year 4 - norfolk&suffolk hub · pdf fileyear 4 for more information and to make a booking ...

No

rfolk

an

d S

uffo

lk P

rima

ry A

ss

es

sm

en

t Wo

rkin

g P

arty

Th

is p

roje

ct w

as

led

by th

e E

du

ca

tor S

olu

tion

s M

ath

em

atic

s T

ea

m

an

d fu

nd

ed

by th

e N

orfo

lk a

nd

Su

ffolk

Ma

ths

Hu

b.

Gu

ida

nc

e o

n fo

rma

tive

as

se

ss

me

nt m

ate

rials

to e

xe

mp

lify flu

en

cy, re

as

on

ing

an

d p

rob

lem

so

lvin

g

Ye

ar 4

For m

ore

info

rmatio

n a

nd to

mak

e a

bo

okin

g

ww

w.e

du

ca

tors

olu

tion

s.o

rg.u

k o

r ca

ll 01

60

3 3

077

10

De

ar C

olle

agu

e

Ple

ase

find

atta

ch

ed

gu

ida

nce

writte

n b

y N

orfo

lk a

nd

Suffo

lk P

rima

ry te

ach

ers

to h

elp

un

pic

k

wh

at flu

en

cy, re

ason

ing a

nd

pro

ble

m s

olv

ing lo

oks lik

e in

ye

ar g

rou

ps 1

-6.

Ra

tion

ale

The

se

mate

rials

we

re p

rod

uce

d b

ecau

se

teach

ers

hig

hlig

hte

d a

ga

p o

n h

ow

to te

ach a

nd

asse

ss th

e P

urp

ose

of S

tud

y a

nd

the

thre

e a

ims o

f the

Prim

ary

ma

the

ma

tics c

urric

ulu

m (D

fE,

20

13

). Pre

vio

us in

ca

rna

tion

s o

f the

Prim

ary

Ma

them

atic

s N

atio

na

l Cu

rricu

lum

ha

ve

alw

ays

inclu

de

d g

uid

an

ce

(and

usua

lly o

bje

ctiv

es) o

n th

is a

rea

, alth

ou

gh

the

y h

ave

be

en k

no

wn

un

de

r

ma

ny d

iffere

nt n

am

es s

uch

as u

sin

g a

nd

ap

ply

ing, w

ork

ing m

ath

em

atic

ally

, pro

ble

m s

olv

ing o

r

inve

stig

atio

ns.

Alth

ou

gh

ea

ch

ye

ar g

rou

p c

on

tain

s o

bje

ctiv

es fo

r the

con

ten

t of th

e n

ew

cu

rricu

lum

(DfE

, 20

13

),

the

re a

re fe

w re

fere

nce

s in

the

bo

dy o

f the N

atio

na

l Cu

rricu

lum

tha

t exe

mp

lify flu

en

cy,

rea

so

nin

g o

r pro

ble

m s

olv

ing, a

nd

ye

t the

se

thre

e a

ims w

ill be

ob

se

rve

d, e

xa

min

ed

an

d te

ste

d.

In a

dd

ition to

the

se

mea

su

res th

ere

are

ma

ny (e

.g. N

RIC

H) w

ho

be

lieve

the

se a

ims a

re

pa

rticu

larly

imp

orta

nt w

ithin

the

lea

rnin

g o

f ma

them

atic

s fo

r all c

hild

ren

.

Org

an

isa

tion

of m

ate

rial

The

ma

teria

ls h

ave

bee

n p

rod

uce

d in

sin

gle

age

ye

ar g

rou

ps.

Tea

ch

ers

loo

ked

at a

nd

iden

tified

the b

ig id

ea

s in

ma

them

atic

s. T

en

big

ide

as w

ere

iden

tified

acro

ss e

ve

ry y

ea

r gro

up

. Th

ese

we

re in

form

ed

by th

e N

atio

na

l Cu

rricu

lum

ob

jectiv

es, th

e N

AH

T

KP

I’s (k

ey p

erfo

rma

nce

ind

icato

rs) a

nd

oth

er s

ou

rce

s s

uch

as N

CE

TM

an

d N

RIC

H. T

he

se

big

ide

as a

re o

nly

su

gge

stio

ns a

nd

co

uld

be

ch

ange

d, d

ele

ted o

r ad

ded

to d

ep

en

din

g o

n s

cho

ol

sp

ecific

crite

ria a

nd

foci.

Un

de

r ea

ch

big

ide

a a

re th

ree

bo

xe

s fo

r fluency, re

aso

nin

g a

nd

pro

ble

m s

olv

ing. T

he

first p

art o

f

ea

ch

bo

x in

clu

de

s s

om

e e

xe

mp

lificatio

n fo

r ea

ch

aim

. Th

ese s

tate

me

nts

are

inte

nde

d to

help

su

ppo

rt the

un

de

rsta

nd

ing o

f ea

ch

aim

with

in th

e b

ig id

ea

. Ho

we

ve

r, as a

bo

ve

, the

y a

re n

ot a

defin

itive

or c

om

ple

te lis

t and

tea

che

rs s

hou

ld c

ha

nge

an

d a

lter th

em

acco

rdin

gly

.

The

se

co

nd p

art o

f the b

ox in

clu

de

s s

om

e p

ossib

le a

ctiv

ities th

at c

ou

ld h

elp

sup

po

rt the

exe

mp

lifica

tion

of e

ach a

im. T

he

se

activ

ities h

ave

be

en s

ele

cte

d b

y th

e te

ache

rs a

nd

are

the

re

to s

up

po

rt the te

ach

ing a

nd le

arn

ing o

f ea

ch

aim

, bu

t are

no

t me

an

t to b

eco

me

a c

he

cklis

t.

Ma

ny o

f the a

ctiv

ities a

re th

e te

ach

er’s

ow

n, b

ut if th

ey b

elo

ng to

a s

ou

rce

this

ha

s b

ee

n

ackn

ow

led

ge

d u

nd

ern

ea

th th

e a

ctiv

ity. H

ow

eve

r, wh

ile th

is s

ectio

n is

usefu

l, the

bo

x w

hic

h

offe

rs p

ossib

le e

xe

mp

lificatio

n fo

r ea

ch

aim

is m

ore

impo

rtan

t in u

nde

rsta

nd

ing th

e p

urp

ose o

f

stu

dy o

f the

ma

them

atic

s c

urric

ulu

m.

For m

ore

info

rmatio

n a

nd to

mak

e a

bo

okin

g

ww

w.e

du

ca

tors

olu

tion

s.o

rg.u

k o

r ca

ll 01

60

3 3

077

10

Wo

rkin

g P

arty

Th

is p

roje

ct w

as le

d b

y th

e E

du

ca

tor S

olu

tions M

ath

em

atic

s T

eam

(Alis

on

Bo

rthw

ick) a

nd

fun

de

d b

y th

e N

orfo

lk a

nd

Suffo

lk M

ath

s H

ub .

Pe

op

le w

ho c

ontrib

ute

d to

the m

ate

rials

Co

pyrig

ht a

nd

us

ag

e o

f the

ma

teria

ls

Re

pro

du

ce

d w

ith k

ind

pe

rmis

sio

n o

f NR

ICH

, Un

ive

rsity

of C

am

brid

ge

.

Exa

mp

les fro

m T

ea

ch

ing

for M

aste

ry m

ate

rials

, text ©

Cro

wn

Co

pyrig

ht 2

015

, illustra

tion

an

d

de

sig

n ©

Oxfo

rd U

niv

ers

ity P

ress 2

01

5, a

re re

pro

du

ce

d w

ith th

e k

ind

pe

rmis

sio

n o

f the

NC

ET

M

an

d O

xfo

rd U

niv

ers

ity P

ress. T

he T

ea

ch

ing

for M

aste

ry m

ate

rials

ca

n b

e fo

und

in fu

ll on th

e

NC

ET

M w

eb

site

ww

w.n

ce

tm.o

rg.u

k/re

so

urc

es/4

668

9 a

nd

the

Oxfo

rd O

wl w

eb

site

http

s://

ww

w.o

xfo

rdo

wl.c

o.u

k/fo

r-s

ch

oo

l/18

16

With

in th

e p

ossib

le a

ctiv

ities to

exe

mp

lify flu

en

cy, re

aso

nin

g a

nd

pro

ble

m s

olv

ing, te

ach

er’s

ch

ose

activ

ities fro

m a

va

riety

of s

ou

rce

s, in

clu

din

g th

eir o

wn

wh

ich

the

y fe

lt sup

po

rted

this

ma

them

atic

al a

rea. H

ow

eve

r this

do

es n

ot m

ea

n th

at th

ese

activ

ities a

re lim

ited

to th

is s

ectio

n,

an

d w

ou

ld b

e s

uita

ble

for u

se

in e

ach

are

a o

f flue

ncy, re

ason

ing a

nd p

rob

lem

so

lvin

g.

On

be

ha

lf of T

he

No

rfolk

an

d S

uffo

lk P

rima

ry A

sse

ssm

en

t Wo

rkin

g P

arty

Be

st w

ish

es,

Alis

on

Bo

rthw

ick

alis

on

.bo

rthw

ick@

ed

uca

tors

olu

tion

s.o

rg.u

k

David

Bo

ard

(St J

oh

n’s

Prim

ary

, No

rfolk

)

Lo

rna D

en

ham

(Saxm

un

dh

am

Prim

ary

, Su

ffolk

)

Alis

on

Bo

rthw

ick (M

ath

em

atic

s A

dvis

er)

V

icto

ria G

ate

sh

ill (Harle

sto

n P

rimary

, No

rfolk

)

Liz

Bo

nn

ely

kke (S

tan

ton

Prim

ary

, Su

ffolk

)

Ro

s M

iller (H

eth

ers

ett J

un

ior, N

orfo

lk)

Hele

n C

hatfie

ld (C

aven

dis

h P

rimary

, Su

ffolk

)

Ch

erri M

osele

y (F

reela

nce C

on

su

ltan

t)

Sh

eila

Day (W

ind

mill F

ed

era

tion

, No

rfolk

)

Hele

n N

orris

(Du

ssin

gd

ale

Prim

ary

, No

rfolk

)

Refe

ren

ces

Departm

ent fo

r Educatio

n (D

fE), (2

013), M

ath

em

atic

s

Pro

gra

mm

e o

f Stu

dy K

ey S

tages 1

an

d 2

. Lon

don

: DfE

.

McIn

tosh, J

. (201

5) F

inal R

eport o

f the C

om

mis

sio

n o

n

Assessm

ent W

ithou

t Leve

ls. L

ond

on: C

row

n C

opyrig

ht.

ww

w.N

RIC

H.m

ath

s.o

rg w

ww

.ncetm

.org

.uk

For m

ore

info

rmatio

n a

nd to

mak

e a

bo

okin

g

ww

w.e

du

ca

tors

olu

tion

s.o

rg.u

k o

r ca

ll 01

60

3 3

077

10

Big

ide

as in

Ye

ar 4

1.

Co

un

t, com

pa

re a

nd

ord

er n

um

be

rs (u

p to

1 0

00

inclu

din

g n

ega

tive

nu

mbe

rs).

2.

Re

co

gn

ise

and

use

the p

ositio

na

l, ad

ditiv

e a

nd

mu

ltiplic

ativ

e a

sp

ects

of p

lace

va

lue

(4 d

igit

nu

mb

ers

an

d d

ecim

als

to tw

o p

lace

s).

3.

De

ve

lop

num

be

r se

nse

to s

upp

ort m

en

tal c

alc

ula

tion.

4.

Ad

d a

nd s

ubtra

ct n

um

be

rs, re

co

gn

isin

g th

at th

ese

are

inve

rse

op

era

tion

s (u

p to

fou

r dig

its

an

d d

ecim

als

to tw

o p

lace

s).

5.

Mu

ltiply

an

d d

ivid

e n

um

be

rs, re

co

gn

isin

g th

at th

ese

are

inve

rse

opera

tion

s (fo

r at le

ast th

e

12

x 1

2 tim

es ta

ble

s a

nd

3 d

igit b

y 1

dig

it).

6.

Use

alg

eb

ra to

exp

ress p

atte

rns a

nd

gen

era

lisa

tion

s w

ithin

ma

them

atic

s.

7.

(a) R

eco

gn

ise

fractio

ns a

nd d

ecim

als

of s

ha

pe

s, o

bje

cts

an

d q

ua

ntitie

s (u

nit a

nd n

on-u

nit

fractio

ns, te

nth

s a

nd h

un

dre

dth

s).

(b) C

alc

ula

te w

ith fra

ctio

ns a

nd

de

cim

als

(add a

nd s

ubtra

ct w

ith th

e s

am

e d

en

om

inato

r an

d

de

cim

als

to tw

o p

lace

s).

8.

Ch

oo

se, u

se a

nd

com

pa

re a

va

riety

of u

nits

of m

ea

su

re to

an

app

rop

riate

leve

l of

accu

racy.

9.

Re

co

gn

ise

and

use

the p

rop

ertie

s o

f sh

ap

es, in

clu

din

g p

ositio

n a

nd d

irectio

n.

10

.

Co

llect, o

rga

nis

e a

nd in

terp

ret d

ata

(dis

cre

te a

nd

co

ntin

uou

s).

Ex

am

ple

s from

Te

ach

ing

for M

aste

ry m

ate

rials, te

xt ©

Cro

wn

Co

py

righ

t 20

15

, illustra

�o

n a

nd

de

sign

© O

xfo

rd U

niv

ersity

Pre

ss

20

15

, are

rep

rod

uce

d w

ith th

e k

ind

pe

rmissio

n o

f the

NC

ET

M a

nd

Ox

ford

Un

ive

rsity P

ress. T

he

Te

ach

ing

for M

aste

ry m

ate

rials

can

be

fou

nd

in fu

ll on

the

NC

ET

M w

eb

site w

ww

.nce

tm.o

rg.u

k/re

sou

rces/4

66

89

an

d th

e O

xfo

rd O

wl w

eb

siteh

)p

s://

ww

w.o

xfo

rdo

wl.co

.uk

/for-sch

oo

l/18

16

Year 4

Big idea 1: Count, compare and order numbers (up to 1 000, including negative numbers)

Fluency Reasoning Problem solving

Exemplification of fluency

• Count in multiples of 6, 7, 9, 25, 1000

• Count backwards through zero to include negative numbers

• Represent numbers in different ways (include different representations – Roman numerals and other historical representation linked to topic, abacus, base ten etc.)

• Round any number to the nearest 10, 100, 1000, including decimals to 1 d.p. to nearest whole number and justify

Exemplification of reasoning

• Say whether a particular number will be reached if a sequence continues

• Make the largest/smallest possible number using three or four digits

• Order groups of numbers from smallest to largest

• Suggest a number that comes between two given numbers

• Say what number will be in a particular position in a sequence e.g. 10

th number

Exemplification of problem solving

• Say whether a particular number will occur in a given sequence

• Recognise and describe patterns in sequences of numbers

• Order a set of weights, where the size of some is given in grams and others in kilograms

For more information and to make a booking

www.educatorsolutions.org.uk or call 01603 307710

Year 4


Possible activities to exemplify fluency

• Count on in 9s from 23

• Count back in 25s from 650

• Say what temperature is 7 degrees colder than 4

oC

• Round the different decimal numbers made by rolling two dice to the nearest whole number Source: NRICH – ‘Round the Dice Decimals’ activity

• Can count on in 25s from 50. Circle the numbers that will be in the sequence: 990, 550,125, 755,150

Source: NCETM Mastery Booklet

• Draw 302 on an abacus with three spikes

Possible activities to exemplify reasoning

• Will 46 be in the sequence of numbers made by counting up in 6s from 10? Why or why not?

• Use the 4 digits 1, 7, 3 and 0 to make the smallest possible number and the largest possible number Source: NCETM Mastery Booklet

• Given Egyptian symbols for 1 and 10 and 100, work out the value of some Egyptian numbers


Possible activities to exemplify problem solving

• Say what could be the lowest possible number of pounds saved if an amount is, say, £300 rounded to the nearest hundred

• Aim to make the largest number possible by rolling a dice and deciding which place of your number to put the number you rolled Source: NRICH – ‘Nice or Nasty’ game

• Interpret positions on a number scale extending below 0




Year 4


• Use cards 1, 4, 6 and decimal point to make a number between 4.1 and 4.61


• Given the sequence 20,30,40, 50, what will the nineteenth number in the sequence be? What will the hundredth number be?




Big idea 2: Recognise and use the positional, additive and multiplicative aspects of place value (4 digit numbers and decimals up to 2 decimal places)



• Divide 1 and 2 digit numbers by 10 and 100 and recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10, representing these as decimals

• Say how many tens is equal to a given number of hundreds

• Understand that in the number 3652 we can find the multiplicative place value of each digit by multiplying each digit by the column it is in e.g. 3 x 1000 = 3000

• Recognise the additive place value of each digit so when the individual values of the digits are added together they total the whole number

• Understand the positional place

value of each digit

•


• Justify answers in terms of place value

• Convince a friend of the value of each digit in integers and decimal numbers

• Explain why 23.4 x 10 = 234 and not 23.40


• Solve problems which involve converting between different units, including metric units and time

• Represent problems using apparatus to

organise thinking



Big idea 2: Recognise and use the positional, additive and multiplicative aspects of place value (4 digit numbers and decimals up to 2 decimal places)


• Match numbers with the same value represented in different ways


• Complete missing number

calculations involving division by 10

or 100

Source: KS2 SAT


• Explain why 53 hundreds has the same value as 530 000 hundredths


• Solve problems involving conversions between metres and centimetres

• Work systematically using place value to find different ways to represent 5600

e.g. 5.6 x 1000, 56 x 100, 560 x 10



Big idea 3: Develop number sense to support mental calculation



• Reorders calculations to do them more easily

• Round calculations to do an easier one mentally and then adjust the answer e.g. 29 x 3 = (30 x 3) - 3 = 87

• Use jottings when needed

• Use known facts to work out

unknown facts


• Discuss which method is easier

• Explain how a calculation can be more easily worked out by adjusting the numbers

• Use the relevant vocabulary when calculating

mentally


• Choose operations and efficient calculation strategies to solve problems

• Find multiple solutions to a problem

• Explore different ways of solving a

problem



Big idea 3: Develop number sense to support mental calculation


• Work out the cost of 4 DVDs at

£6.99 each by calculating 4 x £7

and adjusting by 4p


• Justify whether it is easier to calculate the

cost of 4 DVDs at £6.99 each by calculating 4

x £7 and adjusting by 4p or by a standard

written method


• How many calculations can you think of

with the answer 30?



Big idea 4: Add and subtract numbers, recognising that they are inverse operations (up to 4 digits and decimals with up to 2 decimal places)



• Use various formal, informal and mental methods

• Use inverse operations (solve missing number problems and check answers)

• Understand and use commutativity and associativity in addition and subtraction


• Decide on which operations and methods to use and why

• Use the mathematical language for addition and subtraction

• Use rounding and approximation to estimate answers and make decisions


• Solve addition and subtraction two step problems in context

• Choose and use appropriate operations and strategies

• Use different representations to understand and solve problems e.g. Bar Model





• Choose an efficient method to calculate an answer depending on the numbers involved, for example, a mental method utilising adjustment to add or subtract 998, rather than a written method

• Use inverse operations to check answers

• Write families of related number

statements



• Work out missing numbers from calculations which have some digits missing

• Reason about the value of missing digits


• Interpret different representations of a calculation when solving it



• Identify the order of calculations needed to tackle a multi-step problem


• Work backwards from an answer by applying inverse operations to find the starting point of a sequence of calculations

• Visualise problems to work out how to tackle them





• Use understanding of inverse

operations to solve missing box

problems


• Reason and explain why one calculation must give a larger, smaller or identical answer to another calculation


• Apply understanding of calculations crossing place value boundaries to solve ‘missing digit’ calculations





• Explain why one method is better than another


• Give examples where particular methods would be most appropriate




Big idea 5: Multiply and divide numbers, recognising that they are inverse operations (up to 3 digits by 1 digit and knowing multiplication and division facts up to 12 x 12)



• Recall number facts to 12 x 12

• Use patterns, place value, factor pairs and commutativity in mental calculations

• Use distributive law, for example, 8x12 = (8x10) + (8x2) and associative law, for example (2 x 3) x 4 = 2 x (3 x 4) Another example: 2 x 6 x 5 = 10 x 6 = 60

• Relate areas to arrays and

multiplication/ division


• Use apparatus and pictures to explain thinking

• Prove why one multiplication calculation gives the same answer as another one

• Explain how knowing one fact can help derive a related one

• Explain how to find the area of a rectangle with reference to arrays


• Solve problems in context including multiplying and adding including using distributive law

• Systematically use correspondence between objects such as number of choices of a meal to find all possibilities

• Solve problems on integer scaling using

multiplication and division





• Match calculations with answers

• Complete multiplication grids presented in different ways

• Complete calculations with missing numbers

• Combine knowledge of multiplication facts with knowledge of doubling and halving to quickly derive related facts

Source: DFES


• Use distributive property of multiplication

Source: DFES

• Apply properties of multiplication to say whether calculations are correct or not



• Use patterns observed in sequences of

multiples to solve problems


• Interpret question using appropriate visualisation





• Use self-correcting flashcards to learn, practise and improve speed with multiplication facts

Source: DFES

• Use games to practise and develop fluency

Source: DFES

• Complete empty boxes in multiplication grids


• Apply knowledge of multiplication facts to related calculations


• Demonstrate commutative property of multiplication

Source: KS2 SAT




Source: KS2 SAT

• Can represent multiplications as arrays

Source: DFES

Source: DFES




Source: DFES



Big idea 6: Use algebra to express patterns and generalisations in mathematics



• Understand and use the equals sign as the balance of an equation

• Recognise symbols/ letters can represent numbers

• Use mathematical representations

to notice, continue and generate

patterns


• Give another example and another and another

• Use mathematical vocabulary to generalise

• Express a rule to describe a sequence


• Solve missing term problems

• Solve multi-step problems involving equivalence and more than one missing number, such as

6 x ? = ? – 2

• Understand that perimeter can be

expressed algebraically as 2(a+b)

where a and b are the dimensions in the

same unit



Big idea 6: Use algebra to express patterns and generalisations in mathematics


• 14 + 13 = 30 - c


• Explain what happens when two odd

numbers are added


• How long could the sides of a rectangle

be, if it has the same perimeter as a

square with sides 6cm?



Big idea 7(a): Recognise fractions and decimals of shapes, objects and quantities (unit and non-unit fractions, including tenths and hundredths)



• Recognise and show using diagrams, families of equivalent fractions and decimals (¼, ½, ¾)

• Round decimals (1d.p.) to nearest whole number

• Represent fractions and decimals in a variety of ways and contexts

• Apply knowledge of factors and

multiples to recognise and simplify

equivalent fractions


• Explain the relationship between non-unit fractions and multiplication and division of quantities (emphasis on tenths and hundredths)

• Use fraction vocabulary

• Conjecture about patterns in families of equivalent fractions


• Solve problems involving non-unit fractions

• Work systematically to find families of

equivalent fractions





• Use bars and fraction walls to find equivalent fractions

• Interpret diagrams in different ways to visualise equivalent fractions

• Know the equivalence of fractions and decimals


• Demonstrate knowledge of unit and non-unit fractions of money

Source: DFES


• Explain fractions in terms of related division and multiplication facts

• Explain how different representations of fractions are the same or different


• Visualise ‘the whole’ from seeing part



• Work systematically to find fractions

equivalent to


• Represent the whole when given part


• Find non-unit fractions when in context of recipe

Source: NCETM Mastery Booklet •




• Position numbers on a number line


• ‘Fractional Wall’ activity

Source: NRICH

•


• Explain which is more: 6 items shared between 8 people or 9 items shared between 12 people


• Explain whether strategies to work out fractions are correct






• Recognise what fraction of a shape has been shaded

Source: KS2 SAT

• ‘In the Money’ activity

Source: NRICH

• ‘Red Balloons, Blue Balloons’ activity

Source: NRICH



Big idea 7(b): Calculate with fractions and decimals (add and subtract fractions with the same denominators and decimals to 2 decimal places)



• Calculate with fractions giving results greater than one whole

• Convert between mixed numbers and improper fractions

• Convert between fractions and decimal

• Find the effect of dividing a 1 or 2 digit number by 100


• Explain why multiplying by ten and multiplying again by ten is the same as multiplying by 100 (use a Gattegno chart)

• Explain what fraction needs to be added to any proper fraction to make a complete whole

• Use understanding of size of fractions to

convince a friend whether fraction additions

are correct or not


• Make connections between fractions of a length, of a shape and as a representation

• Solve simple money and measure

problems involving fractions and

decimals



Big idea 7(b): Calculate with fractions and decimals (add and subtract fractions with the same denominators and decimals to 2 decimal places)


• Represent addition and subtraction of fractions with the same denominator on diagrams and number lines


• Reason about pairs of fractions with a difference of one-eighth


• Use understanding of size of fractions to explain whether fraction additions are correct or not



• Work systematically to find all the possible subtractions involving sixths (proper fractions) that give an answer of one sixth



Big idea 8:

Choose, use and compare a variety of units of measure to an appropriate level of accuracy



• Use multiplication to convert from larger units to smaller units

• Read scales, interpreting unlabelled positions marked on the scale

• Choose appropriate equipment and units to make measurements of length, mass and capacity

• Read analogue and digital clocks

accurately


• Use knowledge of units to estimate mass, length and capacity in real life contexts

• Use the vocabulary associated with measures

• Reason about different scales


• Solve problems involving conversions between units

• Work logically to order a set of measures where conversion is needed



Big idea 8:



• Read scales, interpreting unlabelled positions marked on the scale

Source: DFES


• Interpreting unlabelled positions marked on a scale



• Solve problems involving conversions between metres and centimetres



• Order a set of weights, where the size of some is given in grams and others in kilograms



Big idea 8:


• Order a set of capacities, where some

are given as fractions of litres and

others in millilitres





Big idea 9:

Recognise and use the properties of shapes, including position and direction



• Use properties to describe shapes - include angles, regular/irregular and symmetry

• Complete a symmetric figure with respect to a specific line of symmetry, including outside shape

• Identify quadrilaterals and triangles, based on their properties

• Use coordinates to describe position

• Compare lengths and angles within shapes


• Use appropriate vocabulary, including isosceles, equilateral and scalene; parallelogram, rhombus, trapezium

• Reason about the size of a polygon from knowledge of its coordinates

• Explain why a shape is or is not a specific type based on its properties


• Solve problems involving translations

• Use knowledge of shape properties to solve problems

• Systematically sort shapes in logical ways

• Draw a shape from a description of its properties



Big idea 9:



• Choose a shape that matches its description

• Plot specified points to draw sides to complete a given polygon

• Name and match particular quadrilaterals and triangles to their images


• Say the coordinates of the point which will complete a given polygon


• Draw examples of different shapes and describe their properties

• Explain whether having four right angles means a rectangle is a regular shape


• Explain why a line is or is not a line of symmetry



• Work out the perimeter of a polygon, given its coordinates

• Put shapes in Venn diagrams and Carroll diagrams

• Draw shapes with specified properties




Big idea 9:


• Reason about the coordinates of a vertex using knowledge of the properties of a shape

Source: KS2 SAT

• ‘A Cartesian Puzzle’ activity

Source: NRICH





• Use a range of scales

• Read points on one axis that correspond to given measures on the other axis

• Represent data as graphs and charts

• Complete tables by reading graphs and charts

• Interpret tables of data to answer

questions


• Use the correct vocabulary associated with statistics

• Justify opinions about whether particular statements about a set of data are true or not

• Explain why one type of graph is more

appropriate than another


• Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

• Use logic to make up a story to fit a line

graph

Big idea 10:

Collect, organise and interpret data (discrete and continuous)



Big idea 10:





• Justify opinions about whether particular statements about a set of data are true or not



• Interpret graphs to solve problems

• Make up a story to fit a line graph




Big idea 10:


• Justify why one type of graph is more appropriate than another




Da

te p

ub

lish

ed

Au

gu

st 2

01

6

For m

ore

info

rmatio

n a

nd to

mak

e a

bo

okin

g

ww

w.e

du

ca

tors

olu

tion

s.o

rg.u

k o

r ca

ll 01

60

3 3

077

10

year 4 - norfolk&suffolk hub · pdf fileyear 4 for more information and to make a booking ...

Documents