# NHM4 autumn unit plans by LXsKg6i

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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

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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).
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

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:

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

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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.
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
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
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

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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

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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.
notes

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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

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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

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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

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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

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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

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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.
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

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

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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
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

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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

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