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# Juliateacher

Name Block A - Unit 2 - year 4 swp Juliateacher 4 Numeracy A2 5_Block A - Unit 2 - year 4 swp.doc

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Block B: Securing number facts, Understanding Shape

BlockA:2

YEAR4

Term 1 Unit1

Term2 Unit 2

Term 3 Unit3

Reportsolutions to puzzles and problems, giving explanations andreasoning orally and in writing, using diagrams andsymbols

Partition,round and order four-digit whole numbers; use positive and negativenumbers in context and position them on a number line; stateinequalities using the symbols < and > (e.g. -3 > -5, -1< 1)

Useknowledge of addition and subtraction facts and place value toderive sums and differences of pairs of multiples of 10, 100 or1000

Addor subtract mentally pairs of two-digit wholenumbers
(e.g.47+ 58, 91 35)

Recogniseand continue number sequences formed by counting on or back insteps of constant size

Deriveand recall multiplication facts up to 10 10, the correspondingdivision facts and multiples of numbers to 10 up to the tenthmultiple

Multiplyand divide numbers to 1000 by 10 and then 100 (whole-numberanswers), understanding the effect; relate to scaling up ordown

Identifythe doubles of two-digit numbers; use these to calculate doubles ofmultiples of 10 and 100 and derive the correspondinghalves

Use acalculator to carry out one-step and two-step calculationsinvolving all four operations; recognise negative numbers in thedisplay, correct mistaken entries and interpret the displaycorrectly in the context of money

Useknowledge of rounding, number operations and inverses to estimateand check calculations

Useand reflect on some ground rules for dialogue (e.g. makingstructured, extended contributions, speaking audibly, makingmeaning explicit and listening actively)

Report solutions to puzzles and problems, giving explanations andreasoning orally and in writing, using diagrams andsymbols

Use decimal notation for tenths and hundredths and partitiondecimals; relate the notation to money and measurement; positionone-place and two-place decimals on a number line

Add or subtract mentally pairs of two-digit wholenumbers
(e.g. 47+ 58, 91 35)

Refine and use efficient written methods to add and subtracttwo-and three-digit whole numbers and .p

Recognise and continue number sequences formed by counting on orback in steps of constant size

Derive and recall multiplication facts up to 10 10, thecorresponding division facts and multiples of numbers to 10 up tothe tenth multiple

Multiply and divide numbers to 1000 by 10 and then 100(whole-number answers), understanding the effect; relate to scalingup or down

Use knowledge of rounding, number operations and inverses toestimate and check calculations

Respond appropriately to others in the light of alternativeviewpoints

Key Aspects forLearning

Focus for theblock

 Enquiry Problemsolving Reasoning Creative thinking Informationprocessing Evaluation Self-awareness Managing feeling Socialskills Communication Motivation Empathy

PreviousLearning

Objectives/ICan Statements

Assessment forLearning

identifythe calculation needed to solve a word problem

explainand record their methods and solutions to problems andcalculations

read,write, partition and order whole numbers to 1000

use.p notation

understandand use the < and > signs

roundtwo- or three-digit numbers to the nearest 10 or 100

recalladdition and subtraction facts for each number to 20

addor subtract mentally combinations of one- and two-digitnumbers

derivenumber pairs that total 100

useinformal written methods to add and subtract two- and three-digitnumbers

estimatesums and differences of two- or three-digit numbers

recallmultiplication and division facts for the 2, 3, 4, 5, 6 and 10times-tables

multiplyone- and two-digit numbers by 10 and 100

useinformal written methods to multiply and divide two-digitnumbers

roundremainders up or down, depending on the context

Reportsolutions to puzzles and problems, giving explanations andreasoning orally and in writing, using diagrams and symbols

I can explainhow I solve problems, using diagrams and symbols to helpme

Whatinformation did you use to solve this problem? Why?
Tell me why you chose this way to record your solution to theproblem. Could you have done it differently?
Make up a word problem that could be solved using each calculation:6 5, 30 3, 30 7, 26 19
Sort these problems into those you would do mentally and those youwould do with pencil and paper. Explain your decisions.

Usedecimal notation for tenths and hundredths and partition decimals;relate the notation to money and measurement; position one-placeand two-place decimals on a number line

I can usedecimals when I work with money andmeasurement

Canyou tell me what the digit 7 represents in each of these amounts:2.70, 7.35 m, 0.37, 7.07 m?
Which is larger: 239p or 2.93? Why?
Put these in order: 0.56, 125p, 3.60, 250p, 7p, 5, 205p. Whichis the smallest? How do you know? Which is the largest? How do youknow?
What amount of money comes next: 1.76, 1.86,1.96,...?

Addor subtract mentally pairs of two-digit whole numbers
(e.g. 47+ 58, 91 35)

I can add and subtract mentallypairs of two-digit numbers and find a difference by countingon

Whatstrategies would you use to work out the answers to thesecalculations: 47 58, 91 35? Could you use a different method? How could you checkthat your answer is correct?
The difference between a pair of two-digit numbers is 13. Whatcould the pair of numbers be?
How would you calculate the answer to 93 86? Why would you choose that strategy?

Refineand use efficient written methods to add and subtract two-andthree-digit whole numbers and .p

I can add andsubtract three-digit numbers using a writtenmethod

Whichof these are correct/incorrect? What has this person done wrong?How could you help them to correct it?
How does partitioning help to solve 436 247?
What tips would you give to someone to help them with columnaddition/subtraction?

Recogniseand continue number sequences formed by counting on or back insteps of constant size

I can count onand back in sevens

Counton in sevens from zero. Now count back to zero. This time, count oneight sevens from zero.
Show me seven hops of eight from zero on the number line. Now showme eight hops of seven. What do you notice?

Deriveand recall multiplication facts up to 10 10, the correspondingdivision facts and multiples of numbers to 10 up to the tenthmultiple

I know my tables to 10 10
I can use the multiplicationfacts I know to work out division facts

Theproduct is 40. What two numbers could have been multipliedtogether?
How many multiplication and division facts can you make, using whatyou know about 24 (or 20, 30)? How did you work out the divisionfacts?

Multiplyand divide numbers to 1000 by 10 and then 100 (whole-numberanswers), understanding the effect; relate to scaling up ordown

I can multiplyand divide numbers by 10 or 100 and describe what happens to thedigits

Whatnumber is ten times bigger than 500?
Explain the calculation you would use to change 25 to 2500.
How many tens are there in 200? How many hundreds in 2000?
If 4 6 = 24, what is 40 6 and 400 6? How could you quicklywork out the answers to these calculations: 3 80, 120 4?
The product of two numbers is 2000. What could the two numbersbe?

Developand use written methods to record, support and explainmultiplication and division of two-digit numbers by a one-digitnumber, including division with remainders (e.g. 15 9, 98 6)

I can multiply and divide a two-digit number by a one-digitnumber

Do all divisions have remainders?
Make up some division questions that have no remainder. How did youdo this? Why don't they have a remainder?
Make up some division questions that have a remainder of 1. How didyou do it?

Useknowledge of rounding, number operations and inverses to estimateand check calculations

I can estimateand check the result of a calculation

I can estimate andcheck the result of a calculation

Roughly,what answer do you expect to get? How did you arrive at thatestimate?

Respondappropriately to others in the light of alternative viewpoints

I can explainhow I solved a problem and can decide whether someone else solvedit in a better way

Explainwhat information you used to solve the problem. What stages did yougo through to complete it?
What calculations did you do? Did you draw any diagrams? Why? Didanyone solve the problem in a different way?
Which do you think was the best way to solve the problem?Why?

##### Mathematical challengesfor able pupils Key Stages 1 and 2
 Activities PDF 923KB Activity49 - Footsteps in the snow
##### Interventionprogrammes
 Objectives for Springboardintervention unit Springboard unit Knowby heart all addition and subtraction facts for each number to20Derive quickly all pairs of multiples of 5 with a total of100 Springboard 4 Unit2 (PDF 185KB) Understanddivision as grouping or sharing.  Read and begin to write therelated vocabularyRecognise that division is the inverse of multiplication and thathalving is the inverse of doublingKnow by heart the facts of the 2-, 5- and 10- timestables Springboard 4 Unit5 (PDF 201KB) Addand subtract a near multiple of 10 to or from a two-digit numberby adding or subtracting 10, 20, 30 and adjusting Springboard 4 Unit9 (PDF 165KB)
##### Supporting childrenwith gaps in their mathematical understanding (Wave 3)
 Diagnostic focus Resource Isnot confident when recalling multiplication facts 1 Y4 /DfES 1150-2005 (PDF104KB) Doesnot apply partitioning and recombining when multiplying andconfuses the value of 2 digit numbers 4 Y4 /DfES 1153-2005 (PDF104KB) Interpretsdivision as sharing but not grouping 3 Y6 /DfES 1161-2005 (PDF94KB) Describesthe operation of multiplying by ten as 'adding a nought' 3 Y4 /DfES 1152-2005 (PDF68KB) Ismuddled about the correspondence between multiplication anddivision facts 2 Y4 /DfES 1151-2005 (PDF93KB) Doesnot make sensible decisions about when to use calculations laid outin columns 3 Y4 /-DfES 1130-2005 (PDF101KB)

Wave 3addition and subtraction tracking childrens learningcharts

Wave 3multiplication and division tracking children's learningcharts