Mathematics

Year 4

Module 1

Place Value

Pupils will be taught to :

recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
order and compare numbers beyond 1000
identify, represent and estimate numbers using different representations
round any number to the nearest 10, 100 or 1000

Representing numbers to 1,000

We have used a range of manipulatives to show a range of numbers.

Using our whiteboards and in our books we have also drew a range of numbers.

Representing numbers to 10,000

Ordering to 10,000

We looked at the place value of each number to help us order from smallest to greatest and greatest to smallest.

We helped groups identify where they had gone wrong by showing understanding of the value of each number.

We used the <, > and = symbols to comapre numbers.

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Roman numerals

Addition and Subtraction

Pupils should be taught to:

add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
estimate and use inverse operations to check answers to a calculation
solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

Addition

We have used manipulatives to help us develeop our understanding of addition up to 10,000. We have made more than 1 exchange.

We have develeoped the use of the column method. We discussed the importance of the layout and how we must start at the ones.

Subtraction

We have used manipulatives and our whitebaords to help with our understanding of subtraction. We have looked at subtraction with more than 1 exchange.

Although our work looked mainly at the column method we did look at other more efficient methods we could use. This included the number line and taking away 1 and then adding it back at the end.

Module 2

Area

Pupils should be taught to:

measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
find the area of rectilinear shapes by counting squares

Multiplication and Division

Pupils should be taught to:

recall multiplication and division facts for multiplication tables up to 12 × 12
use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
recognise and use factor pairs and commutativity in mental calculations
multiply two-digit and three-digit numbers by a one-digit number using formal written layout
solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Multiples of 3 and 6

We have made connections between the three and six times tables. We recognised that we can double the three times and find the six times table.

We have looked at what happens when we multiply by 0 and 1.

We multiplied by 7. A method we looked at was to x5 and then x2 before recombing them.

7 x 7 = 7 x 5 + 7 x 2 = 49.

Some children found this hard while others could see haow this could help.

When learning the x12 tables we considered different ways we could do this to support our understanding.

A method we looked at was to x10 and then x2 before recombing them.

4 x 12 = 4 x 10 + 4 x 2 = 48.

We also made connections with our x6.

When learning the x9 we looked at different methods. Some children were able to use their fingers to help, some children 'just knew it' while some were open minded to a new strategy.

9 x 9 = 9 x 10 - 9

Module 3

Multiplication and Division

Pupils should be taught to:

recall multiplication and division facts for multiplication tables up to 12 × 12
use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
recognise and use factor pairs and commutativity in mental calculations
multiply two-digit and three-digit numbers by a one-digit number using formal written layout
solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Informal multiplication methods

We used number lines and the part whole model.

Although some children were able to do these, we agreed that these can take a long time and maybe not the most efficient method.

Formal methods TO x O

We used the column method for multiplication. We looked at partitioning into O x O and T x O then adding them together or by using our knowledge of the column method for addition that we practiced in module 2.

The column method was much quicker and more efficient.

Division

We have looked at using the part whole model and manipulatives to help with our work on division. We were able to apply our multiplication skills to help us do this. We applied our understaanidng of number to help us exchange tens and ones when completing our work.

We have looked at remainders and how we can use the inverse to check our answers.

Perimeter

Pupils should be taught to:

measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres

Perimeter on a grid

We have learnt that perimeters are only on the outside of a close 2d shapes and that if there is one number on the top it will be the same as the number on the bottom.

A perimeters is where we count the squares on each side. We can also times the number of sides if they are the same like on a square.

Perimeter on a grid

We were being open minded by creating our own shapes and then counting the perimeter. The rest of the class were then checking to see if we had done this correctly.

Perimeter of polygons

Module 4

Fractions

Pupils should be taught to:

recognise and show, using diagrams, families of common equivalent fractions
add and subtract fractions with the same denominator
solve simple measure and money problems involving fractions and decimals to two decimal places.

Partitioning mixed numbers

Nathan - A mixed number is when we have whole number and a fraction. We partitioned the numbers in the fractions and the whole number. We showed that we could be open minded by different ways of partitioning.

Converting improper fractions and mixed numbers

Leighton - An improper fraction is when the numerator is larger than the denominator. we can convert them by seeing how many times the denominator goes into the numerator, this gives us the whole number. The remainder is the numerator of the fraction.

13/6 = 2 r1 2 whole 1 sixth

Understanding improper fractions

Equivalent fractions on a number line

Skyela & Daisy - Equivalent fractions are when the fractions are the same such as

12/12 = whole

1 half = 3/6, 4/8

We can use number lines and shapes to help us recognise the fractions

Decimals

Pupils should be taught to:

count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
recognise and write decimal equivalents of any number of tenths or hundredths
recognise and write decimal equivalents to ,
find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
round decimals with one decimal place to the nearest whole number
compare numbers with the same number of decimal places up to two decimal places
solve simple measure and money problems involving fractions and decimals to two decimal places.