Maths

Review column addition and identify the addends and sum

Review and use knowledge of place value to correctly lay out column addition

Review adding 2-digit numbers using column addition without regrouping

Review adding 3-digit numbers using column addition without regrouping

Use column addition to solve problems in different contexts

Review using column addition to add 2- and 3-digit numbers by regrouping ones

Review using column addition to add 2- and 3-digit numbers by regrouping tens

Review using column addition with regrouping in the ones and tens columns

Review using known facts and strategies to accurately and efficiently use and check column addition

Use knowledge of column addition to solve problems in a range of contexts

Review identifying the minuend and subtrahend in column subtraction

Review using column subtraction to subtract without regrouping

Review using column subtraction with regrouping from tens to ones

Review using column subtraction with regrouping from hundreds to tens

Decide on the most efficient subtraction strategy, including column subtraction

In this unit pupils will revisit column addition with regrouping and column subtraction with exchanging to solve problems. In the future unit pupils will consolidate column addition with regrouping and column subtraction with exchanging to solve problems. They will use known facts and strategies to accurately and efficiently calculate and check.

In the prior unit pupils identified the minuend and the subtrahend in column subtraction and explained the column subtraction algorithm. They subtracted from a 2-digit number using column subtraction with exchanging. In this unit pupils will revisit column addition with regrouping and column subtraction with exchanging to solve problems.

In this unit pupils will revisit column addition with regrouping and column subtraction with exchanging to solve problems.

Review of column addition and subtraction

Explain how many hundreds, tens and ones 1,000 is composed of

Use place value to compose numbers up to 2,000 using hundreds, tens and ones

Use different strategies to add multiples of 100

Use different strategies to subtract multiples of 100

Use addition and subtraction strategies to solve problems with multiples of 100

In this unit pupils will explain how many tens, hundreds and ones 1,000 is composed of. They will use different strategies to add and subtract multiples of 100. In the future unit pupils will explain the relationship between multiplying a number by 10 and multiples of 10 including the role of zero as a place holder.

In the prior unit pupils used known facts to find multiples of ten that composed 100  and used known facts to find complements to 100. In this unit pupils will explain how many tens, hundreds and ones 1,000 is composed of. They will use different strategies to add and subtract multiples of 100.

In this unit pupils will explain how many tens, hundreds and ones 1,000 is composed of. They will use different strategies to add and subtract multiples of 100.

Secure place value to 1000: apply to addition and subtraction: multiples of 100

Use knowledge of 1,000 to explain common measure conversions

Partitioning 1,000 in the context of measures

Partitioning 1,000 and 2,000 in the context of measures

Use knowledge of measure conversions to interpret graphs and tables

Use efficient strategies and common measure conversions to solve problems in a range of contexts

 In this unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems. In the future unit pupils will use their knowledge of decimal place value to convert between and compare metres and centimetres and explain that different lengths can be composed additively and multiplicatively.

In the prior unit pupils used weighing scales up to 1kg and measuring tools for volume and capacity up to 1 litre. They measured mass from 0 to above 1kg using whole kg and grams and measure volume from 0 to above 1 litre using whole litres and ml.  In this unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems.

In this unit pupils will use knowledge of 1000 to explain common measure conversions and solve problems.

Calculation and conversion of measures

Use place value and number facts to decompose 4-digit numbers in different ways

Compare and order 4-digit numbers

Explain what rounding is and round a 4-digit number to the nearest thousand

Round a 4-digit number to the nearest hundred and ten

Round a 4-digit number to the nearest thousand, hundred and ten

In this unit pupils will compare and order 4-digit numbers. They will learn what rounding is and will round 4-digit numbers to the nearest 1000, 100 and 10. In the future unit pupils will consolidate column addition with regrouping and column subtraction with exchanging. They will use known facts and strategies to accurately and efficiently calculate and check 

In the prior unit pupils used knowledge of place value to represent a 3-digit number in different ways. They compared and ordered 3-digit numbers and positioned on number lines and unmarked number lines. In this unit pupils will compare and order 4-digit numbers. They will learn what rounding is and will round 4-digit numbers to the nearest thousand, hundred and ten.

¬†In this unit pupils will compare and order 4-digit numbers. They will learn what rounding is and will round 4-digit numbers to the nearest thousand, hundred and ten.

Comparing, ordering and rounding 4-digit numbers

Add up to 3 four-digit numbers using column addition

Subtract 4-digit numbers using column subtraction

Pupils use strategies to make solving calculations more efficient

Explain how many '500s' and '250s', 1,000 is composed of

Explain how many '100s' and '200s', 1,000 is composed of

In this unit pupils will consolidate column addition with regrouping and column subtraction with exchanging to solve problems. They will use known facts and strategies to accurately and efficiently calculate and check.  In the future unit pupils will use their knowledge to calculate with decimal numbers using column addition and subtraction.

In the prior unit pupils revisited column addition with regrouping and column subtraction with exchanging to solve problems. They read Roman numerals to 100. In this unit pupils will consolidate column addition with regrouping and column subtraction with exchanging to solve problems. They will use known facts and strategies to accurately and efficiently calculate and check.

In this unit pupils will consolidate column addition with regrouping and column subtraction with exchanging to solve problems. They will use known facts and strategies to accurately and efficiently calculate and check.

Column addition and subtraction with 4-digit numbers

Know that a regular polygon has sides that are the same length and angles that are the same size

Know that the perimeter is the distance around a 2D shape

Understand that different shapes can have the same perimeter

Know that perimeter is measured in units of length and can be found by counting or measuring units

Know that perimeter can be calculated by adding together the side lengths of a 2D shape

Know that the perimeter of a rectangle can be calculated by addition and multiplication

Know that unknown side lengths can be calculated from the perimeter and known side lengths

Understand that the perimeter of a regular polygon can be calculated by multiplication

Calculate the side length of a regular polygon by division where the perimeter is known

Solve problems involving the perimeter and side lengths of polygons

In this unit pupil will learn perimeter as the distance around the edge of a 2D shape. They will learn perimeter is measured in units of length found by counting units and by calculating by adding the side lengths of a 2D shape. In the future unit pupils will pupils will complete and compose symmetrical shapes from two congruent shapes and investigate lines of symmetry in 2D shapes. 

In the prior unit pupils investigated ways to compose and decompose polygons. They investigated quadrilaterals with and without parallel and perpendicular sides. In this unit pupil will learn perimeter as the distance around the edge of a 2D shape. They will learn perimeter is measured in units of length found by counting units and by calculating by adding the side lengths of a 2D shape.

In this unit pupil will learn perimeter as the distance around the edge of a 2D shape. They will learn perimeter is measured in units of length found by counting units and by calculating by adding the side lengths of a 2D shape.

Perimeter

Represent counting in threes as the 3 times table

Explain the relationship between adjacent multiples of three

Represent counting in sixes as the 6 times table

Explain the relationship between adjacent multiples of six

Solve problems involving multiples of 6

In this unit pupils will represent counting in 3s as the 3x table explaining the relationship between adjacent multiples of 3 and represent counting in 6s as the 6x table explaining the relationship between adjacent multiples of 6. In the future unit pupils will explain the relationship between multiples of 3 and of 6 using the relationship between the 3 and 6 times tables to solve problems.

In the prior unit pupils solved multiplication and division problems using knowledge of the scaling relationships between the 2x 4x 8x tables. In this unit pupils will represent counting in 3s as the 3x table explaining the relationship between adjacent multiples of 3 and represent counting in 6s as the 6x table explaining the relationship between adjacent multiples of 6.

In this unit pupils will represent counting in 3s as the 3-times table explaining the relationship between adjacent multiples of 3 and represent counting in 6s as the 6-times table explaining the relationship between adjacent multiples of 6.

Represent counting in threes and sixes as the 3 and 6 times tables

Use knowledge of the 3 and 6 times tables to solve problems

Explain the relationship between multiples of three and six

Use knowledge of the relationships between the 3 and 6 times tables to solve problems

Use the divisibility rules to find multiples of 3

Use divisibility rules for multiples of 6

 In this unit pupils explain the relationship between multiples of 3 and of 6 and use this relationship and tests of divisibility to solve problems. In the future unit pupils will explain the relationship between multiples of 3 and multiples of 9 and use it to solve problems

In the prior unit pupils represented counting in 3s as the 3x table explaining the relationship between adjacent multiples of 3 and represented counting in 6s as the 6x table explaining the relationship between adjacent multiples of 6.  In this unit pupils explain the relationship between multiples of 3 and of 6 and use this relationship and tests of divisibility to solve problems.

In this unit pupils will explain the relationship between multiples of 3 and of 6. They will use this relationship and tests of divisibility for the 3- and 6-times tables to solve problems.

Relationship between the 3 and 6 times tables and tests of divisibility

Represent counting in nines as the 9 times table

Explain the relationship between adjacent multiples of nine

Solve problems involving adjacent multiples of nine

Use known facts from the 10 times table to solve problems involving the 9 times table

Use knowledge of the 9 times table to solve problems

In this unit pupils will represent counting in nines as the 9x table explaining the relationship between adjacent multiples of 9 They will use known facts from the 10x table to solve problems involving the 9x table  In the future unit pupils will explain the relationship between multiples of 3 and multiples of 9 and use it to solve problems

In the prior unit pupils explained the relationship between multiples of 3 and multiples of 6 using knowledge of the relationships between the 3x and 6x tables. In this unit pupils will represent counting in 9s as the 9x table explaining the relationship between adjacent multiples of 9. They will use known facts from the 10x table to solve problems involving the 9x table.

In this unit pupils will represent counting in 9s as the 9x table explaining the relationship between adjacent multiples of 9. They will use known facts from the 10x table to solve problems involving the 9x table.

Explain the relationship between multiples of three and multiples of nine

Explain the relationship between pairs of 3 and 9 times table facts that have the same product

Solve problems using the relationship between 3 and 9 times table

Solve problems using divisibility rules for divisors of 3, 6 and 9

Solve problems involving the 3, 6 and 9 times tables

In this unit pupils will explain the relationship between multiples of 3 and multiples of 9 and use it to solve problems.  In the future unit pupils will represent counting in sevens as the 7x table explaining the relationship between adjacent multiples of 7 and knowledge of the 7x table to solve problems 

In the prior unit pupils represented counting in nines as the 9x table explaining the relationship between adjacent multiples of 9. They used known facts from the 10x table to solve problems involving the 9x table.  In this unit pupils will explain the relationship between multiples of 3 and multiples of 9 and use it to solve problems.

In this unit pupils will explain the relationship between multiples of 3 and multiples of 9 and use it, along with the tests of divisibility for the 3-, 6- and 9-times tables, to solve problems.

Relationship between the 3 and 9 times tables

Represent counting in sevens as the 7 times table

Explain the relationship between adjacent multiples of seven

Use known facts from the 2, 5 and 6 times tables to solve problems involving the 7 times table

Use knowledge of the 7 times table to solve problems

Identify patterns of odd and even numbers in the times tables

Use patterns of odd and even numbers in the times tables to solve problems

Represent a square number

Identify and use square numbers to solve problems

Use divisibility rules for 3, 4, 6 and 8 times tables to solve problems

Use divisibility rules for 2, 3, 4, 5, 6, 8 and 10 times tables to solve problems

In this unit pupils will represent counting in sevens as the 7x table explaining the relationship between adjacent multiples. The unit also looks at odd and even patterns in times tables and identifies square numbers. In the future unit pupils will explain how each part of a multiplication and division equation relates to a story and use known multiplication facts to solve problems..

In the prior unit pupils will explain the relationship between multiples of 3 and multiples of 9 and use it to solve problems.  In this unit pupils will represent counting in sevens as the 7x table explaining the relationship between adjacent multiples. The unit also looks at odd and even patterns in times tables and identifies square numbers.

In this unit pupils will represent counting in sevens as the 7-table, explaining the relationship between adjacent multiples. The unit also looks at odd and even patterns in times tables and identifies square numbers.

7 times table: odd and even patterns, square numbers and tests of divisibility

Explain what each factor represents in a multiplication equation

Explain how each part of a multiplication and division equation relates to a story

Explain where zero can be part of a multiplication or division expression and the impact it has

Partition one of the factors in a multiplication equation using representations

Explain which is the most efficient factor to partition to solve a multiplication problem

In this unit pupils will explain how each part of a multiplication and division equation relates to a story. They will partition one of the factors in a multiplication equation in different ways using representations. In the future unit pupils will use knowledge of distributive law to calculate products beyond known times tables facts.

In the prior unit pupils represented counting in sevens as the 7x table. They also explored odd and even patterns in times tables and identified square numbers. In this unit pupils will explain how each part of a multiplication and division equation relates to a story. They will partition one of the factors in a multiplication equation in different ways using representations.

In this unit pupils will explain how each part of a multiplication and division equation relates to a story. They will partition one of the factors in a multiplication equation in different ways using representations.

Understand and represent multiplicative structures

Use knowledge of the distributive law to solve two part problems

Use knowledge of the distributive law to solve further two-part problems

Use knowledge of the distributive law to calculate products using known times tables

Use knowledge of the distributive law to calculate products beyond known times tables

Use knowledge of the distributive law to solve problems in different contexts

 In this unit pupils will use knowledge of the distributive law to calculate products beyond known times tables facts and relate this to partitioning one of the factors. In the future unit pupils will explain the relationship between multiplying a number by 10 and multiples of 10. 

In the prior unit pupils explained how each part of a multiplication and division equation related to a story. They partitioned one of the factors in a multiplication equation in different ways using representations. In this unit pupils will use knowledge of the distributive law to calculate products beyond known times tables facts and relate this to partitioning one of the factors.

In this unit pupils will use knowledge of the distributive law to calculate products beyond known times tables facts and relate this to partitioning one of the factors.

Apply the distributive law to multiplication

Explain the relationship between multiplying a number by 10 and multiples of 10

Understand that multiplying by 10 makes a number ten times the size

Use place value to explain placing a zero after the final digit when we multiply whole numbers by 10

Understand that dividing a number by 10 makes it one-tenth times the size

Use place value to explain removing the zero in the ones from a multiple of ten when we divide by 10

Explain the relationship between multiplying a number by 100 and multiples of 100

Explain the use of placeholders when multiplying whole numbers by 100

Explain the removal of placeholders when dividing whole numbers by 100

Use knowledge of the composition of 100 to multiply and divide by 100 in different ways

Explain how making a factor 10 times the size affects the product

Explain how making the dividend 10 times the size affects the quotient

Explain how making a factor 100 times the size affects the product

Explain how making the dividend 100 times the size affects the quotient

Scale known multiplication facts by 100

Scale division facts derived from multiplication facts by 100

In this unit pupils will explain the relationship between multiplying and dividing a number by 10 and 100 and multiples of 10 and 100. In the future unit pupils will describe represent and order tenths as decimal fractions. They will round decimal numbers with tenths to the nearest whole number.

In the prior unit pupils used knowledge of the distributive law to calculate products beyond known times tables facts. In this unit pupils will explain the relationship between multiplying and dividing a number by 10 and 100 and multiples of 10 and 100. 

In this unit pupils will explain the relationship between multiplying and dividing a number by 10 and multiples of 10.

Understand what happens when a number is multiplied or divided by 10 and 100

Give directions from one position to another on a grid

Move objects including polygons on a grid according to directions and mark the new position

Describe translations of polygons drawn on a square grid

Draw polygons specified by translations

Mark the position of points specified by coordinates in the first quadrant of a coordinate grid

Write coordinates for already marked points in the first quadrant of a coordinate grid

Draw polygons specified by coordinates in the first quadrant

Complete polygons with missing coordinates

Translate polygons in the first quadrant

Solve problems involving marking and translating points in the first quadrant on a coordinate grid

In this unit pupils will give directions from one position to another on a grid and move objects including polygons on a grid according to directions, and mark the new position. They will describe and draw polygons specified by translations. In the future unit pupils will describe positions in all four quadrants drawing and translating simple shapes and reflecting them in the axes.

In the prior unit pupils rotated two lines around a fixed point to make different sized angles. They identified vertices. In this unit pupils will give directions from one position to another on a grid and move objects including polygons on a grid according to directions, and mark the new position. They will describe and draw polygons specified by translations.

In this unit pupils will give directions from one position to another on a grid and move objects including polygons on a grid according to directions, and mark the new position. They will describe and draw polygons specified by translations.

Coordinates

Secure identifying a whole and the parts that make it up

Identifying the number of equal or unequal parts in a whole

Secure identifying equal parts when they do not look the same

Review explaining the size of the part in relation to the whole

Review constructing a whole when given a part and the number of parts

In this unit pupils will identify equal parts when they do not look the same related to equivalence. They will construct a whole when given a part and the number of parts. In the future unit pupils will compose and decompose quantities made of whole numbers and fractional parts.

In the prior unit pupils used repeated addition of a unit fraction to form a non-unit fraction. They compared non-unit fractions with the same denominator. They added and subtracted fractions with the same denominator. In this unit pupils will identify equal parts when they do not look the same related to equivalence. They will construct a whole when given a part and the number of parts.

In this unit pupils will identify equal parts when they do not look the same related to equivalence. They will construct a whole when given a part and the number of parts.

Review of fractions

Quantities that are made up of both whole numbers and a fractional part

Explain how a mixed number is composed

Compose and decompose mixed numbers

Solve problems involving mixed numbers

Accurately label a range of number lines

In this unit pupils will compose and decompose quantities made of whole numbers and fractional parts. In the future unit pupils will will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same.

In the prior unit pupils identified equal parts when they did not look the same related to equivalence. They constructed a whole when given a part and the number of parts. In this unit pupils will compose and decompose quantities made of whole numbers and fractional parts.

In this unit pupils will compose and decompose quantities made of whole numbers and fractional parts.

Composition of fractions greater than one

Identify numbers on marked but unlabelled number lines

Estimate the position of a number on a number line using fraction sense

Compare and order mixed numbers using fraction sense

Compare mixed numbers when the numerators of fractional parts are different

Compare mixed numbers when the denominators of fractional parts are different

In this unit pupils will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same. In the future unit pupils will make efficient choices about the order they solve an addition and subtraction problem involving mixed numbers.

In the prior unit pupils composed and decomposed quantities made of whole numbers and fractional parts. In this unit pupils will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same. 

In this unit pupils will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same.

Maths

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