Specific Starter for Numbers to 10000 TF 7-11

NHMFramework Unit Planning Year 4 Summer Term

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
1
3 days / Place value, ordering and rounding
Reading numbers from scales / Read and write the vocabulary of estimation and approximation. Make and justify estimates up to about 250, and estimate a proportion. Round any positive integer less than 1000 to the nearest 10 or 100. / Numbers to 10000 /

Estimating and rounding

MATERIALS

PUPIL ACTIVITY SOFTWARE / Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups

Topic Assessment

/ Extension Textbook page / Resource Sheets
7-11, 69-76
Unit 2:
Numbers to 10 000 / 10 / 9-10 / 3
1a, b / 19-25, 34

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 69-70
School bus
Revising estimation of a number from its position on a 0-10 number line /

Specific Starter for Numbers to 10000 TF 7-11

Main Teaching / 1 Washing line TF 70-71

Estimating numbers on a 0-100 line

2 Juice bottles TF 71-72

Estimating proportions

3 Revising rounding TF 72-73

2-digit numbers to the nearest 10; 3-digit numbers to the nearest 100
4 Rounding 3-digit numbers to the nearest 10 TF 73-74 / 5 Rounding to find approximate totals TF 74-75
Core Activities /

Textbook page 9 TF 76

Textbook page 10 TF 76

Pupil Activity TF 75

1 Pupil Sheet 10 Approximating
Support /

Textbook page 9 TF 76

Provide a sheet showing the same questions but with more divisions marked on each scale to enable easier estimation. On completion discuss with the pupils the questions in the book and how to make estimates without the divisions marked on. /

Textbook page 10 TF 76

For each question ask the pupils to first write down the ten or hundred number either side of the given number onto a blank number line. They must then mark in the halfway point and their number on the number line and use this to help them decide whether to round up or down. /

Pupil Activity TF 75

1 Pupil Sheet 10 Approximating
First list all the numbers involved in the questions and ask pupils to work together to round each one to the nearest 100. They must then use this information to complete the sheet.
Extension /

Textbook page 9 TF 76

Provide a set of clear containers holding items such as pasta. Ask pupils to estimate the number of items in each. Discuss the methods they use to make their guesses. /

Textbook page 10 TF 76

Ask pupils to write down five multiples of ten between 100 and 1000. Under each number they must write down four numbers that can be rounded up or down to that number and one that cannot. Once finished swap with a partner who has to identify the number that cannot be rounded in each case. /

Pupil Activity TF 75

1 Pupil Sheet 10 Approximating
Having made their approximations, ask the pupils to find the actual answer to each question using a method of their choice.
Plenary /

Follow-up for Textbook page 9

TF 76

/ Check-up 3 /

Discuss children’s work.

Topic Assessment 1a, b
Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
2
5 days / Understanding + and –
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
Making decisions and checking results
Money and ‘real life’ problems / Consolidate understanding of relationship between + and -.
Partition into tens and units, adding the tens first.
Continue to use the relationship between addition and subtraction.
Use informal pencil and paper methods to support, record or explain additions/subtractions.
Develop and refine written methods for:
column addition and subtraction of two whole numbers less than 1000, and addition of more than two such numbers.
Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation. Check with an equivalent calculation. / Addition to 1000
Subtraction to 1000 /

Written methods of addition

Subtraction involving three-digit numbers, written procedures

MATERIALS

/ Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups

Topic Assessment

/ Extension Textbook page / Resource Sheets
11-16, 108-114,
141-149 / 17-21, 25-26 / 23-24 / 2a, b / E3 / 26-31

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 108-109
In the right place
Writing numbers in appropriate place value columns /

Specific Starter for Addition to 1000 TF 11-16

Specific Starter for Addition to 1000TF 11-16

/ Specific Starter for Addition to 1000TF 11-16 / Tune-in TF 141-142
Composition of numbers

Revising numbers to 1000

Main Teaching /

1 Expanded recordings

TF 109-110
Pupil Sheet 17 Expanded recording, most significant digits first /

2 Introducing a standard method TF 110-112

No bridging/bridging 10

/ 3 Extending the standard method TF 112-113

Bridging 100

4 Consolidating the standard method TF 113

Bridging 10 and 100

1 Expanded recording, no exchange TF 142

Core Activities /

Pupil Activity TF 110

Pupil Sheet 18 Expanded recording, least significant digits first /

Pupil Activities TF 112-113

1 Pupil Sheet 19 HTU + TU/HTU, no bridging/bridging 10
2 Pupil Sheet 20 Template /

Pupil Activities TF 113

1 Pupil Sheet 21 HTU + TU/HTU, bridging 100
2 Pupil Sheet 20 Template /

Pupil Activity TF 113

1 Pupil Sheet 20 Template
Textbook pages 23-24 TF 114 /

Pupil Activities TF 142

1 Pupil Sheet 25 Expanded recording, two-/three-digit numbers, no exchange
Support /

Pupil Activity TF 110

Pupil Sheet 18 Expanded recording, least significant digits first
Provide pupils with place value cards to make each question and support their calculations. /

Pupil Activities TF 112-113

1 Pupil Sheet 19 HTU + TU/HTU, no bridging/bridging 10 /

Pupil Activities TF112- 113

2 Pupil Sheet 20 Template
Provide further practice of bridging through 10. /

Pupil Activities TF 113

1 Pupil Sheet 21 HTU + TU/HTU, bridging 100 /

Pupil Activities TF 142

1 Pupil Sheet 25
Work with the pupils as a group and partition each number in each question together before the pupils finish the sheet independently.
Extension /

Pupil Activity TF 110

Give pairs of pupils a set of three-digit place value cards. Shuffle each set of cards and take it in turns to pick cards to make two three-digit numbers. Add them together and record using the expanded vertical method. /

Pupil Activities TF 112-113

2 Pupil Sheet 20 Template /

Pupil Activities TF 113

1 Pupil Sheet 21 HTU + TU/HTU, bridging 100
In pairs, ask pupils to think of two three-digit numbers and challenge their partner to add them together. For each correct answer score a point. /

Extension Textbook page E3

TF 118 /

Pupil Activities TF 142

2 Pupil Sheet 26 Template
Plenary /

Discuss children’s work.

/ Discuss children’s work. /

Discuss children’s work.

/ Follow-up for Textbook pages
23-24 TF 114
Topic Assessment 2a, b / Discuss children’s work.
Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
3
5 days / Understanding + and –
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
Making decisions and checking results
Money and ‘real life’ problems / Consolidate understanding of relationship between + and -.
Continue to use the relationship between addition and subtraction.
Use informal pencil and paper methods to support, record or explain additions/subtractions.
Develop and refine written methods for:
column addition and subtraction of two whole numbers less than 1000.
Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation. Check with an equivalent calculation. / Subtraction to 1000 /

Subtraction involving three-digit numbers, written procedures

MATERIALS

/ Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups/

Topic Assessment

/ Extension Textbook page / Resource Sheets
17-20, 141-149 / 27-33 / 34-37 / 3a, b / 26-31

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 141-142
Composition of numbers

Revising numbers to 1000

Specific Starter for Subtraction to 1000 TF 17-20

Main Teaching / 2 Expanded recording TF 143

Exchanging a ten for units

3 Expanded recording TF 144

Exchanging a hundred for tens

4 Expanded recording TF 145

Exchanging ten for a hundred

/ 5 A quicker way TF 145-146
Introducing a standard written method for subtraction /

6 Vertical recording TF 146

Exchanging a ten for units

7 Vertical recording TF 147

Exchanging a hundred for tens

8 Vertical recording TF 147

Exchanging a ten and a hundred

Core Activities /

Pupil Activities TF 143-144

1 Pupil Sheet 27 Expanded recording, two-/three-digit numbers, exchanging 10
1 Pupil Sheet 29 Expanded recording, two-/three-digit numbers, exchanging 100 /

Pupil Activity TF 145

1 Pupil Sheet 28 Template
Textbook page 34 TF 148 /

Pupil Activities TF 146

1 Pupil Sheet 30 Two-/three-digit numbers, no exchange
2 Pupil Sheet 31 Template /

Pupil Activities TF 146-147

1 Pupil Sheet 32 Two-/three-digit numbers, exchanging 10
1 Pupil Sheet 33 Two-/three-digit numbers, exchanging 100 /

Pupil Activity TF 147

1 Pupil Sheet 31 Template
Textbook pages 35-37 TF 148
Support /

Pupil Activities TF 143

1 Pupil Sheet 27
With the pupils as a group partition the numbers involved in each question before letting the pupils complete them independently. /

Pupil Activities TF 144

1 Pupil Sheet 29 Expanded recording, two-/three-digit numbers, exchanging 100
2 Pupil Sheet 28 Template
Give further practise of exchanging a 10 or 100 if necessary before giving examples of doing both. /

Pupil Activities TF 146

1 Pupil Sheet 30 Two-/three-digit numbers, no exchange
Give the pupils the same questions but ask them to continue solving them using the expanded method. /

Pupil Activities TF 146

1 Pupil Sheet 32 Two-/three-digit numbers, exchanging 10
If appropriate ask pupils to continue using an expanded method. /

Pupil Activities TF 147

1 Pupil Sheet 33 Two-/three-digit numbers, exchanging 100
If appropriate ask pupils to continue using an expanded method.
Extension /

Pupil Activities TF 143-144

1 Pupil Sheet 27
1 Pupil Sheet
Give the pupils some similar questions and ask them to discuss in pairs ways in which they could make the calculations quicker. Discuss their ideas as a group. /

Pupil Activity TF 145

1 Pupil Sheet 28 Template
Give the pupils some similar questions and ask them to discuss in pairs ways in which they could make the calculations quicker, building on ideas from Day 1. Discuss their ideas as a group. /

Pupil Activities TF 146

1 Pupil Sheet 30 Two-/three-digit numbers, no exchange
2 Pupil Sheet 31 Template
Ask pupils to time themselves to see how quickly they can complete Sheet 30. Can they beat their time on Sheet 31? /

Pupil Activities TF 146

1 Pupil Sheet 32 Two-/three-digit numbers, exchanging 10
1 Pupil Sheet 33 Two-/three-digit numbers, exchanging 100
2 Pupil Sheet 31 Template
Provide some questions where a 10 and 100 needs exchanging. Ask pupils to work in pairs to extend the method they have been using for these questions. Share ideas as a group. /

Pupil Activity TF 147

1 Pupil Sheet 31 Template
In pairs, pupils take it in turns to choose two three-digit numbers and challenge their partner to find the difference between them. Pupils score a point for each question they answer correctly.
Plenary /

Discuss children’s work.

/ Follow-up for Textbook page 34 TF 149 /

Discuss children’s work.

/ Discuss children’s work. / Follow-up for Textbook pages
35-37 TF 149
Topic Assessment 3a,b
Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
4
5 days / Measures, including problems / Use, read and write standard metric units (l, ml), including their abbreviations,
and imperial units (pint).
Know and use the relationships between familiar units of capacity.
Know the equivalent of one half, one quarter, three quarters and one tenth of 1litre in ml.
Suggest suitable units and measuring equipment to estimate or measure capacity.
Record estimates and readings from scales to a suitable degree of accuracy. / Measure /

Capacity

MATERIALS

/ Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
2-5, 372-377 / 83-84 / 101-102 / E20

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 372-373
Large and little
Revising the litre, half-litre and millilitre relationships /

Generic Starter TF 2-5

Main Teaching / 1 The quarter litre TF 373-374 /

2 Party time TF 375-376

Litres and millilitres

/ 3 Millilitre scales TF 376 /

Consolidate Teaching from

Days 1-3

Consolidate Teaching from

Days 1-3

Core Activities /

Textbook page 101 TF 377

Textbook page 102 TF 377

Pupil Activity TF 376

1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres /

Provide pupils with some containers. Ask them to estimate the capacity of each to the nearest 10ml. They must then see how accurate their estimates were by measuring.

Put a list of capacities on the board such as, ‘the amount of coke in a can’, ‘the amount of water in a watering can’. Ask pupils to suggest appropriate measurements for each. Discuss answers.

Support /

Textbook page 101 TF 377

Provide the pupils with cards with the comparisons of q2 written on. Work with the pupils as a group and fill a measuring jug to the amount of each container. Decide which card matches the amount in the jug. /

Textbook page 102 TF 377

Provide the answers to the questions on cards and ask pupils to work in pairs to place the cards against the right questions. /

Pupil Activity TF 376

1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres / Working in pairs the children stick a strip of masking tape down the side of an empty container. They then measure 100ml of water and pour it into the container. Pupils must then mark on the tape ‘100ml’ alongside the water level. They continue, marking 100ml intervals up to 1l. /

Pupil Activity TF 376

1 Pupil Sheet 84 Millilitres
Extension /

Textbook page 101 TF 377

Ask pupils to use four containers not already used in q1. They must estimate to the nearest 50ml the capacity of each container and then measure to see how accurate they were. /

Textbook page 102 TF 377

Provide pupils with some containers with a capacity of 500ml or less. Ask them to first estimate then measure how many times each container could be filled up from a litre jug. /

Pupil Activity TF 376

1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres / Ask pupils to use litre jugs to measure out 1l of water and then other materials such as pasta or rice. They must then estimate how much each material will weigh. They then check their estimates and put the litres of materials in order from lightest to heaviest. /

Extension Textbook page E20

TF 378

Plenary /

Follow-up for Textbook page 101 TF 377

Follow-up for Textbook page 102 TF 377

Discuss children’s work.

/ Discuss children’s work. / Discuss children’s work.
Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
5
3 days / Shape and space
Reasoning about shapes / Sketch the reflection of a simple shape in a mirror line parallel to one side (all sides parallel or perpendicular to the mirror line). / 2D Shape /

Line symmetry

MATERIALS

/ Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
2-5, 405-408 / 87 / 110-111

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 405
Is it symmetrical? /

Generic Starter TF 2-5

Main Teaching /

1 Symmetrical designs

TF 405-406

Consolidating line symmetry

2 Symmetrical patterns

TF 406-407

/ Consolidate Teaching from Day 2
Core Activities /

Textbook page 110 TF 408

Pupil Activities TF 407

1 Pupil Sheet 87 Line symmetry
2 Making symmetrical patterns /

Textbook page 111 TF 408

Support /

Textbook page 110 TF 408

Give pupils mirrors to use to help them decide on their answers. /

Pupil Activities TF 407

1 Pupil Sheet 87 Line symmetry /

Textbook page 111 TF 408

Provide a sheet with the first part of the patterns already drawn on. Allow pupils to use mirrors to help them complete them.
Extension /

Textbook page 110 TF 408

Ask pupils to draw their own designs similar to those in q3 that have 1/2/3 lines of symmetry. /

Pupil Activities TF 407

2 Making symmetrical patterns /

Textbook page 111 TF 408

Provide pupils with reference books showing symmetrical patterns from art or other cultures, e.g. Rangoli patterns or Islamic art. Ask pupils to pick one they like and try to recreate it.
Plenary /

Follow-up for Textbook page 110TF 408

/ Look at children’s designs. /

Follow-up for Textbook page 111 TF 408

Additional notes
Extra Resources
Review

Unit/

Days / Framework topic / Objectives: children will be taught to… / NHM Topic / NHM Section
6
5 days / Shape and space
Reasoning about shapes / Recognise positions and directions: for example, describe and find the position of a point on a grid of squares where the lines are 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 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 a right angle is 45°.
Start to order a set of angles less than 180°. / 2D Shape /

Position, movement and angle

MATERIALS

/ Teaching File page / Pupil Sheets / Textbook page / Home Activities / Check-ups / Extension Textbook page / Resource Sheets
2-5, 409-418 / 88-89 / 112-117 / 15-18

Day 1

/ Day 2 / Day 3 / Day 4 / Day 5
Starter / Tune-in TF 409
Revising grid references /

Generic Starter TF 2-5

Main Teaching / 1 Rock pool TF 410

Extending grid references

2 Star chart TF 411

Introducing co-ordinates

/ 3 Which direction? TF 412

Introducing the 8-point compass

4 Your Turn TF 414-415

Clockwise and anti-clockwise turns

5 Time turns TF 415

Turns on a clock

6 Comparing and ordering angles TF 416-417

Core Activities /

Pupil Activity TF 410

1 Pupil Sheet 88 Grid references
Textbook page 112 TF 417 /

Textbook page 113 TF 417

Textbook pages 114-115

TF 417-418

Textbook pages 116-117 TF 418

Pupil Activity TF 417

1 Pupil Sheet 89 Comparing/ordering angles
Support /

Pupil Activity TF 410

1 Pupil Sheet 88 Grid references
Draw a large grid on the board and work with the pupils as a group. Invite individuals up to point to each square by tracing the lines with their fingers to get to the right position. /

Textbook page 113 TF 417

Write the answers to the questions on card and ask the pupils to work in pairs to match the coordinates to the colours and vice-versa. /

Textbook pages 114-115