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Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 1 Place value, ordering, estimating, Read and write whole numbers to at least 10000 in figures and words, and Numbers to 10 000 Number names, ordinal numbers rounding know what each digit represents. 3 days Reading numbers from scales Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 7-11, 62-68 9 7-8 2 2 19, 35-38 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 62 Specific Starter for Numbers to Specific Starter for Numbers to Fun Run 10000 TF 7-11 10000 TF 7-11 Revising number names to 1000 Main 1 More runners TF 63 3 Number names for 4-digit 4 Castle visitors TF 66-67 Teaching Extending number names to 1000 numbers TF 65-66 Introducing ordinal number names thirtieth, fortieth …hundredth and 2 Number names for multiples of notation 30th, 40th … 100th 1000 TF 64-65 Core Pupil Activities TF 66 Pupil Activities TF 66 Textbook page 8 TF 68 Activities 1 Pupil Sheet 9 2 Writing digits in 4-digit numbers Number words and numerals 3 Making and writing 4-digit numbers Textbook page 7 TF 68 Support Consolidate reading and writing Pupil Activities TF 66 Textbook page 8 TF 68 number names to 1000 and for 1 Pupil Sheet 9 With the pupils as a group create a multiples of 1000. Number words and numerals display of the ordinal names tenth, twentieth, … hundredth before they do the page. Extension Pupil Activities TF 66 Pupil Activities TF 66 Textbook page 8 TF 68 1 Pupil Sheet 9 3 Making and writing 4-digit In pairs give the pupils a set of 1 – Number words and numerals numbers 100 number cards. Ask them to 2 Writing digits in 4-digit numbers As each pupil selects four cards ask select 10 cards, write in figures and them to make the largest number words the equivalent ordinal they can. Recording (in words) only numbers and then order them from the numbers they create, ask each smallest to largest. child to use a calculator to find the total of all their numbers. The highest total wins. Framework planner Year 4 Autumn Term Plenary Consolidate reading and writing Follow-up for Textbook page 7 Follow-up for Textbook page 8 number names to 1000 and for TF 68 TF 68 multiples of 1000. Home Activity 2 Check-up 2 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 2 Understanding + and Consolidate understanding of relationship between + and -. Addition to 1000 Addition to 100: mental strategies Mental calculation strategies Count on or back in repeated steps of 1, 10 or 100. 5 days (+ and ) Partition into tens and units, adding the tens first. Identify near doubles, using known doubles (e.g. 150 + 160). Add or subtract the nearest multiple of 10, then adjust. Continue to use the relationship between addition and subtraction. Add 3 or 4 small numbers, finding pairs totalling 10, or 9 or 11. Add three two-digit multiples of 10, such as 40 + 70 + 50. Pencil and paper procedures Use known number facts and place value to add or subtract mentally, including (+ and ) any pair of two-digit whole numbers. Making decisions and checking Use informal pencil and paper methods to support, record or explain results additions/subtractions. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 11-16, 84-91 11-12 11-14 3 4 6, 19-25, 34 PUPIL ACTIVITY Unit 3: SOFTWARE Addition to 1000 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 84 Specific Starter for Addition to Specific Starter for Addition to Specific Starter for Addition to Specific Starter for Addition to Number rows 1000 TF 11-16 1000 TF 11-16 1000 TF 11-16 1000 TF 11-16 Main 1 Revising addition involving 2 Pairs TF 86 3 Double-up TF 86-87 5 Adding two-digit numbers with 6 Snakes and ladders TF 89-90 Teaching two-digit multiples of 10 TF 85 Finding pairs of two-digit numbers Addition doubles from 20 + 20 to bridging TF 88-89 Adding several small numbers which total 100 or 60 50 + 50 4 Near doubles TF 87-88 Core Pupil Activity TF 85 Pupil Activity TF 86 Pupil Activity TF 88 Textbook page 12 TF 91 Textbook pages 13-14 TF 91 Activities 1 Pupil Sheet 11 1 Pupil Sheet 12 1 Card doubles A multiple of 10 and a two-digit Pairs totalling 100, 60 number Textbook page 11 TF 91 Support Pupil Activity TF 85 Pupil Activity TF 86 Pupil Activity TF 88 Textbook page 12 TF 91 Textbook pages 13-14 TF 91 1 Pupil Sheet 11 1 Pupil Sheet 12 1 Card doubles Provide a 0 – 100 number line for Provide a 0 – 100 number line for With the pupils as a group do Write a set of numbers less than 40. Place the cards face up and work as support. support. Work through the page further questions adding two For each number, ask pupils to a group to match them successfully. orally with the pupils as a group multiples of 10 before doing the write down the number making a before asking them to do it sheet. total 40. Repeat for 30 and 50. independently. Extension Pupil Activity TF 85 Pupil Activity TF 86 Pupil Activity TF 88 Textbook page 12 TF 91 Textbook pages 13-14 TF 91 1 Pupil Sheet 11 1 Pupil Sheet 12 1 Card doubles Ask the pupils to answer all the Ask pupils to find all the solutions Give each pair of pupils a set of Give pupils a set of two-digit Create five more pairs of cards to questions mentally and time possible for q3. Working in pairs multiple cards from 10 to 90 and a number cards less than 80. Ask give a total of ten cards in each set themselves to see how quickly they ask them to choose other sets of set of two-digit numbers cards. them to select a card and write with which to play the game. can find all the answers. Ask them numbers to find, e.g. all the pairs of Take turns to select one card from down the number which makes the to explain to each other how they numbers which are even and have a each set and read out the two card number up to 80. Repeat for found each answer. difference greater then 15. numbers. Their partner must find 70 and 90. Framework planner Year 4 Autumn Term the total mentally. Plenary Discuss children’s work. Discuss children’s work. Follow-up for Textbook page 11 Follow-up for Textbook page 12 Follow-up for Textbook pages TF 91 TF 91 13-14 TF 91 Home Activity 3 Check-up 4 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 3 Understanding + and Consolidate understanding of relationship between + and -. Subtraction to 1000 Subtraction to 100: mental strategies Mental calculation strategies Understand the principles (not the names) of the commutative and associative laws 5 days (+ and ) as they apply or not to addition and subtraction. Count on or back in repeated steps of 1, 10 or 100. Add or subtract the nearest multiple of 10, then adjust. Continue to use the relationship between addition and subtraction. Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers. Pencil and paper procedures Use informal pencil and paper methods to support, record or explain (+ and ) additions/subtractions. Making decisions and checking Check with the inverse operation. results Check the sum of several numbers by adding in reverse order. Check with an equivalent calculation. Use knowledge of sums or differences of odd/even numbers. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 17-20, 122-129 22, 96 25-28 7 7 5, 19-25, 34, 39 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 122-123 Specific Starter for Subtraction to Specific Starter for Subtraction to Specific Starter for Subtraction to Generic Starter TF 2-5 Mental subtraction 1000 TF 17-20 1000 TF 17-20 1000 TF 17-20 Using patterns of similar calculations Main 1 Subtracting mentally near 2 Two-steps TF 125 3 Three-steps TF 126-127 4 Checking TF 127-128 Revision/consolidation of work Teaching multiples of 10 TF 123-124 Revising subtraction of a single Revising subtraction of a two-digit Checking answers by linking covered in units 2-3 digit, bridging a multiple of 10 number, bridging a multiple of 10 addition and subtraction Core Pupil Activities TF 124 Pupil Activity TF 125 Textbook page 26 TF 128 Textbook pages 27-28 TF 128 Ask pupils to design a poster Activities 1 Connection cards game 1 Pupil Sheet 22 Ask pupils to find the answers explaining how to check addition (Resource Sheet 39) Single digit bridging a multiple of mentally. and subtraction answers, e.g. by 2 Pupil Sheet 96 Template 10 using the inverse operation or rules Textbook page 25 TF 128 about adding/subtracting odd/even numbers. Provide a set of questions for them to check and use as the basis of their poster. Support Pupil Activities TF 124 Pupil Activity TF 125 Textbook page 26 TF 12 Textbook pages 27 TF 128 Textbook pages 28 TF 128 1 Connection cards game 1 Pupil Sheet 22 Provide pupils with a 0 – 100 (Resource Sheet 39) Single digit bridging a multiple of number line for support. Allow 2 Pupil Sheet 96 Template 10 them to make jottings to help them Provide a 0 – 100 number line to Work through the sheet orally with find each answer. help pupils find the answers the pupils as a group then ask them to complete it independently Framework planner Year 4 Autumn Term Extension Pupil Activities TF 124 Pupil Activity TF 125 Textbook page 26 TF 12 Textbook pages 27-28 TF 128 Ask pupils to design a poster 1 Connection cards game 1 Pupil Sheet 22 Ask pupils to find the answers explaining how to check addition (Resource Sheet 39) Single digit bridging a multiple of mentally. Give pupils a set of 0 – and subtraction answers, e.g. by 2 Pupil Sheet 96 Template 10 100 cards. Ask them to select two using the inverse operation or rules Ask the pupils to create their own On the board write the total of all cards and find the difference about adding/subtracting odd/even set of domino cards using pupil the answers. When the pupils have between them. Time themselves to numbers. sheet 96 and swap with a friend to finished the sheet, ask them to find see how quickly they can complete arrange. the total of all their answers and ten questions. compare it with your total. If there is a difference they must find their mistakes. Plenary Follow-up for Textbook page 25 Discuss children’s work. Follow-up for Textbook page 26 Follow-up for Textbook pages Discuss pupils’ posters TF 129 TF 129 27-28 TF 129 Home Activity 7 Check-up 7 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 4 Measures, including problems Use, read and write standard metric units (km, m, cm, mm), including their Measure Length abbreviations, and imperial units (mile). 5 days Know and use the relationships between familiar units of length. Know the equivalent of one half, one quarter, three quarters and one tenth of 1km, 1m, in m, cm. Convert up to 1000 centimetres to metres, and vice versa. Suggest suitable units and measuring equipment to estimate or measure length. Record estimates and readings from scales to a suitable degree of accuracy. Measure and calculate the perimeter of rectangles and other simple shapes, using counting methods and standard units (cm). Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 2-5, 346-355 81 91-94 E16-E18 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 346-347 Generic Starter TF 2-5 Generic Starter TF 2-5 Generic Starter TF 2-5 Generic Starter TF 2-5 Metres and centimetres Revising the relationship between metres/half-metres and centimetres Main 1 Half and half again TF 347-348 2 Three ways TF 348-349 3 Rulers TF 350 4 Choosing measuring 5 Introducing perimeter Teaching Introducing the quarter-metre Recording using different forms Measuring in centimetres and instruments and units TF 351 TF 351-352 half-centimetres Core Textbook page 91 TF 353 Textbook page 92 TF 353 Pupil Activities TF 350 Textbook page 93 TF 353 Textbook page 94 TF 353 Activities Ask pupils to first estimate whether 1 Pupil Sheet 81 each object will be more or less Centimetres and half-centimetres than ¼ metre before measuring. 2 Measuring curved lines Support Textbook page 91 TF 353 Textbook page 92 TF 353 Pupil Activities TF 350 Textbook page 93 TF 353 Textbook page 94 TF 353 Discuss with the pupils in advance Provide a set of cards showing all 1 Pupil Sheet 81 Work through the page orally with Measure the objects in q2 and 3 which objects they might choose for the heights in the table in q2 Centimetres and half-centimetres the pupils as a group discussing together as a group and record the q2. (including the missing ones) and reasons for selecting each answer. measurements then let the pupils do ask pupils to work together to the page. match up the same measurements. Extension Textbook page 91 TF 353 Textbook page 92 TF 353 q2-3 Extension Textbook pages Textbook page 93 TF 353 Textbook page 94 TF 353 Textbook page 92 TF 353 q1. E16-E17 TF 354-355 Ask pupils to list four things they Extension Textbook pages Ask pupils to choose five more Pupil Activities TF 350 would measure in km and four in E18 TF 354-355 objects in the classroom to estimate 1 Pupil Sheet 81 mm. then measure the length of. Centimetres and half-centimetres Extension Textbook pages 2 Measuring curved lines E16-E17 TF 354-355 Discuss the strategies pupils used to measure the curved lines. Framework planner Year 4 Autumn Term Plenary Follow-up for Textbook page 91 Follow-up for Textbook page 92 Discuss children’s work. Follow-up for Textbook page 93 Follow-up for Textbook page 94 TF 353 TF 353 TF 353 TF 353 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 5 Measures, including problems Measure and calculate the area of rectangles and other simple shapes, using counting Measure Area methods and standard units (cm2). 3 days Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 365-369 82 99-100 58 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 365 Generic Starter TF 2-5 Generic Starter TF 2-5 Letters Finding areas in squares Main 1 Square centimetres TF 366-367 Revise and consolidate square 2 The half-square centimetre Teaching centimetres TF 367-368 Core Pupil Activities TF 367 Textbook page 99 TF 369 Textbook page 100 TF 369 Activities 1 Drawing shapes of given areas (Resource Sheet 58) 2 Drawing shapes with an area of 6cm² Support Pupil Activities TF 367 Textbook page 99 TF 369 Textbook page 100 TF 369 1 Drawing shapes of given areas Provide a copy of the shapes on (Resource Sheet 58) squared paper so that pupils can Provide a copy of the shapes on tick off squares as they count them. squared paper so that pupils can tick off squares as they count them. Tell pupils to count all the whole squares first then the half squares. Extension Pupil Activities TF 367 Textbook page 99 TF 369 Textbook page 100 TF 369 1 Drawing shapes of given areas Ask pupils to draw all the (Resource Sheet 58) 2 Drawing shapes with an area of rectangles they can with an area of Ask the pupils to draw a 4cm x 6cm 6cm² 36cm2 and 18cm2. In a table ask rectangle on squared paper and Ask pupils to choose a number less them to record the length, width find as many different ways as they than 20 and draw all the shapes and area of each rectangle and can to colour quarter then half of it. they can with that area. discuss any patterns they notice. Framework planner Year 4 Autumn Term Plenary Look at the different shapes pupils Follow-up for Textbook page 99 Follow-up for Textbook page 100 have drawn for each measurement TF 369 TF 369 and highlight that although the shapes look different they all have the same area. Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 6 Shape and space Describe and visualise 3-D shapes, including the tetrahedron. Shape 3D shape Reasoning about shapes Visualise 3-D shapes from 2-D drawings and identify simple nets of solid shapes. 5 days Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 382-392 85 103-106 12-14 PUPIL ACTIVITY Unit 19: SOFTWARE Shape Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 382-383 Generic Starter TF 2-5 Generic Starter TF 2-5 Generic Starter TF 2-5 Tune-in TF 382-383 Name the shape Name the shape Naming and describing shapes Naming and describing shapes Main 1 Introducing the triangular 2 Prisms and pyramids 3 Building models TF 388-389 4 Cubes and cuboids TF 389-390 5 Building 3D shapes from Teaching pyramid TF 383-385 TF 386-387 Using construction kits and straws Identifying nets pictures TF 390-391 Identifying shapes and discussing Naming and describing prisms and Using interlocking cubes properties pyramids Core Pupil Activity TF 385 Pupil Activity TF 388 Pupil Activities TF 389 Textbook page 105 TF 392 Textbook page 106 TF 392 Activities 1 Sorting 3D shapes on a Carroll 1 Pupil Sheet 85 1 Making prisms diagram Prisms and pyramids 2 Making prisms and pyramids Textbook pages 103-104 TF 392 Support Pupil Activity TF 385 Pupil Activity TF 388 Pupil Activities TF 389 Textbook page 105 TF 392 Textbook page 106 TF 392 1 Sorting 3D shapes on a Carroll 1 Pupil Sheet 85 1 Making prisms Provide pupils with each of the Ask pupils to work in pairs to make diagram Prisms and pyramids shapes in q1 and 2 already made each shape. Work with the pupils as a group to Provide a set of the shapes on the for them to look at when making sort the shapes then do the textbook sheet for the pupils to work with. their own. pages. Extension Pupil Activity TF 385 Pupil Activity TF 388 Pupil Activities TF 389 Textbook page 105 TF 392 Textbook page 106 TF 392 1 Sorting 3D shapes on a Carroll 1 Pupil Sheet 85 1 Making prisms Ask pupils to make as many Ask pupils to face each other in diagram Prisms and pyramids 2 Making prisms and pyramids different nets as they can for a cube pairs and put a screen between Ask pupils to record four different Ask pupils to explain why their Ask pupils to make as many out of squared paper. them. One child must make a shape ways in which they sorted the answers to q2 will always be right different prisms and pyramids as out of cubes then give their partner shapes writing the names of the then explore a set of pyramids and they can. step by step instructions to recreate shapes on copies of the Carroll prisms and write down more true it. Remove the screen and see if the Framework planner Year 4 Autumn Term diagram. statements about them. shapes are the same. Plenary Follow-up for Textbook pages Discuss children’s work. Discuss children’s work. Follow-up for Textbook page 105 Discuss children’s work. 103-104 TF 392 TF 392 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 8 Properties of numbers Recognise and extend number sequences formed by counting from any number in Numbers to 10 000 The sequence to 10 000 Reasoning about numbers steps of constant size, extending beyond zero when counting back: 5 days for example, count on in steps of 25 to 500, and then back to, say, -100. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 40-46 1-5 1-3 1 3-4, 19-25, 34 TOOLBOX NC, Shortcut 1 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 40 Specific Starter for Numbers to Specific Starter for Numbers to Specific Starter for Numbers to Specific Starter for Numbers to Counting in ones 10 000 TF 7-11 10 000 TF 7-11 10 000 TF 7-11 10 000 TF 7-11 Revising the number sequence to 1000 Main 1 Counting in hundreds, fifties 2 Introducing the number Further consolidation of counting in 3 Sequences in hundreds and in Further consolidation of sequences Teaching and tens TF 41-42 sequence to 10 000 TF 43-44 steps of one and ten from numbers thousands TF 44-45 in hundreds and thousands Revising number sequences to 1000 up to 10 000 Core Pupil Activity TF 42 Pupil Activity TF 44 Pupil Activity TF 44 Pupil Activity TF 45 Pupil Activity TF 45 Activities 1 Pupil Sheet 1 1 Pupil Sheet 2 Sequences in ones Pupil Sheet 3 Sequences in tens 1 Pupil Sheet 4 Pupil Sheet 5 Sequences to 1000 Sequences in hundreds Sequences in thousands Textbook page 1 TF 46 Textbook page 2 TF 46 Textbook page 3 TF 46 Support Pupil Activity TF 42 Pupil Activity TF 44 Pupil Activity TF 44 Pupil Activity TF 45 Pupil Activity TF 45 1 Pupil Sheet 1 1 Pupil Sheet 2 Sequences in ones Pupil Sheet 3 Sequences in tens 1 Pupil Sheet 4 Pupil Sheet 5 Sequences to 1000 Before the pupils do the sheet write Write in the starting number for Sequences in hundreds Sequences in thousands Work with the pupils as a group some four-digit numbers on the each sequence on the sheet. Work with the pupils as a group Ask pupils to write out the multiples through the sheet orally and then board and ask them to count on through the sheet orally and then of 1000 from 0 – 10 000 from ask them to complete it in pairs. then back in ones from each one, ask them to complete it in pairs. smallest to largest and from largest writing down the sequences they to smallest before doing the sheet. create. Extension Pupil Activity TF 42 Pupil Activity TF 44 Pupil Activity TF 44 Pupil Activity TF 45 Write some four-digit numbers on 1 Pupil Sheet 1 1 Pupil Sheet 2 Pupil Sheet 3 1 Pupil Sheet 4 the board such as: 9500, 9750, Sequences to 1000 Sequences in ones Sequences in tens Sequences in hundreds 9980. Ask pupils to work in pairs to Give pairs of pupils a set of cards Ask pupils to write down ten of their Ask pupils to write down ten of their Pupil Sheet 5 count on in hundreds from each showing the numbers 1 – 10, the own sequences of four-digit own sequences of four-digit Sequences in thousands number and decide how to say and multiples of 10 to 100 and 25 and numbers going up or down in steps numbers going up or down in steps write the numbers beyond 10 000. 75. Pupils take it in turns to choose of one with some numbers missing. of ten with some numbers missing. a three-digit number and write it at Swap with a friend to complete. Swap with a friend to complete. the top of a sheet of paper. Their partner picks a card and challenges them to count on or back in steps of Framework planner Year 4 Autumn Term that number. Plenary Follow-up for Textbook page 1 Specific Starter for Numbers to Follow-up for Textbook page 2 Specific Starter for Numbers to Follow-up for Textbook page 3 TF 46 10 000 TF 7-11 TF 46 10 000 TF 7-11 TF 46 Check-up 1 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 9 Understanding and Extend understanding of the operations of × and ÷, and their relationship to each Multiplication Table facts and multiplication by 10, 100 other and to + and -. Understand the principles (not the names) of the commutative, 5 days associative and distributive laws as they apply to multiplication. Mental calculation strategies Know by heart: ( and ) multiplication facts for 2, 3, 4, 5 and 10 times-tables. Begin to know: multiplication facts for 6, 7, 8 and 9 times-tables. Use doubling or halving, starting from known facts. For example: find the 8 times-table facts by doubling the 4 times-table. Use known number facts and place value to multiply and divide integers, including Money and ‘real life’ problems by 10 and then 100 (whole-number answers). Making decisions and checking Choose and use appropriate number operations and appropriate ways of results calculating (mental, mental with jottings, pencil and paper) to solve problems. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 20-22, 156-169 34-37 38-43 10-14 10-12 7-8, 19-25 TOOLBOX MF, Shortcut 1 PUPIL ACTIVITY Unit 6: SOFTWARE Multiplication Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 156-157 Specific Starter for Multiplication Specific Starter for Multiplication Specific Starter for Multiplication Specific Starter for Multiplication Buzz TF 20-22 TF 20-22 TF 20-22 TF 20-22 Main 1 Mental practice TF 157 3 Multiplication facts for 8 4 Multiplication facts for 6 5 Multiplication facts for 9 6 Multiplication facts for 7 Teaching Revising the 2, 3, 4, 5 and 10 times TF 159-161 TF 161-162 TF 163-164 TF 165-166 tables 2 Patterns TF 157-158 Revising mult. by 10 and 100 Core Textbook page 38 TF 168 Pupil Activities TF 161 Pupil Activity TF 162 Pupil Activities TF 164-165 Pupil Activities TF 166 Activities 3 Pupil Sheet 34 8 times table 1 Pupil Sheet 35 6 times table 1 Fingers, x9 facts 1 Matching table facts, x7 Pupil Activities TF 158 2 Pupil Sheet 36 9 times table 2 Pupil Sheet 37 7 times table 1 Multiplying by 10 and 100 Textbook page 40 Textbook page 41 TF 168 2 Multiplying by 10 and 100 Textbook page 42 TF 168 Textbook page 43 TF 168 Textbook page 39 TF 168 Support Pupil Activities TF 158 Pupil Activities TF 161 Pupil Activities TF 161 Pupil Activities TF 164-165 Pupil Activities TF 166 2 Multiplying by 10 and 100 2 Snap, x8 table 2 Snap, x8 table 1 Fingers, x9 facts 1 Matching table facts, x7 Ask the pupils to work in pairs and Repeat the activity for the x6 table. Ask the pupils to work in pairs to match the station cards to the Ask the pupils to work in pairs and order the cards in their own time. multiplication cards. match the station/mult. cards. Framework planner Year 4 Autumn Term Extension Pupil Activities TF 158 Pupil Activities TF 161 Ask the pupils to make two sets of Pupil Activities TF 161 Pupil Activities TF 166 1 Multiplying by 10 and 100 1 Bingo, x8 table cards, one showing the stations of 1 Bingo, x8 table 1 Matching table facts, x7 Ask pupils to select three cards and the x6 table and the other the On their bingo cards ask pupils to Allow the pupils a second go to try multiply the three-digit number they associated multiplications. Ask write stations from the x6, x8 and and beat their previous time. create by 10 then 100. them to devise their own game with x9 tables and ask questions from all the cards, explaining the rules. three tables. Plenary Follow-up for Textbook pages Follow-up for Textbook page 40 Follow-up for Textbook page 41 Follow-up for Textbook page 42 Follow-up for Textbook page 43 38-39 TF 169 TF 169 TF 169 TF 169 TF 169 Home Activity 10 Home Activity 11 Home Activity 12 Home Activity 13 Home Activity 14 Check-up 10 Check-up 11 Check-up 12 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 10 Understanding and Extend understanding of the operations of × and ÷, and their relationship to each Multiplication Table facts and multiplication by 10, 100 Mental calculation strategies other and to + and -. 5 days ( and ) Begin to know: multiplication facts for 6, 7, 8 and 9 times-tables. Division Dividing by 2, 3, 4, 5 and 10 Derive quickly: division facts corresponding to 2, 3, 4, 5 and 10 times-tables Use the relationship between multiplication and division. Money Amounts using notes and coins Pencil and paper procedures Approximate first. Use informal pencil and paper methods to support, record or (× and ÷) explain multiplications and divisions. Money and ‘real life’ problems Use all four operations to solve word problems involving money, using one or more Making decisions and checking steps, including converting pounds to pence and vice versa. results Estimate and check by approximating (round to nearest 10 or 100). Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 20-27, 167-169, 53-54, 96 44, 49-50, 61-62 15-16, 22 19 190-192, 236-241 TOOLBOX MF, Shortcut 1 PUPIL ACTIVITY Unit 8: Division Unit 10: Money SOFTWARE Day 1 Day 2 Day 3 Day 4 Day 5 Starter Specific Starter for Tune-in TF 190 Tune-in TF 236-237 Specific Starter for Money Specific Starter for Money Multiplication TF 20-22 Revising mental multiplication by 2, 3, 4, Changing money TF 26-27 TF 26-27 5 and 10 Equivalent values for coins and notes Main 7 Consolidating the 6, 7, 8 1 Dividing by 2, 3, 4, 5 and 10 1 Savings TF 237-238 2 Charity bottles TF 238-239 3 About how much? TF 240 Teaching and 9 times tables TF 167 TF 190-191 Consolidation of amounts with notes Rounding to the nearest pound and Revision and coins estimating Core Pupil Activities TF 167-168 Pupil Activities TF 192 Pupil Activity TF 238 Pupil Activities TF 239 Textbook page 62 TF 241 Activities 1 Dice game 1 Matching divisions and quotients 1 Pupil Sheet 53 2 Pupil Sheet 54 2 Three-in-a-row Ask pupils to try and complete the Pounds/pence and pence Textbook pages 49-50 TF 192 sheet without using notes and coins. relationship Textbook page 44 TF 168 Textbook page 61 TF 241 Support Pupil Activities TF 167-168 Pupil Activities TF 192 Pupil Activity TF 238 Pupil Activities TF 239 Textbook page 62 TF 241 1 Dice game 2 Connection cards game 1 Pupil Sheet 53 1 Matching pairs game Give pupils a money line to support Pupil Sheet 96 Template Amounts to £20 Place the cards face up on the them table and ask the pupils to find all the matching pairs. Framework planner Year 4 Autumn Term Extension Pupil Activities TF 167-168 Pupil Activities TF 192 Pupil Activity TF 238 Pupil Activities TF 239 Textbook page 62 TF 241 2 Three-in-a-row Give each pair a set of the division cards 1 Pupil Sheet 53 1 Matching pairs game On the board draw a 4 x 4 grid and Play the game in pairs with to shuffle and share. On the table place Amounts to £20 relationship put prices in each square. Ask the pupils playing alone instead face down a pile of three sets of the Give a small group of pupils a toy pupils to draw their own grid and in of in teams. quotient cards. Pupils take it in turns to catalogue. Ask them to select five their matching squares write each turn over a quotient card. If they have a items from the catalogue less than price to the nearest pound. matching division card in their hand then £20. They must then list the notes and the pair of cards is placed in front of coins needed to pay for the items. them. When all the pairs have been made the pupil with the most pairs wins. Plenary Follow-up for Textbook page Follow-up for Textbook pages Follow-up for Textbook page 61 TF Discuss children’s work. Follow-up for Textbook page 62 44 TF 169 49-50 TF 192 241 TF 241 Home Activity 15 Home Activity 16 Home Activity 22 Check-up 19 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 11 Fractions and decimals Use fraction notation. Recognise simple fractions that are several parts of a Fractions Halves, quarters, tenths, thirds and fifths whole, such as 2/3 or 5/8, and mixed numbers, such as 53/4. 5 days Identify two simple fractions with a total of 1 (e.g. 3/10 and 7/10). Order simple fractions: for example, decide whether fractions such as 3/8 or 7/10 are greater or less than one half. Begin to relate fractions to division and find simple fractions such as 1/2, 1/3, 1/4, 1/5, 1 /10 of numbers or quantities. Find fractions such as 2/3, 3/4, 3/5, 7/10 ... of shapes. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 2-5, 28-29, 256-263 57-59 67-68 25 21 PUPIL ACTIVITY Unit 11: SOFTWARE Fractions Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 256-257 Generic Starter TF 2-5 Specific Starter for Fractions Specific Starter for Fractions Specific Starter for Fractions Revising fractions with numerator 1 TF 28-29 TF 28-29 TF 28-29 Main 1 Squared paper shapes 2 Mixed numbers TF 258-260 Further consolidation of mixed 3 Finding one half, one quarter, Further consolidation of finding Teaching TF 257-258 Whole numbers and fractions numbers. one tenth, one third and one fractions of a set. Revising halves, quarters, tenths, involving halves, quarters, tenths, fifth of a set TF 260-262 thirds and fifths with numerators thirds and fifths greater than one Core Pupil Activity TF 258 Pupil Activities TF 260 Textbook page 67 TF 263 Textbook page 68 TF 263 On the board draw a 4 x 4 grid. Write in Activities 1 Pupil Sheet 57 1 Pupil Sheet 58 Mixed numbers the grid multiples of 4 below 100. Ask Halves, quarters, thirds, fifths and 2 Pupil Sheet 59 Mixed numbers pupils to draw their own grid and in tenths Provide the sheet with the shapes each matching square write down ¼ of already coloured and ask pupils to the number. Repeat to practise finding write down the mixed numbers. 1/3, 1/5 and 1/10 of a set. Support Pupil Activity TF 258 Pupil Activities TF 260 Textbook page 67 TF 263 Textbook page 68 TF 263 Provide pairs of pupils with a set of 1 Pupil Sheet 57 1 Pupil Sheet 58 Mixed numbers Work through the questions with With the pupils as a group write cards showing the multiples of 4 to 40. Provide a similar sheet with the pupils as a group answering down the x3, x4, x5 and x10 Ask them to write down ½ then ¼ of questions about halves and quarters orally then ask them to complete tables facts before they do the each number. only for pupils to do first. the page independently. page. Extension Pupil Activity TF 258 Pupil Activities TF 260 Textbook page 67 TF 263 Textbook page 68 TF 263 Provide small groups with a spinner Give pupils a set of interlocking 2 Pupil Sheet 59 Mixed numbers Write some mixed numbers on On the board draw a 4x4 grid. showing ½, ¼, 1/3, 1/5 and 1/10 and a cubes of different colours. Write the board. Give pupils a set of Write in the squares multiples of set of cards showing the multiples of 2, some fractions on the board, e.g. interlocking cubes of different 10. Ask the pupils to draw their 3, 4, 5 and 10 to 100. Place the shuffled 4/10, 3/5. Ask the pupils to make colours. Ask the pupils to make own grid and in each matching cards face down on the table. Pupils rectangles with the fraction stated a sets of shapes to represent the square write down 2/10 of the take it in turns to pick a card and spin different colour to the rest of the numbers. number. Repeat to practise the spinner. They must then find the shape. finding other fractions of sets, e.g. required fraction of their number. If 2/3, 4/10 their answer is right they score a point if they can’t get a whole number answer Framework planner Year 4 Autumn Term then they miss a turn. Plenary Discuss children’s work. Specific Starter for Fractions Follow-up for Textbook page 67 Follow-up for Textbook page 68 Specific Starter for Fractions TF 28-29 TF 263 TF 263 TF 28-29 Home Activity 25 Check-up 21 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 12 Understanding + and – Consolidate understanding of relationship between + and -. Addition to 1000 Addition of two-digit numbers, bridging 100 Mental calculation strategies (+ and -) Partition into tens and units, adding the tens first. Add or subtract the nearest multiple of 10, then adjust. 5 days Measure Time: the calendar Add three two-digit multiples of 10, such as 40 + 70 + 50. Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers. Use informal pencil and paper methods to support, record or explain additions/subtractions. Time, including problems Use, read and write the vocabulary related to time. Read simple timetables and use this year's calendar. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 11-16, 34-36, 92-96, 15-17, 83-84 4 5 326-329 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 92 Specific Starter for Addition to Specific Starter for Addition to Tune-in TF 326 Specific Starter for Time TF 34-36 Adding multiples of 10 1000 TF 11-16 1000 TF 11-16 Days and months Revising the sequence of months and the number of days in each month Main 1 Adding a two-digit number and 2 Adding 11, 21, 31, … and 9, 19, 3 Adding two-digit numbers, 1 Weeks and days TF 327-328 Consolidate Teaching from Day 4 Teaching a multiple of 10 TF 93 29 … TF 93-94 bridging 100 TF 95 Finding durations from calendars showing consecutive months Core Textbook page 15 TF 96 Pupil Activity TF 94 Textbook page 17 TF 96 Textbook page 83 TF 328 Textbook page 84 TF 328 Activities 1 Adding game using dice and cards Textbook page 16 TF 96 Support Textbook page 15 TF 96 Pupil Activity TF 94 Textbook page 17 TF 96 Textbook page 83 TF 328 Textbook page 84 TF 328 Provide pupils with a number line 1 Adding game using dice and Allow the pupils to draw number Put the answers to each question on Allow pupils to write down all the for support. cards lines to find their answers. flashcards. Ask the pupils to work days that are included in each time Label the die 11, 21, 31, 19, 29, 39 in pairs and match each card to a duration and use this to help count and provide a set of cards showing question. the total number of days, and hence two-digit numbers less than 50. weeks, for each question. Extension Textbook page 15 TF 96 Pupil Activity TF 94 Textbook page 17 TF 96 Textbook page 83 TF 328 Textbook page 84 TF 328 Ask pupils to time themselves to see 1 Adding game using dice and Ask pupils to make up problems Give pupils a current calendar. Ask Provide pupils with a set of cards how quickly they can complete the cards similar to q4 and swap with a friend each pupil to write down the date of showing dates in the year. Pupils page mentally. Provide cards with some three-digit to answer. five events happening in their lives take it in turns to pick two cards numbers on. this year (e.g. birthdays). Swap and find the number of weeks and events with a partner who has to days between the two dates. Framework planner Year 4 Autumn Term find out the day of the week each event will take place on. Plenary Follow-up for Textbook page 15 Follow-up for Textbook page 16 Follow-up for Textbook page 17 Follow-up for Textbook page 83 Follow-up for Textbook page 84 TF 96 TF 96 TF 96 TF 328 TF 329 Home Activity 4 Check-up 5 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit/ Framework topic Objectives: children will be taught to… NHM Topic NHM Section Days 13 Handling data Solve a problem by collecting quickly, organising, representing and interpreting data Data Handling Extracting information, tally charts and bar charts in tables, charts, graphs and diagrams, including those generated by a computer, for 5 days example: tally charts and frequency tables; bar charts - intervals labelled in 2s, 5s, 10s or 20s. Teaching File page Pupil Sheets Textbook page Home Activities Check-ups Extension Textbook Resource Sheets MATERIALS page 2-5, 420-427 90-92 118-120 E21 Day 1 Day 2 Day 3 Day 4 Day 5 Starter Tune-in TF 420 Generic Starter TF 2-5 Generic Starter TF 2-5 Generic Starter TF 2-5 Generic Starter TF 2-5 Book Fayre Extracting information from a chart Main 1 Book Sales TF 421 2 Visitors TF 422 3 Vowels TF 423 4 Hooked on boats TF 423-424 5 Hobbies TF 425 Teaching Extracting information from a table Interpreting tally charts Recording on a tally chart Bar charts with frequency axis Bar charts with frequency axis labelled in fives labelled in tens Core Textbook page 118 TF 426 Textbook page 119 TF 426 Pupil Activity TF 423 Pupil Activity TF 424 Pupil Activity TF 425 Activities 1 Pupil Sheet 90 Tally charts 1 Pupil Sheet 91 Bar charts 1 Pupil Sheet 92 Bar charts Textbook page 120 TF 426 Support Textbook page 118 TF 426 Textbook page 119 TF 426 Pupil Activity TF 423 Pupil Activity TF 424 Textbook page 120 TF 426 Work through the page orally with Make a set of cards with the 1 Pupil Sheet 90 Tally charts 1 Pupil Sheet 91 Bar charts the pupils as a group and discuss different insects on. Give each pair Encourage pupils to cross off each After pupils have completed the how to find the information for each of pupils a blank tally chart and ask insect as they record it on their tally tally chart discuss with them the question. Ask the pupils to work in them to turn the cards over one at a chart. height each bar should be before pairs to record their answers. time and record the insect shown in they complete their graph. the table. When they have done this ask q1-4 from the textbook orally about their own table. Extension Textbook page 118 TF 426 3 Vowels TF 423 4 Hooked on boats TF 423-424 Textbook page 120 TF 426 Extension Textbook page E21 Recording on a tally chart Bar charts with frequency axis Ask pupils to conduct a class survey TF 427 2 Visitors TF 422 Pupil Activity TF 423 labelled in fives to find out the favourite holiday Interpreting tally charts 1 Pupil Sheet 90 Tally charts Pupil Activity TF 424 destinations of the children in the Textbook page 119 TF 426 1 Pupil Sheet 91 Bar charts class. Pupil Activity TF 425 Framework planner Year 4 Autumn Term 1 Pupil Sheet 92 Bar charts Plenary Follow-up for Textbook page 118 Follow-up for Textbook page 119 Discuss children’s work. Discuss children’s work. Follow-up for Textbook page 120 TF 426 TF 426 TF 427 Additional notes Extra Resources Review Framework planner Year 4 Autumn Term Unit 1 TB 7 HA 2 TB 8 CU 2 Unit 2 TB 11 TB 12 HA 3 TB 13 TB 14 CU 4 Unit 3 TB 25 TB 26 HA 7 CU 7 TB 27 TB 28 Unit 4 TB 91 TB 92 EX 16 EX 17 TB 93 TB 94 EX 18 Unit 5 TB 99 TB 100 Unit 6 TB 103 TB 104 TB 105 TB 106 Unit 8 TB 1 TB 2 TB 3 CU 1 Unit 9 TB 38 TB 39 HA 10 CU 10 TB 40 HA 11 TB 41 HA 12 CU 11 TB 42 HA 13 TB 43 HA 14 CU 12 Unit 10 TB 44 HA 15 TB 49 TB 50 HA 16 TB 61 HA 22 TB 62 CU 19 Unit 11 TB 67 TB 68 HA 25 CU 21 Unit 12 TB 15 TB 16 HA 4 TB 17 CU 5 TB 83 TB 84 Unit 13 TB 118 TB 119 TB 120 EX 21