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Cambridge PrimaryMathematics Curriculum Framework(with codes)

ContentsIntroductionStage 1 .1Welcome to the Cambridge Primary Mathematics curriculum framework.Stage 2 .5This framework provides a comprehensive set of progressive learningobjectives for mathematics. The objectives detail what the Iearnershould know or what they should be able to do in each year of primaryeducation. The learning objectives provide a structure for teaching andlearning and a reference against which learners’ ability and understandingcan be checked.Stage 3 .9Stage 4 . 14Stage 5 . 18Stage 6 .24Note on codesEach learning objective has a unique curriculum framework code, e.g.1Nn1. These codes appear in the Cambridge Teacher Guide, schemesof work and other published resources. Each sub-strand has a bluereporting code, e.g. Nn. These codes appear in Checkpoint feedbackreports. Stages 1 and 2 are not assessed and so do not have reportingcodes. Similarly, Problem solving is not assessed separately and doesnot have a reporting code.bCambridge Primary Mathematics Curriculum Framework (with codes)The Cambridge Primary Mathematics curriculum is presented in fivecontent areas: Number, Geometry, Measure, Handling data and Problemsolving. The first four content areas are all underpinned by Problemsolving, which describes using techniques and skills and the applicationof understanding and strategies in solving problems. Mental strategiesare also a key part of the Number content. This curriculum focuseson principles, patterns, systems, functions and relationships so thatlearners can apply their mathematical knowledge and develop a holisticunderstanding of the subject. The Cambridge Primary Mathematicscurriculum framework provides a solid foundation upon which the laterstages of education can be built.The Cambridge Curriculum is founded on the values of the Universityof Cambridge and best practice in schools. The curriculum is dedicatedto developing learners who are confident, responsible, innovative andengaged. Each curriculum framework for English, mathematics andscience is designed to engage learners in an active and creative learningjourney.

NumberNumbers and the number system 1Nn12 Find halves of small numbers and shapes by folding, andrecognise which shapes are halved.Calculation 1Nn1 Recite numbers in order (forwards from 1 to 100, backwardsfrom 20 to 0).Mental strategies 1Nn2 Read and write numerals from 0 to 20. 1Nc1 Know all number pairs to 10 and record the related addition/subtraction facts. 1Nn3 Count objects up to 20, recognising conservation of number. 1Nc2 Begin to know number pairs to 6, 7, 8, 9 and 10. 1Nn4 Count on in tens from zero or a single-digit number to 100 orjust over. 1Nc3 Add more than two small numbers, spotting pairs to 10,e.g. 4 3 6 10 3. 1Nn5 Count on in twos, beginning to recognise odd/even numbersto 20 as ‘every other number’. 1Nc4 Begin using pairs to 10 to bridge 10 when adding/subtracting,e.g. 8 3, add 2, then 1. 1Nn6 Begin partitioning two-digit numbers into tens and ones andreverse. 1Nc5 Know doubles to at least double 5. 1Nn7 Within the range 0 to 30, say the number that is 1 or 10 moreor less than any given number. 1Nc6 Find near doubles using doubles already known, e.g. 5 6. 1Nc7 Begin to recognise multiples of 2 and 10. 1Nn8 Use more or less to compare two numbers, and give a numberwhich lies between them. 1Nn9 Order numbers to at least 20 positioning on a number track;use ordinal numbers. 1Nn10 Use the sign to represent equality. 1Nn11 Give a sensible estimate of some objects that can be checkedby counting, e.g. to 30.Stage 1Stage 1Cambridge Primary Mathematics Curriculum Framework (with codes)1

Stage 1Stage 12Number (continued)Multiplication and divisionCalculation (continued) 1Nc19 Double any single-digit number.Addition and subtraction 1Nc20 Find halves of even numbers of objects up to 10. 1Nc8 Understand addition as counting on and combining two sets;record related addition sentences. 1Nc21 Try to share numbers to 10 to find which are even and whichare odd. 1Nc9 Understand subtraction as counting back and ‘take away’;record related subtraction sentences. 1Nc22 Share objects into two equal groups in a context. 1Nc10 Understand difference as ‘how many more to make?’Geometry 1Nc11 Add/subtract a single-digit number by counting on/back.Shapes and geometric reasoning 1Nc12 Find two more or less than a number to 20, recording thejumps on a number line. 1Nc13 Relate counting on and back in tens to finding 10 more/lessthan a number ( 100).1Gs1 Name and sort common 2D shapes (e.g. circles, squares,rectangles and triangles) using features such as number of sides,curved or straight. Use them to make patterns and models. 1Nc14 Begin to use the , – and signs to record calculations innumber sentences.1Gs2 Name and sort common 3D shapes (e.g. cube, cuboid,cylinder, cone and sphere) using features such as number of faces,flat or curved faces. Use them to make patterns and models. 1Nc15 Understand that changing the order of addition does notchange the total. 1Gs3 Recognise basic line symmetry. 1Nc16 Add a pair of numbers by putting the larger number first andcounting on. 1Nc17 Recognise the use of a sign such asunknown, e.g. 6 10. 1Nc18 Begin to add single- and two-digit numbers.to represent anCambridge Primary Mathematics Curriculum Framework (with codes)Position and movement 1Gp1 Use everyday language of direction and distance to describemovement of objects.

MeasureHandling dataMoneyOrganising, categorising and representing data 1Mm1 Recognise all coins and work out how to pay an exact sumusing smaller coins.Length, mass and capacity 1Ml1 Compare lengths and weights by direct comparison, then byusing uniform non-standard units. 1Ml2 Estimate and compare capacities by direct comparison, then byusing uniform non-standard units. 1Ml3 Use comparative language, e.g. longer, shorter, heavier, lighter. Stage 1Stage 11Dh1 Answer a question by sorting and organising data or objects ina variety of ways, e.g.– using block graphs and pictograms with practical resources;discussing the results– in lists and tables with practical resources; discussing the results– in Venn or Carroll diagrams giving different criteria for grouping thesame objectsTime 1Mt1 Begin to understand and use some units of time, e.g. minutes,hours, days, weeks, months and years. 1Mt2 Read the time to the hour (o’clock) and know key times of dayto the nearest hour. 1Mt3 Order the days of the week and other familiar events.Cambridge Primary Mathematics Curriculum Framework (with codes)3

Stage 1Stage 1Problem solvingUsing techniques and skills in solving mathematical problems4 1Pt1 Choose appropriate strategies to carry out calculations,explaining working out. 1Pt2 Explore number problems and puzzles. 1Pt3 Find many combinations, e.g. combinations of three pieces ofdifferent coloured clothing. 1Pt4 Decide to add or subtract to solve a simple word problem (oral),and represent it with objects. 1Pt5 Check the answer to an addition by adding the numbers in adifferent order. 1Pt6 Check the answer to a subtraction by adding the answer to thesmaller number in the question. 1Pt7 Describe and continue patterns such as count on and back intens, e.g. 90, 80, 70. 1Pt8 Identify simple relationships between numbers and shapes,e.g. this number is ten bigger than that number. 1Pt9 Make a sensible estimate of a calculation, and considerwhether an answer is reasonable.Cambridge Primary Mathematics Curriculum Framework (with codes)

NumberNumbers and the number system 2Nn14 Understand even and odd numbers and recognise these upto at least 20. 2Nn15 Sort numbers, e.g. odd/even, multiples of 2, 5 and 10. 2Nn16 Recognise that we write one halfquarters 34 . 2Nn1 Count, read and write numbers to at least 100 and back again. 2Nn2 Count up to 100 objects, e.g. beads on a bead bar. 2Nn3 Count on in ones and tens from single- and two-digit numbersand back again. 2Nn17 Recognise thatequivalent. 2Nn4 Count in twos, fives and tens, and use grouping in twos, fivesor tens to count larger groups of objects. 2Nn18 Recognise which shapes are divided in halves or quarters andwhich are not. 2Nn5 Begin to count on in small constant steps such as threes andfours. 2Nn19 Find halves and quarters of shapes and small numbers ofobjects. 2Nn6 Know what each digit represents in two-digit numbers;partition into tens and ones.Calculation 2Nn7 Find 1 or 10 more/less than any two-digit number. 2Nn8 Round two-digit numbers to the nearest multiple of 10. 22or4412, one quartermake a whole and12and14and three24areStage 2Stage 2Mental strategies 2Nc1 Find and learn by heart all number pairs to 10 and pairs with atotal of 20.2Nn9 Say a number between any given neighbouring pairs ofmultiples of 10, e.g. 40 and 50. 2Nc2 Partition all numbers to 20 into pairs and record the relatedaddition and subtraction facts. 2Nn10 Place a two-digit number on a number line marked off inmultiples of ten. 2Nc3 Find all pairs of multiples of 10 with a total of 100 and recordthe related addition and subtraction facts. 2Nn11 Recognise and use ordinal numbers up to at least the 10thnumber and beyond. 2Nc4 Learn and recognise multiples of 2, 5 and 10 and derive therelated division facts. 2Nn12 Order numbers to 100; compare two numbers using the and signs. 2Nc5 Find and learn doubles for all numbers up to 10 and also 15, 20,25 and 50. 2Nn13 Give a sensible estimate of up to 100 objects, e.g. choosingfrom 10, 20, 50 or 100.Cambridge Primary Mathematics Curriculum Framework (with codes)5

Stage 2Stage 2Number (continued) 2Nc18 Understand division as grouping and use the sign.Calculation (continued) 2Nc19 Use counting in twos, fives or tens to solve practicalproblems involving repeated addition.Addition and subtraction 2Nc6 Relate counting on/back in tens to finding 10 more/less thanany two-digit number and then to adding and subtracting othermultiples of 10, e.g. 75 – 30.2Nc20 Find doubles of multiples of 5 up to double 50 andcorresponding halves. 2Nc21 Double two-digit numbers. 2Nc7 Use the sign to represent equality, e.g. 16 4 17 3. 2Nc22 Work out multiplication and division facts for the 3x and 4xtables. 2Nc8 Add four or five small numbers together.2Nc23 Understand that division can leave some left over.2Nc9 Recognise the use of a symbol such asunknown, e.g. 10.or to represent an 2Nc10 Solve number sentences such as 27 30. 2Nc11 Add and subtract a single digit to and from a two-digitnumber. 2Nc12 Add pairs of two-digit numbers. 2Nc13 Find a small difference between pairs of two-digit numbers. 2Nc14 Understand that addition can be done in any order, butsubtraction cannot. 2Nc15 Understand subtraction as both difference and take away. GeometryShapes and geometric reasoning 2Gs1 Sort, name, describe, visualise and draw 2D shapes (e.g.squares, rectangles, circles, regular and irregular pentagons andhexagons) referring to their properties; recognise common 2Dshapes in different positions and orientations. 2Gs2 Sort, name, describe and make 3D shapes (e.g. cubes,cuboids, cones, cylinders, spheres and pyramids) referring to theirproperties; recognise 2D drawings of 3D shapes. 2Gs3 Identify reflective symmetry in patterns and 2D shapes; drawlines of symmetry. 2Gs4 Find examples of 2D and 3D shape and symmetry in theenvironment.Multiplication and division6 2Nc16 Understand multiplication as repeated addition and use the sign. 2Nc17 Understand multiplication as describing an array.Cambridge Primary Mathematics Curriculum Framework (with codes)

Geometry (continued)TimePosition and movement 2Mt1 Know the units of time (seconds, minutes, hours, days, weeks,months and years). 2Mt2 Know the relationships between consecutive units of time. 2Gp1 Follow and give instructions involving position, direction andmovement. 2Gp2 Recognise whole, half and quarter turns, both clockwise andanti-clockwise. 2Mt3 Read the time to the half hour on digital and analogue clocks. 2Mt4 Measure activities using seconds and minutes.2Gp3 Recognise that a right angle is a quarter turn. 2Mt5 Know and order the days of the week and the months of theyear. Stage 2Stage 2MeasureMoneyHandling data 2Mm1 Recognise all coins and notes.Organising, categorising and representing data 2Mm2 Use money notation. 2Mm3 Find totals and the coins and notes required to pay a givenamount; work out change.2Dh1 Answer a question by collecting and recording data in lists andtables, and representing it as block graphs and pictograms to showresults. 2Dh2 Use Carroll and Venn diagrams to sort numbers or objectsusing one criterion; begin to sort numbers and objects using twocriteria; explain choices using appropriate language, including ‘not’.Length, mass and capacity 2Ml1 Estimate, measure and compare lengths, weights andcapacities, choosing and using suitable uniform non-standard andstandard units and appropriate measuring instruments. 2Ml2 Compare lengths, weights and capacities using the standardunits: centimetre, metre, 100 g, kilogram, and litre.Cambridge Primary Mathematics Curriculum Framework (with codes)7

Stage 2Problem solvingUsing techniques and skills in solving mathematical problemsStage 28 2Pt1 Choose appropriate mental strategies to carry out calculationsand explain how they worked out the answer. 2Pt2 Explain methods and reasoning orally. 2Pt3 Explore number problems and puzzles. 2Pt4 Make sense of simple word problems (single and easy twostep), decide what operations (addition or subtraction, simplemultiplication or division) are needed to solve them and, with help,represent them, with objects or drawings or on a number line. 2Pt5 Make up a number story to go with a calculation, including inthe context of money. 2Pt6 Check the answer to an addition by adding the numbers in adifferent order or by using a different strategy, e.g. 35 19 by adding20 to 35 and subtracting 1, and by adding 30 10 and 5 9. 2Pt7 Check a subtraction by adding the answer to the smallernumber in the original subtraction. 2Pt8 Describe and continue patterns which count on in twos, threes,fours or fives to 30 or more. 2Pt9 Identify simple relationships between numbers and shapes,e.g. this number is double .; these shapes all have . sides. 2Pt10 Make a sensible estimate for the answer to a calculation. 2Pt11 Consider whether an answer is reasonable.Cambridge Primary Mathematics Curriculum Framework (with codes)

N NumberNn Numbers and the number system 3Nn1 Recite numbers 100 to 200 and beyond. 3Nn2 Read and write numbers to at least 1000. 3Nn3 Count on and back in ones, tens and hundreds from two- andthree-digit numbers. 3Nn4 Count on and back in steps of 2, 3, 4 and 5 to at least 50. 3Nn5 Understand what each digit represents in three-digit numbersand partition into hundreds, tens and units. 3Nn6 Find 1, 10, 100 more/less than two- and three-digit numbers. 3Nn7 Multiply two-digit numbers by 10 and understand the effect. 3Nn8 Round two-digit numbers to the nearest 10 and round threedigit numbers to the nearest 100. 3Nn9 Place a three-digit number on a number line marked off inmultiples of 100. 3Nn10 Place a three-digit number on a number line marked off inmultiples of 10. 3Nn11 Compare three-digit numbers, use and signs, and find anumber in between. 3Nn12 Order two- and three-digit numbers. 3Nn13 Give a sensible estimate of a number as a range (e.g. 30 to50) by grouping in tens. 3Nn14 Find half of odd and even numbers to 40, using notation suchas 13 12 . 3Nn15 Understand and use fraction notation recognising thatfractions are several parts of one whole, e.g. 34 is three quarters and23 is two thirds. 3Nn16 Recognise equivalence betweendiagrams. 3Nn17 Recognise simple mixed fractions, e.g. 1 12 and 2 14 . 3Nn18 Order simple or mixed fractions on a number line, e.g. usingthe knowledge that 12 comes half way between 14 and 34 , and that1 12 comes half way between 1 and 2. 3Nn19 Begin to relate finding fractions to division. 3Nn20 Find halves, thirds, quarters and tenths of shapes andnumbers (whole number answers).12,24,48and510Stage 3Stage 3usingCambridge Primary Mathematics Curriculum Framework (with codes)9

Stage 3N Number (continued)Nc CalculationMental strategies 3Nc1 Know addition and subtraction facts for all numbers to 20. 3Nc2 Know the following addition and subtraction facts:Stage 3– multiples of 100 with a total of 1000 3Nc13 Find complements to 100, solving number equations such as78 100. 3Nc14 Add and subtract pairs of two-digit numbers. 3Nc15 Add three-digit and two-digit numbers using notes to support. 3Nc16 Re-order an addition to help with the calculation, e.g. 41 54,by adding 40 to 54, then 1. 3Nc17 Add/subtract single-digit numbers to/from three-digitnumbers. 3Nc18 Find 20, 30, 90, 100, 200, 300 more/less than three-digitnumbers.– multiples of 5 with a total of 100 3Nc3 Know multiplication/division facts for 2 , 3 , 5 , and 10 tables. 3Nc4 Begin to know 4 table. 3Nc5 Recognise two- and three-digit multiples of 2, 5 and 10. 3Nc6 Work out quickly the doubles of numbers 1 to 20 and derivethe related halves. Multiplication and division 3Nc19 Understand the relationship between halving and doubling. 3Nc20 Understand the effect of multiplying two-digit numbers by 10. 3Nc7 Work out quickly the doubles of multiples of 5 ( 100) andderive the related halves.3Nc21 Multiply single-digit numbers and divide two-digit numbers by2, 3, 4, 5, 6, 9 and 10. 3Nc22 Multiply teens numbers by 3 and 5.3Nc8 Work out quickly the doubles of multiples of 50 to 500. 3Nc23 Begin to divide two-digit numbers just beyond 10 tables,e.g. 60 5, 33 3. 3Nc24 Understand that division can leave a remainder (initially as‘some left over’). 3Nc25 Understand and apply the idea that multiplication iscommutative. 3Nc26 Understand the relationship between multiplication anddivision and write connected facts.Addition and subtraction10 3Nc9 Add and subtract 10 and multiples of 10 to and from two- andthree-digit numbers. 3Nc10 Add 100 and multiples of 100 to three-digit numbers. 3Nc11 Use the sign to represent equality, e.g. 75 25 95 5. 3Nc12 Add several small numbers.Cambridge Primary Mathematics Curriculum Framework (with codes)

Stage 3G Geometry 3Gp3 Use a set square to draw right angles.Gs Shapes and geometric reasoning 3Gp4 Compare angles with a right angle and recognise that astraight line is equivalent to two right angles.3Gs1 Identify, describe and draw regular and irregular 2D shapesincluding pentagons, hexagons, octagons and semi-circles. 3Gs2 Classify 2D shapes according to the number of sides, verticesand right angles. 3Gs3 Identify, describe and make 3D shapes including pyramids andprisms; investigate which nets will make a cube. 3Gs4 Classify 3D shapes according to the number and shape offaces, number of vertices and edges. 3Gs5 Draw and complete 2D shapes with reflective symmetry anddraw reflections of shapes (mirror line along one side). 3Gs6 Relate 2D shapes and 3D solids to drawings of them. 3Gs7 Identify 2D and 3D shapes, lines of symmetry and right anglesin the environment. 3Gs8 Identify right angles in 2D shapes.Gp Position and movement 3Gp1 Use the language of position, direction and movement,including clockwise and anti-clockwise. 3Gp2 Find and describe the position of a square on a grid of squareswhere the rows a

These codes appear in Checkpoint feedback reports. Stages 1 and 2 are not assessed and so do not have reporting codes. Similarly, Problem solving is not assessed separately and does not have a reporting code. Introduction Welcome to the Cambridge Primary Mathematics curriculum framework. This framework provides a comprehensive set of progressive learning objectives for mathematics. The .

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