Year 6 Maths
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Year 6 programme of study (statutory requirements) 
Notes and guidance (nonstatutory) 
Number, place value and rounding Pupils should be taught to:

Number, place value and rounding Pupils should use the whole number system, including saying, reading and writing numbers accurately. 
Addition, subtraction, multiplication and division Pupils should be taught to:

Addition, subtraction, multiplication and division Pupils should practise addition, subtraction, multiplication and division for larger numbers, using the efficient written methods of columnar addition and subtraction, short and long multiplication, and short and long division. They should undertake mental calculations with increasingly large numbers and more complex calculations. Pupils should continue to use all the multiplication tables to calculate mathematical statements in order to maintain their Pupils should round answers to a specified degree of accuracy. Pupils explore the order of operations using brackets; for example, 2 + 1 x 3 = 5 and (2 + 1) x 3 = 9. Common factors can be related to finding equivalent fractions. 
Fractions Pupils should be taught to:

Fractions Pupils should use their understanding of the relationship between unit fractions and division to work backwards by multiplying a quantity that represents a unit fraction to find the whole quantity (e.g. if ^{1}/_{4} of a length is 36cm, then the whole length is 36 × 4 = 144cm). They should practise with simple fractions and decimal fraction equivalents to aid fluency, including listing equivalent fractions to identify fractions with common denominators. Denominators of given fractions should not exceed 12, with the exception of 100 and Pupils can explore and make conjectures about converting a simple fraction to a decimal fraction (e.g. 3 ÷ 8 = 0.375). For simple fractions with recurring decimal equivalents, pupils should learn about rounding the decimal to three decimal places. Pupils should practise, use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator. They should start with fractions where the denominator of one fraction is a multiple of the other (e.g. ^{1}/_{2} + ^{1}/_{8} = ^{5}/_{8}) and progress to varied and increasingly complex problems. Pupils should use a variety of images to support their understanding of multiplication with fractions. This follows earlier work about fractions as operators, as numbers, and as equal parts of objects, for example as parts of a rectangle. 
Decimals and fractions Pupils should be taught to:

Decimals and fractions Pupils should begin to multiply and divide numbers with up to two decimal places by onedigit and twodigit whole numbers. Pupils multiply decimals by whole numbers, starting with the simplest cases, such as 0.4 × 2 = 0.8, and in practical contexts, such as measures and money. Pupils should also be introduced to the division of decimal numbers by onedigit whole numbers and, initially, in practical contexts involving measures and money. They should recognise division calculations as the inverse of multiplication. Pupils should also develop their skills of rounding and estimating as a means of predicting and checking the order of magnitude of their answers to decimal calculations. This includes rounding answers to a specified degree of accuracy and checking the reasonableness of their answers. 
Percentages, decimals and fractions Pupils should be taught to:

Percentages, decimals and fractions Pupils should understand that calculating a percentage of a quantity is the same as calculating a fraction of a quantity. 
Ratio and proportion Pupils should be taught to:

Ratio and proportion Pupils should consolidate their understanding of ratio when comparing quantities, sizes and scale drawings by solving a variety of problems. They may use the notation a:b to record their work. Pupils should recognise proportionality in contexts when the relations between quantities are in the same ratio (e.g. similar shapes, recipes). 
Algebra Pupils should be taught to:

Algebra Pupils should be introduced to the use of symbols and letters to represent variables and unknowns in mathematical situations that they already understand, such as:

Measures Pupils should be taught to:

Measures Using the number line, pupils should use, add and subtract positive and negative integers for measures such as temperature. They should know approximate conversions and be able to tell if an answer is sensible. They should relate the area of rectangles to parallelograms and triangles, and be able to calculate their areas, understanding and using the formula to do this. Pupils could be introduced to other compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate. 
Geometry: properties of shapes Pupils should be taught to:

Geometry: properties of shapes Pupils should draw shapes and nets accurately, using measuring tools and conventional markings and labels for lines and angles. Pupils should describe the properties of shapes and explain how unknown angles and lengths can be derived from known 
Geometry: position, direction, motion Pupils should be taught to:

Geometry: position, direction, motion Pupils should draw and label a pair of axes in all four quadrants with equal scaling. This extends their knowledge of one quadrant to all four quadrants, including the use of negative numbers. Pupils should draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using the properties of shapes. 
Data Pupils should be taught to:

Data Pupils should connect their work on angles, fractions and percentages to the interpretation of pie charts. Pupils should both encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects. They should connect conversion from kilometres to miles in measure to its graphical representation. Pupils should know when it is appropriate to find the mean of a data set. 