Term-by-term mathematics assessment across primary school

Curriculum Maps
for
Progress in Understanding Mathematics Assessment
Termly content for Year 6
The PUMA tests provide thorough coverage of the new National Curriculum Programme of Study for the particular year. These Curriculum
Maps take in the new PoS, which describes what should be covered by the end of each year, and suggest how teaching of the material might
be allocated to each term. For any test to give reliable results, it needs to be valid – that is, to assess what has been taught – so the Curriculum
Maps help to define what PUMA assesses each term.

We hope that you will find the Curriculum Maps useful in planning your teaching and for liaison across the school. The PUMA test for each term
includes much, but obviously not all, of the curriculum we have described for that term. We anticipate that much of the material is introduced in
the Autumn term and reinforced in subsequent terms.

 Blue highlighting denotes specific material moved down from a higher year.
 Yellow highlighting denotes content not explicit in the PNS for the year, to help you transfer from your existing lesson planning.
 Purple text denotes repeated statements.
 Italics indicate illustrative examples, non-statutory notes and guidance from the new PoS. (NB most of the non-statutory notes and
guidance are new, from a higher year, or beyond the PNS.)

You will notice a lot of yellow highlighting, to make you aware of even very small changes. It often indicates little more than an expansion and
clarification of what you would already be teaching using the PNS. We have also highlighted the same material in all 3 terms, where it is
typically taught in the autumn term, but used and reinforced in subsequent terms.
Y6 section Autumn Spring Summer
NUMBER
Number and  Read, write, order and  Read, write, order and  Read, write, order and
place value compare numbers up to 10 000 compare numbers up to 10 000 compare numbers up to 10 000
000 and determine the value of 000 and determine the value of 000 and determine the value of
each digit e.g. What must be each digit each digit
added to 26 523 to change it to
54 525?  Round any whole number to a  Round any whole number to a
required degree of accuracy required degree of accuracy
 Round any whole number to a e.g. Give an example of a e.g. What is the smallest
required degree of accuracy number which you might round number which rounds to 500
e.g. round 265 496 to the to the nearest 10? Nearest 10 000, to the nearest 1000? (499
nearest 10 000 (270 000) 000? 500).

 Solve number and practical  Use negative numbers in  Use negative numbers in
problems that involve number, context, and calculate intervals context, and calculate intervals
place value and rounding e.g. across zero e.g. how much across zero
What is the largest 5-digit warmer is 5°C than -4°C? (9°C)
number whose digits sum to  Solve number and practical
20? (99200).  Solve number and practical problems that involve number,
problems that involve number, place value and rounding e.g.
place value and rounding e.g. What is the smallest 4-digit
What is the smallest number integer whose digits sum to
which rounds to 35 000, to the 20? (10199).
nearest 1000? (34 500).

Addition,  Continue to use all the  Continue to use all the  Continue to use all the
subtraction, multiplication tables to 12 × 12 multiplication tables to 12 × 12 multiplication tables to 12 × 12
multiplicatio in order to maintain their in order to maintain their in order to maintain their
n and fluency e.g. 84÷12 fluency fluency
division
 Continue to practise the four  Continue to practise the four  Continue to practise the four
operations for larger numbers operations for larger numbers operations for larger numbers
using the formal written using the formal written using the formal written
methods of columnar addition methods of columnar addition methods of columnar addition
 and subtraction, short and long and subtraction, short and long and subtraction, short and long
multiplication, and short and multiplication, and short and multiplication, and short and
long division long division long division

 Multiply multi-digit numbers up  Multiply multi-digit numbers up  Multiply multi-digit numbers up

to 4 digits by a two-digit whole to 4 digits by a two-digit whole to 4 digits by a two-digit whole
number using the formal number using the formal number using the formal written
written method of long written method of long method of long multiplication
multiplication multiplication
 Perform mental calculations,
 Perform mental calculations,  Perform mental calculations, including with mixed operations
including with mixed operations including with mixed operations and large numbers e.g. (13 400
and large numbers e.g. (13 500 and large numbers + 10 600) × 4 ÷ 12 = 8000
× 2) ÷ 9 = 3000
 Solve addition and subtraction  Solve addition and subtraction
 Solve addition and subtraction multi-step problems in multi-step problems in
multi-step problems in contexts, deciding which contexts, deciding which
contexts, deciding which operations and methods to use operations and methods to use
operations and methods to use and why e.g. Three people won and why e.g. Write a number
and why e.g. There are 6534 £365 496 on the lottery; one story for this number sentence:
cars parked in a 3-storey car received £197 540, another 23.5 = 20.4 + 4.9 - 1.8
park; 1398 are on the first floor received £40 010; how much
and 3765 are on the second did the third person receive?  Solve problems involving
floor; how many cars are addition, subtraction,
parked on the third floor?  Solve problems involving multiplication and division e.g.
addition, subtraction, Club A sold 3500 tickets for
 Solve problems involving multiplication and division e.g. I £9.50 each and Club B sold
addition, subtraction, think of a number and subtract 8150 tickets for £3.50; how
multiplication and division e.g. 5.6 from it then multiply the much more money did Club A
396 children and 37 adults result by 6; the answer is 7.2; make than Club B?
went on a school trip; buses what was my number?
seat 57 people; how many  Use estimation to check
buses were needed?  Use estimation to check answers to calculations and
answers to calculations and determine, in the context of a
 Use estimation to check determine, in the context of a problem, levels of accuracy
 answers to calculations and problem, levels of accuracy
determine, in the context of a e.g. A box contains  Identify common factors,
problem, levels of accuracy. approximately 52 matches; common multiples and prime
e.g. find the perimeter of a how many boxes can be filled numbers e.g. Find the highest
football pitch with side lengths with 10 000 matches? common factor of 120, 90 and
105.3m and 46.8m (estimate: 75 (15) or Find all the prime
(105+45)×2=300m; actual:  Identify common factors, numbers between 80 and 100.
(105.3+46.8)×2=304.2m (same common multiples and prime
number of decimal places as numbers e.g. Find the smallest
numbers in the question) common multiple of 5, 6 and 8  Divide numbers up to 4 digits
(120) by a two-digit whole number
 Identify common factors, using the formal written method
common multiples and prime  Divide numbers up to 4 digits of long division, and interpret
numbers e.g. common factors by a two-digit whole number remainders as whole number
of 12 and 15 are 1 and 3; using the formal written method remainders, fractions, or by
common multiples of 4 and 6 of long division, and interpret rounding, as appropriate for the
are 12, 24, 36…; prime remainders as whole number context
numbers are numbers with remainders, fractions, or by
exactly 2 factors e.g. 2, 3, 5, 7, rounding, as appropriate for the  Use their knowledge of the
11, 13, … context order of operations to carry out
calculations involving the four
 Use their knowledge of the operations and using brackets
order of operations to carry out e.g. 14 x (29 – 12) + 7 = 245
calculations involving the four
operations and using brackets;
e.g. 2 + 1 x 3 = 5 and (2 + 1) x
3 = 9.

FRACTIONS
Fractions  Use common factors to simplify  Use common factors to simplify  Use common factors to simplify
(including fractions e.g. as the numerator fractions; use common fractions; use common
decimals and and denominator have a multiples to express fractions in multiples to express fractions in
percentages) common factor of 4, 12/16 can be the same denomination the same denomination
simplified to 3/4; use common
multiples to express fractions in  List equivalent fractions to  List equivalent fractions to
 the same denomination e.g. as identify fractions with common identify fractions with common
the denominators have a denominators denominators
common multiple of 12, 3/4 and
5
/6 can both be expressed in  Compare and order fractions,  Compare and order fractions,
twelfths i.e. 9/12 and 10/12 including fractions >1 e.g. put including fractions >1 e.g. put
respectively these fractions in order from these fractions in order from
the smallest: 5/4, 5/6, 3/2, 4/3 the smallest: 5/4, 5/6, 3/5, 4/3
 List equivalent fractions to
identify fractions with common  Associate a fraction with  Associate a fraction with
denominators division and calculate decimal division and calculate decimal
fraction equivalents e.g. 0.375 fraction equivalents e.g. 0.375
 Compare and order fractions, for a simple fraction e.g. 5/8 for a simple fraction e.g. 5/8
including fractions >1 e.g. put
these fractions in order from  Use understanding of  Use understanding of
the smallest: 5/4, 5/8, 3/2, 14/8 relationship between unit relationship between unit
fractions and division to work fractions and division to work
 Identify the value of each digit backwards by multiplying a backwards by multiplying a
to three decimal places and quantity that represents a unit quantity that represents a unit
multiply and divide numbers by fraction to find the whole fraction to find the whole
10, 100 and 1000 where the quantity e.g. if ¼ of a length is quantity e.g. if 1/5 of a mass is
answers are up to three 36cm, then the whole length is 150g, then the whole mass is
decimal places e.g. 205.6 ÷ 36 × 4 = 144cm 150 × 5 = 750g
100 =2.056
 Add and subtract fractions with  Add and subtract fractions with
 Multiply one-digit numbers with different denominators and different denominators and
up to two decimal places by mixed numbers, using the mixed numbers, using the
whole numbers e.g. 0.6 x 7 concept of equivalent fractions concept of equivalent fractions
e.g. 1/2 + 1/8 = 5/8 e.g. 13/4 - 5/6 = 11/12
 Recall and use equivalences
between simple fractions,  Identify the value of each digit  Use a variety of images to
decimals and percentages, to three decimal places and support understanding of
including in different contexts multiply and divide numbers by multiplication with fractions
e.g. order 4/5 , 75%, 0.9, 19/20 10, 100 and 1000 where the
answers are up to three  Multiply simple pairs of proper
decimal places e.g. × 100 = fractions, writing the answer in
 140.8 its simplest form e.g. ¼ × 1/2 =
1
/8
 Multiply one-digit numbers with
up to two decimal places by  Divide proper fractions by
whole numbers e.g. 0.06 x 8 whole numbers e.g. 1/3 ÷ 2 = 1/6
 Use written division methods in  Identify the value of each digit
cases where the answer has to three decimal places and
up to two decimal places e.g. multiply and divide numbers by
458 ÷ 8 = 57.25 10, 100 and 1000 where the
answers are up to three
 Multiply and divide numbers decimal places e.g. ÷ 1000 =
with up to two decimal places 0.45
by one-digit and two-digit
whole numbers e.g. 3.15 × 62  Multiply one-digit numbers with
up to two decimal places by
 Solve problems which require whole numbers e.g. 0.04 x 12
answers to be rounded to
specified degrees of accuracy  Use written division methods in
and check the reasonableness cases where the answer has
of answers. up to two decimal places e.g.
693 ÷ 15 = 14.2
 Recall and use equivalences
between simple fractions,  Multiply and divide numbers
with up to two decimal places
decimals and percentages,
by one-digit and two-digit whole
including in different contexts. numbers e.g. 93.15 ÷ 5
e.g. find a fraction which lies
between 0.4 and 0.5  Solve problems which require
answers to be rounded to
specified degrees of accuracy
and check the reasonableness
of answers.

 Recall and use equivalences

 between simple fractions,
decimals and percentages,
including in different contexts
e.g. find a decimal which lies
between 3/8 and ½

Ratio and  Solve problems involving the  Solve problems involving the  Solve problems involving the
proportion relative sizes of two quantities relative sizes of two quantities relative sizes of two quantities
where missing values can be where missing values can be where missing values can be
found by using integer found by using integer found by using integer
multiplication and division facts multiplication and division facts multiplication and division facts
e.g. adjust a recipe for 4 e.g. adjust a recipe for 4 e.g. adjust a recipe for 6
people, to serve 20 people people, to serve 6 people people, to serve 15 people

 Solve problems involving  Solve problems involving

similar shapes where the scale similar shapes where the scale
factor is known or can be found factor is known or can be found
e.g. two rectangular picture e.g. On a map 2cm represents
frames are the same shape, 1km; a road measures 7cm on
but one is bigger than the the map, how long is it in real
other; the smaller one life?
measures 10cm by 15cm; the
larger frame has a width of  Use the notation a : b to record
30cm, what is its length? ratio

 Begin to use the notation a : b  Solve problems involving the

to record ratio calculation of percentages (e.g.
measures) such as 15% of 360
 Solve problems involving the and the use of percentages for
calculation of percentages (e.g. comparison
measures) such as 15% of 360
and the use of percentages for  Link percentages of 360° to
comparison calculating angles of pie charts

 Link percentages of 360° to  Solve problems involving

 calculating angles of pie charts unequal sharing and grouping
using knowledge of fractions
 Solve problems involving and multiples e.g. the ratio of
unequal sharing and grouping boys to girls in class 6 is 1:2;
using knowledge of fractions there are 8 boys, how many
and multiples e.g. for every egg girls are there?.
you need three spoons of flour;
how many eggs are needed for
12 spoons of flour?

Algebra  Use symbols and letters to  Use symbols and letters to  Use symbols and letters to
represent variables and represent variables and represent variables and
unknowns in mathematical unknowns in mathematical unknowns in mathematical
situations… situations… situations…
o missing numbers, o missing numbers, o missing numbers,
lengths, coordinates lengths, coordinates lengths, coordinates
and angles e.g. 3x=24 and angles e.g. and angles e.g. 68=6t-4
or the angles in a 5y+1=16 or the angles or the angles in a kite
triangle are 35°, 120° in an isosceles triangle are x°, x°, 15° and 53°;
and y°; find y are 50°, y° and y°; find find x, or plot points (x,
y y) where x+y=10
o mathematics and o mathematics and o mathematics and
science formulae e.g. science formulae e.g. science formulae e.g.
A=l×w P=2(l+w) A=½(l×h)
o arithmetic rules e.g. o arithmetic rules e.g. o arithmetic rules
a+b=b+a a×b=b×a o generalising number
o generalising number patterns e.g. 6, 11, 16,
 Express missing number patterns e.g. 3, 6, 9, 12, 21, … 5n+1
problems algebraically e.g. 17 … 3n o number puzzles e.g.
= x + 4.5 o number puzzles e.g. x+y=10 and 2x+y=13;
a+b=8.5 and a×6=15; find x and y
 Use simple formulae find a and b
expressed in words e.g. write a  Express missing number
formula for the number of  Express missing number problems algebraically e.g. I’m
months, m, in y years. (y=12m) problems algebraically e.g. the thinking of a number; I double it
 perimeter of a triangle is 20cm; and subtract 12 from the result;
 Enumerate all possibilities of it has two sides of length 8cm; the answer is 60; what was my
combinations of two variables what is the length of the other number? (2x-12=60, so 2x=72,
e.g. investigate how many side? (20=2×8+x so x=4cm) so x=36)
different ways 2 red eggs can
be placed in a 6-space egg  Use simple formulae  Use simple formulae expressed
carton, by starting with a 3- expressed in words e.g. write a in words e.g. write a formula for
space carton, 4-space carton formula for the cost of a party, the cost of a taxi journey, C,
etc? C, which costs £100 plus £2 which is £2.10 plus £1.60 per
per person, n. (C=100+2n) kilometre, k. (C=2.10+1.60k)

 Enumerate all possibilities of  Enumerate all possibilities of

combinations of two variables combinations of two variables
e.g. investigate all possible e.g. list all the combinations of
half-time scores when the full boys and girls in a class where
time score of a football match there are twice as many boys
is 4:2 as girls and between 25 & 35
children in the class altogether.
 Generate and describe linear
number sequences e.g. write  Generate and describe linear
the first 5 terms in a ‘decrease number sequences e.g. 6, 13,
by 9’ sequence starting from 20, 27, … 7n-1
20, or find the nth term of a
simple sequence e.g. 4, 8, 12,  Find pairs of numbers that
16, … 4n satisfy number sentences
involving two unknowns. e.g. a
 Find pairs of numbers that – b = 5, give pairs of values
satisfy number sentences that a and b could have (e.g. 8,
involving two unknowns. e.g. a 3 or 6.5, 1.5 or …)
– b = 5, give pairs of values
that a and b could have (e.g. 8,
3 or 6.5, 1.5 or …) or. p×q=24;
if p and q are both positive,
even numbers, list all the
possible combinations (e.g.
 2×12, 4×6, …)

MEASUREMENT
Measuremen  Use, read, write and convert  Use, read, write and convert  Use, read, write and convert
t between standard units, between standard units, between standard units,
converting measurements of converting measurements of converting measurements of
length, mass, volume and time length, mass, volume and time length, mass, volume and time
from a smaller unit of measure from a smaller unit of measure from a smaller unit of measure
to a larger unit, and vice versa, to a larger unit, and vice versa, to a larger unit, and vice versa,
using decimal notation to three using decimal notation to three using decimal notation to three
decimal places e.g. 4.52kg = decimal places decimal places
4520g; 1.005km = 1005m
 Recognise that shapes with the  Recognise that shapes with the
 Recognise that shapes with the same areas can have different same areas can have different
same areas can have different perimeters and vice versa e.g. perimeters and vice versa e.g.
perimeters and vice versa e.g. investigate triangles with areas investigate parallelograms with
investigate rectangles with of 12cm2 to find which has the areas of 24cm2 to find which
areas of 24cm2 to find which smallest perimeter has the smallest perimeter
has the smallest perimeter
 Recognise when it is possible  Recognise when it is possible
 Recognise when it is possible to use formulae for area and to use formulae for area and
to use formulae for area of volume of shapes e.g. find the volume of shapes e.g. find the
shapes e.g. find the length of length of the side of a cube height of cuboid which is 12cm
rectangle which is 4m wide and with a volume of 27cm3 long, 2cm high and has the
has the same area as a square same volume as a cube with
with a side length of 8cm.  Calculate the area of sides of 6cm
parallelograms and triangles,
 Calculate the area of triangles, relating it to the area of  Calculate the area of
relating it to the area of rectangles, e.g. compare the parallelograms and triangles,
rectangles, e.g. compare the ‘counting squares’ method to relating it to the area of
‘counting squares’ method to using the formula for the area rectangles
using the formula for the area of a parallelogram
of a triangle  Solve problems involving the
 Solve problems involving the calculation and conversion of
calculation and conversion of units of measure, using
 units of measure, using decimal notation to three
decimal notation to three decimal places where
decimal places where appropriate e.g. A jug holds
appropriate e.g. Ben walked 550ml; how may jugs of water
850m to the bus stop, travelled are needed to fill a 4.8 litre
on a bus for 8.67km and then a bucket?
train for 120.9km; how far did
he travel altogether?  convert between miles and
kilometres and other units
 Convert between miles and commonly used e.g. use a
kilometres and other units conversion line graph or be
commonly used e.g. know that able to work out that 6 pints of
a mile is approximately 1.6km milk is a bit more than 3 litres
(and 1km is approximately
0.6miles) and use this to make  calculate, estimate and
rough calculations compare volume of cubes and
cuboids using standard units,
 Calculate, estimate and including centimetre cubed
compare volume of cubes and (cm3) and cubic metres (m3)
cuboids using standard units, and extending to other units,
including centimetre cubed
such as mm3 and km3.
(cm3) and cubic metres (m3)
and extending to other units,  Begin to use compound units
such as mm3 and km3. for speed e.g. miles per hour

GEOMETRY
Properties of  Draw 2-D shapes using given  Draw 2-D shapes using given  Draw 2-D shapes using given
shapes dimensions and angles using dimensions and angles using dimensions and angles using
measuring tools and measuring tools and measuring tools and
conventional markings and conventional markings and conventional markings and
labels for lines and angles e.g. labels for lines and angles e.g. labels for lines and angles e.g.
same length lines, parallel lines complete a triangle with given construct a triangle or complete
and same size angles: lengths and angles a parallelogram with given
lengths and angles
  Recognise, describe and build
simple 3-D shapes, including  Recognise, describe and build
making nets e.g. visualise 3-D simple 3-D shapes, including
shapes drawn on isometric making nets
paper and begin to draw 2-D
representations of 3-D shapes  Compare and classify
geometric shapes based on
 Recognise, describe and build  Compare and classify their properties and sizes and
simple 3-D shapes, including geometric shapes based on find unknown angles in any
making nets e.g. investigate their properties and sizes (e.g. triangles, quadrilaterals, and
different nets for a cube, parallel sides, line symmetry, regular polygons
recognising when ‘nets’ will fold types of angles etc) and find
to make a cube and when they unknown angles in any  Recognise angles where they
will not. triangles, quadrilaterals, and meet at a point, are on a
regular polygons straight line, or are vertically
opposite, and find missing
 Recognise angles where they angles describing them
meet at a point, are on a algebraically e.g. a=180-(b+c)
straight line, or are vertically
opposite, and find missing  Illustrate and name parts of
angles describing them circles, including radius,
algebraically e.g. a=180-(b+c). diameter and circumference
and know that the diameter is
twice the radius describing it
algebraically as d=2×r
Position and  Describe positions on the full  Describe positions on the full  Describe positions on the full
direction coordinate grid (all four coordinate grid (all four coordinate grid (all four
quadrants) e.g. (-3, 7) quadrants) quadrants)

 Draw and translate simple  Draw and translate simple  Draw and translate simple
shapes on the coordinate shapes on the coordinate shapes on the coordinate
plane, and reflect them in the plane, and reflect them in the plane, and reflect them in the
axes. axes. axes.

 Predict missing coordinates of  Predict missing coordinates of  Predict missing coordinates of

 quadrilaterals by using the quadrilaterals by using the quadrilaterals by using the
properties of shapes, which properties of shapes, which properties of shapes, which
may be expressed may be expressed may be expressed algebraically
algebraically e.g. translating algebraically e.g. translating e.g. translating vertex (a, b) to
vertex (a, b) to (a-2, b+3), or vertex (a, b) to (a-2, b+3), or (a-2, b+3), or find the other
find the other vertices of a find the other vertices of a vertices of a square, given two
square, given two of them are square, given two of them are of them are (a, b) and (a+d,
(a, b) and (a+d, b+d) (a, b) and (a+d, b+d) b+d)

 Draw and label a pair of axes in

all four quadrants with equal
scaling.

STATISTICS
Use and  Interpret and construct pie  Calculate and interpret the  Calculate and interpret the
interpret data charts and line graphs and use mean as an average. e.g. find mean as an average.
these to solve problems e.g. the mean height of these
draw a pie chart to show how children: 1.2m, 1.07m and  Interpret and construct pie
Jack spends his £36 birthday 1.12m charts and line graphs and use
money: these to solve problems e.g.
o £9 snacks  Interpret and construct pie connect conversion from
o £15 toys charts and line graphs and use kilometres to miles in measure
o £12 books these to solve problems e.g. to its graphical representation.
create a conversion graph for
 Encounter and draw graphs pounds and Euros  Encounter and draw graphs
relating two variables, arising relating two variables, arising
from their own enquiry and in  Encounter and draw graphs from their own enquiry and in
other subjects e.g. a relating two variables, arising other subjects.
scattergraph connecting from their own enquiry and in
heights of children and their other subjects.
long-jump distance