Cambridge Primary

Long-term planning template

Cambridge Primary Mathematics Stage 6

Framework Learning Objective Ongoing (O)
Code Term ref
(T1, T2, T3)
Number and the number system
6Nn1 Count on and back in fractions and decimals, e.g.⅓s, 0.1s, and repeated steps of whole
numbers (and through zero)
6Nn2 Know what each digit represents in whole numbers up to a million
6Nn3 Know what each digit represents in one- and two-place decimal numbers
6Nn4 Multiply and divide any whole number from 1 to 10 000 by 10, 100 or 1000 and explain the
effect
6Nn5 Multiply and divide decimals by 10 or 100 (answers up to two decimal places for division)
6Nn6 Find factors of two-digit numbers
6Nn7 Find some common multiples, e.g. for 4 and 5
6Nn8 Round whole numbers to the nearest 10, 100 or 1000
6Nn9 Round a number with two decimal places to the nearest tenth or to the nearest whole number
6Nn10 Make and justify estimates and approximations of large numbers
6Nn11 Order and compare positive numbers to one million, and negative integers to an appropriate
level
6Nn12 Use the >, < and = signs correctly
6Nn13 Estimate where four-digit numbers lie on an empty 0–10 000 line
6Nn14 Order numbers with up to two decimal places (including different numbers of places)
6Nn15 Recognise and extend number sequences
6Nn16 Recognise and use decimals with up to three places in the context of measurement
6Nn17 Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000
6Nn18 Make general statements about sums, differences and multiples of odd and even numbers
6Nn19 Recognise prime numbers up to 20 and find all prime numbers less than 100
6Nn20 Recognise the historical origins of our number system and begin to understand how it developed
6Nn21 Compare fractions with the same denominator and related denominators, e.g. ¾ with 
6Nn22 Recognise equivalence between fractions, e.g. between s, s and ½s
6Nn23 Recognise and use the equivalence between decimal and fraction forms
6Nn24 Order mixed numbers and place between whole numbers on a number line
6Nn25 Change an improper fraction to a mixed number
6Nn26 Reduce fractions to their simplest form, where this is ¼, ½, ¾ or a number of fifths or tenths
6Nn27 Begin to convert a vulgar fraction to a decimal fraction using division
6Nn28 Understand percentage as parts in every 100 and express ½, ¼, ⅓, ,  as percentages
6Nn29 Find simple percentages of shapes and whole numbers
6Nn30 Solve simple problems involving ratio and direct proportion
Number/Calculation/Mental strategies
6Nc1 Recall addition and subtraction facts for numbers to 20 and pairs of one-place decimals with a

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 Cambridge Primary Mathematics Stage 6
Framework Learning Objective Ongoing (O)
Code Term ref
(T1, T2, T3)
total of 1, e.g. 0.4 + 0.6
6Nc2 Derive quickly pairs of one-place decimals totalling 10, e.g. 7.8 and 2.2 and two-place decimals
totalling 1, e.g. 0.78 + 0.22
6Nc3 Know and apply tests of divisibility by 2, 4, 5, 10, 25 and 100
6Nc4 Use place value and number facts to add or subtract two-digit whole numbers and to add or
subtract three-digit multiples of 10 and pairs of decimals, e.g. 560 + 270; 2.6 +2.7; 0.78 + 0.23
6Nc5 Add/subtract near multiples of one when adding numbers with one decimal place, e.g. 5.6 + 2.9;
13.5 - 2.1
6Nc6 Add/subtract a near multiple of 10, 100 or 1000, or a near whole unit of money, and adjust, e.g.
3127 + 4998; 5678 - 1996
6Nc7 Use place value and multiplication facts to multiply/divide mentally, e.g. 0.8 x 7; 4.8 ÷ 6
6Nc8 Multiply pairs of multiples of 10, e.g 30 x 40, or multiples of 10 and 100, e.g. 600 x 40
6Nc9 Double quickly any two-digit number, e.g. 78, 7.8, 0.78 and derive the corresponding halves
6Nc10 Divide two-digit numbers by single-digit numbers, including leaving a remainder
Number/Calculation/Addition and subtraction
6Nc11 Add two- and three-digit numbers with the same or different numbers of digits/decimal places
6Nc12 Add or subtract numbers with the same and different numbers of decimal places, including
amounts of money
6Nc13 Find the difference between a positive and negative integer, and between two negative integers
in a context such as temperature or on a number line
Number/Calculation/Multiplication and division
6Nc14 Multiply pairs of multiples of 10, e.g. 30 x 40, or multiples of 10 and 100, e.g. 600 x 40
6Nc15 Multiply near multiples of 10 by multiplying by the multiple of 10 and adjusting
6Nc16 Multiply by halving one number and doubling the other, e.g. calculate 35 × 16 with 70 × 8
6Nc17 Use number facts to generate new multiplication facts, e.g. the 17× table from 10× + 7× tables
6Nc18 Multiply two-, three- or four-digit numbers (including sums of money) by a single-digit number
and two- or three-digit numbers by two-digit numbers
6Nc19 Divide three-digit numbers by single-digit numbers, including those leaving a remainder and
divide three-digit numbers by two-digit numbers (no remainder) including sums of money
6Nc20 Give an answer to division as a mixed number, and a decimal (with divisors of 2, 4, 5, 10 or 100)
6Nc21 Relate finding fractions to division and use them as operators to find fractions including several
tenths and hundredths of quantities
6Nc22 Know and apply the arithmetic laws as they apply to multiplication (without necessarily using the
terms commutative, associative or distributive)
Geometry/Shape and geometric reasoning
6Gs1 Classify different polygons and understand whether a 2D shape is a polygon or not
6Gs2 Visualise and describe the properties of 3D shapes, e.g. faces, edges and vertices
6Gs3 Identify and describe properties of quadrilaterals (including the parallelogram, rhombus and
trapezium), and classify using parallel sides, equal sides, equal angles
6Gs4 Recognise and make 2D representations of 3D shapes including nets
6Gs5 Estimate, recognise and draw acute and obtuse angles and use a protractor to measure to the
nearest degree
6Gs6 Check that the sum of the angles in a triangle is 180°, for example, by measuring or paper
folding; calculate angles in a triangle or around a point
Geometry/Position and movement
6Gp1 Read and plot co-ordinates in all four quadrants

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 Cambridge Primary Mathematics Stage 6
Framework Learning Objective Ongoing (O)
Code Term ref
(T1, T2, T3)
6Gp2 Predict where a polygon will be after one reflection, where the sides of the shape are not parallel
or perpendicular to the mirror line, after one translation or after a rotation through 90° about one
of its vertices
Measure/Length, mass and capacity
6Ml1 Select and use standard units of measure. Read and write to two or three decimal places
6Ml2 Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals
to three places, e.g. recognising that 1.245 m is 1 m 24.5 cm
6Ml3 Interpret readings on different scales, using a range of measuring instruments
6Ml4 Draw and measure lines to the nearest centimetre and millimetre
6Ml5 Know imperial units still in common use, e.g. the mile, and approximate metric equivalents
Measure/Time
6Mt1 Recognise and understand the units for measuring time (seconds, minutes, hours, days, weeks,
months, years, decades and centuries); convert one unit of time into another
6Mt2 Tell the time using digital and analogue clocks using the 24-hour clock
6Mt3 Compare times on digital and analogue clocks, e.g. realise quarter to four is later than 3:40
6Mt4 Read and use timetables using the 24-hour clock
6Mt5 Calculate time intervals using digital and analogue times
6Mt6 Use a calendar to calculate time intervals in days, weeks or months
6Mt7 Calculate time intervals in days, months or years
6Mt8 Appreciate how the time is different in different time zones around the world
Measure/Area and perimeter
6Ma1 Measure and calculate the perimeter and area of rectilinear shapes
6Ma2 Estimate the area of an irregular shape by counting squares
6Ma3 Calculate perimeter and area of simple compound shapes that can be split into rectangles
Handling data/Organising, categorising and representing data
6Dh1 Solve a problem by representing, extracting and interpreting data in tables, graphs, charts and
diagrams, e.g. line graphs for distance and time; a price ‘ready-reckoner’ for currency
conversion; frequency tables and bar charts with grouped discrete data
6Dh2 Find the mode and range of a set of data from relevant situations, e.g. scientific experiments
6Dh3 Begin to find the median and mean of a set of data
6Dh4 Explore how statistics are used in everyday life
Handling data/Probability
6Db1 Use the language associated with probability to discuss events, to assess likelihood and risk,
including those with equally likely outcomes
Problem solving/Using techniques and skills in solving
mathematical problems
6Pt1 Choose appropriate and efficient mental or written strategies to carry out a calculation involving
addition, subtraction, multiplication or division
6Pt2 Understand everyday systems of measurement in length, weight, capacity, temperature and time
and use these to perform simple calculations
6Pt3 Check addition with a different order when adding a long list of numbers; check when subtracting
by using the inverse
6Pt4 Recognise 2D and 3D shapes and their relationships, e.g. a cuboid has a rectangular cross-
section
6Pt5 Estimate and approximate when calculating, e.g. use rounding, and check working

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 Cambridge Primary Mathematics Stage 6
Framework Learning Objective Ongoing (O)
Code Term ref
(T1, T2, T3)
Problem solving/Using understanding and strategy in solving
mathematical problems
6Ps1 Explain why they chose a particular method to perform a calculation and show working
6Ps2 Deduce new information from existing information and realise the effect that one piece of
information has on another
6Ps3 Use logical reasoning to explore and solve number problems and mathematical puzzles
6Ps4 Use ordered lists or tables to help solve problems systematically
6Ps5 Identify relationships between numbers and make generalised statements using words, then
symbols and letters, e.g. the second number is twice the first number plus 5 (n, 2n + 5); all the
numbers are multiples of 3 minus 1 (3n – 1); the sum of angles in a triangle is 180°
6Ps6 Make sense of and solve word problems, single and multi-step (all four operations), and
represent them, e.g. with diagrams or on a number line; use brackets to show the series of
calculations necessary
6Ps7 Solve simple word problems involving ratio and direct proportion
6Ps8 Solve simple word problems involving percentages, e.g. find discounted prices
6Ps9 Make, test and refine hypotheses, explain and justify methods, reasoning, strategies, results or
conclusions orally

Notes:
 You should enter all the learning objectives for the stage here. The number of lines in the table should match
the total number of learning objectives for the stage.
 The final column should give a clear overview of coverage. Where an objective is addressed in more than
one unit, all of the relevant units should be listed – this will help you to achieve a balance, ensuring that
coverage is sufficient and/or not too frequent at the expense of others.

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