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YEAR 4 NUMERACY PLANNING
BLOCK A
Counting, partitioning and calculating
Unit 1
2 weeks
Unit 2
2 weeks

Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols A12 B123 C123

Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols A12 B123 C123

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) A13

Recognise and continue number sequences formed by
counting on or back in steps of constant size A123
Use decimal notation for tenths and hundredths and
partition decimals; relate the notation to money and
measurement; position one-place and two-place decimals
on a number line A23 D23

Recognise and continue number sequences formed by
counting on or back in steps of constant size A123

Use knowledge of addition and subtraction facts and place
value to derive sums and differences of pairs of multiples
of 10, 100 or 1000 A1 B13

Add or subtract mentally pairs of two-digit whole
numbers (e.g. 47 + 58, 91 - 35) A123 D1



Add or subtract mentally pairs of two-digit whole
numbers (e.g. 47 + 58, 91 - 35) A123 D1

Refine and use efficient written methods to add and
subtract two-digit and three-digit whole numbers and £.p
A23 D23
Derive and recall multiplication facts up to 10 x10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple A123 B123
D2 E123

Derive and recall multiplication facts up to 10 x10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple A123 B123
D2 E123

Multiply and divide numbers to 1000 by 10 and then 100
(whole-number answers), understanding the effect; relate
to scaling up or down A12


Identify the doubles of two-digit numbers; use these to
calculate doubles of multiples of 10 and 100 and derive the
corresponding halves A1 B23



Use a calculator to carry out one-step 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 A13

Unit 3
2 weeks

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 A3 B13 D123

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) A13

Recognise and continue number sequences formed by
counting on or back in steps of constant size A123
Use decimal notation for tenths and hundredths and
partition decimals; relate the notation to money and
measurement; position one-place and two-place decimals
on a number line A23 D23


Add or subtract mentally pairs of two-digit whole
numbers (e.g. 47 + 58, 91 - 35) A123 D1

Multiply and divide numbers to 1000 by 10 and then 100
(whole-number answers), understanding the effect; relate
to scaling up or down A12
Refine and use efficient written methods to add and
subtract two-digit and three-digit whole numbers and £.p
A23 D23

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 x 9, 98 ÷ 6) A23
D2
Derive and recall multiplication facts up to 10 x10,
the corresponding division facts and multiples of
numbers to 10 up to the tenth multiple A123 B123
D2 E123

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 x 9, 98 ÷ 6) A23
D2

Use a calculator to carry out one-step 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 A13

Use knowledge of rounding, number operations and
inverses to estimate and check calculations A123 B123
Use knowledge of rounding, number operations and
inverses to estimate and check calculations A123 B123
Use knowledge of rounding, number operations and
inverses to estimate and check calculations A123 B123
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YEAR 4 NUMERACY PLANNING
Key Assessment Opportunities
Prior Learning
Vocabulary
Check
that
children
can
already:
problem,
solution,
calculate,
calculation,
equation, operation, answer,
 Add or subtract mentally pairs of
two-digit whole numbers (e.g. 47 +
method, explain, predict, reason, reasoning, pattern, relationship, rule,
58, 91 - 35)
 identify the calculation needed to
sequence
solve a word problem
 Derive and recall multiplication
place value, partition, thousands, digit, four-digit number, decimal point,
facts up to 10 x10, the
 explain and record their methods
decimal place, tenths, hundredths
corresponding division facts and
and solutions to problems and
positive, negative, above/below zero, compare, order, greater than (>), less
multiples of numbers to 10 up to
calculations
than (<), equal to (=), round, estimate, approximately
the tenth multiple
 read, write, partition and order
add, subtract, multiply, divide, sum, total, difference, plus, minus, product,
 Develop and use written methods
whole numbers to 1000
to record, support and explain
quotient, remainder
 use£.p notation
multiplication and division of twocalculator, display, key, enter, clear, constant
 understand and use the < and >
digit numbers by a one-digit
pound (£), penny/pence (p), units of measurement and abbreviations,
signs
number, including division with
degrees Celsius (°C)
 round two- or three-digit
remainders (e.g. 15 x 9, 98 ÷ 6)
EUAO 1

Children solve problems, including
those involving money. Children solve
puzzles involving addition and
subtraction.

EUAO 2
Children use their knowledge of
calculations to solve problems and
puzzles.





EUAO 3
Children solve one and two-step word
problems involving all four operations,
some of which are in the context of
money, measures or time.
D:\234831916.doc


numbers to the nearest 10 or 100
recall addition and subtraction
facts for each number to 20
add or subtract mentally
combinations of one- and twodigit numbers
derive number pairs that total 100
use informal written methods to
add and subtract two- and threedigit numbers
estimate sums and differences of
two- or three-digit numbers
recall multiplication and division
facts for the 2, 3, 4, 5, 6 and 10
times-tables
multiply one- and two-digit
numbers by 10 and 100
use informal written methods to
multiply and divide two-digit
numbers
round remainders up or down,
depending on the context
RESOURCES 1
ADD SUBTRACT 1, 10, 100, 1000
ADDITION AND SUBTRACTION FACTS
DECIMAL NUMBER LINE ITP
MOVING DIGITS ITP
MULTIPLICATION BOARD ITP
NUMBER DIALS ITP
PLACE VALUE CHARTS AND PARTITIONING TOOL
ROUNDING
THERMOMETER ITP
MULTIPLICATION AND DIVISION FLASH CARDS
RESOURCES 2
MULTILICATION PARITIONING
MULTIPLICATION BOARD ITP
MULTIPLICATION GRID ITP
NUMBER BOARDS
PLACE VALUE CHARTS AND PARTITIONING TOOL
ROUNDING
SHAPE PUZZLE
MATHEMATICAL CHALLENGE 49 – FOOTSTEPS IN THE SNOW
RESOURCES 3
4 NUMBERS
ADDITION OF 1 AND 2 DIGIT NUMBERS
DECIMAL NUMBER LINE ITP
NUMBER DIALS ITP
THERMOMETER ITP
MATHEMATICAL CHALLENGE 42 – STCIKERS
MATHEMATICAL CHALLENGE 45 – SANDCASTLES
UNIT 1
Lesson /
Teaching
Stage
YEAR 4 NUMERACY PLANNING
Objectives
Assessment
for Learning
Prompts
Starter
Teaching
Learning Organisation
Plenary
Evaluation
Objectives
Assessment
for Learning
Prompts
Starter
Teaching
Learning Organisation
Plenary
Evaluation
1
2
3
4
5
6
7
8
9
10
UNIT 2
Lesson /
Teaching
Stage
1
2
3
D:\234831916.doc
YEAR 4 NUMERACY PLANNING
4
5
6
7
8
9
10
UNIT 3
Lesson /
Teaching
Stage
1
2
3
4
5
6
7
8
D:\234831916.doc
Objectives
Assessment
for Learning
Prompts
Starter
Teaching
Learning Organisation
Plenary
Evaluation
YEAR 4 NUMERACY PLANNING
9
10
D:\234831916.doc