Year 4 Medium Term Planning

Year 4 Medium Term Planning

Week / Maths topic covered / TS / Objectives covered
1 / Place Value
Ordering numbers / TS1
(3 days)
TS2
(2 days) /

Understand what each digit represents in a 3- or 4-digit number
Write place-value related additions and subtractions, e.g. 256 – 50 = 206, 3047 + 200 = 3247

Locate 3- and 4-digit numbers on land-marked lines, 100s or 1000s labelled, and on empty number lines
Round three-digit numbers to the nearest 100

2 / Multiplication and division facts for the 2, 3, 4, 5, 9 and 10 times tables
Multiplication and division (including commutativity, and rounding up or down after division) / TS3
(2 days)
TS4
(3 days) /

Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple
Revise multiplication facts for 2, 3, 4, 5 and 10 times tables, and learn corresponding division facts. Learn multiplication facts for the 9 times table
Look at patterns, investigate general statements

Multiply single digits by single digits and 10, and divide by the same (answers no greater than 10) including remainders
Use commutativity to find the easier way to multiply
Begin to decide whether to round up or down after division
Use the relationship between multiplication and division

3 / Shape – properties of 2-d shapes
Shape – symmetry / TS_S1
(5 days) /

Recognising and understanding properties of 2-d shapes
Draw polygons and classify them, identify their properties including line symmetry, right angles and whether they are regular or not

4 / Mental and written addition of two- and three-digit numbers / TS5
(5 days) /

Revise adding any pair of two-digit numbers (totals more than 100) by partitioning and recombining
Revise adding three-digit and two-digit numbers together.
Choose to partition and recombine or to count on in tens and ones, when adding two numbers, include reordering (e.g., 41 + 54, add 40, then 1 to 54)
Begin to use expanded vertical addition to add pairs of three-digit numbers (not crossing 10s, 100s or 1000), and then those where the ones digits total more than 10.

5 / Subtraction including finding a difference
Find 1, 10, 100, 1000 more/less than 4-digit numbers / TS6
(4 days)
TS7
(first day) /

Find a difference between near multiples of 100, e.g. 304 – 296.
Subtract a small number crossing 100, e.g. 304 – 8.
Derive quickly pairs of two-digit numbers with a total of 100, e.g. 72 + □ = 100.
Use complements to 100 to find differences between two- and three-digit numbers, e.g. 137 – 72.
Choose between counting back in tens and ones (J10) and finding a difference bridging 100(T100) to subtract

Find 1, 10, 100, 1000 more/less than four-digit numbers
Count on and back in 1s, 10s, 100s and 1000s from four-digit numbers to add and subtract

6 / Find 1, 10, 100, 1000 more/less than 4-digit numbers
Reasoning and explaining / TS7
(last 2 days)
TS8
(3 days) /

Find 1, 10, 100, 1000 more/less than four-digit numbers
Count on and back in 1s, 10s, 100s and 1000s from four-digit numbers to add and subtract

Solve mathematical puzzles
Explain methods and reasoning orally

Half term
7 / Measure, reading scales Length – measuring using centimetres, metres and kilometres
Handling data / TS_M1
(3 days)
TS_D1
(2 days) /

Interpret intervals and divisions on partially numbered scales and record readings accurately
Choose and use standard metric units and their abbreviations when estimating, measuring and recording length
Know the meaning of 'kilo', 'centi' and 'milli'
Where appropriate, use decimal notation to record measurements (e.g. 1.3 m)

Answer a question by identifying what data to collect
Organise, present, analyse and interpret data in tables, diagrams and tally charts, using ICT as appropriate
Organise, present, analyse and interpret data in pictograms and bar charts, using ICT as appropriate

8 / Doubles and multiplying and dividing two-digit numbers by single-digit numbers / TS9
(5 days) /

Derive quickly doubles of all whole numbers to 50, and corresponding halves
Use place value and known doubles to double any two-digit number
Multiply multiples of 10 to 90 by a single-digit number (e.g. 70 x 4 = 4 x 70 = 4 x 7 x 10 = 280)
Begin to multiply two-digit numbers by single digit numbers, using well-known multiplication facts and place value, e.g. 24 × 3
Divide two-digit numbers by single-digit numbers, using chunking, e.g. 39 ÷ 3

9 / Ordering and finding fractions of shapes and numbers / TS10
(5 days) /

Find tenths, fifths and eighths, then several tenths, fifths and eighths of shapes, strips and sets of objects
Use diagrams to identify simple equivalent fractions, to compare fifths and tenths, halves, quarters and eighths, and to find two fractions with a total of 1, e.g. 1/8 and 7/8 or 1/5 and 4/5
Begin to relate finding unit fractions to division and use to find ½, 1/3, ¼, 1/5 or 1/10 of multiples of 2, 3, 4, 5 or 10

10 / Time: Read time to nearest minute on digital and analogue clocks
Handling data – collecting and displaying information to do with time – especially days/months/weeks. / TS_M2
(3 days)
TS_D2
(2 days) /

Read the time to nearest minute on digital and analogue clocks
Use am, pm and 12-hour clock notation
Choose units of time to measure time intervals

Answer a question by identifying what data to collect
Organise, present, analyse and interpret data in tables, diagrams, tally charts, using ICT as appropriate
Organise, present, analyse and interpret data in pictograms and bar charts, using ICT as appropriate

11 / Problem solving / TS11
(5 days) /

Solve word problems, single and multi-step (all four rules)
Use ordered lists/systematic working to find all possibilities
Use reasoning skills to solve problems and explain decisions

12 / Assess and review / TS12
(5 days) /

Locate 3- and4-digit numbers landmarked lines (1000s labelled)
Understand what each digit represents in a 3- or 4-digit number
Find 1, 10, 100, 1000 more/less than four-digit numbers
Begin to use expanded vertical addition to add pairs of three-digit numbers (not crossing 10s, 100s or 1000), and then those where the ones digits total more than 10
Derive quickly pairs of two-digit numbers with a total of 100, e.g. 72 + □ = 100.
Use complements to 100 to find differences between two- and three-digit numbers, e.g. 137 – 72.
Begin to multiply two-digit numbers by single digit numbers, using well-known multiplication facts and place value, e.g. 24 × 3
Divide two-digit numbers by single-digit numbers, using chunking, e.g. 39 ÷ 3

Scroll down for MixedAgeRange

Y3/Y4 Mixed AgeRange Medium Term Planning

Week / Year 3 / Year 4
1 / TS1: Place Value: 3-digit numbers and writing money (£3.46) (3 days)
TS2: Ordering 3-digit numbers and locating these on a landmarked number line (2 days) / TS1: Place value – 4-digit numbers and writing money (£3.05) (3 days)
TS2: Ordering 4-digit numbers and locating these on a number line
(2 days)
2 / TS3: Addition and subtraction facts, adding several numbers; revise using number facts to add and subtract units in 2-digit numbers and to bridge ten
(5 days) / TS3: Multiplication and division facts for the 2, 3, 4, 5, 9 and 10 times tables
(2 days)
TS4: Multiplication and division (including commutativity, and rounding up or down after division) (3 days)
3 / TS_S1:Shape – Properties of 2-d shapes; describe, visualise, classify and draw and make the shapes Shape –Draw and complete 2-d shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side(5 days) / TS_S1:Shape – recognising/ understanding properties of 2-d shapes; draw polygons and classify them
Shape –symmetry(5 days)
4 / TS4: Knowing doubles to 20, doubling 2-digit numbers, using near doubles to add two numbers(2 days)
TS5: Adding two 2-digit numbers by partitioning and recombining (3 days) / TS5: Mental and written addition of two- and three-digit numbers (5 days)
5 / TS6: Subtracting using bridging tens, place value and number facts(3 days)
TS7: Adding and subtracting near multiples of ten (2 days) / TS6: Subtraction including finding a difference (4 days)
TS7: Find 1, 10, 100 more/less than 4-digit numbers (1 day)
6 / TS8: Find 1, 10, 100 more/less than any 2-digit or 3-digit number (2 days)
TS9: Reasoning and explaining - Solve mathematical puzzles, explain methods and reasoning orally (3 days) / TS7: Find 1, 10, 100 more/less than 4-digit numbers (2 days)
TS8: Reasoning and explaining - Solve mathematical puzzles, explain methods and reasoning orally (3 days)
HALF TERM
7 / TS_M1: Length – measuring using centimetres, metres and kilometres, including ordering 2- and 3-digit numbers (3 days)
TS_D1: Handling data - use tally charts, frequency tables, bar charts (2 days) / TS_M1: Measure using scales
Length – measuring using centimetres, metres and kilometres, including ordering 2- and 3-digit numbers
(3 days)
TS_D1: Handling data - use tally charts, frequency tables, bar charts (2 days)
8 / TS10: Multiplication and division facts for the 2, 3, 5 and 10 times tables
(3 days)
TS11: Multiplication and division (including commutativity, grouping and finding a remainder) (2 days) / TS9 Doubles and multiplying and dividing two-digit numbers by single-digit numbers (5 days)
9 / TS11: Multiplication and division (including commutativity, grouping and finding a remainder) (2 days)
TS12: Ordering and finding fractions of shapes and numbers (3 days) / TS10: Ordering and finding fractions of shapes and numbers; relating fractions to division (5 days)
10 / TS_M2: Time: use units of time and begin to tell the time to nearest five minutes on digital and analogue clocks (minutes past)(3 days)
TS_D2:Handling data – collecting and displaying information to do with time – especially days/months/weeks
(2 days) / TS_M2: Time: Read time to nearest minute on digital and analogue clocks
(3 days)
TS_D2:Handling data – collecting and displaying information to do with time – especially days/months/weeks.
(2 days)
11 / TS13: Problem solving: solve word problems (all four rules); use ordered lists/systematic working to find all possibilities (5 days) / TS11: Problem solving: solve word problems (all four rules); use ordered lists/systematic working to find all possibilities; use reasoning skills to solve problems and explain decisions
(5 days)
12 / TS14: Assess and Review (5 days) / TS12: Assess and review (5 days)

Y4 Links to Renewed Framework Objectives

2006 Renewed Framework Objectives / Hamilton Maths Objectives
Using and applying mathematics
Solve one- and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
Represent a puzzle or problem using number sentences, statements or diagrams; use these to solve the problem; present and interpret the solution in the context of the problem / Problem solving
Solve word problems, single and multi-step (all four rules)
Use ordered lists/systematic working to find all possibilities
Use reasoning skills to solve problems and explain decisions
Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers / Reasoning and explaining
Solve mathematical puzzles
Use ordered lists/systematic working to find all possibilities
Explain methods and reasoning orally
Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples / Investigating
Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple.
Look at patterns, investigate general statements
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols / Reasoning and explaining
Solve mathematical puzzles
Explain methods and reasoning orally
Counting and understanding number
Recognise and continue number sequences formed by counting on or back in steps of constant size / Locate 3-digit numbers on landmarked lines and ENL
Locate 4-digit numbers on a 0-10 000 landmarked lines (1000s labelled)
Count on and back in 1s, 10s, 100s and 1000s from four-digit numbers to add and subtract
Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and >, e.g. –3 > –5, –1 < +1 / Understand place value of four-digit numbers, and write related addition and subtractions
Find 1, 10, 100, 1000 more/less than four-digit numbers
Round three-digit numbers to the nearest 100
Use decimal notation for tenths and hundredths and partition decimals; relate the notation to money and measurement; position one- and two-place decimals on a number line
Recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths / See equivalence between 1/2 and 5/10,and 1/5 and 2/10.
Begin to relate finding fractions to division
Use diagrams to identify equivalent fractions, e.g. 68 and 34, or 70100 and 710; interpret mixed numbers and position them on a number line, e.g. 312 / Revise finding ½, ¼, ¾, 1/10s, 1/8s and several tenths/eighths of numbers.
Find fifths of numbers
Order ½, ¼, ¾, 1/10s, 1/5s on a line
Recognise mixed numbers e.g. 5½
Knowing and using number facts
Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000 / Number bonds
Derive quickly pairs of two-digit numbers with a total of 100, e.g. 72 + □ = 100.
Use complements to 100 to find differences between two- and three-digit numbers, e.g. 137 – 72
Identify the doubles of two-digit numbers; use to calculate doubles of multiples of 10 and 100 and derive the corresponding halves / Doubling and halving
Derive quickly doubles of all whole numbers to 50, and corresponding halves
Use place value and known doubles to double any two-digit number
Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple / Multiplication and division facts for the 2, 3, 4, 5, 9 and 10 times tables
Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple
Revise multiplication facts for 2, 3, 4, 5 and 10 times tables, and learn corresponding division facts. Learn multiplication facts for the 9 times table
Use knowledge of rounding, number operations and inverses to estimate and check calculations / Revise adding any pair of two-digit numbers (totals more than 100) by partitioning and recombining
Revise adding three-digit and two-digit numbers together
Begin to multiply two-digit numbers by single digit numbers, using well-known multiplication facts and place value, e.g. 24 × 3
Identify pairs of fractions that total 1
Calculating
Add or subtract mentally pairs of two-digit whole numbers, e.g. 47 + 58,
91–35 / Mental and written addition of two- and three-digit numbers
Revise adding any pair of two-digit numbers (totals more than 100) by partitioning and recombining
Revise adding three-digit and two-digit numbers together.
Choose to partition and recombine or to count on in tens and ones, when adding two numbers, include reordering (e.g., 41 + 54, add 40, then 1 to 54)
Subtraction including finding a difference
Find a difference between near multiples of 100, e.g. 304 – 296
Subtract a small number crossing 100, e.g. 304 – 8.
Choose between counting back in tens and ones (J10) and finding a difference bridging 100 (T100) to subtract
Refine and use efficient written methods to add and subtract two- and three-digit whole numbers and £.p / Begin to use expanded vertical addition to add pairs of three-digit numbers (not crossing 10s, 100s or 1000), and then those where the ones digits total more than 10
Choose between counting back in tens and ones (J10) and finding a difference bridging 100 (T100) to subtract
Multiply and divide numbers to 1000 by 10 and then 100 (whole number answers), understanding the effect; relate to scaling up or down
Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders, e.g.15×9, 98÷6 / Multiplication and division (including commutativity, and rounding up or down after division)
Multiply single digits by 2, 3, 4, 5, 6, 9 and 10, and divide by the same (answers no greater than 10) including remainders. Use commutativity to find the easier way to multiply. Include word problems. Begin to decide whether to round up or down after division
Use the relationship between multiplication and division
Multiplying and dividing two-digit numbers by single-digit numbers
Begin to multiply two-digit numbers by single digit numbers, using well-known multiplication facts and place value, e.g. 24 × 3
Divide two-digit numbers by single-digit numbers, using chunking, e.g. 39 ÷ 3
Find fractions of numbers, quantities or shapes, e.g. 15 of 30 plums, 38 of a 6 by 4 rectangle / Revise finding ½, ¼, ¾, 1/10s, 1/8s and several tenths/eighths of numbers
Find fifths of numbers
Begin to relate finding fractions to division
Use a calculator to carry out one- and two-step calculations involving all four operations; recognise negative numbers in the display, correct mistaken entries and interpret the display correctly in the context of money