Year 3 and 4 Medium Term Planning Block B

Year 3 and 4 Medium Term Planning – Block B

Year 3 Year 4 Year 5 Year 6

SPEAKING AND LISTENING OBJECTIVES

BLOCK B UNIT 1

Year 3 / Year 4 / Year 5 / Year 6
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italics / Objectives
Children’s learning outcomes in italics
Sustain conversation, explaining or giving reasons for their views or choices
I can follow up points, share my views with others and join in whole-class discussions / Listen to a speaker and make notes on the talk
I can listen to and understand how other people solved a problem. I can decide which method I think is the best
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
I can explain to the class how I solved a problem
I can draw a diagram to show how I solved a problem / Identify different question types and evaluate impact on audience
I know that when my teacher asks certain mathematical questions there may be more than one answer.
I try to think of all the possible answers / Use a range of oral techniques to present persuasive argument
I can persuade others that my solution makes sense or my hypothesis is correct

BLOCK B Unit 2

Year 3 / Year 4 / Year 5 / Year 6
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italics / Objectives
Children’s learning outcomes in italics
Sustain conversation, explaining or giving reasons for their views or choices
I can discuss how I solved a problem with other children and explain why I chose my method / Investigate how talk varies with age, familiarity, gender and purpose
I can compare the way my teacher describes a shape with the way that my friend describes the same shape / Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language
I can present my solution to a problem, explaining the steps that I took in a sensible order / Use a variety of ways to criticise constructively and respond to criticism
I can respond to the suggestions of others, explaining how they have or haven’t changed my opinion

BLOCK B Unit 3

Year 3 / Year 4 / Year 5 / Year 6
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italics / Objectives
Children’s learning outcomes in italics
Develop and use specific vocabulary in different contexts
I can picture a shape in my head when it is described to me
I can describe a shape so that others can draw it / Use time, resources and group members efficiently by distributing tasks, checking progress, making back-up plans
I can work with a group of other children to discuss and plan how we will solve a problem / Identify different question types and evaluate impact on audience
I know that when my teacher asks certain mathematical questions there may be more than one answer.
I try to think of all the possible answers / Use a range of oral techniques to present persuasive arguments and engaging narratives
I can listen to the ideas of others, making sure that I respond to their ideas when I make my next statement

BLOCK B Unit 1 (autumn) 3 weeks

Year 3 / Year 4 / Year 5 / Year 6
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italics / Objectives
Children’s learning outcomes in italics
Identify patterns and relationships involving numbers or shapes, and use these to solve problems
I can describe patterns when I solve problems / Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
I can use what I know about polygons to group them into regular and irregular polygons / Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
I can sort numbers or shapes according to their properties and explain how I sorted them / Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols (e.g. the cost of c pens at 15 pence each is 15c pence)
I can describe and explain sequences, patterns and relationships
I can suggest hypotheses and test them
I can write and use simple expressions in words and formulae
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure
I can solve problems using numbers, pictures and diagrams / Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
I can work out how to solve problems with one or two steps
I can decide what calculation to work out and whether a calculator will help me
I can think about the numbers in a calculation and choose a good way to do the calculation
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
I know and use addition and subtraction facts for all numbers to 20 / Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000
Because I know sums like 3+7=10, I also know 30+70=100
300+700=1000 3000+7000=10000
Because I know differences like
6–4=2, I also know
60–40=20
600–400=200
6000–4000=2000
Use efficient written methods to add and subtract whole numbers and decimals with up to two places
I can explain each step when I write addition and subtraction calculations in columns
Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations
I can estimate and check my calculations / Use knowledge of rounding, number operations and inverses to estimate and check calculations
I can round numbers in a calculation to help me estimate the answer to the calculation / Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can check whether a calculation is correct and explain how I did this / Use approximations, inverse operations and tests of divisibility to estimate and check results
I can estimate and check the calculations that I do
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000
I know the 2, 3, 4, 5, 6 and 10 times-tables and use them for division facts
I recognise multiples of 2, 5 and 10 / Derive and recall multiplication facts up to 10×10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
I can work out division facts for the 1, 2, 3, 4, 5 and 6 times-tables
I can count in 6s from zero to 60 / Recall quickly multiplication facts up to 10×10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts / Use knowledge of multiplication facts to derive quickly squares of numbers to 12×12 and the corresponding squares of multiples of 10
I can say the squares of numbers to 12×12 and work out the squares of multiples of 10
Use knowledge of place value and multiplication facts to 10×10 to derive related multiplication and division facts involving decimals (e.g. 0.8×7, 4.8÷6)
I can use tables facts to work out other facts with decimals
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9)
I can find pairs of factors that multiply to make a given number
I can find a number that is a multiple of two different numbers / Recognise that prime numbers have only two factors and identify prime numbers less than 100; find the prime factors of two-digit numbers
I can work out which numbers less than 100 are prime
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
I can recognise shapes from drawings / Draw polygons and classify them by identifying their properties, including their line symmetry
I know facts about regular polygons such as the number of sides and number of angles
I can pick out irregular polygons that have at least one right angle
Visualise 3-D objects from 2-D drawings; make nets of common solids
If I see a drawing of a cube or a pyramid I can visualise the solid shapes
I can make a net for an open cube and fold it to check that it is correct / Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes
I can describe the important features of shapes such as rectangles
I know the important features of a cube. I can use these to draw its net / Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2-D shapes and 3-D solids
I can classify 2-D shapes with perpendicular or parallel sides
Make and draw shapes with increasing accuracy and apply knowledge of their properties
I can make and draw shapes accurately

BLOCK B Unit 2 (spring) 3 weeks

Year 3 / Year 4 / Year 5 / Year 6
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italics / Objectives
Children’s learning outcomes in italics
Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
I can explain how I solve problems / Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
I can see number patterns in the answers to the 3 times-table and can explain how the pattern works
I can spot a rule about the number of lines of symmetry that regular polygons have / Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
I can investigate a general statement and say whether examples are true or false / Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols (e.g. the cost of c pens at 15 pence each is 15c pence)
I can describe and explain sequences, patterns and relationships
I can suggest hypotheses and test them
I can write and use simple expressions in words and formulae
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure
I can draw pictures and make notes to help me solve a problem / Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
I can write an explanation of how I solved a problem. I can include number sentences using the +, –,×or÷signs where I need to / Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem
I can split a word problem into steps and work out what calculation to do for each step. I can explain what the answer to each step tells me / Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy
I can use a table to help me solve a problem
I can identify and record what I need to do to solve the problem, checking my answer makes sense and is accurate
Use knowledge of rounding, number operations and inverses to estimate and check calculations
If I add two numbers I can use subtraction to check whether my answer is correct
If I divide one number by another I can use multiplication to check whether my answer is correct / Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can check whether a calculation is correct and explain how I did this / Use approximations, inverse operations and tests of divisibility to estimate and check results
I can estimate and check the result of a calculation
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
I know and use addition and subtraction facts for all numbers to 20
I can add and subtract multiples of 10 in my head / Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves
Because I know that double 7 is 14, I know that double 70 is 140
I can work out doubles of numbers with two digits / Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5±2.7, half of 5.6, double 0.34)
I can add/subtract decimals in my head by using a related two-digit addition or subtraction
I can find the double or half of a decimal by doubling or halving the related whole number
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000
I know the 2, 3, 4, 5, 6 and 10 times-tables and use them for division facts
I recognise multiples of 2, 5 and 10 / Derive and recall multiplication facts up to 10×10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
I can tell you answers to the 8 times-table, even when the questions are not in order / Recall quickly multiplication facts up to 10×10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts / Use knowledge of multiplication facts to derive quickly squares of numbers to 12×12 and the corresponding squares of multiples of 10
I can say the squares of numbers to 12×12 and work out the squares of multiples of 10
Use knowledge of place value and multiplication facts to 10×10 to derive related multiplication and division facts involving decimals (e.g. 0.8×7, 4.8÷6)
I can use tables facts to work out related facts with decimals
Recognise that prime numbers have only two factors and identify prime numbers less than 100; find the prime factors of two-digit numbers
I can work out which numbers less than 100 are prime
Identify patterns and relationships involving numbers or shapes, and use these to solve problems
I can describe and continue patterns
Visualise 3-D objects from 2-D drawings; make nets of common solids
If I see a drawing of a cube I can imagine the solid shape
I can make different nets for cubes and fold them to check they are correct / Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes
I can explain whether a shape has line symmetry and whether it has any parallel or perpendicular sides
I can say whether a triangle is equilateral, isosceles or scalene and explain how I know / Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2-D
I can use the properties of parallel and perpendicular to describe and classify 2-D shapes and 3-D solids
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
I can name and describe shapes
I can sort shapes into sets, saying what is the same about each of the shapes
I can recognise whether a 2-D shape is symmetrical or not and describe how I know / Draw polygons and classify them by identifying their properties, including their line symmetry
I can use what I know about triangles to group them into equilateral triangles, isosceles tria
I can pick out triangles that have a right angle from other triangles
I can recognise symmetrical polygons, including those with more than one line of symmetry / Complete patterns with up to two lines of symmetry; draw the position of a shape after a reflection or translation
I can create a pattern that has two lines of symmetry or complete one that someone else has started / Make and draw shapes with increasing accuracy and apply knowledge of their properties
I can make and draw shapes accurately
Read and write proper fractions (e.g. 37, 910), interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents
I can find 12 and 14 of different shapes
Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side
I can draw a symmetrical shape
I can reflect a shape when the mirror line is one of its sides
Use a calculator to solve problems involving multi-step calculations
I can use a calculator to solve problems with more than one step

BLOCK B Unit 3 (summer) 3 weeks