1Nm.01 Recognise money used in local currency.
They read and say amounts of money confidently and use 2Nm.01 Recognise value and money notation used in local currency.
the symbols £ and p accurately, recording pounds and
pence separately.
Geometry – properties of shapes
Identify and describe the properties of 2-D shapes, 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
including the number of sides and line symmetry in a properties, including reference to regular polygons, number of sides and
vertical line vertices. Recognise these shapes in different positions and orientations.
2Gg.09 Identify a horizontal or vertical line of symmetry on 2D shapes and
patterns.
Identify and describe the properties of 3-D shapes, 2Gg.05 Identify, describe, sort and name 3D shapes by their properties,
including the number of edges, vertices and faces including reference to number and shapes of faces, edges and vertices.
Identify 2-D shapes on the surface of 3-D shapes, [for 2Gg.08 Identify 2D and 3D shapes in familiar objects.
example, a circle on a cylinder and a triangle on a
pyramid]
Compare and sort common 2-D and 3-D shapes and 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
everyday objects properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.
2Gg.05 Identify, describe, sort and name 3D shapes by their properties,
including reference to number and shapes of faces, edges and vertices.
2Gg.08 Identify 2D and 3D shapes in familiar objects.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 26
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils handle and name a wide variety of common 2-D 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
and 3-D shapes including: quadrilaterals and polygons, properties, including reference to regular polygons, number of sides and
and cuboids, prisms and cones, and identify the vertices. Recognise these shapes in different positions and orientations.
properties of each shape (for example, number of sides, 2Gg.05 Identify, describe, sort and name 3D shapes by their properties,
number of faces). Pupils identify, compare and sort including reference to number and shapes of faces, edges and vertices.
shapes on the basis of their properties and use
vocabulary precisely, such as sides, edges, vertices and
faces.

Pupils read and write names for shapes that are 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
appropriate for their word reading and spelling. properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.
2Gg.05 Identify, describe, sort and name 3D shapes by their properties,
including reference to number and shapes of faces, edges and vertices.

Pupils draw lines and shapes using a straight edge. 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.
2Gg.04 Draw and measure lines, using standard units.
Geometry – position and direction
Order and arrange combinations of mathematical objects 1Nc.06 Use familiar language to describe sequences of objects.
in patterns and sequences
Use mathematical vocabulary to describe position, 2Gg.11 Understand that an angle is a description of a turn, including reference
direction and movement, including movement in a straight to the terms whole, half and quarter turns, both clockwise and anticlockwise.
line and distinguishing between rotation as a turn and in 2Gp.01 Use knowledge of position and direction to describe movement.
terms of right angles for quarter, half and three-quarter 3Gp.01 Interpret and create descriptions of position, direction and movement,
turns (clockwise and anti-clockwise) including reference to cardinal points.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils should work with patterns of shapes, including 1Nc.06 Use familiar language to describe sequences of objects.
those in different orientations. 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 27
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 2

Pupils use the concept and language of angles to 2Gg.11 Understand that an angle is a description of a turn, including reference Cambridge Primary
describe ‘turn’ by applying rotations, including in practical to the terms whole, half and quarter turns, both clockwise and anticlockwise. Mathematics encourages
contexts (for example, pupils themselves moving in turns, the use of technology as a
giving instructions to other pupils to do so, and valuable resource for
programming robots using instructions given in right teaching and learning.
angles).
Statistics
Interpret and construct simple pictograms, tally charts, 2Ss.02 Record, organise and represent categorical data. Choose and explain
block diagrams and simple tables which representation to use in a given situation:
- lists and tables
- Venn and Carroll diagrams
- tally charts
- block graphs and pictograms.
2Ss.03 Describe data, identifying similarities and variations to answer non-
statistical and statistical questions and discuss conclusions.
Ask and answer simple questions by counting the number 1Ss.01 Answer non-statistical questions (categorical data).
of objects in each category and sorting the categories by
quantity
Ask and answer questions about totalling and comparing 1Ss.03 Describe data using familiar language including reference to more,
categorical data less, most or least to answer non-statistical questions and discuss conclusions.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils record, interpret, collate, organise and compare 1Ss.02 Record, organise and represent categorical data using:
information (for example, using many-to-one - practical resources and drawings
correspondence in pictograms with simple ratios 2, 5, 10). - lists and tables
- Venn and Carroll diagrams
- block graphs and pictograms.
2Ss.02 Record, organise and represent categorical data. Choose and explain
which representation to use in a given situation:
- lists and tables
- Venn and Carroll diagrams
- tally charts
- block graphs and pictograms.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 28
Mapping for the national curriculum for England primary mathematics: Year 3

National curriculum for England primary

Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3

Number – number and place value

Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 3Nc.02 Count on and count back in steps of constant size: 1-digit numbers,
100 more or less than a given number tens or hundreds, starting from any number (from 0 to 1000).
Recognise the place value of each digit in a three-digit 3Np.01 Understand and explain that the value of each digit is determined by its
number (hundreds, tens, ones) position in that number (up to 3-digit numbers).
3Np.03 Compose, decompose and regroup 3-digit numbers, using hundreds,
tens and ones.
Compare and order numbers up to 1000 3Np.01 Understand and explain that the value of each digit is determined by its
position in that number (up to 3-digit numbers).
Identify, represent and estimate numbers using different 3Nc.01 Estimate the number of objects or people (up to 1000).
representations
Read and write numbers up to 1000 in numerals and in 3Ni.01 Recite, read and write number names and whole numbers (from 0 to
words 1000).
Solve number problems and practical problems involving 2Nc.06 Recognise, describe and extend numerical sequences (from 0 to 100). Solving problems are
these ideas 3Nc.05 Recognise and extend linear sequences, and describe the term-to-term covered by the Thinking and
rule. Working Mathematically
3Nc.06 Extend spatial patterns formed from adding and subtracting a constant. characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100. 3Ni.10 Recognise multiples of 2, 5 and 10 (up to 1000).
4Ni.07 Understand the relationship between multiples and factors.

They use larger numbers to at least 1000, applying 3Np.03 Compose, decompose and regroup 3-digit numbers, using hundreds,
partitioning related to place value using varied and tens and ones.
increasingly complex problems, building on work in year 2
(for example, 146 = 100 + 40 and 6, 146 = 130 + 16).

Using a variety of representations, including those related 3Np.01 Understand and explain that the value of each digit is determined by its 3Np.01 with thinking and
to measure, pupils continue to count in ones, tens and position in that number (up to 3-digit numbers). working mathematically
hundreds, so that they become fluent in the order and characteristics will include
place value of numbers to 1000. representations with
measure.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 29
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3

Number – addition and subtraction

Add and subtract numbers mentally, including: 3Ni.04 Estimate, add and subtract whole numbers with up to three digits Cambridge learners should
• a three-digit number and ones (regrouping of ones or tens). use mental strategies in all
• a three-digit number and tens 4Ni.02 Estimate, add and subtract whole numbers with up to three digits. aspects of their
• a three-digit number and hundreds mathematics.

Add and subtract numbers with up to three digits, using 3Ni.04 Estimate, add and subtract whole numbers with up to three digits Cambridge learners are
formal written methods of columnar addition and (regrouping of ones or tens). encouraged to use any
subtraction 4Ni.02 Estimate, add and subtract whole numbers with up to three digits. written method that suits
their understanding of
mathematics and their
context.
Estimate the answer to a calculation and use inverse 2Ni.02 Understand and explain the relationship between addition and The application of
operations to check answers subtraction. Cambridge learning
3Ni.04 Estimate, add and subtract whole numbers with up to three digits objectives 2Ni.02 and
(regrouping of ones or tens). 3Ni.05 can be used to
3Ni.05 Understand and explain the relationship between multiplication and check answers.
division.
4Ni.02 Estimate, add and subtract whole numbers with up to three digits.
Solve problems, including missing number problems, 3Nc.04 Recognise the use of an object to represent an unknown quantity in Solving problems are
using number facts, place value, and more complex addition and subtraction calculations. covered by the Thinking and
addition and subtraction 3Np.02 Use knowledge of place value to multiply whole numbers by 10. Working Mathematically
3Ni.03 Recognise complements of 100 and complements of multiples of 10 or characteristics, not by
100 (up to 1000). learning objectives.
4Nc.03 Recognise the use of objects, shapes or symbols to represent
unknown quantities in addition and subtraction calculations.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils practise solving varied addition and subtraction 3Ni.04 Estimate, add and subtract whole numbers with up to three digits Cambridge learners should
questions. For mental calculations with two-digit numbers, (regrouping of ones or tens). use mental strategies in all
the answers could exceed 100. aspects of their
mathematics.

Pupils use their understanding of place value and 3Np.01 Understand and explain that the value of each digit is determined by its Cambridge learners are
partitioning, and practise using columnar addition and position in that number (up to 3-digit numbers). encouraged to use any
written method that suits

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 30
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
subtraction with increasingly large numbers up to three 3Np.03 Compose, decompose and regroup 3-digit numbers, using hundreds, their understanding of
digits to become fluent. tens and ones. mathematics and their
3Ni.04 Estimate, add and subtract whole numbers with up to three digits context.
(regrouping of ones or tens).
Number – multiplication and division
Recall and use multiplication and division facts for the 3, 4 3Ni.07 Know 1, 2, 3, 4, 5, 6, 8, 9 and 10 times tables.
and 8 multiplication tables 3Ni.08 Estimate and multiply whole numbers up to 100 by 2, 3, 4 and 5.
3Ni.09 Estimate and divide whole numbers up to 100 by 2, 3, 4 and 5.
Write and calculate mathematical statements for 3Ni.08 Estimate and multiply whole numbers up to 100 by 2, 3, 4 and 5. Cambridge learners are
multiplication and division using the multiplication tables 3Ni.09 Estimate and divide whole numbers up to 100 by 2, 3, 4 and 5 encouraged to use any
that they know, including for two-digit numbers times one- 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole written method that suits
digit numbers, using mental and progressing to formal numbers. their understanding of
written methods 4Ni.06 Estimate and divide whole numbers up to 100 by 1-digit whole mathematics and their
numbers. context.

Cambridge learners should

use mental strategies in all
aspects of their
mathematics.
Solve problems, including missing number problems, 3Ni.08 Estimate and multiply whole numbers up to 100 by 2, 3, 4 and 5. Solving problems are
involving multiplication and division, including positive 3Ni.09 Estimate and divide whole numbers up to 100 by 2, 3, 4 and 5 covered by the Thinking and
integer scaling problems and correspondence problems in 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole Working Mathematically
which n objects are connected to m objects numbers. characteristics, not by
4Ni.06 Estimate and divide whole numbers up to 100 by 1-digit whole learning objectives.
numbers.

Note – the content in this box is classed as ‘non-statutory

guidance’ in the national curriculum for England

Pupils continue to practise their mental recall of 3Ni.07 Know 1, 2, 3, 4, 5, 6, 8, 9 and 10 times tables.
multiplication tables when they are calculating
mathematical statements in order to improve fluency.
Through doubling, they connect the 2, 4 and 8
multiplication tables.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 31
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
Pupils develop efficient mental methods, for example, 3Ni.05 Understand and explain the relationship between multiplication and Cambridge learners should
using commutativity and associativity (for example, division. use mental strategies in all
4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and 3Ni.06 Understand and explain the commutative and distributive properties of aspects of their
multiplication and division facts (for example, using multiplication, and use these to simplify calculations. mathematics.
3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts 4Ni.03 Understand the associative property of multiplication, and use this to
(for example, 30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). simplify calculations.

Pupils develop reliable written methods for multiplication Cambridge learners are
and division, starting with calculations of two-digit encouraged to use any
numbers by one-digit numbers and progressing to the written method that suits
formal written methods of short multiplication and division. their understanding of
mathematics and their
context.

Pupils solve simple problems in contexts, deciding which 3Ni.04 Estimate, add and subtract whole numbers with up to three digits Solving problems are
of the four operations to use and why. These include (regrouping of ones or tens). covered by the Thinking and
measuring and scaling contexts, (for example, four times 3Ni.08 Estimate and multiply whole numbers up to 100 by 2, 3, 4 and 5. Working Mathematically
as high, eight times as long etc.) and correspondence 3Ni.09 Estimate and divide whole numbers up to 100 by 2, 3, 4 and 5. characteristics, not by
problems in which m objects are connected to n objects learning objectives.
(for example, 3 hats and 4 coats, how many different
outfits?; 12 sweets shared equally between 4 children; 4
cakes shared equally between 8 children).
Number – fractions
Count up and down in tenths; recognise that tenths arise 3Nf.05 Understand that fractions (half, quarter, three-quarters, third and tenth)
from dividing an object into 10 equal parts and in dividing can act as operators.
one-digit numbers or quantities by 10 5Nf.01 Understand that a fraction can be represented as a division of the
numerator by the denominator (unit fractions, three-quarters, tenths and
hundredths).
Recognise, find and write fractions of a discrete set of 3Nf.03 Understand and explain that fractions can describe equal parts of a
objects: unit fractions and non-unit fractions with small quantity or set of objects.
denominators
Recognise and use fractions as numbers: unit fractions 3Nf.04 Understand that a fraction can be represented as a division of the
and non-unit fractions with small denominators numerator by the denominator (half, quarter and three-quarters).
4Nf.02 Understand that a fraction can be represented as a division of the
numerator by the denominator (unit fractions and three-quarters).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 32
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
5Nf.01 Understand that a fraction can be represented as a division of the
numerator by the denominator (unit fractions, three-quarters, tenths and
hundredths).
6Nf.01 Understand that a fraction can be represented as a division of the
numerator by the denominator (proper and improper fractions).
Recognise and show, using diagrams, equivalent fractions 2Nf.05 Recognise the relative size of ¼, ½, ¾ and 1, and the equivalence of ½ Cambridge learners are
with small denominators and 2/4, and 2/2, 4/4 and 1. encouraged to use any
3Nf.06 Recognise that two fractions can have an equivalent value (halves, written method that suits
quarters, fifths and tenths). their understanding of
4Nf.04 Recognise that two proper fractions can have an equivalent value. mathematics and their
context.
Add and subtract fractions with the same denominator 3Nf.07 Estimate, add and subtract fractions with the same denominator (within
within one whole [for example, 5/7+1/7=6/7] one whole).
Compare and order unit fractions, and fractions with the 3Nf.08 Use knowledge of equivalence to compare and order unit fractions and
same denominators fractions with the same denominator, using the symbols =, > and <.

Solve problems that involve all of the above Solving problems are
covered by the Thinking and
Working Mathematically
characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils connect tenths to place value, decimal measures 3Nf.05 Understand that fractions (half, quarter, three-quarters, third and tenth)
and to division by 10. can act as operators.
5Np.01 Understand and explain the value of each digit in decimals (tenths and
hundredths).
5Np.02 Use knowledge of place value to multiply and divide whole numbers by
10, 100 and 1000.

They begin to understand unit and non-unit fractions as 3Nf.06 Recognise that two fractions can have an equivalent value (halves, Cambridge learners are
numbers on the number line, and deduce relations quarters, fifths and tenths). encouraged to use any
between them, such as size and equivalence. They 3Nf.08 Use knowledge of equivalence to compare and order unit fractions and written method that suits
should go beyond the [0, 1] interval, including relating this fractions with the same denominator, using the symbols =, > and <. their understanding of
to measure. 4Gg.09 Use knowledge of fractions to read and interpret a measuring scale. mathematics and their
context.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 33
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
Pupils understand the relation between unit fractions as 3Nf.04 Understand that a fraction can be represented as a division of the
operators (fractions of), and division by integers. numerator by the denominator (half, quarter and three-quarters).
3Nf.05 Understand that fractions (half, quarter, three-quarters, third and tenth)
can act as operators.
4Nf.03 Understand that unit fractions can act as operators.

They continue to recognise fractions in the context of 3Nf.01 Understand and explain that fractions are several equal parts of an
parts of a whole, numbers, measurements, a shape, and object or shape and all the parts, taken together, equal one whole.
unit fractions as a division of a quantity. 3Nf.03 Understand and explain that fractions can describe equal parts of a
quantity or set of objects.
3Nf.05 Understand that fractions (half, quarter, three-quarters, third and tenth)
can act as operators.
4Nf.03 Understand that unit fractions can act as operators.
4Gg.09 Use knowledge of fractions to read and interpret a measuring scale.

Pupils practise adding and subtracting fractions with the 3Nf.07 Estimate, add and subtract fractions with the same denominator (within Solving problems are
same denominator through a variety of increasingly one whole). covered by the Thinking and
complex problems to improve fluency. Working Mathematically
characteristics, not by
learning objectives.
Measurement
Measure, compare, add and subtract: lengths (m/cm/mm); 3Np.04 Understand the relative size of quantities to compare and order 3-digit
mass (kg/g); volume/capacity (l/ml) positive numbers, using the symbols =, > and <.
3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
kilometres (km). Understand the relationship between units.
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
(kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
3Gg.11 Use instruments that measure length, mass, capacity and temperature.
Measure the perimeter of simple 2-D shapes 3Gg.04 Draw lines, rectangles and squares. Estimate, measure and calculate
the perimeter of a shape, using appropriate metric units and area on a square
grid.
4Gg.03 Draw rectangles and squares on square grids, and measure their
perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 34
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
5Gg.02 Estimate and measure perimeter and area of 2D shapes,
understanding that shapes with the same perimeter can have different areas
and vice versa.
Add and subtract amounts of money to give change, using 3Nm.01 Interpret money notation for currencies that use a decimal point.
both £ and p in practical contexts 3Nm.02 Add and subtract amounts of money to give change.
Tell and write the time from an analogue clock, including 3Gt.02 Read and record time accurately in digital notation (12-hour) and on
using Roman numerals from I to XII, and 12-hour and 24- analogue clocks.
hour clocks 4Gt.02 Read and record time accurately in digital notation (12- and 24-hour)
and on analogue clocks.
Estimate and read time with increasing accuracy to the 1Gt.01 Use familiar language to describe units of time.
nearest minute; record and compare time in terms of 3Gt.02 Read and record time accurately in digital notation (12-hour) and on
seconds, minutes and hours; use vocabulary such as analogue clocks.
o’clock, a.m./p.m., morning, afternoon, noon and midnight 4Gt.02 Read and record time accurately in digital notation (12- and 24-hour)
and on analogue clocks.
Know the number of seconds in a minute and the number 4Gt.01 Understand the direct relationship between units of time, and convert
of days in each month, year and leap year between them.
Compare durations of events [for example to calculate the 3Gt.04 Understand the difference between a time and a time interval. Find time
time taken by particular events or tasks intervals between the same units in days, weeks, months and years.
4Gt.04 Find time intervals between different units:
- days, weeks, months and years
- seconds, minutes and hours that do not bridge through 60.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils continue to measure using the appropriate tools 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
and units, progressing to using a wider range of kilometres (km). Understand the relationship between units.
measures, including comparing and using mixed units (for 3Gg.05 Identify, describe, sort, name and sketch 3D shapes by their
example, 1 kg and 200g) and simple equivalents of mixed properties.
units (for example, 5m = 500cm). 3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
3Gg.11 Use instruments that measure length, mass, capacity and temperature.

The comparison of measures includes simple scaling by 3Np.04 Understand the relative size of quantities to compare and order 3-digit Scaling problems are
integers (for example, a given quantity or measure is positive numbers, using the symbols =, > and <. covered by using the
twice as long or five times as high) and this connects to 3Ni.08 Estimate and multiply whole numbers up to 100 by 2, 3, 4 and 5. Thinking and Working
multiplication. 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole Mathematically
numbers. characteristics with learning

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 35
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
objectives 3Np.04, 3Ni.08
and 4Ni.05.
Pupils continue to become fluent in recognising the value 2Nm.01 Recognise value and money notation used in local currency.
of coins, by adding and subtracting amounts, including 2Nm.02 Compare values of different combinations of coins or notes.
mixed units, and giving change using manageable 3Nm.01 Interpret money notation for currencies that use a decimal point.
amounts. They record £ and p separately. The decimal 3Nm.02 Add and subtract amounts of money to give change.
recording of money is introduced formally in year 4.

Pupils use both analogue and digital 12-hour clocks and 3Gt.02 Read and record time accurately in digital notation (12-hour) and on
record their times. In this way they become fluent in and analogue clocks.
prepared for using digital 24-hour clocks in year 4.
Geometry – properties of shapes
Draw 2-D shapes and make 3-D shapes using modelling 2Gg.08 Identify 2D and 3D shapes in familiar objects. Cambridge Primary
materials; recognise 3-D shapes in different orientations 3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their Mathematics encourages
and describe them properties. Differentiate between regular and irregular polygons. the use of technology as a
3Gg.05 Identify, describe, sort, name and sketch 3D shapes by their valuable resource for
properties. teaching and learning.
3Gg.08 Recognise pictures, drawings and diagrams of 3D shapes.
5Gg.04 Identify, describe and sketch 3D shapes in different orientations.
Recognise angles as a property of shape or a description 2Gg.11 Understand that an angle is a description of a turn, including reference
of a turn to the terms whole, half and quarter turns, both clockwise and anticlockwise.
5Gg.01 Identify, describe, classify and sketch isosceles, equilateral or scalene
triangles, including reference to angles and symmetrical properties.
Identify right angles, recognise that two right angles make 2Gg.11 Understand that an angle is a description of a turn, including reference
a half-turn, three make three quarters of a turn and four a to the terms whole, half and quarter turns, both clockwise and anticlockwise.
complete turn; identify whether angles are greater than or 3Gg.10 Compare angles with a right angle. Recognise that a straight line is
less than a right angle equivalent to two right angles or a half turn.
4Gg.08 Estimate, compare and classify angles, using geometric vocabulary
including acute, right and obtuse.
5Gg.01 Identify, describe, classify and sketch isosceles, equilateral or scalene
triangles, including reference to angles and symmetrical properties.
6Gg.01 Identify, describe, classify and sketch quadrilaterals, including
reference to angles, symmetrical properties, parallel sides and diagonals.
Identify horizontal and vertical lines and pairs of 2Gg.09 Identify a horizontal or vertical line of symmetry on 2D shapes and Perpendicular lines are
perpendicular and parallel lines patterns. introduced in Cambridge
5Gg.01 Identify, describe, classify and sketch isosceles, equilateral or scalene Lower Secondary
triangles, including reference to angles and symmetrical properties. Mathematics.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 36
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
6Gg.01 Identify, describe, classify and sketch quadrilaterals, including
reference to angles, symmetrical properties, parallel sides and diagonals.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils’ knowledge of the properties of shapes is extended 3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their
at this stage to symmetrical and non-symmetrical properties. Differentiate between regular and irregular polygons.
polygons and polyhedra. Pupils extend their use of the 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
properties of shapes. They should be able to describe the kilometres (km). Understand the relationship between units.
properties of 2-D and 3-D shapes using accurate 3Gg.05 Identify, describe, sort, name and sketch 3D shapes by their
language, including lengths of lines and acute and obtuse properties.
for angles greater or lesser than a right angle. 3Gg.10 Compare angles with a right angle. Recognise that a straight line is
equivalent to two right angles or a half turn.
4Gg.08 Estimate, compare and classify angles, using geometric vocabulary
including acute, right and obtuse.

Pupils connect decimals and rounding to drawing and 5Np.05 Round numbers with one decimal place to the nearest whole number.
measuring straight lines in centimetres, in a variety of
contexts.
Statistics
Interpret and present data using bar charts, pictograms 2Ss.02 Record, organise and represent categorical data. Choose and explain
and tables which representation to use in a given situation:
- lists and tables
- Venn and Carroll diagrams
- tally charts
- block graphs and pictograms.
2Ss.03 Interpret data, identifying similarities and variations, within a primary or
secondary data set, to answer non-statistical and statistical questions and
discuss conclusions.
3Ss.02 Record, organise and represent categorical and discrete data. Choose
and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts.
3Ss.03 Interpret data, identifying similarities and variations, within data sets, to
answer non-statistical and statistical questions and discuss conclusions.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 37
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 3
4Ss.02 Record, organise and represent categorical and discrete data. Choose
and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts
- dot plots (one dot per count).
Solve one-step and two-step questions [for example, ‘How 2Ss.03 Interpret data, identifying similarities and variations, within a primary or
many more?’ and ‘How many fewer?’] using information secondary data set, to answer non-statistical and statistical questions and
presented in scaled bar charts and pictograms and tables. discuss conclusions.
3Ss.03 Interpret data, identifying similarities and variations, within data sets, to
answer non-statistical and statistical questions and discuss conclusions.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils understand and use simple scales (for example, 2, 3Ss.02 Record, organise and represent categorical and discrete data. Choose
5, 10 units per cm) in pictograms and bar charts with and explain which representation to use in a given situation:
increasing accuracy. - Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts.

They continue to interpret data presented in many 3Ss.03 Interpret data, identifying similarities and variations, within data sets, to
contexts. answer non-statistical and statistical questions and discuss conclusions.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 38
Mapping for the national curriculum for England primary mathematics: Year 4

National curriculum for England primary

Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4

Number – number and place value

Count in multiples of 6, 7, 9, 25 and 1000 3Nc.02 Count on and count back in steps of constant size: 1-digit numbers,
tens or hundreds, starting from any number (from 0 to 1000).
4Nc.01 Count on and count back in steps of constant size: 1-digit numbers,
tens, hundreds or thousands, starting from any number, and extending beyond
zero to include negative numbers.
5Nc.01 Count on and count back in steps of constant size, and extend beyond
zero to include negative numbers.
Find 1000 more or less than a given number 4Nc.01 Count on and count back in steps of constant size: 1-digit numbers,
tens, hundreds or thousands, starting from any number, and extending beyond
zero to include negative numbers.
Count backwards through zero to include negative 4Nc.01 Count on and count back in steps of constant size: 1-digit numbers,
numbers tens, hundreds or thousands, starting from any number, and extending beyond
zero to include negative numbers.
4Ni.01 Read and write number names and whole numbers greater than 1000
and less than 0.
Recognise the place value of each digit in a four-digit 4Np.01 Understand and explain that the value of each digit in numbers is
number (thousands, hundreds, tens, and ones) determined by its position in that number.
4Np.03 Compose, decompose and regroup whole numbers.
Order and compare numbers beyond 1000 4Np.04 Understand the relative size of quantities to compare and order
positive and negative numbers, using the symbols =, > and <.
Identify, represent and estimate numbers using different 3Nc.01 Estimate the number of objects or people (up to 1000).
representations
Round any number to the nearest 10, 100 or 1000 2Np.05 Round 2-digit numbers to the nearest 10.
3Np.05 Round 3-digit numbers to the nearest 10 or 100.
4Np.05 Round numbers to the nearest 10, 100, 1000, 10 000 or 100 000.
Solve number and practical problems that involve all of 4Ni.01 Read and write number names and whole numbers greater than 1000 Solving problems are
the above and with increasingly large positive numbers and less than 0. covered by the Thinking and
4Nc.01 Count on and count back in steps of constant size: 1-digit numbers, Working Mathematically
tens, hundreds or thousands, starting from any number, and extending beyond characteristics, not by
zero to include negative numbers. learning objectives.
4Np.04 Understand the relative size of quantities to compare and order
positive and negative numbers, using the symbols =, > and <.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 39
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
Read Roman numerals to 100 (I to C) and know that over 2Np.01 Understand and explain that the value of each digit in a 2-digit number
time, the numeral system changed to include the concept is determined by its position in that number, recognising zero as a place
of zero and place value holder.
4Np.01 Understand and explain that the value of each digit in numbers is
determined by its position in that number.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Using a variety of representations, including measures, 2Gg.12 Understand a measuring scale as a continuous number line where Cambridge learners are
pupils become fluent in the order and place value of intermediate points have value. encouraged to use any
numbers beyond 1000, including counting in tens and 3Gg.11 Use instruments that measure length, mass, capacity and temperature. written method that suits
hundreds, and maintaining fluency in other multiples 4Np.01 Understand and explain that the value of each digit in numbers is their understanding of
through varied and frequent practice. determined by its position in that number. mathematics and their
4Nc.01 Count on and count back in steps of constant size: 1-digit numbers, context.
tens, hundreds or thousands, starting from any number, and extending beyond
zero to include negative numbers.
4Ni.08 Use knowledge of factors and multiples to understand tests of divisibility
by 2, 5, 10, 25, 50 and 100.

They begin to extend their knowledge of the number 4Nf.07 Use knowledge of equivalence to compare and order proper fractions,
system to include the decimal numbers and fractions that using the symbols =, > and <.
they have met so far. 5Np.01 Understand and explain the value of each digit in decimals (tenths and
hundredths).

They connect estimation and rounding numbers to the use 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
of measuring instruments. kilometres (km). Understand the relationship between units.
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
(kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
3Gg.11 Use instruments that measure length, mass, capacity and temperature.
4Np.05 Round numbers to the nearest 10, 100, 1000, 10 000 or 100 000.

Roman numerals should be put in their historical context

so pupils understand that there have been different ways
to write whole numbers and that the important concepts of
zero and place value were introduced over a period of
time.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 40
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4

Number – addition and subtraction

Add and subtract numbers with up to 4 digits using the 4Ni.02 Estimate, add and subtract whole numbers with up to three digits. Cambridge learners are
formal written methods of columnar addition and 6Ni.01 Estimate, add and subtract integers. encouraged to use any
subtraction where appropriate written method that suits
their understanding of
mathematics and their
context.
Estimate and use inverse operations to check answers to 2Ni.02 Understand and explain the relationship between addition and The application of
a calculation subtraction. Cambridge learning
3Ni.05 Understand and explain the relationship between multiplication and objectives 2Ni.02 and
division. 3Ni.05 can be used to
check answers.
Solve addition and subtraction two-step problems in 4Ni.02 Estimate, add and subtract whole numbers with up to three digits. Solving problems are
contexts, deciding which operations and methods to use covered by the Thinking and
and why Working Mathematically
characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils continue to practise both mental methods and Cambridge learners are
columnar addition and subtraction with increasingly large encouraged to use any
numbers to aid fluency. written method that suits
their understanding of
mathematics and their
context.
Number – multiplication and division
Recall multiplication and division facts for multiplication 3Ni.07 Know 1, 2, 3, 4, 5, 6, 8, 9 and 10 times tables.
tables up to 12 × 12 4Ni.04 Know all times tables from 1 to 10.
Use place value, known and derived facts to multiply and 3Ni.06 Understand and explain the commutative and distributive properties of Cambridge learners should
divide mentally, including: multiplying by 0 and 1; dividing multiplication, and use these to simplify calculations. use mental strategies in all
by 1; multiplying together three numbers 4Ni.03 Understand the associative property of multiplication, and use this to aspects of their
simplify calculations. mathematics.
4Np.02 Use knowledge of place value to multiply and divide whole numbers by
10 and 100.
4Ni.04 Know all times tables from 1 to 10.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 41
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
Recognise and use factor pairs and commutativity in 3Ni.06 Understand and explain the commutative and distributive properties of
mental calculations multiplication, and use these to simplify calculations
4Ni.08 Use knowledge of factors and multiples to understand tests of divisibility
by 2, 5, 10, 25, 50 and 100.
5Ni.07 Use knowledge of factors and multiples to understand tests of divisibility
by 4 and 8.
Multiply two-digit and three-digit numbers by a one-digit 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole Cambridge learners are
number using formal written layout numbers. encouraged to use any
written method that suits
their understanding of
mathematics and their
context.
Solve problems involving multiplying and adding, including 3Ni.06 Understand and explain the commutative and distributive properties of Solving problems are
using the distributive law to multiply two digit numbers by multiplication, and use these to simplify calculations. covered by the Thinking and
one digit, integer scaling problems and harder 3Ni.08 Estimate and multiply whole numbers up to 20 by 2, 3, 4 and 5. Working Mathematically
correspondence problems such as n objects are 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole characteristics, not by
connected to m objects numbers. learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils continue to practise recalling and using 3Ni.05 Understand and explain the relationship between multiplication and
multiplication tables and related division facts to aid division.
fluency. 4Ni.04 Know all times tables from 1 to 10.

Pupils practise mental methods and extend this to three- 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole Cambridge learners should
digit numbers to derive facts, (for example 600 ÷ 3 = 200 numbers. use mental strategies in all
can be derived from 2 x 3 = 6). 4Ni.06 Estimate and divide whole numbers up to 100 by 1-digit whole aspects of their
numbers. mathematics.

Pupils practise to become fluent in the formal written Cambridge learners are
method of short multiplication and short division with exact encouraged to use any
answers. written method that suits
their understanding of
mathematics and their
context.

Pupils write statements about the equality of expressions 3Ni.06 Understand and explain the commutative and distributive properties of Cambridge learners should
(for example, use the distributive law multiplication, and use these to simplify calculations. use mental strategies in all

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 42
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
39 × 7 = 30 × 7 + 9 × 7 and associative law 4Ni.03 Understand the associative property of multiplication, and use this to aspects of their
(2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge simplify calculations. mathematics.
of number facts and rules of arithmetic to solve mental
and written calculations for example, Cambridge learners are
2 x 6 x 5 = 10 x 6 = 60. encouraged to use any
written method that suits
their understanding of
mathematics and their
context.

Pupils solve two-step problems in contexts, choosing the 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole Solving problems are
appropriate operation, working with increasingly harder numbers. covered by the Thinking and
numbers. This should include correspondence questions 4Ni.06 Estimate and divide whole numbers up to 100 by 1-digit whole Working Mathematically
such as the numbers of choices of a meal on a menu, or numbers. characteristics, not by
three cakes shared equally between 10 children. learning objectives.
Number – fractions (including decimals)
Recognise and show, using diagrams, families of common 3Nf.06 Recognise that two fractions can have an equivalent value (halves, Cambridge learners are
equivalent fractions quarters, fifths and tenths). encouraged to use any
4Nf.04 Recognise that two proper fractions can have an equivalent value. written method that suits
their understanding of
mathematics and their
context.
Count up and down in hundredths; recognise that 3Nf.05 Understand that fractions (half, quarter, three-quarters, third and tenth)
hundredths arise when dividing an object by one hundred can act as operators.
and dividing tenths by ten. 5Nf.01 Understand that a fraction can be represented as a division of the
numerator by the denominator (unit fractions, three-quarters, tenths and
hundredths).
Solve problems involving increasingly harder fractions to 4Nf.03 Understand that unit fractions can act as operators. Solving problems are
calculate quantities, and fractions to divide quantities, 5Nf.01 Understand that a fraction can be represented as a division of the covered by the Thinking and
including non-unit fractions where the answer is a whole numerator by the denominator (unit fractions, three-quarters, tenths and Working Mathematically
number hundredths). characteristics, not by
5Nf.02 Understand that proper fractions can act as operators. learning objectives.
6Nf.01 Understand that a fraction can be represented as a division of the
numerator by the denominator (proper and improper fractions).
6Nf.02 Understand that proper and improper fractions can act as operators.
Add and subtract fractions with the same denominator 4Nf.05 Estimate, add and subtract fractions with the same denominator.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 43
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
Recognise and write decimal equivalents of any number 5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
of tenths or hundredths percentages can have equivalent values.
6Nf.04 Recognise that fractions, decimals (one or two decimal places) and
percentages can have equivalent values.
Recognise and write decimal equivalents to ¼, ½, ¾ 5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
percentages can have equivalent values.
6Nf.04 Recognise that fractions, decimals (one or two decimal places) and
percentages can have equivalent values.
Find the effect of dividing a one- or two-digit number by 10 4Np.02 Use knowledge of place value to multiply and divide whole numbers by
and 100, identifying the value of the digits in the answer 10 and 100.
as ones, tenths and hundredths 5Np.03 Use knowledge of place value to multiply and divide decimals by 10
and 100.
Round decimals with one decimal place to the nearest 5Np.05 Round numbers with one decimal place to the nearest whole number.
whole number
Compare numbers with the same number of decimal 5Nf.08 Understand the relative size of quantities to compare and order
places up to two decimal places numbers with one decimal place, proper fractions with the same denominator
and percentages, using the symbols =, > and <.
6Nf.08 Understand the relative size of quantities to compare and order
numbers with one or two decimal places, proper fractions with different
denominators and percentages, using the symbols =, > and <.
Solve simple measure and money problems involving 3Nm.01 Interpret money notation for currencies that use a decimal point. Solving problems are
fractions and decimals to two decimal places 3Nm.02 Add and subtract amounts of money to give change. covered by the Thinking and
4Nf.05 Estimate, add and subtract fractions with the same denominator. Working Mathematically
4Gg.09 Use knowledge of fractions to read and interpret a measuring scale. characteristics, not by
5Nf.09 Estimate, add and subtract numbers with the same number of decimal learning objectives.
places.
5Np.03 Use knowledge of place value to multiply and divide decimals by 10
and 100.
5Nf.10 Estimate and multiply numbers with one decimal place by 1-digit whole
numbers.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils should connect hundredths to tenths and place 5Np.01 Understand and explain the value of each digit in decimals (tenths and
value and decimal measure. hundredths).

They extend the use of the number line to connect 4Gg.09 Use knowledge of fractions to read and interpret a measuring scale.
fractions, numbers and measures.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 44
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4

Pupils understand the relation between non-unit fractions 5Nf.02 Understand that proper fractions can act as operators.
and multiplication and division of quantities, with particular
emphasis on tenths and hundredths.

Pupils make connections between fractions of a length, of 3Nf.03 Understand and explain that fractions can describe equal parts of a
a shape and as a representation of one whole or set of quantity or set of objects.
quantities. Pupils use factors and multiples to recognise 4Nf.01 Understand that the more parts a whole is divided into, the smaller the
equivalent fractions and simplify where appropriate (for parts become.
example, 6�9= 2�3 or 1�4 = 2�8). 4Nf.04 Recognise that two proper fractions can have an equivalent value.

Pupils continue to practise adding and subtracting 4Nf.05 Estimate, add and subtract fractions with the same denominator.
fractions with the same denominator, to become fluent
through a variety of increasingly complex problems
beyond one whole.

Pupils are taught throughout that decimals and fractions 3Nf.03 Understand and explain that fractions can describe equal parts of a
are different ways of expressing numbers and proportions. quantity or set of objects.
5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
percentages can have equivalent values.

Pupils’ understanding of the number system and decimal 5Np.01 Understand and explain the value of each digit in decimals (tenths and
place value is extended at this stage to tenths and then hundredths).
hundredths. This includes relating the decimal notation to 5Np.03 Use knowledge of place value to multiply and divide decimals by 10
division of whole number by 10 and later 100. and 100.

They practise counting using simple fractions and 6Nc.01 Count on and count back in steps of constant size, including fractions
decimals, both forwards and backwards. and decimals, and extend beyond zero to include negative numbers.

Pupils learn decimal notation and the language 5Np.01 Understand and explain the value of each digit in decimals (tenths and Cambridge learners are
associated with it, including in the context of hundredths). encouraged to use any
measurements. They make comparisons and order 5Nf.08 Understand the relative size of quantities to compare and order written method that suits
decimal amounts and quantities that are expressed to the numbers with one decimal place, proper fractions with the same denominator their understanding of
same number of decimal places. They should be able to and percentages, using the symbols =, > and <. mathematics and their
represent numbers with one or two decimal places in 6Nf.08 Understand the relative size of quantities to compare and order context.
several ways, such as on number lines. numbers with one or two decimal places, proper fractions with different
denominators and percentages, using the symbols =, > and <.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 45
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4

Measurement
Convert between different units of measure [for example, 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
kilometre to metre; hour to minute] kilometres (km). Understand the relationship between units.
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
(kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
4Gt.01 Understand the direct relationship between units of time, and convert
between them.
Measure and calculate the perimeter of a rectilinear figure 3Gg.04 Draw lines, rectangles and squares. Estimate, measure and calculate
(including squares) in centimetres and metres the perimeter of a shape, using appropriate metric units and area on a square
grid.
4Gg.03 Draw rectangles and squares on square grids, and measure their
perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.
Find the area of rectilinear shapes by counting squares 4Gg.03 Draw rectangles and squares on square grids, and measure their
perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.

Estimate, compare and calculate different measures, 2Nm.02 Compare values of different combinations of coins or notes.
including money in pounds and pence 3Np.04 Understand the relative size of quantities to compare and order 3-digit
positive numbers, using the symbols =, > and <.
3Nm.01 Interpret money notation for currencies that use a decimal point.
3Nm.02 Add and subtract amounts of money to give change.
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
(kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
4Np.04 Understand the relative size of quantities to compare and order
positive and negative numbers, using the symbols =, > and <.
Read, write and convert time between analogue and 4Gt.02 Read and record time accurately in digital notation (12- and 24-hour)
digital 12- and 24-hour clocks and on analogue clocks.
Solve problems involving converting from hours to 4Gt.01 Understand the direct relationship between units of time, and convert Solving problems are
minutes; minutes to seconds; years to months; weeks to between them. covered by the Thinking and
days Working Mathematically
characteristics, not by
learning objectives.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 46
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils build on their understanding of place value and 3Nm.01 Interpret money notation for currencies that use a decimal point. England programme of
decimal notation to record metric measures, including 3Nm.02 Add and subtract amounts of money to give change. study statement is covered
money. 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and with introduction of decimals
kilometres (km). Understand the relationship between units. in Stage 5.
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
(kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.

They use multiplication to convert from larger to smaller 4Np.02 Use knowledge of place value to multiply and divide whole numbers by England programme of
units. 10 and 100. study statement is covered
5Np.02 Use knowledge of place value to multiply and divide whole numbers by with measurement learning
10, 100 and 1000. objectives from Stage 3.

Perimeter can be expressed algebraically as 2(a + b) 4Gg.03 Draw rectangles and squares on square grids, and measure their
where a and b are the dimensions in the same unit. perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.

They relate area to arrays and multiplication. 4Gg.03 Draw rectangles and squares on square grids, and measure their
perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.
Geometry – properties of shapes
Compare and classify geometric shapes, including 1Gg.01 Identify, describe and sort 2D shapes by their characteristics or
quadrilaterals and triangles, based on their properties and properties, including reference to number of sides and whether the sides are
sizes curved or straight.
2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.
3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their
properties. Differentiate between regular and irregular polygons.
5Gg.01 Identify, describe, classify and sketch isosceles, equilateral or scalene
triangles, including reference to angles and symmetrical properties.
6Gg.01 Identify, describe, classify and sketch quadrilaterals, including
reference to angles, symmetrical properties, parallel sides and diagonals

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 47
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
Identify acute and obtuse angles and compare and order 3Gg.10 Compare angles with a right angle. Recognise that a straight line is
angles up to two right angles by size equivalent to two right angles or a half turn.
4Gg.08 Estimate, compare and classify angles, using geometric vocabulary
including acute, right and obtuse.
Identify lines of symmetry in 2-D shapes presented in 2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their
different orientations properties, including reference to regular polygons, number of sides and
vertices. Recognise these shapes in different positions and orientations.
2Gg.09 Identify a horizontal or vertical line of symmetry on 2D shapes and
patterns.
3Gg.09 Identify both horizontal and vertical lines of symmetry on 2D shapes
and patterns.
4Gg.07 Identify all horizontal, vertical and diagonal lines of symmetry on 2D
shapes and patterns.
Complete a simple symmetric figure with respect to a 4Gp.03 Reflect 2D shapes in a horizontal or vertical mirror line, including
specific line of symmetry where the mirror line is the edge of the shape, on square grids.
5Gg.06 Use knowledge of reflective symmetry to identify and complete
symmetrical patterns.
5Gp.04 Reflect 2D shapes in both horizontal and vertical mirror lines to create
patterns on square grids.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils continue to classify shapes using geometrical 3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their
properties, extending to classifying different triangles (for properties. Differentiate between regular and irregular polygons.
example, isosceles, equilateral, scalene) and 5Gg.01 Identify, describe, classify and sketch isosceles, equilateral or scalene
quadrilaterals (for example, parallelogram, rhombus, triangles, including reference to angles and symmetrical properties.
trapezium). 6Gg.01 Identify, describe, classify and sketch quadrilaterals, including
reference to angles, symmetrical properties, parallel sides and diagonals.

Pupils compare and order angles in preparation for using 3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their
a protractor and compare lengths and angles to decide if properties. Differentiate between regular and irregular polygons.
a polygon is regular or irregular. 4Gg.08 Estimate, compare and classify angles, using geometric vocabulary
including acute, right and obtuse.

Pupils draw symmetric patterns using a variety of media 3Gg.09 Identify both horizontal and vertical lines of symmetry on 2D shapes Cambridge Primary
to become familiar with different orientations of lines of and patterns. Mathematics encourages
symmetry; and recognise line symmetry in a variety of 4Gg.07 Identify all horizontal, vertical and diagonal lines of symmetry on 2D the use of technology as a
shapes and patterns.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 48
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
diagrams, including where the line of symmetry does not 5Gg.06 Use knowledge of reflective symmetry to identify and complete valuable resource for
dissect the original shape. symmetrical patterns. teaching and learning.
Geometry – position and direction
Describe positions on a 2-D grid as coordinates in the first 4Gp.02 Understand that position can be described using coordinate notation.
quadrant Read and plot coordinates in the first quadrant (with the aid of a grid).
Describe movements between positions as translations of 2Gp.01 Use knowledge of position and direction to describe movement.
a given unit to the left/right and up/down 5Gp.03 Translate 2D shapes, identifying the corresponding points between the
original and the translated image, on square grids.
Plot specified points and draw sides to complete a given 4Gp.02 Understand that position can be described using coordinate notation.
polygon Read and plot coordinates in the first quadrant (with the aid of a grid).
5Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form
lines and shapes in the first quadrant (with the aid of a grid).
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils draw a pair of axes in one quadrant, with equal 4Gp.02 Understand that position can be described using coordinate notation. Cambridge Primary
scales and integer labels. They read, write and use pairs Read and plot coordinates in the first quadrant (with the aid of a grid). Mathematics encourages
of coordinates, for example (2, 5), including using the use of technology as a
coordinate-plotting ICT tools. valuable resource for
teaching and learning.
Statistics
Interpret and present discrete and continuous data using 1Ss.02 Record, organise and represent categorical data using:
appropriate graphical methods, including bar charts and - practical resources and drawings
time graphs - lists and tables
- Venn and Carroll diagrams
- block graphs and pictograms.
2Ss.02 Record, organise and represent categorical data. Choose and explain
which representation to use in a given situation:
- lists and tables
- Venn and Carroll diagrams
- tally charts
- block graphs and pictograms.
2Ss.03 Interpret data, identifying similarities and variations, within a primary or
secondary data set, to answer non-statistical and statistical questions and
discuss conclusions.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 49
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
3Ss.02 Record, organise and represent categorical and discrete data. Choose
and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts.
3Ss.03 Interpret data, identifying similarities and variations, within data sets, to
answer non-statistical and statistical questions and discuss conclusions.
Solve comparison, sum and difference problems using 3Ss.02 Record, organise and represent categorical and discrete data. Choose
information presented in bar charts, pictograms, tables and explain which representation to use in a given situation:
and other graphs - Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts.
3Ss.03 Interpret data, identifying similarities and variations, within data sets, to
answer non-statistical and statistical questions and discuss conclusions.
4Ss.02 Record, organise and represent categorical and discrete data. Choose
and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts
- dot plots (one dot per count).
4Ss.03 Interpret data, identifying similarities and variations, within and between
data sets, to answer statistical questions. Discuss conclusions, considering the
sources of variation.

Note – the content in this box is classed as ‘non-statutory

guidance’ in the national curriculum for England

Pupils understand and use a greater range of scales in 3Ss.02 Record, organise and represent categorical and discrete data. Choose
their representations. and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- pictograms and bar charts.

Pupils begin to relate the graphical representation of data 5Ss.02 Record, organise and represent categorical, discrete and continuous
to recording change over time. data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 50
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 4
- bar charts
- waffle diagrams
- frequency diagrams for continuous data
- line graphs
- dot plots (one dot per data point).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 51
Mapping for the national curriculum for England primary mathematics: Year 5

National curriculum for England primary

Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5

Number – number and place value

Read, write, order and compare numbers to at least 1 000 3Np.01 Understand and explain that the value of each digit is determined by its
000 and determine the value of each digit position in that number (up to 3-digit numbers).
4Ni.01 Read and write number names and whole numbers greater than 1000
and less than 0.
4Np.01 Understand and explain that the value of each digit in numbers is
determined by its position in that number.
4Np.04 Understand the relative size of quantities to compare and order
positive and negative numbers, using the symbols =, > and <.
Count forwards or backwards in steps of powers of 10 for 4Nc.01 Count on and count back in steps of constant size: 1-digit numbers,
any given number up to 1 000 000 tens, hundreds or thousands, starting from any number, and extending beyond
zero to include negative numbers.
5Nc.01 Count on and count back in steps of constant size, and extend beyond
zero to include negative numbers.
Interpret negative numbers in context, count forwards and 5Nc.01 Count on and count back in steps of constant size, and extend beyond
backwards with positive and negative whole numbers, zero to include negative numbers.
including through zero
Round any number up to 1 000 000 to the nearest 10, 4Np.05 Round numbers to the nearest 10, 100, 1000, 10 000 or 100 000.
100, 1000, 10 000 and 100 000
Solve number problems and practical problems that Solving problems are
involve all of the above covered by the Thinking and
Working Mathematically
characteristics, not by
learning objectives.
Read Roman numerals to 1000 (M) and recognise years
written in Roman numerals
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils identify the place value in large whole numbers. 4Np.01 Understand and explain that the value of each digit in numbers is
determined by its position in that number.

They continue to use number in context, including 5Np.01 Understand and explain the value of each digit in decimals (tenths and
measurement. Pupils extend and apply their hundredths).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 52
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
understanding of the number system to the decimal 5Np.03 Use knowledge of place value to multiply and divide decimals by 10
numbers and fractions that they have met so far. and 100.
5Nf.08 Understand the relative size of quantities to compare and order
numbers with one decimal place, proper fractions with the same denominator
and percentages, using the symbols =, > and <.

They should recognise and describe linear number 3Nc.05 Recognise and extend linear sequences, and describe the term-to-term
sequences, including those involving fractions and rule.
decimals, and find the term-to-term rule. 4Nc.04 Recognise and extend linear and non-linear sequences, and describe
the term-to-term rule.
5Nc.03 Use the relationship between repeated addition of a constant and
multiplication to find any term of a linear sequence.

They should recognise and describe linear number 3Nc.05 Recognise and extend linear sequences, and describe the term-to-term
1 1 rule.
sequences (for example, 3, 3 , 4, 4 ...), including those
2 2 4Nc.04 Recognise and extend linear and non-linear sequences, and describe
involving fractions and decimals, and find the term-to-term the term-to-term rule.
1
rule in words (for example, add ). 5Nc.03 Use the relationship between repeated addition of a constant and
2
multiplication to find any term of a linear sequence.
Number – addition and subtraction
Add and subtract whole numbers with more than 4 digits, 5Ni.01 Estimate, add and subtract integers, including where one integer is Cambridge learners are
including using formal written methods (columnar addition negative. encouraged to use any
and subtraction) written method that suits
their understanding of
mathematics and their
context.
Add and subtract numbers mentally with increasingly 5Ni.01 Estimate, add and subtract integers, including where one integer is Cambridge learners should
large numbers negative. use mental strategies in all
aspects of their
mathematics.
Use rounding to check answers to calculations and 4Np.05 Round numbers to the nearest 10, 100, 1000, 10 000 or 100 000. Rounding is one of the
determine, in the context of a problem, levels of accuracy 5Ni.01 Estimate, add and subtract integers, including where one integer is methods used in estimating.
negative.

Solve addition and subtraction multi-step problems in 5Ni.01 Estimate, add and subtract integers, including where one integer is Solving problems are
contexts, deciding which operations and methods to use negative. covered by the Thinking and
and why Working Mathematically

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 53
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils practise using the formal written methods of 4Ni.02 Estimate, add and subtract whole numbers with up to three digits. Cambridge learners are
columnar addition and subtraction with increasingly large encouraged to use any
numbers to aid fluency. written method that suits
their understanding of
mathematics and their
context.

They practise mental calculations with increasingly large 4Ni.02 Estimate, add and subtract whole numbers with up to three digits. Cambridge learners should
numbers to aid fluency (for example, use mental strategies in all
12 462 – 2300 = 10 162). aspects of their
mathematics.
Number – multiplication and division
Identify multiples and factors, including finding all factor 4Ni.07 Understand the relationship between multiples and factors.
pairs of a number, and common factors of two numbers 6Ni.06 Understand common multiples and common factors.
Know and use the vocabulary of prime numbers, prime 5Ni.06 Understand and explain the difference between prime and composite Prime factors are introduced
factors and composite (non-prime) numbers numbers. in Cambridge Lower
8Ni.03 Understand factors, multiples, prime factors, highest common factors Secondary Mathematics.
and lowest common multiples.
Establish whether a number up to 100 is prime and recall 5Ni.06 Understand and explain the difference between prime and composite
prime numbers up to 19 numbers.
Multiply numbers up to 4 digits by a one- or two-digit 5Ni.04 Estimate and multiply whole numbers up to 1000 by 1-digit or 2-digit Cambridge learners are
number using a formal written method, including long whole numbers. encouraged to use any
multiplication for two-digit numbers 6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit written method that suits
whole numbers. their understanding of
mathematics and their
context.
Multiply and divide numbers mentally drawing upon 3Ni.06 Understand and explain the commutative and distributive properties of Cambridge learners should
known facts multiplication, and use these to simplify calculations. use mental strategies in all
4Ni.03 Understand the associative property of multiplication, and use this to aspects of their
simplify calculations. mathematics.
4Ni.04 Know all times tables from 1 to 10.
5Ni.02 Understand which law of arithmetic to apply to simplify calculations.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 54
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
5Ni.04 Estimate and multiply whole numbers up to 1000 by 1-digit or 2-digit
whole numbers.
5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole
numbers.
5Np.02 Use knowledge of place value to multiply and divide whole numbers by
10, 100 and 1000.
Divide numbers up to 4 digits by a one-digit number using 4Ni.06 Estimate and divide whole numbers up to 100 by 1-digit whole Dividing a number larger
the formal written method of short division and interpret numbers. than 1000 is introduced in
remainders appropriately for the context 5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole Cambridge Lower
numbers. Secondary Mathematics.

Remainders are introduced

from Stage 3 onwards.

Cambridge learners are

encouraged to use any
written method that suits
their understanding of
mathematics and their
context.
Multiply and divide whole numbers and those involving 5Np.02 Use knowledge of place value to multiply and divide whole numbers by
decimals by 10, 100 and 1000 10, 100 and 1000.
6Np.02 Use knowledge of place value to multiply and divide whole numbers
and decimals by 10, 100 and 1000, using knowledge of place value.
Recognise and use square numbers and cube numbers, 5Ni.08 Use knowledge of multiplication to recognise square numbers (from 1 to
and the notation for squared (2) and cubed (3) 100).
6Ni.08 Use knowledge of multiplication and square numbers to recognise cube
numbers (from 1 to 125).
Solve problems involving multiplication and division 4Ni.08 Use knowledge of factors and multiples to understand tests of divisibility Solving problems are
including using their knowledge of factors and multiples, by 2, 5, 10, 25, 50 and 100. covered by the Thinking and
squares and cubes 5Ni.07 Use knowledge of factors and multiples to understand tests of divisibility Working Mathematically
by 4 and 8. characteristics, not by
5Ni.08 Use knowledge of multiplication to recognise square numbers (from 1 to learning objectives.
100).
6Ni.07 Use knowledge of factors and multiples to understand tests of divisibility
by 3, 6 and 9.
6Ni.08 Use knowledge of multiplication and square numbers to recognise cube
numbers (from 1 to 125).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 55
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
Solve problems involving addition, subtraction, 4Np.04 Understand the relative size of quantities to compare and order Solving problems are
multiplication and division and a combination of these, positive and negative numbers, using the symbols =, > and <. covered by the Thinking and
including understanding the meaning of the equals sign 5Ni.02 Understand which law of arithmetic to apply to simplify calculations. Working Mathematically
5Ni.01 Estimate, add and subtract integers, including where one integer is characteristics, not by
negative. learning objectives.
5Ni.04 Estimate and multiply whole numbers up to 1000 by 1-digit or 2-digit
whole numbers.
5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole
numbers.
Solve problems involving multiplication and division, 5Ni.04 Estimate and multiply whole numbers up to 1000 by 1-digit or 2-digit Solving problems are
including scaling by simple fractions and problems whole numbers. covered by the Thinking and
involving simple rates 5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole Working Mathematically
numbers. characteristics, not by
5Nf.02 Understand that proper fractions can act as operators. learning objectives.
6Nf.07 Recognise percentages (1%, and multiples of 5% up to 100%) of
shapes and whole numbers.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils practise and extend their use of the formal written 3Ni.05 Understand and explain the relationship between multiplication and Cambridge learners are
methods of short multiplication and short division. They division. encouraged to use any
apply all the multiplication tables and related division facts 4Ni.04 Know all times tables from 1 to 10. written method that suits
frequently, commit them to memory and use them 5Ni.04 Estimate and multiply whole numbers up to 1000 by 1-digit or 2-digit their understanding of
confidently to make larger calculations. whole numbers. mathematics and their
5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole context.
numbers.

They use and understand the terms factor, multiple and 4Ni.07 Understand the relationship between multiples and factors.
prime, square and cube numbers. 5Ni.06 Understand and explain the difference between prime and composite
numbers.
5Ni.08 Use knowledge of multiplication to recognise square numbers (from 1 to
100).
6Ni.08 Use knowledge of multiplication and square numbers to recognise cube
numbers (from 1 to 125).

Pupils interpret non-integer answers to division by 5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole Interpreting an answer
expressing results in different ways according to the numbers. according to its context is
context, including with remainders, as fractions, as covered by the Thinking and

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 56
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
decimals or by rounding (for example, Working Mathematically
98 ÷ 4 = 98�4 = 24 r 2 = 24½ = 24.5 ≈ 25). characteristics, not by
learning objectives.

Pupils use multiplication and division as inverses to 5Np.02 Use knowledge of place value to multiply and divide whole numbers by Learning objective 5Np.02
support the introduction of ratio in year 6, for example, by 10, 100 and 1000. can be used in conjunction
multiplying and dividing by powers of 10 in scale drawings with measurement learning
or by multiplying and dividing by powers of a 1000 in objectives for converting
converting between units such as kilometres and metres. between units.

Distributivity can be expressed as a(b + c) = ab + ac. 3Ni.06 Understand and explain the commutative and distributive properties of
multiplication, and use these to simplify calculations.

They understand the terms factor, multiple and prime, 4Ni.07 Understand the relationship between multiples and factors.
square and cube numbers and use them to construct 5Ni.06 Understand and explain the difference between prime and composite
equivalence statements (for example, 4 x 35 = 2 x 2 x 35; numbers.
3 x 270 = 3 x 3 x 9 x 10 = 92 x 10). 5Ni.08 Use knowledge of multiplication to recognise square numbers (from 1 to
100).
6Ni.08 Use knowledge of multiplication and square numbers to recognise cube
numbers (from 1 to 125).

Pupils use and explain the equals sign to indicate 4Nc.03 Recognise the use of objects, shapes or symbols to represent
equivalence, including in missing number problems (for unknown quantities in addition and subtraction calculations.
example, 13 + 24 = 12 + 25; 33 = 5 x □). 5Nc.02 Recognise the use of objects, shapes or symbols to represent two
unknown quantities in addition and subtraction calculations.
Number – fractions (including decimals and percentages)
Compare and order fractions whose denominators are all 4Nf.07 Use knowledge of equivalence to compare and order proper fractions,
multiples of the same number using the symbols =, > and <.
5Nf.08 Understand the relative size of quantities to compare and order
numbers with one decimal place, proper fractions with the same denominator
and percentages, using the symbols =, > and <.
Identify, name and write equivalent fractions of a given 3Nf.01 Understand and explain that fractions are several equal parts of an
fraction, represented visually, including tenths and object or shape and all the parts, taken together, equal one whole.
hundredths 3Nf.06 Recognise that two fractions can have an equivalent value (halves,
quarters, fifths and tenths).
4Nf.04 Recognise that two proper fractions can have an equivalent value.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 57
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
Recognise mixed numbers and improper fractions and 5Nf.03 Recognise that improper fractions and mixed numbers can have an
convert from one form to the other and write mathematical equivalent value.
statements > 1 as a mixed number [for example,
2/5+4/5=6/5=1 1/5]
Add and subtract fractions with the same denominator 5Nf.05 Estimate, add and subtract fractions with the same denominator and
and denominators that are multiples of the same number denominators that are multiples of each other.
Multiply proper fractions and mixed numbers by whole 5Nf.06 Estimate, multiply and divide unit fractions by a whole number.
numbers, supported by materials and diagrams 6Nf.06 Estimate, multiply and divide proper fractions by whole numbers.
Read and write decimal numbers as fractions [for 6Nf.04 Recognise that fractions, decimals (one or two decimal places) and
example, 0.71 = 71/100 ] percentages can have equivalent values.
Recognise and use thousandths and relate them to 5Np.01 Understand and explain the value of each digit in decimals (tenths and
tenths, hundredths and decimal equivalents hundredths).
5Np.04 Compose, decompose and regroup numbers, including decimals
(tenths and hundredths).
6Np.01 Understand and explain the value of each digit in decimals (tenths,
hundredths and thousandths).
6Np.03 Compose, decompose and regroup numbers, including decimals
(tenths, hundredths and thousandths).
Round decimals with two decimal places to the nearest 6Np.04 Round numbers with 2 decimal places to the nearest tenth or whole
whole number and to one decimal place number.
Read, write, order and compare numbers with up to three 6Np.01 Understand and explain the value of each digit in decimals (tenths,
decimal places hundredths and thousandths).
6Nf.08 Understand the relative size of quantities to compare and order
numbers with one or two decimal places, proper fractions with different
denominators and percentages, using the symbols =, > and <.
Solve problems involving number up to three decimal 5Nf.09 Estimate, add and subtract numbers with the same number of decimal Solving problems are
places places. covered by the Thinking and
6Nf.09 Estimate, add and subtract numbers with the same or different number Working Mathematically
of decimal places. characteristics, not by
learning objectives.
Recognise the per cent symbol (%) and understand that 4Nf.06 Understand percentage as the number of parts in each hundred, and
per cent relates to ‘number of parts per hundred’, and use the percentage symbol (%).
write percentages as a fraction with denominator 100, and 5Nf.07 Recognise percentages of shapes, and write percentages as a fraction
as a decimal with denominator 100.
6Nf.04 Recognise that fractions, decimals (one or two decimal places) and
percentages can have equivalent values.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 58
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
Solve problems which require knowing percentage and 6Nf.04 Recognise that fractions, decimals (one or two decimal places) and Solving problems are
decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those percentages can have equivalent values. covered by the Thinking and
fractions with a denominator of a multiple of 10 or 25 Working Mathematically
characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils should be taught throughout that percentages, 3Nf.03 Understand and explain that fractions can describe equal parts of a
decimals and fractions are different ways of expressing quantity or set of objects.
proportions. 4Nf.06 Understand percentage as the number of parts in each hundred, and
use the percentage symbol (%).
5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
percentages can have equivalent values.

They extend their knowledge of fractions to thousandths 6Np.01 Understand and explain the value of each digit in decimals (tenths,
and connect to decimals and measures. hundredths and thousandths).

Pupils connect equivalent fractions > 1 that simplify to 5Nf.03 Recognise that improper fractions and mixed numbers can have an Cambridge learners are
integers with division and other fractions > 1 to division equivalent value. encouraged to use any
with remainders, using the number line and other models, 6Nf.03 Use knowledge of equivalence to write fractions in their simplest form. written method that suits
and hence move from these to improper and mixed their understanding of
fractions. mathematics and their
context.

Pupils connect multiplication by a fraction to using 5Nf.02 Understand that proper fractions can act as operators.
fractions as operators (fractions of), and to division, 6Nf.02 Understand that proper and improper fractions can act as operators.
building on work from previous years. This relates to
scaling by simple fractions, including fractions > 1.

Pupils practise adding and subtracting fractions to 5Nf.05 Estimate, add and subtract fractions with the same denominator and Solving problems are
become fluent through a variety of increasingly complex denominators that are multiples of each other. covered by the Thinking and
problems. They extend their understanding of adding and Working Mathematically
subtracting fractions to calculations that exceed 1 as a characteristics, not by
mixed number. learning objectives.

Pupils continue to practise counting forwards and 6Nc.01 Count on and count back in steps of constant size, including fractions
backwards in simple fractions. and decimals, and extend beyond zero to include negative numbers.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 59
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5

Pupils continue to develop their understanding of fractions 5Nf.02 Understand that proper fractions can act as operators.
as numbers, measures and operators by finding fractions 6Nf.02 Understand that proper and improper fractions can act as operators.
of numbers and quantities.

Pupils extend counting from year 4, using decimals and 6Nc.01 Count on and count back in steps of constant size, including fractions Cambridge learners are
fractions including bridging zero, for example on a number and decimals, and extend beyond zero to include negative numbers. encouraged to use any
line. written method that suits
their understanding of
mathematics and their
context.

Pupils say, read and write decimal fractions and related 6Np.01 Understand and explain the value of each digit in decimals (tenths, Cambridge learning
tenths, hundredths and thousandths accurately and are hundredths and thousandths). objectives place emphasis
confident in checking the reasonableness of their answers 6Nf.09 Estimate, add and subtract numbers with the same or different number on the importance of
to problems. of decimal places. estimation in calculation and
5Ni.04 Estimate and multiply whole numbers up to 1000 by 1-digit or 2-digit measurement.
whole numbers.
5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole
numbers.

They mentally add and subtract tenths, and one-digit 5Nf.09 Estimate, add and subtract numbers with the same number of decimal Cambridge learners should
whole numbers and tenths. places. use mental strategies in all
6Nf.09 Estimate, add and subtract numbers with the same or different number aspects of their
of decimal places. mathematics.

They practise adding and subtracting decimals, including 5Nf.09 Estimate, add and subtract numbers with the same number of decimal
a mix of whole numbers and decimals, decimals with places.
different numbers of decimal places, and complements of 6Nf.09 Estimate, add and subtract numbers with the same or different number
1 (for example, 0.83 + 0.17 = 1). of decimal places.

Pupils should go beyond the measurement and money Solving puzzles are covered
models of decimals, for example, by solving puzzles by the Thinking and
involving decimals. Working Mathematically
characteristics, not by
learning objectives.
Pupils should make connections between percentages, 5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
fractions and decimals (for example, 100% represents a percentages can have equivalent values.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 60
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
whole quantity and 1% is 1�100, 50% is 50�100, 25% is 25�100) 6Nf.04 Recognise that fractions, decimals (one or two decimal places) and
and relate this to finding ‘fractions of’. percentages can have equivalent values.
Measurement
Convert between different units of metric measure (for 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
example, kilometre and metre; centimetre and metre; kilometres (km). Understand the relationship between units.
centimetre and millimetre; gram and kilogram; litre and 3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
millilitre) (kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.

Understand and use approximate equivalences between

metric units and common imperial units such as inches,
pounds and pints
Measure and calculate the perimeter of composite 4Gg.02 Estimate and measure perimeter and area of 2D shapes,
rectilinear shapes in centimetres and metres understanding that two areas can be added together to calculate the area of a
compound shape.
5Gg.03 Draw compound shapes that can be divided into rectangles and
squares. Estimate, measure and calculate their perimeter and area.
Calculate and compare the area of rectangles (including 4Gg.03 Draw rectangles and squares on square grids, and measure their
squares), and including using standard units, square perimeter and area. Derive and use formulae to calculate areas and perimeters
centimetres (cm2) and square metres (m2) and estimate of rectangles and squares.
the area of irregular shapes 4Gg.04 Estimate the area of irregular shapes on a square grid (whole and part
squares).
5Gg.02 Estimate and measure perimeter and area of 2D shapes,
understanding that shapes with the same perimeter can have different areas
and vice versa.
5Gg.03 Draw compound shapes that can be divided into rectangles and
squares. Estimate, measure and calculate their perimeter and area.
Estimate volume [for example, using 1 cm3 blocks to build 2Gg.07 Understand that capacity is the maximum amount that an object can
cuboids (including cubes)] and capacity [for example, contain. Estimate and measure the capacity of familiar objects using non-
using water] standard or standard units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
6Gg.05 Understand the difference between capacity and volume.
Solve problems involving converting between units of time 4Gt.01 Understand the direct relationship between units of time, and convert Solving problems are
between them. covered by the Thinking and
Working Mathematically

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 61
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
characteristics, not by
learning objectives.
Use all four operations to solve problems involving 3Nm.02 Add and subtract amounts of money to give change. Solving problems are
measure [for example, length, mass, volume, money] 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and covered by the Thinking and
using decimal notation, including scaling. kilometres (km). Understand the relationship between units. Working Mathematically
3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms characteristics, not by
(kg). Understand the relationship between units. learning objectives.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils use their knowledge of place value and 5Np.02 Use knowledge of place value to multiply and divide whole numbers by Measurement learning
multiplication and division to convert between standard 10, 100 and 1000. objectives and 5Np.02 and
units. 5Np.03 Use knowledge of place value to multiply and divide decimals by 10 5Np.03 are used to convert
and 100. between standard units.
6Np.02 Use knowledge of place value to multiply and divide whole numbers
and decimals by 10, 100 and 1000.

Pupils calculate the perimeter of rectangles and related 4Gg.02 Estimate and measure perimeter and area of 2D shapes,
composite shapes, including using the relations of understanding that two areas can be added together to calculate the area of a
perimeter or area to find unknown lengths. Missing compound shape.
measures questions such as these can be expressed 5Gg.03 Draw compound shapes that can be divided into rectangles and
algebraically, for example 4 + 2b = 20 for a rectangle of squares. Estimate, measure and calculate their perimeter and area.
sides 2 cm and b cm and perimeter of 20cm.

Pupils calculate the area from scale drawings using given 4Gg.02 Estimate and measure perimeter and area of 2D shapes,
measurements. understanding that two areas can be added together to calculate the area of a
compound shape.

Pupils use all four operations in problems involving time 3Nm.02 Add and subtract amounts of money to give change. Solving problems are
and money, including conversions (for example, days to 4Gt.01 Understand the direct relationship between units of time, and convert covered by the Thinking and
weeks, expressing the answer as weeks and days). between them. Working Mathematically
5Ni.02 Understand which law of arithmetic to apply to simplify calculations. characteristics, not by
5Nf.09 Estimate, add and subtract numbers with the same number of decimal learning objectives.
places.
5Nf.10 Estimate and multiply numbers with one decimal place by 1-digit whole
numbers.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 62
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
6Nf.10 Estimate and multiply numbers with one or two decimal places by 1-
digit and 2-digit whole numbers.
6Nf.11 Estimate and divide numbers with one or two decimal places by whole
numbers.

Geometry – properties of shapes

Identify 3-D shapes, including cubes and other cuboids, 4Gg.05 Identify 2D faces of 3D shapes, and describe their properties.
from 2-D representations 4Gg.06 Match nets to their corresponding 3D shapes.
Know angles are measured in degrees: estimate and 5Gg.07 Estimate, compare and classify angles, using geometric vocabulary
compare acute, obtuse and reflex angles including acute, right, obtuse and reflex.
6Gg.9 Classify, estimate, measure and draw angles.
Draw given angles, and measure them in degrees (o) 6Gg.09 Classify, estimate, measure and draw angles.
Identify: 3Gg.10 Compare angles with a right angle. Recognise that a straight line is Sum of the angles around a
• angles at a point and one whole turn (total 360o) equivalent to two right angles or a half turn. point is introduced in
• angles at a point on a straight line and ½ a turn (total 5Gg.08 Know that the sum of the angles on a straight line is 180º, and use this Cambridge Lower
180o) to calculate missing angles on a straight line. Secondary Mathematics.
• other multiples of 90o
Use the properties of rectangles to deduce related facts 5Gg.03 Draw compound shapes that can be divided into rectangles and
and find missing lengths and angles squares. Estimate, measure and calculate their perimeter and area.
6Gg.01 Identify, describe, classify and sketch quadrilaterals, including
reference to angles, symmetrical properties, parallel sides and diagonals.
6Gg.03 Use knowledge of area of rectangles to estimate and calculate the
area of right-angled triangles.
Distinguish between regular and irregular polygons based 3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their
on reasoning about equal sides and angles properties. Differentiate between regular and irregular polygons.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils become accurate in drawing lines with a ruler to the 3Gg.04 Draw lines, rectangles and squares. Estimate, measure and calculate
nearest millimetre, and measuring with a protractor. They the perimeter of a shape, using appropriate metric units, and area on a square
use conventional markings for parallel lines and right grid.
angles. 4Gg.03 Draw rectangles and squares on square grids, and measure their
perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.
6Gg.09 Classify, estimate, measure and draw angles.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 63
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
Pupils use the term diagonal and make conjectures about
the angles formed between sides, and between diagonals
and parallel sides, and other properties of quadrilaterals,
for example using dynamic geometry ICT tools.

Pupils use angle sum facts and other properties to make 5Gg.08 Know that the sum of the angles on a straight line is 180°, and use this
deductions about missing angles and relate these to to calculate missing angles on a straight line.
missing number problems. 6Gg.10 Know that the sum of the angles in a triangle is 180º, and use this to
calculate missing angles in a triangle.
Geometry – position and direction
Identify, describe and represent the position of a shape 2Gp.02 Sketch the reflection of a 2D shape in a vertical mirror line, including
following a reflection or translation, using the appropriate where the mirror line is the edge of the shape.
language, and know that the shape has not changed 3Gp.02 Sketch the reflection of a 2D shape in a horizontal or vertical mirror
line, including where the mirror line is the edge of the shape.
4Gp.03 Reflect 2D shapes in a horizontal or vertical mirror line, including
where the mirror line is the edge of the shape, on square grids.
5Gp.03 Translate 2D shapes, identifying the corresponding points between the
original and the translated image, on square grids.
6Gp.03 Translate 2D shapes, identifying the corresponding points between the
original and the translated image, on coordinate grids.
6Gp.04 Reflect 2D shapes in a given mirror line (vertical, horizontal and
diagonal), on square grids.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils recognise and use reflection and translation in a 5Gp.03 Translate 2D shapes, identifying the corresponding points between the
variety of diagrams, including continuing to use a 2-D grid original and the translated image, on square grids.
and coordinates in the first quadrant. Reflection should be 5Gp.04 Reflect 2D shapes in both horizontal and vertical mirror lines to create
in lines that are parallel to the axes. patterns on square grids.
6Gp.03 Translate 2D shapes, identifying the corresponding points between the
original and the translated image, on coordinate grids.
Statistics
Solve comparison, sum and difference problems using 5Ss.02 Record, organise and represent categorical, discrete and continuous
information presented in a line graph data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 64
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5
- bar charts
- waffle diagrams
- frequency diagrams for continuous data
- line graphs
- dot plots (one dot per data point).
5Ss.04 Interpret data, identifying patterns, within and between data sets, to
answer statistical questions. Discuss conclusions, considering the sources of
variation.
Complete, read and interpret information in tables, 2Ss.02 Record, organise and represent categorical data. Choose and explain
including timetables which representation to use in a given situation:
- lists and tables
- Venn and Carroll diagrams
- tally charts
- block graphs and pictograms.
3Gt.03 Interpret and use the information in timetables (12-hour clock).
4Gt.03 Interpret and use the information in timetables (12- and 24-hour clock).
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils connect their work on coordinates and scales to 5Ss.02 Record, organise and represent categorical, discrete and continuous
their interpretation of time graphs. data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- bar charts
- waffle diagrams
- frequency diagrams for continuous data
- line graphs
- dot plots (one dot per data point).
6Ss.02 Record, organise and represent categorical, discrete and continuous
data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- bar charts
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- dot plots.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 65
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 5

They begin to decide which representations of data are 5Ss.02 Record, organise and represent categorical, discrete and continuous
most appropriate and why. data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- bar charts
- waffle diagrams
- frequency diagrams for continuous data
- line graphs
- dot plots (one dot per data point).
6Ss.02 Record, organise and represent categorical, discrete and continuous
data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- bar charts
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- dot plots.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 66
Mapping for the national curriculum for England primary mathematics: Year 6

National curriculum for England primary

Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6

Number – number and place value

Read, write, order and compare numbers up to 3Np.01 Understand and explain that the value of each digit is determined by its
10 000 000 and determine the value of each digit position in that number (up to 3-digit numbers).
4Ni.01 Read and write number names and whole numbers greater than 1000
and less than 0.
4Np.04 Understand the relative size of quantities to compare and order
positive and negative numbers, using the symbols =, > and <.
Round any whole number to a required degree of 4Np.05 Round numbers to the nearest 10, 100, 1000, 10 000 or 100 000.
accuracy
Use negative numbers in context, and calculate intervals 4Ni.01 Read and write number names and whole numbers greater than 1000 Solving problems in context
across zero and less than 0. are covered by the Thinking
5Nc.01 Count on and count back in steps of constant size, and extend beyond and Working Mathematically
zero to include negative numbers. characteristics, not by
5Ni.01 Estimate, add and subtract integers, including where one integer is learning objectives.
negative.
Solve number and practical problems that involve all of Solving problems are
the above covered by the Thinking and
Working Mathematically
characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils use the whole number system, including saying, 4Ni.01 Read and write number names and whole numbers greater than 1000
reading and writing numbers accurately. and less than 0.
Number – addition, subtraction, multiplication and division
Multiply multi-digit numbers up to 4 digits by a two-digit 6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit Cambridge learners are
whole number using the formal written method of long whole numbers. encouraged to use any
multiplication written method that suits
their understanding of
mathematics and their
context.
Divide numbers up to 4 digits by a two-digit whole number 6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit Dividing a number larger
using the formal written method of long division, and whole numbers. than 1000 is introduced in

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 67
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
interpret remainders as whole number remainders, Cambridge Lower
fractions, or by rounding, as appropriate for the context Secondary Mathematics.

Cambridge learners are

encouraged to use any
written method that suits
their understanding of
mathematics and their
context.
Divide numbers up to 4 digits by a two-digit number using 6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit Dividing a number larger
the formal written method of short division where whole numbers. than 1000 is introduced in
appropriate, interpreting remainders according to the Cambridge Lower
context Secondary Mathematics.

Cambridge learners are

encouraged to use any
written method that suits
their understanding of
mathematics and their
context.
Perform mental calculations, including with mixed Cambridge learners should
operations and large numbers use mental strategies in all
aspects of their
mathematics.
Identify common factors, common multiples and prime 5Ni.06 Understand and explain the difference between prime and composite
numbers numbers.
6Ni.06 Understand common multiples and common factors.
Use their knowledge of the order of operations to carry out 5Ni.03 Understand that the four operations follow a particular order.
calculations involving the four operations 6Ni.02 Use knowledge of laws of arithmetic and order of operations to simplify
calculations.
6Ni.03 Understand that brackets can be used to alter the order of operations.
Solve addition and subtraction multi-step problems in 6Ni.01 Estimate, add and subtract integers. Solving problems are
contexts, deciding which operations and methods to use covered by the Thinking and
and why Working Mathematically
characteristics, not by
learning objectives.
Solve problems involving addition, subtraction, 6Ni.01 Estimate, add and subtract integers. Solving problems are
multiplication and division covered by the Thinking and

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 68
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit Working Mathematically
whole numbers. characteristics, not by
6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit learning objectives.
whole numbers.
Use estimation to check answers to calculations and 6Ni.01 Estimate, add and subtract integers. Solving problems in context
determine, in the context of a problem, an appropriate 6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit are covered by the Thinking
degree of accuracy whole numbers. and Working Mathematically
6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit characteristics, not by
whole numbers. learning objectives.
8Ni.02 Estimate, multiply and divide integers, recognising generalisations.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils practise addition, subtraction, multiplication and 6Ni.01 Estimate, add and subtract integers. Cambridge learners are
division for larger numbers, using the formal written 6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit encouraged to use any
methods of columnar addition and subtraction, short and whole numbers. written method that suits
long multiplication, and short and long division. 6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit their understanding of
whole numbers. mathematics and their
context.

They undertake mental calculations with increasingly 6Ni.01 Estimate, add and subtract integers. Cambridge learners should
large numbers and more complex calculations. 6Ni.04 Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit use mental strategies in all
whole numbers. aspects of their
6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit mathematics.
whole numbers.

Pupils continue to use all the multiplication tables to 4Ni.04 Know all times tables from 1 to 10.
calculate mathematical statements in order to maintain
their fluency.

Pupils round answers to a specified degree of accuracy, 4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole Stages 5 and Stage 6
for example, to the nearest 10, 20, 50 etc., but not to a numbers. learning objectives include
specified number of significant figures. 5Np.05 Round numbers with one decimal place to the nearest whole number. decimals.
6Np.04 Round numbers with two decimal places to the nearest tenth or whole
number.

Pupils explore the order of operations using brackets; for 6Ni.03 Understand that brackets can be used to alter the order of operations
example, 2 + 1 x 3 = 5 and (2 + 1) x 3 = 9.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 69
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6

Common factors can be related to finding equivalent 5Nf.03 Recognise that improper fractions and mixed numbers can have an
fractions. equivalent value.
Number – fractions (including decimals and percentages)
Use common factors to simplify fractions; use common 4Nf.04 Recognise that two proper fractions can have an equivalent value.
multiples to express fractions in the same denomination 6Ni.06 Understand common multiples and common factors.
6Nf.03 Use knowledge of equivalence to write fractions in their simplest form.
Compare and order fractions, including fractions > 1 2Nf.05 Recognise the relative size of ¼, ½, ¾ and 1, and the equivalence of ½ Comparing fractions >1 is
and 2/4, and 2/2, 4/4 and 1. introduced in Cambridge
6Nf.08 Understand the relative size of quantities to compare and order Lower Secondary
numbers with one or two decimal places, proper fractions with different Mathematics.
denominators and percentages, using the symbols =, > and <.
Add and subtract fractions with different denominators 6Nf.03 Use knowledge of equivalence to write fractions in their simplest form. Adding and subtracting
and mixed numbers, using the concept of equivalent 6Nf.05 Estimate, add and subtract fractions with different denominators. mixed numbers are
fractions introduced in Cambridge
Lower Secondary
Mathematics.
Multiply simple pairs of proper fractions, writing the 6Nf.03 Use knowledge of equivalence to write fractions in their simplest form. Multiplying a pair of proper
answer in its simplest form [for example, ¼ × ½ = 1/8] fractions is introduced in
Cambridge Lower
Secondary Mathematics.
Divide proper fractions by whole numbers [for example, 5Nf.06 Estimate, multiply and divide unit fractions by a whole number.
1/3 ÷ 2 = 1/6 ] 6Nf.06 Estimate, multiply and divide proper fractions by whole numbers.
Associate a fraction with division and calculate decimal 5Nf.01 Understand that a fraction can be represented as a division of the
fraction equivalents [for example, 0.375] for a simple numerator by the denominator (unit fractions, three-quarters, tenths and
fraction [for example, 3/8 ] hundredths).
5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
percentages can have equivalent values.
6Nf.01 Understand that a fraction can be represented as a division of the
numerator by the denominator (proper and improper fractions).
6Nf.04 Recognise that fractions, decimals (one or two decimal places) and
percentages can have equivalent values.
6Nf.03 Use knowledge of equivalence to write fractions in their simplest form.
Identify the value of each digit in numbers given to three 6Np.01 Understand and explain the value of each digit in decimals (tenths,
decimal places and multiply and divide numbers by 10, hundredths and thousandths).
100 and 1000 giving answers up to three decimal places 6Np.02 Use knowledge of place value to multiply and divide whole numbers
and decimals by 10, 100 and 1000.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 70
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
Multiply one-digit numbers with up to two decimal places 5Np.03 Use knowledge of place value to multiply and divide decimals by 10
by whole numbers and 100.
6Nf.10 Estimate and multiply numbers with one or two decimal places by 1-
digit and 2-digit whole numbers.
Use written division methods in cases where the answer 6Nf.11 Estimate and divide numbers with one or two decimal places by whole Cambridge learners are
has up to two decimal places numbers. encouraged to use any
written method that suits
their understanding of
mathematics and their
context.
Solve problems which require answers to be rounded to 6Np.04 Round numbers with 2 decimal places to the nearest tenth or whole Solving problems are
specified degrees of accuracy number. covered by the Thinking and
Working Mathematically
characteristics, not by
learning objectives.
Recall and use equivalences between simple fractions, 5Nf.04 Recognise that proper fractions, decimals (one decimal place) and Solving problems in context
decimals and percentages, including in different contexts percentages can have equivalent values. are covered by the Thinking
6Nf.04 Recognise that fractions, decimals (one or two decimal places) and and Working Mathematically
percentages can have equivalent values. characteristics, not by
6Nf.03 Use knowledge of equivalence to write fractions in their simplest form. learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils should practise, use and understand the addition 5Nf.05 Estimate, add and subtract fractions with the same denominator and
and subtraction of fractions with different denominators by denominators that are multiples of each other.
identifying equivalent fractions with the same 6Nf.09 Estimate, add and subtract numbers with the same or different number
denominator. They should start with fractions where the of decimal places.
denominator of one fraction is a multiple of the other (for
example, 1�2 + 1�8 = 5�8) and progress to varied and
increasingly complex problems.

Pupils should use a variety of images to support their 5Nf.06 Estimate, multiply and divide unit fractions by a whole number. Cambridge learners are
understanding of multiplication with fractions. This follows 6Nf.02 Understand that proper and improper fractions can act as operators. encouraged to use any
earlier work about fractions as operators (fractions of), as 6Nf.06 Estimate, multiply and divide proper fractions by whole numbers. written method that suits
numbers, and as equal parts of objects, for example as their understanding of
parts of a rectangle. mathematics and their
context.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 71
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6

Pupils use their understanding of the relationship between 6Nf.06 Estimate, multiply and divide proper fractions by whole numbers. The England non-statutory
unit fractions and division to work backwards by statement can be covered
multiplying a quantity that represents a unit fraction to find with 6Nf.06 and the
the whole quantity (for example, if ¼ of a length is 36cm, Thinking and Working
then the whole length is 36 × 4 = 144cm). Mathematically
characteristics.

They practise calculations with simple fractions and 4Nf.04 Recognise that two proper fractions can have an equivalent value.
decimal fraction equivalents to aid fluency, including 5Nf.04 Recognise that proper fractions, decimals (one decimal place) and
listing equivalent fractions to identify fractions with percentages can have equivalent values.
common denominators. 5Nf.05 Estimate, add and subtract fractions with the same denominator and
denominators that are multiples of each other.

Pupils can explore and make conjectures about 6Nf.10 Estimate and multiply numbers with one or two decimal places by 1- Conjecturing and using
converting a simple fraction to a decimal fraction (for digit and 2-digit whole numbers. practical contexts are
example, 3 ÷ 8 = 0.375). For simple fractions with 6Nf.11 Estimate and divide numbers with one or two decimal places by whole covered by the Thinking and
recurring decimal equivalents, pupils learn about rounding numbers. Working Mathematically
the decimal to three decimal places, or other appropriate characteristics.
approximations depending on the context. Pupils multiply
and divide numbers with up to two decimal places by one-
digit and two-digit whole numbers. Pupils multiply
decimals by whole numbers, starting with the simplest
cases, such as 0.4 × 2 = 0.8, and in practical contexts,
such as measures and money.

Pupils are introduced to the division of decimal numbers 3Ni.10 Recognise multiples of 2, 5 and 10 (up to 1000).
by one-digit whole number, initially, in practical contexts 6Nf.10 Estimate and multiply numbers with one or two decimal places by 1-
involving measures and money. They recognise division digit and 2-digit whole numbers.
calculations as the inverse of multiplication. 6Nf.11 Estimate and divide numbers with one or two decimal places by whole
numbers.

Pupils also develop their skills of rounding and estimating 6Np.04 Round numbers with two decimal places to the nearest tenth or whole
as a means of predicting and checking the order of number.
magnitude of their answers to decimal calculations. This 6Nf.09 Estimate, add and subtract numbers with the same or different number
includes rounding answers to a specified degree of of decimal places.
accuracy and checking the reasonableness of their 6Nf.10 Estimate and multiply numbers with one or two decimal places by 1-
answers. digit and 2-digit whole numbers.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 72
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
6Nf.11 Estimate and divide numbers with one or two decimal places by whole
numbers.
Ratio and proportion
Solve problems involving the relative sizes of two 5Nf.11 Understand that: Solving problems are
quantities where missing values can be found by using - a proportion compares part to whole covered by the Thinking and
integer multiplication and division facts - a ratio compares part to part of two or more quantities. Working Mathematically
6Nf.08 Understand the relative size of quantities to compare and order characteristics, not by
numbers with one or two decimal places, proper fractions with different learning objectives.
denominators and percentages, using the symbols =, > and <.
6Nf.12 Understand the relationship between two quantities when they are in
direct proportion.
6Nf.13 Use knowledge of equivalence to understand and use equivalent ratios.
Solve problems involving the calculation of percentages 4Nf.06 Understand percentage as the number of parts in each hundred, and Solving problems are
[for example, of measures, and such as 15% of 360] and use the percentage symbol (%). covered by the Thinking and
the use of percentages for comparison 6Nf.07 Recognise percentages (1%, and multiples of 5% up to 100%) of Working Mathematically
shapes and whole numbers. characteristics, not by
6Nf.08 Understand the relative size of quantities to compare and order learning objectives.
numbers with one or two decimal places, proper fractions with different
denominators and percentages, using the symbols =, > and <.
Solve problems involving similar shapes where the scale Scale factors are introduced
factor is known or can be found in Cambridge Lower
Secondary Mathematics.
Solve problems involving unequal sharing and grouping 6Nf.12 Understand the relationship between two quantities when they are in Solving problems are
using knowledge of fractions and multiples direct proportion. covered by the Thinking and
6Nf.13 Use knowledge of equivalence to understand and use equivalent ratios. Working Mathematically
characteristics, not by
learning objectives.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils recognise proportionality in contexts when the 5Nf.11 Understand that: Contexts is covered by the
relations between quantities are in the same ratio (for o a proportion compares part to whole Thinking and Working
example, similar shapes and recipes). o a ratio compares part to part of two or more quantities. Mathematically
characteristics.
Pupils link percentages or 360° to calculating angles of 6Nf.07 Recognise percentages (1%, and multiples of 5% up to 100%) of
pie charts. shapes and whole numbers.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 73
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
Pupils should consolidate their understanding of ratio 6Nf.12 Understand the relationship between two quantities when they are in
when comparing quantities, sizes and scale drawings by direct proportion.
solving a variety of problems. They might use the notation 6Nf.13 Use knowledge of equivalence to understand and use equivalent ratios.
a:b to record their work.

Pupils solve problems involving unequal quantities, for 6Nf.12 Understand the relationship between two quantities when they are in Solving problems are
example, ‘for every egg you need three spoonfuls of flour’, direct proportion. covered by the Thinking and
‘3�5 of the class are boys’. These problems are the Working Mathematically
foundation for later formal approaches to ratio and characteristics, not by
proportion. learning objectives.
Algebra
Use simple formulae Algebra is introduced in
Stage 7 of Cambridge
Lower Secondary
Mathematics.
Generate and describe linear number sequences 2Nc.06 Recognise, describe and extend numerical sequences (from 0 to 100).
3Nc.05 Recognise and extend linear sequences, and describe the term-to-term
rule.
5Nc.03 Use the relationship between repeated addition of a constant and
multiplication to find any term of a linear sequence.
6Nc.03 Use the relationship between repeated addition of a constant and
multiplication to find and use a position-to-term rule.
Express missing number problems algebraically 4Nc.03 Recognise the use of objects, shapes or symbols to represent
unknown quantities in addition and subtraction calculations.
5Nc.02 Recognise the use of objects, shapes or symbols to represent two
unknown quantities in addition and subtraction calculations.
6Nc.02 Recognise the use of letters to represent quantities that vary in addition
and subtraction calculations.
Find pairs of numbers that satisfy an equation with two 5Nc.02 Recognise the use of objects, shapes or symbols to represent two The Cambridge learning
unknowns unknown quantities in addition and subtraction calculations. objectives focus on addition
6Nc.02 Recognise the use of letters to represent quantities that vary in addition and subtraction.
and subtraction calculations. Multiplication and division
with unknowns are
introduced in Cambridge
Lower Secondary
Mathematics.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 74
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
Enumerate possibilities of combinations of two variables 6Nc.02 Recognise the use of letters to represent quantities that vary in addition The Cambridge learning
and subtraction calculations. objective focuses on
addition and subtraction.
Multiplication and division
with variables are
introduced in Cambridge
Lower Secondary
Mathematics.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

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 5Gg.08 Know that the sum of the angles on a straight line is 180°, and use this
to calculate missing angles on a straight line.
6Nc.02 Recognise the use of letters to represent quantities that vary in addition
and subtraction calculations.
5Gg.03 Draw compound shapes that can be divided into rectangles and
squares. Estimate, measure and calculate their perimeter and area.
6Gg.10 Know that the sum of the angles in a triangle is 180º, and use this to
calculate missing angles in a triangle.
6Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form
lines and shapes in all four quadrants.

• formulae in mathematics and science 4Gg.03 Draw rectangles and squares on square grids, and measure their
perimeter and area. Derive and use formulae to calculate areas and perimeters
of rectangles and squares.

• equivalent expressions (for example, a + b = b + a)

• generalisations of number patterns 4Nc.04 Recognise and extend linear and non-linear sequences, and describe
the term-to-term rule.
5Nc.03 Use the relationship between repeated addition of a constant and
multiplication to find any term of a linear sequence.
6Nc.03 Use the relationship between repeated addition of a constant and
multiplication to find and use a position-to-term rule.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 75
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6

• number puzzles (for example, what two numbers can 5Nc.02 Recognise the use of objects, shapes or symbols to represent two
add up to). unknown quantities in addition and subtraction calculations.
6Nc.02 Recognise the use of letters to represent quantities that vary in addition
and subtraction calculations.
Measurement
Solve problems involving the calculation and conversion 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and Solving problems are
of units of measure, using decimal notation up to three kilometres (km). Understand the relationship between units. covered by the Thinking and
decimal places where appropriate 3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms Working Mathematically
(kg). Understand the relationship between units. characteristics, not by
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and learning objectives.
understand their relationships.
5Nf.10 Estimate and multiply numbers with one decimal place by 1-digit whole
numbers.
6Nf.11 Estimate and divide numbers with one or two decimal places by whole
numbers.
Use, read, write and convert between standard units, 3Gt.01 Choose the appropriate unit of time for familiar activities.
converting measurements of length, mass, volume and 3Gg.02 Estimate and measure lengths in centimetres (cm), metres (m) and
time from a smaller unit of measure to a larger unit, and kilometres (km). Understand the relationship between units.
vice versa, using decimal notation to up to three decimal 3Gg.06 Estimate and measure the mass of objects in grams (g) and kilograms
places (kg). Understand the relationship between units.
3Gg.07 Estimate and measure capacity in millilitres (ml) and litres (l), and
understand their relationships.
5Nf.10 Estimate and multiply numbers with one decimal place by 1-digit whole
numbers.
4Gt.01 Understand the direct relationship between units of time, and convert
between them.
5Gt.04 Recognise that a time interval can be expressed as a decimal, or in
mixed units.
6Nf.10 Estimate and multiply numbers with one or two decimal places by 1-
digit and 2-digit whole numbers.
6Nf.11 Estimate and divide numbers with one or two decimal places by whole
numbers.
6Gt.01 Convert between time intervals expressed as a decimal and in mixed
units.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 76
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
Convert between miles and kilometres Imperial units are introduced
in Cambridge Lower
Secondary Mathematics.
Recognise that shapes with the same areas can have 5Gg.02 Estimate and measure perimeter and area of 2D shapes,
different perimeters and vice versa understanding that shapes with the same perimeter can have different areas
and vice versa.
Recognise when it is possible to use formulae for area 4Gg.03 Draw rectangles and squares on square grids, and measure their Calculating the volume of a
and volume of shapes perimeter and area. Derive and use formulae to calculate areas and perimeters solid is introduced in
of rectangles and squares. Cambridge Lower
6Gg.03 Use knowledge of area of rectangles to estimate and calculate the Secondary Mathematics.
area of right-angled triangles.
Calculate the area of parallelograms and triangles 6Gg.03 Use knowledge of area of rectangles to estimate and calculate the Areas of parallelograms are
area of right-angled triangles. introduced in Cambridge
Lower Secondary
Mathematics.
Calculate, estimate and compare volume of cubes and Calculating the volume of a
cuboids using standard units, including cubic centimetres solid is introduced in
(cm3) and cubic metres (m3), and extending to other units Cambridge Lower
[for example, mm3 and km3] Secondary Mathematics.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils connect conversion (for example, from kilometres

to miles) to a graphical representation as preparation for
understanding linear/proportional graphs.

They know approximate conversions and are able to tell if Cambridge Primary
an answer is sensible. Mathematics places
emphasis on the importance
of estimation in calculations.

Using the number line, pupils use, add and subtract 5Ni.01 Estimate, add and subtract integers, including where one integer is
positive and negative integers for measures such as negative.
temperature. 6Ni.02 Use knowledge of laws of arithmetic and order of operations to simplify
calculations.

They relate the area of rectangles to parallelograms and 6Gg.03 Use knowledge of area of rectangles to estimate and calculate the
triangles, for example, by dissection, and calculate their area of right-angled triangles.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 77
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
areas, understanding and using the formulae (in words or
symbols) to do this.

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.
Geometry – properties of shapes
Draw 2-D shapes using given dimensions and angles 3Gg.04 Draw lines, rectangles and squares. Estimate, measure and calculate Constructing triangles and
the perimeter of a shape, using appropriate metric units and area on a square regular polygons are
grid. introduced in Cambridge
5Gg.03 Draw compound shapes that can be divided into rectangles and Lower Secondary
squares. Estimate, measure and calculate their perimeter and area. Mathematics.
6Gg.11 Construct circles of a specified radius or diameter.
Recognise, describe and build simple 3-D shapes, 5Gg.05 Identify and sketch different nets for a cube.
including making nets 6Gg.06 Identify and sketch different nets for cubes, cuboids, prisms and
pyramids.
Compare and classify geometric shapes based on their 1Gg.01 Identify, describe and sort 2D shapes by their characteristics or Calculating unknown angles
properties and sizes and find unknown angles in any properties, including reference to number of sides and whether the sides are of quadrilaterals and regular
triangles, quadrilaterals, and regular polygons curved or straight. polygons are introduced in
2Gg.01 Identify, describe, sort, name and sketch 2D shapes by their Cambridge Lower
properties, including reference to regular polygons, number of sides and Secondary Mathematics.
vertices. Recognise these shapes in different positions and orientations.
6Gg.10 Know that the sum of the angles in a triangle is 180º, and use this to
calculate missing angles in a triangle.
Illustrate and name parts of circles, including radius, 6Gg.02 Know the parts of a circle:
diameter and circumference and know that the diameter is - centre
twice the radius - radius
- diameter
- circumference
Recognise angles where they meet at a point, are on a 5Gg.08 Know that the sum of the angles on a straight line is 180º, and use this Angles at a point and
straight line, or are vertically opposite, and find missing to calculate missing angles on a straight line. vertically opposite angles
angles are introduced in Cambridge
Lower Secondary
Mathematics.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 78
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
Pupils draw shapes and nets accurately, using measuring 5Gg.05 Identify and sketch different nets for a cube.
tools and conventional markings and labels for lines and 6Gg.06 Identify and sketch different nets for cubes, cuboids, prisms and
angles. pyramids.

Pupils describe the properties of shapes and explain how 3Gg.01 Identify, describe, classify, name and sketch 2D shapes by their In learning objective
unknown angles and lengths can be derived from known properties. Differentiate between regular and irregular polygons. 5Gg.03, calculating an
measurements. 5Gg.01 Identify, describe, classify and sketch isosceles, equilateral or scalene unknown length is implied.
triangles, including reference to angles and symmetrical properties.
5Gg.08 Know that the sum of the angles on a straight line is 180º, and use this
to calculate missing angles on a straight line.
5Gg.03 Draw compound shapes that can be divided into rectangles and
squares. Estimate, measure and calculate their perimeter and area.
6Gg.01 Identify, describe, classify and sketch quadrilaterals, including
reference to angles, symmetrical properties, parallel sides and diagonals.
6Gg.10 Know that the sum of the angles in a triangle is 180º, and use this to
calculate missing angles in a triangle.

These relationships might be expressed algebraically for

example, d = 2 × r; a = 180 – (b + c).
Geometry – position and direction
Describe positions on the full coordinate grid (all four 6Gp.01 Read and plot coordinates including integers, fractions and decimals,
quadrants) in all four quadrants (with the aid of a grid).
Draw and translate simple shapes on the coordinate 6Gp.03 Translate 2D shapes, identifying the corresponding points between the Reflecting a shape in the
plane, and reflect them in the axes original and the translated image, on coordinate grids. axes is introduced in the
6Gp.04 Reflect 2D shapes in a given mirror line (vertical, horizontal and Cambridge Lower
diagonal), on square grids. Secondary Mathematics.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils draw and label a pair of axes in all four quadrants 6Gp.01 Read and plot coordinates including integers, fractions and decimals,
with equal scaling. This extends their knowledge of one in all four quadrants (with the aid of a grid).
quadrant to all four quadrants, including the use of
negative numbers.

Pupils draw and label rectangles (including squares), 5Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form
parallelograms and rhombuses, specified by coordinates lines and shapes in the first quadrant (with the aid of a grid).
in the four quadrants, predicting missing coordinates

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 79
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6
using the properties of shapes. These might be expressed 6Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form
algebraically for example, translating vertex (a, b) to lines and shapes in all four quadrants.
(a – 2, b + 3); (a, b) and (a + d, b + d) being opposite
vertices of a square of side d.
Statistics
Interpret and construct pie charts and line graphs and use 6Ss.02 Record, organise and represent categorical, discrete and continuous
these to solve problems data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- bar charts
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
Calculate and interpret the mean as an average 6Ss.03 Understand that the mode, median, mean and range are ways to
describe and summarise data sets. Find and interpret the mode (including
bimodal data), median, mean and range, and consider their appropriateness
for the context.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum for England

Pupils connect their work on angles, fractions and 6Nf.07 Recognise percentages (1%, and multiples of 5% up to 100%) of
percentages to the interpretation of pie charts. shapes and whole numbers.

Pupils both encounter and draw graphs relating two 6Ss.01 Plan and conduct an investigation and make predictions for a set of
variables, arising from their own enquiry and in other related statistical questions, considering what data to collect (categorical,
subjects. discrete and continuous data).
6Ss.02 Record, organise and represent categorical, discrete and continuous
data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
- bar charts
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- dot plots.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 80
 National curriculum for England primary
Cambridge Primary Mathematics learning objectives Notes
mathematics: Year 6

They should connect conversion from kilometres to miles

in measurement to its graphical representation.

Pupils know when it is appropriate to find the mean of a 6Ss.03 Understand that the mode, median, mean and range are ways to
data set. describe and summarise data sets. Find and interpret the mode (including
bimodal data), median, mean and range, and consider their appropriateness
for the context.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 81
Cambridge Primary Mathematics learning objectives that do not align with the national curriculum for England
primary mathematics programme of study

Number
Objectives that are not covered at all:
1Nc.02 Recognise the number of objects presented in familiar patterns up to 10, without counting.
3Ni.10 Recognise multiples of 2, 5 and 10 (up to 1000).
3Nf.02 Understand that the relationship between the whole and the parts depends on the relative size of each, regardless of their shape or orientation.
4Nc.02 Recognise and explain generalisations when adding and subtracting combinations of even and odd numbers.
4Nc.05 Recognise and extend the spatial pattern of square numbers.
5Nc.04 Recognise and extend the spatial pattern of square and triangular numbers.
6Nc.04 Use knowledge of square numbers to generate terms in a sequence, given its position.

Objectives that are only covered in the non-statutory guidance:

1Nf.04 Understand and visualise that halves can be combined to make wholes.
1Np.04 Recognise and use the ordinal numbers from 1st to 10th.
2Nf.06 Understand and visualise that wholes, halves and quarters can be combined to create new fractions.
2Np.04 Recognise and use ordinal numbers.
4Nc.04 Recognise and extend linear and non-linear sequences, and describe the term-to-term rule.
4Nf.01 Understand that the more parts a whole is divided into, the smaller the parts become.
6Nc.01 Count on and count back in steps of constant size, including fractions and decimals, and extend beyond zero to include negative numbers.
Geometry and Measure
Objectives that are not covered at all:
1Gg.07 Identify when a shape looks identical as it rotates.
2Gt.03 Interpret and use the information in calendars.
2Gg.02 Understand that a circle has a centre and any point on the boundary is at the same distance from the centre.
2Gg.10 Predict and check how many times a shape looks identical as it completes a full turn.
3Gg.03 Understand that perimeter is the total distance around a 2D shape and can be calculated by adding lengths, and area is how much space a 2D shape occupies
within its boundary.
4Gg.01 Investigate what shapes can be made if two or more shapes are combined, and analyse their properties, including reference to tessellation.
4Gp.01 Interpret and create descriptions of position, direction and movement, including reference to cardinal and ordinal points, and their notations.
5Gt.01 Understand time intervals less than one second.
5Gt.02 Compare times between time zones in digital notation (12- and 24-hour) and on analogue clocks.
5Gt.03 Find time intervals in seconds, minutes and hours that bridge through 60.

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 82
 5Gp.01 Compare the relative position of coordinates (with or without the aid of a grid).
6Gg.04 Identify, describe and sketch compound 3D shapes.
6Gg.07 Understand the relationship between area of 2D shapes and surface area of 3D shapes.
6Gg.08 Identify rotational symmetry in familiar shapes, patterns or images with maximum order 4. Describe rotational symmetry as ‘order x’.
6Gp.05 Rotate shapes 90º around a vertex (clockwise or anticlockwise).

Objectives that are only covered in the non-statutory guidance:

1Gg.06 Differentiate between 2D and 3D shapes.
2Gg.12 Understand a measuring scale as a continuous number line where intermediate points have value.
6Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form lines and shapes in all four quadrants.
Statistics and Probability
Objectives that are not covered at all:
2Ss.01 Conduct an investigation to answer non-statistical and statistical questions (categorical data).
2Sp.01 Use familiar language associated with patterns and randomness, including regular pattern and random pattern.
2Sp.02 Conduct chance experiments with two outcomes, and present and describe the results.
3Ss.01 Plan and conduct an investigation to answer non-statistical and statistical questions (categorical and discrete data).
3Sp.01 Use familiar language associated with chance to describe events, including ‘it will happen’, ‘it will not happen’, ‘it might happen’.
3Sp.02 Conduct chance experiments, and present and describe the results.
4Ss.01 Plan and conduct an investigation to answer statistical questions, considering what data to collect (categorical and discrete data).
4Sp.01 Use language associated with chance to describe familiar events, including reference to maybe, likely, certain, impossible.
4Sp.02 Conduct chance experiments, using small and large numbers of trials, and present and describe the results using the language of probability.
5Ss.01 Plan and conduct an investigation to answer a set of related statistical questions, considering what data to collect (categorical, discrete and continuous data).
5Ss.03 Understand that the mode and median are ways to describe and summarise data sets. Find and interpret the mode and the median, and consider their
appropriateness for the context.
5Sp.01 Use the language associated with likelihood to describe and compare likelihood and risk of familiar events, including those with equally likely outcomes.
5Sp.02 Recognise that some outcomes are equally likely to happen and some outcomes are more (or less) likely to happen, when doing practical activities.
5Sp.03 Conduct chance experiments or simulations, using small and large numbers of trials, and present and describe the results using the language of probability.
6Ss.04 Interpret data, identifying patterns, within and between data sets, to answer statistical questions. Discuss conclusions, considering the sources of variation, and
check predictions.
6Sp.01 Use the language associated with probability and proportion to describe and compare possible outcomes.
6Sp.02 Identify when two events can happen at the same time and when they cannot, and know that the latter are called 'mutually exclusive'.
6Sp.03 Recognise that some probabilities can only be modelled through experiments using a large number of trials.
6Sp.04 Conduct chance experiments or simulations, using small and large numbers of trials. Predict, analyse and describe the frequency of outcomes using the language
of probability.

Objectives that are only covered in the non-statutory guidance:

1Ss.01 Answer non-statistical questions (categorical data).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 83
 1Ss.03 Describe data using familiar language including reference to more, less, most or least to answer non-statistical questions and discuss conclusions.
6Ss.01 Plan and conduct an investigation and make predictions for a set of related statistical questions, considering what data to collect (categorical, discrete and
continuous data).

V1 20Y09 Mapping Cambridge Primary Mathematics 0096 (Stages 1 to 6) to the national curriculum for England primary mathematics programme of study (Years 1 to 6) 84
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