Year 6 Maths Practice Statement trackers

Equations and relationships

• Developing a rule for a growing pattern in words and making conjectures about further elements in the pattern
• Checking the truth of and completing open number sentences that involve all four operations and that include the use of inequalities, respecting the order of operations (e.g. 8 × 7 ≤ 8 × 5 + 4^2, true or false?)
• Developing a rule for a growing pattern in words and making conjectures about further elements in the pattern
• Locating coordinate points on a coordinate plane, including points found on the x- or y-axis
• Generating a table of values from a rule for a growing pattern and plotting these points on a coordinate plane

Pathways

• Interpreting and creating grid references and simple scales on maps, using directional language including the four main compass points, turn (in degrees), and distance (in m, km) to locate and describe positions and pathways

Shapes

• Identifying, classifying, and explaining similarities and differences between 2D shapes (including different types of triangles and quadrilaterals) and between prisms and pyramids
• Identifying and describing the interior angles of triangles and quadrilaterals
• Identifying shapes with rotational symmetry and determining their order of rotational symmetry

Spatial reasoning

• Visualising, creating, and describing 2D geometric patterns and tessellations using rotation, reflection, and translation, and identifying the properties of the shapes that do not change
• Predicting the results of two-step transformations (reflections, translations, rotations) on 2D shapes

Algebra

• Students will be taught the following new words: constant (amount of change), coordinate plane, XY graph, x-axis, y-axis, inequality, ordered pairs

Geometry

• Students will be taught the following new words: angles at a point, on a straight line, vertically opposite angles, interior angle, kite, parallelogram, rhombus, trapezium, map scale, right-angled triangle, rotational symmetry, tessellation

Measurement

• Students will be taught the following new words: cubic centimetre (cm3), cubic metre (m3), protractor, square centimetre (cm2), square metre (m2)

Number

• Students will be taught the following new words: brackets, efficient, simplest form, square number, cube number, systematically, thousandth

Probability

• Students will be taught the following new words: experiment, impossible, unlikely, evenly likely, likely, certain, outcome, sample space

Statistics

• Students will be taught the following new words: mean, range, time-series data

Measuring

• Accurately measuring length with a ruler, mass (weight) with scales, capacity with measuring jugs, temperature with a thermometer, and duration with a timer, using appropriate metric or time-based units or a combination of units (e.g. 2 hours and 30 minutes)
• Estimating (using benchmarks) length, mass (weight), capacity, temperature, and duration, using appropriate metric or time-based units or a combination of units
• Converting metric units of length (m and cm), mass (g and kg), and capacity (L and mL), including combining mixed units to produce units with up to 2 decimal places (e.g. 10 kg and 500 g = 10.5 kg)
• Calculating, estimating, and comparing the volumes of cubes and rectangular prisms using standard units, including cubic centimetres (cm3) and cubic metres (m3)
• Visualising, estimating, and calculating (using multiplication) the areas of rectangles and right-angled triangles (in cm2 and m2) and the volumes of rectangular prisms (in cm3)
• Classifying, measuring, and constructing angles up to 360°, using a protractor
• Identifying and describing angles at a point, angles on a straight line, and vertically opposite angles, using angle notation
• Reasoning about and finding unknown angles in situations involving angles at a point, angles on a straight line, and vertically opposite angles
• Converting between units of time (h, min, s)
• Measuring duration in both 12- and 24-hour time systems
• Finding elapsed time in minutes across an hour (e.g. the difference between 2:53 pm and 3:28 pm)
• Using and interpreting timetables to calculate the duration of events (e.g. bus and train schedules)

Financial mathematics

• Calculating 10%, 25%, and 50% of whole dollar amounts (e.g. 50% of $280)
• Investigating questions involving purchases (e.g. ensuring there's enough money)

Number structures

• Reading, writing, comparing, and ordering any whole number and representing them using base 10 structure
• Finding factor pairs for numbers that result from multiplying any two whole numbers between 1 and 12
• Rounding whole numbers to the nearest million, hundred thousand, ten thousand, thousand, hundred, or ten
• Rounding hundredths to the nearest whole number or tenth
• Recognising square and cube numbers and the notation for squared (2) and cubed (3)
• Memorising the square numbers to 144 and cube numbers to 125
• Counting forwards and backwards with positive whole numbers, including working with negative numbers (e.g. starting at −6 and counting backwards in 2s)

Operations

• Adding and subtracting any whole numbers
• Multiplying any whole number by a two-digit number (e.g. 542 × 12)
• Dividing up to five-digit whole numbers by a one-digit divisor, with a remainder (e.g. 1283 ÷ 5 = 256, remainder 3)
• Connecting finding unit fractions of whole numbers to division (with remainders) (e.g. 1—6 of 31 is equivalent to 31 ÷ 6 = 51—6 )
• Representing remainders from division as whole numbers, fractions, or rounded decimals, as appropriate to the context

Rational numbers

• Reading, writing, and representing tenths, hundredths, and thousandths as fractions and decimals
• Comparing and ordering numbers with up to three decimal places
• Memorising decimal and percentage equivalents of common fractions (1/2, 1/4, 3/4, 1/5, 2/5, 3/5, 4/5) including fractions with denominators that are 10 or 100
• Converting decimal tenths and hundredths to fractions and percentages (e.g. 0.31 = 31/100 = 31%)
• Multiplying and dividing numbers by 10, 100, or 1,000 to make decimals and whole numbers (e.g. 1.3 × 10 = 13) and to identify tenths, hundredths, and thousandths places
• Finding equivalent fractions
• Comparing and ordering fractions where at least one denominator is a common multiple of all the others
• Converting between mixed numbers and improper fractions
• Adding and subtracting fractions and mixed numbers when one denominator is a multiple of the other
• Adding and subtracting decimals to three decimal places
• Finding a non-unit fraction of a whole number, using multiplication and division facts and where the answer is a whole number (e.g. 2/3 of 240)
• Finding a whole set or amount when given a non-unit fraction, using multiplication and division facts (e.g. 3/4 of the set is 90, what is the whole set?)
• Finding common percentages (1%, 10%, 20%, 25%, 50%, 75%) of whole numbers
• Finding the whole (100%) when given a percentage (e.g. 75% is 24)
• Reasoning proportionally with fractions, decimals, and percentages to compare two quantities and determine missing values

Experimental probability

• Listing the sample space of an event (e.g. the sample space for rolling a die is 1, 2, 3, 4, 5, 6)
• Calculating the probabilities of individual outcomes
• Calculating probabilities using a spinner, where each event is a fraction or combination of fractions on the spinner
• Answering questions about the probability of combinations of outcomes, including checking that the sum of all the probabilities is 1

Developing knowledge from data

• Collecting time-series data (e.g. how the mass of a kilogram of carrots varies over 5 days)
• Calculating the mean for numerical data
• Calculating the range for numerical data

Interpretation of data

• Identifying whether a time-series graph shows a trend
• Calculating an average and a range for continuous numerical data
• Interpreting data visualisations, including those from contemporary media

Visualisation of data

• Creating time-series graphs
• Choosing and creating an appropriate data visualisation for a given set of data