Year 4

Numbers and the number system Paper numbers

Place value, ordering and rounding (whole numbers)
Read and write whole numbers to at least 10000 in figures and words, and know what each digit represents. 3,15
Partition numbers into thousands, hundreds, tens and ones. 2,8,9,10,21,23
Add/subtract 1, 10, 100 or 1000 to/from any integer, and count on or back in tens, hundreds or thousands from any whole number 4,14,15
up to 10000.
Multiply or divide any integer up to 1000 by 10 (whole-number answers), and understand the effect. Begin to multiply by 100. 2,5,14
Read and write the vocabulary of comparing and ordering numbers. Use symbols correctly, including less than (<), greater than
(>), equals (=). Give one or more numbers lying between two given numbers and order a set of whole numbers less than 10000. 3,10,19,21,23
Read and write the vocabulary of estimation and approximation. Make and justify estimates up to about 250, and estimate a 10,15,19,21,23
proportion. Round any positive integer less than 1000 to the nearest 10 or 100.
Recognise negative numbers in context. 1,4,5,7,15,19,21
Properties of numbers and number sequences
Recognise and extend number sequences formed by counting from any number in steps of constant size, extending beyond zero, 2,5,14,18,20,22,23,24
when counting back: for example, count on in steps of 25 to 500, and then back to, say, - 100.
Recognise odd and even numbers up to 1000, and some of their properties, including the outcome of sums or differences of pairs 10,20
of odd/even numbers.
Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple. 14
Fractions and decimals
Use fraction notation. Recognise simple fractions that are several parts of a whole, such as 2/3 or 5/8, and mixed numbers such as 6,16,17,20,22
5 ¾; recognise the equivalence of simple fractions. Identify two simple fractions with a total of 1. 1,10,11
Order simple fractions: for example, decide whether fractions such as 3/8 or 7/10 are greater or less than one half.
Begin to relate fractions to division and find simple fractions such as ½, 1/3, ¼, 1/5, 1/10… of numbers or quantities. Find fractions 3,8,9,15,16
such as 2/3, ¾ , 3/5, 7/10… of shapes.
Begin to use ideas of simple proportion: for example, ‘one for every…’ and ‘one in every…’ 3,7,11,16
Understand decimal notation and place value for tenths and hundredths, and use it in context. For example: order amounts of 9,10,22
money; convert a sum of money such as £13.25 to pence, or a length such as 125cm to metres; round a sum of money to the 7,8,16,18,20,21
nearest pound.
Recognise the equivalence between the decimal and fraction forms of one half and one quarter, and tenths such as 0.3. 16
Calculations Paper numbers
Understanding addition and subtraction
Consolidate understanding of relationship between + and -. Understand the principles (not the names) of the commutative and 4,6,10
associative laws as they apply or not to addition and subtraction.
Rapid recall of addition and subtraction facts
Consolidate knowing by heart: addition and subtraction facts for all numbers to 20. Derive quickly: all number pairs that total 100. 1,4
all pairs of multiples of 50 with a total of 1000.
Mental calculation strategies (+ and -)
Find a small difference by counting up.
Count on or back in repeated steps of 1, 10 or 100.
Partition into tens and units, adding the tens first.
Identify near doubles, using known doubles. 2
Add or subtract the nearest multiple of 10, then adjust. 1
Continue to use the relationship between addition and subtraction.
Add 3 or 4 small numbers, finding pairs totalling 10, or 9 or 11. Add three two-digit multiples of 10, such as 40+70+50.
Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers. 4,10,11,13,14,18
Pencil and paper procedures (+ and -)
Use informal pencil and paper methods to support, record or explain additions/subtractions. 4,6,11
Develop and refine written methods for: column addition and subtraction of two whole numbers less than 1000, and addition of 20
more than two such numbers; money calculations (for example, £7.85 ± £3.49).
Understanding multiplication and division
Extend understanding of the operations of x and ÷, and their relationship to each other and to + and -. Understand the principles 10
(not the names) of the commutative, associative and distributive laws as they apply to multiplication.
Find remainders after division
Divide a whole number of pounds by 2, 4, 5 or 10 to give £.p. Round up or down after division, depending on the context. 8,12,21
Rapid recall of multiplication and division facts
Know by heart: multiplication facts for 2, 3, 4, 5 and 10 times-tables. 2,3,6,7,18
Begin to know: multiplication facts for 6, 7, 8 and 9 times-tables. 1,5,6,14,17,18,21
Derive quickly: division facts corresponding to 2, 3, 4, 5 and 10 times-tables; doubles of all whole numbers to 50; doubles of 1,2,6
multiples of 10 to 500; doubles of multiples of 100 to 5000; and the corresponding halves.
Mental calculation strategies (x and ÷)
Use doubling or halving, starting from known facts. For example: double/halve two-digit numbers by doubling/halving the tens first; 11,14,20,23
to multiply by 4, double, then double again to multiply by 5, multiply by 10 then halve;
to multiply by 20, multiply by 10 then double; find the 8 times-table facts by doubling the 4 times-table; find quarters by halving 18
halves.
Use closely related facts. 5,11,19,24
Partition. 14
Use the relationship between multiplication and division.
Use known number facts and place value to multiply and divide integers, including by 10 and then 100 (whole-number answers). 2,4,14,17,18
Pencil and paper procedures (x and +)
Approximate first. Use informal pencil and paper methods to support, record or explain multiplications and divisions. Develop and 6,17,19
refine written words for TU x U, TU ÷ U.
Checking results of calculations
Check with the inverse operation.
Check the sum of several numbers by adding in reverse order.
Check with an equivalent calculation.
Estimate and check by approximating (round to nearest 10 or 100).
Use knowledge of sums or differences of odd/even numbers.
Solving problems Paper numbers
Making decisions
Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and 11
paper) to solve problems.
Reasoning about numbers and shapes
Explain methods and reasoning about numbers orally and in writing.
Solve mathematical problems or puzzles, recognise and explain patterns and relationships, generalise and predict. Suggest
extensions by asking ‘What if…?’
Make and investigate general statement about familiar numbers or shapes by finding examples that satisfy it.
Problem involving ‘real life’, money and measures
Use all four operations to solve word problems involving numbers in ‘real life’, money and measures (including time), using one or 1,2,6,7,9,11,12,16,18,
more steps, including converting pounds to pence and metres to centimetres and vice versa. 19,20,24
Handling data Paper numbers
Organising and interpreting data
Solve a problem by collecting quickly, organising, representing and interpreting data in tables, charts, graphs and diagrams,
including those generated by a computer, for example: tally charts and frequency tables;
pictograms – symbol representing 2, 5, 10 or 20 units; 4,6,10,12,19,20
bar charts – intervals labelled in 2s, 5s, 10s, or 20s; 9,13,16,22,
Venn and Carroll diagrams (two criteria). 4,15
Measures, shape and space Paper numbers
Measures
Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml), including their abbreviations, and imperial units (mile, pint). 8,13,24
Know and use the relationships between familiar units of length, mass and capacity. 5,7,12,14
Know the equivalent of one half, one quarter, three quarters and one tenth of 1 km, 1 m, 1 kg, 1 litre in m, cm, g, ml. Convert up to 19,24
1000 centimetres to metres, and vice versa.
Suggest suitable units and measuring equipment to estimate or measure length, mass or capacity. Record estimates and readings 2,5,8,15
from scales to a suitable degree of accuracy.
Measure and calculate the perimeter and area of rectangles and other simple shapes, using counting methods and standard units 1,3,5,8,10,14,19,22
2
(cm, cm ).
Use, read and write the vocabulary related to time. Estimate/check times using seconds, minutes, hours.
Read the time from an analogue clock to the nearest minute, and from a 12-hour digital clock. 1,4,11,12,15,16,18,21
Use am and pm and notation 9:53. 12
Read simple timetables and use this year’s calendar. 17,20
Shape and space
Describe and visualise 3-D and 2-D shapes, including the tetrahedron and heptagon. 1,4,8,11
Recognise equilateral and isosceles triangles. 15,21,23,24
Classify polygons using criteria such as number of right angles, whether or not they are regular, symmetry properties. 7
Make shapes: for example, construct polygons by paper folding or using pinboard, and discuss properties such as lines of 1,13
symmetry. Visualise 3-D shapes from 2-D drawings and identify simple nets of solid shapes. 12
Sketch the reflection of a simple shapes in a mirror line parallel to one side (all sides parallel or perpendicular to the mirror line). 12
Recognise positions and directions: for example, describe and find the position of a point on a grid of squares where the lines are 9
numbered. Recognise simple examples of horizontal and vertical lines. Use the eight compass directions N, S, E, W, NE, NW, SE,
SW.
Make and measure clockwise and anti-clockwise turns: for example, from SW to N, or from 4 to 10 on a clock face. Begin to know 3,22
that angles are measured in degrees and that: one whole turn is 360° or 4 right angles; a quarter turn is 90° or one right angle; half 9
a right angle is 45°. Start to order a set of angles less than 180°.