YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK A: Counting, Partitioning and Calculating Unit 1 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1 C1 A2 B2
C2 B3 C3
A3
A2 A3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying Mathematics
Using and Applying Number


Report solutions to puzzles and problems, giving explanations
and reasoning orally and in writing, using diagrams and symbols
Counting and Understanding Numbers
▪
▪
Partition, round and order four-digit whole numbers; use positive
and negative numbers in context and position them on a
number line; state inequalities using the symbols < and > (e.g. 3 > - 5, -1< +1)
B1 B3
▪
Use knowledge of addition and subtraction facts and place value to derive
sums and differences of pairs of multiples of 10, 100 or 1000
B2 B3
▪
Identify the doubles of two-digit numbers; use these to calculate doubles
of multiples of 10 and 100 and derive corresponding halves
▪
Use knowledge of rounding, number operations and inverses to estimate
and check calculations
▪
Derive and recall multiplication facts up to 10 x 10, the
corresponding division facts and multiples of numbers to 10 up to
the tenth multiple.
B1 A2 B2 A3
B3
B1 E1 A2 B2
A3


Count from any given number in whole-number and decimal
steps, extending beyond zero when counting backwards; relate
the numbers to their position on a number line
Explain what each digit represents in whole numbers and
decimals with up to two places, and partition, round and
order these numbers
▪
▪
▪
▪
Use knowledge of place value and addition and subtraction of
two-digit numbers to derive sums and differences and doubles
and halves of decimals (e.g. 6.5 + 2.7, half of 5.6, double 0.34).
Use knowledge of rounding, place value, number facts and inverse
operations to estimate and check calculations
Recall quickly multiplication facts up to 10 x 10 and use them to
multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
Identify pairs of factors of two-digit whole numbers and find common
multiples (e.g. for 6 and 9)
Calculating
▪
▪

A2
▪
Multiply and divide numbers to 1000 by 10 and then 100 (whole number
answers), understanding the effect, relate to scaling up or down
C1 E1 A2 C2
E2 A3 C3
A2 A3
A2 A3
Knowing and Using Number Facts
Calculating
Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 +
58, 91-35)
Use a calculator to carry out one-step and two-step calculations involving
all four operations; recognise negative numbers in the display, correct
mistaken entries and interpret the display correctly in the context of
money.
Subsequent
units
Counting and Understanding Number
Recognise and continue number sequences formed by counting
on or back in steps of constant size
Knowing and Using Number Facts
Explain reasoning using diagrams, graphs and text; refine ways of
recording using images and symbols
Previous
units
▪
▪
Extend mental methods for whole-number calculations, for example to multiply
a two-digit by a one-digit number (e.g. 12 x 9), to multiply by 25 (e.g. 16 x 25),
to subtract one near multiple of 1000 from another (e.g. 6070-4097).
Use efficient written methods to add and subtract whole numbers and
decimals with up to two places
Use understanding of place value to multiply and divide whole numbers and
decimals by 10, 100 or 1000
A2 B2 E2 A3 B3
B1 A2 B2 D2
A3 B3 D3
B1 E1 A2 B2 A3
B3
B1 E1 A2
A2 E1
B1 A2 D2 B3
D3
D1 A2 D2
Evaluate your medium term plan at the end of each unit.
Speaking and Listening
* Use green to show that pupils responded well and the objective was met.
Year 4 – Use and reflect on some ground rules for dialogue (e.g. making structured,
* Use orange to show that pupils were responsive but that the objective still needs more attention. extended contributions, speaking audibly, making meaning explicit and listening actively.)
* Use red to show that the objective was not met.
Year 5 – Present a spoken argument, sequencing points logically, defending views with
* Leave blank to show that the objective was not covered.
evidence and making use of persuasive language
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK B: Securing number facts, understanding shapes Unit 1 15 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
D1 D2 B3 A3
D3


B2 B3

C1 A2 B2 C2
B3 C3

A1
A2 B2 A3 B3
A1
B3
A1
E1 A2 B2 D2
E2 A3 B3 E3
Solve one-step and two-step problems involving numbers,
money or measures, including time; choose and carry out
appropriate calculations, using calculator methods where
appropriate
Identify and use patterns, relationships and properties of
numbers or shapes; investigate a statement involving numbers
and test it with examples
Report solutions to puzzles and problems, giving explanations
and reasoning orally and in writing, using diagrams and symbols
Knowing and Using Number Facts
▪
Use knowledge of rounding, number operations and inverses to
estimate and check calculations
▪
Use knowledge of addition and subtraction facts and place
value to derive sums and differences of pairs of multiples 10,
100 or 1000
Derive and recall multiplication facts up to 10 x 10, the
corresponding division facts and multiples of numbers to
10 up to the tenth multiple

Knowing and Using Number Facts
▪
▪
▪
Use knowledge of rounding, place value, number facts and inverse
operations to estimate and check calculations
Recall quickly multiplication facts up to 10 x 10 and use them to
multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
Identify pairs of factors of two-digit whole numbers and find common
multiples (e.g. for 6 and 9)
Understanding Shape
Understanding Shape
▪
▪
Visualise 3-D objects from 2-D drawings; make nets of common
solids
B2 B3
▪
Subsequent
units
B2 B3
Explore patterns, properties and relationships and propose a
general statement involving numbers or shapes; identify examples
for which the statement is true or false
Calculating
▪ Use efficient written methods to add and subtract whole
numbers and decimals with up to two places
B2 B3
Previous
units
A1
A1
A2 B2 D2 A3
B3 D3
E1 A2 B2 A3 B3
A1
E1 A2
A1
A2 D2 B3 D3
Identify, visualise and describe properties of rectangles, triangles,
regular polygons and 3-D solids; use knowledge of properties to
draw 2-D shapes and identify and draw nets of 3-D shapes
B2 B3
Draw polygons and classify them by identifying their properties,
including their line of symmetry
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Speaking and Listening
Year 4 – Listen to a speaker and make notes on the talk
Year 5 – Identify different question types and evaluate impact on
audience
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK C: Handling data and measures Unit 1 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
A1 B1
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
C2 C3

▪
A2 B2 C2 B3
C3

Suggest a line of enquiry and the strategy needed to follow it;
collect, organise and interpret selected information to find
answers.
Report solutions to puzzles and problems, giving explanations
and reasoning orally and in writing, using diagrams and
symbols.
Measuring
D1 C2 D2 C3
D3
▪
Choose and use standard metric units and their
abbreviations when estimating, measuring and recording
length, weight and capacity; know the meaning of ‘kilo’,
‘centi’ and ‘milli’ and, where appropriate use decimal
notation to record measurements (e.g. 1.3m or 0.6 kg)
D1 C2 D2 C3
D3
▪
Interpret intervals and divisions on partially numbered scales
and record readings accurately, where appropriate to the
nearest tenth of a unit
C2 C3
▪
Plan and pursue an enquiry; present evidence by collecting,
organising and interpreting information; suggest extensions to the
enquiry
Explain reasoning using diagrams, graphs and text; refine ways of
recording using images and symbols
▪
▪
Read, choose, use and record standard metric units to estimate and
measure length, weight and capacity to a suitable degree of
accuracy (e.g. the nearest centimetre); convert larger to smaller
units using decimals to one place (e.g. change 2.6 kg to 2600 g)
Interpret a reading that lies between two unnumbered divisions on a
scale
Handling Data
▪
▪
▪
organise, present, analyse and interpret the data in tables,
diagrams, tally charts, pictograms and bar charts, using
ICT where appropriate
Subsequent
units
C2 C3
A1
E1 A2 C2 E2
A3 C3
Measuring
Handling Data
Answer a question by identifying what data to collect;
Previous
units
▪
Find and interpret the mode of a set of data
Answer a set of related questions by collecting, selecting and
organising relevant data; draw conclusions, using ICT to present
features, and identify further questions to ask
Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and changes
over time.
D1 C2 D2 C3
D3
D1 C2 D2 C3
D3
C3
C2 C3
Speaking and Listening
Year 4 – Use time, resources, and group members efficiently by distributing tasks, checking
progress, making back-up plans
Year 5 – Plan and manage a group task over time by using different levels of planning
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK D: Calculating, measuring and understanding shape Unit 1 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1
D2 A3 B3 D3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying


Solve one-step and two-step problems involving numbers,
money or measures including time; choose and carry out
appropriate calculations, using calculator methods where
appropriate
Calculating
A1
A2 A3
D2
C1
C1
C2 D2 C3 D3
C2 D2 C3 D3
▪
Add or subtract mentally pairs of two-digit whole numbers
(e.g. 47 + 58, 91-35)
Shape
▪
Recognise horizontal and vertical lines; use the eight compass
points to describe direction; describe and identify the position of
a square on a grid of squares
Measuring


Choose and use standard metric units and their
abbreviations when estimating measuring and recording
length, weight and capacity; know the meaning of ‘kilo’,
‘centi’ and ‘milli’ and, where appropriate, use decimal
notation to record measurements (e.g. 1.3m or 0.6kg)
Interpret intervals and divisions on partially numbered scales
and record readings accurately, where appropriate to the
nearest tenth of a unit
D3
▪
Read time to the nearest minute; use am, pm and 12 hour clock
notation; choose units of time to measure time intervals;
Previous
units
Subsequent
units
E1 A2 D2 A3
E3 D3
Solve one-step and two-step problems involving whole numbers
and decimals and all four operations, choosing and using
appropriate calculation strategies, including calculator use
Calculating


Use understanding of place value to multiply and divide whole
numbers and decimals by 10, 100 or 1000
Use a calculator to solve problems, including those involving
decimals or fractions (e.g. to find ¾ of 150 g); interpret the display
correctly in the context of measurement
A1
A2 D2
E1 A2 D2 E2
A3 B3 D3
Shape

D2 D3
Read and plot coordinates in the first quadrant; recognise
parallel and perpendicular lines in grids and shapes; use a
set-square and ruler to draw shapes with perpendicular or
parallel sides
Measuring
▪
▪
▪
▪
Read, choose, use and record standard metric units to estimate and
measure length, weight and capacity to a suitable degree of
accuracy (e.g. the nearest centimetre); convert larger to smaller units
using decimals to one place (e.g. change 2.6 kg to 2600 g)
Interpret a reading that lies between two unnumbered divisions on a
scale
Read timetables and time using 24 hour clock notation; use a
calculator to calculate time intervals
Draw and measure lines to the nearest millimetre; measure and
calculate the perimeter of regular and irregular polygons, use
the formula for the area of a rectangle to calculate the
rectangle’s area
C1
C2 D2 C3 D3
C1
C2 D2 C3 D3
D3
D2 D3
calculate time intervals from clocks and timetables.
Speaking and Listening
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Year 4 – Listen to a speaker and take notes on the talk
Year 5 – Plan and manage a group task over time by using different levels of
planning
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK E Securing number facts, calculating, identifying relationships Unit 1 15 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying Number
Using and Applying Number
E2 E3
▪
▪
Represent a puzzle or problem using number sentences,
statements or diagrams; use these to solve the problem; present
and interpret the solution in the context of the problem
Objectives
End of year expectations (key objectives) are in
bold
▪
▪
E2 E3
A1 B1
A2 B2 D2 E2
A3 B3 E3
E2
E2 E3
Counting and Using Numbers
▪
Recognise the equivalence between decimal and fraction forms of one
half, quarters, tenths and hundredths
▪
Use diagrams to identify equivalent fraction (e.g. 6/8 and ¾, or 70/100
and 7/10); interpret mixed numbers and position them on a number
line (e.g. 3 ½ )
Knowing and Using Number Facts
▪
Derive and recall multiplication facts up to 10 x 10, the
corresponding division facts and multiples of numbers to
10 up to the tenth multiple
▪
Identify pairs of fractions that total 1
Calculating
Find fractions of numbers, quantities or shapes (e.g. 1/5 of 30
B2 E2 B3 E3
D1
A2 D2 A3 D3
E3
A1 C1
A2 C2 E2 A3
C3
E2 E3
Express a smaller whole number as a fraction of a larger one (e.g.
recognize that 5 out of 8 is 5/8); find equivalent fractions (e.g. 7/10 =
14/20, or 19/10 = 1 9/10); relate fractions to their decimal
representations
Knowing and Using Number Facts
▪
▪
Recall quickly multiplication facts up to 10 x 10 and use them to
multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
Identify pairs of factors of two-digit whole numbers and find common
multiples (e.g. for 6 and 9)
A1 B1
A2 B2 A3 B3
A1 B1
A2
Calculating
▪
plums, 3/8 of a 6 by 4 rectangle)
▪
▪
Refine and use efficient written methods to multiply and divide HTU x U, TU x
TU, U.t x U and HTU / U
Extend mental methods for whole-number calculations, for example to multiply
a two-digit number by a one-digit number (e.g. 12 x 9), to multiply by 25 (e.g.16
x 25), to subtract one near-multiple of 1000 from another (e.g. 6070-4097)
Find fractions using division (e.g. 1/100 of 5kg), and percentages of numbers
and quantities (e.g. 10%, 5% and 15% of £80)
Use a calculator to solve problems, including those involving decimals or
fractions (e.g. find 3 / 4 of 150g); interpret the display correctly in the context of
measurement
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Subsequent
units
Counting and Understanding Number
▪
▪
▪
Represent a puzzle or problem by identifying and recording the information or
calculations needed to solve it; find possible solutions and confirm them in the
context of the problem
Solve one-step and two-step problems involving whole numbers and decimals
and all four operations, choosing and using appropriate calculation strategies,
including calculator use
Explain reasoning using diagrams, graphs and text; refine ways of recording
using images and symbols
Previous
units
D2 A3 D3 E3
A1
A2
E2 E3
D1
A2 D2 E2 A3
B3 D3
Speaking and Listening
Year 4 – Respond appropriately to the contributions of others in the light of
alternative viewpoints
Year 5 – Year 5 – Present a spoken argument, sequencing points logically,
defending views with evidence and making use of persuasive language
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK A Counting, Partitioning and Calculating Unit 2 10 days
YEAR 4
Opportunities
to teach
targets
T
YEAR 5
Previous
units
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying Number
Using and Applying
A1 B1 C1
B2 C2 B3 C3
▪
▪
Report solutions to puzzles and problems, giving explanations
and reasoning orally and in writing, using diagrams and symbols
Counting and Understanding
A1 1
A3
D2 A3 D3
▪
Recognise and continue number sequences formed by counting on or
back in steps of constant size
▪
Use decimal notation for tenths and hundredths and partition decimals;
relate the notation to money and measurement; position one-place and
two-place decimals on a number line
Knowing and Using Number Facts
A1 B1 E1
B2 D2 E2 A3
B3 E3
▪
Derive and recall multiplication facts up to 10 × 10, the
corresponding division facts and multiples of numbers to 10 up to
the tenth multiple
▪
Multiply and divide numbers to 1000 by 10 and then 100 (whole-number
answers), understanding the effect; relate to scaling up or down
▪
Use knowledge of rounding, number operations and inverses to estimate
and check calculations
A1
A1 B1
A1 D1
B2 A3 B3
A3
D2 A3 D3
D2 A3 E3
Objectives
End of year expectations (key objectives) are in
bold
▪
Explain reasoning using diagrams, graphs and text; refine ways of recording
using images and symbols
Solve one-step and two-step problems involving whole numbers and decimals
and all four operations, choosing and using appropriate calculation strategies,
including calculator use
▪
▪
Count from any given number in whole-number and decimal steps, extending
beyond zero when counting backwards; relate the numbers to their position on
a number line
Explain what each digit represents in whole numbers and decimals with
up to two places, and partition, round and order these numbers
▪
▪
▪
Use knowledge of place value and addition and subtraction of two-digit
numbers to derive sums and differences and doubles and halves of
decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs
of multiples of 10 and 100; derive quickly corresponding division facts
Identify pairs of factors of two-digit whole numbers and find common multiples
(e.g. for 6 and 9)
Use knowledge of rounding, place value, number facts and inverse operations
to estimate and check calculations
Calculating
▪
▪
▪
▪
Develop and use written methods to record, support and explain
multiplication and division of two-digit numbers by a one-digit
number, including division with remainders (e.g. 15 × 9, 98 ÷ 6)
▪
Use efficient written methods to add and subtract whole numbers and
decimals with up to two places
Use understanding of place value to multiply and divide whole numbers and
decimals by 10, 100 or 1000
Extend mental methods for whole-number calculations, for example to
multiply a two-digit by a one-digit number (e.g. 12 × 9), to multiply by 25 (e.g.
16 × 25), to subtract one near multiple of 1000 from another
(e.g. 6070 – 4097)
Use a calculator to solve problems, including those involving decimals or
fractions (e.g. to find 34 of 150 g); interpret the display correctly in the
C2 E2 A3 C3
D1 E1
D2 A3 D3 E3
A1
A3
A1
A3
A1
B2 E2 A3 B3
A1 B1 E1
B2 A3 B3
A1 B1 E1
A1 B1
B2 D2 A3 B3
D3
A1 B1
D2 B3 D3
A1 D1
D2
A1 E1
D1 E1
D2 E2 A3 B3
D3
context of measurement
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
A1 C1 E1
Knowing and Using Number Facts
▪
▪
▪
Subsequent
units
Counting and Understanding Number
Calculating
Add or subtract mentally pairs of two-digit whole numbers (e.g.
47 + 58, 91 – 35)
Refine and use efficient written methods to add and subtract two-digit and
three-digit whole numbers and £.p
Previous
units
Speaking and Listening
Year 4 – Respond appropriately to the contributions of others in the light of
alternative viewpoints
Year 5 – Analyse the use of persuasive language
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK B: Securing number facts, understanding shapes, Unit 2 15 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
A1
A3 E3
A1
B2 A3
A1
A3
B1
B3
B1
B3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Identify and use patterns, relationships and properties of
numbers or shapes; investigate a statement involving
numbers and test it with examples
▪ Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols
Using and Applying
▪ Explore patterns, properties and relationships and propose a
general statement involving numbers or shapes; identify
examples for which the statement is true or false
▪ Represent a puzzle or problem by identifying and recording
the information or calculations needed to solve it; find
possible solutions and confirm them in the context of the
problem
Knowing and using number facts
▪ Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums and
differences and doubles and halves of decimals (e.g.
6.5 ± 2.7, half of 5.6, double 0.34)
▪ Recall quickly multiplication facts up to 10 × 10 and use them
to multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
▪ Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
Understanding shape
▪ Identify, visualise and describe properties of rectangles,
triangles, regular polygons and 3-D solids; use knowledge of
properties to draw 2-D shapes and identify and draw nets of
3-D shapes
▪ Complete patterns with up to two lines of symmetry; draw the
position of a shape after a reflection or translation
Counting and Understanding Number
▪ Use knowledge of rounding, number operations and
inverses to estimate and check calculations
▪ Identify the doubles of two-digit numbers; use these to
calculate doubles of multiples of 10 and 100 and derive
the corresponding halve
▪ Derive and recall multiplication facts up to 10 × 10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple
Understanding shape
▪ Draw polygons and classify them by identifying their
properties, including their line symmetry
▪ Visualise 3-D objects from 2-D drawings; make nets of
common solids
Previous
units
Subsequent
units
B1
B3
E1
E2 B3 E3
A1 A2
E2 A3 B3
A1 B1 E1
A2
A3 B3
A1 B1 A2
D2 A3 B3 D3
B1
B3
D3
Speaking and Listening
Year 4 – Investigate how talk varies with age, familiarity, gender and purpose
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Year 5 – Present a spoken argument, sequencing points logically, defending views with
evidence and making use of persuasive language
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK C: Handling data and measures, Unit 2 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
C1
C3
A1 B1 C1
A2 B2
B3 C3
C1 D1
D2 C3 D3
C1 D1
D2 C3 D3
C1
C3
C3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Suggest a line of enquiry and the strategy needed to
follow it; collect, organise and interpret selected
information to find answers
▪ Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols
Measuring
▪ Choose and use standard metric units and their
abbreviations when estimating, measuring and
recording length, weight and capacity; know the
meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where
appropriate, use decimal notation to record
measurements (e.g. 1.3 m or 0.6 kg)
▪ Interpret intervals and divisions on partially numbered
scales and record readings accurately, where
appropriate to the nearest tenth of a unit
Handling Data
▪ Answer a question by identifying what data to
collect; organise, present, analyse and interpret the
data in tables, diagrams, tally charts, pictograms and
bar charts, using ICT where appropriate
▪ Compare the impact of representations where scales
have intervals of differing step size
Using and Applying
▪ Plan and pursue an enquiry; present evidence by collecting,
organising and interpreting information; suggest extensions
to the enquiry
▪ Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
Measuring
▪ Read, choose, use and record standard metric units to
estimate and measure length, weight and capacity to a
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6 kg to 2600 g)
▪ Interpret a reading that lies between two unnumbered
divisions on a scale
Handling Data
▪ Answer a set of related questions by collecting, selecting and
organising relevant data; draw conclusions, using ICT to
present features, and identify further questions to ask
▪ Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and
changes over time
▪ Describe the occurrence of familiar events using the
language of chance or likelihood
Previous
units
Subsequent
units
C1
C3
A1C1E1
A2
E2 A3 C3
C1 D1
D2 C3 D3
C1 D1
D2 C3 D3
C1
C3
C1
C3
C3
Speaking and Listening
Evaluate your medium term plan at the end of each unit.
Year 4 – Use time, resources and group members efficiently by distributing
* Use green to show that pupils responded well and the objective was met.
tasks, checking progress, making back-up plans
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
Year 5 – Understand the process of decision making
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK D: Calculating, measuring and understanding shape, Unit 2 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1 D1
A3 B3 D3
C1
A3 D3
A1 B1 E1
A2 B2
E2 B3 E3
A2
A3 D3
A2
A3 E3
Objectives
End of year expectations are in bold
Objectives
End of year expectations are in bold
Using and Applying
Using and Applying
▪
▪
Solve one-step and two-step problems involving numbers, money or
measures, including time; choose and carry out appropriate calculations,
using calculator methods where appropriate
▪
Solve one-step and two-step problems involving whole numbers and decimals
and all four operations, choosing and using appropriate calculation strategies,
including calculator use
Use decimal notation for tenths and hundredths and partition decimals;
relate the notation to money and measurement; position one-place and
two-place decimals on a number line
Knowing and using number facts
Knowing and using number facts
▪
▪
Derive and recall multiplication facts up to 10 × 10, the
corresponding division facts and multiples of numbers to 10 up to
the tenth multiple
Use knowledge of rounding, place value, number facts and inverse operations
to estimate and check calculations
Calculating
Calculating
▪
▪
▪
Refine and use efficient written methods to add and subtract two-digit and
three-digit whole numbers and £.p
Develop and use written methods to record, support and explain
multiplication and division of two-digit numbers by a one-digit
number, including division with remainders (e.g. 15 × 9, 98 ÷ 6)
▪
▪
Use efficient written methods to add and subtract whole numbers and
decimals with up to two places
Use understanding of place value to multiply and divide whole numbers and
decimals by 10, 100 or 1000
Refine and use efficient written methods to multiply and divide HTU × U,
TU × TU, U.t × U and HTU ÷ U
Use a calculator to solve problems, including decimals or fractions (e.g. to find
3
4 of 150 g); interpret the display correctly in the context of measurement
Understanding Shape
Understanding Shape
▪
▪
▪
D1
Subsequent
units
Counting and understanding
▪
D3
Previous
units
Know that angles are measured in degrees and that one whole turn
is 360°; compare and order angles less than 180°
Recognise horizontal & vertical lines; use 8 compass points to describe
direction; describe & identify the position of a square on a grid of squares
▪
Read and plot coordinates in the first quadrant; recognise parallel and
perpendicular lines in grids and shapes; use a set-square and ruler to
draw shapes with perpendicular or parallel sides
Estimate, draw & measure acute & obtuse angles using an angle measurer or
protractor to a suitable degree of accuracy; calculate angles in a straight line
Measuring
Measuring
▪
C1 D1 C2
C3 D3
▪
C1 D1 C2
C3 D3
▪
D3
▪
Choose and use standard metric units and their abbreviations when
estimating, measuring and recording length, weight and capacity;
know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate,
use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg)
Interpret intervals and divisions on partially numbered scales and record
readings accurately, where appropriate to the nearest tenth of a unit
Draw rectangles and measure and calculate their perimeters; find the area
of rectilinear shapes drawn on a square grid by counting squares
▪
▪
Read, choose, use and record standard metric units to estimate and measure
length, weight and capacity to a suitable degree of accuracy (e.g. the nearest
centimetre); convert larger to smaller units using decimals to one place (e.g.
change 2.6 kg to 2600 g)
Interpret a reading that lies between two unnumbered divisions on a scale
Draw and measure lines to the nearest millimetre; measure and calculate
the perimeter of regular and irregular polygons; use the formula for the
area of a rectangle to calculate the rectangle’s area
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Speaking and Listening
Year 4 – Take different roles in groups and use the language appropriate to them, including roles
of leader, reporter, scribe and mentor
Year 5 – Understand the process of decision making
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK E: Securing number facts, calculating, identifying relationships, Unit 2 15 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
E1
E3
E1
E3
E1
E3
A1 B1 E1
A2 B2 D2
A3 B3 E3
E1
E1
E3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Represent a puzzle or problem using number sentences,
statements or diagrams; use these to solve the problem;
present and interpret the solution in the context of the
problem
Using and Applying
▪ Represent a puzzle or problem by identifying and recording
the information or calculations needed to solve it; find
possible solutions and confirm them in the context of the
problem
▪ Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
Counting and Understanding Number
▪ Express a smaller whole number as a fraction of a larger one
(e.g. recognise that 5 out of 8 is 58); find equivalent fractions
(e.g. 710 = 1420, or 1910 = 1910); relate fractions to their
decimal representations
▪ Understand percentage as the number of parts in every 100
and express tenths and hundredths as percentages
▪ Use sequences to scale numbers up or down; solve
problems involving proportions of quantities (e.g. decrease
quantities in a recipe designed to feed six people)
Knowing and using number facts
▪ Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums and
differences and doubles and halves of decimals (e.g. 6.5
± 2.7, half of 5.6, double 0.34)
Counting and Understanding number
▪ Recognise the equivalence between decimal and fraction
forms of one half, quarters, tenths and hundredths
▪ Use diagrams to identify equivalent fractions (e.g. 68
and 34, or 70100 and 710); interpret mixed numbers and
position them on a number line (e.g. 312)
Knowledge and using number facts
▪ Derive and recall multiplication facts up to 10 × 10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple
▪ Identify pairs of fractions that total 1
Calculating
▪ Find fractions of numbers, quantities or shapes (e.g. 15 of
30 plums, 38 of a 6 by 4 rectangle)
Previous
units
Subsequent
units
E1 B2
B3 E3
A1 C1 E1
A2 C2
A3 C3
E1
E3
E3
E3
A1 A2 B2
A3 B3
E1
E3
D1 E1 A2
D2
A3 B3 D3
Calculating
▪
▪
Find fractions using division (e.g. 1100 of 5 kg), and percentages of
numbers and quantities (e.g. 10%, 5% and 15% of £80)
Use a calculator to solve problems, including those involving
decimals or fractions (e.g. find 34 of 150 g); interpret the display
correctly in the context of measurement
Evaluate your medium term plan at the end of each unit.
Speaking and Listening
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention. Year 4 – Identify the main points of each speaker, compare their arguments and
how they are presented
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Year 5 – Understand the process of decision making
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK A: Counting, partitioning and calculating, Unit 3 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1 D1 D2
B3 D3
A1
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
A2 D2
D3
A1 B1 E1
A2 B2 D2
E2
B3 E3
A1 B1 A2
B2
B3
▪
Counting and Understanding Number
▪
▪
▪
Partition, round and order four-digit whole numbers; use positive and
negative numbers in context and position them on a number line; state
inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1)
Recognise and continue number sequences formed by counting on or
back in steps of constant size
Use decimal notation for tenths & hundredths & partition decimals; relate
the notation to money and measurement; position 1dp & 2dp on a no. line
▪
Knowing and using number facts
▪
Derive and recall multiplication facts up to 10 × 10, the
corresponding division facts and multiples of numbers to 10 up to
the tenth multiple
▪
▪
Use knowledge of rounding, number operations and inverses to estimate
and check calculations
▪
Use knowledge of place value and addition and subtraction of
two-digit numbers to derive sums and differences and doubles
and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
Recall quickly multiplication facts up to 10 × 10 and use them to
multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
Use knowledge of rounding, place value, number facts and inverse
operations to estimate and check calculations
Calculating
Calculating
▪
▪
A2 D2
D3
▪
A2 D2
E3
▪
A1
Count from any given number in whole-number and decimal steps,
extending beyond zero when counting backwards; relate the
numbers to their position on a number line
Explain what each digit represents in whole numbers and
decimals with up to two places, and partition, round and order
these numbers
Knowing and using number facts
▪
A1 D1 A2
Explain reasoning using diagrams, graphs and text; refine ways of
recording using images and symbols
Solve one-step and two-step problems involving whole numbers and
decimals and all four operations, choosing and using appropriate
calculation strategies, including calculator use
Counting and Understanding number
▪
A1 A2
Solve one-step and two-step problems involving numbers, money or
measures, including time; choose and carry out appropriate calculations,
using calculator methods where appropriate
▪
Add or subtract mentally pairs of two-digit whole numbers (e.g.
47 + 58, 91 – 35)
Refine and use efficient written methods to add and subtract two-digit and
three-digit whole numbers and £.p
Develop and use written methods to record, support and explain
multiplication and division of two-digit numbers by a one-digit
number, including division with remainders (e.g. 15 × 9, 98 ÷ 6)
Use a calculator to carry out one-step and two-step calculations involving
all four operations; recognise negative numbers in the display, correct
mistaken entries and interpret the display correctly in the context of money
▪
Refine and use efficient written methods to multiply and divide
HTU × U, TU × TU, U.t × U and HTU ÷ U
Use a calculator to solve problems, including those involving
decimals or fractions (e.g. to find 34 of 150 g); interpret the display
correctly in the context of measurement
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Previous
units
Subsequent
units
A1 C1 E1
A2 C2 E2
D1 E1 A2
D2
C3
D3 E3
A1 A2
A1 A2
A1 A2 B2
E2
B3
A1 B1 E1
A2 B2
B3
A1 B1 A2
B2 D2
B3 D3
E1 D2
D3 E3
D1 E1 A2
D2 E2
B3 E3
Speaking and Listening
Year 4 – Identify the main points of each speaker, and compare their arguments and how
they are presented
Year 5 – Understand the process of decision making
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK B: Securing number facts, understanding shapes, Unit 3 15 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1 B2
B1 D1 D2
A3
D3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
▪
Identify and use patterns, relationships and properties of
numbers or shapes; investigate a statement involving numbers
and test it with examples
Solve one-step and two-step problems involving numbers,
money or measures, including time; choose and carry out
appropriate calculations, using calculator methods where
appropriate
Knowing and using number facts
A1 B1 A2
B2 A3
A1 B1 C1
A2 B2 C2
A1 B1
A1 B1 E1
A2 B2 D2
E2 A3
A1 B1 E1
A2 B2 D2
E2 A3
▪
C3
▪
▪
▪
E3
▪
Use knowledge of rounding, number operations and inverses to estimate
and check calculations
Report solutions to puzzles and problems, giving explanations and
reasoning orally and in writing, using diagrams and symbols
Use knowledge of addition and subtraction facts and place value to derive
sums and differences of pairs of multiples of 10, 100 or 1000
Identify the doubles of two-digit numbers; use these to calculate doubles
of multiples of 10 and 100 and derive the corresponding halves
Derive and recall multiplication facts up to 10 x 10, the
corresponding division facts and multiples of numbers to 10 up to
the tenth multiple
▪
Explore patterns, properties and relationships and propose a general
statement involving numbers or shapes; identify examples for which
the statement is true or false
Represent a puzzle or problem by identifying and recording the
information or calculations needed to solve it; find possible solutions
and confirm them in the context of the problem
Knowing and using number facts
▪ Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums and
differences and doubles and halves of decimals (e.g.
6.5 ± 2.7, half of 5.6, double 0.34)
▪ Recall quickly multiplication facts up to 10 × 10 and use them
to multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
▪ Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
Previous
units
Subsequent
units
B1 B2
E1 B2 E2
E3
A1A2 B2
E2 A3
A1 B1 E1
A2 B2 A3
A1 B1 A2
B2 D2 A3
D3
A1 B1 A2
D2
D1 E1 A2
D2 E2 A3
D3
Calculating
▪
▪
B1 B2
B1 B2
Use efficient written methods to add and subtract whole
numbers and decimals with up to two places
Use a calculator to solve problems, including those involving
decimals or fractions (e.g. to find 34 of 150 g); interpret the display
correctly in the context of measurement
Understanding shape
Understanding shape
▪
▪
▪
Draw polygons and classify them by identifying their properties,
including their line symmetry
Visualise 3-D objects from 2-D drawings; make nets of common
solids
Identify, visualise and describe properties of rectangles, triangles,
regular polygons and 3-D solids; use knowledge of properties to
draw 2-D shapes and identify and draw nets of 3-D shapes
Speaking and Listening
D3
B1 B2
Evaluate your medium term plan at the end of each unit.
Year 4 – Use time, resources and group members efficiently by distributing tasks,
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention. checking progress, making back-up plans
* Use red to show that the objective was not met.
Year 5 – Identify different question types and evaluate impact on audience
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK C: Handling data and measures, Unit 3 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
C1 C2
A1 B1 C1
A2 B2 C2
B3
C1 D1 C2
D2
D3
C1 D1 C2
D2
D3
C2
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Suggest a line of enquiry and the strategy needed to
follow it; collect, organise and interpret selected
information to find answers
▪ Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols
Measuring
▪ Choose and use standard metric units and their
abbreviations when estimating, measuring and
recording length, weight and capacity; know the
meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where
appropriate, use decimal notation to record
measurements (e.g. 1.3 m or 0.6 kg)
▪ Interpret intervals and divisions on partially numbered
scales and record readings accurately, where
appropriate to the nearest tenth of a unit
Handling Data
▪ Answer a question by identifying what data to
collect; organise, present, analyse and interpret the
data in tables, diagrams, tally charts, pictograms and
bar charts, using ICT where appropriate
▪ Compare the impact of representations where scales
have intervals of differing step size
Using and Applying
▪ Plan and pursue an enquiry; present evidence by collecting,
organising and interpreting information; suggest extensions
to the enquiry
▪ Explain reasoning using diagrams, graphs and text; refine
ways of recording using images and symbols
Measuring
▪ Read, choose, use and record standard metric units to
estimate and measure length, weight and capacity to a
suitable degree of accuracy (e.g. the nearest centimetre);
convert larger to smaller units using decimals to one place
(e.g. change 2.6 kg to 2600 g)
▪ Interpret a reading that lies between two unnumbered
divisions on a scale
Handling Data
▪ Answer a set of related questions by collecting, selecting and
organising relevant data; draw conclusions, using ICT to
present features, and identify further questions to ask
▪ Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and
changes over time
▪ Find and interpret the mode of a set of data
▪ Describe the occurrence of familiar events using the
language of chance or likelihood
Previous
units
Subsequent
units
C1 C2
A1 C1 E1
A2 C2 E2
A3
C1 D1 C2
D2
D3
C1 D1 C2
D2
D3
C1 C2
C1 C2
C1
C2
Speaking and Listening
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Year 4 – Use time, resources and group members efficiently by distributing
tasks, checking progress, making back-up plans
Year 5 – Understand different ways to take the lead and support others in a
group
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK D: Calculating, measuring and understanding shape, Unit 3 10 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
B1 D1 D2
A3 B3
A2 D2 A3
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
Solve one-step and two-step problems involving numbers, money or
measures, including time; choose and carry out appropriate calculations,
using calculator methods where appropriate
Knowing and using number facts
Knowing and using number facts
▪
▪
Use decimal notation for tenths and hundredths and partition decimals;
relate the notation to money and measurement; position one-place and
two-place decimals on a number line
Calculating
A2 D2 A3
▪
Refine and use efficient written methods to add and subtract two-digit and
three-digit whole numbers and £.p
▪
▪
Use efficient written methods to add and subtract whole numbers
and decimals with up to two places
Refine and use efficient written methods to multiply and divide HTU × U,
TU × TU, U.t × U and HTU ÷ U
Use a calculator to solve problems, including decimals or fractions (e.g. to
find 34 of 150 g); interpret the display correctly in the context of
measurement
Understanding shape
Understanding shape
▪
▪
Know that angles are measured in degrees and that one whole turn
is 360°; compare and order angles less than 180°
▪
▪
C1 D1 C2
D2 C3
Use knowledge of rounding, place value, number facts and inverse operations
to estimate and check calculations
Calculating
▪
D2
Solve one-step and two-step problems involving whole numbers and decimals
and all four operations, choosing and using appropriate calculation strategies,
including calculator use
Read and plot coordinates in the first quadrant; recognise parallel and
perpendicular lines in grids and shapes; use a set-square and ruler to
draw shapes with perpendicular or parallel sides
Complete patterns with up to two lines of symmetry; draw the position of a
shape after a reflection or translation
Estimate, draw & measure acute & obtuse angles using an angle measurer or
protractor to a suitable degree of accuracy; calculate angles in a straight line
Measuring
Measuring
▪
▪
C1 D1 C2
D2 C3
▪
D1
▪
D2
▪
Choose and use standard metric units and their abbreviations when
estimating, measuring and recording length, weight and capacity;
know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate,
use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg)
Interpret intervals & divisions on partially numbered scales & record
readings accurately, where appropriate to nearest tenth of a unit
Read time to nearest minute; use am, pm & 12-hour clock notation;
choose units of time to measure intervals; calculate from clocks/timetables
Draw rectangles and measure and calculate their perimeters; find the area
of rectilinear shapes drawn on a square grid by counting squares
▪
▪
▪
Read, choose, use and record standard metric units to estimate and measure
length, weight and capacity to a suitable degree of accuracy (e.g. the nearest
centimetre); convert larger to smaller units using decimals to one place (e.g.
change 2.6 kg to 2600 g)
Interpret a reading that lies between two unnumbered divisions on a scale
Draw and measure lines to the nearest millimetre; measure and calculate
the perimeter of regular and irregular polygons; use the formula for the
area of a rectangle to calculate the rectangle’s area
Read timetables and time using 24-hour clock notation; use a calendar to
calculate time intervals
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
Previous
units
Subsequent
units
D1 E1 A2
D2 A3
E3
A1 B1 A2
B2 D2 A3
B3
A1 B1 A2
D2 B3
E1 D2 A3
E3
D1 E1 A2
D2 E2 A3
B3
D1 D2
B2
D2
C1 D1 C2
D2 C3
C1 D1 C2
D2 C3
D1 D2
D1
Speaking and Listening
Year 4 – Take different roles in groups and use the language appropriate to
them, including roles of leader, reporter, scribe and mentor
Year 5 – Understand different ways to take the lead and support others in
groups
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
BLOCK E: Securing number facts, calculating, identifying relationships, Unit 3 15 days
YEAR 4
YEAR 5
Opportunities
to teach
targets
T
Previous
units
E1 E2
E1 E2
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Represent a puzzle or problem using number sentences,
statements or diagrams; use these to solve the problem;
present and interpret the solution in the context of the
problem
Using and Applying
▪
▪
Represent a puzzle or problem by identifying and recording the
information or calculations needed to solve it; find possible solutions
and confirm them in the context of the problem
Solve one-step and two-step problems involving whole numbers and
decimals and all four operations, choosing and using appropriate
calculation strategies, including calculator use
Counting and understanding number
Counting and understanding number
▪
▪
▪
E1 E2
▪
Recognise the equivalence between decimal and fraction forms
of one half, quarters, tenths and hundredths
Use diagrams to identify equivalent fractions (e.g. 68 and 34,
or 70100 and 710); interpret mixed numbers and position them
on a number line (e.g. 312)
Use the vocabulary of ratio and proportion to describe the
relationship between two quantities (e.g. ‘There are 2 red beads
to every 3 blue beads, or 2 beads in every 5 beads are red’);
estimate a proportion (e.g. ‘About one quarter of the apples in
the box are green’)
▪
▪
Express a smaller whole number as a fraction of a larger one (e.g.
recognise that 5 out of 8 is 58); find equivalent fractions (e.g.
7
10 = 1420, or 1910 = 1910); relate fractions to their decimal
representations
Understand percentage as the number of parts in every 100 and
express tenths and hundredths as percentages
Use sequences to scale numbers up or down; solve problems
involving proportions of quantities (e.g. decrease quantities in a
recipe designed to feed six people)
Previous
units
Subsequent
units
E1 B2 E2
B3
D1 E1 A2
D2 A3 D3
E1 E2
E2
E2
Knowing and using number facts
A1 B1 E1
A2 B2 D2
E2 A3 B3
A2 D2 A3
E1 E2
▪
Derive and recall multiplication facts up to 10 × 10, the
corresponding division facts and multiples of numbers to
10 up to the tenth multiple
Calculating
Calculating
▪
▪
▪
Develop and use written methods to record, support and
explain multiplication and division of two-digit numbers by
a one-digit number, including division with remainders
(e.g. 15 × 9, 98 ÷ 6)
Find fractions of numbers, quantities or shapes (e.g. 15 of 30
plums, 38 of a 6 by 4 rectangle)
▪
Refine and use efficient written methods to multiply and divide
HTU × U, TU × TU, U.t × U and HTU ÷ U
Find fractions using division (e.g. 1100 of 5 kg), and percentages of
numbers and quantities (e.g. 10%, 5% and 15% of £80)
E1 D2 A3
D3
E1 E2
Speaking and Listening
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
Year 4 – Use time, resources and group members efficiently by distributing tasks, checking
* Use orange to show that pupils were responsive but that the objective still needs more attention.progress and making backup plans
* Use red to show that the objective was not met.
Year 5 – Present a spoken argument, sequencing points logically, defending views with
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
evidence and making use of persuasive language
D:\116103626.doc/modified by Dorset Primary Maths Team
YEAR 4 & 5 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y4 Layered Curriculum Targets Focus:
Y5 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y4 Children to be stretched
Y4 Children to have consolidation
Y4 Children for targeted focus input
Y5 Children to be stretched
Y5 Children to have consolidation
Y5 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not met.
* Leave blank to show that the objective was not covered.
Use the evaluation to inform future planning.
D:\116103626.doc/modified by Dorset Primary Maths Team