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Year 4 Block B Securing number facts, understanding shape - Unit 3
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, halveUse time, resources and group members efficiently by distributing tasks, checking progress, making back-up plansMathematics in Science
Solids, liquids and how they can be separated: Measure volumes of liquids. Explain conservation when liquids are poured into different containers.
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 examplesI can start with a calculation such as 18 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_minus.gif" \* MERGEFORMATINET 3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 15 and use number patterns to create a family of calculations with the same answer:180 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_minus.gif" \* MERGEFORMATINET 30 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 150190 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_minus.gif" \* MERGEFORMATINET 40 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 150200 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_minus.gif" \* MERGEFORMATINET 50 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 150I can draw polygons on triangular grid paper and pick out some of the properties they have in commonName a multiple of 6 that is also a multiple of 9.Using the numbers 6, 8 and 48, create some sentences using the vocabulary product, factor, multiplied by and multiple of.Here are some polygons. Decide on a property and classify them according to your property. Explain your decisions to me.What colour is each shape? Write it on the shape. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f13.gif" \* MERGEFORMATINET Clues
Red is not next to grey.
Blue is between white and grey.
Green is not a square.
Blue is on the right of pink.Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriateI can work out how to solve problems with one or two stepsI can decide what calculation to work out and whether a calculator will help meI can think about the numbers in a calculation and choose a good way to do the calculationSort these problems into those you would do mentally and those you would do with pencil and paper. Explain why.John wanted to use his calculator to add 463 and 319. He entered 263 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 319 by mistake. What could he do to correct his mistake?A Add 200.B Add 2.C Subtract 2.D Subtract 200. Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbolsI can describe how I solved a problem about shapes using mathematical vocabularyThis grid has two shaded shapes. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f14.gif" \* MERGEFORMATINET Leon says: 'Shape A has a larger area than shape B.' Explain how he could have worked this out.Use knowledge of rounding, number operations and inverses to estimate and check calculationsI can use inverse operations to help me check calculationsIf you give me a number fact, I can tell you some related facts6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 7 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 13. Write three other facts that you can work out from the addition fact.48 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 8 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 6. Write three other facts that you can work out from the division fact.Write a calculation that you could do to check that the answer to 53 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 4 is 212.Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000Because I know number facts such as 8 - 3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 5, I know that80 - 30 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 50. I can use this to work out calculations such as86 - 36 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 50I can find differences between numbers such as 2993 and 3000 because I know facts such as 3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 7 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 10Which three numbers in this list have a sum of 190?10 30 50 70 90How did you work it out?Which pairs of these numbers have a difference of 60?190 30 70 130 90How did you work it out?Identify the doubles of two-digit numbers; use to calculate doubles of multiples of 10 and 100 and derive the corresponding halvesI can work out doubles of two-digit numbersBecause I know that double 9 is 18, I know that double 900 is 1800Because I know that double 80 is 160, I know that half of 160 is 80I know that doubling and halving are inverse operations What are the missing numbers in this sequence? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f15.gif" \* MERGEFORMATINET Complete the number pattern. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f16.gif" \* MERGEFORMATINET 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 9 times-table, even when the questions are not in orderIf you give me a multiplication fact I can give you one or two division facts that go with itI know what a factor of a number means. I can find all the factors of 36 If you count in nines from zero, which digits change? How? Why do they change like this? Show me the pattern on the 100-square. How does the pattern help you to work out, say, six nines?How can you build the 9 times-table from the 3 and 6 times-tables?If you know 4 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 9 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 36, how does this help you to work out 36 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 9?What are the missing numbers in this number sentence? Are there any other possibilities? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_circle.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 18What is the missing number in this number sentence?9 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 54How do you know?Visualise 3-D objects from 2-D drawings; make nets of common solidsWhen I look at a drawing of a 3-D shape I can work out what shapes I need to make its net, such as four triangles and a square to make a square-based pyramidMatch these 3-D shapes to these pictures of them.There are three shapes in a row. What order are they in and what colour are they?CluesThe cube is in the middle.
The pink shape is not on the right.
The red shape is next to the pyramid.
The cone is not blue.Draw polygons and classify them by identifying their properties, including their line symmetryI can pick out 2-D shapes that have more than one line of symmetryI can draw lots of different polygons on squared paper and tell you their mathematical namesI can draw all the shapes made from squares placed edge to edge and tell you what sort of polygon each one isA shape has four right angles. It has four sides which are not all the same length. What is the name of this shape?Sort a set of polygons using this sorting diagram. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f17.gif" \* MERGEFORMATINET
Here are five shapes on a square grid. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBB-f18.gif" \* MERGEFORMATINET Which two shapes have a line of symmetry?Use time, resources and group members efficiently by distributing tasks, checking progress, making back-up plansI can work with a group of other children to discuss and plan how we will solve a problemI want you to work in a group to solve this problem. You have 45 minutes. Decide how you will work together and share the tasks. Make sure you ask someone to be the timekeeper to keep a check on your progress.
NE Lincs Mathematics Team
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