Curriculum Framework Cambridge Primary Mathematics 0845

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Curriculum FrameworkCambridge PrimaryMathematics 0845Version 1

Why choose Cambridge?Cambridge Assessment International Education prepares school students for life, helping them develop an informedcuriosity and a lasting passion for learning. We are part of the University of Cambridge.Our international qualifications are recognised by the world’s best universities and employers, giving students awide range of options in their education and career. As a not-for-profit organisation, we devote our resources todelivering high-quality educational programmes that can unlock learners’ potential.Our programmes and qualifications set the global standard for international education. They are created by subjectexperts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform forlearners to progress from one stage to the next, and are well supported by teaching and learning resources.Our mission is to provide educational benefit through provision of international programmes and qualifications forschool education and to be the world leader in this field. Together with schools, we develop Cambridge learnerswho are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future withan international education from Cambridge International.Quality managementOur systems for managing the provision of international qualifications and education programmesfor students aged 5 to 19 are certified as meeting the internationally recognised standard forquality management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name ofthe University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their owninternal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even forinternal use within a centre.

ContentsIntroduction. 2Stage 1.3Stage 2.6Stage 3.9Stage 4.13Stage 5. 17Stage 6.22

Cambridge Primary Mathematics 0845 Curriculum Framework.IntroductionWelcome to the Cambridge Primary Mathematics curriculum framework.This framework provides a comprehensive set of progressive learning objectives for mathematics. The objectivesdetail what the Iearner should know or what they should be able to do in each year of primary education. Thelearning objectives provide a structure for teaching and learning and a reference against which learners’ ability andunderstanding can be checked.The Cambridge Primary Mathematics curriculum is presented in five content areas: Number, Geometry, Measure,Handling data and Problem solving. The first four content areas are all underpinned by Problem solving, whichdescribes using techniques and skills and the application of understanding and strategies in solving problems.Mental strategies are also a key part of the Number content. This curriculum focuses on principles, patterns,systems, functions and relationships so that learners can apply their mathematical knowledge and develop aholistic understanding of the subject. The Cambridge Primary Mathematics curriculum framework provides a solidfoundation upon which the later stages of education can be built.The Cambridge Curriculum is founded on the values of the University of Cambridge and best practice in schools.The curriculum is dedicated to developing learners who are confident, responsible, innovative and engaged. Eachcurriculum framework for English, mathematics and science is designed to engage learners in an active and creativelearning journey.Note on codesEach learning objective has a unique curriculum framework code, e.g. 1Nn1. These codes appear in theCambridge International Teacher Guide, schemes of work and other published resources. Each sub-strandhas a blue reporting code, e.g. Nn. These codes appear in Checkpoint feedback reports. Stages 1 and 2 arenot assessed and so do not have reporting codes. Similarly, Problem solving is not assessed separately and sodoes not have a reporting code.2www.cambridgeinternational.org/primaryBack to contents page

Cambridge Primary Mathematics 0845 Curriculum Framework.Stage 1NumberNumbers and the number system 1Nn1 Recite numbers in order (forwards from 1 to 100, backwards from 20 to 0) 1Nn2 Read and write numerals from 0 to 20 1Nn3 Count objects up to 20, recognising conservation of number 1Nn4 Count on in tens from zero or a single-digit number to 100 or just over 1Nn5 Count on in twos, beginning to recognise odd/even numbers to 20 as ‘every other number’ 1Nn6 Begin partitioning two-digit numbers into tens and ones and reverse 1Nn7 Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number 1Nn8 Use more or less to compare two numbers, and give a number which 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 checked by counting, e.g. to 30 1Nn12 Find halves of small numbers and shapes by folding, and recognise which shapes are halvedCalculationMental strategies 1Nc1 Know all number pairs to 10 and record the related addition/subtraction facts 1Nc2 Begin to know number pairs to 6, 7, 8, 9 and 10 1Nc3 Add more than two small numbers, spotting pairs to 10, e.g. 4 3 6 10 3 1Nc4 Begin using pairs to 10 to bridge 10 when adding/subtracting, e.g. 8 3, add 2, then 1 1Nc5 Know doubles to at least double 5 1Nc6 Find near doubles using doubles already known, e.g. 5 6 1Nc7 Begin to recognise multiples of 2 and 10Addition and subtraction 1Nc8 Understand addition as counting on and combining two sets; record related addition sentences 1Nc9 Understand subtraction as counting back and ‘take away’; record related subtraction sentences 1Nc10 Understand difference as ‘how many more to make?’ 1Nc11 Add/subtract a single-digit number by counting on/back 1Nc12 Find two more or less than a number to 20, recording the jumps on a number line 1Nc13 Relate counting on and back in tens to finding 10 more/less than a number ( 100) 1Nc14 Begin to use the , – and signs to record calculations in number sentences 1Nc15 Understand that changing the order of addition does not change the total 1Nc16 Add a pair of numbers by putting the larger number first and counting on 1Nc17 Recognise the use of a sign such as to represent an unknown, e.g. 6 10 1Nc18 Begin to add single- and two-digit numbersBack to contents pagewww.cambridgeinternational.org/primary3

Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 1Multiplication and division 1Nc19 Double any single-digit number 1Nc20 Find halves of even numbers of objects up to 10 1Nc21 Try to share numbers to 10 to find which are even and which are odd 1Nc22 Share objects into two equal groups in a contextGeometryShapes and geometric reasoning 1Gs1 Name and sort common 2D shapes (e.g. circles, squares, rectangles and triangles) using features such asnumber of sides, curved or straight. Use them to make patterns and models 1Gs2 Name and sort common 3D shapes (e.g. cube, cuboid, cylinder, cone and sphere) using features such asnumber of faces, flat or curved faces. Use them to make patterns and models 1Gs3 Recognise basic line symmetryPosition and movement 1Gp1 Use everyday language of direction and distance to describe movement of objectsMeasureMoney 1Mm1 Recognise all coins and work out how to pay an exact sum using smaller coinsLength, mass and capacity 1Ml1 Compare lengths and weights by direct comparison, then by using uniform non-standard units 1Ml2 Estimate and compare capacities by direct comparison, then by using uniform non-standard units 1Ml3 Use comparative language, e.g. longer, shorter, heavier, lighterTime 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 day to the nearest hour 1Mt3 Order the days of the week and other familiar eventsHandling dataOrganising, categorising and representing data 1Dh1 Answer a question by sorting and organising data or objects in a 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 the same objects4www.cambridgeinternational.org/primaryBack to contents page

Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 1Problem solvingUsing techniques and skills in solving mathematical problems 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 of different 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 a different order 1Pt6 Check the answer to a subtraction by adding the answer to the smaller number in the question 1Pt7 Describe and continue patterns such as count on and back in tens, e.g. 90, 80, 70 1Pt8 Identify simple relationships between numbers and shapes, e.g. this number is ten bigger than thatnumber 1Pt9 Make a sensible estimate of a calculation, and consider whether an answer is reasonableBack to contents pagewww.cambridgeinternational.org/primary5

Cambridge Primary Mathematics 0845 Curriculum Framework.Stage 2NumberNumbers and the number system 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 numbers and back again 2Nn4 Count in twos, fives and tens, and use grouping in twos, fives or tens to count larger groups of objects 2Nn5 Begin to count on in small constant steps such as threes and fours 2Nn6 Know what each digit represents in two-digit numbers; partition into tens and ones 2Nn7 Find 1 or 10 more/less than any two-digit number 2Nn8 Round two-digit numbers to the nearest multiple of 10 2Nn9 Say a number between any given neighbouring pairs of multiples of 10, e.g. 40 and 50 2Nn10 Place a two-digit number on a number line marked off in multiples of ten 2Nn11 Recognise and use ordinal numbers up to at least the 10th number and beyond 2Nn12 Order numbers to 100; compare two numbers using the and signs 2Nn13 Give a sensible estimate of up to 100 objects, e.g. choosing from 10, 20, 50 or 100 2Nn14 Understand even and odd numbers and recognise these up to at least 20 2Nn15 Sort numbers, e.g. odd/even, multiples of 2, 5 and 101 2Nn16 Recognise that we write one half 2 , one quarter 2Nn17 Recognise that22or44make a whole and12and314 and three quarters 424 are equivalent 2Nn18 Recognise which shapes are divided in halves or quarters and which are not 2Nn19 Find halves and quarters of shapes and small numbers of objectsCalculationMental strategies 2Nc1 Find and learn by heart all number pairs to 10 and pairs with a total of 20 2Nc2 Partition all numbers to 20 into pairs and record the related addition and subtraction facts 2Nc3 Find all pairs of multiples of 10 with a total of 100 and record the related addition and subtraction facts 2Nc4 Learn and recognise multiples of 2, 5 and 10 and derive the related division facts 2Nc5 Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50Addition and subtraction 2Nc6 Relate counting on/back in tens to finding 10 more/less than any two-digit number and then to addingand subtracting other multiples of 10, e.g. 75 – 30 2Nc7 Use the sign to represent equality, e.g. 16 4 17 3 2Nc8 Add four or five small numbers together 2Nc9 Recognise the use of a symbol such as or to represent an unknown, e.g. 10 2Nc10 Solve number sentences such as 27 30 2Nc11 Add and subtract a single digit to and from a two-digit number 2Nc12 Add pairs of two-digit numbers6www.cambridgeinternational.org/primaryBack to contents page

Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 2 2Nc13 Find a small difference between pairs of two-digit numbers 2Nc14 Understand that addition can be done in any order, but subtraction cannot 2Nc15 Understand subtraction as both difference and take awayMultiplication and division 2Nc16 Understand multiplication as repeated addition and use the sign 2Nc17 Understand multiplication as describing an array 2Nc18 Understand division as grouping and use the sign 2Nc19 Use counting in twos, fives or tens to solve practical problems involving repeated addition 2Nc20 Find doubles of multiples of 5 up to double 50 and corresponding halves 2Nc21 Double two-digit numbers 2Nc22 Work out multiplication and division facts for the 3 and 4 tables 2Nc23 Understand that division can leave some left overGeometryShapes and geometric reasoning 2Gs1 Sort, name, describe, visualise and draw 2D shapes (e.g. squares, rectangles, circles, regular and irregularpentagons and hexagons) referring to their properties; recognise common 2D shapes in different positions andorientations 2Gs2 Sort, name, describe and make 3D shapes (e.g. cubes, cuboids, cones, cylinders, spheres and pyramids)referring to their properties; recognise 2D drawings of 3D shapes 2Gs3 Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry 2Gs4 Find examples of 2D and 3D shape and symmetry in the environmentPosition and movement 2Gp1 Follow and give instructions involving position, direction and movement 2Gp2 Recognise whole, half and quarter turns, both clockwise and anti-clockwise 2Gp3 Recognise that a right angle is a quarter turnMeasureMoney 2Mm1 Recognise all coins and notes 2Mm2 Use money notation 2Mm3 Find totals and the coins and notes required to pay a given amount; work out changeBack to contents pagewww.cambridgeinternational.org/primary7

Cambridge Primary Mathematics 0845 Curriculum Framework. Stage 2Length, mass and capacity 2Ml1 Estimate, measure and compare lengths, weights and capacities, choosing and using suitable uniformnon-standard and standard units and appropriate measuring instruments 2Ml2 Compare lengths, weights and capacities using the standard units: centimetre, metre, 100 g, kilogram,and litreTime 2Mt1 Know the units of time (seconds, minutes, hours, days, weeks, months and years) 2Mt2 Know the relationships between consecutive units of time 2Mt3 Read the time to the half hour on digital and analogue clocks 2Mt4 Measure activities using seconds and minutes 2Mt5 Know and order the days of the week and the months of the yearHandling dataOrganising, categorising and representing data 2Dh1 Answer a question by collecting and recording data in lists and tables, and representing it as block graphsand pictograms to show results 2Dh2 Use Carroll and Venn diagrams to sort numbers or objects using one criterion; begin to sort numbers andobjects using two criteria; explain choices using appropriate language, including ‘not’Problem solvingUsing techniques and skills in solving mathematical problems 2Pt1 Choose appropriate mental strategies to carry out calculations and explain how they worked out theanswer 2Pt2 Explain methods and reasoning orally 2Pt3 Explore number problems and puzzles 2Pt4 Make sense of simple word problems (single and easy two-step), decide what operations (addition orsubtraction, simple multiplication or division) are needed to solve them and, with help, represent them, withobjects or drawings or on a number line 2Pt5 Make up a number story to go with a calculation, including in the context of money 2Pt6 Check the answer to an addition by adding the numbers in a different order or by using a differentstrategy, e.g. 35 19 by adding 20 to 35 and subtracting 1, and by adding 30 10 and 5 9 2Pt7 Check a subtraction by adding the answer to the smaller number 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 allhave . sides 2Pt10 Make a sensible estimate for the answer to a calculation 2Pt11 Consider whether an answer is ack to contents page

Cambridge Primary Mathematics 0845 Curriculum Framework.Stage 3N 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- and three-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 numbers and 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 three-digit numbers to the nearest 100 3Nn9 Place a three-digit number on a number line marked off in multiples of 100 3Nn10 Place a three-digit number on a number line marked off in multiples of 10 3Nn11 Compare three-digit numbers, use and signs, and find a number in between 3Nn12 Order two- and three-digit numbers 3Nn13 Give a sensible estimate of a number as a range (e.g. 30 to 50) by grouping in tens1 3Nn14 Find half of odd and even numbers to 40, using notation such as 13 2 3Nn15 Understand and use fraction notation recognising that fractions are several parts of one whole, e.g.2three quarters and 3 is two thirds12 3Nn16 Recognise equivalence between 2 , 4 ,4834is5and 10 using diagrams11 3Nn17 Recognise simple mixed fractions, e.g. 1 2 and 2 4 3Nn18 Order simple or mixed fractions on a number line, e.g. using the knowledge that311between 4 and 4 , and that 1 2 comes half way between 1 and 212comes half way 3Nn19 Begin to relate finding fractions to division 3Nn20 Find halves, thirds, quarters and tenths of shapes and numbers (whole number answers)Nc CalculationMental strategies 3Nc1 Know addition and subtraction facts for all numbers to 20 3Nc2 Know the following addition and subtraction facts:–– multiples of 100 with a total of 1000–– multiples of 5 with a total of 100 3Nc3 Know mu

Cambridge International Teacher Guide, schemes of work and other published resources. Each sub-strand has a blue reporting code, e.g. Nn. 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 so does not have a reporting code. Cambridge Primary Mathematics 0845 Curriculum .

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