# Year 4 autumn mtp

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Year 4 Block A - Counting, partitioning and calculating
Unit 1 (2 weeks)

Learning overview

Children read, write and order numbers with four digits. They partition them into multiples of 1000, 100, 10
and 1 and understand the importance of zero as a place holder in numbers such as 2036. They use their
understanding of place value to add or subtract 1, 10, 100 or 1000 to or from whole numbers, responding to
questions such as:

What needs to be added/subtracted to change 4782 to 9782? Or 2634 to 2034?
What is 100 ml more/less than 3250 ml? What is 10 m more/less than 5000 m?
Which is less: 4 hundreds or 41 tens?

Children recognise and interpret negative numbers on the number line and in practical contexts, and use
this knowledge to solve problems. For example, they read positive and negative numbers representing
temperatures on a thermometer. They compare temperatures from different places around the world, or from
their work in science, and can say which are warmer or colder. They compare and order positive and
negative numbers, and position them on a number line, for example, to identify temperatures that are warmer
than -9 C but colder than -6 C. They use the and signs to record statements such as -3 -1 or -1 -3.
They solve problems such as:

The temperature is -2 C. How much must it rise to reach 3 C?

Children count forwards and backwards in steps of equal sizes, starting from a positive or negative number.
They count back in fours from 40 and discuss what happens when they reach 0. They predict numbers that
will occur in the sequence, using their counting skills to answer questions such as: If I keep on subtracting 3
from 10 will -13 be in my sequence? They use a calculator to check, recognising how negative numbers
appear in the display.

Children multiply and divide numbers up to 1000 by 10 and then 100. They understand and can explain
that when a number is divided by 100 the digits of the number move two places to the right and when a
number is multiplied by 100 the digits move two digits to the left. They use a calculator to investigate
whether dividing by 10 and then 10 again has the same effect as dividing by 100. They apply their knowledge
of multiplying and dividing by 10 and 100 to solve problems involving scaling, such as: A giant is 100 times
bigger than you. How wide is the giant's hand span? How long is the giant's foot? They extend their
knowledge of multiplication and division facts to 10 10, and use this knowledge and their understanding
of place value to begin to multiply and divide multiples of 10 such as 50 6, 90 3, 80 4, 150 3.

Children add and subtract pairs of two-digit numbers by drawing on their knowledge of place value and
number facts. They identify when to use mental strategies such as partitioning or rounding and adjusting.
They recognise that 49 37 is equivalent to 50 37 - 1, or that 98 43 can be calculated as 98 40 3. They
record the steps of a mental calculation, for example on an empty number line, and compare their approach
with the approaches used by others.

Children solve problems, including those involving money. They identify what calculations to do, when to
calculate mentally (with or without jottings) and when to use a calculator. They learn how to clear a calculator
display before starting a calculation and how to correct an accidental wrong entry with the clear-entry key.
They learn also how to enter money and how to interpret the display in the context of the question. For
example, to calculate 4.35     3.85, they key in 4.35 [ ] 3.85 [ ] and interpret the outcome of 8.2 as 8.20.
They write down the keys pressed as a record of their method.

Children solve puzzles involving addition and subtraction. For example, they use numbers 37, 52, 77 and 87
to satisfy statements such as -     35, or       114.

Children contribute to paired, grouped and whole-class discussions about their calculation strategies. They
listen to others' explanations and ask questions if they need clarification. They explain their solutions in
writing, recording the stages in the problem in a systematic way.
Year 4 Block A - Counting, partitioning and calculating
Unit 1 (2 weeks)

Objectives
End-of-year expectations (key objectives) are highlighted   Assessment for learning
Children's learning outcomes in italic

How did you solve this problem?
 Report solutions to puzzles and problems, giving          If you had to solve it again would you do anything
explanations and reasoning orally and in writing, using     differently? Why?
Suppose the problem had these numbers. Would that
diagrams and symbols                                        change the way you would solve the problem?
What diagram did you draw to help you to solve the
problem? Did anyone use a different diagram? Which
I can explain to someone else how I solve problems          diagram is more helpful? Why?
and puzzles

What is the biggest whole number that you can make with
 Partition, round and order four-digit whole numbers;      these four digits: 3, 0, 6, 5? What is the smallest whole
use positive and negative numbers in context and            number that you can make with the digits?
Look at this number sentence:           1249. What could
position them on a number line; state inequalities using    the missing numbers be?
the symbols and (e.g. -3 -5, -1          1)                 What tips would you give someone who is learning how to
round numbers to the nearest 10, or 1000?
I rounded a number to the nearest 10. The answer is 340.
I can read, write and put in order four-digit numbers       What number could I have started with?
The local newspaper said that 800 people attended the
and positive and negative numbers                           summer fair. The newspaper gave the number to the
nearest 100. What is the smallest number of people that
I can use the and signs with positive and negative
could have attended? What is the largest number?
numbers (e.g. -3 1)                                         I measured the temperature in the morning. By the
evening it had fallen by 8 degrees and was below freezing
point. What could the morning and evening temperatures
be?
Tell me two temperatures that lie between 0 degrees and
-10 degrees. Which of the two temperatures is the
warmer?
What number can you put in the box to make this
statement true?      -2

Add or subtract these numbers. Tell me how you did it.
 Use knowledge of addition and subtraction facts and       30 80, 70 50
place value to derive sums and differences of pairs of      800 500, 900 400
5000 3000, 8000 6000
multiples of 10, 100 or 1000

I can work out sums and differences of multiples of 100
or 1000

Work out 37 58 (or 91 35) in your head. Tell me how
 Add or subtract mentally pairs of two-digit whole         you did it. Did anyone do it a different way? How could we
numbers (e.g. 47 58, 91 35)                                 record the method that you used?
What number do you need to add to 46 to make 92? How
I can add and subtract two-digit numbers in my head         did you work it out? Is there a different way to do it?
(e.g. 26   47, 43 -16)
Count on in eights from zero. Now count back to zero. This time,
 Recognise and continue number sequences formed by              count on seven eights from zero.
Show me seven hops of eight from zero on the number line.
counting on or back in steps of constant size
I can count on and back in eights

How can you work out the 8 times-table from the 4 times-table?
 Derive and recall multiplication facts up to 10   10, the      Or the 9 times-table from the 3 times-table?
If you know that 9 8 72, what is 72 9? What is 720 9?
corresponding division facts and multiples of numbers to 10
What is the relationship between 8 7 56, 6 7 42 and 14
up to the tenth multiple                                         7 98?

I know my 8 times-table and my 9 times-table

Why do 6 100 and 60 10 give the same answer?
 Multiply and divide numbers to 1000 by 10 and then 100         I have 37 on my calculator display. How can I change it to 3700
in one operation? Is there another way to do it?
(whole-number answers), understanding the effect; relate to
What number is 10 times smaller than 2450? What number is
scaling up or down                                               100 times bigger than 36?
I divide a four-digit number by 100. The answer is between 70
and 75. What could the four-digit number be?
Change 4527 pence into pounds. Change 10.39 to pence.
I can multiply and divide by 10 and 100. I can explain what      Write a price ticket for four pounds and six pence.
happens to the digits when I do this

Work out double 47 in your head. Tell me how you did it. Is there
 Identify the doubles of two-digit numbers; use these to        a different way to do it? What is double 470? Double 4700?
What is half of 72? How did you work it out? Is there a different
calculate doubles of multiples of 10 and 100 and derive the
way to do it? What is half of 720? Half of 7200? How do you
corresponding halves                                             know?

I can double two-digit numbers

What can go wrong when you are doing a calculation on a
 Use a calculator to carry out one-step and two-step            calculator? How would you put it right?
I typed in 124 on my calculator. I meant to type in 125. What
calculations involving all four operations; recognise negative
keys should I press to correct my mistake?
numbers in the display, correct mistaken entries and interpret   Add these prices on your calculator. I will read them one at a
time for you to enter: six pounds and seventy-six pence; nine
the display correctly in the context of money                    pounds and ten pence; seven pounds and six pence. What is
the total? Did you get 22.92? What do you need to add to get
23?
I can use a calculator to help me solve one-step and two-step

problems

I know how to enter prices such as 1.29 and 2.30 into a

calculator
I know that -7 on a calculator means negative 7

Roughly, what will the answer to this calculation be?
 Use knowledge of rounding, number operations and               How do you know that this calculation is probably right?
inverses to estimate and check calculations

I can estimate and check the result of a calculation
Tell everyone about the method you used. Explain to the group
 Use and reflect on some ground rules for dialogue (e.g.      why you chose that method.
Listen carefully while Mai tells you about her method. Now use
making structured, extended contributions, speaking audibly,
Mai's method to work out this calculation.
making meaning explicit and listening actively)

I can explain how I add and subtract two-digit numbers in my
Year 4 Block B - Securing number facts, understanding shape
Unit 1 (3 weeks)
Learning overview
Children rehearse and improve their recall of number facts. They use their understanding of the inverse relationship between
addition and subtraction to state the addition facts corresponding to any subtraction fact, and vice versa. They know, or can derive
quickly, all addition and subtraction facts for each number to 20, and continue to play games and solve puzzles to practise
recalling these facts. They combine known facts with understanding of place value to add and subtract multiples of 10, 100 and
1000. For example, they use the fact that 19 - 5 14 to establish that 190 - 50 140, 1900 - 500 1400, and 19 000 - 5000 14 000.

Children round numbers to the nearest 10 and 100 and then round money to the nearest pound. They recognise that rounding helps
them to estimate the result of a calculation. They also realise that they can use their understanding of inverses to check the
accuracy of calculations.

Children rehearse their knowledge of the 2, 3, 4, 5 and 6 times-tables. They count in steps of 6 from zero and investigate the patterns
of multiples in the 100-square. They use the patterns to answer questions such as: Will 72 be in the pattern? How do you know?
They answer questions such as: How many sixes are in 54? and What is the missing number in 6               54? They compare the
multiples of 6 with the multiples of 3 and spot that the former are double the latter.

When they solve word problems involving numbers, money or measures, children decide what calculation to do and how to do it:
mentally, on paper or using a calculator. They set their solution back in the context of the problem to judge whether it is reasonable.
They solve problems such as:

For her party Asmat spent 2.88 on apples, 3.38 on bananas and 3.76 on oranges. Will a 10 note cover the cost? Explain your
reasoning.
A chocolate bar costs 19p. How many bars can be bought for 5?
How many lengths of 9 cm can I cut from 183 cm of ribbon?

Children extend their knowledge of 2-D shapes. They name equilateral triangles, isosceles triangles and heptagons, and know that
polygons are closed flat shapes with straight sides. They learn that polygons can be regular or irregular and that a regular polygon
has equal sides and equal angles. They explore polygons that have equal sides but unequal angles, and those that have equal
angles but unequal sides. They describe properties of polygons using correct mathematical vocabulary, such as: has more than one
right angle, is regular, has two or more sides of equal length, is a quadrilateral, etc. They classify polygons, using Carroll or Venn
diagrams when appropriate. They justify their reasoning, explaining to others why some shapes may not fit their chosen criteria.

Using their understanding of the properties of 2-D shapes, children investigate problems such the maximum number of right angles
in a triangle, quadrilateral, pentagon, ...

Children extend their knowledge of properties of 3-D shapes. They identify the shapes of faces of common 3-D shapes, and count
the number of faces, edges and vertices (corners) of cubes, cuboids, pyramids and prisms. From their experience of handling 3-D
shapes and describing their properties, they visualise mental images of the shapes. They can name a 3-D shape which has been
secretly hidden in a drawstring bag. They look at drawings of 3-D shapes and relate them to real shapes. By unfolding packets they
begin to understand how a net folds up to create a 3-D shape.

Children contribute throughout to class discussions. They listen to the responses of others and identify the main points of the
speaker. They compare their solutions and suggest alternatives.
Year 4 Block B - Securing number facts, understanding shape
Unit 1 (3 weeks)
Objectives                                                       Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Tell me some numbers that will divide exactly by 2, by 5, by 10.
 Identify and use patterns, relationships and properties of     How do you know?
Tell me a number that will divide exactly by 4. How do you know
numbers or shapes; investigate a statement involving numbers
that a number will divide exactly by 4?
and test it with examples                                        Continue this number sequence in both directions.

I can use what I know about polygons to group them into
regular and irregular polygons

Consider this problem.
 Solve one-step and two-step problems involving numbers,        Jack bought some butter for 87p, some flour for 1.27 and some
sugar for 2.15. What did he pay altogether?
money or measures, including time; choose and carry out
Explain what you did to get your answer. What made you decide
appropriate calculations, using calculator methods where         which calculation to do? How would you work out Jack's change
from a 10 note?
appropriate                                                      Make up a word problem that would lead to each calculation:
9 5 63 9 54 - 17 48 19 27
What are the important things to remember when you solve a
I can work out how to solve problems with one or two steps       word problem?

I can decide what calculation to work out and whether a

calculator will help me

I can think about the numbers in a calculation and choose a
good way to do the calculation

Circle the number that is about the same as the right answer to
 Use knowledge of rounding, number operations and               49 48.
10 50 40 100 70 200
inverses to estimate and check calculations

I can round numbers in a calculation to help me estimate the
answer to the calculation

Look at this number sentence:           15. What could the two
 Use knowledge of addition and subtraction facts and place      missing numbers be? What else? Tell me all the pairs of whole
numbers that make 15. How do you know you have got them all?
value to derive sums and differences of pairs of multiples of
What is 13 - 8? What other pairs of numbers have a difference of
10, 100 or 1000                                                  5?
Look back at a calculation you have done (choose one that has
not been marked right or wrong). Explain how you did it. Think of
another way to do it and try it out. Which is the best way to use?
Because I know sums like 3       7 10, I also know 30   70 100   Why?
300   700 1000 3000         7000 10 000

Because I know differences like

6 - 4 2, I also know
60 - 40 20

600 - 400 200
6000 - 4000 2000
Use these four digit cards.
 Derive and recall multiplication facts up to 10    10, the

corresponding division facts and multiples of numbers to 10 up
Use each of the digits once to make a total that is a multiple of 5.
to the tenth multiple

If someone has forgotten the 6 times-table, what tips would you
I can work out division facts for the 1, 2, 3, 4, 5 and 6 times-    give them to help them work it out?
If you know 4 6 24, how does this help you to work out 24 6?
tables
I can count in 6s from zero to 60

Sort these irregular polygons into those with no right angles, one
 Draw polygons and classify them by identifying their              right angle, two right angles, three right angles.
Use these triangular tiles to make a symmetrical shape. Can you
properties, including their line symmetry
take one tile away and keep your shape symmetrical? Can you
change one or more tiles so it is no longer symmetrical?
This is half a symmetrical shape. Tell me how you would
I know facts about regular polygons such as the number of           complete it. How did you use the line of symmetry to complete
the shape?
sides and number of angles                                          What do you look for when you try to find a line of symmetry in a
I can pick out irregular polygons that have at least one right      shape?

angle

Draw in lines where you would fold this shape to make a cube.
 Visualise 3-D objects from 2-D drawings; make nets of             Use a ruler to measure where they would go.
common solids

If I see a drawing of a cube or a pyramid I can visualise the

solid shapes                                                        I am thinking of a 3-D shape. It has a square base. It has four
other faces, which are triangles. What is the name of the 3-D
I can make a net for an open cube and fold it to check that it is   shape?
correct

Here is part of a number square. The shaded numbers are part of
 Report solutions to puzzles and problems, giving                  a sequence. Explain the rule for the sequence.
explanations and reasoning orally and in writing, using

diagrams and symbols

I can explain to the class how I solved a problem
I can draw a diagram to show how I solved a problem

Explain what you did to get your answer to the problem.
Listen to your partner's explanation of how they recognise a line
 Listen to a speaker and make notes on the talk                    of symmetry in a shape. What was the most important point that

I can listen to and understand how other people solved a
problem. I can decide which method I think is the best
Year 4 Block C - Handling data and measures
Unit 1 (2 weeks)

Learning overview

Children undertake enquiries to answer a question that they are given. The enquiry offers a chance to
follow through the data- handling cycle: pose a question and answer it by collecting data, and then
organising, representing and interpreting it. Children identify possible answers based on their findings.
They suggest a further question to explore and revisit the data handling cycle by collecting further data.

Possible contexts for the enquiry can be found in science, for example in the QCA scheme of work: Unit 4a:
Moving and growing; Unit 4d: Solids, liquids and how they can be separated; or Unit 4e: Investigating
parachutes.

For example, children explore a hypothesis such as: The bigger the object, the faster it falls. They decide
what data to collect to find out more. They consolidate their measurement skills and knowledge as they
measure heights of the parachute drop-point above the ground, weights of the objects that they attach to the
parachutes, sizes of the parachutes (defined by length of the side of the square forming the parachute),
lengths of the parachute strings and times of the falls in seconds. Children choose and use appropriate
instruments and units to measure and record lengths to the nearest half centimetre, weights in grams and
kilograms to the nearest half division on the scales, and timings in seconds.

Children organise their measurements by tabulating them. They decide how best to do this. They look for
patterns in the data that could support or refute the hypothesis. They consider how to represent the data in a
bar chart. They report their findings orally and by showing their charts and tables. They develop further
hypotheses, such as: The larger the parachute, the longer the teddy takes to fall or Soft objects fall more
slowly. These suggestions are evaluated in groups and decisions are made about which are suitable to
pursue.

Children plan what data to collect and how to organise it. They appreciate that they need to make careful
choices and to use units of measurement consistently. In groups, they identify the measurements to make
and share the work among the group members. They respond to questions such as:

What data do we need to collect?

How can we collect the data?

How can we represent the data? Is there more than one way to represent the data? Which way would be
best?

What conclusions can we draw about our hypothesis?
Year 4 Block C - Handling data and measures
Unit 1 (2 weeks)
Objectives                                                  Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

 Suggest a line of enquiry and the strategy
What are you trying to find out? What information are
needed to follow it; collect, organise and interpret        you aiming to collect? How?
selected information to find answers                        What do you think the result will be? Why?
Why have you chosen to collect that information?
I can think about an experiment, predict what               What will it tell you?
might happen and decide how I could go about                Gulab says that most children in our class walk to
school. What data would you suggest that he collects
finding out whether it is true
to find out whether he is right?

 Answer a question by identifying what data to
What information will you need to collect to answer
collect; organise, present, analyse and interpret           your question? How will you collect it?
the data in tables, diagrams, tally charts,                 How will you organise your data? How will you
display it?
pictograms and bar charts, using ICT where                  What titles have you given your graphs? What labels
appropriate                                                 have you put on the axes?
What does this table tell you? Why did you choose a
table to show your information? Why is it easy to
I can collect data and put it in a table to help me         interpret?
explore an idea and find out more about it                  Look carefully at one of your tables. How did it help
you find out more about the data?

 Report solutions to puzzles and problems, giving
What have you found out? Does anything surprise
explanations and reasoning orally and in writing,           you? Why?
using diagrams and symbols                                  What evidence do you have to support your
conclusions?
What other questions could you ask now that you
I can tell people what I have found out and show            have finished your enquiry?
What would you do differently if you carried out the
some graphs to back up my conclusions
enquiry again?

 Choose and use standard metric units and their
Estimate the weight of this bag of carrots. And of this
abbreviations when estimating, measuring and                tin of soup.
recording length, weight and capacity; know the             Which units would you use to measure the weight of
an orange?
meaning of 'kilo', 'centi' and 'milli' and, where           A centimetres
appropriate, use decimal notation to record                 B millilitres
C grams
measurements (e.g. 1.3 m or 0.6 kg)
D kilograms
Which is heavier: 2000 g or 3 kg? Explain how you
I can measure lengths, weights, and times to help           know.
Can you tell me another way to say or write 8
me find out more about a question I am exploring            kilograms? What about 500 grams?

 Interpret intervals and divisions on partially
Here are some apples. What is the total weight of the
numbered scales and record readings accurately,         apples?
where appropriate to the nearest tenth of a unit

I can measure lengths to the nearest half
centimetre, weights in grams and kilograms, and
times in seconds
Imagine a centimetre tape measure. The first part
has been torn off and it starts at 8 centimetres. How
can you use it to make a measurement in
centimetres?

 Use time, resources and group members
How are you going to collect the data? How will you
efficiently by distributing tasks, checking progress,   organise the tasks?
making back-up plans                                    What helped you to collect the data efficiently?

I can contribute to a task in my group so that we
are all being helpful as we collect data
Year 4 Block D - Calculating, measuring and understanding shape
Unit 1 (2 weeks)
Learning overview

Children learn the relationships between familiar units of measurement. They learn that kilo means one thousand to help them
remember that there are 1000 grams in 1 kilogram and 1000 metres in 1 kilometre. They respond to
questions such as: A bag of flour weighs 2 kg. How many grams is this? They suggest suitable units to
measure length, weight and capacity; for example, they suggest a metric unit to measure the length of their
book, the weight of a baby, the capacity of a mug. They suggest things that you would measure in
kilometres, metres, litres, kilograms, etc.

Practical activities help children to increase their accuracy of measurement and estimation. For example,
they take a bag of counters and estimate what they think is half, putting these into another bag. They then
weigh both bags to see how close they were. They calculate the difference in grams. When weighing, they
choose appropriate instruments, recognising that different weighing scales are used to weigh different
objects. They look at the numbering on scales and the number of intervals between the numbers. They
calculate the value of each interval and learn to count on from the last numbered interval in order to take a
reading. They gain extra practice using the ITP 'Measuring scales'.

Children continue to add and subtract mentally pairs of two-digit whole numbers. They use their mental
skills to solve problems such as:

Two shelves are 75 cm and 87 cm long. What is their total length? What is the difference between their
lengths?
I need to weigh 150 g of flour. So far I've poured in 68 g. How much more do I need to add?

Children use the vocabulary associated with position, direction and movement. They recognise when
lines are horizontal and vertical and identify simple examples in the environment, for example that the edge
of the table is horizontal.

They know that rows on a grid are described as horizontal and columns as
vertical, and can describe the position of a square on a grid with the rows and
columns labelled. Using a grid they shade in some squares to make a shape
with a given number of sides, e.g. an octagon.
They sit back to back with a partner and use the labels of the rows and
columns to describe the position of the squares they have shaded. Their
partner listens to the speaker, making notes on their own grid to replicate
the shape.

Children revise the relationship between hours, minutes and seconds. They read the time to the nearest
minute on a 12-hour digital clock and on an analogue clock. They practise making number pairs with a total
of 60 and then discuss, for example, that 4:37, or 37 minutes past 4, or 23 minutes to 5 are equivalent. They
record time using am or pm notation. They recognise what they might typically be doing at certain times
and can make a time line to show their day.

They use counting strategies and a number line or time line to
work out time differences, remembering there are 60 minutes in
an hour when they bridge over the hour. For example, they
solve problems such as: The cake went in the oven at 1:35. It
cooked for 40 minutes. What time did it come out? by calculating
that it is 25 minutes until 2:00; this leaves another 15 minutes,
so the cake would come out at 2:15.

Children also find information in timetables and calculate time intervals. For example, they use a TV guide
to find out when programmes begin and end and work out how long different programmes last.
Year 4 Block D - Calculating, measuring and understanding shape
Unit 1 (2 weeks)
Objectives                                                         Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
These are the prices of coconuts and bananas.
 Solve one-step and two-step problems involving numbers,
money or measures, including time; choose and carry out

appropriate calculations, using calculator methods where

appropriate
Josh buys one coconut and half a kilogram of bananas. How
much does he spend altogether?
I can work out how to solve problems with one or two steps         Explain what you did to get your answer.
How did you know what operation(s) to use?
I can solve problems using measurements                            Could you have done it in a different way? Did you use a
calculator? Why/why not?
I can choose what calculation to work out and I can decide
whether a calculator will help me

Why do 37 25, 47 15 and 57 5 all give the same answer?
 Add or subtract mentally pairs of two-digit whole                What strategies would you use to work out the answers to these
calculations: 37 48, 81 36? Could you use a different method?
numbers(e.g. 47    58, 91 - 35)
How could you check that your answer is correct?

I can use mental addition and subtraction to help me solve
problems

Lisa places a counter on square D4.
 Recognise horizontal and vertical lines; use the eight
compass points to describe direction; describe and identify the

position of a square on a grid of squares

I know when a line is horizontal or vertical
I can describe the position of a square on a grid of squares

She moves it 2 squares east and 3 squares south. Write the
position of the square she moves it to.
Estimate the weight of this bag of potatoes. And of this tin of
 Choose and use standard metric units and their                   beans.
Which units would you use to measure the weight of an egg?
abbreviations when estimating, measuring and recording
A centimetres
length, weight and capacity; know the meaning of 'kilo', 'centi'   B millilitres
C grams
and 'milli' and, where appropriate, use decimal notation to        D kilograms
Which is heavier: 2900 g or 3 kg? Explain how you know.
record measurements                                                Can you tell me another way to say or write 8 kilograms? What
(e.g. 1.3 m or 0.6 kg)
Look at these cards. They have capacities in kilograms or grams.
5 kg, 500 g, kg, 1.5 kg, 750 g
Put the cards in order from the lightest to the heaviest. How did
I can estimate and measure a weight                                you order the cards? Why did you put this measurement here?
Were any of the measurements hard to order? Why?
I know the relationships between units of weight                   Which would you prefer: kg of gold or 700 g of gold? Why?
I can write a mass in kilograms using a decimal point
Emily is making a cake. She puts flour on the scales. She then
 Interpret intervals and divisions on partially numbered         adds sugar to the flour.
scales and record readings accurately, where appropriate to

the nearest tenth of a unit

I can use kitchen scales or a bathroom scale to measure a

weight

I can read a weight in kilograms and grams from a scale
How much sugar does she add?
marked in kg

How long do you spend at school each day? How long do you
 Read time to the nearest minute; use am, pm and 12-hour         play computer games each day?
How long have you lived in your house? How long is it until your
clock notation; choose units of time to measure time intervals;
next birthday?
calculate time intervals from clocks and timetables               What are the most suitable units of time to use to answer these
questions? Could you give the answer using a different unit of
time?
What time is it on the clock on the wall? What time will it be 50
I can tell the time to the minute on a clock with hands           minutes from now?
I can write down a time using am and pm                           The time is 2:00 pm. What time was it three hours ago?

I can work out how long it takes to do something if I know the
start and end times

Maria is going to describe how she worked out a time interval
 Listen to a speaker and take notes on the talk                  using a number line. Make some notes so that you can do it in
the same way.
Listen carefully while I explain how to read a number from this
I can listen to someone else speak and write down important       scale. Make a note of what to do.

bits of information that will help me with my task
Year 4 Block E - Securing number facts, relationships and calculating
Unit 1 (3 weeks)

Learning overview

Children count on and back from zero in steps of 2, 3, 4, 5, 6 and 10 to answer questions like: What is 6
multiplied by 8? and How many 4s make 36?

Children derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and are able to
state corresponding division facts. They use these facts to answer questions like:

A box holds 6 eggs. How many eggs are in 7 boxes?

What number when divided by 6 gives an answer of 4?

Leila puts 4 seeds in each of her pots. She uses 6 pots and has 1 seed left over. How many seeds did she

Children investigate patterns and relationships. For example, they add together the digits of any multiple
of 3 and generalise to help them recognise two-and three-digit multiples of 3. Using the 'Number dials' ITP
they recognise that they can use their knowledge of number facts and place value to derive new facts; for
example, by knowing 8 4      32 they can derive the answers to 80 4 and 320 4.

Children solve problems using knowledge of multiplication facts. For example, they use their knowledge of
multiples of 2, 3 and 5 to tackle this problem:

Little has size 2 boots, Middle has size 3 boots and Big has size 5 boots. They all start with the heels of their
boots on the same line and walk heel to toe. When will all their heels be in line again?

They decide what form of recording they will use to represent the problem and then evaluate their ideas,
showing empathy with others.

Children read, write and understand fraction notation. For example, they read and write           as one tenth.
They recognise that unit fractions such as    or    represent one part of a whole. They extend this to
recognise fractions that represent several parts of a whole, and represent these fractions on diagrams. Using
visual representations, such as a fraction wall, children look at ways of making one whole. They recognise
that one whole is equivalent to two halves, three thirds, four quarters, five fifths. Using this knowledge they
begin to identify pairs of fractions that total 1, such as        ,        . They solve simple problems, such
as: I have eaten    of my bar of chocolate. What fraction do I have left to eat?

Children begin to recognise the equivalence between some fractions. They fold a number line from 0 to 1
in half and half again and label the   divisions. They then fold it again and identify the eighths. From this they
establish the equivalences between halves, quarters and eighths. Using a 0 to 1 line marked with 10
divisions, they mark on fifths and tenths and again establish equivalences such as       and    . They also
represent these equivalences by shading shapes that have been divided into equal parts.

Children find fractions of shapes. For example they shade         of an octagon, understanding that any 3 of the
8 triangles can be shaded.

Working practically using objects, they find   of 12 pencils or   of 16 cubes, then present this pictorially.
They make links between fractions and division, realising that when they find       of an amount they are
dividing it into 5 equal groups. They recognise that finding one half is equivalent to dividing by 2, so that   of
16 is equivalent to 16   2. They understand that when one whole cake is divided equally into 4, each person
gets one quarter, or 1   4

Children explore the equivalence between tenths and hundredths, and link this to their work on place value.
They cut a 10 by 10 square into ten strips to find tenths, and observe that 1 tenth is equivalent to 10
hundredths, or that 4 tenths and 3 hundredths is equivalent to 43 hundredths. They note that 43p, or 0.43, is
4 lots of 10p and 3 lots of 1p. They record in both fraction and decimal form:
Year 4 Block E - Securing number facts, relationships and calculating
Unit 1 (3 weeks)
Objectives                                                            Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
 Represent a puzzle or problem using number sentences,               problem?
How can you check that your answer makes sense?
statements or diagrams; use these to solve the problem;
Jan is 9 years old. Her mother is 31 years old.
present and interpret the solution in the context of the problem      How many years older is Jan's mother?
Which of these could you use to work out the answer?
40 - 31 31 9 31 9 31 - 9 40 - 9
I can write down number sentences or drawings to help me

solve a problem

When I have solved a problem I re-read the question to make
sure the answer makes sense

How does knowing your 3 times table help you to recall multiples
 Derive and recall multiplication facts up to 10 10,the              of 6?
Leila puts 4 seeds in each of her pots. She uses 6 pots and has
corresponding division facts and multiples of numbers to 10
1 seed left over.
up to the tenth multiple                                              How many seeds did she start with?
Nineteen marbles are shared between some children. Each child
receives six marbles and there is one marble left over. How
many children share the marbles?
I can tell you answers to the 2, 3, 4, 5,6 and 10 times-tables,       How does 6 4 24 help you to know the answer to 6 40? And
even when they are not in the right order                             the answer to 240 6?

If you give me a multiplication fact I can give you one or two
division facts to go with it

What fraction of these tiles is circled?
 Use diagrams to identify equivalent fractions (e.g.    and      ,
or        and    ); interpret mixed numbers and position them

on a number line (e.g. 3       )
What fraction of the square is shaded?

I can use a fraction to describe a part of a whole

I can show you on a diagram of a rectangle made from eight            Tell me some fractions that are equivalent to . How do you
know? Are there any others?
squares that one half is the same as two quarters or four
The pizza was sliced into six equal slices. I ate two of the slices.
eighths                                                               What fraction of the pizza did I eat?

Tell me two fractions that are the same as 0.5. Are there any
 Recognise the equivalence between decimal and fraction              other possibilities?
How many pence are the same as 0.25? How many hundredths
forms of one half, quarters, tenths and hundredths
are the same as 0.25? How else could you write twenty-five
hundredths?
You have been using your calculator to find an answer. The
I know that two quarters, five tenths and fifty hundredths are        answer on the display reads 8.5. What could this mean?
Which of these fractions is the same as 0.5?
the same as one half
Use this 3 by 4 rectangle to find two fractions that add up to 1.
 Identify pairs of fractions that total 1

Using diagrams, I can find pairs of fractions that make 1 whole

How can you find of 27?
 Find fractions of numbers, quantities or shapes (e.g.   of      Is there more than one way to shade      of a 2 by 6 grid? Why?
30 plums,     of a 6 by 4 rectangle)

I can find a fraction of a shape drawn on squared paper

I can find a fraction of a number of cubes by sharing them in

equal groups
Did anyone solve the problem in a different way?
 Respond appropriately to the contributions of others in the     Which do you think was the best way to solve the problem?
Why?
light of alternative view points
If you were given another problem like this, would you use that
method? Why or why not?

I can listen to different ways that people have solved problems
and decide which way is the most helpful for me

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