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Year 4 Block B - Securing number facts, understanding shape - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveInvestigate how talk varies with age, familiarity, gender and purposeMathematics in Science
Friction: When investigating streamlining, make Plasticine shapes from drawings. Measure the time for them to drop in a cylinder of water.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningIdentify 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 worksI can spot a rule about the number of lines of symmetry that regular polygons haveWhat are the two missing numbers in this sequence? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f7.gif" \* MERGEFORMATINET Look at these coins. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f8.gif" \* MERGEFORMATINET Which of these amounts can you make using only two coins each time?61p 52p 20p INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 1.05 80pUse knowledge of rounding, number operations and inverses to estimate and check calculationsIf I add two numbers I can use subtraction to check whether my answer is correctIf I divide one number by another I can use multiplication to check whether my answer is correctI rounded a number to the nearest 10. The answer is 320. What number could I have started with?The local newspaper says that 1200 people watched a local football match. This was given to the nearest 100. What is the smallest number that could have attended? What is the largest number?If the answer to a subtraction is 59 and I subtracted 45, what number did I start with? How do you know?Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbolsI can write an explanation of how I solved a problem. I can include number sentences using the INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET , -, INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET or INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET signs where I need toA shop has these special offers. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f9.gif" \* MERGEFORMATINET Joe wants to buy six pencils. Which is the cheaper offer: half price, or 3 packets for the price of 2? Explain how you know.Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halvesBecause I know that double 7 is 14, I know that double 70 is 140I can work out doubles of numbers with two digitsI'm thinking of a number. I halve it and get the answer 55. What number was I thinking of? How do you know?Double 13 is 26. What other number facts can you work out from this? Tell me about the connection between halving and doubling. Start with 86 to explain the connection. Ben told me that if you double 16 you get 32. He says that this means that double 160 is 320. Is Ben right? How do you know?
Derive and recall multiplication facts up to 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_mult_sm.gif" \* MERGEFORMATINET 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multipleI can tell you answers to the 8 times-table, even when the questions are not in orderHow can doubling help you work out multiples of 8?Which are the multiples of 8 in this list of numbers?18 32 56 68 72Draw polygons and classify them by identifying their properties, including their line symmetryI can use what I know about triangles to group them into equilateral triangles, isosceles triangles and other trianglesI can pick out triangles that have a right angle from other trianglesI can recognise symmetrical polygons, including those with more than one line of symmetryWhat is the difference between a regular and an irregular polygon?[Use a set of regular and irregular polygons, and criteria written on cards, such as 'is a regular polygon', 'is an irregular polygon', 'has no lines of symmetry', 'has at least one line of symmetry', 'has no right angles', 'has one right angle', etc. Select a card, e.g. 'is an irregular polygon'.]Show me a polygon in this group? How do you know it is in the group? What do you look for?[Select two cards, such as 'is a regular polygon' and 'has at least one line of symmetry'.]Show me a polygon that fits both of these criteria. What do you look for?Visualise 3-D objects from 2-D drawings; make nets of common solidsIf I see a drawing of a cube I can imagine the solid shapeI can make different nets for cubes and fold them to check they are correctName three different 3-D shapes that can have at least one square face.Here is a cereal packet. Describe what you think its net might look like.Anna makes a cube using straws. First she joins four straws to make a square. Then she joins more straws to make a cube. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f10.gif" \* MERGEFORMATINET Altogether, how many straws has she used? Investigate how talk varies with age, familiarity, gender and purposeI can compare the way my teacher describes a shape with the way that my friend describes the same shapeThere is a 3-D shape inside this drawstring bag. Feel it and then describe the shape to me. Now I will feel it and describe it to you. What were the main differences between the way that I described the shape and the way that you described the shape?
NE Lincs Mathematics Team
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