Learning overview: Year 4 Block A unit 2 (page 1 of 2)
Children develop understanding of decimal notation for tenths and hundredths in the context of money and length. They understand that the decimal point is used to
separate whole amounts and parts of the whole. They respond to questions such as: What does the digit 6 represent in £1.65? and recognise that because there are ten
lots of 10p in £1, then 60p is six tenths of £1. They count on and back in equal steps to develop a sequence. They use patterns and relationships between numbers to
predict the next term in a sequence such as £1.37, £1.47, £1.57, and they describe the pattern or rule. They order money and measurements involving decimals. For
example, they locate 1.2 m, 2.1 m, 1.5 m and 2.5 m on a line numbered from 0 to 3 metres and marked in tenths.
Children continue to add or subtract mentally pairs of two-digit whole numbers. They use a 100-square to derive pairs of numbers that sum to 100. When presented
with calculations such as 93 – 86 (e.g. I have 93p and Sam has 86p. How much more money do I have?) they recognise that the numbers are close together and can find
the difference by counting up. They suggest other calculations where counting up would be an appropriate strategy, e.g. 403 – 386.
For additions and subtractions that cannot easily be done mentally, children develop written methods. They rehearse rounding two- and three-digit numbers to the
nearest 10 and 100. They use rounding to estimate a calculation; for example, they recognise that the answer to 367 + 185 is less than 400 + 200, and that 725 – 477 is
about 700 – 500. They build on their understanding of place value and partitioning to refine and use efficient methods of recording for addition and subtraction. For
example, for 367 + 185 children use an expanded method, then move on to recording this vertically:
367
367
185
185
367  300 + 60 + 7
400
12
 185  100 + 80 + 5
140
140
400 +140 +12 = 552
12
400
552
552
Children discuss how adding the ones first gives the same answer as adding the hundreds first. Over time, they move to consistently adding the ones digits first.
For 326 – 178, they extend their understanding of ‘difference’ by counting up from
178 to 326, initially using an empty number line and then moving on to vertical
recording
326
178
2
20
100
26
148
 180
 200
 300
 326
Children explain orally how their method of calculation works and demonstrate an understanding of the place value that underpins written methods. Children with a firm
understanding of the expanded methods move towards refining their recording to make them more efficient.
Children continue to derive and practise recalling multiplication and division facts to 10 × 10. They consolidate multiplying and dividing numbers to 1000 by 10 and
100. They work out how many 10p coins there are in £15 or £150 and can complete equations such as 4000 ÷  = 400. They apply their knowledge of multiplying by 10
to known multiplication and division facts. For example, they recognise that if they know the answer to 3 × 6 they can calculate 30 × 6 or 3 × 600; equally if they know
21  3 they also know 210  3. They use this knowledge to develop written methods for multiplying and dividing a two-digit by a one-digit number. When calculating
38 × 7 they approximate first (approximately 40 × 10 = 400), partition into 30 × 7 and 8 × 7 and represent this on a grid.
Counting, partitioning and calculating
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Learning overview: Year 4 Block A unit 2 (page 2 of 2)
e.g. 38 × 7 = (30 × 7) + (8 × 7) = 210 + 56 = 266
30  8
 7
210
56
266
The number with the most digits is always placed in
the left-hand column of the grid so that it is easier to
add the partial products.
The next step is to move the number being multiplied (38) to an
extra row at the top of the grid. Presenting the grid like this helps
children to set out and add the partial products 210 and 56.
When dividing 64 by 4 children approximate first. They recognise that
the answer must lie between 40 ÷ 4 = 10 and 80 ÷ 4 = 20, and use
this approximation to do a calculation such as
Remainders after division are recorded similarly.
64  4  (40  24)  4
 (40  4)  (24  4)
 10  6  16
The next step is to reduce the method of recording to a
column format, but showing the working. Point out the links
with the grid method on the left.
64
40
24
24
0
96  7  (70  26)  7
 (70  7)  (26  7)
 10  3 R 5  13 R 5
30  7  210
8  7  56
96
70
26
21
5
(4  10)
(4  6)
. Answer: 16
(7  10)
(7  3)
. Answer: 13 R 5
Children use their knowledge of calculations to solve problems and puzzles. Given an equation with missing digits such as 7 + 8 = 1, they find how many
different ways they can complete it. They find three consecutive numbers which add up to 39 and then consider what other numbers up to 50 they can make by adding
three consecutive numbers. They record the stages in the problem using calculations and/or drawings. They explain what information they selected and why. They
evaluate the work of other children and modify their thinking in the light of comments and questions from others.
Counting, partitioning and calculating
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Learning overview: Year 5 Block A unit 2 (page 1 of 2)
Children secure understanding of the value of each digit in decimals to two places. For example, they use coins (£1, 10p and 1p) or base-10 apparatus (with a ‘flat’
representing one whole) to model the number 2.45, recognising that this number is made up of 2 wholes, 4 tenths and 5 hundredths. They understand the relationship
between hundredths, tenths and wholes and use this to answer questions such as:
Which of these decimals is equal to 19100?
1.9
10.19
0.19
19.1
How many hundredths are the same as three tenths?
Children use images such as bead strings or number lines to help them count in tenths and hundredths from various start numbers. They position decimals on
number lines, explaining for example that 2.85 lies halfway between 2.8 and 2.9. They suggest numbers that lie between, say, 13.5 and 13.6. Children create and
continue sequences of decimals, e.g. counting up from zero in steps of 0.2 or backwards from 3 in steps of 0.3. They identify the rule for a given sequence and use this
to find the next or missing terms, e.g. finding the missing numbers in the sequence: 1.4, , 1.8, 2, 2.2, . They use counting to answer questions such as 0.2 × 6 or
1.8 ÷ 0.3, explaining how they worked out the answer.
Children partition decimals using both decimal and fraction notation, for example, recording 6.38 as 6 + 310 + 8100 and as 6 + 0.3 + 0.08. They write a decimal given its
parts: e.g. they record the number that is made from 4 wholes, 2 tenths and 7 hundredths as 4.27. They apply their understanding in activities such as:
Find the missing number in 17.82 –  = 17.22.
Play ‘Zap the digit’: In pairs, choose a decimal to enter into a calculator, e.g. 47.25.
Take turns to ‘zap’ (remove) a particular digit using subtraction. For example, to ‘zap’ the 2 in 47.25, subtract 0.2 to leave 47.05.
Children extend their understanding of multiplying and dividing by 10, 100 or 1000 to decimals. They use digit cards and a place value grid to practise multiplying and
dividing numbers by 10, 100 and 1000, e.g. moving each digit two columns to the right to work out that 132 ÷ 100 = 1.32. They recognise that as each digit moves one
column to the right, its value becomes 10 times smaller (and the reverse for multiplication). They apply this understanding in a range of activities such as:
Find the missing number in 0.42 ×  = 42.
Play ‘Stepping stones’: Work out what operation to enter into a calculator to turn the
number in one stepping stone into the number in the next stepping stone.
Children extend written methods for addition to include numbers with one and two decimal places. They use their understanding that 10 tenths make one whole and
10 hundredths make one tenth to explain each stage of their calculation, for example, to add 72.8 km and 54.6 km.
72.8
 54.6
127.4
8 tenths add 6 tenths makes 14 tenths, or 1 whole and 4 tenths.
The 1 whole is ‘carried’ into the units column and the 4 tenths is written in the tenths column.
1
With subtraction of three-digit numbers and decimals, some children may be ready to use more compact methods. The number of steps in the vertical recording of the
‘counting up’ method is reduced. For 326 – 178, they extend their understanding of ‘difference’ by counting up from 178 to 326, initially using an empty number line and
then moving on to vertical recording.
Counting, partitioning and calculating
326
178
2
20
100
26
148
 180
 200
 300
 326
326
178
22
126
148
 200
 326
4.25
1.83
0.17
2.25
2.42
 2.00
 4.25
1
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Learning overview: Year 5 Block A unit 2 (page 2 of 2)
The examples below work towards the decomposition method. Example: 563 – 248, adjustment from the tens to the ones, or ‘borrowing ten’
500  60  3
 200  40  8
50
13
500  60  3
 200  40  8
300  10  5
5 13
56 3
 24 8
315
Discuss how 60 + 3 can be partitioned into 50 + 13. The subtraction of the ones becomes ‘thirteen minus eight’, a known fact. Example: 563 – 271, adjustment from the
hundreds to the tens, or ‘borrowing one hundred’
500  60  3
 200  70  1
400
160
500  60  3
 200  70  1
200  90  2
4 16
5 63
 2 71
2 92
Discuss how 500 + 60 can be partitioned into 400 + 160. The subtraction of the tens becomes ‘160 minus 70’, an application of subtraction of multiples of ten.
Children continue to rehearse their recall of multiplication and division facts and use these facts and their knowledge of place value to multiply and divide multiples
of 10 and 100. They use jottings to record, support or explain mental multiplication and division of TU by U, forging links to the written methods that they are developing
and refining.
Example: 38 × 7 :38 × 7 = (30 × 7) + (8 × 7) = 210 + 56 = 266
30  8
 7
210
56
266
The number with the most digits
is placed in the left-hand column
of the grid so that it is easier to
add the partial products.
The next step is to move the number being
multiplied (38) to an extra row at the top of the grid.
Presenting the grid like this helps children to set out
and add the partial products 210 and 56.

30  7  210
8  7  56
The next step is to represent the
method of recording to a column
format, but showing the working. Point
out the links with the grid method.
38
7
210
56
266
Children should describe what they do by referring to
the actual values of the digits in the columns (e.g. the
first step in 38 × 7 is ‘thirty multiplied by seven’, not
‘three times seven’, although the relationship to 3 × 7
should be stressed).
Children use the multiplication and division facts that they know to find factors of numbers, for example, determining that 35 has a factor pair of 7 and 5, so 350 has a
factor pair of 70 and 5 or 7 and 50. They use their knowledge of factors for special cases of multiplication and division calculations. For example, to multiply 15 by 6, they
work out 15 × 3 × 2 = 45 × 2 = 90, and to divide 72 by 6 they halve it to get 36, then divide by 3. They find common multiples, investigating questions such as:
What is the smallest whole number that is divisible by 5 and by 3? Tell me a number that is both a multiple of 4 and a multiple of 6. Are there any other possibilities?
Children solve a range of one- and two-step word problems, choosing whether to use mental, written or calculator methods. They record their method in a clear and
logical way, using jottings and diagrams where appropriate. They compare their methods with others, recognising where another method is more efficient than the one that
they chose. They solve inverse operation problems such as 3.42 +  = 10, and word problems such as:
Emma saves £3.50 each week. How much has she saved after 16 weeks? I buy presents costing £9.63, £5.27 and £3.72. How much change do I have from £20?
One bag of sugar weighs 2.2 pounds. How much will 10 bags of sugar weigh?
Zak saves half of his pocket money each month. In one year he saves £51. How much pocket money does he get each month?
Counting, partitioning and calculating
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Learning overview: Year 6 Block A unit 2
Children use decimal notation for tenths, hundredths and thousandths. They partition numbers with up to three decimal places. They state the value of the digit 4 in the
number 13.648 and recognise that you add 2 tenths to the number 5.235 to make 5.435. They replace the digit 6 with a 0 by subtracting 0.6 from 13.648 on a calculator.
Children count in steps of 0.1, 0.01 and 0.001, e.g. 2.4, 2.41. 2.42, 2.43, …, 2.49, 2.5. They order numbers with up to three decimal places and position them on a
number line. For example, they locate 0.111 on this line.
Children round decimal numbers to the nearest whole number and to the nearest tenth; for example, they round a set of given lengths to the nearest centimetre or
millimetre. They use rounding to estimate the answer to calculations such as 17.15 – 8.9, by using the approximation 17 – 9 = 8. They calculate mentally problems such
as:
A length of ribbon is 2.4 m long. I need to cut it into three equal pieces. What is the length of each piece?
The dimensions of my garden are 6.7 m by 6 m. What is its area?
Children find the unknown number in an equation such as 0.215 +  = 0.275, using their knowledge of place value and using an inverse operation to check. They
explain their reasoning: ‘I compared the two numbers and realised that the difference between them was 6 hundredths, so I added 0.06 to 0.215 to check.’
Before they use a written method to add and subtract decimal numbers, children estimate the answer. For example, they calculate 13.86 + 9.481 or 0.236 – 0.154, and
use rounding to check that their answer is approximately 23 or 0.08.
13.86
 9.481
23.341
11 1
0.236
 0.154
0.046
0.036
0.082
11
 0.2
 0.236
or
0.236
 0.154
0.082
1
Children discuss the efficiency of their written methods. They consider different calculations and choose the appropriate method: an efficient written method, a mental
method (with jottings if necessary), or a calculator. They use their calculators to solve ‘missing-number’ problems, using their knowledge of inverse operations:
4.2 =  × 7
500 ÷  = 25
 × 5.1 = 34.17
What number multiplied by itself gives 400?
Children solve multi-step problems, including some with negative numbers or decimals, explaining and evaluating their choices, and approximating first:
By midday the temperature rose to 8 °C. By midnight it dropped to –4 °C. What was the temperature difference between midday and midnight? The temperature
regained half of its drop (from midday to midnight) by 6:00 am the following morning. What was the temperature at 6:00 am?
Two adults and two children go to a cinema. Adult tickets are £5.85 and children’s tickets are £2.85. How much change will they get from a £20 note?
Children record stages of solving the problems, explaining clearly the calculations that they have done. They compare and evaluate different methods, discussing the
appropriateness and efficiency of their chosen method.
Counting, partitioning and calculating
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Counting, partitioning and calculating
Year 4 objectives

Use decimal notation for tenths and hundredths
and partition decimals; relate the notation to
money and measurement; position one-place and
two-place decimals on a number line
I can use decimals when I work with money and
measurement

Recognise and continue number sequences
formed by counting on or back in steps of constant
size
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
1999
links
Year 5 objectives

Year 4
28 and
Year 5
29
Year 4
16
Explain what each digit represents in whole numbers and
decimals with up to two places, and partition, round and order
these numbers
I can say what any digit in a decimal is worth

Count from any given number in whole-number and decimal
steps, extending beyond zero when counting backwards; relate
the numbers to their position on a number line
I can count on and back in sevens
I can count in decimal steps to create a sequence


Refine and use efficient written methods to add
and subtract two- and three-digit whole numbers
and £.p
I can add and subtract three-digit numbers using a
written method

Add or subtract mentally pairs of two-digit whole
numbers (e.g. 47 + 58, 91 – 35)
I can add and subtract mentally pairs of two-digit
numbers and find a difference by counting on

Develop and use written methods to record,
support and explain multiplication and division of
two-digit numbers by a one-digit number, including
division with remainders (e.g. 15 × 9, 98 ÷ 6)

I can multiply and divide a two-digit number by a
one-digit number

Multiply and divide numbers to 1000 by 10 and
then 100 (whole-number answers), understanding
the effect; relate to scaling up or down
Year 4
48, 50
Year 4
40, 42,
44, 46
Year 4
6
Use efficient written methods to add and subtract whole numbers
and decimals with up to two places
I can explain each step when I add or subtract decimals using a written
method
I can decide when it is sensible to use a written method for addition or
subtraction

Use knowledge of place value and addition and subtraction of
two-digit numbers to derive sums and differences and doubles
and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
Derive and recall multiplication facts up to 10 × 10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple

I can identify calculations that I can do in my head or with jottings

Use understanding of place value to multiply and divide whole
numbers and decimals by 10, 100 or 1000
I can multiply or divide numbers by 10, 100 or 1000
I know my tables to 10 10
I can use the multiplication facts I know to work out
division facts

Year 4
18 and
Year 5
19, 59
Year 5
3, 29
Recall quickly multiplication facts up to 10 × 10 and use them to
multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
I know my tables to 10 for multiplication facts and division facts. I can
use these facts to multiply multiples of 10 and 100

Identify pairs of factors of two-digit whole numbers and find
common multiples (e.g. for 6 and 9)
Use decimal notation for tenths, hundredths and
thousandths; partition, round and order decimals with
up to three places, and position them on the number
line
I can use decimals with up to three places and order them
on a number line.
I can round decimals to the nearest whole number or the
nearest tenth
1999
links
Year 6
13, 29,
31
Year 7
42, 44
Year 5
17

Year 5
49, 51
Use efficient written methods to add and subtract
integers and decimals, to multiply and divide integers
and decimals by a one-digit integer, and to multiply
two-digit and three-digit integers by a two-digit integer
I can add, subtract, multiply and divide whole numbers and
decimals using efficient written methods
Year 6
49, 51,
57, 67,
69
Year 5
39, 45,
47

Extend mental methods for whole-number calculations, for
example to multiply a two-digit by a one-digit number (e.g.
12 × 9), to multiply by 25 (e.g. 16 × 25), to subtract one nearmultiple of 1000 from another (e.g. 6070 – 4097)
I can multiply and divide numbers by 10 or 100 and
describe what happens to the digits

Year 6 objectives

I can work out sums and differences of decimals

Year 4
56,66,
68
1999
links
Year 5
41, 43
61, 63,
65
Calculate mentally with integers and decimals:
U.t ± U.t, TU × U, TU ÷ U, U.t × U, U.t ÷ U
I can add, subtract, multiply and divide whole numbers and
decimals in my head
Year 6
45, 47,
65
Year 6
7
Year 5
59, 65

Year 5
21
I can use tables facts to work out other facts with decimals
Year 5
73

Use knowledge of place value and multiplication facts
to 10 × 10 to derive related multiplication and division
facts involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6)
Year 6
61, 63,
65
I can find all the factor pairs for a two-digit number

Use knowledge of rounding, number operations
and inverses to estimate and check calculations
I can estimate and check the result of a calculation
Counting, partitioning and calculating
Year 4
72

Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
I can estimate and check the result of a calculation
Use approximations, inverse operations and tests of
divisibility to estimate and check results
Year 6
19, 73
I can estimate and check the result of a calculation
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block

Year 4 linked objectives are located in block A unit 1
Use a calculator to solve problems, including those involving
decimals or fractions (e.g. to find 34 of 150 g); interpret the display
correctly in the context of measurement

Year 5
71
I can use a calculator to solve a problem. I can explain what
calculations I keyed into the calculator and why
Focus of using and applying

Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing,
using diagrams and symbols
I can explain how I solve problems, using diagrams and
symbols to help me
Year 4
76
Focus of using and applying

Explain reasoning using diagrams, graphs and text; refine ways
of recording using images and symbols
I can explain my method for solving a problem clearly to others. I listen
to other children's methods. I talk about which is the most efficient
method

Solve one-step and two-step problems involving whole numbers
and decimals and all four operations, choosing and using
appropriate calculation strategies, including calculator use
I can explain why I chose to work mentally, or use a written method or
a calculator
Year 4
76
Use a calculator to solve problems involving multi-step
calculations
I can use a calculator to solve problems involving more than
one step
Focus of using and applying

Explain reasoning and conclusions, using words,
symbols or diagrams as appropriate
I can explain my reasoning and conclusions, using symbols
to represent unknown numbers

Solve multi-step problems, and problems involving
fractions, decimals and percentages; choose and use
appropriate calculation strategies at each stage,
including calculator use
I can solve problems involving more than one step
Focus on speaking and listening:
Focus on speaking and listening:
Focus on speaking and listening:



Respond appropriately to others in the light of
alternative viewpoints
I can explain how I solved a problem and can decide
whether someone else solved it in a better way
Analyse the use of persuasive language
I can explain solutions to problems so that others can follow the
stages. I can choose words and draw diagrams to help them to
understand
Year 6
71
Year 6
77
Year 6
57,
75,83,
85, 87,
89,
101
Participate in a whole-class debate using the
conventions and language of debate
I can take part in a whole-class debate
Year 4 Building on previous learning
•
add or subtract mentally combinations of one- and two-digit numbers
Check that children can already:
•
derive number pairs that total 100
•
identify the calculation needed to solve a word problem
•
use informal written methods to add and subtract two- and three-digit numbers
•
explain and record their methods and solutions to problems and calculations
•
estimate sums and differences of two- or three-digit numbers
•
read, write, partition and order whole numbers to 1000
•
recall multiplication and division facts for the 2, 3, 4, 5, 6 and 10 times-tables
•
use £.p notation
•
multiply one- and two-digit numbers by 10 and 100
•
understand and use the < and > signs
•
use informal written methods to multiply and divide two-digit numbers
•
round two- or three-digit numbers to the nearest 10 or 100
• round remainders up or down, depending on the context
•
recall addition and subtraction facts for each number to 20
Year 4 vocabulary for this unit
Additional Year 5 vocabulary for this unit
problem, solution, calculate, calculation, equation, operation, answer, method, explain, predict, reason,
formula, term, consecutive
reasoning, pattern, relationship, rule, sequence
numeral, decimal place, ten thousands,
place value, partition, thousands, digit, four-digit number, decimal point, decimal place, tenths, hundredths
hundred thousands, millions, positive, negative,
integer, thousandths, convert, dividend,
add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient, remainder
above/below zero, compare, order, ascending,
divisor,
descending, greater than (>), less than (<),
calculator, display, key, enter, clear,
round, estimate, approximately
constant
factor, multiple
units of measurement and their
abbreviations
calculator, display, key, enter, clear, constant
pound (£), penny/pence (p), units of measurement and abbreviations, degrees Celsius (°C)
Counting, partitioning and calculating
Additional Year 6 vocabulary for this
unit
strategy, represent
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Block E
unit 3
Counting, partitioning and calculating
Block D
unit 3




































Block C
unit 3


Block B
unit 3
Use knowledge of rounding, number operations and inverses to
estimate and check calculations



Develop and use written methods to record, support and explain
multiplication and division of two-digit numbers by a one-digit number,
including division with remainders (e.g. 15 × 9, 98 ÷ 6)
Use a calculator to carry out one-step and two-step calculations
involving all four operations; recognise negative numbers in the display,
correct mistaken entries and interpret the display correctly in the context
of money



Block A
unit 3
Multiply and divide numbers to 1000 by 10 and then 100 (wholenumber answers), understanding the effect; relate to scaling up or down
Identify the doubles of two-digit numbers; use these to calculate
doubles of multiples of 10 and 100 and derive the corresponding halves


Refine and use efficient written methods to add and subtract two-digit
and three-digit whole numbers and £.p
Derive and recall multiplication facts up to 10 × 10, the corresponding
division facts and multiples of numbers to 10 up to the tenth multiple
Block E
unit 2

Block D
unit 2
Add or subtract mentally pairs of two-digit whole numbers (e.g.
47 + 58, 91 – 35)

Block C
unit 2

Use decimal notation for tenths and hundredths and partition decimals;
relate the notation to money and measurement; position one-place and
two-place decimals on a number line
Use knowledge of addition and subtraction facts and place value to
derive sums and differences of pairs of multiples of 10, 100 or 1000
Block B
unit 2

Block A
unit 2
Block E
unit 1
Recognise and continue number sequences formed by counting on or
back in steps of constant size

Block D
unit 1
Partition, round and order four-digit whole numbers; use positive and
negative numbers in context and position them on a number line; state
inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1)

Block C
unit 1

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
Block B
unit 1
Block A
unit 1
Year 4 Block A
Report solutions to puzzles and problems, giving explanations and
reasoning orally and in writing, using diagrams and symbols
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

Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Block E
unit 3
Block D
unit 3

Block C
unit 3
Block B
unit 3

Block A
unit 3


Block E
unit 2

Block D
unit 2

Block C
unit 2

Block B
unit 2
Block A
unit 2

Block E
unit 1
Block D
unit 1

Block C
unit 1
Block B
unit 1
Block A
unit 1
Year 5 Block A
Explain reasoning using diagrams, graphs and text; refine ways of
recording using images and symbols

Solve one-step and two-step problems involving whole numbers and
decimals and all four operations, choosing and using appropriate
calculation strategies, including calculator use

Count from any given number in whole-number and decimal steps,
extending beyond zero when counting backwards; relate the numbers to
their position on a number line

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

Explain what each digit represents in whole numbers and decimals
with up to two places, and partition, round and order these numbers
Use knowledge of place value and addition and subtraction of twodigit numbers to derive sums and differences and doubles and halves of
decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
Use efficient written methods to add and subtract whole numbers and
decimals with up to two places
Recall quickly multiplication facts up to 10 × 10 and use them to
multiply pairs of multiples of 10 and 100; derive quickly corresponding
division facts
Identify pairs of factors of two-digit whole numbers and find common
multiples (e.g. for 6 and 9)
Use understanding of place value to multiply and divide whole
numbers and decimals by 10, 100 or 1000
Extend mental methods for whole-number calculations, for example to
multiply a two-digit by a one-digit number (e.g. 12 × 9), to multiply by
25 (e.g. 16 × 25), to subtract one near multiple of 1000 from another (e.g.
6070 – 4097)
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




Use knowledge of rounding, place value, number facts and inverse
operations to estimate and check calculations
Counting, partitioning and calculating

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





Use a calculator to solve problems, including those involving decimals
or fractions (e.g. to find 3¤4 of 150 g); interpret the display correctly in
the context of measurement



Refine and use efficient written methods to multiply and divide
HTU × U, TU × TU, U.t × U and HTU ÷ U


















Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block

Block E
unit 3

Block D
unit 3

Block C
unit 3

Block B
unit 3

Block A
unit 3

Block E
unit 2

Block D
unit 2

Block C
unit 2

Block B
unit 2
Calculate mentally with integers and decimals: U.t ± U.t, TU × U,
TU ÷ U, U.t × U, U.t ÷ U
Block A
unit 2
Use knowledge of place value and multiplication facts to 10 × 10 to
derive related multiplication and division facts involving decimals (e.g.
0.8 × 7, 4.8 ÷ 6)

Block E
unit 1
Use decimal notation for tenths, hundredths and thousandths; partition,
round and order decimals with up to three places, and position them on
the number line
Block D
unit 1

Solve multi-step problems, and problems involving fractions, decimals
and percentages; choose and use appropriate calculation strategies at each
stage, including calculator use
Find the difference between a positive and a negative integer, or two
negative integers, in context
Block C
unit 1
Block B
unit 1
Block A
unit 1
Year 6 Block A
Explain reasoning and conclusions, using words, symbols or diagrams
as appropriate

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
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






Use efficient written methods to add and subtract integers and
decimals, to multiply and divide integers and decimals by a one-digit
integer, and to multiply two-digit and three-digit integers by a two-digit
integer

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
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
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







Use a calculator to solve problems involving multi-step calculations

Use approximations, inverse operations and tests of divisibility to
estimate and check results
Counting, partitioning and calculating













Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Week Mental/Oral (rehearse, recall,
1
refine, reason, revisit, read)
Objectives
Activity
Main Activity
Objectives
Key vocabulary
Plenary
Direct teaching
Key questions
Activities - (considering lower, middle & higher
achievers) Indicate organisation & support.
Resources
(incl ICT)
Review, reflect.
Key questions
Mon
Tues
Wed
Thur
Fri
Assessment & future action
Counting, partitioning and calculating
Homework
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block
Week Mental/Oral (rehearse, recall,
2
refine, reason, revisit, read)
Objectives
Activity
Main Activity
Objectives
Key vocabulary
Plenary
Direct teaching
Key questions
Activities - (considering lower, middle & higher
achievers) Indicate organisation & support.
Resources
(incl ICT)
Review, reflect.
Key questions
Mon
Tues
Wed
Thur
Fri
Assessment & future action
Counting, partitioning and calculating
Homework
Year 4, Year 5 and Year 6 Block A Unit 2 (Spring term): 2 week block