Year 4 Full Spring Term
Year 4 Full Spring Term
Year 4 Full Spring Term
Year 4
#MathsEveryoneCan
2020-21
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.
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?
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
Measurement:
Consolidation Consolidation
Spring
Geometry: Geometry:
Statistics
Number: Measurement: Measurement:
Properties of Position and
Decimals Money Time
Shape Direction
6
Spring - Block 1
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Overview
Small Steps Notes for 2020/21
9
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
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 = ____
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?
11
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Multiply 3 Numbers
Notes and Guidance Varied Fluency
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
× =
Multiply 3 Numbers
Reasoning and Problem Solving
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Factor Pairs
Notes and Guidance Varied Fluency
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?
Factor Pairs
Reasoning and Problem Solving
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Efficient Multiplication
Notes and Guidance Varied Fluency
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?
Efficient Multiplication
Reasoning and Problem Solving
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Written Methods
Notes and Guidance Varied Fluency
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
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Written Methods
Reasoning and Problem Solving
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
Year 3 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Mathematical Talk + + + =
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
22
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
24
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
25
Year 3 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Children use their times-tables to partition the number into Then he shares
multiples of the divisor. the ones.
42 ÷ 3 = 14
Why have we partitioned 42 into 30 and 12 instead of 40 and Annie uses a similar method to divide 42 by 3
2?
16
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
69 ÷ 3 96 ÷ 3 <
96 ÷ 4 96 ÷ 3 <
91 ÷ 7 84 ÷ 6
<
29
Year 3 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
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?
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.
32
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Correspondence Problems
Notes and Guidance Varied Fluency
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.
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
Year 4 | Spring Term | Week 1 to 3 – Number: Multiplication & Division
Correspondence Problems
Reasoning and Problem Solving
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?
Spring - Block 2
Area
Year 4 | Spring Term | Week 4 – Measurement: Area
Overview
Small Steps Notes for 2020/21
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
Year 4 | Spring Term | Week 4 – Measurement: Area
What is Area?
Notes and Guidance Varied Fluency
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
Year 4 | Spring Term | Week 4 – Measurement: Area
What is Area?
Reasoning and Problem Solving
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
41
Year 4 | Spring Term | Week 4 – Measurement: Area
Counting Squares
Notes and Guidance Varied Fluency
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
Year 4 | Spring Term | Week 4 – Measurement: Area
Counting Squares
Reasoning and Problem Solving
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
Year 4 | Spring Term | Week 4 – Measurement: Area
Making Shapes
Notes and Guidance Varied Fluency
Children make rectilinear shapes using a given number of Ron has 4 squares.
squares. He systematically makes rectilinear shapes.
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
Year 4 | Spring Term | Week 4 – Measurement: Area
Making Shapes
Reasoning and Problem Solving
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?
45
Year 4 | Spring Term | Week 4 – Measurement: Area
Comparing Area
Notes and Guidance Varied Fluency
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.
Comparing Area
Reasoning and Problem Solving
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
Reasoning and Problem Solving
Spring - Block 3
Fractions
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Overview
Small Steps Notes for 2020/21
49
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Overview
Small Steps Notes for 2020/21
50
Year 3 | Spring Term | Week 10 to 11 – Number: Fractions
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?
51 ©White Rose Maths
Year 3 | Spring Term | Week 10 to 11 – Number: Fractions
What is a Fraction?
Notes and Guidance Varied Fluency
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?
53
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
What is a Fraction?
Reasoning and Problem Solving
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
Year 3 | Spring Term | Week 10 to 11 – Number: Fractions
Tenths
Notes and Guidance Varied Fluency
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?
55 ©White Rose Maths
Year 3 | Spring Term | Week 10 to 11 – Number: Fractions
Tenths
Reasoning and Problem Solving
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
Notes and Guidance Varied Fluency
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?
Count in Tenths
Reasoning and Problem Solving
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.
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?
61 ©White Rose Maths
Year 3 | Summer Term | Week 1 to 3 – Number: Fractions
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
= =
= =
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
66
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
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
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
13
= 2 wholes
5
and 3 fifths
13
= 10 wholes and 3 fifths
5
68
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Count in Fractions
Notes and Guidance Varied Fluency
Children explore fractions greater than one on a number line Complete the number line.
and start to make connections between improper and mixed
numbers.
Mathematical Talk Fill in the blanks using cubes or bar models to help you.
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
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Count in Fractions
Reasoning and Problem Solving
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
Add Fractions
Notes and Guidance Varied Fluency
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
Reasoning and Problem Solving
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.
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.
4 5 8 1 11 5 7 17
+ + + +1 + + =
9 9 9 9 9 9 9 9 9
73
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
74
Year 3 | Summer Term | Week 1 to 3 – Number: Fractions
Subtract Fractions
Notes and Guidance Varied Fluency
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?
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
Reasoning and Problem Solving
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
Notes and Guidance Varied Fluency
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
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
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Subtract 2 Fractions
Reasoning and Problem Solving
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
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
3 8 3 5 1
2− = − = =1
4 4 4 4 4
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
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
9 5 2
2− = +
8 8 8
80
Year 3 | Spring Term | Week 10 to 11 – Number: Fractions
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
1
On Sunday, she ate of her remaining 1 1
3 of 50 = of 25 10
chocolates. 5
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
83 ©White Rose Maths
Year 3 | Spring Term | Week 10 to 11 – Number: Fractions
1
On Sunday, he spent of his remaining
5
money.
How many were in the whole set?
How much money does Ron have left?
Fractions of a Quantity
Notes and Guidance Varied Fluency
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
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
Fractions of a Quantity
Reasoning and Problem Solving
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
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Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Calculate Quantities
Notes and Guidance Varied Fluency
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
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Calculate Quantities
Reasoning and Problem Solving
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.
88
Reasoning and Problem Solving
Spring - Block 4
Decimals
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Overview
Small Steps Notes for 2020/21
90
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
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
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
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Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Tenths as Decimals
Notes and Guidance Varied Fluency
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?
Tenths as Decimals
Reasoning and Problem Solving
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.
94
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Rosie
There are ___ ones and ___ tenths.
96
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
They link the number line to measurement, looking at 0.5 0.9 1.1
measuring in centimetres and millimetres.
Mathematical Talk
How many equal parts are between 0 and 1?
What are the intervals between each number? How long is the ribbon?
97
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
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Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Divide 1-digit by 10
Notes and Guidance Varied Fluency
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?
Divide 1-digit by 10
Reasoning and Problem Solving
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
Ron says,
To divide by 10, you need
to move the counters to
the right.
100
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Divide 2-digits by 10
Notes and Guidance Varied Fluency
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?
Use this method to solve:
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
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Divide 2-digits by 10
Reasoning and Problem Solving
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.
102
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Hundredths
Notes and Guidance Varied Fluency
Children recognise that hundredths arise from dividing one Complete the number lines.
whole into one hundred equal parts.
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?
Hundredths
Reasoning and Problem Solving
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
104
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
Hundredths as Decimals
Notes and Guidance Varied Fluency
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.
Hundredths as Decimals
Reasoning and Problem Solving
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
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
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
Year 4 | Spring Term | Week 9 to 11 – Number: Decimals
110