Year 4 Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) Number, place value and rounding Number, value and rounding Pupils should be taught to Using a variety of representations, including measures, pupils should become fluent in the order and place value of numbers in multiples of 6, 7, 9, 25 and 1000 beyond 1000, including counting in tens and hundreds, and find 1000 more or less than a number maintaining fluency in other multiples through varied and frequent count backwards through zero to include negative numbers practice. recognise the place value of each in a four-digit number They begin to extend their knowledge of the number system to (thousands, hundreds, tens, and ones) include the decimal numbers and fractions that they have met so and compare numbers beyond 1000 far. identify, represent and estimate numbers different representations round any number to the nearest 10, 100 or 1000 Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value number and practical problems that involve all of the above and with increasingly large positive numbers were introduced over a period of time. read Roman numerals to 100 (I to C) and understand how, over time, the numeral system changed to include the concept of zero and place value.
Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) solve problems involving multiplying and adding, including (e.g. use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and using the distributive law and harder multiplication problems such as which n objects are connected to m objects. associative law (2 × 3) × 4 = 2 × (3 × 4)). Pupils should solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children. Fractions Fractions Pupils should be taught to: Pupils should connect hundredths to tenths and value and decimal measure. count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten They should extend the use of the number line to connect fractions, numbers and measures. solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number Pupils should understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths. identify, name and write equivalent fractions of a given Pupils should associate fractions of a length, of a shape and as a fraction, including tenths and hundredths representation of one whole or set of quantities. Pupils should use add and subtract fractions with the same denominator. factors and multiples to recognise equivalent fractions and simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 = 2/8). Pupils should continue practice in adding and subtracting fractions with the same denominator, to become fluent through a variety of
Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) Measures Pupils should be taught to: convert between different of measure (e.g. kilometre to metre; hour to minute) Measures Pupils should use multiplication and their knowledge of place value to convert from larger to smaller units. They should relate area to arrays and multiplication. measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Pupils should build on their understanding of decimal notation to record measures. find the area of rectilinear shapes by counting estimate, compare and calculate different measures, including money in pounds and pence read, write and convert 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. Geometry: properties of shapes Geometry: properties of shapes Pupils should be taught to: Pupils should continue to classify shapes using geometrical properties, extending to classifying different triangles (e.g. compare and classify geometric shapes, including isosceles, equilateral, scalene) and quadrilaterals (e.g. quadrilaterals and triangles, based on their properties and sizes parallelogram, rhombus, trapezium). identify acute and obtuse angles and compare and order Pupils should compare and order angles in preparation for using a angles up to two right angles by size protractor and compare lengths and angles to decide if a polygon is identify lines of symmetry in 2-D shapes presented in regular or irregular.
Year 5 programme of (statutory requirements) Notes and guidance (non-statutory) compare different angles draw shapes using given dimensions and angles state and use the properties of a rectangle (including squares) to deduce related facts distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Geometry: position, direction, motion Pupils should be taught to: identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Geometry: position, direction, motion Pupils should recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes. Data Pupils should be taught to: solve comparison, sum and difference problems using information presented in line graphs complete, read and interpret information in tables, including timetables. Data Pupils should connect work on coordinates and scales to their interpretation of time graphs using ICT tools, except where data are easily calculable. They should begin to decide which representations of data are most appropriate and why.