Maths

Reasoning with 4-digit numbers

Addition and subtraction

Multiplication and division

Interpreting and presenting data

Securing multiplication facts

Fractions

Time

Decimals

Area and perimeter

Solving measure and money problems

2-D Shape and Symmetry

Position and Direction

Reasoning with patterns and sequences

3D Shape

Working with fractions

Taking fractions further

In this unit pupils will revisit column addition with regrouping and column subtraction with exchanging to solve problems. They will read Roman numerals to 100. 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. They will read Roman numerals to 100.

Review of column addition and subtraction

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.

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

 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.

Calculation and conversion of measures

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. They will count backwards through 0. 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 and count backwards through 0.

Comparing, ordering and rounding 4-digit numbers

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.

Column addition and subtraction with 4-digit numbers

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.

Perimeter

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.

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

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 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 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.

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

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.

Represent counting in nines as the 9 times table

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.

Relationship between the 3 and 9 times tables

In this 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 future 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 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 of 7 and knowledge of the 7x table to solve problems.

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

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 explaining the relationship between adjacent multiples of 7 and knowledge of the 7x table to solve problems. 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

In this unit pupils will use knowledge of distributive law to calculate products beyond known times tables facts In the future unit pupils will explain the relationship between multiplying a number by 10 and multiples of 10 They will explain why a zero can be placed after the final digit when multiplying it by 10 and why the final digit zero can be removed from a multiple of 10 when dividing by 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 distributive law to calculate products beyond known times tables facts.

Apply the distributive law to multiplication

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

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

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.

Coordinates

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.

Review of fractions

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.

Composition of fractions greater than one

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. 

Compare and order mixed numbers and position on a number line

In this unit pupils will make efficient choices about the order they solve an addition and subtraction problem in. In the future unit pupils will express and convert a quantity from an improper fraction to a mixed number and explain how a mixed number is converted into an improper fraction.

In the prior unit pupils estimated the position of numbers on a number line using fraction sense. They compared and ordered mixed numbers using fraction sense when the whole number and the numerator of the fractional part was the same. In this unit pupils will make efficient choices about the order they solve an addition and subtraction problem in.

Addition and subtraction of fractions and mixed numbers (within a whole)

In this unit pupils will express and convert a quantity from an improper fraction to a mixed number and explain how a mixed number is converted into an improper fraction. In the future unit pupils will add mixed numbers. They will subtract a proper fraction from a mixed number and subtract a mixed number from a mixed number and explain which strategy is most efficient.

In the prior unit pupils made efficient choices about the order they solved an addition and subtraction problem in. In this unit pupils will express and convert a quantity from an improper fraction to a mixed number and explain how a mixed number is converted into an improper fraction.

Convert improper fractions to mixed numbers and vice versa

In this unit pupils will add mixed numbers They will subtract a proper fraction from a mixed number and subtract a mixed number from a mixed number explaining which strategy is most efficient In the future unit pupils will explain the relationship between repeated addition of a proper fraction and multiplication of fractions They will multiply a proper fraction by a whole number

In the prior unit pupils expressed and converted a quantity from an improper fraction to a mixed number and explained how a mixed number was converted into an improper fraction. In this unit pupils will add mixed numbers. They will subtract a proper fraction from a mixed number and subtract a mixed number from a mixed number explaining which strategy is most efficient 

Efficient strategies for adding and subtracting mixed numbers (crossing a whole)

In this unit pupils will pupils will complete and compose symmetrical shapes from two congruent shapes and investigate lines of symmetry in 2D shapes. In the future unit pupils will explain what area is and measure using counting as a strategy. They will make different shapes with the same area and compare the area of different 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 pupils will complete and compose symmetrical shapes from two congruent shapes and investigate lines of symmetry in 2D shapes.

Properties of 2D and 3D shapes and symmetry

In this unit pupils will read, write and convert time between analogue and digital 12- and 24-hour clocks. They will solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days. In the future unit pupils will solve problems involving converting between units of time.

In the prior unit pupils told and wrote the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks. In this unit pupils will read, write and convert time between analogue and digital 12- and 24-hour clocks. They will solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days.

Time: Convert between 12 and 24 hour clocks: analogue and digital

In this unit pupils will interpret a division story with a remainder representing it with an equation. They will explain how the remainder relates to the divisor. In the future unit pupils will divide a 2-digit number by a single-digit number using partitioning and representations with exchanging and remainders. They will divide a 2-digit number by a single-digit number using short division .

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 interpret a division story with a remainder representing it with an equation. They will explain how the remainder relates to the divisor.

Maths

Choose a previously released unit (16)

Some of these units will soon be taken down.

Choose a unit (24)

Some of these units will soon be taken down.