Download Year 4 Maths Passport For Parents

Park Walk Primary School
Year 4 Maths Passport
Parents/Carers’ Guide
Practise…Apply…Reason
The passports contain mental recall based learning and skills we expect children to achieve by the end of the
school year. Doing so will support children in accessing the next year’s mental recall learning and skills.
A copy of the passport will be kept in children’s maths books. Teachers will assess children’s progress
throughout the year. Children will self-assess their progress each term.
The aim of this document is to offer guidance for home support. Example activities are suggested as a
starting point and can be adapted.
If you have any questions, please speak to your child’s class teacher in the first instance. If further guidance
or clarification is needed, you can speak to Mr Whitehead.
Target
Count in multiples of 6, 7, 9, 25 and
100 (revising 1, 2, 3, 4, 8, 10, 50 and
100)
Recall and use addition and
subtraction facts to 20 fluently
Recall and use doubles and halves to
10 and 20
Examples of what children do to
show they have achieved the target
Explain how to work out the 6 timestable from the 3 times-table or the 9
times-table from the 3 times-table.
Know that 9 × 8 = 72 so that 72 ÷ 9 =
8 and deduce 720 ÷ 9.
Explain the relationship between 8 ×
7 = 56, 6 × 7 = 42 and 14 × 7 = 98.
Count up in 6s using their knowledge
of counting up in 3s and can begin
the sequences for 7, 9 and 25.
The pupil can chant the sequence
1000, 2000, 3000 …
Correctly answer 56 + 24 = 80 and
deduce that 80 ‒ 24 = 56.
Deduce that 120 + 370 = 490 and 402
+ 307 = 709 from 2 + 7 = 9.
Identify doubles and halves by
recalling their 2 multiplication table
facts and knowledge of even
numbers.
Find 1000 more or less than a given
number (revise 1, 10, 100)
Work out 1000 more than 432.
Count backwards through zero to
include negative numbers
Chant the sequence 3, 2, 1, 0, ‒1 ...,
with prompting.
Create a sequence that includes the
number –5 and then describe the
sequence.
Arrange four digit cards showing 3,
4, 6 and 7 to make the smallest
possible number and can justify their
choice of 3467 using the language of
thousands, hundreds, tens and ones.
Recognise the place value of each
digit in a four and five digit number
(ten thousands, thousands, hundreds,
tens and ones) (revise two and three
digit numbers)
Examples of what children can work
on once confident with the target
Spot the mistake:
950, 975,1000,1250
What is wrong with this sequence of
numbers?
True or False?
324 is a multiple of 9?
Identify whether numbers are in more
than one of the sequences of 6, 7, 9,
25 and others with which they are
familiar.
I am thinking of two numbers. Their
sum is 387 and their difference is
107. What are the numbers?'
I think of a number, double it and add
5. The answer is 35. What was my
number?
Use doubles and halves to find
doubles and halves of 2 digit
numbers
Reduce any four digit number to zero
by subtracting the appropriate
number of thousands, hundreds, tens
and ones.
Count backwards in thousands from
2500 to include negative numbers.
Solve problems such as 'Arrange the
digit cards 1, 4, 5 and 8 to make the
number closest to 6000' and can
justify their choice using the
language of place value.
Read and write numbers to 10,000 in
numerals (up to 2dp) and in words
Read Roman numerals to 100
Recall multiplication and division
facts for multiplication tables up to
12 x 12 (6, 7, 9, 11 and 12 are new)
Recognise factor pairs
Recognise a number partitioned like
this: 4 000 + 200 + 60 + 3 and be
able to read and write the number.
Create the biggest and smallest whole
number with four digits eg. 3, 0, 6, 5
Read these numbers 4218, 2205,
5130, 625, 7, 9909
Form a four-digit number from four
digit cards and write it in words.
Convert a number expressed in
Roman numerals below 100 and
explain why they are difficult to
calculate with.
Practise recalling and using
multiplication tables and related
division facts to aid fluency.
e.g. One orange costs nineteen pence.
How much will three oranges cost?
What is twenty-one multiplied by
nine?
How many twos are there in four
hundred and forty?
Recognise that 2 and 6, and 3 and 4
are both pairs of numbers that
multiply to make 12.
List the factor pairs of numbers such
as 24.
Solve problems such as finding the
number with the most factors below
30.
Say, read and write 100ths counting
up and down (revise tenths)
Count forwards and backwards in
simple fractions and decimals
Continue the sequence 1/100, 2/100,
3/100 and use a 10 by 10 square to
identify one-tenth and one-hundredth
and, with supporting diagrams, relate
the two so that one tenth of one-tenth
is one-hundredth.
Continue the count 1.91, 1.92, 1.93,
1.94 ...
Suggest a decimal fraction between
4.1 and 4.2
Continue the sequence 1/5, 3/6, 2/8
for five more terms.
Continue the sequence 2.9, 3.05, 6.9
for five more terms.
Name geometric shapes (e.g.
triangles and quadrilaterals)
Use words such as 'equilateral' and
'kite', with prompting.
Readily recall and use the vocabulary
for all three of the different types of
triangle and the six quadrilaterals.
Do, then explain
Show the value of the digit 4 in these
numbers?
3041
4321
5497
Explain how you know.
Solve problems such as 'Given two
numbers up to 10000, find another
that is between them alphabetically.'
Explain why Roman numerals are not
a place value system and how zero
makes a place value system work.
Missing numbers
72 =
x
Which pairs of numbers could be
written in the boxes?
Making links Eggs are bought in
boxes of 12. I need 140 eggs; how
many boxes will I need to buy?
Making links
How can you use factor pairs to solve
this calculation? 13 x 12 (13 x 3 x 4,
13 x 3 x 2 x 2, 13 x 2 x 6)
Always, sometimes, never?
Is it always, sometimes or never true
that an even number that is divisible
by 3 is also divisible by 6?
Is it always, sometimes or never true
that the sum of four even numbers is
divisible by 4?
Continue the sequence 1/100, 7/100,
13/100 and write the terms as tenths
Spot the mistake
sixty tenths, seventy tenths, eighty
tenths, ninety tenths, twenty tenths
… and correct it.
What comes next?
83/100, 82/100, 81/100, ….., ….., …
31/100, 41/100, 51/100, ….., …..,
Spot the mistake
Six eighths, seven eighths, eight
eighths, nine eighths, eleven eighths
… and correct it.
What comes next?
6/10, 7/10, 8/10, ….., ….
12/10, 11/10, ….., ….., …..
Is it always, sometimes or never true
that the two diagonals of a rectangle
meet at right angles?
Other possibilities
Can you show or draw a polygon that
fits both of these criteria?
What do you look for?
”Has exactly two equal sides.”
”Has exactly two parallel sides.”