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Primary Mathematics Curriculum Framework

1

Primary Mathematics Curriculum FrameworkThis Mathematics Curriculum Framework is based on the primary National Curriculum and theNational Numeracy Strategy, which have been implemented in England, but has been designedspecifically for teachers and students in the international context.

This detailed framework should facilitate the development of courses that are stimulating both for thestudents and for the teachers. The knowledge and skills developed should help ensure a smoothtransition from primary to secondary schooling, particularly for those who will be progressing to theCambridge Checkpoint scheme and then on to Cambridge qualifications such as GCE O Level orIGCSE.

The Mathematics CurriculumFramework is organised into sixstages. Each stage reflects theteaching targets for a year groupin the primary phase. Theframework covers the first year ofprimary teaching, when studentsare approximately 5 years old(stage 1), to the final year ofprimary, when students areapproximately 11 years old (stage6). The six stages, therefore,cover the whole primary phasefrom 5 to 11 years. However, indifferent educational contexts, itmay be appropriate to introducethis framework at slightlydifferent ages.

University of CambridgeInternational Examinations (CIE)produces the CambridgeInternational Primary

Achievement Test in mathematicsfor the end of primary teaching.This test is moderated inCambridge and statements ofachievement are issued tostudents.

Cambridge Primary ProgressionTests are available for Stages 3 – 6 to help schools monitorstudent progress. The tests arenot pass/fail and do not lead toa qualification; instead theyprovide a benchmark for schoolscalibrated against aninternational cohort. They aredesigned to provide informationfor teachers, students andparents about the progressbeing made and the strengthsand weaknesses of individualsand groups.

The Mathematics CurriculumFramework is divided into fourstrands, as shown below.

• Number– Numbers and the number

system– Calculations– Mental skills

• Problem Solving

• Organising and Using Data

• Shape, Space and Measures– Patterns and properties of

shape– Properties of position and

movement– Measures

2

Stage 1: NumberNumbers and the Number System

Pupils should:

• Count, read and write numbers to 20

• Create and describe simple numberpatterns and sequences usingmathematical vocabulary

• Begin to know that the position of adigit gives its value in relation to two-digit numbers

• Compare and order numbers to atleast 20

• Use the = sign to represent equality

• Within the range of 0 to 30, say thenumber that is 1 or 10 more or lessthan any given number

• Understand and use vocabulary ofestimation up to 30 objects

Calculations

Pupils should:

• Understand addition and use relatedvocabulary

• Begin to understand that addition canbe done in any order and that morethan two numbers can be addedtogether

• Understand subtraction as ‘takeaway’ and ‘difference’ and userelated vocabulary

• Begin to use the +, – and = signs andto recognise the use of symbols suchas £ andr to stand for an unknownnumber

• Know addition and subtraction factsby heart – all pairs of numbers with atotal of 10, addition doubles of allnumbers to at least 5 (e.g. 4 + 4)

• Begin to know addition facts for allpairs of numbers to at least 10, andthe corresponding subtraction facts

Mental Skills

Pupils should:

• Know that addition can be done inany order to make strategies moreefficient

• Develop rapid recall of basic numberfacts

• Develop a range of mental methodsfor carrying out simple calculationswithin the range 0 to at least 20

• Begin to bridge through 10 and 20when adding a single digit number

Stage 1

3

Stage 1

Stage 1: Problem SolvingPupils should:

• Choose sensible calculation methods,mental and written, to solve whole-number problems

• Solve simple problems or puzzles andpredict from simple patterns andrelationships

• Investigate a general statementabout familiar numbers or shapes byfinding examples that satisfy it

• Explain methods and reasoning orally• Solve simple problems set in ‘real-life’

contexts such as money, usingcounting, addition, subtraction,doubling and halving, explainingmethods and reasoning orally

• Recognise coins of different values• Find totals and change from 20 cents• Work out how to pay an exact sum

using smaller coins• Check that answers are reasonable

Stage 1: Organising andUsing DataPupils should:

• Solve relevant problems by usingsimple lists, tables, objects or picturesto sort, classify and organiseinformation

• Explain methods and reasoning

Stage 1: Shape, Space andMeasuresPatterns and Properties of Shape

Pupils should:

• Use everyday language to describefeatures of familiar 2-D and 3-Dshapes such as faces, corners andedges

• Make and describe models, patternsand pictures and begin to relate solidshapes to pictures of them

Properties of Position and Movement

Pupils should:

• Use everyday language to describeposition, direction and movement

• Understand ‘turn’, ‘half turn’, ‘wholeturn’ and ‘right angle’

• Use one or more shapes to make,describe and continue repeatingpatterns

Measures

Pupils should:

• Compare two or more lengths,masses or capacities by directcomparison

• Compare and measure objects usingnon-standard and standard units

• Understand and use vocabularyrelated to time

• Order familiar events in time• Know days of the week and seasons

of the year• Read the time to the half hour or hour

on analogue clocks

4


Pupils should:

• Count, read and write wholenumbers to at least 100 in numbersand words

• Group up to 100 objects (e.g. in tens,fives or twos)

• Describe and extend simple numbersequences starting from any two-digitnumber

• Recognise odd and even numbers toat least 30

• Begin to recognise two-digit multiplesof 2, 5 or 10

• Understand place value in two-digitnumbers


• Use the = sign to represent equality

• Compare two two-digit numbers

• Say the number that is 1 or 10 moreor less than any given two-digitnumber

• Understand and use the vocabularyof estimation up to 50 objects

• Round numbers less than 100 to thenearest 10

• Begin to recognise and find one halfand one quarter of shapes and smallnumbers of objects

• Begin to recognise that two halves orfour quarters make one whole, andthat two quarters and one half areequivalent

Calculations

Pupils should:

• Extend understanding of addition andsubtraction

• Understand that addition can bedone in any order but not subtraction

• Use the +, – and = signs andrecognise the use of symbols (e.g. £and r, to stand for an unknownnumber)

• Know addition and subtraction factsby heart – all pairs of numbers with atotal of 10, addition doubles of allnumbers to at least 5 (e.g. 4 + 4)

• Begin to know addition facts for allpairs of numbers to at least 10, andthe corresponding subtraction facts

• Understand that more than twonumbers can be added

• Begin to add three single-digitnumbers together mentally (up to atotal of 20)

• Begin to add three two-digit numbersusing apparatus (up to a total of 100)

• Understand that subtraction is theinverse of addition

• Know addition and subtraction factsby heart for each number to at least10

• Know all pairs of numbers with atotal of 20

• Know all pairs of multiples of 10 witha total of 100

• Understand multiplication asrepeated addition

• Begin to understand division asgrouping (repeated subtraction) orsharing

• Use the x, ÷ and = signs andrecognise the £ and r symbols asunknown numbers

• Know and use halving as the inverseof doubling

• Know by heart multiplication facts forthe 2 and 10 times tables

• Begin to know multiplication facts forthe 5 times table

• Calculate quickly division facts relatedto the 2 and 10 times tables

• Know doubles of numbers to at least 15

• Know doubles of multiples of 5 to 50

• Know halves of multiples of 10 to 100

• Check results by repeating addition ina different order or with an equivalentcalculation

Mental Skills

Pupils should:

• Know that addition can be done in anyorder to make strategies more efficient

• Use known number facts and placevalue to add/subtract mentally

• Understand the subtraction thatcorresponds to a given addition andvice versa

• Bridge through 10 or 20 and thenadjust the answer

• Use known number facts and placevalue to carry out simplemultiplications and divisions

Stage 2

5

Stage 2


• Choose and use appropriateoperations and strategies to solveproblems

• Solve simple problems or puzzles,generalise and predict from simplepatterns and relationships

• Investigate a general statement aboutfamiliar numbers or shapes by findingexamples that satisfy it

• Explain methods and reasoning orallyand in writing

• Solve simple problems set in ‘real-life’contexts such as money, usingmental addition and subtraction,simple multiplication and division tosolve simple word problems usingone or two steps and explain themethod used

• Recognise coins of different valuesand use notation for money

• Find totals and change from 20 cents

• Find totals, give change and work outhow to pay an exact sum usingsmaller coins

• Check that answers are reasonable


• Solve relevant problems by usingsimple lists, tables, pictograms andblock graphs to sort, classify andorganise information



Pupils should:

• Use mathematical names forcommon 2-D and 3-D shapes anddescribe some of their features suchas faces, corners, symmetry andedges

• Make and describe shapes, picturesand patterns


Pupils should:

• Use mathematical vocabulary todescribe position, direction andmovement

• Understand ‘quarter turn’, ‘half turn’,‘whole turn’ to the left or right,clockwise or anti-clockwise

• Know that a right angle is a quarterturn and recognise right angles insquares and rectangles

• Give instructions for navigating aroute involving straight lines andright-angle turns

Measures

Pupils should:

• Estimate, measure and comparelengths, masses or capacities,selecting and using standard unitsand measuring equipment

• Read a simple scale

• Use a ruler to draw and measure tothe nearest centimetre

• Use and begin to read vocabularyrelated to time

• Use units of time and understandrelationships between them

• Order the months of the year

• Read the time to the hour, half hourand quarter hour on an analogueclock and a 12-hour digital clock andunderstand the notation 7:30

6


Pupils should:

• Read and write whole numbers to atleast 1,000 in figures and words

• Count by grouping in tens and othernumbers

• Describe and extend numbersequences, count on or back in tensor hundreds starting from any two-digit or three-digit number

• Recognise odd and even numbers toat least 100

• Recognise two-digit and three-digitmultiples of 2, 5 or 10, and three-digitmultiples of 50 and 100

• Understand place value in three-digitnumbers


• Say the number that is 1, 10 or 100more or less than a given two-digit orthree-digit number

• Order whole numbers to at least 1,000

• Understand and use the vocabularyof estimation up to 100 objects

• Round any two-digit number to thenearest 10 and any three-digitnumber to the nearest 100

• Recognise unit fractions and use themto find fractions of shapes andnumbers

• Begin to recognise simple fractionsthat are several parts of the wholeand simple equivalent fractions

• Estimate a simple fraction

Calculations

Pupils should:

• Extend understanding of addition andsubtraction

• Add three or four single-digit numbersmentally, or three or four two-digitnumbers using apparatus or penciland paper

• Know addition and subtraction factsfor each number to 20 and all pairs ofmultiples of 100 with a total of 1,000

• Calculate quickly all pairs of multiplesof 5 with a total of 100

• Add/subtract three-digit numbersusing pencil and paper procedures

• Extend understanding of multiplicationand division

• Recognise that division is the inverseof multiplication

• Begin to find remainders after simpledivision

• Round up or down after divisionwhere necessary

• Know multiplication facts for the 2, 5and 10 times tables and begin toknow the 3 and 4 times tables

• Calculate quickly division facts relatedto the 2, 5 and 10 times tables

• Know doubles of numbers to at least 20



• Check results of calculations byrepeating addition in a different orderor with an equivalent calculation

Stage 3

Mental Skills

Pupils should:

• Extend efficient mental strategies

• Add and subtract mentally a ‘nearmultiple of 10’ to or from a two-digitnumber by adding or subtracting 10,20, 30 and adjusting the answer

• Understand correspondingsubtraction and addition

• Use number facts and place value toadd/subtract mentally

• Bridge through a multiple of 10 andadjust the answer

• Be able to multiply by 10/100 byshifting digits one/two places to the left

• Check subtraction with addition,halving with doubling and divisionwith multiplication

• Check with an equivalent calculation

7

Stage 3


• Choose and use appropriateoperations and strategies to solveproblems, including multiplicationand division

• Solve simple problems or puzzles,and generalise and predict fromsimple patterns and relationships

• Investigate a general statementabout familiar numbers or shapes byfinding examples that satisfy it


• Solve simple problems set in ‘real-life’contexts such as money andmeasures, using mental addition andsubtraction, and use simplemultiplication and division to solvesimple word problems using one ormore steps and explain the methodused

• Recognise coins and notes ofdifferent values and use notation formoney

• Find totals and change from 20 cents• Find totals, give change and work out

how to pay an exact sum usingsmaller coins



• Organise and interpret data usingsimple frequency tables, pictograms(symbol for two units), bar charts(intervals in ones then twos), Vennand Carroll diagrams (one criterion)



Pupils should:

• Classify and describe 2-D and 3-Dshapes and refer to some of theirfeatures such as reflective symmetry,vertices, right angles

• Make and describe shapes, picturesand patterns and relate solid shapesto pictures of them

• Recognise lines of symmetry insimple shapes


Pupils should:

• Describe and find the position of asquare on a grid of squares withrows and columns labelled

• Recognise and use the four compassdirections N, S, E and W

• Identify, make and describe rightangles and right-angle turns

Measures

Pupils should:

• Measure and compare usingstandard units

• Use a ruler to draw and measure tothe nearest half centimetre

• Know relationships between metricmeasurements

• Select units and equipment tomeasure length, mass, capacity

• Read scales to the nearest division(labelled or unlabelled)

• Use and read vocabulary related totime

• Use units of time and understandrelationships between them

• Use a calendar

• Read the time to 5 minutes on ananalogue clock and a 12-hour digitalclock and use the notation 9:40

8


Pupils should:

• Read and write whole numbers to atleast 10,000 in figures and words andknow what each digit represents

• Add/subtract 1, 10, 100 or 1,000to/from any integer and count on orback in tens, hundreds or thousandsfrom any whole number up to 10,000

• Multiply or divide any integer up to1,000 by 10 and understand the effect

• Begin to multiply by 100

• Compare and order numbers usingsymbols <, >, =

• Make and justify estimates up to 250and estimate a proportion

• Round any positive integer less than1,000 to the nearest 10 or 100

• Recognise negative numbers incontext (e.g. temperature scale)

• Extend number sequences intonegative numbers

• Recognise odd and even numbers upto 1,000 and understand some oftheir properties

• Recognise multiples of 2, 3, 4, 5 and10 up to the tenth multiple

• Recognise unit fractions and usethem to find fractions of shapes andnumbers

• Recognise simple fractions that areseveral parts of the whole, mixednumbers and simple equivalentfractions

• Order simple fractions and findfractions of shapes

• Begin to use ideas of simpleproportion

• Understand decimal notation andplace value for tenths andhundredths and use in context

• Recognise the equivalence betweenthe decimal and fraction forms of onehalf and one quarter, and tenths suchas 0.3

Calculations

Pupils should:

• Consolidate understanding ofrelationship between addition andsubtraction

• Know by heart addition andsubtraction facts for all numbers to 20

• Calculate quickly all pairs of numbersthat total 100, and pairs of multiplesof 50 with a total of 1,000

• Develop written methods for columnaddition and subtraction of two wholenumbers less than 1,000 and additionof more than two such numbers

• Extend understanding of operationsof multiplication and division

• Find remainders after division

• Round up or down after division

• Know the 2, 3, 4, 5 and 10 timestables

• Begin to know the 6, 7, 8 and 9 timestables

• Calculate quickly division facts fromknown tables

Stage 4

9

• Know doubles of whole numbers upto 50

• Know doubles of multiples of 10 to500

• Know doubles of multiples of 100 to5,000

• Approximate first and develop writtenmethods

• Check with inverse operation, byadding in a different order and withan equivalent calculation

• Estimate and check by approximatingto the nearest 10 or 100

• Use knowledge of sums ordifferences of odd/even numbers

Mental Skills

Pupils should:

• Develop mental calculation strategiesfor addition and subtraction

• Add 3 or 4 small numbers, findingpairs that total 9, 10 or 11

• Add three two-digit multiples of 10

• Add or subtract any pair of two-digitwhole numbers

• Use doubling and halving (e.g. tomultiply by 5, multiply by 10 and thenhalve)

• Use relationship between x and y

• Use known facts and place value tomultiply and divide integers


• Choose and use appropriate numberoperations and ways of calculating tosolve problems

• Solve mathematical puzzles orproblems, recognise and explainpatterns and relationships, generaliseand predict

• Investigate a general statement aboutfamiliar numbers or shapes by findingexamples that satisfy it


• Use the four operations to solveproblems involving numbers in ‘reallife’, using one or more steps


Stage 4

11


• Collect, organise, represent andinterpret data in tables, charts,graphs and diagrams

• Use tally charts and frequency tables

• Use pictograms (symbol for 2, 5, 10 or20 units)

• Use bar charts (intervals in twos,fives, tens or twenties)

• Use Venn and Carroll diagrams (twocriteria)


Pupils should:

• Describe and visualise 2-D and 3-Dshapes

• Recognise equilateral and isoscelestriangles

• Classify polygons as regular,symmetrical or right-angled

• Make shapes and identify simple netsof solid shapes

• Understand reflection of simpleshapes


Pupils should:

• Recognise positions and directions

• Describe and find the point on a gridof squares where the lines arenumbered

• Recognise horizontal and verticallines

• Use eight compass directions, N, S, E,W, NE, NW, SE, SW

• Make and measure clockwise andanti-clockwise turns

• Begin to know that angles aremeasured in degrees

• Know that one whole turn is 360° orfour right-angles

• Know that a quarter turn is 90° orone right-angle

• Know that half a right-angle is 45°

• Start to order a set of angles lessthan 180°

Measures

Pupils should:

• Use, read and write standard metricunits including abbreviations

• Know and use the relationshipsbetween familiar units of length,mass and capacity


• Record estimates and take accuratereadings from scales

• Measure and calculate perimeter andarea of simple shapes by countingand use standard units

• Estimate and check times usingseconds, minutes, hours

• Read from a digital and analogueclock to the nearest minute

• Use a.m. and p.m. notation

• Read simple timetables and use acalendar

Stage 4

13


Pupils should:

• Read and write whole numbers infigures and words and know whateach digit represents

• Multiply and divide any positiveinteger up to 10,000 by 10 or 100

• Compare and order numbers usingsymbols <, >, = and order a set ofintegers less than 1 million

• Estimate and approximate usinglarge numbers and simpleproportions

• Round any integer up to 10,000 to thenearest 10, 100 or 1,000

• Order a given set of positive andnegative integers

• Recognise and extend numbersequences

• Make general statements about oddand even numbers

• Recognise multiples of 6, 7, 8 and 9,up to the tenth multiple

• Know tests of divisibility by 2, 4, 5, 10or 100

Calculations

Pupils should:

• Calculate quickly decimals that total 1,all two-digit pairs that total 100, allpairs of multiples of 50 with a total of1,000

• Use written methods for columnaddition/subtraction of two integersless than 10,000

• Add more than two integers of lessthan 10,000

• Add/subtract a pair of decimalfractions with one or two decimalplaces

• Understand the relationshipsbetween the four operations

• Begin to use brackets

• Begin to express a quotient as afraction or as a decimal whendividing a whole number by 2, 4, 5 or 10


• Know multiplication facts up to 10 x 10

• Know squares of numbers to at least10 x 10

• Find all pairs of factors of any numberup to 100

• Use fraction notation including mixednumbers

• Change an improper fraction to amixed number and recogniseequivalent fractions

• Order a set of fractions includingmixed numbers

• Use division to find simple fractions ofnumbers and quantities

• Solve simple problems using ratioand proportion

• Use decimal notation for tenths andhundredths

• Round a number with one or twodecimal places to the nearest integer

• Relate fractions to their decimalequivalents

• Begin to understand percentages asthe number of parts in every hundred

• Find simple percentages of wholenumber quantities

• Express simple fractions aspercentages

Stage 5

14

Stage 5

• Calculate quickly division facts fromtables up to 10 x 10, doubles of wholenumbers from 1 to 100, doubles ofmultiples of 10 to 1,000, doubles ofmultiples of 100 to 10,000

• Approximate first

• Extend written methods to three-digitnumbers by one digit using shortmultiplication, two-digit numbers bytwo-digit numbers using longmultiplication and short division ofthree-digit numbers by one digit withremainder

• Use a calculator effectively and checkwith inverse operation when using acalculator

• Check sum of several numbers byadding in reverse order and checkwith equivalent calculation

• Estimate by approximating and checkresult

• Use knowledge of sums anddifferences of odd/even numbers

Mental Skills

Pupils should:

• Find differences by counting upthrough next multiple of 10, 100 or1,000

• Add/subtract the nearest multiple of10 or 100, then adjust

• Add several numbers using numberfacts and place value for mentaladdition and subtraction

• Use doubling and halving from knownfacts

• Use factors and closely related facts

• Partition, like 47 x 6 = (40 x 6) + (7 x 6)

• Use the relationship betweenmultiplication and division and usefacts and place value to multiply anddivide mentally




• Make and investigate a generalstatement about familiar numbers orshapes by finding examples thatsatisfy it

• Explain a generalised relationship(formula) in words


• Use the four operations to solveproblems involving numbers in ‘reallife’, using one or more stepsincluding finding simple percentages


15


• Discuss the chance of particularevents

• Solve a problem by using data intables, charts, graphs and diagramsincluding those generated by acomputer

• Use bar line charts, vertical axeslabelled in twos, fives, tens, twentiesor hundreds

• Find the mode of a set of data


Pupils should:

• Recognise properties of rectanglesand classify triangles

• Make shapes accurately and identifynets for an open cube

• Recognise reflective symmetry inregular polygons

• Complete symmetrical patterns andrecognise where a shape will be afterreflection in a mirror line

• Recognise where a shape will beafter translation


Pupils should:

• Read and plot co-ordinates in the firstquadrant

• Recognise perpendicular and parallellines

• Understand and use angle measuresin degrees

• Identify, estimate and order acuteand obtuse angles

• Use a protractor to measure anddraw acute and obtuse angles to thenearest 5°

• Calculate angles in a straight line

Measures

Pupils should:

• Use, read and write standard metricunits including abbreviations

• Convert larger to smaller units



• Measure and draw lines to thenearest millimetre


• Understand area measured in squarecentimetres and length x breadth forarea of a rectangle

• Understand, measure and calculateperimeters of rectangles and regularpolygons

• Understand and use formulae inwords

• Use units of time and read time on a24-hour digital clock using 24-hourclock notation 19:53

Stage 5

17

Stage 6


Pupils should:

• Multiply and divide decimals mentallyby 10 or 100 and integers by 1,000

• Round an integer to the nearest 10,100 or 1,000

• Find the difference between twonegative numbers or between apositive and a negative integer incontext and order a set of positiveand negative integers

• Recognise and extend numbersequences

• Make statements about odd andeven numbers including the outcomeof products

• Recognise multiples up to 10 x 10,know and apply tests of divisibilityand find simple common multiples

• Recognise squares of numbers to 12 x 12

• Recognise prime numbers to at least 20

• Factorise numbers to 100 into primefactors

• Change an improper fraction to amixed number and vice versa

• Recognise relationships betweenfractions and reduce a fraction to itssimplest form

• Order fractions by converting to acommon denominator

• Solve simple problems usingproportion and ratio

• Use decimal notation for tenths,hundredths and thousandths

• Order a mixed set of numbers withup to three decimal places

• Round a number with two decimalplaces to the nearest tenth or wholenumber

• Recognise the equivalence betweendecimal and fraction forms

• Begin to convert a fraction to adecimal using division

• Understand percentages as thenumber of parts in every 100 andexpress simple fractions aspercentages

• Find simple percentages of smallwhole number quantities

Calculations

Pupils should:

• Extend written methods to columnaddition and subtraction of numbersincluding decimals

• Understand the relationshipsbetween the four operations and usebrackets

• Express a quotient as a fraction or asa decimal rounded to one decimalplace


• Know multiplication facts to 10 x 10

• Calculate quickly division facts oftables to 10 x 10, squares of multiplesof 10 to 100, doubles of two-digitnumbers, doubles of multiples of 10 to1,000, doubles of multiples of 100 to10,000

• Approximate first

• Extend written methods to four-digitnumbers by one digit using shortmultiplication, short multiplicationinvolving decimals, long multiplicationof a three-digit number by a two-digitinteger and short division involvingnumbers with decimals

18

Stage 6

• Develop calculator skills and use acalculator effectively

• Check results by using the inverseoperation when using a calculator

• Check the sum of numbers by addingin reverse order

• Check with an equivalent calculation

• Estimate by approximating and checkthe result

• Use knowledge of sums, differences,products of odd/even numbers andtests of divisibility

Mental Skills

Pupils should:

• Consolidate all learned strategies

• Use known facts and place value toconsolidate mental strategies foraddition/subtraction

• Use related facts, doubling or halvingand use factors and closely relatedfacts and partition

• Use the relationship betweenmultiplication and division

• Use known number facts and placevalue to consolidate mentalmultiplication and division




• Make and investigate a generalstatement about familiar numbers orshapes by finding examples thatsatisfy it

• Develop from explaining ageneralised relationship in words toexpressing it in a formula using lettersas symbols


• Use the four operations andcombinations of operations to solveproblems involving numbers in ‘reallife’, using one or more stepsincluding finding simple percentages


19

Stage 6


• Use the language of probability

• Solve a problem by using data intables, graphs, charts and diagramsincluding those generated by acomputer

• Use line graphs, frequency tables andbar charts with grouped discrete data

• Find the mode and range of a set ofdata

• Begin to find the median and meanof a set of data

Stage 6: Shape, Space andMeasuresPatterns and Properties of Shapes

Pupils should:

• Describe and visualise properties ofsolid shapes and classifyquadrilaterals

• Make shapes with increasingaccuracy

• Visualise 3-D shapes from 2-Ddrawings and identify nets for aclosed shape

• Understand reflection


Pupils should:

• Read and plot co-ordinates in all fourquadrants

• Recognise and estimate angles

• Use a protractor to measure anddraw acute and obtuse angles to thenearest degree

• Check that the sum of angles in atriangle is 180°

• Calculate angles in a triangle oraround a point

• Recognise where a shape will beafter a rotation through 90° aboutone of its vertices

Measures

Pupils should:

• Use, read and write standard metricunits including abbreviations andunderstand relationships betweenthem

• Convert larger to smaller units andvice versa


• Select units and equipment toestimate or measure length, massand capacity


• Calculate the perimeter and area ofsimple compound shapes that canbe split into rectangles

• Appreciate different times around theworld

University of Cambridge International Examinations1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 1223 553554 Fax: +44 1223 553558 Email: [email protected] Website: www.cie.org.uk

© University of Cambridge International Examinations 2005PBCIPP MAT 01 05

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