1. science
2. mathematics
3. arithmetic

Inmans Primary School Mathematics Medium Term Planning
Year 4 Autumn Term
Year 4
Autumn Term
Big Maths
Counting
Progress
Steps
Drive
Place Value 4. I can
Squigglewort partition a
h
2dp number
Ordering
Numbers
Counting
Multiples
Count
Fourways
Counting
Along
4. I can order
numbers with
3 decimal
places
7. I can count
in 6s
7. I can count
in 25s, 250s,
2.5s, 1/4
3. I can count
along for all of
Count
Fourways
challenges
Learn its
Multiplicati
on
6 x table
Progress Drive
Adding in
different
contexts.
Pim
Halving
Number bonds
X10/100/
1000
÷10/100/
1000
Smile
Multiplication
It’s nothing new
Steps
3.I can add thousands 3000+4000
5.I can halve any 2 digit number
4. I know the missing piece to 1000
346+?=1000
2. I can multiply whole numbers by 100 13X100
2. I can divide whole numbers by 10 or 100.
279÷10 346÷100
2.I can write smile multiplications times
tables. 1x50 2x50 3x50
3.I can write smile multiplication fact families.
30x7=210 7x30=210 210÷30=7 210÷7=30
Calculation
Addition
Mental
32. I can I can solve 1
dp add 1 dp. 0.4+0.3
Subtraction
Written
33. I can solve 3 digit
subtract 3 digit as
money. £6.28-£2.35
Multiplication
Written
11. I can solve 2 digit
times 1 digit
(x2,3,4,5). 4x23 2x23
Division
(x2,3,4 or 5)
Written
19.I can combine 2 or
more tables facts to
Coin
Multiplication
3. I can complete a full coin card 1, 2, 5, 10,
20, 50, 100. 1x32 2x32 5x32 10x32 20x32
50x32 100x32
solve division with
reminders. 69÷5
Outline of main topics
Week
Main Topic Title
Objectives
1
Number (Link
with Big Maths
Objectives)
Count in multiples of 6, 25 and 1000 Count Fourways 1, 7
Find 1000 more or less than a given number
Recognise the place value of each digit in a four-digit number
(thousands, hundreds, tens, and ones) Place value 3
 Locate 3- and 4-digit numbers on land-marked lines, 100s or
1000s labelled, and on empty number lines Counting along 1-2
Order and compare numbers beyond 1000. Ordering numbers 3
 Compare using < and >
Solve number and practical problems that involve all of the above and
with increasingly large positive numbers
Read Roman numerals to 100 (I to C) and know that over time, the
numeral system changed to include the concept of zero and place value.
(Linked to topic)
2 and
3
Addition and
Subtraction
Revise mental calculation strategies for addition and subtraction
 Adding pairs of two digits Addition22-25
 Complements to 10 Jigsaw Numbers 1-2
 Addition and subtraction facts to 20
Add numbers with 3 digits using the informal written methods
(expanded) of addition Addition 26-29
Links with strategy,
unit plans and
Hamilton
Hamilton Trust
Week 1
NNS Unit Plans Unit
1
Unit Plans Unit 2
and Unit 3 and unit
12
Hamilton Trust
Week 2 and 3
Subtract three digit numbers using a number line (finding the
difference) Subtraction 29-32
Estimate and use inverse operations to check answers to a calculation
Solve addition and subtraction two-step problems in contexts, deciding
which operations and methods to use and why.
Calculation Policy
Addition - Children use informal pencil and paper methods
(jottings) to support, record and explain partial mental methods
building on existing mental strategies. They begin to use an
expanded layout that underpins the standard written method
Subtraction Children will continue to use empty number lines with
increasingly large numbers.
Counting on – finding a difference
Children continue to count on to find the difference but move onto
making jumps to the nearest multiple of 10
4
Measurement
(Measures and
money)
5
Fractions
Convert between different units of measure (e.g. kilometre to metre; )
Link this to multiplying and dividing by 10 and 100 ITS NOTHING
NEW. Only do measures that link to these calculations at this stage no
x1000. X10, 100, 100, -1-2. ÷10, 100, 100, -1-2
Measure and calculate the perimeter of a rectilinear figure
including squares) in centimetres and metres (straight lines)
Estimate, compare and calculate different measures, including money in
pounds and pence
Solve word problems involving money.
Hamilton Trust
Week 9
Unit Plans Unit 5
Unit 6 perimeter (
coordinates next
term)
Unit 10 measures
Recognise and show, using diagrams, families of common equivalent
fractions Count Fourways 1-8
Solve problems involving increasingly harder fractions to calculate
NNS Unit Plan Unit
11
Hamilton Trust
quantities, and fractions to divide quantities,
 Quantities involved – ½ ¼ 1/10 1/5
 Of shapes and quantities
1
Week 11
1
3
Recognise and write decimal equivalents to /4; /2; /4 Count Fourways
1-8
Find the effect of dividing a whole number by 10 and 100 with a whole
number answer. X10, 100, 100, -1-2. ÷10, 100, 100, -1-2
Solve simple measure and money problems involving fractions and
decimals to one decimal places. Adding with Pim 1-4
6
Statistics and
Time
Interpret and present discrete and continuous data using appropriate
graphical methods, including bar charts and time graphs
Solve comparison, sum and difference problems using information
presented in bar charts, pictograms, tables and other graphs
Hamilton Trust
Week 9
NNS Unit Plans Unit
13
Read and write time between analogue and digital 12 and 24-hour
clocks
Solve problems involving converting from hours to minutes; minutes to
seconds; years to months; weeks to days.
Ongoing teacher assessments during the half term. Weekly Big Maths
“BeatThat” tests. Problems and puzzles set linked to work covered
during the half term.
Half Term
1
Number (link
with Big Maths
Objectives)
Count in multiples of 6, 25 and 1000 Count Fourways 1, 7
Find 1000 more or less than a given number
Recognise the place value of each digit in a four-digit number
(thousands, hundreds, tens, and ones) Place value 3
 Place value additions and subtractions in 4 digit numbers
 Adding and Subtracting from a four digit number Adding with
Hamilton Trust
Week 6
NNS Unit Plans Unit
1
Pim 3.
Order and compare numbers beyond 1000. Ordering numbers 3-4
 Compare using < and >
Solve number and practical problems that involve all of the above and
with increasingly large positive numbers
Read Roman numerals to 100 (I to C) and know that over time, the
numeral system changed to include the concept of zero and place value.
(Linked to topic)
2 and
3
Multiplication and Recall multiplication and division facts for multiplication tables up to 12 ×
12 Autumn Term – 2,3,4,5,6,9,10,11
Division
 Look at patterns, investigate general statements
Use place value to multiply and divide by 10 and 100. X10, 100, 100, -1-2.
÷10, 100, 100, -1-2
Multiply two-digit by a one-digit number using formal written layout (grid
multiplication – see calculation policy. Multiplication 11-12.
Smile Multiplication 1-2
Solve problems involving multiplying and adding.
Begin to decide whether to round up or down after division
Calculation Policy
TU x U
(Short multiplication – multiplication by a single digit)
23 x 8
Children will approximate first
23 x 8 is approximately 25 x 8 = 200
x
8
20
160
3
24
160
+ 24
184
Choose appropriate number operations and calculation methods to solve
money and ‘real life’ word problems with one or more steps.
Explain and record methods. Check with equivalent calculation
Hamilton Trust
Week 5 and 10
NNS Unit Plan Unit
9
4
Problem Solving /
Number
Sequences
 Recognise and extend number sequences formed by counting from any
number in steps of constant size extending beyond zero when counting back
e.g. count on in steps of 25 to 500 and then back to, say, –100.
Count Fourways 1-7
NNS Unit Plan unit 8
 Recognise odd and even numbers up to 1000 and some of their properties,
including the outcome of sums or differences of pairs or odd/even numbers.
 Solve mathematical problems or puzzles, recognise and explain patterns
and relationships, generalise and predict.
 Make and investigate a general statement about familiar numbers, by
finding examples that satisfy it.
5
Fractions
Recognise and show, using diagrams, families of common equivalent fractions
Solve problems involving increasingly harder fractions to calculate quantities,
and fractions to divide quantities,
 Begin to relate finding unit fractions to division and use to find ½,
1/3, ¼, 1/5 or 1/10 of multiples of 2, 3, 4, 5 or 10
 moving onto non unit fractions of the fractions above with whole
number answers.
 Of shapes and quantities
Recognise and write decimal equivalents to 1/4; 1/2; 3/4
Recognise and write decimal equivalents to tenths or hundredths
Find the effect of dividing a whole number by 10 and 100 with a whole
number answer. X10, 100, 100, -1-2. ÷10, 100, 100, -1-2
Solve simple measure and money problems involving fractions and decimals to
one decimal places
6
Geometry
Compare and classify geometric shapes, including quadrilaterals and
triangles, based on their properties and sizes
Identify acute and obtuse angles and compare and order angles up to
two right angles by size
Hamilton Trust
Week 11
NNS Unit Plans Unit
11
Hamilton Trust
Week 4
Unit Plans Unit 4
7
Assess and
Review
Ongoing teacher assessments during the half term. Weekly Big Maths
“BeatThat” tests. Problems and puzzles set linked to work covered
during the half term.
Rigby Star test completed to assess children and support future
planning and pupil’s needs.
 Big Maths
 Rigby Star