NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 1 – Place value
NNF
Objectives
Day 1
Begin to multiply by 100
Main
Teaching
TF 157-158
Core
Activities
Pupil Activities TF 158
1 Multiplying by 10 and 100
2 Multiplying by 10 and 100
Support
Textbook page 39 TF 168
Pupil Activities TF 158
2 Multiplying by 10 and 100
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.
Day 2
Use vocabulary of comparing and
ordering numbers and the symbols
> < and = correctly
Give a number lying between two
given numbers and order a set of
whole numbers less than 10 000
TF 54-56
Day 3
Round any positive integer less than
1000 to the nearest 10 or 100.
Estimate calculations by
approximating
Pupil Activities TF 55-56
1 Using < and > signs
Pupil Activity TF 75
1 Pupil Sheet 10 Approximating
Textbook page 6 TF 59
Textbook p10 TF 76
Pupil Activities TF 55-56
3 Ordering number cards
Pupil Activity TF 75
1 Pupil Sheet 10 Approximating
First list all the numbers involved
in the questions and ask pupils to
work together to round each one to
the nearest 100. They must then use
this information to complete the
sheet.
Pupil Activity TF 75
1 Pupil Sheet 10 Approximating
Having made their approximations,
ask the pupils to find the actual
answer to each question using a
method of their choice.
Pupil Activities TF 55-56
2 < and > dominoes
Play in pairs
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 4
TF 72-75
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Day 5
NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 2 – Addition and subtraction 1
NNF
Objectives
Day 1
Add or subtract the nearest multiple
of 10, then adjust
Day 2
Use number facts and place value to
add or subtract any pair of two digit
numbers, including crossing the 10s
boundary
Day 3
Understand the principles of the
associative law as it applies to addition
Develop written methods for column
addition of two three-digit numbers
Day 4
Refine written methods for
column addition by ‘carrying’
below the line
Day 5
Develop and refine written methods
for column addition of more than
two whole numbers less than 1000
Main
Teaching
TF 93-94
TF 123-124
TF 88-89
TF 126-127
TF 109-110
TF 110-112
TF 112-113
Core
Activities
Pupil Activity TF 94
1 Adding game using dice and
cards
Textbook page 16 TF 96
Pupil Activities TF 124
1 Connection cards game
(Resource Sheet 39)
2 Pupil Sheet 96 Template
Textbook page 25 TF 128
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
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 12 TF 91
Textbook page 26 TF 128
Ask pupils to find the answers
mentally.
Pupil Activity TF 110
Pupil Sheet 18 Expanded recording,
least significant digits first
Pupil Activities TF 112-113
1 Pupil Sheet 19 HTU +
TU/HTU, no bridging/bridging
10
2 Pupil Sheet 20 Template
Pupil Activity TF 113
1 Pupil Sheet 20 Template
Textbook page 12 TF 91
Provide a 0 – 100 number line for
support.
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.
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 112-113
1 Pupil Sheet 19 HTU +
TU/HTU, no bridging/bridging
10
Pupil Activities TF 113
1 Pupil Sheet 21 HTU + TU/HTU,
bridging 100
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 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.
Pupil Activity TF 110
Pupil Activities TF 112-113
2 Pupil Sheet 20 Template
Extension Textbook page E3
TF 118
Support
Extension
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Give pairs of pupils a set of three-digit
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.
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Textbook pages 23-24 TF 114
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 3 – Addition and subtraction 2
NNF
Objectives
Day 1
Develop and refine written methods
for column subtraction of two
whole numbers less than 1000
Main
Teaching
TF 143-145
Core
Activities
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 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.
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 Activities TF 143-144
1 Pupil Sheet 27
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.
Pupil Activity TF 145
1 Pupil Sheet 28 Template
Give the pupils some similar
questions and ask them to discuss in
Support
Extension
Day 2
Use knowledge of sums or
differences between odd and even
numbers
Use written methods for column
addition and subtraction of two
whole numbers less than 1000
TF 128
Day 3
Develop and refine written methods
for money calculations
Day 4
Choose appropriate ways of
calculating (mental, mental with
jottings, pencil and paper). Check
results of calculations, including
using knowledge of sums and
differences of odd and even nos
TF 127-128
Day 5
Use all four operations in word
problems involving ‘real life’ and
money using one or more steps
Choose appropriate number
operations and appropriate ways of
calculating to solve problems
TF 248
Textbook pages 28 TF 128
Ask pupils to design a poster
explaining how to check addition
and subtraction answers by using
rules about adding/subtracting
odd/even numbers. Provide a set of
questions for them to check and use
as the basis of their poster.
Pupil Activities TF 246
1 Connection cards Pupil Sheet 96
2 Finding total costs
Textbook page 64 TF 249
Pupil Activities TF 247
1 Change from £20 practical work
2 Pupil Sheet 55 Change from £20
Textbook page 65 TF 249
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. Provide a set of
questions for them to check and
use as the basis of their poster.
Textbook page 66 TF 250
Textbook pages 28 TF 128
Pupil Activities TF 246
1 Connection cards Pupil Sheet 96
Pupil Activities TF 247
1 Change from £20 practical work
First ask the pupils to lay out the
notes and coins that could be used
to pay the exact price for each CD.
Textbook pages 27-28 TF 128
Textbook page 66 TF 250
Provide the pupils with coins and
notes to enable them to answer the
questions practically.
Textbook pages 28 TF 128
Ask pupils to design a poster
explaining how to check addition
and subtraction answers by using
rules about adding/subtracting
odd/even numbers.
Pupil Activities TF 246
2 Finding total costs
Ask pupils to select three or four
items and find the total cost. Given
four items ask them to find all the
combinations there are of buying 2
then three items from the selection.
Pupil Activities TF 247
2 Pupil Sheet 55 Change from £20
3 Pupil Sheet 56 Change template
Ask pupils to put their own prices
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.
Textbook page 66 TF 250
Provide pupils with pictures of
items that the shop sold labelled
with their price. Tell them they had
£10 to spend and they must decide
on the items they would like to buy
and what the total cost would be.
Repeat allowing them £20 spending
money.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
TF 246-247
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NHM & the Unit Plans Matching Chart
ways in which they could make the
calculations quicker, building on
ideas from the previous exercise.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
on the blank sheet and swap with a
partner to solve.
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 4 - Measures
Day 1
Begin to recognise ¼, ½, ¾ and
tenths of 1 litre in millilitres
Use, read and write litre (l),
millilitre (ml) and pint
Suggest suitable units and
measuring equipment to estimate or
measure capacity
TF 373-374
Day 2
Know ¼, ½, ¾, 1/10 of 1 litre in
millilitres
TF 375-376
TF 376
Core
Activities
Textbook page 101 TF 377
Textbook page 102 TF 377
Support
Textbook page 101 TF 377
Provide the pupils with cards with
the comparisons of q2 written on.
Work with the pupils as a group
and fill a measuring jug to the
amount of each container. Decide
which card matches the amount in
the jug.
Textbook page 101 TF 377
Ask pupils to use four containers
not already used in q1. They must
estimate to the nearest 50ml the
capacity of each container and then
measure to see how accurate they
were.
Textbook page 102 TF 377
Provide the answers to the
questions on cards and ask pupils
to work in pairs to place the cards
against the right questions.
Pupil Activity TF 376
1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres
Provide pupils with some
containers. Ask them to estimate
the capacity of each to the nearest
10ml. They must then see how
accurate their estimates were by
measuring.
Pupil Activity TF 376
1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres
NNF
Objectives
Main
Teaching
Extension
Day 3
Know and use relationships
between familiar units of capacity
Record readings from scales
Textbook page 102 TF 377
Provide pupils with some
containers with a capacity of 500ml
or less. Ask them to first estimate
then measure how many times each
container could be filled up from a
litre jug.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Day 4
Use all four operations to solve
measurement word problems
Day 5
Use all four operations to solve
word problems involving numbers
in ‘real life’ or measures
Pupil Activity TF 376
1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres
Ask pupils to use litre jugs to
measure out 1l of water and then
other materials such as pasta or
rice. They must then estimate how
much each material will weigh.
They then check their estimates and
put the litres of materials in order
from lightest to heaviest.
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 5 – Shape and space
NNF
Objectives
Day 1
Identify lines of symmetry in 2D
shapes. Understand and use the
associated language
Day 2
Classify 2D shapes according to
their lines of symmetry
Day 3
Sketch the reflection of a simple
shape or pattern where the sides of
the shape do not touch the mirror
line (lines all parallel or
perpendicular to the mirror line).
Know that equivalent points are the
same distance from the line of
symmetry. Revise the use of coordinates
TF 406-407
Day 4
Make patterns by repeatedly
translating or reflecting shapes.
Know that rows on a grid are
described as horizontal, columns as
vertical
Main
Teaching
TF 405-406
Core
Activities
Textbook page 110 TF 408
Pupil Activities TF 407
1 Pupil Sheet 87 Line symmetry
2 Making symmetrical patterns
Textbook page 111 TF 408
Textbook page 109 TF 404
Support
Textbook page 110 TF 408
Give pupils mirrors to use to help
them decide on their answers.
Pupil Activities TF 407
1 Pupil Sheet 87 Line symmetry
Textbook page 111 TF 408
Provide a sheet with the first part of
the patterns already drawn on.
Allow pupils to use mirrors to help
them complete them.
Textbook page 109 TF 404
For q2, ask pupils to make the
shapes and show you them but not
draw them.
Extension
Textbook page 110 TF 408
Ask pupils to draw their own
designs similar to those in q3 that
have 1/2/3 lines of symmetry.
Pupil Activities TF 407
2 Making symmetrical patterns
Textbook page 111 TF 408
Provide pupils with reference books
showing symmetrical patterns from
art or other cultures, e.g. Rangoli
patterns or Islamic art. Ask pupils
to pick one they like and try to
recreate it.
Textbook page 109 TF 404
Ask pupils to make up their own
patterns with shapes on dotty
paper.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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Day 5
Use co-ordinates to describe
position
Translate and reflect shapes
TF 402
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 6 – Angles and position
Day 1
Begin to know that angles are
measured in degrees and that one
whole turn is 360o and a quarter
turn is 90o
Start to order a set of angles less
than 180o
TF 415-416
Day 2
Begin to know that angles are
measured in degrees
Make and measure clockwise and
anticlockwise turns
Core
Activities
Textbook page 117 TF 418
Textbook page 116 TF 418
Support
Textbook page 117 TF 418
Provide pupils with an enlarged
version of the diagram and toy
people to position and move to help
answer the questions.
Textbook page 116 TF 418
Provide pupils with an enlarged
version of the diagram and toy
people to position and move to help
answer the questions.
Extension
Textbook page 117 TF 418
Ask pupils to make up their own
words using the letters on the wheel
and then give directions to write
each word starting from C each
time.
Textbook page 116 TF 418
In pairs ask pupils to make up their
own map and write some questions
similar to those on the textbook
page. Swap with another pair to
answer
NNF
Objectives
Main
Teaching
Day 3
Make and measure clockwise and
anticlockwise turns
Recognise position and directions
Recognise simple examples of
horizontal and vertical lines
Day 4
TF 414-415
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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Day 5
NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 7 – assessment week
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 8 – Properties of numbers
NNF
Objectives
Day 1
Recognise multiples of 2, 3, 4, 5
and 10, up to the tenth multiple
Day 2
Solve mathematical problems and
puzzles.
Recognise and explain patterns and
relationships, generalise and predict
Explain methods and reasoning
about numbers orally and in writing
Day 3
Recognise multiples of 2, 3, 4, 5
and 10, up to the tenth multiple
Solve mathematical problems and
puzzles.
Recognise and explain patterns and
relationships, generalise and predict
Explain methods and reasoning
about numbers orally and in writing
Day 4
Use this year’s calendar
Day 5
To be able to read and use
timetables. Use correctly am and
pm and the notation 9:53
Main
Teaching
TF 315-317
TF 327-328
TF 343
Core
Activities
Textbook page 80 TF 321
Textbook pages 83-84 TF 328
Textbook p89 TF 343
Support
Textbook page 80 TF 321
Provide pupils with a set of 1 – 100
cards. Ask them to find all the
multiples of 5 then 10. Ask them to
find 10 multiples of 3 and then 4.
Textbook p89 TF 343
Using a large analogue and digital
clock face, work with the pupils and
use the clock to answer the
questions orally.
Extension
Textbook page 80 TF 321
Give pairs of pupils a set of 20 twodigit cards all multiples of 2,3,4,5
or 10. Ask them to lay them out face
down. Pupils take it in turns to say
what multiple they want e.g. ‘ I
want a multiple of 3’. They then
turn one card over and if it matches
their statement they keep it. If not
they turn it back again. The winner
is the person with the most cards.
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 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 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
find out the day of the week each
event will take place on.
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.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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Textbook p89 TF 343
Ask pupils to introduce an evening
boat to the timetable and decide on
its arrival and departure times from
each place. They must then create
some questions about their new
timetable for another pupil to solve
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 9 – Multiplication and division 1
Day 1
Use known facts to multiply and
divide, including by 10 and then by
100
Use doubling and halving, starting
from known facts
Day 2
Use the relationship between
multiplication and division
Day 3
Round up and down after division
depending on context
Day 4
Use all four operations to solve
word problems involving numbers
in ‘real life’ money and measures
using one or more steps
Day 5
Understand distributive law
Main
Teaching
TF 171-173
TF 216-217
TF 225-226
TF 248
TF 171
Core
Activities
Pupil Activity TF 173
1 Pupil Sheet 39 Beyond tables,
mental strategies for x4, x5, x20
Textbook page 45 TF 175
Textbook page 56 TF 220
Textbook page 60 TF 227
Textbook page 66 TF 250
Pupil Activity TF 171
1 Pupil Sheet 38
Beyond tables by 2, 3, 4 or 5
Support
Pupil Activity TF 173
1 Pupil Sheet
Discuss the strategies for each
section with the pupils as a group
and complete the first three
questions in each section together
before asking pupils to complete the
rest of the sheet.
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.
Textbook page 60 TF 227
Read through the questions with the
pupils as a group and decide on the
calculations that need doing for
each one. Allow pupils to use
informal methods to find their
answers.
Textbook page 66 TF 250
Provide the pupils with coins and
notes to enable them to answer the
questions practically.
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
Pupil Activity TF 173
1 Pupil Sheet 39 Beyond tables,
mental strategies for x4, x5, x20
Provide pupils with the same
questions but not the sheet. Ask
them to find the answers to the
questions and explain the strategies
they used.
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.
Extension Textbook page E5 TF
231-232
Textbook page 66 TF 250
Provide pupils with pictures of
items that the shop sold labelled
with their price. Tell them they had
£10 to spend and they must decide
on the items they would like to buy
and what the total cost would be.
Repeat allowing them £20 spending
money.
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.
NNF
Objectives
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 10 – Multiplication and division 2
NNF
Objectives
Day 1
Use known number facts and place
value to multiply and divide
integers, including by 10 and then
100 (whole number answers)
Day 2
Develop and refine written methods
for TU x U
Day 3
Develop and refine written methods
for TU ÷ U
Day 4
Develop and refine written methods
for TU ÷ U
Day 5
Develop and refine written methods
for TU x U, TU ÷ U
Main
Teaching
TF 157-158
TF 218-220
TF 178-179
TF 223
TF 223-224
TF 227
Core
Activities
Pupil Activities TF 158
1 Multiplying by 10 and 100
2 Multiplying by 10 and 100
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
Pupil Activity TF 224
1 Pupil Sheet 52
Two-digit numbers, recording
Textbook page 60 TF 227
Support
Extension
Textbook page 39 TF 168
Textbook page 57 TF 221
Pupil Activities TF 158
2 Multiplying by 10 and 100
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 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.
Textbook page 57 TF 221
Provide further questions which
involve questions such as 230 x 10
and 8400 ÷ 100.
Textbook page 58 TF 227
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 223
1 Division of two-digit numbers
Provide pupils with a multiplication
table for support
Pupil Activity TF 224
1 Pupil Sheet 52
Two-digit numbers, recording
Provide pupils with a multiplication
table for support
Textbook page 60 TF 227
Read through the questions with the
pupils as a group and decide on the
calculations that need doing for
each one. Allow pupils to use
informal methods to find their
answers.
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
Provide questions which involve
dividing three-digit numbers by a
single-digit number.
Pupil Activity TF 224
1 Pupil Sheet 52
Two-digit numbers, recording
Provide questions which involve
dividing three-digit numbers by a
single-digit number.
Extension Textbook pages E5-E7
TF 231-232
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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Year 4 Summer Term unit 11 – Fractions and decimals
Day 1
Recognise the equivalence of
simple fractions
Identify two simple fractions with a
total of 1
Day 2
Recognise the equivalence of
simple fractions
Day 3
Understand decimal notation and
place value for tenths
Recognise the equivalence of
simple fractions
Day 4
Understand place value for tenths
and hundredths and use it in context
Main
Teaching
TF 266-268
TF 266-268
TF 281-282
TF 281-282
Core
Activities
Pupil Activities TF 268
1 Fraction pieces
2 Pupil Sheet 62 Equivalence
Textbook page 69 TF 269
Textbook page 72 TF 283
Textbook page 73 TF 283
Support
Pupil Activities TF 268
1 Fraction pieces
Pupil Activities TF 268
1 Fraction pieces
2 Pupil Sheet 62 Equivalence
Provide pupils with a decimal
number line from 0 to 10 marked in
tenths. Give pairs of pupils a set of
number cards showing decimals
below 10. Using the number line for
reference, ask the pupils to order
the cards from smallest to largest.
Textbook pages 72-73 TF 283
Textbook page 72 TF 283
Extension
Textbook page 69 TF 269
Provide cards showing the fractions
involved in each question and some
= signs. Ask them to arrange the
cards to show the equivalent
fractions depicted in each question,
e.g. ½ = 5/10
Extension Textbook page E10
TF 271
NNF
Objectives
Day 5
Begin to use ideas of simple
proportion
Extension Textbook page E11
TF 286
Textbook page 69 TF 269
NHM Unit Plans Matching Chart – Written by Stef Sullivan
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 12 – Addition and subtraction
Day 1
Use known number facts and place
value to add and subtract mentally,
including any pair of two-digit
whole numbers
Day 2
Use known number facts and place
value to add and subtract mentally,
including any pair of two-digit
whole numbers
Main
Teaching
TF 86-89
TF 126-128
Core
Activities
Pupil Activity TF 88
1 Card doubles
Textbook page 26-28 TF 128
NNF
Objectives
Day 3
Use known number facts and place
value to add and subtract mentally
any pair of two-digit whole
numbers
Refine column addition and
subtraction of two whole numbers
less than 1000
TF 113
Day 4
Develop and refine written methods
for column addition and subtraction
of two whole numbers less than
1000
Day 5
Consolidate understanding of
relationship between addition and
subtraction
TF 142-147
TF 139
Pupil Activity TF 113
1 Pupil Sheet 20 Template
Pupil Activity TF 147
1 Pupil Sheet 31 Template
Textbook page 33 TF 139
Textbook pages 23-24 TF 114
Textbook page 35 TF 148
Textbook page 26-28 TF 12
Provide pupils with a 0 – 100
number line for support. Allow
them to make jottings to help them
find each answer.
Pupil Activities TF 113
1 Pupil Sheet 21 HTU + TU/HTU,
bridging 100
Pupil Activities TF 147
1 Pupil Sheet 33 Two-/three-digit
numbers, exchanging 100
If appropriate ask pupils to continue
using an expanded method.
Textbook page 33 TF 139
Provide pupils with the relevant
digit cards to help them explore q 1
and 2
Textbook page 26-28 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.
Extension Textbook page E3
TF 118
Pupil Activity TF 147
1 Pupil Sheet 31 Template
In pairs, pupils take it in turns to
choose two three-digit numbers and
challenge their partner to find the
difference between them. Pupils
score a point for each question they
answer correctly.
Textbook page 33 TF 139
Ask pupils to work in pairs and
make up similar puzzles to q1 and
2. Swap with another pair to solve.
Textbook page 11-12 TF 91
Support
Extension
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.
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.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 13 of 14
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NHM & the Unit Plans Matching Chart
Year 4 Summer Term unit 13 – Handling data
NNF
Objectives
Day 1
Collect, classify, represent and
interpret data in Venn diagrams
(two criteria)
Main
Teaching
TF 435
Core
Activities
Pupil Activity TF 436
1 Pupil Sheet 95 Venn diagrams
Support
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.
Extension
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.
Day 2
Solve a given problem by
collecting, classifying, representing
and interpreting data in Venn
diagrams (two criteria)
Classify polygons, using criteria
such as number of right angles,
whether or not they are regular,
symmetry properties
TF 436
Day 3
Represent, interpret data in a
Carroll diagram (numerical)
Day 4
Collect, represent and interpret data
in a Carroll diagram, and a Venn
diagram
Day 5
Collect, classify, represent and
interpret data in pictograms, symbol
representing 2, 5, 10 or 20 units
TF 432-434
TF 436
TF 428-430
Textbook page 123 TF 436
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Textbook page 122 TF 436
On completion of the page, ask
pupils to create Venn diagrams to
show the same information
Textbook page 121 TF 431
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Give the pupils labelled diagrams
and a set of numbers less than 100.
Textbook page 122 TF 436
Give pupils a set of labelled Venn
diagrams matching the Carroll
diagrams and ask them to complete
them with the information on the
page
Pupil Activities TF 434
2 Sorting numbers onto a Carroll
diagram
Give pupils a random set of 20
number cards labelled from 100 to
200. Ask them to create their own
Carroll diagrams sorting the
numbers in ways of their choice.
Textbook page 122 TF 436
On completion of the page, ask
pupils to create Venn diagrams to
show the same information
Ask pupils to sort the class in a way
of their choice and show their
results on a Venn or Carroll
diagram. E.g. ‘blond hair’ and
‘wears glasses’
Textbook page 123 TF 436
Work through the questions with the
pupils as a group answering orally
before they answer them
independently. For q4 provide a
selection of shapes for pupils to
choose from as opposed to drawing
their own.
Textbook page 123 TF 436
Provide pupils with a set of cards
showing pictures of houses and
some particulars, e.g. number of
bedrooms, age of house, number of
rooms downstairs. Ask pupils to
draw a large Venn diagram and put
the cards onto it sorted in a way of
their choice.
NHM Unit Plans Matching Chart – Written by Stef Sullivan
Page 14 of 14
Pupil Activity TF 430
1 Pupil Sheet 93 Pictograms,
symbol representing 5 units
Pupil Activity TF 430
1 Pupil Sheet 93 Pictograms,
symbol representing 5 units
Provide a similar sheet with fewer
flowers on and ask pupils to
complete a tally chart and
pictogram where one flowerpot
represents one flower.
Extension Textbook page E22
TF 431
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