Bellfield Primary School Numeracy Medium Term Planning
Year 4 Autumn Term
Year 4
Autumn Term
Big Maths
Counting
Progress Drive
Steps
Place Value
Squiggleworth
4. I can partition
a 2dp number
Ordering
Numbers
4. I can order
numbers with 3
decimal places
7. I can count in
6s
7. I can count in
25s, 250s, 2.5s,
1/4
3. I can count
along for all of
Count Fourways
challenges
Counting
Multiples
Count Fourways
Counting Along
Learn its
Multiplication
6 x table
Progress Drive
Adding in
different
contexts.
Pim
Halving
Number bonds
X10/100/
1000
÷10/100/
1000
Smile
Multiplication
Coin
Multiplication
It’s nothing new
Steps
3.I can add thousands 3000+4000
5.I can halve any 2 digit number
4. I know the missing piece to 1000 346+?=1000
2. I can multiply whole numbers by 100 13X100
2. I can divide whole numbers by 10 or 100. 279÷10
346÷100
2.I can write smile multiplications times tables. 1x50
2x50 3x50
3.I can write smile multiplication fact families.
30x7=210 7x30=210 210÷30=7 210÷7=30
3. I can complete a full coin card 1, 2, 5, 10, 20, 50,
100. 1x32 2x32 5x32 10x32 20x32 50x32
100x32
Calculation
Addition
Mental
32. I can I can solve 1 dp
add 1 dp. 0.4+0.3
Subtraction
Written
33. I can solve 3 digit
subtract 3 digit as money.
£6.28-£2.35
Multiplication
Written
11. I can solve 2 digit times
1 digit (x2,3,4,5). 4x23
2x23
Division
(x2,3,4 or 5)
Written
19.I can combine 2 or more
tables facts to solve
division with reminders.
69÷5
Outline of main topics
Week
Main
Topic
Title
1
Objectives
To count in multiples of 6, 25 and 1000 Count Fourways 1, 7
 I can count in multiples of 6, 25 and 1000
To find 1000 more or less than a given number
Number
 I can find 1000 more than any number
 I can find 1000 less than any number
To recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and
ones) Place value 3 (1)
 Locate 3- and 4-digit numbers on land-marked lines, 100s or 1000s labelled, and on empty
number lines Counting along 1-2
 I recognise the value of each digit in a 4 digit number
 I can partition a 4 digit number
 I understand that 0 is used as a place holder
To order and compare numbers beyond 1000. Ordering numbers 3
 Compare using < and >
 I can order and compare numbers in context e.g. temperature, measures and money
Solve number and practical problems that involve all of the above and with increasingly large
positive numbers
 I can use 4 digit numbers in different ways to solve one and two step number problems, through the use of
column method.
 I can use a variety of representations to solve problems including fractions and measure.
Links with
Hamilton, NRICH
and NCETM
Hamilton Trust
Week 1
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42476
NRICH Activities
1. Some Games
That May Be
Nice or Nasty
The Deca Tree
Addition and Subtraction
(Another week later in the term)
2/3
Measurement
4
Revise mental calculation strategies for addition and subtraction
 Adding pairs of two digits Addition22-25
 Complements to 10 Jigsaw Numbers 1-2
 Addition and subtraction facts to 20
Add numbers with 3 digits using the informal written methods (expanded) of addition Addition
26-29
 I can use columnar addition to add numbers with 3 digits
 I can use columnar subtraction to subtract numbers with up to 3 digits
Subtract three digit numbers using a number line (finding the difference)
Subtraction 29-32
To estimate and use inverse operations to check answers to a calculation
 I can estimate answers to a calculation.
 I can 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. (1)
Hamilton Trust
Week 2 and 3
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42543
NRICH Activities
1. The Puzzling
Sweet Shop
Money Bags
Amy’s Dominoes
Escape from the
Castle
Fifteen Cards
Sealed Solution
Roll These Dice
 I can identify the operation(s) to use when solving problems.
 I can solve two-step addition and subtraction problems within a context (extending to decimal units of measure)
 I can justify the methods I have used to solve a problem.
Convert between different units of measure (e.g. kilometre to metre; ) Link this to multiplying
and dividing by 10 and 100 ITS NOTHING NEW.
(Only do measures that link to these calculations at this stage no x1000.) X10, 100, 100, -1-2.
÷10, 100, 100, -1-2
Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres
and metres (straight lines) (1)
 I can measure a perimeter of a rectilinear figure in centimetres
 I can measure a perimeter of a rectilinear figure in metres
Estimate, compare and calculate different measures (2)
 I can estimate different measures
 I can compare different measures
 I can calculate different measures
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42733
NRICH Activities
1. Torn Shapes
2. Discuss and
Choose
5
Recognise and show, using diagrams, families of common equivalent fractions Count Fourways 1-8
 I can understand the relationship between denominators and their divisors.
 I can recognise equivalent fractions
 I can show equivalent fractions using diagrams or shapes
 I can find common equivalent fractions
Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide
quantities, (1)
Fractions


Quantities involved – ½ ¼ 1/10 1/5
Of shapes and quantities
1
1
3
Recognise and write decimal equivalents to /4; /2; /4 Count Fourways 1-8
 I can recognise decimal equivalents to 1/4; 1/2; ¾
 I can write decimal equivalents to 1/4; 1/2; ¾
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 units, tenths and hundredths . X10, 100, 100, -1-2. ÷10, 100, 100, -1-2
 I can recognise when a 1 or 2 digit number has been divided by 10 or 100.
 I can explain when a 1 or 2 digit number has been divided by 10 or 100.
 I can read and identify the value of the digits within an answer as units, tenths or hundredths.
 I can use language such as decimal point when describing differing values of a digit.
Solve simple measure and money problems involving fractions and decimals to one decimal place.
Adding with Pim 1-4
 I can solve simple measure and money problems involving fractions.
 I can solve simple measure and money problems involving two decimals.
 I can solve simple measure and money problems involving fractions and decimals.
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42648
NRICH Activities
1. Fractions in a
Box Chocolate
To read, write and convert time between analogue and digital 12 and 24-hour clocks
Statistics and Measure (Time)
6
 I can read the time on a 12 hour analogue clock.
 I can read the time on a 12 hour digital clock.
 I can read the time on a 24 hour digital clock.
 I can write the time on a 12 hour analogue clock.
 I can write the time on a 12 hour digital clock.
 I can write the time on a 24 hour digital clock.
 I can convert time between analogue and digital to 12 hours.
 I can convert time between analogue and digital to 24 hours
To solve problems involving converting from hours to minutes; minutes to seconds; years to
months; weeks to days.
 I can convert between hours and minutes in real life situations (eg. TV listings).
 I can convert between minutes and seconds in real life situations (eg. bus timetables).
 I can convert between years and months in real life situations (eg. calendars).
 I can convert between weeks and days in real life situations
To interpret and present discrete data using bar charts and continuous data using bar charts
 I can interpret discrete data using bar charts with scales beyond 2, 5, 10.
 I can interpret continuous data using bar charts with scales beyond 2, 5, 10.
 I can present discrete data using bar charts
To solve comparison, sum and difference problems using information presented in bar charts (1)
 I can solve comparison problems using information presented in bar charts, pictograms and other graphs
 I can solve sum and difference problems using information presented in bar charts, pictograms and other
graphs.
Assess and Review
7
Assessment against big maths trackers and progress drives
Assessment against each objective on the emergent, expectant and exceeding.
 Collins Assess and review lessons
 Testbase
 NCETM
 NRICH
 Big Maths
 Assessment grids
Hamilton Trust
Week 9
NCETM Activities
Stat
https://www.ncet
m.org.uk/resource
s/42962
Time
https://www.ncet
m.org.uk/resource
s/42733
NRICH Activities
1. Venn Diagrams
More Carroll Diagrams
Plants
Half Term
1
To count in multiples of 6, 25 and 1000 Count Fourways 1, 7
 I can count in multiples of 6, 25 and 1000
To find 1000 more or less than a given number
 I can find 1000 more than any number
 I can find 1000 less than any number
Number
To recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and
ones) Place value 3 (1)
 Locate 3- and 4-digit numbers on land-marked lines, 100s or 1000s labelled, and on empty
number lines Counting along 1-2 (1)
 I recognise the value of each digit in a 4 digit number
 I can partition a 4 digit number
 I understand that 0 is used as a place holder
To order and compare numbers beyond 1000. Ordering numbers 3
 Compare using < and >
 I can order and compare numbers in context e.g. temperature, measures and money
Solve number and practical problems that involve all of the above and with increasingly large
positive numbers
 I can use 4 digit numbers in different ways to solve one and two step number problems, through the use of
column method.
 I can use a variety of representations to solve problems including fractions and measure.
Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to
include the concept of zero and place value.
 I can read Roman numerals to 100 (I to C)
 I can understand concepts of how the numeral system changed to include the concept of zero and place value.
 I can identify the different ways to write Whole numbers in historical context e.g. Roman Numerals
Hamilton Trust
Week 6
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42476
NRICH Activities
Some Games That May
Be Nice or Nasty The
Deca Tree
Recall multiplication and division facts for multiplication tables up to 12 × 12 Autumn Term –
2,3,4,5,6,9,10,11
(1)
2/3
 I can recall
 I can recall
 I can recall
 I can recall
 I can recall
 I can recall
all
all
all
all
all
all
the multiplication facts to 12 x 6
of the division facts to 72 ÷ 6
the multiplication facts to 12 x 7
of the division facts to 84 ÷ 7
the multiplication facts to 12 x 9
of the division facts to 108 ÷ 9
Multiplication and Division
Use place value to multiply and divide by 10 and 100. X10, 100, 100, -1-2. ÷10, 100, 100, -1-2
To use place value, known and derived facts to multiply and divide mentally, including: multiplying
by 0 and 1; dividing by 1; (2)
 I can multiply any number by 0
 I can divide any number by 0
 I can multiply any number by 1
 I can divide any number by 1
Multiply two-digit by a one-digit number using formal written layout (grid multiplication – see
calculation policy. Multiplication 11-12.
 I can use an informal written method to calculate 2 digit x 1 digit statements
Smile Multiplication 1-2
Solve problems involving multiplying and adding.
 I know whether to use multiplication or division to solve a problem
 I can solve problems involving multiplication
 I can solve problems involving division
 I can solve problems involving multiplication and addition.
 I can work out intervals on a scale using my times table facts (Y4)
 I can use my multiplication and related division facts to solve problems involving objects with remainders
 I can use repeated addition to solve 2 digit number x 1 digit number calculations
 I can mentally calculate 3 digit x 1 digit statements using my tables facts
 I can mentally calculate 3 digit x 1 digit statements and their related division facts.
 I can use multiplication to solve two-step problems
 I can use division to solve two-step problems.
Begin to decide whether to round up or down after division
Choose appropriate number operations and calculation methods to solve money and ‘real life’ word
problems with one or more steps.
Explain and record methods. Check with equivalent calculation
Hamilton Trust
Week 5, 10 and
11
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42598
NRICH Activities
1. Multiplication
Square Jigsaw
Shape Times Shape
Table Patterns Go
Wild!
Let’s Divide Up!
That Number Square!
Carrying Cards
Light the Lights Again
Multiples Grid
Zios and Zepts
2. Trebling
All the Digits
4
To compare and classify geometric shapes, including quadrilaterals and triangles, based on their
properties and sizes (1)
Geometry
 I can compare and classify the properties and sizes of quadrilaterals for example: parallelogram, rhombus,
trapezium
 I can compare and classify the properties and sizes triangles for example: isosceles, equilateral, scalene
To identify lines of symmetry in 2-D shapes presented in different orientations (2)
 I can identify lines of symmetry in 2D shapes in different orientations
To complete a simple symmetric figure with respect to a specific line of symmetry.(3)
 I can draw symmetrical patterns
 I can complete a simple symmetric figure with one line of symmetry
 I can recognise line symmetry in a variety of diagrams including where the line of symmetry does not dissect the
original shape
Hamilton Trust
Week 4
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42842
NRICH Activities
1. Nine-pin
Triangles
Cut it Out
2. Let’s Reflect
National Flags
Stringy Quads
3. A Cartesian
Puzzle
Symmetry Challenge
Coordinate Challenge
5
Recognise and show, using diagrams, families of common equivalent fractions Count Fourways 1-8
 I can understand the relationship between denominators and their divisors.
 I can recognise equivalent fractions
 I can show equivalent fractions using diagrams or shapes
 I can find common equivalent fractions
 I can simplify fractions in order to calculate equivalences using factors and multiples.
Fractions
Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide
quantities, (1)
 Begin to relate finding unit fractions to division and use to find ½, 1/3, ¼, 1/5 or 1/10 of multiples of 2,
3, 4, 5 or 10
 moving onto non unit fractions of the fractions above with whole number answers.
 Of shapes and quantities
1
1
3
Recognise and write decimal equivalents to /4; /2; /4 Count Fourways 1-8
 I can recognise decimal equivalents to 1/4; 1/2; ¾
 I can write decimal equivalents to 1/4; 1/2; ¾
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 units, tenths and hundredths . X10, 100, 100, -1-2. ÷10, 100, 100, -1-2
 I can recognise when a 1 or 2 digit number has been divided by 10 or 100.
 I can explain when a 1 or 2 digit number has been divided by 10 or 100.
 I can read and identify the value of the digits within an answer as units, tenths or hundredths.
 I can use language such as decimal point when describing differing values of a digit.
Solve simple measure and money problems involving fractions and decimals to one decimal place.
Adding with Pim 1-4
 I can solve simple measure and money problems involving fractions.
 I can solve simple measure and money problems involving two decimals.
 I can solve simple measure and money problems involving fractions and decimals.
 I can find a fraction which is several parts of a whole.
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42648
NRICH Activities
Fractions in a Box
Chocolate
Addition and Subtraction
6
Revise mental calculation strategies for addition and subtraction
 Adding pairs of two digits Addition22-25
 Complements to 10 Jigsaw Numbers 1-2
 Addition and subtraction facts to 20
Add numbers with 3 digits using the informal written methods (expanded) of addition Addition
26-29
 I can use columnar addition to add numbers with 3 digits
 I can use columnar subtraction to subtract numbers with up to 3 digits
Subtract three digit numbers using a number line (finding the difference)
Subtraction 29-32
To estimate and use inverse operations to check answers to a calculation
 I can estimate answers to a calculation.
 I can 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. (1)
7
Assess and Review
 I can identify the operation(s) to use when solving problems.
 I can solve two-step addition and subtraction problems within a context (extending to decimal units of measure)
 I can justify the methods I have used to solve a problem.
Assessment against big maths trackers and progress drives
Assessment against each objective on the emergent, expectant and exceeding.
 Collins Assess and review lessons
 Testbase
 NCETM
 NRICH
 Big Maths
 Assessment grids
Hamilton Trust
Week 7 and 8
NCETM Activities
https://www.ncet
m.org.uk/resource
s/42543
NRICH Activities
2. The Puzzling
Sweet Shop
Money Bags
Amy’s Dominoes
Escape from the
Castle
Fifteen Cards
Sealed Solution
Roll These Dice