Framework for teaching mathematics

Year 4 

Numbers and the number system

Yearly teaching programmes, shown below, are taken from the relevant section of the Framework for teaching mathematics: Reception to Year 6. The numbers, in brackets, are page references to the relevant supplement of examples in the Framework which you can download by clicking on an icon in the 'Downloads' box on the left of this page.

Links to Unit Plans which cover specific teaching objectives are indicated by the pointer.

• Read and write whole numbers to at least 10000 in figures and words, and know what each digit represents.
  Partition numbers into thousands, hundreds, tens and ones. (p.2)
  Autumn Unit 1
  
• Add/subtract 1, 10, 100 or 1000 to/from any integer, and count on or back in tens, hundreds or thousands from any whole number up to 10000. (p.4)
• Multiply or divide any integer up to 1000 by 10 (whole-number answers), and understand the effect.
  Spring Unit 1, Summer Unit 1
  Begin to multiply by 100. (p.6)
  Summer Unit 1
  
• Read and write the vocabulary of comparing and ordering numbers. Use symbols correctly, including less than (<), greater than (>), equals (=).
  Spring Unit 1, Summer Unit 1
  Give one or more numbers lying between two given numbers and order a set of whole numbers less than 10000. (p.8)
  Summer Unit 1
  
• Read and write the vocabulary of estimation and approximation. Make and justify estimates up to about 250, and estimate a proportion.
  Autumn Unit 1
  Round any positive integer less than 1000 to the nearest 10 or 100.
  (p.10,12)
  Spring Unit 1, Summer Unit 1
• Recognise negative numbers in context (e.g. on a number line, on a temperature scale). (p.14)
  Autumn Unit 1, Spring Unit 8

Properties of numbers and number sequences (p.16-21)

• Recognise and extend number sequences formed by counting from any number in steps of constant size, extending beyond zero when counting back: for example, count on in steps of 25 to 500, and then back to, say, -100. (p.16)
  Autumn Unit 8, Spring Unit 8
  
• Recognise odd and even numbers up to 1000, and some of their properties, including the outcome of sums or differences of pairs of odd/even numbers. (p.18)
  Autumn Unit 8
  
• Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple. (p.18)
  Summer Unit 8

Fractions and decimals (p.22-31)

• Use fraction notation. Recognise simple fractions that are several parts of a whole, such as ²/₃ or ⁵/₈, and mixed numbers, such as 5³/₄; recognise the equivalence of simple fractions (e.g. fractions equivalent to ¹/₂, ¹/₄ or ³/₄).
  Identify two simple fractions with a total of 1 (e.g. ³/₁₀ and ⁷/₁₀). (p.22)
  Autumn Unit 11, Spring Unit 11, Summer Unit 11
  
• Order simple fractions: for example, decide whether fractions such as ³/₈ or ⁷/₁₀ are greater or less than one half. (p.22)

  Spring Unit 11
  

• Begin to relate fractions to division and find simple fractions such as ¹/₂, ¹/₃, ¹/₄, ¹/₅, ¹/₁₀ of numbers or quantities.
  Find fractions such as ²/₃, ³/₄, ³/₅, ⁷/₁₀ ... of shapes. (p.24)

  Autumn Unit 11

• Begin to use ideas of simple proportion: for example, 'one for every' and 'one in every' (p.26)
  Summer Unit 11
• Understand decimal notation and place value for tenths and hundredths, and use it in context. For example:
  order amounts of money;
  convert a sum of money such as £13.25 to pence, or a length such as 125cm to metres;
  round a sum of money to the nearest pound. (p.28)
  Spring Unit 11, Summer Unit 11
  
• Recognise the equivalence between the decimal and fraction forms of one half and one quarter, and tenths such as 0.3. (p.30)

NOTE
Key objectives are highlighted in bold type.