Year 4 Full Spring Term

Spring Scheme of Learning
Year 4
#MathsEveryoneCan
2020-21
Notes and Guidance
New for 2020/21 Lesson-by-lesson overviews

Welcome
2020 will go down in history. The world has changed for We’ve always been reluctant to produce lesson-by-
all of us. lesson overviews as every class is individual and
has different needs. However, many of you have
We want to do as much as we can to support children,
said that if blended learning becomes a key feature
teachers, parents and carers in these very uncertain times.
of school life next year, a weekly plan with linked
We have amended our schemes for 2020/21 to: content and videos could be really useful.
highlight key teaching points
As always, we’ve listened! We’ve now produced a
recap essential content that children may have
complete lesson-by-lesson overview for Y1 to Y9
forgotten
that schools can use or adapt as they choose. Each
flag any content that you might not have covered lesson will be linked to a free-to-use home learning
during the school closures period. video, and for premium subscribers, a worksheet.
We hope these changes will add further value to the This means that you can easily assign work to your
schemes and save you time. class, whether they are working at home or in
school.
Inevitably, this lesson-by-lesson structure won’t suit

everyone, but if it works for you, then please do
make use of this resource as much as you wish.
2
Notes and Guidance
Teaching for Mastery Concrete - Pictorial - Abstract

Welcome
These overviews are designed to support a mastery We believe that all children, when introduced to a
approach to teaching and learning and have been new concept, should have the opportunity to build
designed to support the aims and objectives of the new competency by taking this approach.
National Curriculum.
Concrete – children should have the opportunity to
The overviews:
use concrete objects and manipulatives to help
• have number at their heart. A large proportion of them understand what they are doing.
time is spent reinforcing number to build
competency
Pictorial – alongside this children should use
• ensure teachers stay in the required key stage and
pictorial representations. These representations
support the ideal of depth before breadth.
can then be used to help reason and solve
• ensure students have the opportunity to stay problems.
together as they work through the schemes as a
whole group
Abstract – both concrete and pictorial
• provide plenty of opportunities to build reasoning representations should support children’s
and problem solving elements into the curriculum.
understanding of abstract methods.
For more guidance on teaching for mastery, visit the
NCETM website: Need some CPD to develop this approach? Visit
https://www.ncetm.org.uk/resources/47230 www.whiterosemaths.com for find a course right for
you.
3
Notes and Guidance
Supporting resources
Welcome
We have produced supporting resources for every small
step from Year 1 to Year 11.
The worksheets are provided in three different formats:
• Write on worksheet – ideal for children to use the
ready made models, images and stem sentences.
• Display version – great for schools who want to cut
down on photocopying.
• PowerPoint version – one question per slide. Perfect
for whole class teaching or mixing questions to make
your own bespoke lesson.
For more information visit our online training and

resources centre resources.whiterosemaths.com or email
us directly at support@whiterosemaths.com
4
Notes and Guidance
Meet the Characters
Welcome
Children love to learn with characters and our team within the scheme will be sure to get them talking and
reasoning about mathematical concepts and ideas. Who’s your favourite?
Teddy Rosie Mo Eva Alex
Jack Whitney Amir Dora Tommy
Dexter Ron Annie

5
WRM – Year 4 – Scheme of Learning 2.0s
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
Measurement:
Autumn
Number: Addition and Number: Multiplication

Number: Place Value Length and
Subtraction and Division
Perimeter
Measurement:
Consolidation Consolidation
Spring
Number: Multiplication Area

Number: Fractions Number: Decimals
and Division
Summer
Geometry: Geometry:
Statistics
Number: Measurement: Measurement:
Properties of Position and
Decimals Money Time
Shape Direction
6
Spring - Block 1
Multiplication & Division

Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Overview
Small Steps Notes for 2020/21
These steps may look similar but
11 and 12 times-table these are difficult concepts and
Multiply 3 numbers children need to spend time
exploring different
Factor pairs
representations of multiplication
Efficient multiplication with no exchange before moving
Written methods on. They need to use
manipulatives to support
Multiply 2-digits by 1-digit (1)
understanding and make links
Multiply 2-digits by 1-digit with repeated addition.
Multiply 3-digits by 1-digit
Similarly with division, children
Divide 2-digits by 1-digit (1) will first need to explore examples
Divide 2-digits by 1-digit (1) with no exchange or remainders,
making links to the inverse.
8
Overview
Divide 2-digits by 1-digit (2) The final division steps introduce

remainders and begin to look at
Divide 2-digits by 1-digit (2) generalisations.
Divide 3-digits by 1-digit Continue to use place value
Correspondence problems
counters and visual models to
support understanding.
9
11 and 12 Times-table
Notes and Guidance Varied Fluency
Building on their knowledge of the 1, 2 and 10 times-tables, Fill in the blanks.
children explore the 11 and 12 times-tables through
partitioning.
They use Base 10 equipment to build representations of the
times-tables and use them to explore the inverse of 2 × 10 = ____ 2 × 1 = ____
multiplication and division statements.
2 lots of 10 doughnuts = ____ 2 lots of 1 doughnut = ____
Highlight the importance of commutativity as children should
2 lots of 11 doughnuts = ____
already know the majority of facts from other times-tables.
2 × 10 + 2 × 1 = 2 × 11 = ____
Mathematical Talk Use Base 10 to build the 12 times-table. e.g.

3 × 12 =
Which multiplication and division facts in the 11 and 12 times- Complete the calculations.
tables have not appeared before in other times-tables?
12 × 5 = 5 × 12 = 48 ÷ 12 = 84 ÷ 12 =
Can you partition 11 and 12 into tens and ones? What times-
12 × =120 12 × =132 ÷ 12 = 8 = 9 × 12
tables can we add together to help us multiply by 11 and 12?
There are 11 players on a football team.
If I know 11 × 10 is equal to 110, how can I use this to calculate
7 teams take part in a tournament.
11 × 11?
How many players are there altogether in the tournament?
10
11 and 12 Times-table
Reasoning and Problem Solving
Here is one batch of muffins. Teddy has 132 Rosie uses a bar model to represent 88 Rosie has divided
muffins altogether. divided by 11 by grouping in 11s
but has found 11
Strawberry: 33 88 groups of 11 which
Vanilla: 33 11 11 11 11 11 11 11 11 11 11 11 is equal to 121
Chocolate: 44
Toffee: 22 Explain Rosie’s mistake. To divide 88 by
sharing into 11
132 − 55 = 77 Can you draw a bar model to represent equal groups,
Teddy bakes 11 batches of muffins. 88 divided by 11 correctly? there would be 8
How many muffins does he have Teddy has 77 in each group.
altogether? muffins left.
To divide 88 by
In each batch there are 3 strawberry, 3 grouping in 11s,
vanilla, 4 chocolate and 2 toffee muffins. there would be 8
How many of each type of muffin does groups of 11
Teddy have in 11 batches?
Teddy sells 5 batches of muffins.

How many muffins does he have left?
11
Multiply 3 Numbers
Children are introduced to the ‘Associative Law’ to multiply 3 Complete the calculations.
numbers. This law focuses on the idea that it doesn’t matter
how we group the numbers when we multiply 2 × 4 = ____
e.g. 4 × 5 × 2 = (4 × 5) × 2 = 20 × 2 = 40
or 4 × 5 × 2 = 4 × (5 × 2) = 4 × 10 = 40 2 × 4 = ____ 3 × 2 × 4 = 3 × 8 = ____
They link this idea to commutativity and see that we can
change the order of the numbers to group them more
efficiently, e.g. 4 × 2 × 5 = (4 × 2) × 5 = 8 × 5 = 40 2 × 4 = ____
Mathematical Talk
× =
Can you use concrete materials to build the calculations? × × = × =
How will you decide which order to do the multiplication in? × =
What’s the same and what’s different about the arrays?

Which order do you find easier to calculate efficiently?
Use counters or cubes to represent the calculations.
Choose which order you will complete the multiplication.
5×2×6 8×4×5 2×8×6
12
Multiply 3 Numbers
Choose three digit cards. Possible answers Make the target number of 84 using Possible answers:
Arrange them in the calculation. using 3, 4 and 7: three of the digits below.
7 × 2 × 6 = 84
× × = 7 × 3 × 4 = 84 7 5 3 4 6 2 4 × 3 × 5 = 60
7 × 4 × 3 = 84
How many different calculations can you 4 × 3 × 7 = 84 60 is smaller than
make using your three digit cards? 4 × 7 × 3 = 84 × × = 84 84
Which order do you find it the most 3 × 4 × 7 = 84 7 × 3 × 4 = 84
efficient to calculate the product? 3 × 7 × 4 = 84 Multiply the remaining three digits
How have you grouped the numbers? together, what is the product of the three 2 × 6 × 5 = 60
Children may find numbers?
60 is smaller than
it easier to 84
calculate 7 × 3 Is the product smaller or larger than 84?
first and then Children may also
multiply it by 4 as Can you complete this problem in more show the numbers
21 multiplied by 4 than one way? in a different order.
has no exchanges.
13
Factor Pairs
Children learn that a factor is a whole number that multiplies Complete the factor pairs for 12
by another number to make a product e.g. 3 × 5 = 15, 1× = 12
factor × factor = product.
They develop their understanding of factor pairs using
concrete resources to work systematically, e.g. factor pairs for × = 12
12 – begin with 1 × 12, 2 × 6, 3 × 4. At this stage, children
recognise that they have already used 4 in the previous × 6 = 12
calculation therefore all factor pairs have been identified.
12 has ____ factor pairs. 12 has ____ factors altogether.
Use counters to create arrays for 24
Mathematical Talk How many factor pairs can you find?
Here is an example of a factor bug for 12

Which number is a factor of every whole number? Complete the factor bug for 36
1 12 1
Do factors always come in pairs? 18
2 6
Do whole numbers always have an even number of factors?
3
How do arrays support in finding factors of a number? 3 4 9
6
How do arrays support us in seeing when a number is not a Are all the factors in pairs?
factor of another number? Draw your own factor bugs for 16, 48, 56 and 35
14
Factor Pairs
Tommy says Tommy is Some numbers are equal to the sum of Possible answers
The greater the incorrect. all their factors (not including the number
number, the Children explain itself). 28 = 1 + 2 + 4
more factors it by showing an e.g. 6 + 7 + 14
example of two 6 has 4 factors, 1, 2, 3 and 6
will have. 28 is equal to the
numbers where Add up all the factors not including 6
the greater itself. sum of its factors.
number has less 1+2+3=6
Is Tommy correct? 6 is equal to the sum of its factors (not 12 < 1 + 2 + 3 +
factors.
including the number itself) 4+6
For example, 15
Use arrays to explain your answer. has 4 factors 1, 3, 12 is less than the
5 and 15 How many other numbers can you find
that are equal to the sum of their sum of its factors.
17 has 2 factors 1
and 17 factors? 8>1+2+4
Which numbers are less than the sum of
their factors? 8 is greater than
Which numbers are greater than the sum the sum of its
of their factors?
factors.
15
Efficient Multiplication
Children develop their mental multiplication by exploring Class 4 are calculating 25 × 8 mentally.
different ways to calculate. Can you complete the calculations in each of the methods?
They partition two-digit numbers into tens and ones or into Method 1 Method 2
factor pairs in order to multiply one and two-digit numbers. 25 × 8 = 20 × 8 + 5 × 8 25 × 8 = 5 × 5 × 8
By sharing mental methods, children can learn to be more = 160 + = =5× =
flexible and efficient.
Method 3 Method 4
Mathematical Talk 25 × 8 = 25 × 10 − 25 × 2 25 × 8 = 50 × 8 ÷ 2
= − = = ÷ =
Which method do you find the most efficient?
Can you see why another method has worked? Can you
explain someone else’s method?
Can you think of an efficient way to multiply by 99?

Can you think of any other ways to mentally calculate 25 × 8?
Which do you think is the most efficient?
How would you calculate 228 × 5 mentally?
16
Efficient Multiplication
Teddy has calculated 19 × 3 Teddy has Here are three number cards. Dora has 38
subtracted one, 21 42 38 Annie has 21
rather than one
Dora, Annie and Eva choose one of the
group of 3 number cards each. Eva has 42
20 × 3 = 60 They multiply their number by 5
He should have
60 − 1 = 59 Dora says, Children can then
19 × 3 = 59 calculated, I did 40 × 5 and then discuss the
subtracted 2 lots of five. methods they
20 × 3 = 60
Can you explain his mistake and correct would have used
the diagram? 60 – 1 × 3 = 57 Annie says, and why.
I multiplied my number by 10
and then divided 210 by 2
Eva says, I halved my 2-digit
number and doubled 5 so
I calculated 21 × 10
Which number card did each child have?
Would you have used a different method
to multiply the numbers by 5?
17
Written Methods
Children use a variety of informal written methods to multiply There are 8 classes in a school.
a two-digit and a one-digit number. Each class has 26 children.
It is important to emphasise when it would be more efficient How many children are there altogether?
to use a mental method to multiply and when we need to Complete the number line to solve the problem.
represent our thinking by showing working.
10 × 8 = 80 10 × 8 = 6×8=
0 80 160
Use this method to work out the multiplications.

Mathematical Talk 16 × 7 34 × 6 27 × 4
Why are there not 26 jumps of 8 on the number line? Rosie uses Base 10 and a part-whole model to calculate 26 × 3
Complete Rosie’s calculations.
Could you find a more efficient method?
Use Rosie’s
method to work
Can you calculate the multiplication mentally or do you need
out:
to write down your method?
36 × 3
24 × 6
Can you partition your number into more than two parts?
45 × 4
18
Written Methods
Here are 6 multiplications. Children will sort Ron is calculating 46 multiplied by 4 Ron has multiplied
the multiplications using the part-whole model. the parts correctly,
43 × 5 54 × 6 38 × 6 in different ways. but added them up
46 × 4 incorrectly.
33 × 2 19 × 7 84 × 5 It is important that = 1,624 160 + 24 = 184
teachers discuss
Which of the multiplications would you with the children
calculate mentally? why they have
made the choices 40 × 4 6×4
Which of the multiplications would you = 160 = 24
use a written method for? and refer back to
the efficient
Explain your choices to a partner. multiplication step Can you explain Ron’s mistake?
Did your partner choose the same to remind children
methods as you? of efficient ways to
multiply mentally.
19

Children use their understanding of repeated addition to There are 21 coloured balls on a Tens Ones
represent a two-digit number multiplied by a one-digit number snooker table.
with concrete manipulatives. They use the formal method of How many coloured balls are there
column multiplication alongside the concrete representation. on 3 snooker tables?
They also apply their understanding of partitioning to represent
and solve calculations. Use Base 10 to calculate:
In this step, children explore multiplication with no exchange. 21 × 4 and 33 × 3
Complete the calculations to match the place value counters.
Mathematical Talk + + + =
How does multiplication link to addition?
How does partitioning help you to multiply 2-digits by a 1-digit

number? Annie uses place value counters to work out 34 × 2
Use Annie’s
How does the written method match the concrete
method to solve:
representation?
23 × 3
32 × 3
42 × 2
20 ©White Rose Maths

Alex completes the calculation: Alex has Teddy completes the same calculation Teddy has written
multiplied 4 by 2 as Alex. 80 where he
rather than 40 by Can you spot and explain his mistake? should have just
43 × 2 2 put an 8 because
T O he is multiplying 4
Can you spot her mistake? tens by 2 which is
4 3
8 tens. The answer
× 2 should be 86
T O
8 0 6
4 3
Dexter says, True. Both
× 2
multiplications are
4 × 21 = 2 × 42 equal to 84
6
Children may
+ 8 explore that one
Is Dexter correct? number has
1 4 halved and the
other has doubled.


Children build on their understanding of formal multiplication Whitney uses place value counters to calculate 5 × 34
from Year 3 to move to the formal short multiplication
method. Use Whitney’s
method to solve
Children use their knowledge of exchanging ten ones for one
5 × 42
ten in addition and apply this to multiplication, including 23 × 6
exchanging multiple groups of tens. They use place value 48 × 3
counters to support their understanding.
Ron also uses place value counters to calculate 5 × 34
Mathematical Talk
Which column should we start with, the ones or the tens?
1 2
How are Ron and Whitney’s methods the same? Use Ron’s method to complete:
How are they different?
T O T O T O
Can we write a list of key things to remember when 4 3 3 6 7 4

multiplying using the column method? × 3 × 4 × 5
22

Here are three incorrect multiplications. Always, sometimes, never
T O T O Sometimes: 12 × 2
• When multiplying a two-digit number has only two-digits;
6 1 7 4
by a one-digit number, the product 23 × 5 has three
× 5 × 7 has 3 digits. digits.
3 5 4 9 8
3 • When multiplying a two-digit number Never: all multiples
T O by 8 the product is odd. of 8 are even.
2 6 Sometimes: most
• When multiplying a two-digit number
two-digit numbers
× 4 by 7 you need to exchange.
need exchanging,
8 2 4 but not 10 or 11
Prove it.
Correct the multiplications. 2
T O
2 6
× 4
1 0 4
2
23

Children build on previous steps to represent a three-digit Complete the calculation.
number multiplied by a one-digit number with concrete
manipulatives.
Teachers should be aware of misconceptions arising from 0
in the tens or ones column.
Children continue to exchange groups of ten ones for tens
and record this in a written method.
A school has 4 house teams.
There are 245 children in each house team.
Mathematical Talk How many children are there altogether?
How is multiplying a three-digit number by one-digit similar to

multiplying a two-digit number by one-digit?
Would you use counters to represent 84 multiplied by 8?

Why? Write the multiplication represented by the counters and
calculate the answer using the formal written method.
24

Spot the mistake Dexter has the Teddy and his mum were having a 814 × 5 = 4,070
correct answer. reading competition.
In one month, Teddy read 814 pages. They read 4,070
Alex and Dexter have both completed the
Alex has forgotten pages altogether.
same multiplication.
to add the two
814 × 3 = 2,442
hundreds she
exchanged from Teddy read 2,442
Alex Dexter
the tens column. fewer pages than
H T O H T O his mum.
His mum read 4 times as many pages as
2 3 4 2 3 4 Teddy.
× 6 × 6 How many pages did they read
altogether?
1 2 0 4 1 4 0 4
How many fewer pages did Teddy read?
2 2 2 2
Use the bar model to help.
Who has the correct answer?
What mistake has been made by one of
the children?
Teddy
25
Divide 2-digits by 1-digit (2)

Children divide 2-digit numbers by a 1-digit number by Ron uses place value counters to divide 42 into three equal groups.
partitioning into tens and ones and sharing into equal groups.
He shares the tens first
They divide numbers that involve exchanging between the tens and exchanges the
and ones. The answers do not have remainders. remaining ten for ones.
Children use their times-tables to partition the number into Then he shares
multiples of the divisor. the ones.
42 ÷ 3 = 14
Mathematical Talk Use Ron’s method to calculate 48 ÷ 3 , 52 ÷ 4 and 92 ÷ 8
Why have we partitioned 42 into 30 and 12 instead of 40 and Annie uses a similar method to divide 42 by 3
2?
What do you notice about the partitioned numbers and the

divisor?
Why do we partition 96 in different ways depending on the

divisor? Use Annie’s method to calculate:
96 ÷ 8 96 ÷ 4 96 ÷ 3 96 ÷ 6

Compare the statements using <, > or = Amir partitioned a number to help him The answer could
divide by 8 be 56 or 96
Some of his working out has been

48 ÷ 4 36 ÷ 3 =
covered with paint.
52 ÷ 4 42 ÷ 3 < What number could Amir have started

with?
60 ÷ 3 60 ÷ 4 >
÷8
16


Children build on their knowledge of dividing a 2-digit number Jack is dividing 84 by 4 using place value counters.
by a 1-digit number from Year 3 by sharing into equal groups.
First, he divides the tens. Then, he divides the ones.
Children use examples where the tens and the ones are 84 ÷ 4 84 ÷ 4
divisible by the divisor, e.g. 96 divided by 3 and 84 divided by = = 21
4. They then move on to calculations where they exchange
between tens and ones.
80 ÷ 4 80 ÷ 4 4÷4
=20 =20 =1
Use Jack’s method to calculate:

Mathematical Talk 69 ÷ 3 88 ÷ 4 96 ÷ 3
How can we partition 84? Rosie is calculating 96 divided by 4 using place value counters.
How many rows do we need to share equally between? First, she divides the tens. She has one ten remaining so she
exchanges one ten for ten ones. Then, she divides the ones.
If I cannot share the tens equally, what do I need to do? 96 ÷ 4
= 24 Use Rosie’s method
How many ones will I have after exchanging the tens? to solve
65 ÷ 5
If we know 96 ÷ 4 = 24, what will 96 ÷ 8 be? 80 ÷ 4 16 ÷ 4
75 ÷ 5
What will 96 ÷ 2 be? Can you spot a pattern? = 20 =4 84 ÷ 6
28

Dora is calculating 72 ÷ 3 Dora is correct Eva has 96 sweets. Possible answers
Before she starts, she says the because 70 is not a She shares them into equal groups.
calculation will involve an exchange. multiple of 3 so She has no sweets left over. 96 ÷ 1 = 96
when you divide 7 How many groups could Eva have shared 96 ÷ 2 = 48
Do you agree? tens between 3 her sweets into?
Explain why. groups there will be 96 ÷ 3 = 32
one remaining 96 ÷ 4 = 24
which will be
exchanged. 96 ÷ 6 = 16
96 ÷ 8 = 12
Use < , > or = to complete the
statements.
69 ÷ 3 96 ÷ 3 <
96 ÷ 4 96 ÷ 3 <
91 ÷ 7 84 ÷ 6
<
29

Children move onto solving division problems with a How many squares can you make with 13 lollipop sticks?
remainder. There are ___ lollipop sticks.
Links are made between division and repeated subtraction, There are ___ groups of 4
which builds on learning in Year 2 There is ___ lollipop stick remaining.
Children record the remainders as shown in Tommy’s method. 13 ÷ 4 = ___ remainder ___
This notation is new to Year 3 so will need a clear explanation. Use this method to see how many triangles you can make with 38
lollipop sticks.
Tommy uses repeated subtraction to solve 31 ÷ 4
Mathematical Talk 31 ÷ 4 = 7 r 3
How do we know 13 divided by 4 will have a remainder? Use Tommy’s method to solve 38 divided by 3
Can a remainder ever be more than the divisor? Use place value counters to work out 94 ÷ 4
Did you need to exchange any tens for ones?
Which is your favourite method? Is there a remainder?
Which methods are most efficient with larger two digit
numbers?


Which calculation is the odd one out? 64 ÷ 8 could be Jack has 15 stickers. There are many
Explain your thinking. the odd one out as solutions,
it is the only encourage a
calculation without systematic
64 ÷ 8 77 ÷ 4 a remainder. He sorts his stickers into equal groups approach.
but has some stickers remaining. e.g. 2 groups of 7,
Make sure other How many stickers could be in each remainder 1
49 ÷ 6 65 ÷ 3 answers are group and how many stickers would be 3 groups of 4,
considered such remaining? remainder 3
as 65 ÷ 3 2 groups of 6,
because it is the remainder 3
only one being
divided by an odd Dora and Eva are planting bulbs. Dora has 44 bulbs.
number. They have 76 bulbs altogether. Eva has 32 bulbs.
Dora plants her bulbs in rows of 8 and

has 4 left over.
Eva plants her bulbs in rows of 10 and
has 2 left over.
How many bulbs do they each have?


Children explore dividing 2-digit numbers by 1-digit numbers Teddy is dividing 85 by 4 using place value counters.
involving remainders.
First, he divides the tens. Then, he divides the ones.
They continue to use the place value counters to divide in 85 ÷ 4 85 ÷ 4
order to explore why there are remainders. Teachers should = = 21 r1
highlight, through questioning, that the remainder can never
be greater than the number you are dividing by.
80 ÷ 4 80 ÷ 4 5÷4
=20 =20 = 1 r1
Use Teddy’s method to calculate:

Mathematical Talk 86 ÷ 4 87 ÷ 4 88 ÷ 4 97 ÷ 3 98 ÷ 3 99 ÷ 3
If we are dividing by 3, what is the highest remainder we can Whitney uses the same method, but some of her calculations
have? involve an exchange.
If we are dividing by 4, what is the highest remainder we can 97 ÷ 4

=24 r1 Use Whitney’s
have? method to solve
57 ÷ 4
Can we make a general rule comparing our divisor (the 80 ÷ 4 17 ÷ 4 58 ÷ 4
number we are dividing by) to our remainder? = 20 = 4 r1 58 ÷ 3
32

Rosie writes, I agree, remainder 1 Whitney is thinking of a 2-digit number Whitney is thinking
85 ÷ 3 = 28 r 1 means there is 1 that is less than 50 of 28
left over. 85 is one
She says 85 must be 1 away from a more than 84 When it is divided by 2, there is no
multiple of 3 which is a multiple remainder.
Do you agree? of 3
When it is divided by 3, there is a
37 sweets are shared between 4 friends. Alex is correct as remainder of 1
How many sweets are left over? there will be one
remaining sweet. When it is divided by 5, there is a
Four children attempt to solve this Mo has found how remainder of 3
problem. many sweets each
friend will receive. What number is Whitney thinking of?
• Alex says it’s 1 Eva has written the
• Mo says it’s 9 answer to the
• Eva says it’s 9 r 1 calculation.
• Jack says it’s 8 r 5 Jack has found a
remainder that is
Can you explain who is correct and the larger than the
mistakes other people have made? divisor so is
incorrect.
33
Divide 3-digits by 1-digit

Children apply their previous knowledge of dividing 2-digit Annie is dividing 609 by 3 using place value counters.
numbers to divide a 3-digit number by a 1-digit number. 609 ÷ 3
= 203
They use place value counters and part-whole models to
support their understanding.
600 ÷ 3 9÷3
Children divide numbers with and without remainders. = 200 0÷3
=0
=3
Use Annie’s method to calculate the divisions.

906 ÷ 3 884 ÷ 4 884 ÷ 8 489 ÷ 2
Mathematical Talk
Rosie is using flexible partitioning to divide 3-digit numbers.
What is the same and what’s different when we are dividing 3- She uses her place value counters to support her.
digit number by a 1-digit number and a 2-digit number by a 1- 981 ÷ 4
digit number? =245 r 1
Do we need to partition 609 into three parts or could it just be

partitioned into two parts? 800 ÷ 4 21 ÷ 4
Use Rosie’s method to solve:
= 200 160 ÷ 4 =5r1 726 ÷ 6
= 40 846 ÷ 6
Can we partition the number in more than one way to support
846 ÷ 7
dividing more efficiently?
34
Divide 3-digits by 1-digit

Dexter is calculating 208 ÷ 8 using part- 208 ÷ 8 = 26 You have 12 counters and the place value 2: Any even
whole models. 80 ÷ 8 = 10 grid. You must use all 12 counters to number
Can you complete each model? 48 ÷ 8 = 6 complete the following.
160 ÷ 8 = 20 3: Any 3-digit
208 ÷ 8
40 ÷ 8 = 5 number (as the
=
8÷8=1 digits add up to 12,
a multiple of 3)
80 ÷ 8 48 ÷ 8 Children can then 4: A number where
= 80 ÷ 8
=
= make a range of Create a 3-digit number divisible by 2 the last two digits
208 ÷ 8
= part-whole models Create a 3-digit number divisible by 3 are a multiple of 4
to calculate 132 ÷ Create a 3-digit number divisible by 4
4 Create a 3-digit number divisible by 5 5: Any number with
208 ÷ 8
= e.g. Can you find a 3-digit number divisible 0 or 5 in the ones
160 ÷ 8 8÷8
= 40 ÷ 8 = 100 ÷ 4 = 25 by 6, 7, 8 or 9? column.
32 ÷ 4 = 8
=
Possible answers
160 ÷ 8 48 ÷ 8
= = 6: Any even
number
7: 714, 8: 840
How many part-whole models can you
make to calculate 132 ÷ 4? 9: impossible
35
Correspondence Problems
Children solve more complex problems building on their An ice-cream van has 4 flavours of ice-cream and 2 choices of
understanding from Year 3 of when n objects relate to m toppings.
objects.
They find all solutions and notice how to use multiplication

facts to solve problems.
How many different combinations of ice-cream and toppings can
be made?
Complete the multiplication to represent the combinations.
___ × ___ = ____ There are ____ combinations.
Mathematical Talk
Jack has two piles of coins.
Can you use a table to support you to find all the He chooses one coin from each pile.
combinations? Pile A Pile B
Can you use a code to help you find the combinations? e.g.
VS meaning Vanilla and Sauce
Can you use coins to support you to make all the possible
combinations? What are all the possible combinations of coins Jack can choose?
What are all the possible totals he can make?
36
Correspondence Problems
Here are the meal choices in the school There are 24 meal Alex has 6 T-shirts and 4 pairs of shorts. Alex and Dexter
canteen. combinations Dexter has 12 T-shirts and 2 pairs of have the same
altogether. shorts. number of
Starter Main Dessert 2 × 4 × 3 = 24 Who has the most combinations of T- combinations of T-
Soup Pasta Cake shirts and shorts? shirts and shorts.
Garlic Bread Chicken Ice-cream 20 combinations Explain your answer.
Beef Fruit Salad 1 × 1 × 20
Salad 1 × 2 × 10
1×4×5
There are 2 choices of starter, 4 choices 2×2×5
of main and 3 choices of dessert. Accept all other
variations of these
How many meal combinations can you four multiplications
find? Can you use a systematic e.g. 1 × 20 × 1
approach?
Can you represent the combinations in a
multiplication?
If there were 20 meal combinations, how

many starters, mains and desserts might
there be?
37
Spring - Block 2
Area
Year 4 | Spring Term | Week 4 – Measurement: Area
Overview
What is area?
This is brand new learning for
children. Opportunities for
Counting squares exploration of vocabulary is key.
Making shapes Make sure children cover larger
surfaces and have a clear
Comparing area
understanding of the concept of
area before moving onto counting
small squares.
39
What is Area?
Children are introduced to area for the first time. They Which of the two shapes covers most surface?
understand that area is the amount space is taken up by a
2D shape or surface.
Children investigate different shapes that an be made with
sets of sticky notes. They should be encouraged to see that
the same number of sticky notes can make different How do you know?
shapes but they cover the same amount of surface. We call
this the area of a shape. This is a square sticky note.
Estimate how many sticky notes you need to make these shapes?
Mathematical Talk
Use square sticky notes to find areas of different items in the
classroom, which items have the largest surface area?
Would we want to find the area of the playground using
sticky notes? What else could we use?
Why are shapes with perpendicular sides more effective to
find the area of rectilinear shapes?
Now make the shapes using sticky notes.
Which ones cover the largest amount of surface? Which ones
cover the least amount of surface?
40
What is Area?
Teddy and Eva are measuring the area of Possible answer: Two children have measured the top of Dora needed fewer
the same rectangle. their desk. They used different sized squares to cover
Eva’s method is squares. the space, so her
Teddy uses circles to find the area. more reliable than squares must have
Teddy’s because The area of the been the larger
her squares cover table top is 6 ones. If the
the whole surface squares. squares are
of the rectangle Dora smaller, you need
whereas the more of them.
circles leave some
The area of the
Eva uses squares to find the area. of the surface
table top is 9
uncovered.
squares. Alex
Who used the largest squares?

How do you know?
Whose method do you think is more

reliable?
Explain why.
41
Counting Squares
Once children understand that area is measured in squares, Complete the sentences for each shape.
they use the strategy of counting the number of squares in
a shape to measure and compare the areas of rectilinear
shapes.
They explore the most efficient method of counting squares
and link this to their understanding of squares and The area of the shape is ____ squares.
rectangles.
Here is a patchwork quilt.
It is made from different coloured squares.
Find the area of each colour.
Mathematical Talk
Purple = ___ squares Green = ___ squares
Yellow = ___ squares Orange = ___ squares
What strategy can you use to ensure you don’t count a
square twice? Jack uses his times-tables to count the squares more efficiently.
There are 4 squares in 1 row.
Which colour covers the largest area of the quilt? There are 3 rows altogether.
Which colour covers the smallest area of the quilt? 3 rows of 4 squares = 12 squares
Use Jack’s method to find the area of this rectangle.
Will Jack’s method work for every rectilinear shape?
42
Counting Squares
Dexter has taken a bite of the chocolate There were 20 This rectangle has been ripped. Smallest area – 15
bar. squares. You know squares.
this because two
Largest area – 30
sides of the
squares.
rectangle are
shown.
The chocolate bar was a rectangle. What is the smallest possible area of the
Can you work out how many squares of original rectangle?
chocolate there were to start with?
What is the largest possible area if the
length of the rectangle is less than 10
squares?
43
Making Shapes
Children make rectilinear shapes using a given number of Ron has 4 squares.
squares. He systematically makes rectilinear shapes.
It is important that children understand that the rectilinear

shapes they make need to touch at the sides not just at the
corners. They can work systematically to find all the
different rectilinear shapes by moving one square at a time. Use 5 squares to make rectilinear shapes.
Can you work systematically?
Mathematical Talk Use squared paper to draw 4 different rectilinear shapes with an
area of 12 squares.
Compare your shapes to a partner.
If you turn Ron’s shapes upside down, do they stay the same Are they the same?
or are they different? Are they different?
Should you overlap the squares when counting area? Mo is building a patio made of 20 square slabs.
Explain your answer. What could the patio look like?
Mo is using 6 black square slabs in his design.
How many different rectilinear shapes can you make with 8 None of them are touching each other.
squares? Will the area always be the same? Why? Where could they be in the designs you have made?
44
Making Shapes
Here is a rectilinear shape. Possible answers Can you make some capital letters on Most letters can
include: squared paper using less than 20 be made. They
squares? could be drawn on
large squared
paper or made
Using 7 more squares, can you make a with square tiles.
rectangle?
Can you find more than one way?
Make a word from some and count the

total area of the letters.
Which letters have a line of symmetry?
What is the area of half of each letter?
45
Comparing Area
Children compare the area of rectilinear shapes where the Use the words ‘greater than’ and ‘less than’ to compare the
same size square has been used. rectilinear shapes.
Complete the sentence stems using < and >
Children will be able to use < and > with the value of the
area to compare shapes.
They will also put shapes in order of size by comparing

their areas. _____ _____ _____ _____
Put the shapes in order from largest to smallest area.
Mathematical Talk
How much larger/smaller is the area of the shape?
How can we order the shapes? Here is a shape.

Draw a shape that has a smaller
Can we draw a shape that would have the same area as area than this shape but an area
____? greater than 7 squares.
Draw a shape that has an area equal
What is different about the number of squares covered by to the first shape, but looks different.
shape A?
46
Comparing Area
The area increases Shape C has been deleted. Shape B has an
by 2 each time. area of 18 squares.
Area C > Area B
The next shape Area C < Area D Shape D has an
will have an area area of 21 squares.
of 9. Can you draw what shape C could look
like? So Shape C can
Look at the shapes. Can you spot the The 6th shape will be any shape that
pattern and explain how the area is have an area of 13. has an area
changing each time? between 18 and 21
The answers are squares.
Draw the next shape. What is its area? all odd numbers
and increase by 2 Shape A must
Can you predict what the area of the 6th each time.
B D
have area less
shape would be? Shape A is missing too.
than 18 squares,
• It has the smallest area.
Can you spot any patterns in your • It is symmetrical. but can be any
answers? symmetrical
Can you draw what it could look like? design e.g. a 4 by
4 square.
47
Spring - Block 3
Fractions
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Overview
Unit and non-unit fractions Year 3 fractions work was in the

summer term and learning may
What is a fraction?
have been missed. We have
Tenths therefore added a number of
Count in tenths recap steps to ensure children
have a thorough understanding of
Equivalent fractions (1) tenths and equivalent fractions
Equivalent fractions (2) before moving into adding and
subtracting.
Equivalent fractions (1)
Equivalent fractions (2) The progression from paper
Fractions greater than 1 folding and finding two equivalent
fractions is explored before
Count in fractions
moving onto looking at numerical
Add fractions relationships in a more abstract
Add 2 or more fractions way.
49
Overview
Subtract fractions The recap step here suggests

Subtract 2 fractions children use practical equipment
Subtract from whole amounts
and pictorial representations to
subtract fractions with the same
Fractions of a set of objects (1) denominator within one whole.
Fractions of a set of objects (2) They can then apply this to
Calculate fractions of a quantity
subtracting more than one
fraction and from whole amounts.
Problem solving – calculate quantities
50
Unit and Non-unit Fractions

Children recap their understanding of unit and non-unit Complete the sentences to describe the images.
fractions from Year 2. They explain the similarities and
differences between unit and non-unit fractions. ___ out of ___ equal parts are shaded.
Children are introduced to fractions with denominators other of the shape is shaded.
than 2, 3 and 4, which they used in Year 2. Ensure children
understand what the numerator and denominator represent. 1 3
Shade of the circle. Shade of the circle.
5 5
1 3
Circle of the beanbags. Circle of the beanbags.
Mathematical Talk 5 5
What is a unit fraction? What’s the same and what’s different about and ?
1 3
5 5
What is a non-unit fraction?
Complete the sentences.
1 1 1 1
Show me , , , What’s the same? What’s different? A unit fraction always has a numerator of _____
2 3 4 5
A non-unit fraction has a numerator that is ______ than _____
What fraction is shaded? What fraction is not shaded? An example of a unit fraction is _____
An example of a non-unit fraction is ____
What is the same about the fractions? What is different?
Can you draw a unit fraction and a non-unit fraction with the same
denominator?
Unit and Non-unit Fractions

True or False? False, one quarter Sort the fractions into the table. Top left: Empty
is shaded. Ensure 1 1
Top right: , and
Fractions Fractions
when counting the equal to less than 1
3 4
parts of the whole one whole one whole 2

that children also Bottom left: and
2
Unit 2
count the shaded fractions 4
part. 4
Non-unit 3 3
1 Bottom right: ,
of the shape is shaded. fractions 4 5
3 2
and
5
There are no unit
Are there any boxes in the table empty? fractions that are
Why? equal to one whole
1
3 3 1 1 2 4 2 1 other than but
1
4 5 3 4 2 4 5 2
this isn’t in our list.

What is a Fraction?
Children explore fractions in different representations, for Here are 9 cards.
example, fractions of shapes, quantities and fractions on a Sort the cards into different groups.
number line. Can you explain how you made your decision?
Can you sort the cards in a different way?
They explore and recap the meaning of numerator and Can you explain how your partner has sorted
denominator, non-unit and unit fractions. the cards?
Complete the Frayer model to describe a unit fraction.

Can you use the model to Definition Characteristics
Mathematical Talk describe the following terms? unit

Non-unit Numerator Examples fraction Non-examples
fraction Denominator
How can we sort the fraction cards?
What fraction does each one represent?
Could some cards represent more than one fraction? Use Cuisenaire rods.
1.5
Is an example of a non-unit fraction? Why? If the orange rod is one whole, what fraction is represented by:
3
- The white rod - The red rod
Using Cuisenaire, how many white rods are equal to an orange
- The yellow rod - The brown rod
rod? How does this help us work out what fraction the white rod
Choose a different rod to represent one whole.; what do the other
represents?
rods represent now?
53
What is a Fraction?
Always, Sometimes, Never? Sometimes 4
Which representations of are incorrect? The image of the
5 dogs could
Alex says, If the shape is not 2
represent or
3
5 5
split equally, it will
If I split a shape not be in quarters.
into 4 parts, I 4
have split it into
quarters. 5
The bar model is
Explain your answer. not divided into
equal parts so this
does not represent
Explain how you know. 4
5
54
Tenths
Children explore what a tenth is. They recognise that tenths If the frame represents 1 whole, what does each box represent?
arise from dividing one whole into 10 equal parts. Use counters to represent:
• One tenth
Children represent tenths in different ways and use words and • Two tenths
1
fractions to describe them. For example, one tenth and • Three tenths
10
• One tenth less than eight tenths
Identify what fraction of each shape is shaded.
Give your answer in words and as a fraction.
e.g.
Mathematical Talk
3
How many tenths make the whole? Three tenths
10
How many tenths are shaded? Annie has 2 cakes. She wants to share them equally between 10
people. What fraction of the cakes will each person get?
How many more tenths do I need to make a whole? There are ____ cakes.
They are shared equally between ___ people.
When I am writing tenths, the _____________ is always 10 Each person has of the cake.
___ ÷ ____ = _____
How are fractions linked to division? What fraction would they get if Annie had 4 cakes?
Tenths
Fill in the missing values. Odd One Out The marbles are
Explain how you got your answers. the odd one out
because they
represent 8 or
eighths. All of the
other images have
a whole which has
Children could use Which is the odd one out? been split into ten
practical Explain your answer. equal parts.
equipment to
explain why and
how, and relate
back to the
counting stick.

Count in Tenths
Children count up and down in tenths using different The counting stick is worth 1 whole. Label each part of the counting
representations. stick. Can you count forwards and backwards along the counting
10
stick?
Children also explore what happens when counting past
10
They are not required to write mixed numbers, however
11 1
children may see the as 1 due to their understanding of 1
10 10
Continue the pattern in the table.
whole. 4 6
• What comes between and ?
10 10
10
• What is one more than ?
Mathematical Talk 8
10
4
• If I start at and count back ,
10 10
Let’s count in tenths. What comes next? Explain how you know. where will I stop?
If I start at ___ tenths, what will be next? Complete the sequences.

10
When we get to what else can we say? What happens next?
10

Count in Tenths
Teddy is counting in tenths. Teddy thinks that True or False? This is correct.
after ten tenths Children could
Seven tenths, eight you start counting Five tenths is
2
smaller than 7 tenths. show it using
10
tenths, nine tenths, ten in elevenths. He pictures, ten
tenths, one eleventh, two does not realise Five tenths is
2
larger than three tenths. frames, number
elevenths, three that ten tenths is 10
lines etc.
elevenths… the whole, and so Do you agree? For example:
the next number in
the sequence after Explain why.
Can you spot his mistake? ten tenths is
eleven tenths or
one and one tenth.

Year 3 | Summer Term | Week 1 to 3 – Number: Fractions
Equivalent Fractions (1)

Children begin by using Cuisenaire or number rods to The pink Cuisenaire rod is worth 1 whole.
investigate and record equivalent fractions. Children then
move on to exploring equivalent fractions through bar models.
1
Which rod would be worth ?
Children explore equivalent fractions in pairs and can start to 4
2
spot patterns. Which rods would be worth ?
4
1
Which rod would be worth ?
2
Use Cuisenaire to find rods to investigate other equivalent
fractions.
Mathematical Talk Use two strips of equal sized paper. Fold one strip into quarters
and the other into eighths. Place the quarters on top of the
1
If the ___ rod is worth 1, can you show me ? How about ?
1 eighths and lift up one quarter, how many eighths can you see?
2 4 How many eighths are equivalent to one quarter? Which other
Can you find other rods that are the same? What fraction
equivalent fractions can you find?
would they represent?
Using squared paper, investigate equivalent fractions using
How can you fold a strip of paper into equal parts? equal parts. e.g. =
4 8
What do you notice about the numerators and denominators? 1
Do you see any patterns? Start by drawing a bar 8 squares along. Label each square
8
Underneath compare the same length bar split into four equal
Can a fraction have more than one equivalent fraction? parts. What fraction is each part now?

Explain how the diagram shows both
2 The diagram is Teddy makes this fraction: Mo is correct. He
4
3 divided in to six could make three
and equal parts and ninths which is
6
four out of the six equivalent to one
are yellow. You Mo says he can make an third.
can also see three equivalent fraction with a
columns and two denominator of 9
columns are
yellow. Dora is incorrect.
Dora disagrees. She says it She has a
can’t have a denominator of 9 misconception
Which is the odd one out? Explain why because the denominator would need to that you can only
be double 3 double to find
equivalent
This is the odd one Who is correct? Who is incorrect? fractions.
out because the Explain why.
other fractions are
1
all equivalent to
2


Children use Cuisenaire rods and paper strips alongside Use the models on the number line to identify the missing
number lines to deepen their understanding of equivalent fractions. Which fractions are equivalent?
fractions.
Encourage children to focus on how the number line can be
divided into different amounts of equal parts and how this
helps to find equivalent fractions e.g. a number line divided into
twelfths can also represent halves, thirds, quarters and sixths. Complete the missing equivalent fractions.
Mathematical Talk
The number line represents 1 whole, where can we see the
fraction ? Can we see any equivalent fractions?
Place these equivalent fractions on the number line.
1 3 1 1 2
Look at the number line divided into twelfths. Which unit 4 4 6 3 3
fractions can you place on the number line as equivalent
1 1 1 1
fractions? e.g. , , , etc. Which unit fractions are not
2 3 4 5
equivalent to twelfths? Are there any other equivalent fractions you can identify on the
number line?

Alex and Tommy are using number lines Alex is correct. • Circle
to explore equivalent fractions. Tommy’s top • Triangle
number line isn’t • Square
2 1 split into equal 0 1 • Pentagon
=
6 3 parts which means Use the clues to work out which fraction
Alex he cannot find the is being described for each shape. 1 2
correct equivalent • My denominator is 6 and my = or
3 6
fraction. numerator is half of my 1 3
Tommy = or
denominator. 2 6
4 2 4
• I am equivalent to = or
12 3 6
3 1
= • I am equivalent to one whole 6 3
6 3
2 = or
• I am equivalent to 6 3
3
Who do you agree with? Explain why. Can you write what fraction each shape Accept other
is worth? Can you record an equivalent correct
fraction for each one? equivalences
= =
= =


Children use strip diagrams to investigate and record Use two strips of equal sized paper.
equivalent fractions. Fold one strip into quarters and the other into eighths.
Place the quarters on top of the eighths and lift up one quarter;
They start by comparing two fractions before moving on to how many eighths can you see?
finding more than one equivalent fraction on a fraction wall. How many eighths are equivalent to one quarter?
Which other equivalent fractions can you find?
Using squared paper, investigate equivalent fractions using equal

2 ?
parts e.g. =
4 8
Mathematical Talk Start by drawing a bar 8 squares long.
Underneath, compare the same length bar split into four equal
parts.
Look at the equivalent fractions you have found.
What relationship can you see between the numerators and How many fractions that are equivalent to one half can you see
denominators? Are there any patterns? on the fraction wall?
Can a fraction have more than one equivalent fraction?
Can you use Cuisenaire rods or pattern blocks to investigate

equivalent fractions?
Draw extra rows to show other equivalent fractions.
63

How many equivalent fractions can you Children can give Ron has two strips of the same sized Ron could have
see in this picture? a variety of paper. folded his strips
possibilities. He folds the strips into different sized into sixths and
Examples: fractions. twelfths, quarters
He shades in three equal parts on one and eighths or any
1 6 3 strip and six equal parts on the other other fractions
2
= 12 = 6 strip. where one of the
The shaded areas are equal. denominators is
1 3 double the other.
= 12 What fractions could he have folded his
4
strips into?
Eva is not correct.
Eva says, 3 6
3 is equivalent to
I know that is 4 8
3
4
When the
equivalent to because numerators are
8
the numerators are the the same, the
same. larger the
Is Eva correct? denominator, the
Explain why. smaller the
fraction.
64

Children continue to understand equivalence through Using the diagram, complete the equivalent fractions.
diagrams. They move onto using proportional reasoning to
find equivalent fractions.
Attention should be drawn to the method of multiplying the 1 1 6 2 5

numerators and denominators by the same number to ensure
= 12 = 12 = 12 = 24
4 3 12
that fractions are equivalent.
Using the diagram, complete the

equivalent fractions.
Mathematical Talk
1
3
= 6
= 12 = 24
What other equivalent fractions can you find using the diagram?
What relationships can you see between the fractions? Complete:

1 2 4
If I multiply the numerator by a number, what do I have to do to = = = = =
the denominator to keep it equivalent? Is this always true? 4 12 100 500
What relationships can you see between the numerator and

denominator?
65

Tommy is finding equivalent fractions. Tommy is wrong. Use the digit cards to complete the Possible answers:
He has added two equivalent fractions.
3 5 7 9 to the numerator 1 3 1
, = ,
4
1 2 3
= = = =
2 6 2 8
4 6 8 10 and denominator
each time. 1 2 1 2
He says, = , = ,
When you find
4 6 8
3 6 4 8
I did the same thing to equivalent

3 6 2 4
the numerator and the fractions you = , =
4 8 3 6
denominator so my either need to
fractions are equivalent. multiply or divide
the numerator and
Do you agree with Tommy? denominator by
Explain your answer. the same number. =
How many different ways can you find?
66
Fractions Greater than 1

Children use manipulatives and diagrams to show that a Complete the part-whole models and sentences.
fraction can be split into wholes and parts.
There are ____ quarters altogether.
Children focus on how many equal parts make a whole
dependent on the number of equal parts altogether. This ___ quarters = ____ whole and ____ quarter.
learning will lead on to Year 5 where children learn about
improper fractions and mixed numbers. Write sentences to describe these part-whole models.
Mathematical Talk
How many ____ make a whole?
If I have _____ eighths, how many more do I need to make a Complete. You may use part-whole models to help you.
whole? 10
= +
9
=3
3 3 3 3
What do you notice about the numerator and denominator 6
= + =
2 2
when a fraction is equivalent to a whole? 3 3 3 3
16 3
= + =
8 8 8
67
Fractions Greater than 1

3 friends share some pizzas. They eat 3 whole Rosie says, I disagree with
Each pizza is cut into 8 equal slices. pizzas and 1 more Rosie because
16 8
Altogether, they eat 25 slices. slice. is greater than both fractions are
4 2
How many whole pizzas do they eat? because 16 is greater equivalent to 4
than 8
Children may
choose to build
Do you agree? both fractions
Explain why. using cubes, or
Spot the mistake. There are 2 draw bar models.
wholes not 10
10
= 2 wholes
5
13
= 2 wholes
5
and 3 fifths
13
= 10 wholes and 3 fifths
5
68
Count in Fractions
Children explore fractions greater than one on a number line Complete the number line.
and start to make connections between improper and mixed
numbers.
They use cubes and bar models to represent fractions greater

than a whole. This will support children when adding and
subtracting fractions greater than a whole.
Draw bar models to represent each fraction.
Mathematical Talk Fill in the blanks using cubes or bar models to help you.
How many ____ make a whole?
Can you write the missing fractions in more than one way?
Write the next two fractions in each sequence.
Are the fractions ascending or descending? a)
12 11 10
, , , ____ , ___
1 2
b) 3 , 3 , 2 , ____ , ____
7 7 7 3 3
4 6 8 3 1 4
c) , , , ____ , ____ d) 12 , 13 , 13 , ____ , ____
11 11 11 5 5 5
69
Count in Fractions
Here is a number sequence. The fractions are Play the fraction game for four players. 2 children can
increasing by one Place the four fraction cards on the floor. make four tenths
5
,
7
,
10 14
, ,
19
, _____ more twelfth each Each player stands in front of a fraction. by stepping on
12 12 12 12 12
time. The next We are going to count up in tenths one tenth and
fraction would be starting at 0 three tenths at the
Which fraction would come next? 25 When you say a fraction, place your foot same time.
Can you write the fraction in more than 12
on your fraction. Alternatively, one
one way?
child can make
1 2 four tenths by
2
Circle and correct the mistakes in the stepping on
sequences. 10 10 with 2 feet.
10
5 8 11 14 17 With one foot, they

, , , ,
5
,
8
,
11 15
, ,
17 12 12 12 12 12
3 5 can count up to 11
12 12 12 12 12
9 7 5 3 1
tenths or one and
, , one tenth.
9
,
7
,
6
,
3
,
1 10 10
,
10 10
,
10 10 10
10 10 10 10 10 With two feet they
can count up to 22
How can we make 4 tenths? tenths.
What is the highest fraction we can count
to?
How about if we used two feet?
70
Add Fractions
Children use practical equipment and pictorial representations Take a paper circle. Fold your circle to split it into 4 equal parts.
to add two or more fractions with the same denominator Colour one part red and two parts blue. Use your model to
where the total is less than 1 complete the sentences.
______ quarter is red.
They understand that we only add the numerators and the ______ quarters are blue.
denominators stay the same. ______ quarters are coloured in.
Show this as a number sentence. + =
4 4 4
Mathematical Talk
3 1 4
We can use this model to calculate + =
8 8 8
Using your paper circles, show me what + is equal to. Draw your own models to calculate
4 4
How many quarters in total do I have?
1 2 2 3 1 7 9
+ = + + = + =
5 5 5 7 7 7 10 10
How many parts is the whole divided into?
How many parts am I adding? 5 1
Eva eats of a pizza and Annie eats of a pizza.
What do you notice about the numerators? 12 12
What do you notice about the denominators? What fraction of the pizza do they eat altogether?

Add Fractions
Rosie and Whitney are solving: Rosie is correct. Mo and Teddy share these chocolates. Possible answers:
Whitney has made
4 2 the mistake of also 1
+
11
+
7 7 adding the 12 12
denominators. 3 9
Rosie says, Children could +
12 12
prove why
The answer is
6 Whitney is wrong 5
+
7
12 12
7 using a bar model They both eat an odd number of
or strip diagram. chocolates. (In either order)
Complete this number sentence to show
Whitney says, what fraction of the chocolates they
6 each could have eaten.
The answer is
14
12
+ =
12
Who do you agree with?
Explain why.

Add 2 or More Fractions

Children use practical equipment and pictorial representations Take two identical strips of paper.
to add two or more fractions. Children record their answers as Fold your paper into quarters.
an improper fraction when the total is more than 1 Can you use the strips to solve
A common misconception is to add the denominators as well 1
+
1 1
+ +
1 1
+
3 3
+ =
7
as the numerators. Use bar models to support children’s 4 4 4 4 4 4 4 4 4 4

What other fractions can you make and add?
understanding of why this is incorrect.
Children can also explore adding fractions more efficiently by Use the models to add the fractions:
using known facts or number bonds to help them. 2
+ =
2
7 7
Mathematical Talk 3
5
+ =
4
5
How many equal parts is the whole split into? How many equal Choose your preferred model to add:
parts am I adding? 2 1 3 6 7 4
+ + +
5 5 7 7 9 9
Which bar model do you prefer when adding fractions? Why? Use the number line to add the fractions.
Can you combine any pairs of fractions to make one whole 4

+ + =
4 8
9 9 9
when you are adding three fractions?
4 5 8 1 11 5 7 17
+ + + +1 + + =
9 9 9 9 9 9 9 9 9
73
Add 2 or More Fractions

Alex is adding fractions. Alex is incorrect. Mo and Teddy are solving: They are both
Alex has added correct.
the denominators 6 5 7 6
3 2 5 + 13 + 13 Mo has added
13
+
+ = as well as the 13 7
9 9 18 to make 1 whole
numerators. 13
5
Mo and then added
13
Is she correct? Explain why. The answer is 1 and

5
13
How many different ways can you find to Any combination
solve the calculation? of ninths where Teddy
the numerators
total 11. The answer is
18
13
11
+ = Who do you agree with?
9
Explain why.
74
Subtract Fractions
Children use practical equipment and pictorial representations Eva is eating a chocolate
to subtract fractions with the same denominator within one bar. Fill in the missing
whole. information.
They understand that we only subtract the numerators and the Can you write a number story using ‘first’, ‘then’ and ‘now’ to
denominators stay the same. describe your calculation?
Use the models to help you subtract the fractions.

5
Mathematical Talk 7
−
7
=
7
4
− =
8 8 8
What fraction is shown first? Then what happens? Now what is
left? Can we represent this in a number story? − =
4
9 9 9
Which models show take away? Which models show finding Complete the part whole models. Use equipment if needed.
the difference? What’s the same? What’s different? Can you write fact families for each model?
Can we represent these models in a number story?
9
Can you partition in a different way?
11

Subtract Fractions
Find the missing fractions: 7 3
− = +
2 2
How many fraction addition and There are lots of
7 7 7 7
subtractions can you make from this calculations
7 3
− = +
2 7 5 4 2 model? children could
− = −
7 7 7 7 9 9 9 9 record. Children
5 4 2
may even record
− = − calculations where
9 9 9 9
there are more
than 2 fractions
3 1 3 7
e.g. + + =
9 9 9 9
Jack and Annie are solving −
4 2
Jack has taken Children may
5 5
two fifths away. possibly see the
Jack’s method: Annie has found red representing
the difference one fraction and
Annie’s method: between four fifths the white another
and two fifths. also.
They both say the answer is two fifths.
Can you explain how they have found
their answers?

Subtract 2 Fractions
Children use practical equipment and pictorial representations Use identical strips of paper and fold them into eighths.
to subtract fractions with the same denominator. Use the strips to solve the calculations.
8 3 7 3 16 9 13 7
− = − = − = − =
Encourage children to explore subtraction as take away and 8 8 8 8 8 8 8 8 8
as difference. Difference can be represented on a bar model

by using a comparison model and making both fractions in
Use the bar models to subtract the fractions.
the subtraction.
6 2
− =
7 7
11
Mathematical Talk 6
−
6
=
6
13 6
− =
Have you used take away or difference to subtract the eighths 5 5 5
using the strips of paper? How are they the same? How are they
different? 17 9
Annie uses the number line to solve −
11 11
How can I find a missing number in a subtraction? Can you
count on to find the difference?
Use a number line to solve:
Can I partition my fraction to help me subtract? 16
−
9 16
−
9 16
−
9 16
−
9
13 13 9 9 7 7 16 16
77
Subtract 2 Fractions
Match the number stories to the correct 1st question Annie and Amir are working out the They are both
calculations. matches with answer to this problem. correct. The first
7 4 7 3
second calculation. model shows
Teddy eats of a pizza. Dora eats
8
How much do they eat altogether?
8 8
+
8
=
2nd question with 7
−
3 finding the
7 4 7 4
first calculation. 9 9 difference and the
Teddy eats of
a pizza. Dora eats less.
8 8
+ =
3rd question with second model
Annie uses this model.
8 8
How much do they eat altogether?
7 3 7 3
third calculation. shows take away.
Teddy eats of a pizza. Dora eats less. − =
8 8 8 8
How much does Dora eat?
Ensure the
How many different ways can you find to Children may give number stories
solve the calculation? a range of answers match the model
as long as the of subtraction. For
Amir uses this model.
calculation for the Annie’s this will be
3
− = + numerators is finding the
7 7 7 7 correct. difference. For
Amir this will be
3 Which model is correct? Explain why.
7
− =
7 7
−
7 take away.
Can you write a number story for each
model?
78
Subtract from Whole Amounts

Children continue to use practical equipment and pictorial Use cubes, strips of paper or a bar model to solve:
representations to subtract fractions. 9 4
− =
9
− =
2 13
− =
9
9 9 9 9 9 9 9 9 9
Children subtract fractions from a whole amount. Children

What’s the same? What’s different?
need to understand how many equal parts are equivalent to a
9 18
whole e.g. = 1, = 2 etc. Jack uses a bar model to subtract fractions.
9 9
3 8 3 5 1
2− = − = =1
4 4 4 4 4
Mathematical Talk Use Jack’s method to calculate.

3 3 7 15
3− = 3− = 3− = 3− =
4 8 8 8
What do you notice about the numerator and denominator
6
when a fraction is equal to one whole? Dexter uses a number line to find the difference between 2 and
3 9
9
1
Using Jack’s method, what’s the same about your bar models? 6 3
2− =1
What’s different? 9 9
How many more thirds/quarters/ninths do you need to make Use a number line to find the difference between:
one whole? 2 2 2
2 and 2 and and 4
3 5 5
79
Subtract from Whole Amounts

Dora is subtracting a fraction from a Dora has not Whitney has a piece of ribbon that is 3 Cutting 3 metres
whole. recognised that 5 metres long. of ribbon into 12
is equivalent to
35 pieces means
3 2 7
She cuts it into 12 equal pieces and gives each metre of
5− = 5− =
3 33
=4
5
7 7 7 7 7 Teddy 3 pieces. ribbon will be in 4
equal pieces.
Can you spot her mistake? How many metres of ribbon does Whitney will have
Whitney have left? 12
to begin with.
4
What should the answer be?
12 3 9 1
Lots of possible − = =2
How many ways can you make the 4 4 4 4
statement correct? responses.
1
e.g. Whitney has 2
1 5 10 4
2− =
5
+ 2− = + metres of ribbon
8 8 8 8 8 8
left.
7 5 4
2− = +
8 8 8
9 5 2
2− = +
8 8 8
80
Fraction of an Amount (1)

Children find a unit fraction of an amount by dividing an 1
Find of Eva’s marbles.
5
amount into equal groups.
They build on their understanding of division by using place I have divided the marbles into equal groups.
value counters to find fractions of larger quantities including There are marbles in each group.
where they need to exchange tens for ones.
1
of Eva’s marbles is marbles.
5
1
Dexter has used a bar model and counters to find of 12
Mathematical Talk
4
Which operation do we use to find a fraction of an amount? Use Dexter’s method to calculate:
1 1 1 1
How many equal groups do we need? of 12 of 12 of 18 of 18
6 3 3 9
Which part of the fraction tells us this? Amir uses a bar model and place value counters to find one quarter
How does the bar model help us? of 84
Use Amir’s method to find:

1 1 1
of 36 of 45 of 65
3 3 5

Whitney has 12 chocolates. Whitney has two Fill in the Blanks
chocolates left.
1
On Friday, she ate of her chocolates
4
and gave one to her mum.
1 1
1
of 60 = of 80
On Saturday, she ate of her remaining 3 4
2
chocolates, and gave one to her brother.
1
On Sunday, she ate of her remaining 1 1
3 of 50 = of 25 10
chocolates. 5
How many chocolates does Whitney

have left?


Children need to understand that the denominator of the 2
Find of Eva’s marbles.
fraction tells us how many equal parts the whole will be 5
1
divided into. E.g. means dividing the whole into 3 equal parts. I have divided the marbles into equal groups.
3
They need to understand that the numerator tells them how There are marbles in each group.
2
many parts of the whole there are. E.g. means dividing the 2
3 of Eva’s marbles is marbles.
whole into 3 equal parts, then counting the amount in 2 of 5
these parts. 3
Dexter has used a bar model and counters to find of 12
Mathematical Talk
4
What does the denominator tell us? Use Dexter’s method to calculate:
5 2 2 7
What does the numerator tell us? of 12 of 12 of 18 of 18
6 3 3 9
What is the same and what is different about two thirds and Amir uses a bar model and place value counters to find three
two fifths? quarters of 84
How many parts is the whole divided into and why?
Use Amir’s method to find:
2 2 3
of 36 of 45 of 65
3 3 5

3 16 Ron has £28 Ron has £4 left.
This is of a set of beanbags.
4 1
1 This is of his
On Friday, he spent of his money. 7
4 original amount.
2
On Saturday, he spent of his remaining
3
money and gave £2 to his sister.
1
On Sunday, he spent of his remaining
5
money.
How many were in the whole set?
How much money does Ron have left?
What fraction of his original amount is

this?

Fractions of a Quantity
Children use their knowledge of finding unit fractions of a Mo has 12 apples.
quantity, to find non-unit fractions of a quantity. Use counters to represent his apples and find:
1 1 1 1
of 12 of 12 of 12 of 12
2 4 3 6
They use concrete and pictorial representations to support
their understanding. Children link bar modelling to the Now calculate:
abstract method in order to understand why the method 2 3 2 5
of 12 of 12 of 12 of 12
works. 2 4 3 6
What do you notice? What’s the same and what’s different?
Mathematical Talk Use a bar model to help you represent and find:
1
What is the whole? What fraction of the whole are we finding? of 56 = 56 ÷
7
How many equal parts will I divide the whole into?
2 3 4 4 7
of 56 of 56 of 56 of 28 of 28
What’s the same and what’s different about the calculations? 7 7 7 7 7
Can you notice a pattern? 3

Whitney eats of 240 g bar of chocolate.
8
What fraction of her chocolate bar does Whitney have left? How How many grams of chocolate has she eaten?
many grams does she have left? Can you represent this on a
bar model?
85
Fractions of a Quantity
2
True or False? False. Ron gives of a bag of 54 marbles to Teddy could have
9
Divide the whole Alex. 16, 12, 8 or 4
3
To find of a by 8 to find one marbles to begin
8
number, divide by 3 eighth and then 3 with.
Teddy gives of a bag of marbles to Alex.
and multiply by 8 multiply by three 4
to find three
eighths of a Ron gives Alex more marbles than Teddy.
Convince me.
number.
How many marbles could Teddy have to
begin with?
2 3
of 54 > of
9 4
86
Calculate Quantities
Children solve more complex problems for fractions of a Use the counters and bar models to calculate the whole:
quantity. They continue to use practical equipment and
There are ____ counters in one part.
pictorial representations to help them see the relationships
between the fraction and the whole. 1
= ____
2
= ____
3
= ____
4
or 1 whole = ____
4 4 4 4
Encourage children to use the bar model to solve word There are 7 counters in one part.
problems and represent the formal method.
1 2 3 4
= ____ = ____ = ____ or 1 whole = ____
4 4 4 4
Complete.
Mathematical Talk Whole Unit Fraction Non-unit Fraction
1 5
The whole is 24 of 24 = ____ of 24 = ____
If I know one quarter of a number, how can I find three quarters 6 6
of a number? The whole is ____
1
of ____ = 30
2
of ____ = ____
3 3
1 3
If I know one of the equal parts, how can I find the whole? The whole is ____ of ____ = 30 of ____ = ____
5 5
How can a bar model support my working? Jack has a bottle of lemonade.
He has one-fifth left in the bottle.
There are 150 ml left.
How much lemonade was in the bottle when it was full?
87
Calculate Quantities
The school kitchen needs to buy Mrs Rose is 1
These three squares are of a whole Lots of different
carrots for lunch. correct. 4 possibilities. The
shape.
A large bag has 200 carrots and a 3
of 200 = 120 shape should have
3
medium bag has of a large bag.
5 12 squares in total.
5 Mrs Rose will need
Mrs Rose says, a large bag.
I need 150 carrots so I

will have to buy a large How many different shapes can you draw
bag. that could be the complete shape?
Is Mrs Rose correct? If of A = 12, find the value of A, B and C. A = 96

1
8
Explain your reasoning. B = 80
5 3 1 C = 360
of A = of B = of C
8 4 6
88
Spring - Block 4
Decimals
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Overview
Recognise tenths and hundredths

This is new learning so there are
Tenths as decimals
no recap steps here. Children will
Tenths on a place value grid need to explore the link with
Tenths on a number line fractions and decimals using
concrete manipulatives and
Divide 1-digit by 10
pictorial representations.
Divide 2-digits by 10
Hundredths Using counters on a place value
chart will help children see the
Hundredths as decimals
connections when dividing by 10
Hundredths on a place value grid and by 100.
Divide 1 or 2-digits by 100
90
Tenths & Hundredths

Children recognise tenths and hundredths using a hundred If the hundred square represents one whole :
square.
Each square is ___ out of ___ equal squares.
When first introducing tenths and hundredths, concrete
manipulatives such as Base 10 can be used to support Each square represents
children’s understanding. Each row is ___ out of ___ equal rows.
They see that ten hundredths are equivalent to one tenth and Each row represents
can use a part-whole model to partition a fraction into tenths
and hundredths. Complete the table.
Mathematical Talk
If each row is one row out of ten equal rows, what fraction does
this represent?
We can use a part-whole model to partition
If each square is one square out of one hundred equal squares, 56 hundredths into tenths and hundredths.
what fraction does this represent?
Partition into tenths and hundredths:
How many squares are in one row? How many squares are in • 65 hundredths
one column? How many hundredths are in one tenth? •
31
100
How else could you partition these numbers? • 80 hundredths
91
Tenths and Hundredths

Who is correct? Amir is correct. Ron says he can partition tenths and Children may
50
is equivalent to hundredths in more than one way. partition 42
Dora 100
5 hundredths as:
10 • 4 tenths and 2
5 hundredths is equivalent
hundredths
to 50 tenths. This can be • 3 tenths and
demonstrated with 12 hundredths
Base 10 or a • 2 tenths and
50 hundredths is hundred square. 22 hundredths
equivalent to 5 tenths. • 1 tenth and 32
Amir 50 squares is
50
hundredths
100
• 0 tenths and
Explain why. 42 hundredths
5 rows
5
is Other methods of
10
partitioning are
possible.
Use Ron’s method to partition 42

hundredths in more than one way.
92
Tenths as Decimals
Using the hundred square and Base 10, children can recognise Complete the table.
1
the relationship between and 0.1 Image Words Fraction Decimal
10
Children write tenths as decimals and as fractions. They write
any number of tenths as a decimal and represent them using
concrete and pictorial representations.
Children understand that a tenth is a part of a whole split into five tenths
10 equal parts.
In this small step children stay within one whole. 0.9
Mathematical Talk What fractions and decimals are represented in these diagrams?
What is a tenth?
How many different ways can we write a tenth?

How could you represent these decimals?
When do we use tenths in real life?
0.4 0.8 0.2
Which representation do you think is clearest? Why?
What’s the same? What’s different?
How else could you represent the decimal/fraction?
93
Tenths as Decimals
Who is correct? Both children are Which ten frame is the odd one out? Three of the ten
correct. frames represent
Annie 1 whole is equal to 0.5
10 tenths so 1.2 is
1.2 is equivalent to 1 whole
equal to 12 tenths.
and 2 tenths.
1.2 is equivalent to 12 Explain your answer.

tenths.
Dexter This ten frame is
the odd one out
Explain why. because it
represents 6
Children use tenths not 5
six tens six tenths concrete and tenths.
pictorial
What is the same? What’s different? representations to
Show me. show the
difference.
94
Tenths on a Place Value Grid

Children read and represent tenths on a place value grid. They Complete the stem sentences for the decimals in the place value
see that the tenths column is to the right of the decimal grid.
point.
Children use concrete representations to make tenths on a
place value grid and write the number they have made as a
decimal. There are ___ ones and ___ tenths.
In this small step children will be introduced to decimals
greater than 1 The decimal represented is ___
Use counters or place value counters to make the decimals on a
Mathematical Talk place value grid.
0.2 1.2 0.8

How many ones are there?
How many tenths are there? There are ___ ones and __ tenths.
___ ones + ___ tenths
What’s the same/different between 0.2 , 1.2 and 0.8? = 3 + 0.2
How many different ways can you make a whole using the three = 3.2
decimals? Use the place value grid and stem sentences to describe the
decimals:
Why do we need to use the decimal point?
4.0 5.9 2.2
How many tenths are equivalent to one whole?
95
Tenths on a Place Value Grid

Use five counters and a place value grid. Children can Two children are making eleven tenths. Amir and Rosie
Place all five counters in either the ones make: have both made
or the tenths column. 0.5 eleven tenths
1.4 correctly.
How many different numbers can you 2.3 Amir has seen that
make? 3.2 Amir 10 tenths is
4.1 equivalent to 1
Describe the numbers you have made by 5.0 one.
completing the stem sentences.
Rosie
There are ___ ones and ___ tenths.
___ ones + ___ tenths = ___
Who has made it correctly?

Explain your answer.
96
Tenths on a Number Line

Children read and represent tenths on a number line. Place the decimals on the number line.
They link the number line to measurement, looking at 0.5 0.9 1.1
measuring in centimetres and millimetres.
Children use number lines to explore relative scale.

Complete the number lines.
Mathematical Talk
How many equal parts are between 0 and 1?
What are the intervals between each number? How long is the ribbon?
How many tenths are in one whole?
What is 0.1 metres in millimetres?

The ribbon is ___ metres long.
97
Tenths on a Number Line

What could the start and end numbers The start and end Place the decimals on the number line. Some children will
on the number line be? numbers could be draw on 20
6 and 6.9 intervals first. This
respectively, or 5.6 method will allow
and 7.4
2 4 them to identify
where the
Children can find 2.7 2.3 1.9 2.5 2.9 3.2 numbers are
different start and placed but can be
Explain your reasons. end numbers by considered
adjusting the Which order did you place your numbers inefficient.
increments that on the number line? Encourage
the number line is children to think
going up in. about the numbers
first and consider
which numbers
are easiest to
place e.g. 2.5 is
probably easiest,
followed by 1.9 or
2.9 etc.
98
Children need to understand when dividing by 10 the number Eva uses counters to make a 1-digit number.
is being split into 10 equal parts and is 10 times smaller.
Children use counters on a place value chart to see how the
digits move when dividing by 10. Children should make links
between the understanding of dividing by 10 and this more To divide the number by 10, we move the
efficient method. counters one column to the right.
Emphasise the importance of 0 as a place holder. What is the value of the counters now?
Use this method to solve:

Mathematical Talk 3 ÷ 10 = ___ 7 ÷ 10 = ___ ___ = 4 ÷ 10
Here is a one-digit number on a place value chart.
What number is represented on the place value chart?
When dividing by 10, we move the digits
What links can you see between the 2 methods? one place to the ________.
Which method is more efficient? 5 ÷ 10 =

What is the same and what is different when dividing by 10 on a
Gattegno chart compared to a place value chart?
8 ÷ 10 = ___ ___ = 9 ÷ 10 0.2 = ___ ÷ 10
99
Choose a digit card from 1 – 9 and place Ron is incorrect. Complete the number sentences.
a counter over the top of that number on Children will see
the Gattegno chart. that you move
down one row to 4 ÷ 10 = 8 ÷ ___ ÷ 10 2
divide by 10 on a
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
Gattegno chart 15 ÷ 3 ÷ 10 = ___ ÷ 10 5
whereas on a
1 2 3 4 5 6 7 8 9 place value chart 64 ÷ ___ ÷ 10 = 32 ÷ 4 ÷ 10 8
you move on
column to the
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09

right.
Ron says,
To divide by 10, you need
to move the counters to
the right.
Do you agree? Use the Gattegno chart to

explain your reason.
100
As in the previous step, it is important for children to Teddy uses counters to make a 2-digit number.
recognise the similarities and differences between the
understanding of dividing by 10 and the more efficient method
of moving digits.
Children use a place value chart to see how 2 digit-numbers To divide the number by 10, we move the counters one column to
move when dividing by 10 the right.
They use counters to represent the digits before using actual What is the value of the counters now?
digits within the place value chart. Use this method to solve:
42 ÷ 10 = ___ 35 ÷ 10 = ___ ___ = 26 ÷ 10
Mathematical Talk Here is a 2-digit number on a place value chart.
When dividing by 10, we
What number is represented on the place value chart? move the digits 1 place to
the ________.
Do I need to use 0 as a place holder when dividing a 2-digit
82 ÷ 10 =
number by 10?
What is the same and what is different when dividing by 10 on a
Gattegno chart compared to a place value chart?
55 ÷ 10 = ___ ___ = 90 ÷ 10 3.2 = ___ ÷ 10
101
Jack has used a Gattegno chart to divide Jack’s original Dexter says, Children should
a 2-digit number by 10 number was 26 give an example of
He has placed counters over the You can move When I divide a 2-digit when Dexter is
numbers in his answer. each counter up number by 10, my answer incorrect.
one to multiply will always have digits in For example, when
100 200 300 400 500 600 700 800 900 them by 10, which the ones and tenths you divide 80 by
is the inverse to columns. 10, the answer is 8
10 20 30 40 50 60 70 80 90 division. so there does not
Show that Dexter is incorrect. need to be
1 2 3 4 5 6 7 8 9
anything in the
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
tenths column.
0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
What was Jack’s original number?

How can you use the chart to help you?
102
Hundredths
Children recognise that hundredths arise from dividing one Complete the number lines.
whole into one hundred equal parts.
Linked to this, they see that one tenth is ten hundredths.
Children count in hundredths and represent tenths and

hundredths on a place value grid and a number line.
Complete the sequences.
Mathematical Talk
27 28 31
• , , , , ,
100 100 100
52 51 5
• , , , , , , ,
100 100 10
One hundredth is one whole split into how many equal parts?
Use fractions to complete the number lines
How many hundredths can I exchange one tenth for?
How many hundredths are equivalent to 5 tenths? How does

this help me complete the sequence?
How does Base 10 help you represent the difference between

tenths and hundredths?
103
Hundredths
Here is a Rekenrek made from 100 On the left, there Complete the statements.
beads. are 46
hundredths, this is
If the Rekenrek represents one whole, equivalent to 4 3 tenths and 2 hundredths = 2 tenths 12
what fractions have been made on the tenths and 6 and __ hundredths
left and on the right? hundredths.
On the right, there 14 hundredths and 3 tenths = 4 tenths 4
are 54 hundredths, and __ hundredths
this is equivalent
to 5 tenths and 4 5 tenths and 1 hundredth < 5 tenths and Anything more
hundredths. __ hundredths than 1
Children could 5 tenths and 1 hundredth > __ tenths 0, 1, 2, 3 or 4

Can you partition both of the fractions also explore and 5 hundredths
into tenths and hundredths? hundredths using
a 100 bead string.
Can you list all the possibilities?
104
Hundredths as Decimals
Using the hundred square and Base 10, children can recognise Complete the table.
1
the relationship between and 0.01
100
Children write hundredths as decimals and as fractions. They
write any number of hundredths as a decimal and represent
the decimals using concrete and pictorial representations.
Children understand that a hundredth is a part of a whole split
into 100 equal parts.
In this small step children stay within one whole.
Mathematical Talk
One hundredth is one whole split into _____ equal parts.
What is the same and what is different about a number written

as a fraction and a number written as a decimal?
Write the number as a fraction and as a decimal.
What is the same and different between 0.3 and 4 hundredths?
How else could you represent this number?

105
Hundredths as Decimals
Dora says, Dora is wrong as Alex and Eva have been asked to write They are both
she has mistaken the decimal shaded on the 100 grid. correct.
hundredths for The grid shows 70
17 hundredths is the hundreds. hundredths or 7
same as 1,700 tenths and this is
what Alex and Eva
have given as their
Is she correct? answers.
Explain your answer. In Alex’s answer
the 0 in the
Alex says the grid shows 0.70 hundredths
column isn’t
Eva says the grid shows 0.7 needed as it is not
a place holder and
Who do you agree with? doesn’t change the
value of the
Explain your answer. number.
106
Hundredths on a Place Value Grid

Children read and represent hundredths on a place value grid. Write the decimal represented in each place value grid.
They see that the hundredths column is to the right of the Ones Tenths Hundredths
There are ones.
decimal point and the tenths column.
There are ___ tenths.
Children use concrete representations to make numbers with
There are ___ hundredths.
tenths and hundredths on a place value grid and write the
number they have made as a decimal. The decimal represented is ___
Make the decimals on a place value grid.

Mathematical Talk 0.34 2.15 0.03 1.01
What is a hundredth? Use the sentence stems to describe each number.
How many hundredths are equivalent to one tenth? Represent the decimals on a place value grid
and in a part whole model.
Look at the decimals you have represented on the place value How many ways can you partition each number?
grid and in the part whole models. .
What’s the same about the numbers? What’s different? 0.27 0.72 0.62
107
Hundredths on a Place Value Grid

Use four counters and a place value grid. Children can either Ron says he can partition 0.34 in more Children may
Place all four counters in either the ones, make: than one way. partition 0.45 into:
tenths or hundredths column. 4, 3.1, 3.01, 2.2, 0 tenths and 45
2.11, 2.02, 1.3, 1.21, 0.34 hundredths
How many different numbers can you 1.12, 1.03, 0.4, 0.31, 1 tenth and 35
make? 0.22, 0.13, 0.04 hundredths
2 tenths and 25
Describe the numbers you have made by e.g. There are 2 0.3 0.04 hundredths
0.34
completing the sentences. ones, 0 tenths and 3 tenths and 15
2 hundredths. hundredths
4 tenths and 5
There are ___ ones, ___ tenths and __ 2 ones + 0 tenths hundredths
0.2 0.14
hundredths. + 2 hundredths = 0.34
2.02 Other ways of
ones + ___ tenths + ___ hundredths = partitioning are
possible.
0.1 0.24
Use Ron’s method to partition 0.45 in

more than one way.
108

Children need to understand when dividing by 100 the Dexter uses counters to make a 1-digit number.
number is being split into 100 equal parts and is 100 times
smaller. Children use counters on a place value chart to see
how the digits move when dividing by 100. Children should
make links between the understanding of dividing by 100 and
this more efficient method. To divide the number by 100, we move the counters two columns
Emphasise the importance of 0 as a place holder. to the right.
What is the value of the counters now?
Mathematical Talk 4 ÷ 100 = __ 5 ÷ 100 = ___ ___ = 6 ÷ 100
Here is a two-digit number on a place value chart.
What number is represented on the place value chart?
Why is 0 important when dividing a one or two-digit number by
100?
What is the same and what is different when dividing by 100 on
a Gattegno chart compared to a place value chart? When dividing by 100, we move the digits 2 places to the ______.
What happens to the value of each digit when you divide by 10 72 ÷ 100 =
and 100?
82 ÷ 100 = ___ ___ = 93 ÷ 100 0.23 = ___ ÷ 100
109

Describe the pattern. Children will Teddy says, Teddy and Mo are
describe the both correct.
7,000 ÷ 100 = 70 pattern they see Children may use
45 divided by 100 is 0.45
700 ÷ 100 = 7 e.g. 7,000 is 10 a place value chart
so I know 0.45 is 100
70 ÷ 100 = 0.7 times bigger than to help them
times smaller than 45
7 ÷ 100 = 0.07 700, therefore the explain their
answer has to be answer.
Can you complete the pattern starting 10 times bigger as
with 5,300 divided by 100? the divisor has Mo says,
remained the
same. 45 divided by 100 is 0.45
so I know 45 is 100 times
For 5,300: bigger than 0.45
5,300 ÷ 100 = 53
530 ÷ 100 = 5.3
53 ÷ 100 = 0.53
Who is correct?
5.3 ÷ 100 = 0.053
Explain your answer.
110

Year 4 Full Spring Term

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Year 4 Full Spring Term

Uploaded by

Copyright:

Available Formats

Spring Scheme of Learning

New for 2020/21 Lesson-by-lesson overviews

Inevitably, this lesson-by-lesson structure won’t suit

Teaching for Mastery Concrete - Pictorial - Abstract

For more information visit our online training and

Teddy Rosie Mo Eva Alex

Jack Whitney Amir Dora Tommy

Dexter Ron Annie

Number: Addition and Number: Multiplication

Number: Multiplication Area

Multiplication & Division

Divide 2-digits by 1-digit (2) The final division steps introduce

Mathematical Talk Use Base 10 to build the 12 times-table. e.g.

Teddy sells 5 batches of muffins.

Can you use concrete materials to build the calculations? × × = × =

How will you decide which order to do the multiplication in? × =

What’s the same and what’s different about the arrays?

Here is an example of a factor bug for 12

Can you think of an efficient way to multiply by 99?

Use this method to work out the multiplications.

Multiply 2-digits by 1-digit (1)

Complete the calculations to match the place value counters.

How does multiplication link to addition?

How does partitioning help you to multiply 2-digits by a 1-digit

Multiply 2-digits by 1-digit (1)

21 ©White Rose Maths

Multiply 2-digits by 1-digit

Can we write a list of key things to remember when 4 3 3 6 7 4

Multiply 2-digits by 1-digit

Multiply 3-digits by 1-digit

How is multiplying a three-digit number by one-digit similar to

Would you use counters to represent 84 multiplied by 8?

Multiply 3-digits by 1-digit

Divide 2-digits by 1-digit (2)

Mathematical Talk Use Ron’s method to calculate 48 ÷ 3 , 52 ÷ 4 and 92 ÷ 8

What do you notice about the partitioned numbers and the

Why do we partition 96 in different ways depending on the

Divide 2-digits by 1-digit (2)

Some of his working out has been

52 ÷ 4 42 ÷ 3 < What number could Amir have started

27 ©White Rose Maths

Divide 2-digits by 1-digit (1)

Use Jack’s method to calculate:

Divide 2-digits by 1-digit (1)

Divide 2-digits by 1-digit (3)

30 ©White Rose Maths

Divide 2-digits by 1-digit (3)

Dora plants her bulbs in rows of 8 and

How many bulbs do they each have?

Divide 2-digits by 1-digit (2)

Use Teddy’s method to calculate:

If we are dividing by 4, what is the highest remainder we can 97 ÷ 4

Divide 2-digits by 1-digit (2)

Divide 3-digits by 1-digit

Use Annie’s method to calculate the divisions.

Do we need to partition 609 into three parts or could it just be

Divide 3-digits by 1-digit

They find all solutions and notice how to use multiplication

If there were 20 meal combinations, how

Who used the largest squares?

Whose method do you think is more

It is important that children understand that the rectilinear