Name  Block A  Unit 2  year 4 swp 

Owner  Juliateacher 
Level  4 
Topic  Numeracy 
Unit  A2 
Description  
File 1  5_Block A  Unit 2  year 4 swp.doc 
File 2 
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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 fourdigit 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 twodigit wholenumbers 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 (wholenumberanswers), understanding the effect; relate to scaling up ordown Identifythe doubles of twodigit numbers; use these to calculate doubles ofmultiples of 10 and 100 and derive the correspondinghalves Use acalculator to carry out onestep and twostep 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; positiononeplace and twoplace decimals on a number line Add or subtract mentally pairs of twodigit wholenumbers Refine and use efficient written methods to add and subtracttwoand threedigit 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(wholenumber 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

 
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 threedigit numbers to the nearest 10 or 100 recalladdition and subtraction facts for each number to 20 addor subtract mentally combinations of one and twodigitnumbers derivenumber pairs that total 100 useinformal written methods to add and subtract two and threedigitnumbers estimatesums and differences of two or threedigit numbers recallmultiplication and division facts for the 2, 3, 4, 5, 6 and 10timestables multiplyone and twodigit numbers by 10 and 100 useinformal written methods to multiply and divide twodigitnumbers roundremainders up or down, depending on the context
 Reportsolutions to puzzles and problems, giving explanations andreasoning orally and in writing, using diagrams and symbols  Whatinformation did you use to solve this problem? Why? 
 
Usedecimal notation for tenths and hundredths and partition decimals;relate the notation to money and measurement; position oneplaceand twoplace decimals on a number line  Canyou tell me what the digit 7 represents in each of these amounts:2.70, 7.35 m, 0.37, 7.07 m? 
 
Addor subtract mentally pairs of twodigit whole numbers  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? 
 
Refineand use efficient written methods to add and subtract twoandthreedigit whole numbers and .p  Whichof these are correct/incorrect? What has this person done wrong?How could you help them to correct it? 
 
Recogniseand continue number sequences formed by counting on or back insteps of constant size  Counton in sevens from zero. Now count back to zero. This time, count oneight sevens from zero. 
 
Deriveand recall multiplication facts up to 10 10, the correspondingdivision facts and multiples of numbers to 10 up to the tenthmultiple  Theproduct is 40. What two numbers could have been multipliedtogether? 
 
Multiplyand divide numbers to 1000 by 10 and then 100 (wholenumberanswers), understanding the effect; relate to scaling up ordown  Whatnumber is ten times bigger than 500? 
 
Developand use written methods to record, support and explainmultiplication and division of twodigit numbers by a onedigitnumber, including division with remainders (e.g. 15 9, 98 6)  Howwould partitioning help you to calculate 27 6? 
 
Useknowledge of rounding, number operations and inverses to estimateand check calculations  Roughly,what answer do you expect to get? How did you arrive at thatestimate? 
 
Respondappropriately to others in the light of alternative viewpoints  Explainwhat information you used to solve the problem. What stages did yougo through to complete it? 
 
Activities  
Activity49  Footsteps in the snow 
Objectives for Springboardintervention unit  Springboard unit 
Knowby heart all addition and subtraction facts for each number to20  Springboard 4 Unit2 (PDF 185KB) 
Understanddivision as grouping or sharing. Read and begin to write therelated vocabulary  Springboard 4 Unit5 (PDF 201KB) 
Addand subtract a near multiple of 10 to or from a twodigit numberby adding or subtracting 10, 20, 30 and adjusting  Springboard 4 Unit9 (PDF 165KB) 
Diagnostic focus  Resource 
Isnot confident when recalling multiplication facts  1 Y4 / 
Doesnot apply partitioning and recombining when multiplying andconfuses the value of 2 digit numbers  4 Y4 / 
Interpretsdivision as sharing but not grouping  3 Y6 / 
Describesthe operation of multiplying by ten as 'adding a nought'  3 Y4 / 
Ismuddled about the correspondence between multiplication anddivision facts  2 Y4 / 
Doesnot make sensible decisions about when to use calculations laid outin columns  3 Y4 / 
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Wave 3addition and subtraction tracking childrens learningcharts
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Wave 3multiplication and division tracking children's learningcharts
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