Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
1
Place value, ordering, estimating,
rounding
Reading numbers from scales
Read and write whole numbers to at least 10000 in figures and words, and
know what each digit represents.
Numbers to 10 000

3 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
7-11, 62-68
9
7-8
2
2
MATERIALS
Starter
Day 1
Tune-in TF 62
Fun Run
Revising number names to 1000
Day 2
Specific Starter for Numbers to
10000 TF 7-11
Day 3
Specific Starter for Numbers to
10000 TF 7-11
Main
Teaching
1 More runners TF 63
Extending number names to 1000
3 Number names for 4-digit
numbers TF 65-66
4 Castle visitors TF 66-67
Introducing ordinal number names
thirtieth, fortieth …hundredth and
notation 30th, 40th … 100th
Pupil Activities TF 66
2 Writing digits in 4-digit numbers
3 Making and writing 4-digit
numbers
Textbook page 8 TF 68
2 Number names for multiples of
1000 TF 64-65
Core
Activities
Pupil Activities TF 66
1 Pupil Sheet 9
Number words and numerals
Support
Consolidate reading and writing
number names to 1000 and for
multiples of 1000.
Extension
Pupil Activities TF 66
1 Pupil Sheet 9
Number words and numerals
2 Writing digits in 4-digit numbers
Textbook page 7 TF 68
Pupil Activities TF 66
1 Pupil Sheet 9
Number words and numerals
Pupil Activities TF 66
3 Making and writing 4-digit
numbers
As each pupil selects four cards ask
them to make the largest number
they can. Recording (in words) only
the numbers they create, ask each
child to use a calculator to find the
total of all their numbers. The
highest total wins.
Textbook page 8 TF 68
With the pupils as a group create a
display of the ordinal names tenth,
twentieth, … hundredth before they
do the page.
Textbook page 8 TF 68
In pairs give the pupils a set of 1 –
100 number cards. Ask them to
select 10 cards, write in figures and
words the equivalent ordinal
numbers and then order them from
smallest to largest.
Number names, ordinal numbers
Extension Textbook
page
Resource Sheets
19, 35-38
Day 4
Day 5
Framework planner Year 4 Autumn Term
Plenary
Additional
notes
Extra
Resources
Review
Consolidate reading and writing
number names to 1000 and for
multiples of 1000.
Follow-up for Textbook page 7
TF 68
Follow-up for Textbook page 8
TF 68
Home Activity 2
Check-up 2
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
2
Understanding + and 
Mental calculation strategies
(+ and )
Consolidate understanding of relationship between + and -.
Count on or back in repeated steps of 1, 10 or 100.
Partition into tens and units, adding the tens first.
Identify near doubles, using known doubles (e.g. 150 + 160).
Add or subtract the nearest multiple of 10, then adjust.
Continue to use the relationship between addition and subtraction.
Add 3 or 4 small numbers, finding pairs totalling 10, or 9 or 11.
Add three two-digit multiples of 10, such as 40 + 70 + 50.
Use known number facts and place value to add or subtract mentally, including
any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Addition to 1000

5 days
Pencil and paper procedures
(+ and )
Making decisions and checking
results
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
11-16, 84-91
Unit 3:
Addition to 1000
11-12
11-14
3
4
Addition to 100: mental strategies
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Extension Textbook
page
Resource Sheets
6, 19-25, 34
Day 1
Tune-in TF 84
Number rows
1 Revising addition involving
two-digit multiples of 10 TF 85
Day 2
Specific Starter for Addition to
1000 TF 11-16
2 Pairs TF 86
Finding pairs of two-digit numbers
which total 100 or 60
Day 3
Specific Starter for Addition to
1000 TF 11-16
3 Double-up TF 86-87
Addition doubles from 20 + 20 to
50 + 50
4 Near doubles TF 87-88
Day 4
Specific Starter for Addition to
1000 TF 11-16
5 Adding two-digit numbers with
bridging TF 88-89
Day 5
Specific Starter for Addition to
1000 TF 11-16
6 Snakes and ladders TF 89-90
Adding several small numbers
Pupil Activity TF 85
1 Pupil Sheet 11
A multiple of 10 and a two-digit
number
Pupil Activity TF 86
1 Pupil Sheet 12
Pairs totalling 100, 60
Pupil Activity TF 88
1 Card doubles
Textbook page 12 TF 91
Textbook pages 13-14 TF 91
Support
Pupil Activity TF 85
1 Pupil Sheet 11
With the pupils as a group do
further questions adding two
multiples of 10 before doing the
sheet.
Pupil Activity TF 86
1 Pupil Sheet 12
Write a set of numbers less than 40.
For each number, ask pupils to
write down the number making a
total 40. Repeat for 30 and 50.
Pupil Activity TF 88
1 Card doubles
Place the cards face up and work as
a group to match them successfully.
Textbook page 12 TF 91
Provide a 0 – 100 number line for
support.
Textbook pages 13-14 TF 91
Provide a 0 – 100 number line for
support. Work through the page
orally with the pupils as a group
before asking them to do it
independently.
Extension
Pupil Activity TF 85
1 Pupil Sheet 11
Give each pair of pupils a set of
multiple cards from 10 to 90 and a
set of two-digit numbers cards.
Take turns to select one card from
each set and read out the two
numbers. Their partner must find
Pupil Activity TF 86
1 Pupil Sheet 12
Give pupils a set of two-digit
number cards less than 80. Ask
them to select a card and write
down the number which makes the
card number up to 80. Repeat for
70 and 90.
Pupil Activity TF 88
1 Card doubles
Create five more pairs of cards to
give a total of ten cards in each set
with which to play the game.
Textbook page 12 TF 91
Ask the pupils to answer all the
questions mentally and time
themselves to see how quickly they
can find all the answers. Ask them
to explain to each other how they
found each answer.
Textbook pages 13-14 TF 91
Ask pupils to find all the solutions
possible for q3. Working in pairs
ask them to choose other sets of
numbers to find, e.g. all the pairs of
numbers which are even and have a
difference greater then 15.
Starter
Main
Teaching
Core
Activities
Textbook page 11 TF 91
Framework planner Year 4 Autumn Term
Plenary
Additional
notes
Extra
Resources
Review
the total mentally.
Discuss children’s work.
Discuss children’s work.
Follow-up for Textbook page 11
TF 91
Follow-up for Textbook page 12
TF 91
Follow-up for Textbook pages
13-14 TF 91
Home Activity 3
Check-up 4
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Understanding + and 
Mental calculation strategies
(+ and )
Consolidate understanding of relationship between + and -.
Understand the principles (not the names) of the commutative and associative laws
as they apply or not to addition and subtraction.
Count on or back in repeated steps of 1, 10 or 100.
Add or subtract the nearest multiple of 10, then adjust.
Continue to use the relationship between addition and subtraction.
Use known number facts and place value to add or subtract mentally, including
any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Check with the inverse operation.
Check the sum of several numbers by adding in reverse order.
Check with an equivalent calculation.
Use knowledge of sums or differences of odd/even numbers.
Subtraction to 1000

5 days
Pencil and paper procedures
(+ and )
Making decisions and checking
results
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
17-20, 122-129
22, 96
25-28
7
7
MATERIALS
Subtraction to 100: mental strategies
Extension Textbook
page
Resource Sheets
5, 19-25, 34, 39
Day 1
Tune-in TF 122-123
Mental subtraction
Using patterns of similar
calculations
1 Subtracting mentally near
multiples of 10 TF 123-124
Day 2
Specific Starter for Subtraction to
1000 TF 17-20
Day 3
Specific Starter for Subtraction to
1000 TF 17-20
Day 4
Specific Starter for Subtraction to
1000 TF 17-20
Day 5
Generic Starter TF 2-5
2 Two-steps TF 125
Revising subtraction of a single
digit, bridging a multiple of 10
3 Three-steps TF 126-127
Revising subtraction of a two-digit
number, bridging a multiple of 10
4 Checking TF 127-128
Checking answers by linking
addition and subtraction
Revision/consolidation of work
covered in units 2-3
Core
Activities
Pupil Activities TF 124
1 Connection cards game
(Resource Sheet 39)
2 Pupil Sheet 96 Template
Textbook page 25 TF 128
Pupil Activity TF 125
1 Pupil Sheet 22
Single digit bridging a multiple of
10
Textbook page 26 TF 128
Ask pupils to find the answers
mentally.
Textbook pages 27-28 TF 128
Support
Pupil Activities TF 124
1 Connection cards game
(Resource Sheet 39)
2 Pupil Sheet 96 Template
Provide a 0 – 100 number line to
help pupils find the answers
Pupil Activity TF 125
1 Pupil Sheet 22
Single digit bridging a multiple of
10
Work through the sheet orally with
the pupils as a group then ask them
to complete it independently
Textbook page 26 TF 12
Provide pupils with a 0 – 100
number line for support. Allow
them to make jottings to help them
find each answer.
Textbook pages 27 TF 128
Ask pupils to design a poster
explaining how to check addition
and subtraction answers, e.g. by
using the inverse operation or rules
about adding/subtracting odd/even
numbers. Provide a set of questions
for them to check and use as the
basis of their poster.
Textbook pages 28 TF 128
Starter
Main
Teaching
Framework planner Year 4 Autumn Term
Extension
Pupil Activities TF 124
1 Connection cards game
(Resource Sheet 39)
2 Pupil Sheet 96 Template
Ask the pupils to create their own
set of domino cards using pupil
sheet 96 and swap with a friend to
arrange.
Plenary
Follow-up for Textbook page 25
TF 129
Pupil Activity TF 125
1 Pupil Sheet 22
Single digit bridging a multiple of
10
On the board write the total of all
the answers. When the pupils have
finished the sheet, ask them to find
the total of all their answers and
compare it with your total. If there
is a difference they must find their
mistakes.
Discuss children’s work.
Textbook page 26 TF 12
Ask pupils to find the answers
mentally. Give pupils a set of 0 –
100 cards. Ask them to select two
cards and find the difference
between them. Time themselves to
see how quickly they can complete
ten questions.
Textbook pages 27-28 TF 128
Ask pupils to design a poster
explaining how to check addition
and subtraction answers, e.g. by
using the inverse operation or rules
about adding/subtracting odd/even
numbers.
Follow-up for Textbook page 26
TF 129
Follow-up for Textbook pages
27-28 TF 129
Discuss pupils’ posters
Home Activity 7
Check-up 7
Additional
notes
Extra
Resources
Review
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
4
Measures, including problems
Use, read and write standard metric units (km, m, cm, mm), including their
abbreviations, and imperial units (mile).
Know and use the relationships between familiar units of length.
Know the equivalent of one half, one quarter, three quarters and one tenth of 1km,
1m, in m, cm. Convert up to 1000 centimetres to metres, and vice versa.
Suggest suitable units and measuring equipment to estimate or measure length.
Record estimates and readings from scales to a suitable degree of accuracy.
Measure and calculate the perimeter of rectangles and other simple shapes, using
counting methods and standard units (cm).
Measure

5 days
Teaching File page
Pupil Sheets
Textbook page
2-5, 346-355
81
91-94
Home Activities
Check-ups
MATERIALS
Length
Extension Textbook
page
E16-E18
Resource Sheets
Day 1
Tune-in TF 346-347
Metres and centimetres
Revising the relationship between
metres/half-metres and centimetres
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
Main
Teaching
1 Half and half again TF 347-348
Introducing the quarter-metre
2 Three ways TF 348-349
Recording using different forms
3 Rulers TF 350
Measuring in centimetres and
half-centimetres
4 Choosing measuring
instruments and units TF 351
5 Introducing perimeter
TF 351-352
Core
Activities
Textbook page 91 TF 353
Ask pupils to first estimate whether
each object will be more or less
than ¼ metre before measuring.
Textbook page 92 TF 353
Pupil Activities TF 350
1 Pupil Sheet 81
Centimetres and half-centimetres
2 Measuring curved lines
Textbook page 93 TF 353
Textbook page 94 TF 353
Support
Textbook page 91 TF 353
Discuss with the pupils in advance
which objects they might choose for
q2.
Textbook page 92 TF 353
Provide a set of cards showing all
the heights in the table in q2
(including the missing ones) and
ask pupils to work together to
match up the same measurements.
Pupil Activities TF 350
1 Pupil Sheet 81
Centimetres and half-centimetres
Textbook page 93 TF 353
Work through the page orally with
the pupils as a group discussing
reasons for selecting each answer.
Textbook page 94 TF 353
Measure the objects in q2 and 3
together as a group and record the
measurements then let the pupils do
the page.
Extension
Textbook page 91 TF 353
Textbook page 92 TF 353 q1.
Ask pupils to choose five more
objects in the classroom to estimate
then measure the length of.
Textbook page 92 TF 353 q2-3
Extension Textbook pages
E16-E17 TF 354-355
Textbook page 93 TF 353
Ask pupils to list four things they
would measure in km and four in
mm.
Extension Textbook pages
E16-E17 TF 354-355
Textbook page 94 TF 353
Extension Textbook pages
E18 TF 354-355
Starter
Pupil Activities TF 350
1 Pupil Sheet 81
Centimetres and half-centimetres
2 Measuring curved lines
Discuss the strategies pupils used to
measure the curved lines.
Framework planner Year 4 Autumn Term
Plenary
Additional
notes
Extra
Resources
Review
Follow-up for Textbook page 91
TF 353
Follow-up for Textbook page 92
TF 353
Discuss children’s work.
Follow-up for Textbook page 93
TF 353
Follow-up for Textbook page 94
TF 353
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
Measures, including problems
Measure and calculate the area of rectangles and other simple shapes, using counting
methods and standard units (cm2).
Measure

Area
3 days
Teaching File page
Pupil Sheets
Textbook page
365-369
82
99-100
Home Activities
Check-ups
MATERIALS
Day 1
Tune-in TF 365
Letters
Finding areas in squares
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Main
Teaching
1 Square centimetres TF 366-367
Revise and consolidate square
centimetres
2 The half-square centimetre
TF 367-368
Core
Activities
Pupil Activities TF 367
1 Drawing shapes of given areas
2 Drawing shapes with an area of
6cm²
Textbook page 99 TF 369
Textbook page 100 TF 369
(Resource Sheet 58)
Support
Pupil Activities TF 367
1 Drawing shapes of given areas
Textbook page 99 TF 369
Provide a copy of the shapes on
squared paper so that pupils can
tick off squares as they count them.
Extension
Pupil Activities TF 367
1 Drawing shapes of given areas
2 Drawing shapes with an area of
6cm²
Ask pupils to choose a number less
than 20 and draw all the shapes
they can with that area.
Textbook page 99 TF 369
Ask pupils to draw all the
rectangles they can with an area of
36cm2 and 18cm2. In a table ask
them to record the length, width
and area of each rectangle and
discuss any patterns they notice.
Textbook page 100 TF 369
(Resource Sheet 58)
Provide a copy of the shapes on
squared paper so that pupils can
tick off squares as they count them.
Tell pupils to count all the whole
squares first then the half squares.
Textbook page 100 TF 369
(Resource Sheet 58)
Ask the pupils to draw a 4cm x 6cm
rectangle on squared paper and
find as many different ways as they
can to colour quarter then half of it.
Starter
Extension Textbook
page
Resource Sheets
58
Day 4
Day 5
Framework planner Year 4 Autumn Term
Plenary
Additional
notes
Extra
Resources
Review
Look at the different shapes pupils
have drawn for each measurement
and highlight that although the
shapes look different they all have
the same area.
Follow-up for Textbook page 99
TF 369
Follow-up for Textbook page 100
TF 369
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
6
Shape and space
Reasoning about shapes
Describe and visualise 3-D shapes, including the tetrahedron.
Visualise 3-D shapes from 2-D drawings and identify simple nets of solid shapes.
Shape

3D shape
5 days
Teaching File page
Pupil Sheets
Textbook page
382-392
Unit 19:
Shape
85
103-106
Home Activities
Check-ups
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Extension Textbook
page
Resource Sheets
12-14
Day 1
Tune-in TF 382-383
Name the shape
Naming and describing shapes
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Tune-in TF 382-383
Name the shape
Naming and describing shapes
Main
Teaching
1 Introducing the triangular
pyramid TF 383-385
Identifying shapes and discussing
properties
2 Prisms and pyramids
TF 386-387
Naming and describing prisms and
pyramids
3 Building models TF 388-389
Using construction kits and straws
4 Cubes and cuboids TF 389-390
Identifying nets
5 Building 3D shapes from
pictures TF 390-391
Using interlocking cubes
Core
Activities
Pupil Activity TF 385
1 Sorting 3D shapes on a Carroll
diagram
Pupil Activity TF 388
1 Pupil Sheet 85
Prisms and pyramids
Pupil Activities TF 389
1 Making prisms
2 Making prisms and pyramids
Textbook page 105 TF 392
Textbook page 106 TF 392
Pupil Activity TF 388
1 Pupil Sheet 85
Prisms and pyramids
Provide a set of the shapes on the
sheet for the pupils to work with.
Pupil Activities TF 389
1 Making prisms
Textbook page 105 TF 392
Provide pupils with each of the
shapes in q1 and 2 already made
for them to look at when making
their own.
Textbook page 106 TF 392
Ask pupils to work in pairs to make
each shape.
Pupil Activity TF 388
1 Pupil Sheet 85
Prisms and pyramids
Ask pupils to explain why their
answers to q2 will always be right
then explore a set of pyramids and
prisms and write down more true
Pupil Activities TF 389
1 Making prisms
2 Making prisms and pyramids
Ask pupils to make as many
different prisms and pyramids as
they can.
Textbook page 105 TF 392
Ask pupils to make as many
different nets as they can for a cube
out of squared paper.
Textbook page 106 TF 392
Ask pupils to face each other in
pairs and put a screen between
them. One child must make a shape
out of cubes then give their partner
step by step instructions to recreate
it. Remove the screen and see if the
Starter
Textbook pages 103-104 TF 392
Support
Extension
Pupil Activity TF 385
1 Sorting 3D shapes on a Carroll
diagram
Work with the pupils as a group to
sort the shapes then do the textbook
pages.
Pupil Activity TF 385
1 Sorting 3D shapes on a Carroll
diagram
Ask pupils to record four different
ways in which they sorted the
shapes writing the names of the
shapes on copies of the Carroll
Framework planner Year 4 Autumn Term
Plenary
Additional
notes
Extra
Resources
Review
diagram.
Follow-up for Textbook pages
103-104 TF 392
statements about them.
Discuss children’s work.
Discuss children’s work.
Follow-up for Textbook page 105
TF 392
shapes are the same.
Discuss children’s work.
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
8
Properties of numbers
Reasoning about numbers
Recognise and extend number sequences formed by counting from any number in
steps of constant size, extending beyond zero when counting back:
for example, count on in steps of 25 to 500, and then back to, say, -100.
Numbers to 10 000

5 days
Teaching File page
Pupil Sheets
Textbook page
40-46
NC, Shortcut 1
1-5
1-3
Home Activities
Check-ups
MATERIALS
TOOLBOX
Starter
Main
Teaching
Core
Activities
The sequence to 10 000
Extension Textbook
page
1
Resource Sheets
3-4, 19-25, 34
Day 1
Tune-in TF 40
Counting in ones
Revising the number sequence to
1000
1 Counting in hundreds, fifties
and tens TF 41-42
Revising number sequences to 1000
Day 2
Specific Starter for Numbers to
10 000 TF 7-11
Day 3
Specific Starter for Numbers to
10 000 TF 7-11
Day 4
Specific Starter for Numbers to
10 000 TF 7-11
Day 5
Specific Starter for Numbers to
10 000 TF 7-11
2 Introducing the number
sequence to 10 000 TF 43-44
Further consolidation of counting in
steps of one and ten from numbers
up to 10 000
3 Sequences in hundreds and in
thousands TF 44-45
Further consolidation of sequences
in hundreds and thousands
Pupil Activity TF 42
1 Pupil Sheet 1
Sequences to 1000
Textbook page 1 TF 46
Pupil Activity TF 44
1 Pupil Sheet 2 Sequences in ones
Pupil Activity TF 44
Pupil Sheet 3 Sequences in tens
Pupil Activity TF 45
1 Pupil Sheet 4
Sequences in hundreds
Pupil Activity TF 45
Pupil Sheet 5
Sequences in thousands
Textbook page 2 TF 46
Textbook page 3 TF 46
Support
Pupil Activity TF 42
1 Pupil Sheet 1
Sequences to 1000
Work with the pupils as a group
through the sheet orally and then
ask them to complete it in pairs.
Extension
Pupil Activity TF 42
1 Pupil Sheet 1
Sequences to 1000
Give pairs of pupils a set of cards
showing the numbers 1 – 10, the
multiples of 10 to 100 and 25 and
75. Pupils take it in turns to choose
a three-digit number and write it at
the top of a sheet of paper. Their
partner picks a card and challenges
them to count on or back in steps of
Pupil Activity TF 44
1 Pupil Sheet 2 Sequences in ones
Before the pupils do the sheet write
some four-digit numbers on the
board and ask them to count on
then back in ones from each one,
writing down the sequences they
create.
Pupil Activity TF 44
1 Pupil Sheet 2
Sequences in ones
Ask pupils to write down ten of their
own sequences of four-digit
numbers going up or down in steps
of one with some numbers missing.
Swap with a friend to complete.
Pupil Activity TF 44
Pupil Sheet 3 Sequences in tens
Write in the starting number for
each sequence on the sheet.
Pupil Activity TF 45
1 Pupil Sheet 4
Sequences in hundreds
Work with the pupils as a group
through the sheet orally and then
ask them to complete it in pairs.
Pupil Activity TF 45
Pupil Sheet 5
Sequences in thousands
Ask pupils to write out the multiples
of 1000 from 0 – 10 000 from
smallest to largest and from largest
to smallest before doing the sheet.
Pupil Activity TF 44
Pupil Sheet 3
Sequences in tens
Ask pupils to write down ten of their
own sequences of four-digit
numbers going up or down in steps
of ten with some numbers missing.
Swap with a friend to complete.
Pupil Activity TF 45
1 Pupil Sheet 4
Sequences in hundreds
Pupil Sheet 5
Sequences in thousands
Write some four-digit numbers on
the board such as: 9500, 9750,
9980. Ask pupils to work in pairs to
count on in hundreds from each
number and decide how to say and
write the numbers beyond 10 000.
Framework planner Year 4 Autumn Term
Plenary
that number.
Follow-up for Textbook page 1
TF 46
Specific Starter for Numbers to
10 000 TF 7-11
Follow-up for Textbook page 2
TF 46
Specific Starter for Numbers to
10 000 TF 7-11
Follow-up for Textbook page 3
TF 46
Check-up 1
Additional
notes
Extra
Resources
Review
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Understanding  and 
Extend understanding of the operations of × and ÷, and their relationship to each
other and to + and -. Understand the principles (not the names) of the commutative,
associative and distributive laws as they apply to multiplication.
Know by heart:
multiplication facts for 2, 3, 4, 5 and 10 times-tables.
Begin to know: multiplication facts for 6, 7, 8 and 9 times-tables.
Use doubling or halving, starting from known facts. For example:
find the 8 times-table facts by doubling the 4 times-table.
Use known number facts and place value to multiply and divide integers, including
by 10 and then 100 (whole-number answers).
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Multiplication

5 days
Mental calculation strategies
( and )
Money and ‘real life’ problems
Making decisions and checking
results
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
20-22, 156-169
MF, Shortcut 1
Unit 6:
Multiplication
34-37
38-43
10-14
10-12
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Table facts and multiplication by 10, 100
Extension Textbook
page
Resource Sheets
7-8, 19-25
Day 1
Tune-in TF 156-157
Buzz
Day 2
Specific Starter for Multiplication
TF 20-22
Day 3
Specific Starter for Multiplication
TF 20-22
Day 4
Specific Starter for Multiplication
TF 20-22
Day 5
Specific Starter for Multiplication
TF 20-22
Main
Teaching
1 Mental practice TF 157
Revising the 2, 3, 4, 5 and 10 times
tables
2 Patterns TF 157-158
Revising mult. by 10 and 100
3 Multiplication facts for 8
TF 159-161
4 Multiplication facts for 6
TF 161-162
5 Multiplication facts for 9
TF 163-164
6 Multiplication facts for 7
TF 165-166
Core
Activities
Textbook page 38 TF 168
Pupil Activities TF 161
3 Pupil Sheet 34 8 times table
Pupil Activity TF 162
1 Pupil Sheet 35 6 times table
Pupil Activities TF 164-165
1 Fingers, x9 facts
2 Pupil Sheet 36 9 times table
Pupil Activities TF 166
1 Matching table facts, x7
2 Pupil Sheet 37 7 times table
Textbook page 40
Textbook page 41 TF 168
Textbook page 42 TF 168
Textbook page 43 TF 168
Pupil Activities TF 164-165
1 Fingers, x9 facts
Pupil Activities TF 166
1 Matching table facts, x7
Ask the pupils to work in pairs to
order the cards in their own time.
Starter
Pupil Activities TF 158
1 Multiplying by 10 and 100
2 Multiplying by 10 and 100
Textbook page 39 TF 168
Support
Pupil Activities TF 158
2 Multiplying by 10 and 100
Pupil Activities TF 161
2 Snap, x8 table
Ask the pupils to work in pairs and
match the station cards to the
multiplication cards.
Pupil Activities TF 161
2 Snap, x8 table
Repeat the activity for the x6 table.
Ask the pupils to work in pairs and
match the station/mult. cards.
Framework planner Year 4 Autumn Term
Extension
Pupil Activities TF 158
1 Multiplying by 10 and 100
Ask pupils to select three cards and
multiply the three-digit number they
create by 10 then 100.
Pupil Activities TF 161
1 Bingo, x8 table
Plenary
Follow-up for Textbook pages
38-39 TF 169
Follow-up for Textbook page 40
TF 169
Home Activity 10
Check-up 10
Home Activity 11
Additional
notes
Extra
Resources
Review
Ask the pupils to make two sets of
cards, one showing the stations of
the x6 table and the other the
associated multiplications. Ask
them to devise their own game with
the cards, explaining the rules.
Follow-up for Textbook page 41
TF 169
Pupil Activities TF 161
1 Bingo, x8 table
On their bingo cards ask pupils to
write stations from the x6, x8 and
x9 tables and ask questions from all
three tables.
Follow-up for Textbook page 42
TF 169
Pupil Activities TF 166
1 Matching table facts, x7
Allow the pupils a second go to try
and beat their previous time.
Home Activity 12
Check-up 11
Home Activity 13
Home Activity 14
Check-up 12
Follow-up for Textbook page 43
TF 169
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Understanding  and 
Mental calculation strategies
( and )
Extend understanding of the operations of × and ÷, and their relationship to each
other and to + and -.
Begin to know: multiplication facts for 6, 7, 8 and 9 times-tables.
Derive quickly:
division facts corresponding to 2, 3, 4, 5 and 10 times-tables
Use the relationship between multiplication and division.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Use all four operations to solve word problems involving money, using one or more
steps, including converting pounds to pence and vice versa.
Estimate and check by approximating (round to nearest 10 or 100).
Multiplication

Table facts and multiplication by 10, 100
Division

Dividing by 2, 3, 4, 5 and 10
Money

Amounts using notes and coins
5 days
Pencil and paper procedures
(× and ÷)
Money and ‘real life’ problems
Making decisions and checking
results
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
53-54, 96
44, 49-50, 61-62
15-16, 22
19
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
20-27, 167-169,
190-192, 236-241
MF, Shortcut 1
Unit 8: Division
Unit 10: Money
Starter
Day 1
Specific Starter for
Multiplication TF 20-22
Main
Teaching
7 Consolidating the 6, 7, 8
and 9 times tables TF 167
Core
Activities
Pupil Activities TF 167-168
1 Dice game
2 Three-in-a-row
Support
Textbook page 44 TF 168
Pupil Activities TF 167-168
1 Dice game
Extension Textbook
page
Resource Sheets
Day 2
Tune-in TF 190
Revising mental multiplication by 2, 3, 4,
5 and 10
1 Dividing by 2, 3, 4, 5 and 10
TF 190-191
Revision
Day 3
Tune-in TF 236-237
Changing money
Equivalent values for coins and notes
1 Savings TF 237-238
Consolidation of amounts with notes
and coins
Day 4
Specific Starter for Money
TF 26-27
Day 5
Specific Starter for Money
TF 26-27
2 Charity bottles TF 238-239
3 About how much? TF 240
Rounding to the nearest pound and
estimating
Pupil Activities TF 192
1 Matching divisions and quotients
Pupil Activity TF 238
1 Pupil Sheet 53
Ask pupils to try and complete the
sheet without using notes and coins.
Textbook page 61 TF 241
Pupil Activity TF 238
1 Pupil Sheet 53
Amounts to £20
Pupil Activities TF 239
2 Pupil Sheet 54
Pounds/pence and pence
relationship
Textbook page 62 TF 241
Pupil Activities TF 239
1 Matching pairs game
Place the cards face up on the
table and ask the pupils to find all
the matching pairs.
Textbook page 62 TF 241
Give pupils a money line to support
them
Textbook pages 49-50 TF 192
Pupil Activities TF 192
2 Connection cards game
Pupil Sheet 96 Template
Framework planner Year 4 Autumn Term
Extension
Pupil Activities TF 167-168
2 Three-in-a-row
Play the game in pairs with
pupils playing alone instead
of in teams.
Plenary
Additional
notes
Extra
Resources
Review
Pupil Activity TF 238
1 Pupil Sheet 53
Amounts to £20
Give a small group of pupils a toy
catalogue. Ask them to select five
items from the catalogue less than
£20. They must then list the notes and
coins needed to pay for the items.
Pupil Activities TF 239
1 Matching pairs game
relationship
Textbook page 62 TF 241
On the board draw a 4 x 4 grid and
put prices in each square. Ask the
pupils to draw their own grid and in
their matching squares write each
price to the nearest pound.
Follow-up for Textbook page
44 TF 169
Pupil Activities TF 192
Give each pair a set of the division cards
to shuffle and share. On the table place
face down a pile of three sets of the
quotient cards. Pupils take it in turns to
turn over a quotient card. If they have a
matching division card in their hand then
the pair of cards is placed in front of
them. When all the pairs have been made
the pupil with the most pairs wins.
Follow-up for Textbook pages
49-50 TF 192
Follow-up for Textbook page 61 TF
241
Discuss children’s work.
Follow-up for Textbook page 62
TF 241
Home Activity 15
Home Activity 16
Home Activity 22
Check-up 19
Framework planner Year 4 Autumn Term
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
11
Fractions and decimals
Use fraction notation. Recognise simple fractions that are several parts of a
whole, such as 2/3 or 5/8, and mixed numbers, such as 53/4.
Identify two simple fractions with a total of 1 (e.g. 3/10 and 7/10).
Order simple fractions: for example, decide whether fractions such as 3/8 or 7/10 are
greater or less than one half.
Begin to relate fractions to division and find simple fractions such as 1/2, 1/3, 1/4, 1/5,
1
/10 of numbers or quantities.
Find fractions such as 2/3, 3/4, 3/5, 7/10 ... of shapes.
Fractions

5 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
2-5, 28-29, 256-263
Unit 11:
Fractions
57-59
67-68
25
21
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Day 1
Tune-in TF 256-257
Revising fractions with numerator 1
1 Squared paper shapes
TF 257-258
Revising halves, quarters, tenths,
thirds and fifths with numerators
greater than one
Day 2
Generic Starter TF 2-5
Core
Activities
Pupil Activity TF 258
1 Pupil Sheet 57
Halves, quarters, thirds, fifths and
tenths
Support
Pupil Activity TF 258
1 Pupil Sheet 57
Provide a similar sheet with
questions about halves and quarters
only for pupils to do first.
Extension
Pupil Activity TF 258
Give pupils a set of interlocking
cubes of different colours. Write
some fractions on the board, e.g.
4/10, 3/5. Ask the pupils to make
rectangles with the fraction stated a
different colour to the rest of the
shape.
Starter
Main
Teaching
Halves, quarters, tenths, thirds and fifths
Extension Textbook
page
Resource Sheets
Day 3
Specific Starter for Fractions
TF 28-29
Further consolidation of mixed
numbers.
Day 4
Specific Starter for Fractions
TF 28-29
3 Finding one half, one quarter,
one tenth, one third and one
fifth of a set TF 260-262
Day 5
Specific Starter for Fractions
TF 28-29
Further consolidation of finding
fractions of a set.
Pupil Activities TF 260
1 Pupil Sheet 58 Mixed numbers
2 Pupil Sheet 59 Mixed numbers
Provide the sheet with the shapes
already coloured and ask pupils to
write down the mixed numbers.
Pupil Activities TF 260
1 Pupil Sheet 58 Mixed numbers
Textbook page 67 TF 263
Textbook page 68 TF 263
Textbook page 67 TF 263
Work through the questions with
the pupils as a group answering
orally then ask them to complete
the page independently.
Textbook page 68 TF 263
With the pupils as a group write
down the x3, x4, x5 and x10
tables facts before they do the
page.
On the board draw a 4 x 4 grid. Write in
the grid multiples of 4 below 100. Ask
pupils to draw their own grid and in
each matching square write down ¼ of
the number. Repeat to practise finding
1/3, 1/5 and 1/10 of a set.
Provide pairs of pupils with a set of
cards showing the multiples of 4 to 40.
Ask them to write down ½ then ¼ of
each number.
Pupil Activities TF 260
2 Pupil Sheet 59 Mixed numbers
Textbook page 67 TF 263
Write some mixed numbers on
the board. Give pupils a set of
interlocking cubes of different
colours. Ask the pupils to make
sets of shapes to represent the
numbers.
Textbook page 68 TF 263
On the board draw a 4x4 grid.
Write in the squares multiples of
10. Ask the pupils to draw their
own grid and in each matching
square write down 2/10 of the
number. Repeat to practise
finding other fractions of sets, e.g.
2/3, 4/10
2 Mixed numbers TF 258-260
Whole numbers and fractions
involving halves, quarters, tenths,
thirds and fifths
Provide small groups with a spinner
showing ½, ¼, 1/3, 1/5 and 1/10 and a
set of cards showing the multiples of 2,
3, 4, 5 and 10 to 100. Place the shuffled
cards face down on the table. Pupils
take it in turns to pick a card and spin
the spinner. They must then find the
required fraction of their number. If
their answer is right they score a point
if they can’t get a whole number answer
Framework planner Year 4 Autumn Term
Plenary
Discuss children’s work.
Specific Starter for Fractions
TF 28-29
Follow-up for Textbook page 67
TF 263
Follow-up for Textbook page 68
TF 263
Home Activity 25
Check-up 21
Additional
notes
Extra
Resources
Review
then they miss a turn.
Specific Starter for Fractions
TF 28-29
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Understanding + and –
Mental calculation strategies (+ and -)
Consolidate understanding of relationship between + and -.
Partition into tens and units, adding the tens first.
Add or subtract the nearest multiple of 10, then adjust.
Add three two-digit multiples of 10, such as 40 + 70 + 50.
Use known number facts and place value to add or subtract mentally, including
any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Addition to 1000

Addition of two-digit numbers, bridging 100
Measure

Time: the calendar
5 days
Time, including problems
Use, read and write the vocabulary related to time.
Read simple timetables and use this year's calendar.
Teaching File page
Pupil Sheets
Textbook page
Home Activities
Check-ups
15-17, 83-84
4
5
MATERIALS
11-16, 34-36, 92-96,
326-329
Starter
Day 1
Tune-in TF 92
Adding multiples of 10
Day 2
Specific Starter for Addition to
1000 TF 11-16
Day 3
Specific Starter for Addition to
1000 TF 11-16
Main
Teaching
1 Adding a two-digit number and
a multiple of 10 TF 93
2 Adding 11, 21, 31, … and 9, 19,
29 … TF 93-94
3 Adding two-digit numbers,
bridging 100 TF 95
Core
Activities
Textbook page 15 TF 96
Pupil Activity TF 94
1 Adding game using dice and
cards
Support
Textbook page 15 TF 96
Provide pupils with a number line
for support.
Extension
Textbook page 15 TF 96
Ask pupils to time themselves to see
how quickly they can complete the
page mentally.
Textbook page 16 TF 96
Pupil Activity TF 94
1 Adding game using dice and
cards
Label the die 11, 21, 31, 19, 29, 39
and provide a set of cards showing
two-digit numbers less than 50.
Pupil Activity TF 94
1 Adding game using dice and
cards
Provide cards with some three-digit
numbers on.
Extension Textbook
page
Resource Sheets
Day 4
Tune-in TF 326
Days and months
Revising the sequence of months
and the number of days in each
month
1 Weeks and days TF 327-328
Finding durations from calendars
showing consecutive months
Day 5
Specific Starter for Time TF 34-36
Textbook page 17 TF 96
Textbook page 83 TF 328
Textbook page 84 TF 328
Textbook page 17 TF 96
Allow the pupils to draw number
lines to find their answers.
Textbook page 83 TF 328
Put the answers to each question on
flashcards. Ask the pupils to work
in pairs and match each card to a
question.
Textbook page 17 TF 96
Ask pupils to make up problems
similar to q4 and swap with a friend
to answer.
Textbook page 83 TF 328
Give pupils a current calendar. Ask
each pupil to write down the date of
five events happening in their lives
this year (e.g. birthdays). Swap
events with a partner who has to
Textbook page 84 TF 328
Allow pupils to write down all the
days that are included in each time
duration and use this to help count
the total number of days, and hence
weeks, for each question.
Textbook page 84 TF 328
Provide pupils with a set of cards
showing dates in the year. Pupils
take it in turns to pick two cards
and find the number of weeks and
days between the two dates.
Consolidate Teaching from Day 4
Framework planner Year 4 Autumn Term
Plenary
Additional
notes
Extra
Resources
Review
Follow-up for Textbook page 15
TF 96
Follow-up for Textbook page 16
TF 96
Follow-up for Textbook page 17
TF 96
Home Activity 4
Check-up 5
find out the day of the week each
event will take place on.
Follow-up for Textbook page 83
TF 328
Follow-up for Textbook page 84
TF 329
Framework planner Year 4 Autumn Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
13
Handling data
Solve a problem by collecting quickly, organising, representing and interpreting data
in tables, charts, graphs and diagrams, including those generated by a computer, for
example:
tally charts and frequency tables;
bar charts - intervals labelled in 2s, 5s, 10s or 20s.
Data Handling

5 days
Teaching File page
Pupil Sheets
Textbook page
2-5, 420-427
90-92
118-120
Home Activities
Check-ups
MATERIALS
Starter
Main
Teaching
Core
Activities
Extracting information, tally charts and bar charts
Extension Textbook
page
E21
Resource Sheets
Day 1
Tune-in TF 420
Book Fayre
Extracting information from a chart
1 Book Sales TF 421
Extracting information from a table
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
2 Visitors TF 422
Interpreting tally charts
3 Vowels TF 423
Recording on a tally chart
4 Hooked on boats TF 423-424
Bar charts with frequency axis
labelled in fives
5 Hobbies TF 425
Bar charts with frequency axis
labelled in tens
Textbook page 118 TF 426
Textbook page 119 TF 426
Pupil Activity TF 423
1 Pupil Sheet 90 Tally charts
Pupil Activity TF 424
1 Pupil Sheet 91 Bar charts
Pupil Activity TF 425
1 Pupil Sheet 92 Bar charts
Textbook page 120 TF 426
Support
Textbook page 118 TF 426
Work through the page orally with
the pupils as a group and discuss
how to find the information for each
question. Ask the pupils to work in
pairs to record their answers.
Extension
Textbook page 118 TF 426
Textbook page 119 TF 426
Make a set of cards with the
different insects on. Give each pair
of pupils a blank tally chart and ask
them to turn the cards over one at a
time and record the insect shown in
the table. When they have done this
ask q1-4 from the textbook orally
about their own table.
3 Vowels TF 423
Recording on a tally chart
2 Visitors TF 422
Interpreting tally charts
Textbook page 119 TF 426
Pupil Activity TF 423
1 Pupil Sheet 90 Tally charts
Pupil Activity TF 423
1 Pupil Sheet 90 Tally charts
Encourage pupils to cross off each
insect as they record it on their tally
chart.
Pupil Activity TF 424
1 Pupil Sheet 91 Bar charts
After pupils have completed the
tally chart discuss with them the
height each bar should be before
they complete their graph.
Textbook page 120 TF 426
4 Hooked on boats TF 423-424
Bar charts with frequency axis
labelled in fives
Pupil Activity TF 424
1 Pupil Sheet 91 Bar charts
Pupil Activity TF 425
Textbook page 120 TF 426
Ask pupils to conduct a class survey
to find out the favourite holiday
destinations of the children in the
class.
Extension Textbook page E21
TF 427
Framework planner Year 4 Autumn Term
1 Pupil Sheet 92 Bar charts
Plenary
Additional
notes
Extra
Resources
Review
Follow-up for Textbook page 118
TF 426
Follow-up for Textbook page 119
TF 426
Discuss children’s work.
Discuss children’s work.
Follow-up for Textbook page 120
TF 427
Framework planner Year 4 Autumn Term
Unit 1
TB 7
HA 2
TB 8
CU 2
Unit 2
TB 11
TB 12
HA 3
TB 13
TB 14
CU 4
Unit 3
TB 25
TB 26
HA 7
CU 7
TB 27
TB 28
Unit 4
TB 91
TB 92
EX 16
EX 17
TB 93
TB 94
EX 18
Unit 5
TB 99
TB 100
Unit 6
TB 103
TB 104
TB 105
TB 106
Unit 8
TB 1
TB 2
TB 3
CU 1
Unit 9
TB 38
TB 39
HA 10
CU 10
TB 40
HA 11
TB 41
HA 12
CU 11
Unit 10
TB 44
HA 15
TB 49
TB 50
HA 16
TB 61
HA 22
TB 62
CU 19
Unit 11
TB 67
TB 68
HA 25
CU 21
Unit 12
TB 15
TB 16
HA 4
TB 17
CU 5
TB 83
TB 84
Unit 13
TB 118
TB 119
TB 120
EX 21
TB 42
HA 13
TB 43
HA 14
CU 12