NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 1 – Ordering and rounding numbers
Day 1
Multiply and divide an integer up to
1000 by 10 (whole number
answers) and understand the effect.
Begin to multiply by 100
Day 2
Read and write vocabulary of
comparing and ordering numbers
using symbols correctly including
<, > and =
Day 3
Round any positive integer less than
1000 to nearest 10 or 100
Main
Teaching
TF 218-220
TF 54-56
TF 72-74
Core
Activities
Textbook page 57 TF 221
Pupil Activities TF 55-56
1 Using < and > signs
Textbook page 10 TF 76
NNF
Objectives
Day 4
Textbook page 6 TF 59
Support
Textbook page 57 TF 221
Provide similar questions which
involve the multiplication of twodigit multiples of ten by 10 and
division of three-digit multiples of a
hundred by 100.
Pupil Activities TF 55-56
3 Ordering number cards
Extension
Textbook page 57 TF 221
Provide further questions which
involve questions such as 230 x 10
and 8400 ÷ 100.
Pupil Activities TF 55-56
2 < and > dominoes
Play in pairs
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Textbook page 10 TF 76
For each question ask the pupils to
first write down the ten or hundred
number either side of the given
number onto a blank number line.
They must then mark in the halfway
point and their number on the
number line and use this to help
them decide whether to round up or
down.
Textbook page 10 TF 76
Ask pupils to write down five
multiples of ten between 100 and
1000. Under each number they
must write down four numbers that
can be rounded up or down to that
number and one that cannot. Once
finished swap with a partner who
has to identify the number that
cannot be rounded in each case.
Page 1 of 12
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Day 5
NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 2 – Addition and subtraction
Day 2
Add or subtract the nearest multiple
of 10, then adjust
Day 3
Add or subtract the nearest multiple
of 10, then adjust
Day 4
Add or subtract the nearest multiple
of 10, then adjust
Day 5
Understand the principles (not the
name) of the commutative and
associative laws as they apply or
not to addition and subtraction
Partition into tens and units adding
tens first
Main
Teaching
TF 93-94
TF 123
TF 93-94
TF 123
TF 88-89
Core
Activities
Pupil Activity TF 94
1 Adding game using dice and
cards
Pupil Activities TF 124
1 Connection cards game
(Resource Sheet 39)
2 Pupil Sheet 96 Template
Textbook page 16 TF 96
Textbook page 25 TF 128
Support
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 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
Textbook page 16 TF 96
Textbook page 25 TF 128
Provide a 0 – 100 number line to
help pupils find the answers
Extension
Pupil Activity TF 94
1 Adding game using dice and
cards
Provide cards with some three-digit
numbers on.
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.
Textbook page 16 TF 96
Textbook page 25 TF 128
Ask pupils to design a poster
explaining how to add or subtract
near multiples of 10.
NNF
Objectives
Day 1
Understand the principles (not the
name) of the commutative and
associative laws as they apply or
not to addition and subtraction
Add three or four small numbers
finding pairs that total 10
Add three two-digit multiples of 10,
such as 40 + 70 + 50
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 2 of 12
TF 95
TF 126-127
Textbook page 12 TF 91
Textbook page 17 TF 96
Textbook page 26 TF 128
Ask pupils to find the answers
mentally.
Textbook page 12 TF 91
Provide a 0 – 100 number line for
support.
Textbook page 26 TF 128
Provide pupils with a 0 – 100
number line for support. Allow
them to make jottings to help them
find each answer
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 page 26 TF 128
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.
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 3 – Written methods of addition and subtraction
Day 1
Use informal pencil and paper
methods to support, record or
explain additions
Day 2
Develop and refine written methods
for column addition of two whole
numbers less than 1000
Day 3
Develop and refine written methods
for subtraction building on mental
methods
Day 4
Develop and refine written methods
for column subtraction of two
whole numbers less than 1000
Day 5
Develop and refine written methods
for subtraction, building on mental
methods including money
Main
Teaching
TF 109-110
TF 113
TF 142-145
TF 142-145
TF 142-145
Core
Activities
Pupil Activity TF 110
Pupil Sheet 18 Expanded recording,
least significant digits first
Pupil Activity TF 113
1 Pupil Sheet 20 Template
Pupil Activities TF 143-144
1 Pupil Sheet 27 Expanded
recording, two-/three-digit
numbers, exchanging 10
1 Pupil Sheet 29 Expanded
recording, two-/three-digit
numbers, exchanging 100
Pupil Activity TF 145
1 Pupil Sheet 28 Template
Textbook page 34 TF 148
Pupil Activities TF 144
1 Pupil Sheet 29 Expanded
recording, two-/three-digit
numbers, exchanging 100
2 Pupil Sheet 28 Template
Give further practise of exchanging
a 10 or 100 if necessary before
giving examples of doing both.
Pupil Activity TF 145
1 Pupil Sheet 28 Template
Give the pupils some similar
questions and ask them to discuss in
pairs ways in which they could
make the calculations quicker,
building on ideas from Day 1.
Discuss their ideas as a group.
Textbook page 34 TF 148
Read through the page as a group
and decide what calculation is
required for each question. Ask
pupils to then work in pairs to find
the answers using whatever method
they are most comfortable with.
NNF
Objectives
Textbook page 24 TF 114
Support
Pupil Activity TF 110
Pupil Sheet 18 Expanded recording,
least significant digits first
Provide pupils with place value
cards to make each question and
support their calculations.
Pupil Activities TF 113
1 Pupil Sheet 21 HTU + TU/HTU,
bridging 100
Pupil Activities TF 143
1 Pupil Sheet 27
With the pupils as a group partition
the numbers involved in each
question before letting the pupils
complete them independently.
Extension
Pupil Activity TF 110
Give pairs of pupils a set of threedigit place value cards. Shuffle
each set of cards and take it in
turns to pick cards to make two
three-digit numbers. Add them
together and record using the
expanded vertical method.
Extension Textbook page E3
TF 118
Pupil Activities TF 143-144
1 Pupil Sheet 27
1 Pupil Sheet 29
Give the pupils some similar
questions and ask them to discuss in
pairs ways in which they could
make the calculations quicker.
Discuss their ideas as a group.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 3 of 12
Textbook page 34 TF 148
On the board write the total to all
the answers to the questions on the
page. When pupils have finished
ask them to use a calculator to find
the total of all their answers. If the
two do not match they must check
through all their answers to find
and correct their mistakes.
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 4 – Measures – time, mass and area
Main
Teaching
TF 343
Day 2
Suggest suitable units and
measuring equipment to estimate or
measure mass
Record estimates and readings from
scales to a suitable degree of
accuracy
TF 360-361
Core
Activities
Textbook p90 TF 343
Textbook pages 97-98 TF 362
NNF
Objectives
Day 1
Estimate and check times using
seconds, minutes, hours
Day 3
Know and use the relationship
between familiar units of mass
Know the equivalent of ¼, ½, ¾
and 1/10 of 1kg in grams
Day 4
Measure and calculate the area of
rectangles and other simple shapes,
using counting methods and
standard units (cm2)
Day 5
Measure and calculate the perimeter
and area of rectangles and other
simple shapes, using counting
methods and standard units (square
centimetres)
TF 358-359
TF 366-367
TF 366-367
Pupil Activity TF 359
1 Weighing and labelling containers
Pupil Activities TF 367
1 Drawing shapes of given areas
2 Drawing shapes with an area of
6cm²
Textbook page 99 TF 369
Pupil Activity TF 359
1 Weighing and labelling containers
Provide containers which allow the
pupils to say whether they are more
than, less than or about ½ kg only.
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.
Pupil Activity TF 359
1 Weighing and labelling containers
Write the words ‘about’, ‘lighter
than’, ‘heavier than’, ‘between’,
‘1/4 kg’, ‘1/2 kg’ and ‘3/4 kg’ on
the board. Give pupils the
containers and ask them to weigh
them and make up their own labels
to describe each weight using the
words suggested.
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 95 TF 362
Support
Textbook page 90 TF 343
Work with the pupils as a group to
discuss questions 3 and 4,
answering orally only
Extension
Textbook p90 TF 343
Ask the children to answer q4 again
in the context of school, e.g. weeks
the duration of a school term
Textbook pages 97-98 TF 362
For p98, provide pupils with the
same weights as Beth and some
objects weighing the same as those
in the questions. Ask the children to
practically find out which
combination of weights will balance
each item.
Textbook pages 97-98 TF 362
Extension Textbook page E19
TF 363
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 5 – Problem solving
Day 1
Choose and use appropriate ways of
calculating (mental, mental with
jottings, pencil and paper)
Check with an equivalent
calculation
Day 2
Choose and use appropriate number
operations to solve problems
Main
Teaching
TF 128
TF 139
Day 3
Choose and use appropriate number
operations and appropriate ways of
calculating (mental, mental with
jottings, pencil and paper) to solve
problems
Explain methods and reasoning
about numbers orally and in writing
TF 362
Core
Activities
Textbook pages 27 TF 128
Ask pupils to design a poster
explaining how to check addition
and subtraction answers by using
the inverse operation. Provide a set
of questions for them to check and
use as the basis of their poster.
Textbook pages 27 TF 128
Textbook page 32 TF 139
Textbook page 98 TF 362
Textbook page 47 TF 176
Textbook page 32 TF 139
Work with the pupils as a group
and decide together what
calculations are needed for each
question before asking pupils to
find the answers independently
Textbook page 47 TF176
Provide pupils with a multiplication
square for support.
Textbook pages 27 TF 128
Ask pupils to design a poster
explaining how to check addition
and subtraction answers by using
the inverse operation
Textbook page 32 TF 139
Ask pupils to make up problems
similar to those in q4. swap with a
partner to solve
Textbook page 98 TF 362
Provide pupils with the same
weights as Beth and some objects
weighing the same as those in the
questions. Ask the children to
practically find out which
combination of weights will balance
each item.
Textbook page 98 TF 362
Ask pupils to work in pairs and
make up some word problems
about mass. Swap with another
pair to answer.
NNF
Objectives
Support
Extension
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 5 of 12
Day 4
Choose and use appropriate number
operations and appropriate ways of
calculating (mental, mental with
jottings, pencil and paper) to solve
problems
Explain methods and reasoning
about numbers orally and in writing
Day 5
Choose and use appropriate number
operations and appropriate ways of
calculating (mental, mental with
jottings, pencil and paper) to solve
problems
Explain methods and reasoning
about numbers orally and in writing
TF 176
Textbook page 47 TF 176
Ask pupils to make up their own
number puzzles and swap with a
partner to solve.
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 6 – Direction and angle
NNF
Objectives
Day 1
Recognise positions and directions,
e.g. describe and find the position
of a point on a grid of squares
where the lines are numbered
Recognise simple examples of
horizontal and vertical lines
Day 2
Recognise positions and directions,
e.g. describe and find the position
of a point on a grid of squares
where the lines are numbered
Use the eight compass directions N,
S, E, W, NE, NW, SE, SW
Make and measure clockwise and
anticlockwise turns, e.g. from SW
to N
TF 412-415
Day 3
Begin to know that angles are
measured in degrees and that one
whole turn is 360 degrees or four
right angles, a quarter turn is 90
degrees or one right angles, half a
right angle is 45 degrees
Start to order a set of angles less
than 180 degrees
Main
Teaching
TF 411
Core
Activities
Textbook page 113 TF 417
Textbook pages 114-116
TF 417-418
Pupil Activity TF 417
1 Pupil Sheet 89
Comparing/ordering angles
Textbook pages 117
TF 418
Support
Textbook page 113 TF 417
Write the answers to the questions
on card and ask the pupils to work
in pairs to match the coordinates to
the colours and vice-versa.
Textbook pages 114-116
TF 417-418
Provide pupils with enlarged
versions of the diagrams and toy
people to position and move to help
answer the questions.
Extension
Textbook page 113 TF 417
Ask pupils to draw their own grid of
coloured dots and invent similar
questions for a partner to solve.
Textbook pages 114-116
TF 417-418
Ask pupils to draw their own maps
containing treasure. They must then
provide a set of instructions for a
partner to locate the treasure.
Pupil Activity TF 417
1 Pupil Sheet 89
Comparing/ordering angles
Provide pupils with the angles on
the sheet cut out of card. Remind
pupils how they can be fitted over
each other to help answer the
questions.
Pupil Activity TF 417
1 Pupil Sheet 89
Comparing/ordering angles
Ask pupils to draw ten angles on a
sheet of paper. Swap with a partner
who must order them from smallest
to largest.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 4
TF 416-417
Page 6 of 12
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Day 5
NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 7 – assessment week
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 7 of 12
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 8 – Properties of numbers and reasoning about numbers
Day 1
Recognise negative numbers in
context, e.g. on a number line, on a
temperature scale
Day 2
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Day 3
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Main
Teaching
TF 317-320
TF 148
TF 148
Core
Activities
Pupil Activities TF 319
1 Ordering negative number cards
2 Using < or > with negative
numbers
Pupil Activity TF 320
1 Ordering temperatures
Textbook page 81-82 TF 321
Pupil Activities TF 319
1 Ordering negative number cards
Pupil Activity TF 320
1 Ordering temperatures
Once the pupils have identified the
below and above freezing point
temperatures work with them as a
group to order the cards.
Textbook p37 TF 148
Textbook p37 TF 148
Ask pupils to come up with a
general statement about what
happens when the process in q4 is
applied to any three-digit number.
Can they explain what is
happening?
Textbook p37 TF 148
Q4-5
Pupil Activities TF 319
2 Using < or > with negative
numbers
3 Pupil Sheet 71
Number lines with negative
numbers
Pupil Activity TF 320
1 Ordering temperatures
On the board write a list of possible
temperatures, e.g. ‘water when it
boils’, ‘outside on a summer’s day’,
‘on the top of a mountain in the
alps’ ‘inside a freezer’. Ask pupils
to order them from coldest to
hottest and suggest possible
temperatures for each situation.
Discuss their choices.
Textbook p37 TF 148
Ask pupils to come up with a
general statement about what
happens when the process in q4 is
applied to any three-digit number.
Can they explain what is
happening?
NNF
Objectives
Support
Extension
Textbook p37 TF 148
Do q1-3 only
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 4
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Recognise and extend number
sequences
Day 5
Make and investigate a general
statement about familiar numbers
by finding examples that satisfy it
Explain methods and reasoning
Textbook p37 TF 148
What happens if you use four-digit
numbers in q4?
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 9 – Multiplication and division
NNF
Objectives
Day 1
Extend understanding of the
operations of multiplication and
division, and their relationship to
each other and to addition and
subtraction
Main
Teaching
TF 216-217
Core
Activities
Textbook page 56 TF 220
Day 2
Derive quickly division facts
corresponding to 2, 4, 5 and 10
times tables
Find remainders after division.
Divide a whole number of pounds
by 2, 4, 5 or 10 to give pounds and
pence
TF 190-191
Day 3
Understand the principles (not the
names) of the commutative and
associative laws as they apply to
multiplication
Day 4
Use closely related facts. Use the
distributive law to develop the 6
times table from the 2 and 4 times
tables
Multiply by 9 or 11, multiply by 10
and adjust
Day 5
Use the distributive law and
partitioning to multiply TU by U
TF 175
TF 174-175
TF 171
Pupil Activities TF 192
1 Matching divisions and quotients
Textbook pages 46 TF 175
Further teaching TF 174
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
Textbook pages 49-50 TF 192
Support
Textbook page 56 TF 220
For each question, provide the
pupils with cards showing the
numbers involved and the
operations x, ÷ and =. For example,
42, 6, 7, x, ÷ and =. Ask them to
work in pairs and arrange the cards
to make true statements.
Pupil Activities TF 192
2 Connection cards game
Pupil Sheet 96 Template
Textbook pages 46 TF 175
Decide as a group on the
calculations needed to answer each
word problem before asking pupils
to find the answers.
Further teaching TF 174
Work with the children as a group
and record the calculations needed
for each example then ask them to
complete the questions
independently
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
Work with the pupils as a group
and complete the first section for
each question together before
pupils work independently.
Extension
Textbook page 56 TF 220
Ask pupils to come up with four sets
of three connected numbers like
those in q4 and swap with a partner
to write numbers stories using
them.
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.
Textbook pages 46-47 TF 175
Ask pupils to make up their own
word problems and swap with a
partner to solve.
Further teaching TF 174
Working in pairs, ask children to
challenge each other to multiply
numbers by 9 and 11. Check
answers with a calculator and score
a point for each correct answer
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
Provide pupils with a set of 20-100
cards and a spinner labelled
2,3,4,5. Pupils take it in turns to
select a card and spin the spinner.
They must multiple the two numbers
together, recording their workings
on paper.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 10 – Calculations and problem solving
Day 1
Use informal pencil and paper
methods to support, record or
explain multiplications
Approximate first
Day 2
Use informal pencil and paper
methods to support, record or
explain divisions
Approximate first
Check with the inverse operations
Day 3
Choose and use appropriate number
operations to solve problems
Main
Teaching
TF 178-179
Core
Activities
Support
NNF
Objectives
Extension
Approximate first
Day 4
Choose and use appropriate number
operations and appropriate ways of
calculating to solve problems
Day 5
Use all four operations to solve
word problems involving numbers
in ‘real life’ (including time)
TF 223
TF 183
TF 148
TF 338-342
Pupil Activity TF 179
1 Pupil Sheet 40
Two-digit number by 2, 3, 4 or 5
Pupil Activity TF 223
1 Division of two-digit numbers
Textbook page 48 TF 183
Textbook page 36 TF 148
Textbook pages 87-88 TF 342-343
Pupil Activity TF 179
1 Pupil Sheet 40
Two-digit number by 2, 3, 4 or 5
Work with the pupils as a group
first to partition the numbers
involved in each question and place
them correctly on the grid.
Pupil Activity TF 179
1 Pupil Sheet 40
Two-digit number by 2, 3, 4 or 5
Ask pupils to work in pairs and take
it in turns to challenge each other
to multiply a two-digit number by a
single digit number using the
‘cross’ method.
Pupil Activity TF 223
1 Division of two-digit numbers
Ask children to work in pairs to
answer the questions. They may use
any method they choose and discuss
how best to record their workings.
Textbook page 48 TF 183
Read through the problems as a
group and record the calculations
required to answer each one before
asking pupils to complete them
independently
Textbook pages 87-88 TF 342-343
Using a large analogue and digital
clock face, work with the pupils
selecting some questions from each
page and use the clock to answer
them orally.
Pupil Activity TF 223
1 Division of two-digit numbers
Ask children to check each answer
with multiplication using a method
of their choice
Extension Textbook page E4
TF 186
Textbook page 36 TF 148
Read through the problems as a
group and, through discussion,
record the calculations required to
answer each one before asking
pupils to complete them
independently
Textbook page 36 TF 148
Ask pupils to make up their own
word problems relating to the
information on the page. Swap with
a partner to solve.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 10 of 12
Extension Textbook page E15
TF 344
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 11 – Fractions and decimals
NNF
Objectives
Day 1
Recognise simple fractions that are
several parts of a whole
Identify two simple fractions with a
total of 1
Day 2
Recognise simple fractions that are
several parts of a whole
Recognise the equivalence of
simple fractions
Main
Teaching
TF 257-258
TF 265-266
Core
Activities
Pupil Activity TF 266
1 Pupil Sheet 60 Sixths
Pupil Activity TF 266
1 Pupil Sheet 61 Eighths
Day 3
Order simple fractions, for
example, decide whether fractions
are greater or less than one half
Day 4
Understand decimal notation and
place value for tenths
Day 5
Understand decimal notation and
place value for tenths and
hundredths and use in context
TF 266-268
TF 277-281
TF 238-239
Pupil Activities TF 268
1 Fraction pieces
2 Pupil Sheet 62 Equivalence
Pupil Activities TF 278-279
1 Matching fractions and decimals
2 Fractions of shapes
Pupil Activities TF 280
1 Matching fractions and decimals
2 Pupil Sheet 64
Notation for units and tenths
Pupil Activities TF 239
2 Pupil Sheet 54
Pounds/pence and pence
relationship
Textbook page 69 TF 269
Support
Extension
Pupil Activity TF 266
1 Pupil Sheet 60 Sixths
Pupil Activity TF 266
1 Pupil Sheet 61 Eighths
Draw large versions of the shapes
on the board and with the pupils as
a group invite individuals to shade
the required fraction. Provide
further examples to attempt
independently.
Pupil Activity TF 266
1 Pupil Sheet 60 Sixths
Pupil Activity TF 266
1 Pupil Sheet 61 Eighths
Provide pupils with pictures of
shapes sectioned into, e.g. 12, 16,
18 or 24 equal parts and ask them
to shade a certain number of
sixths/eighths.
Pupil Activities TF 268
1 Fraction pieces
Pupil Activities TF 268
1 Fraction pieces
2 Pupil Sheet 62 Equivalence
Remove the second fraction in each
question and copy the sheet. Ask
pupils to fill in the equivalent
fractions colouring only if
necessary.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 11 of 12
Textbook page 70-71 TF 283
Pupil Activities TF 278-279
1 Matching fractions and decimals
2 Fractions of shapes
Give pupils two different colours of
cubes.
3 Pupil Sheet 63 Notation for tenths
Pupil Activities TF 280
1 Matching fractions and decimals
Match the picture cards with one
other set of cards at a time.
Pupil Activities TF 278-279
1 Matching fractions and decimals
2 Fractions of shapes
Give pupils four different colours of
cubes.
Pupil Activities TF 280
1 Matching fractions and decimals
Ask pupils to make up their own
sets of cards. Swap with a partner
to sort.
2 Pupil Sheet 64
Notation for units and tenths
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.
Pupil Activities TF 239
1 Matching pairs game
relationship
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NHM & the Unit Plans Matching Chart
Year 4 Spring Term unit 12 – Handling data
Day 1
Solve a problem by interpreting
data in graphs and charts, including
those generated by a computer
Day 2
Solve a problem by organising,
representing and interpreting data in
Venn diagrams
Day 3
Solve a problem by organising,
representing and interpreting data in
Carroll diagrams
Day 4
Solve a problem by organising,
representing and interpreting data in
Carroll diagrams
Day 5
Solve a problem by organising,
representing and interpreting data in
Venn and Carroll diagrams
Main
Teaching
TF 426
TF 435-436
TF 433-434
TF 433-434
TF 433-434
Core
Activities
Textbook page 120 TF 426
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Textbook p123 TF 436
Pupil Activities TF 434
1 Sorting 2D shapes onto a Carroll
diagram
3 Pupil Sheet 94 Carroll diagrams
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Support
Textbook page 120 TF 426
Work with the children as a group
discussing the graph and answering
the questions orally
Pupil Activities TF 434
1 Sorting 2D shapes onto a Carroll
diagram
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Give the pupils labelled diagrams
and a set of numbers less than 100.
Extension
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.
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Put a large version of the Venn
diagrams on the board and work
with the pupils as a group deciding
where each number should be
placed.
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Give pupils a random set of 20
number cards labelled from 100 to
200. Ask them to create their own
Venn diagrams sorting the numbers
in ways of their choice.
Textbook p122 TF 434
Ask the pupils to sort the class in a
particular way – e.g. boy or girl
and aged 8 or 9. Provide them with
a labelled Carroll diagram to
record their results.
Textbook p122 TF 434
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Pupil Activities TF 434
3 Pupil Sheet 94 Carroll diagrams
Ask pupils to draw their own
Carroll diagram to sort the shapes
in a different way.
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 12 of 12
Textbook p122 TF 434
Ask pupils to sort the class in a way
of their choice and show their
results on a Carroll diagram. E.g.
‘blond hair’ and ‘wears glasses’
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