Medium term Plan for Autumn Year 4
NB: HAT = Hamilton Assessment Tracker
There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity.
Week
Main focus of teaching and activities each day
1
Number, place value and money
Day 1: Understand place value in 4-digit numbers
Day 2: Write place value subtractions
Day 3: Comparing pairs of four-digit numbers, using < and >
Day 4: Placing and ordering 3-digit numbers
Day 5: Placing and ordering 4-digit numbers
No zero
NRICH link: The Thousands Game
Starter
Day 1: Starter – Place value
in 3-digit numbers
Day 2: Starter – Write
amounts in £ and p
Day 3: Starter – Count on
and back in steps of 100
from 0 to at least 5000
Day 4: Starter – Place 2digit numbers on an empty
0 to 100 line
Day 5: Starter – Count in 1s
from 990 to 1100 and other
4-digit numbers
Outcomes of each day
Number, place value and money
Day 1: 1. Say what each digit represents in a 4-digit number.
2. Write place value related additions.
Day 2: 1. Say what each digit represents in a 4-digit number.
2. Compare 4-digit numbers
Day 3: 1. Say what each digit represents in a 4-digit number.
2. Use this knowledge to compare 4-digit numbers using < and >.
Day 4: 1. Locate 3-digit numbers on landmarked and unmarked 0-1000 lines.
Day 5: 1. Locate 4-digit numbers on landmarked and unmarked lines.
HAT Outcomes 1, 3 and 9 (placing nos on lines)
© Hamilton Trust
Week
Main focus of teaching and activities each day
2
Mental addition or subtraction
Day 1: Add pairs of two-digit numbers
Starter
Day 1: Starter – Know by
heart the total of any pair of
single-digit numbers
Day 2: Add two–digit numbers to three-digit numbers
Day 3: Find a difference by counting up
Day 4: Count up and use number bonds to subtract two-digit
numbers from 100
Day 5: Choose counting up or back to subtract two-digit
numbers from numbers >100
Make 100
NRICH link: Twenty divided into six
3
Written addition and Frog subtraction
Day 2: Starter – Count on in
10s from any three-digit
numbers
Day 3: Starter –
Complements to multiples
of 10
Day 4: Starter – Addition
and subtraction facts for 20
Day 5: Starter – Count back
in 10s from any 3-digit
number, including crossing
100s
Day 2: Adding three 3-digit numbers using compact written
addition
Day 1: Starter – Add any
pair of 2-digit multiples of
10
Day 2: Starter – Add three 1digit numbers
Day 3: Using counting up (Frog) to subtract, e.g. 402 – 356
Day 3: Starter – Pairs to 100
Day 4: Use Counting up (Frog) to subtract (e.g. 421 – 356)
and check with addition
Day 4: Starter – Change
from £1
Day 5: Using counting up (Frog) to subtract; check with
addition
Day 5: Starter – Add pairs
of two-digit numbers,
answer < 100
Day 1: Adding two 3-digit numbers using compact written
addition
Cats and dogs
© Hamilton Trust
Outcomes of each day
Mental addition or subtraction
Day 1: 1. Add pairs of two-digit numbers using place value.
2. Add pairs of two-digit numbers using counting up in 10s & 1s.
3. Use number facts and understanding of the number system to choose a
strategy for adding.
Day 2: 1. Add a two-digit number to a three-digit number using place value.
2. Add a two-digit number to a three-digit number using counting up.
3. Use number facts and understanding of the number system to choose a
strategy for adding.
Day 3: 1. Count up to subtract pairs of two-digit numbers.
2. Use number facts to count up quickly and efficiently.
Day 4: 1. Subtract a two-digit number from 100 using number bonds or place
value.
Day 5: 1. Subtract a two-digit number from a three-digit number using
counting up or counting back.
2. Choose a strategy to subtract.
HAT Outcomes 10 and 12
Written addition and Frog subtraction
Day 1: 1. Add two 3-digit numbers using compact written addition.
Day 2: 1. Add three 3-digit numbers using compact written addition.
Day 3: 1. Count up to subtract 3-digit numbers e.g. 402 – 356.
Day 4: 1. Count up to subtract 3-digit numbers (answers less than 100, e.g.
421 – 356).
2. Check subtraction using addition.
Day 5: 1. Count up to subtract 3-digit numbers (answers less than 100, e.g.
421 – 356).
2. Check subtraction using addition.
HAT Outcomes 11 (3-d nos), 12 and 15
Week
Main focus of teaching and activities each day
4
Shape
Day 1: Use compass to draw circles to given radii.
Starter
Outcomes of each day
Shape
Day 1: Starter – Telling the
time
Day 2: Draw different polygons; identify their properties
Day 1: 1. Understand how the circumference and radius of a circle can be
found
2. Draw circles with different radii
Day 2: Starter – 2D shapes
Day 3: Study different triangles and identify their properties.
Day 4: Study different 3-D shapes and identify their
properties.
Day 3: Starter – Complete
symmetrical drawings
Day 2: 1. Describe 2D shapes by using correct mathematical vocabulary
2. Sort 2D shapes into a Carroll diagram
Day 4: Starter – 3D shape
Day 3: 1. Describe, name different triangles
2. Sort triangles into Carroll diagrams
Day 5: Starter – Counting
on and back in ones from 4digit numbers through
1000s and 100s
Day 4: 1. Describe and name 3D shapes by using correct mathematical
vocabulary
2. Construct 3D shapes
Day 5: Identify and sort 3-D shapes acc. to their properties
Soma Cube
NRICH link: Nine-Pin Triangles
Day 5: 1. Describe and name 3D shapes by using correct mathematical
vocabulary
2. Sort 3D shapes using a Venn diagram
HAT Outcomes 39 and 41 (1st part)
© Hamilton Trust
Week
Main focus of teaching and activities each day
5
Mental multiplication and division
Starter
Day 1: Double and halve 2-digit numbers, including odd
numbers
Day 1: Starter – Double 1 to
20 and corresponding halves
Day 2: Double and halve three-digit numbers
Day 2: Starter – Double and
halve multiples of 100
Day 3: Revise 4 and 8 times tables, and divisions
Day 3: Starter – 4 times
table
Day 4: Double the 3 times table to get 6 times tables
Day 4: Starter – 3 times
table, division facts
Day 5: Division facts for 3, 4, 5, 6 and 8 times tables
Day 5: Starter – 6 times
table
Outcomes of each day
Mental multiplication and division
Day 1: 1. Double and halve tens and ones then recombine them.
Day 2: 1. Double and halve hundreds, tens and ones then recombine them.
6
Day 3: 1. Know multiplication and associated division facts for the x4 tables,
up to x12.
2. Know multiplication and associated division facts for the x8 tables, up to
x12.
Day 4: 1. Know multiplication and associated division facts for the x3 tables,
up to x12.
2. Know multiplication and associated division facts for the x6 tables, up to
x12.
Doubling forever
Day 5: 1. Recognise multiples of 3, 4, 5, 6 and 8 to guess mystery function
machines.
NRICH link: Tables patterns go wild
HAT Outcomes 17 (3x, 4x, 5x, 6x, 8x), 18 (1st part), 21 (doubles/halves)
Number, place value and money
Day 1: Add and subtract using place value
Number, place value and money
Day 1: Starter – Place value
in 4-digit numbers
Day 1: 1. Say what each digit represents in a 4-digit number.
2. Write place value related additions and subtractions.
Day 2: Starter – Compare
pairs of 4-digit numbers
Day 2: 1. Say what each digit represents in a 4-digit number.
2. Use place value to find which numbers have been added or subtracted.
Day 3: Starter – Count on
and back 1s from any 4-digit
numbers
Day 3: 1. Say what each digit represents in a 4-digit number.
2. Use this knowledge to add and subtract 1 or 1000.
Day 2: Add and subtract using place value
Day 3: Add/subtract 1 or 1000 to/from 4-digit numbers
Day 4: Add/subtract 10 to/from 4-digit numbers
Day 5: Add/subtract 100 to/from 4-digit numbers
Magic chains
Day 4: Starter – Count on
and back in steps of 10 from
3-digit numbers
Day 5: Starter – Count in
steps of 25 from 0 to at least
2000
© Hamilton Trust
Day 4: 1. Say what each digit represents in a 4-digit number.
2. Use this knowledge to add and subtract 10.
Day 5: 1. Say what each digit represents in a 4-digit number.
2. Use this knowledge to add and subtract 100.
HAT Outcomes 3, 6, 9
Week
Main focus of teaching and activities each day
7
Mental addition and subtraction
Day 1: Add/subtract using PV and number facts
Day 2: Add/subtract 3-digit numbers using PV and number
facts
Day 3: Add/subtract money using place value and number
facts.
Day 4: Add near multiples of 10 or 100 to 3-digit numbers
Day 5: Subtract near multiples of 10 or 100 from 3-digit
numbers
Total £10
8
Starter
Day 1: Starter – Add any
pair of 1-digit numbers
Day 2: Starter – Subtract
any 1-digit number from
teens numbers
Day 3: Starter –
Add/subtract 10/100
to/from 4-digit numbers
Day 4: Starter – 8 times
table
Day 5: Starter – 6 times
table
Written addition or subtraction
Outcomes of each day
Mental addition and subtraction
Day 1: 1. Say what each digit represents in a 3-digit number.
2. Add or subtract 3-digit numbers without crossing the ones, tens or
hundreds boundary.
Day 2: 1. Say what each digit represents in a 3-digit number.
2. Add or subtract 3-digit numbers without crossing the ones, tens or
hundreds boundary.
Day 3: 1. Say what each digit represents in a 4-digit number.
2. Add or subtract two 4-digit numbers, in the context of money, without
crossing the ones, tens or hundreds boundary.
Day 4: 1. Add a multiple of 10 or 100 to a 3-digit number.
2. Add a near-multiple of 10 or 100 to a 3-digit number without crossing the
tens or hundreds boundary.
Day 5: 1. Subtract a multiple of 10 or 100 from a 3-digit number.
2. Subtract a near-multiple of 10 or 100 from a 3-digit number without
crossing the tens or hundreds boundary.
HAT Outcomes 6, 9, 16 (choice of operations), 32 (money) and 36
(money)
Written addition or subtraction
Day 1: 1. Say what each digit represents in a 3-digit number.
2. Use decomposition to subtract, with 1 exchange between columns.
Day 2: 3-digit expanded decomposition with one exchange
Day 1: Starter – Subtract
any 1-digit number from a
teens numbers
Day 3: Expanded decomposition, 3-digit – 3-digit
Day 2: Starter – Subtract 10s
Day 2: 1. Say what each digit represents in a 3-digit number.
2. Use decomposition to subtract, with 1 exchange between columns.
Day 4: Expanded decomposition, 3-digit – 3-digit
Day 3: Starter – Subtract
any pair of 2-digit numbers
Day 3: 1. Say what each digit represents in a 3-digit number.
2. Use decomposition to subtract, with exchanges between 1 or 2 columns.
Day 4: Starter – Round 3digit numbers to nearest 10
and 100
Day 4: 1.Use decomposition to subtract, with exchange between 1 or 2
columns.
2. Estimate what the answer to a subtraction question will be.
3. Check a subtraction using addition.
Day 1: 3-digit expanded decomposition with one exchange
Day 5: Subtracting using decomposition or Frog
Hole-y subtractions
Day 5: Starter – Bonds to
100
Day 5: 1. Use decomposition to subtract, exchange between 1 or 2 columns.
2. Use counting up to subtract.
3. Select an efficient strategy for a particular subtraction.
HAT Outcomes 3, 12 and 14 (3-digit nos), and 15
© Hamilton Trust
Week
Main focus of teaching and activities each day
9
MEASURES/DATA Time, bar charts, pictograms
Starter
Day 1: Revise telling time, am and pm, to the nearest minute
on both analogue and digital clocks; convert between the two
Day 1: Starter – Pairs that
make 60
Day 2: Find times later, crossing the hour, both analogue and
digital clock.
Day 2: Starter – Order
months
Day 2: 1. Find times that are 30, 40 and 45 mins later crossing the hour.
Day 3: Calculate time intervals, crossing the hour, using both
analogue and digital clocks
Day 3: Starter – Units of
time
Day 3: 1. Calculate time intervals using a number line crossing over the hour.
2. Write word problems involving time intervals.
Day 4: Time events in seconds, record in a bar chart, one step
is 5 or 10 seconds
Day 4: Starter – Convert
units of time
Day 4: 1. Time events in seconds.
2. Collect data and record results in bar charts.
Day 5: Collect and represent data in pictograms – one picture
represents four units
Day 5: Starter –4 times
table
Day 5: 1.Present data in pictograms where one symbol represents 4 people.
2. Interpret pictograms.
Palindromic time intervals
Mental multiplication and division
Day 1: Grid multiplication
Mental multiplication and division
Day 1: Starter – Count in
steps of 30
Day 2: Grid multiplication
Day 3: Grid multiplication
Day 4: Division using chunking
Day 1: 1. Tell the time to the nearest minute on analogue clocks some with
Roman numerals.
2. Convert between digital and analogue times using am and pm.
HAT Outcomes 33 (time units), 36 (time), 37 and 38 (bar
charts/pictograms)
NRICH link: Two Clocks
10
Outcomes of each day
MEASURES/DATA Time, bar charts, pictograms
Day 1: 1. Use grid method to multiply TU x U.
Day 2: 1. Use grid method to multiply TU x U.
Day 2: Starter – 6 times
table
Day 3: Starter – 8 times
table
Day 3: 1. Use grid method to multiply TU x U.
2. Use known multiplication and division facts.
Day 4: 1. Use chunking to divide by 3, 4, 6 with no remainders.
Day 5: Division using chunking
Magical nines
© Hamilton Trust
Day 4: Starter – Division
facts for 6 times table
Day 5: 1. Use chunking to divide by 3, 4, 6, 8 with no remainders.
Day 5: Starter – Division
facts for 8 times table
HAT Outcomes 19 and 20
Week
Main focus of teaching and activities each day
11
Mental multiplication and division
Starter
Day 1: Divide 2-digit numbers just above the 10th multiple
with remainders
Day 1: Starter – Recognise
multiples of 2, 3, 4 and 5
Day 2: Divide two-digit numbers just above the 10th multiple
with remainders
Day 2: Starter – Divide using
x tables to give answers
with remainders
Day 3: Count in 1/4s, 1/3s, 1/8s and 1/10s saying equivalent
fractions
Day 3: Starter – Count in
halves to at least ten
Day 4: Find unit and non-unit fractions of amounts
Day 4: Starter – Tell the
time
Day 5: Find unit and non-unit fractions of amounts
Foodie fractions
Day 5: Starter – Find a time
later than...
Outcomes of each day
Mental multiplication and division
Day 1: 1. Divide 2-digit numbers by 1-digit numbers, above the 10th multiple
with remainders, using written layout for chunking.
2. Check division with multiplication
Day 2: 1. Divide 2-digit numbers by 1-digit numbers, above the 10th multiple
with remainders, using written layout for chunking.
2. Begin to round up or down after division depending on the context.
Day 3: 1. Count ins 1/4s, 1/3s, 1/8s and 1/10s saying the equivalent fractions,
e.g. 1 ½ not 12/4.
Day 4: 1. Understand the link between finding fractions of amounts and
division.
2. Find unit fractions then non-unit fraction of amounts.
Day 5: 1. Find unit fractions and non-unit fractions of amounts
HAT Outcomes 20, 21. 23 and 24
Title of topic – colour code (see below)
GREEN – Place Value or number
ORANGE – Addition or subtraction
PURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...)
GREY – Fractions or decimals or percentages or ratio
BLUE – shape or measures or data
BROWN – Algebra
The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial
understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher
of Abacus, that we can reference Abacus textbooks and they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These
are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage:
http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx
© Hamilton Trust
OUTCOMES FOR Y4 – Hamilton Assessment Tracker
Key Outcomes in bold
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Locate 4-digit numbers on a landmarked line and use this to compare and order numbers. N
Round to ten, a hundred and a thousand. N
Understand the numbers of 1s, 10s, 100s, 1000s in a 4-digit number and the use of zero as a place holder. N
Count in multiples of 6, 7, 9, 25 and 1000. N
Recognise negative numbers in relation to number lines and temperature. N
Add multiples of 1, 10, 100, 1000 without difficulty, e.g. 5,347 + 3000, 434 + 300 and 648 – 220. N
Multiply 1 and 2 digit whole numbers by 10, 100 and 1000. N
Read Roman numerals to 100 (I to C). N
Solve number and practical problems involving place value. N
Mentally add and subtract any pair of two digit numbers or 3-digit multiples of 10.
AS
Use column addition to add 3-digit and 4-digit numbers: first expanded, then compact method. AS
Subtract numbers from 3-digit numbers using ‘Frog’ and counting up, e.g. 426 – 278, 321 - 87. AS
Use 'Frog' to subtract from multiples of 1000 where the difference is less than 500. AS
Use column subtraction to subtract 3-digit and 4-digit numbers: first expanded, then compact method. AS
Estimate and use inverse operations to check answers to a calculation. AS
Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. AS
Know and recite times tables, including division facts, up to 12 × 12; multiply by 0 and multiply and divide by 1. MD
Use known facts, place value, factors and commutativity to multiply and divide mentally, including multiplying three numbers together. MD
Multiply 1-digit numbers by 2-digit or 'friendly' 3-digit numbers mentally or using grid method (i.e. using the distributive law). MD
Know how to use ‘efficient chunking’ for division above the range of the tables facts, e.g. 84 ÷ 6 = ? Begin to extend this to 3 digit numbers. MD
Solve single-step problems and begin to solve multi-step problems which include multiplication or division. MD
Solve scaling problems and harder correspondence problems such as n objects are connected to m objects. MD
Write the equivalent fraction for fractions with given denominators or numerators, e.g. ½ = ?/8; reduce a fraction to its simplest form, e.g. 6/12 ≡ ½. FD
Use times tables to find unit and non-unit fractions of amounts, e.g. 1/6 of 48 and 3/8 of 64. FD
Add and subtract fractions with the same denominator. FD
Know that one-place decimal numbers represent ones and tenths e.g. 3.7 = 3 ones and 7 tenths. FD
Round decimals with one decimal place to the nearest whole number. FD
Recognise and write decimal equivalents of any number of tenths or hundredths and decimal equivalents to ¼, ½, ¾.
FD
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. FD
© Hamilton Trust
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
Count up and down in hundredths.
FD
Compare numbers with the same number of decimal places up to two decimal places. FD
Solve simple measure and money problems involving fractions and decimals to two decimal places.
FD
Convert between units of measurement, e.g. cm to m, g to Kg and ml to L and units of time. MS
Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. MS
Find the area of rectilinear shapes by counting squares. MS
Estimate, compare and calculate different measures, including money in pounds and pence MS
Convert between units of time and between analogue and digital times, and between 12-hour and 24-hour times.
MS
Interpret and present discreet data using bar charts, pictograms and tables, and continuous data on time graphs; answer questions re-data. MS
Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
G
Identify acute and obtuse angles, compare and order angles up to 180⁰.
G
Identify lines of symmetry in 2-D shapes presented in different orientations; complete a simple symmetric figure with respect to one line of symmetry. G
Describe positions on a 2-D grid as coordinates in the first quadrant, plot specified points and draw sides to complete a given polygon G
Describe movements between positions as translations of a given unit to the left/right and up/down. G
NB The letters in orange indicate the strand to which each outcome belongs on Hamilton Assessment Tracker
Errata - There are the following small typos in the actual Hamilton Assessment Tracker: Outcome 3 has 10 000s in it - this should not be there. Outcome
21 should read 'Solve single step problems…'
© Hamilton Trust