Year 4/5 Autumn term 2014 Mrs Mitchell

Block / Objectives; children will be taught to:
A / Wk
1 / Counting, Partitioning and
Calculating / Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols
I can write down how I solved a problem, showing every step
Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line
I can find missing numbers in a sequence that includes negative numbers
Explain what each digit represents in whole numbers and decimals with up to three places, and partition, round and order these numbers
I can say what any digit represents in a number with up to seven digits
Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
I can work out sums and differences of decimals with two digits
Use efficient written methods to add and subtract whole numbers and decimals with up to two places
I can explain each step when I write addition and subtraction calculations in columns
Recall quickly multiplication facts up to 10×10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
I know my tables to 10. I can use them to work out division facts and to multiply multiples of 10 and 100
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6and9)
I can find a pair of factors for a two-digit number
Use understanding of place value to multiply and divide whole numbers and those involving decimals by 10, 100 or 1000
I can multiply or divide a whole number by 10, 100 or 1000
Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12×9), to multiply by 25 (e.g. 16×25), to subtract one near multiple of 1000 from another (e.g. 6070–4097)
I can work out some calculations in my head or with jottings. I can explain how I found the answer
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can estimate and check the result of a calculation
A / Wk
2 / Counting, Partitioning and
Calculating
B / Wk
3 / Securing Number Facts and Understanding Shape / Use efficient written methods to add and subtract whole numbers and decimals with up to two places
I can explain each step when I write addition and subtraction calculations in columns
Recall quickly multiplication facts up to 10×10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6and9)
I can find pairs of factors that multiply to make a given number
I can find a number that is a multiple of two different numbers
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can check whether a calculation is correct and explain how I did this
Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
I can sort numbers or shapes according to their properties and explain how I sorted them
Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shape
I can describe the important features of shapes such as rectangles I know the important features of a cube. I can use these to draw its net
B / Wk
4 / Securing Number Facts and Understanding Shape
B / Wk
5 / Securing Number Facts and Understanding Shape
C / Wk 6 / Handling Data and
Measures / Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols
I can use graphs to show findings about a subject or to help explain my answer to a question
Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry
I can collect and organise data to find out about a subject or to answer a question
Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask
I can decide what information needs to be collected to answer a question and how best to collect it
I can explain what a table or graph or chart tells us and consider questions that it raises
Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time
I can explain why I chose to represent data using a particular table, graph or chart
Find and interpret the mode of a set of data
I know that the 'mode' is the most common piece of information
I can find the mode of a set of data that I have collected
Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g)
I can measure weight using appropriate measuring instruments. I can state measurements in kg and g
Interpret a reading that lies between two unnumbered divisions on a scale
I find the value of each interval on a scale so that I can read measurements accurately
C / Wk
7 / Handling Data and
Measures
D / Wk
8 / Calculating, Measuring and Understanding Shape / Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies.
I can identify the steps I need to take to solve problems
I can decide whether to do a calculation using mental methods, written methods or a calculator
Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000
I can multiply and divide whole numbers by 10, 100 and 1000
Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g.
change 2.6kg to 2600g)
I can choose appropriate units to measure length and distance
I can read metre sticks, tape measures and rulers marked in cm and mm accurately
I can make sensible estimates of length in everyday contexts
I know how many millimetres there are in a centimetre or metre, and how many metres there are in a kilometer
Interpret a reading that lies between two unnumbered divisions on a scale
I can interpret a reading between two unnumbered divisions on a ruler, tape measure or metre stick
Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate the rectangle’s area
I can draw and measure lines to the nearest millimetre
I can measure the sides of polygons and add them to find the perimeter
Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals
I can use a calendar to work out how many days and weeks it is to my birthday
I can change am or pm times to 24-hour clock times, and vice versa
D / Wk
9 / Calculating, Measuring and
Understanding Shape
E / Wk
10 / Securing Number Facts, Relationships and
Calculating / Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols
I can use diagrams to check that two fractions are equivalent
Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use
I can decide whether to solve problems using mental, written or calculator methods and explain my choice
Solve problems involving number up to 3 decimal places.
Recall quickly multiplication facts up to 10×10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
I can use multiplication and division facts to multiply and divide multiples of 10 and 100
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6and9)
I can find pairs of factors that multiply to make a given number I can find a common multiple of two numbers
Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12×9), to multiply by 25 (e.g. 16×25), to subtract one near multiple of 1000 from another (e.g. 6070–4097)
I can use different mental strategies for multiplication and division depending on the numbers involved. I can explain why I chose a particular method
Refine and use efficient written methods to multiply and divide HTU×U, TU×TU, U.t×U and HTU÷U
I can solve multiplication calculations using written methods. I can explain each step
Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem
I can break a problem into steps and say the calculation I need to do to work out each step. I can check that my answer is sensible
Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is 5¤8); find equivalent fractions (e.g. 7¤10=14¤20, or 19¤10=19¤10); relate fractions to their decimal representations
I can explain how I know that two fractions, such as 7/10 and 14/20 are equivalent
Find fractions using division (e.g. 1¤100 of 5kg), and percentages of numbers and quantities (e.g. 10%, 5% and 15% of £80)
I can find fractions of numbers using division. For example, to find of a number, I divide it by 3
Add and subtract fractions with the same denominator and multiples of the same number.
I can add and subtract fractions.
E / Wk
11 / Securing Number Facts,
Relationships and
Calculating
E / Wk
12 / Securing Number Facts,
Relationships and
Calculating

Year 4/5 Summer term 2015 Mrs Mitchell

Week / Objectives; children will be taught to:
Wk 1
Number, place value and Roman numerals / Starters:
Place value in five-digit numbers.
Count on/back in 10s, 100s, 1000s from 4-digit numbers.
Add and subtract near multiples of 10 and 100 to 3-digit numbers.
Y4 Main teaching:
Use place value to add/subtract to/from 4-digit numbers. Place 4-digit numbers on a line and round to the nearest 10, 100 or 1000. Write Roman numerals to 100. Count on and back in steps of 25 and 1000.
Y5 Main teaching:
Add and subtract 1, 10, 100, 1000, 10,000 and 100,000 to/from six-digit numbers. Place six-digit numbers on landmarked lines and empty lines, and round to the nearest 1000, 10,000, and 100,000. Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
Wk 2
Number, place value and decimals / Starters:
Place value in 4-digit and 5-digit numbers.
Rounding whole numbers to nearest 1000.
Add to the next whole number from a 1-place decimal number.
Y4 Main teaching:
Mark numbers with 1 decimal place on an empty number line and round to the nearest whole. Know what each digit stands for in numbers with 2 decimal places and write place value related additions and subtractions. Multiply and divide by 10 and 100 to give tenths and hundredths. Know equivalent 0.1s and 1/10s, and 0.01s and 1/100s.
Y5 Main teaching:
Compare and order negative numbers. Count back in steps through zero. Revise 2-place decimals. Introduce 3-place decimals. Multiply/divide by 10, 100, 1000.
Wk 3
Mental multiplication and division, percentages, scaling and correspondence problems / Starters:
1-place decimals.
Adding to the next whole number from a 1-place decimal number.
Difference between negative numbers.
24-hour clock.
Place numbers with 2 decimal places on a line.
Y4 Main teaching:
Find factors of numbers less than 50; Use times tables and place value to divide multiples of 10, e.g. 350 ÷ 7. Use factors to carry out mental multiplication. Find the product of 3 single-digit numbers using commutativity to help. Solve scaling problems (by whole number factors). Convert from centimetres to metres. Solve correspondence problems.
Y5 Main teaching:
Multiply and divide numbers mentally using known facts. Express remainders as fractions. Solve word problems. Understand percentages as parts of 100 and find simple percentages.
Wk 4
Angles and polygons / Starters:
Revise finding lines of symmetry.
Pairs to 100.
Reading scales.
Times tables.
Round decimal numbers to nearest tenth and whole.
Y4 Main teaching:
Complete shapes with respect to a line of symmetry. Recognise and compare acute and obtuse angles and angles of 90 degrees. Compare and classify triangles and quadrilaterals, based on properties including types of angles.
Y5 Main teaching:
Measure and draw angles using a protractor. Recognise acute, obtuse and reflex angles. Know that angles on a straight line add up to 180° and that angles around a point add up to 360°, use this to find missing angles. Draw polygons with given dimensions and angles.
Wk 5
Decimals, addition and subtraction / Starters:
Divisibility by 2, 3, or 5.
Double two-digit numbers.
Halve 2-digit numbers.
Bar charts.
Times tables.
Y4 Main teaching:
Compare, order, and place numbers with 2 decimal places on landmarked lines. Count on/back in tenths and hundredths. Add/subtract 0.1/0.01 then multiples of the same to/from numbers with 2 decimal places. Solve simple measure problems using place value in lengths in metres with 2 decimal places.
Y5 Main teaching: