Cambridge Primary

Transition to Stage 6 Mathematics

We have updated the learning objectives in the Cambridge Primary curriculum and have restructured the
content introduced at each stage of learning. Learners who are transitioning from the current Cambridge
curriculum to the new curriculum may have gaps in their understanding or experience repetition of learning.
This document highlights the key differences in learning due to these curriculum changes and offers guidance
on how to support learners in this transition.

At a glance:
 The primary strands and sub-strands have been aligned with Cambridge Lower Secondary and Upper
Secondary Mathematics strands.
 We have combined Geometry and Measure to form one strand and renamed Data Handling to
‘Statistics and Probability’ to better reflect the mathematics content. The learning objectives within
Statistics and Probability have changed focus from processing data to interpretation of data as this
better prepares learners with skills needed to foster deeper understanding of data analysis that is often
presented in real-world contexts.
 We have replaced the problem solving learning objectives with four pairs of thinking and working
mathematically characteristics, and removed the ‘Mental strategies’ learning objectives. However,
working mentally remains an important feature of the Cambridge Primary Mathematics Curriculum
Framework.

Gaps in understanding:
The table below lists the significant gaps in knowledge, skills and understanding that learners transitioning to
the new Stage 6 curriculum are likely to have and the key areas that should be covered to help to ensure a
successful transition. For each gap at least one relevant learning objective code, in bold and in brackets, has
been provided so you can identify activities the Schemes of Work to help address the gap.

Number
6Nc.03 Use the relationship
between repeated addition of a
constant and multiplication to find
and use a position-to-term rule.
6Nc.04 Use knowledge of square
numbers to generate terms in a
sequence, given its position.
6Ni.07 Use knowledge of factors
and multiples to understand tests
of divisibility by 3, 6 and 9.
6Np.03 Compose, decompose and
regroup numbers, including
decimals (tenths, hundredths and
thousandths).
Initially introduce learners to term-to-term rules, modelling
different examples. Before introducing position-to-term rules,
support learners to use the relationship between repeated
addition and multiplication to find any term of a linear sequence.
(5Nc.03)
Ensure learners are aware of the different types of spatial
patterns, particularly those relating to square and triangular
numbers. Learners should use spatial patterns to assist their
understanding of generating terms in the sequence of square
numbers, i.e. understand why 5 × 5 would generate the 5th square
number. (5Nc.04)
Learners will have covered the tests of divisibility for 2, 5, 10 and
100 in Stage 5. Introduce the tests of divisibility for 4, 8, 25 and 50
before introducing the tests of divisibility for 3, 6 and 9. (5Ni.07
and 4Ni.08)
Ensure learners can first compose, decompose and regroup
whole numbers, before moving on to decimals. For example,
when subtracting 35 from 72, can they regroup 1 ten from the 72
into 10 ones to perform the calculation. Similarly, cover the idea

Transition to Stage 6 Mathematics 1


6Nf.03 Use knowledge of
equivalence to write fractions in
their simplest form.
6Nf.06 Estimate, multiply and
divide proper fractions by whole
numbers.
Geometry and Measure
6Gp.02 Use knowledge of 2D
shapes and coordinates to plot
points to form lines and shapes in
all four quadrants.
Repetition of learning:
The table below lists the Stage 6 learning objectives that learners transitioning from the current curriculum to
the new curriculum are likely to have already covered, in whole or in part, and how to approach this in teaching
to help to ensure a successful transition.
Number
6Nc.02 Recognise the use of
letters to represent quantities that
vary in addition and subtraction
calculations.
Transition to Stage 6 Mathematics
that 10 tenths can be regrouped as 1 whole. (5Np.04 and
4Np.03)
In Stage 5 learners will have been introduced to the equivalence
between halves, quarters and eighths, thirds and sixths, and fifths
and tenths. Explore equivalence between other fractions so that
learners are confident with recognising when two proper fractions
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have an equivalent value. For example, ask learners to write in
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three different ways. This will support their understanding of
writing any fraction it its simplest form. (4Nf.04)
Begin by focusing on multiplying and dividing unit fractions by
whole numbers, before moving on to multiplying and dividing any
proper fractions by whole numbers. Make use of diagrams to
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illustrate this. For example, show  3 by drawing a bar divided
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into 5 units and then subdivided into 3, giving 15 equal units.
(5Nf.06)
Begin by focusing learners on making use of knowledge of 2D
shapes when plotting in the first quadrant only (positive number
coordinates only). For example, determining where the fourth
vertex of a rectangle should be plotted with the other three
vertices given as (1, 3), (1, 5) and (4, 3). (5Gp.02)
Learners will have already used symbols such as 􀂅 or Δ to
represent an unknown, e.g. Δ + 􀂅 = 10. To consolidate this area,
learners should spend time creating their own number statements
with unknowns, showing how they can be solved.
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