Year 3/4
Mastery Overview
Autumn
Year 3/4
Mixed Year Overview
Guidance
Since our Year 1 to Year 6 Schemes of Learning and
overviews have been released we have had lots of requests
for something similar for mixed year groups. This document
provides the yearly overview that schools have been
requesting. We really hope you find it useful and use it
alongside your own planning.
The White Rose Maths Hub has produced these long term
plans to support mixed year groups. The mixed year groups
cover Y1/2, Y3/4 and Y5/6. These overviews are designed to
support a mastery approach to teaching and learning and
have been designed to support the aims and objectives of the
new National Curriculum.
We had a lot of people interested in working with us on this
project and this document is a summary of their work so far.
We would like to take this opportunity to thank everyone who
has contributed their thoughts to this final document.
The overviews:
•
have number at their heart. A large proportion of time is
spent reinforcing number to build competency.
•
ensure teachers stay in the required key stage and
support the ideal of depth before breadth.
•
provide plenty of time to build reasoning and problem
solving elements into the curriculum
These overviews will be accompanied by more detailed
schemes linking to fluency, reasoning and problem solving.
Termly assessments will be available to evaluate where the
children are with their learning.
If you have any feedback on any of the work that we are
doing, please do not hesitate to get in touch. It is with your
help and ideas that the Maths Hubs can make a difference.
The White Rose Maths Hub Team
© Trinity Academy Halifax 2016
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This document fits in with the White Rose Maths Hub Year 1 –
6 Mastery documents. If you have not seen these documents
before you can register to access them for free by completing
the form on this link http://www.trinitytsa.co.uk/maths-hub/freelearning-schemes-resources/
Once registered you will be provided with a Dropbox link to
access these documents; please be aware some school IT
systems block the use of Dropbox so you may need to access
this at home.
Year 3/4
Mixed age planning
Using the document
Progression documents
The overviews provide guidance on the length of time that
should be dedicated to each mathematical concept and the
order in which we feel they should be delivered. Within the
overviews there is a breakdown of objectives for each
concept. This clearly highlights the age related expectations
for each year group and shows where objectives can be
taught together.
We are aware that some teachers will teach mixed year
groups that may be arranged differently to our plans (eg Y2/3).
We are therefore working to create some progression
documents that help teachers to see how objectives link
together from Year 1 to Year 6.
There are certain points where objectives are clearly separate.
In these cases, classes may need to be taught discretely or
incorporated through other subjects (see guidance below).
Certain objectives are repeated throughout the year to
encourage revisiting key concepts and applying them in
different contexts.
Lesson Plans
As a hub, we have collated a variety of lesson plans that show
how mixed year classes are taught in different ways. These
highlight how mixed year classes use additional support,
organise groups and structure their teaching time. All these
lesson structures have their own strengths and as a teacher it
is important to find a structure that works for your class.
© Trinity Academy Halifax 2016
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As a hub, we are also planning to create mixed age planning
for Y2/3 and Y4/5 later in the year.
Linking of objectives
Within the overviews, the objectives are either in normal font
or in bold. The objectives that are in normal font are the lower
year group out of the two covered (Year 1, Year 3, Year 5).
The objectives in bold are the higher year group out of the two
covered (Year 2, Year 4, Year 6), Where objectives link they
are placed together. If objectives do not link they are separate
and therefore require discrete teaching within year groups.
Year 3/4
Mixed age planning
Teaching through topics
Objectives split across topics
Most mathematical concepts lend themselves perfectly to
subjects outside of maths lessons. It is important that teachers
ensure these links are in place so children deepen their
understanding and apply maths across the curriculum.
Within different year groups, topics have been broken down
and split across different topics so children can apply key skills
in different ways.
Here are some examples:
 Statistics- using graphs in Science, collecting data in
Computing, comparing statistics over time in History,
drawing graphs to collect weather data in Geography.
 Roman Numerals- taught through the topic of Romans
within History
 Geometry (shape and symmetry)- using shapes within
tessellations when looking at Islamic art (R.E), using
shapes within art (Kandinsky), symmetry within art
 Measurement- reading scales (science, design
technology),
 Co-ordinates- using co-ordinates with maps in
Geography.
 Written methods of the four operations- finding the time
difference between years in History, adding or finding
the difference of populations in Geography, calculating
and changing recipes in food technology.
 Direction- Programming in ICT
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Money is one of the topics that is split between other topics. It
is used within addition and subtraction and also fractions. In
Year 1 and 2 it is important that the coins are taught discretely
however the rest of the objectives can be tied in with other
number topics.
Other measurement topics are also covered when using the
four operations so the children can apply their skills.
In Year 5 and 6, ratio has been split across a variety of topics
including shape and fractions. It is important that these
objectives are covered within these other topics as ratio has
been removed as a discrete topic.
Times tables
Times tables have been placed within multiplication and
division however it is important these are covered over the
year to help children learn them.
Year 3/4
Everyone Can Succeed
More Information
As a Maths Hub we believe that all students can succeed
in mathematics. We don’t believe that there are
individuals who can do maths and those that can’t. A
positive teacher mindset and strong subject knowledge
are key to student success in mathematics.
If you would like more information on ‘Teaching for
Mastery’ you can contact the White Rose Maths Hub at
[email protected]
Acknowledgements
The White Rose Maths Hub would like to thank the
following people for their contributions, and time in the
collation of this document:
Cat Beaumont
Matt Curtis
James Clegg
Becky Gascoigne
Sarah Gent
Sally Smith
Sarah Ward
© Trinity Academy Halifax 2016
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We are offering courses on:
 Bar Modelling
 Teaching for Mastery
 Subject specialism intensive courses – become a
Maths expert.
Our monthly newsletter also contains the latest initiatives
we are involved with. We are looking to improve maths
across our area and on a wider scale by working with
other Maths Hubs across the country.
Year 3/4
Term by Term Objectives
Year 3/4 Overview
Summer
Spring
Autumn
Week 1
Week 2
Week 3
Week 4
Week 5
Place Value
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Week 7
Week 8
Week 9
Week 10
Addition and Subtraction
Multiplication and Division
Length and
Perimeter
Week 6
Week 11
Week 12
Multiplication
and Division
Fractions and Decimals
Volume and
Capacity (Y3)
Time
Shape
Statistics
Co-ordinates
(Y4)
Year 3/4
Term by Term Objectives
Year Group
Week 1
Week 2
Y3/4
Week 3
Term
Week 4
Place Value
Read and write numbers up to 1000 in numerals and in words.
Identify, represent and estimate numbers up to 1000 using different
representations.
Identify, represent and estimate numbers using different
representations.
Find 10 or 100 more or less than a given number.
Find 1000 more or less than a given number.
Recognise the place value of each digit in a 3 digit number.
Recognise the place value of each digit in a 4 digit number.
Order and compare numbers to 1000.
Order and compare numbers beyond 1000.
Count from 0 in multiples of 4, 8, 50 and 100
Count in multiples of 6, 7, 9. 25 and 1000
Solve number problems and practical problems involving these ideas.
Solve number and practical problems that involve all of the above and
with increasingly large positive numbers.
Count backwards through zero to include negative numbers.
Round any number to the nearest 10, 100 or 1000
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.
© Trinity Academy Halifax 2016
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Autumn
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Number: Addition and Subtraction
Add and subtract numbers mentally, including: a three-digit number
and ones; a three-digit number and tens; a three digit number and
hundreds.
Add and subtract numbers with up to three digits, using formal written
methods of columnar addition and subtraction
Add and subtract numbers with up to 4 digits using the formal written
methods of columnar addition and subtraction where appropriate.
Estimate the answer to a calculation and use inverse operations to
check answers.
Estimate and use inverse operations to check answers to a calculation.
Solve problems, including missing number problems, using number
facts, place value, and more complex addition and subtraction.
Solve addition and subtraction two step problems in contexts,
deciding which operations and methods to use and why.
Add and subtract amounts of money to give change using both £ and p
in practical contexts.
Estimate, compare and calculate different measures, including
money in pounds and pence
Measure, compare, add and subtract: lengths (mm, cm, m); mass
(kg/g); volume/capacity (l/ml).
Solve simple measure and money problems involving fractions and
decimals to two decimal places.
Week 11
Week 12
Multiplication and Division
Recall and use
multiplication and division
facts for the 3, 4 and 8
multiplication tables.
Recall and use
multiplication and division
facts for multiplication
tables up to 12 x 12.
Write and calculate
mathematical statements
for multiplication and
division using the
multiplication tables they
know.
Recognise and use factor
pairs and commutativity in
mental calculations.
Use place value, known
and derived facts to
multiply and divide
mentally, including:
multiplying by 0 and 1;
dividing by 1; multiplying
together three numbers.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Reasoning

Fill in the blanks
Numbers in
words
Four hundred
and two
What number is represented in the
place value grid?
Problem Solving

Numerals
100s
10s
1s
Four hundred
and sixty two
Four hundred
and twenty six
Six hundred
and forty two
Two hundred
and sixty four
Place Value
560
Three hundred
and sixty six
132
Read and write numbers up to
1000 in numerals and in words.


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What number is represented by the
Base 10? Write it in numerals and
words.
352 children were on time for school
this morning. Write this number in
words.
Five hundred and seventy people
went to the school fair. Write this
number in numerals.
Match the number in words to the
number in numerals. Fill in the
missing numbers.
Using the same number of counters, how
many different numbers can you make?
Convince me you have found them all.

Tim was asked to write the number
four hundred and forty. He wrote
400 40. Do you agree with Tim?
Explain why.

Hannah has written the number five
hundred and thirteen as 530. Explain
the mistake that Hannah has made.

4
4
4
6
There are 3 cards with a digit on
each. Find every 3 digit number that
could be made from the cards. Write
out the largest, smallest and middle
number in words.
3
6
8
 Work out the missing word:
A number between 450 and 460.
Four hundred and ______ six.
Repeat this with different clues and
numbers.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

What number is represented in each
set?
Reasoning

Place 725 on each of the number
lines below.
0
Place Value

Identify, represent and estimate
numbers up to 1000 using
different representations.


0
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Use place value counters or base 10
to represent the following numbers
382, 560, 905
Problem Solving
1000
700
800
720
730
Alice says ‘The number in the place
value grid is the largest number you
can make with 8 counters.’
Do you agree?
Prove your answer.
100s
10s

Using four counters and the place
value grid below, how many
different numbers can you make?
Eg 211
100s
10s
1s

Simon was making a three digit
number using place value counters.
He has dropped three of his counters
on the floor.
What could his number be?

If the number on the number line is
780, what could the start and end
point of the number line be?
1s
Show 450 on the number line.
1000

Henry has one counter and a place
value grid.
He says he can make a one, two,
three and four digit number.
Is he correct?
Show this on a place value grid.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Reasoning
What number is represented
below?

Place 2500 on the number lines
below.
0

2000
This ten frame represents 1000
when it is full.
10000
Has the place on the number line
changed? Why?
Show 1600 on the number line.
0
1000

0


Amelia says ‘The number in the
place value grid is the largest
number you can make with 8
counters.’
Do you agree?
Prove your answer.
What number is represented in the ten
frame?
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100
10
1
100
10
1
Dan was making a 4 digit number
using place value counters. He
dropped two of his counters on the
floor.
These are the counters he had left.
What number could he have made?

1000
Using 3 counters and the place value
grid below, how many 4 digit
numbers can you make?
4000
I add 7 hundreds and 4 tens to it.
What is the new number?
Identify, represent and estimate
numbers using different
representations.

5000
2000
Place Value
Problem Solving
If the arrow on the number line
represents 1788, what could the
start and end numbers be?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Place Value


Find 10 more and less than the
following numbers:
23
65
96
146
192
304
What is 100 more or less than these
numbers?
283
Find 10 or 100 more or less than a
given number.
591
2901

Reasoning
1392
1892
Fill in the missing numbers:
10 less
Starting
number
325
10
more
674
892
1001
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
Emily has made the number:
3
0
Problem Solving

10 more than my number is 100 less
than 320.
What is my number?

Using number cards 0-9 can you
make the answers to the questions
below:
5
Write down the number that is 10 less
than 305.
Now write down the number that is 10
less than this new number.
10 less than 8 + 7:
10 more than 3 x 10:
100 less than 336:
100 more than 691:
10 less than 3 x 6:
Explain what is happening to the number
each time.
 What comes next?
536-10=526
526-10=516
516-10=506
What is the 10th answer in the pattern?
 True or False
When I add 100 to any number, I only
need to change the hundreds digit.

I think of a number.
I add 10 and then take away 100.
My answer is 350.
What was my number?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Reasoning
 Find the value of
3891 +
= 4891


Henry says ‘When I add 1000 to
4325 I only have to change 1 digit.’
Problem Solving

3210
Is he correct?
Which digit does he need to
change?
Find 1000 more and less than the
following numbers.
Fill in the boxes by finding the
patterns.
1210
3110
Place Value
6010

4591
2392
8901
1892
Complete the table.
Find 1000 more or less than a
given number.
1000
more
Starting
number
3467
1000
less

Phil says that he can make the
number that is 1000 less than 3512
using the number cards 1, 2, 3 and
4.
Do you agree?
Explain your answer.
Find 1000 more than the number in
the place value grid.
1000
1000
H
T
O
What do you notice?
Why does this happen?

1000 more than my number is 100
less than 4560. What is my number?
Using number cards 0-9 can you
make the answers to the questions
below:
1000 less than 999 + 80
1000 more than 7 x 6
1000 less than 9500 – 135
Add one thousand to 2554
665
Th

Add ten hundreds to 2554
2219

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

Lucy thinks of a number.
She says ‘The number 1000 more
than my number has the digits 1,2,3
and 4.
The number 1000 less uses the digits
1, 3 and 4’
What number is Lucy thinking of?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Write the value of each underlined
digit.
318, 92, 921

512 is made of __ hundreds, __ ten
and ___ ones.

Place Value
Reasoning
Find the value of
statements.
in each of these

546

= 500 + 70 + 4
628 =
Recognise the place value of each
digit in a three digit number
(hundreds, tens, ones).
+ 20 + 8
703 = 700 +

+3
Fill in the place value grid with
counters to make 608
H
T
O
Explain the value of 4 in the
following numbers:
473

Henry thought of a number. He
thought of a two-digit number less
than 50. The sum of its digits was 12.
Their difference was 4. What number
did Henry think of?

Use the clues to find the missing
digits:
894
543 is made of 5 hundreds, 4 tens
and 3 ones.
It is also made of 54 tens and 3 ones.
It is also made of 543 ones.
Can you show 113 in this way?
Can you express 627 in the same way?

Problem Solving
What is the same about these
numbers and what is different?
375
357
The hundreds digit is double the tens
digit. The tens digit is 5 less than 2 x 8.
The ones digit is 2 less than the hundreds
digit.

Claire, Libby and Katie are holding
three digit numbers. Claire and Libby
have given clues below:
Claire- My number has the smallest
amount of ones.
Libby- The tens in my number are 2 less
Claire and Katie’s added together.
345
247
368
Can you work out which number is
which?
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Year 3/4
Term by Term Objectives
All students
Place Value
National Curriculum
Statement
Recognise the place value of each
digit in a four digit number
(thousands, hundreds, tens and
ones)
Fluency

Find the value of
in each
statement.
= 3000+ 500+ 40
2000 +
+ 2 = 2702
+ 40 + 5 = 3045

Write the value of the underlined
digit.
3462, 5124, 7024, 4720

1423 is made up of _ thousands, _
hundreds, _ tens and _ ones.

What number has been made in the
place value chart?
Reasoning

Show the value of 5 in each of these
numbers.
5462, 345, 652, 7523
Explain how you know.

Create 5 four digit numbers where
the tens number is 2 and the digits
add up to 9. Order them from
smallest to largest.

Jeff says

Claire thinks of a 4 digit number.
The digits add up to 12. The
difference between the first and
fourth digit is 5. What could Claire’s
number be?

Use the clues to find the missing
digits.
The thousands and tens digit multiply
together to make 24. The hundreds and
tens digit have a digit total of 9. The
ones digit is double the thousands digit.
The whole number has a digit total of
18.

Hafsa says
Who has the biggest number?
Explain why
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Problem Solving
There are 4 number cards, A, B, C
and D. They each have a four digit
number on. Using the clues below,
work out which card has which
number.
3421, 1435, 3431, 1243
A has a digit total of 10.
B and C have the same thousands digit.
In C and D the tens and hundreds digits
add up to 7.
D has the largest digit total.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Place Value


Compare and order numbers up
to 1000
Compare the numbers. Use < > or =
377
397
5_3
29_
700
70 tens

10s
301
368
Which number would be third?
Put one digit in each box to make the
list of numbers in order from
smallest to largest.
1
3

I am thinking of a number. My
number is between 300 and 500. The
digits add up to 14. The difference
between the largest and the smallest
digit is 2. What could my number be?
Order all the possible numbers from
smallest to largest.

Deena has ordered 5 numbers. The
largest number is 845, the smallest
number is 800. The other numbers
all have digit totals of 12. What could
the other numbers be?
7
9
0
1

In pairs, each child has to make a 3
digit number. They pick a 0-9
number card and decide where to
write the number. Do this until they
have created a 3 digit number. In
each game they change the criteria
they have to meet to win.
Eg Make the smallest number.
Make the largest number.
Make a number between 300 and 500.
5
5
Here are three digit cards. Write all
the three digit numbers that you can
make and order them from smallest
to largest.

3
2
1s
2

278
287

100s
Problem Solving
Harry puts the following numbers in
order.
345
Using 3 counters, like shown in the
place value grid below, make all the
numbers possible.
Order from smallest to largest.
4 2 5
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Reasoning
5
True or False: You must look at the
highest place value column first
when ordering any numbers.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Write these numbers in order from
smallest to largest.
1423
1324
1432
Place Value

Order and compare numbers
beyond 1000.

If you wrote these numbers in order
from largest to smallest which
number would be fourth.
5331
1335
1533
5313
5133
3513


Lola has ordered five 4 digit
numbers. The smallest number is
3450, the largest number is 3650. All
the other numbers have digit totals
of 20. What could the other three
numbers be?
3

You have 2 sets of 0-9 digit cards.
You can use each card once. Arrange
the digits so they are as close to the
target numbers as possible.
Put one number in each box so that
the list of numbers is ordered
largest to smallest.
1
10s
1
1
1
1s
1

3
2
2
1
1
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I am thinking of a number. It is
greater than 1500 but smaller than
2000. The digits add up to 13. The
difference between the largest and
smallest digit is 5. What could the
number be? Order them from
smallest to largest.
Explain how you ordered them.
Using four counters in the place
value grid below make as many 4
digit numbers as possible. Put them
in ascending order.
100s

1342
Here are 4 digit cards. Arrange them
to make as many 4 digit numbers as
you can and order your numbers
from largest to smallest.
1000s
Problem Solving
2341
4 0 5

Reasoning
5
5
3
7
9
0
1
5
True or False: You must look at the
highest place value column first
when ordering any numbers.
1.
2.
3.
4.
5.
Largest odd number
Largest even number
Largest multiple of 3
Smallest multiple of 5
Number closest to 5000.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Continue the pattern:
Reasoning

Circle the odd one out.
100, 150, 200, 215, 300
Explain how you know.

True or False.
If I count in 100s from 0, all the
numbers will be even.
Convince me.
50, ___, 150, 200, ___
Problem Solving

100, 200, ___, ___, 500
Place Value

Fill in the missing words:
____, ____, one hundred, one
hundred and fifty
Count from 0 in multiples of 4, 8,
50 and 100

Count in 10s from 0. Whenever you
get to a multiple of 50 say Fizz, when
you get to multiples of 100 say Buzz.
If it is a multiple of both say Fizzbuzz.
400
300
Always, sometimes, never
Create calculations for your friends
to sort into the diagram e.g. Double
25, Half of 200
All multiples of 50 are multiples of
100 therefore all multiples of 100 are
multiples of 50.
All multiples of 8 are multiples of 4.


Using equipment, show me the fifth
multiple of 50
Find the next three numbers in each
sequence:
4, 8, 12, 16, __, __, __
8, 16, 24, 32, __, __, __
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200


Use the number cards to make a
sequence. Can you make more than
one sequence?

Jack says ‘If I can count in 4’s, I can
use this to count in 8’s.’
Do you agree?
Explain why
What do you notice?

Al’s money is arranged in stacks.
Each stack contains 50p. He has 8
stacks.
How much money does Al have?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Find the next two numbers
6, 12, 18, 24,
7, 14, 21, 28, 35,
9, 18, 27, 36
25, 50, 75,
5000, 6000, 7000
Fill in the missing numbers:
Place Value
14
28
100
Count in multiples of 6, 7, 9. 25
and 1000
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
What is the same and what is
different about these two number
sequences?
6, 12, 18, 24, 30…..
45, 36, 27, 18, 9……
Problem Solving




Reasoning
35
175
200
Hassan counts on in 25’s from 250.
Circle the numbers he will say.
990, 125, 300, 440, 575, 700
Convince me that the number 14
will be in this sequence if it is
continued.
49, 42, 35, 28 …….


Mr Hamm has three disco lights. The
first light shines for 3 seconds then is
off for 3 seconds. The second light
shines for 4 seconds then is off for
four seconds. The third light shines for
5 seconds then is off for 5 seconds. All
the lights have just come on. When is
the first time all the lights will be off?
When is the next time all the lights
will come on at the same time?
Here is a hundred square.
Always, Sometimes, Never
Hayley is counting in 25’s and
1000’s. She says:
- Multiples of 1000 are also
multiples of 25.
- Multiples of 25 are therefore
multiples of 1000.
Are these statements always,
sometimes or never true?
Some numbers have been shaded in blue,
and some in pink. Can you notice the
pattern? Why are some numbers maroon?
Work out the patterns on the parts of the
hundred squares below. Could there be
more than one pattern?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Reasoning
Here are two number lines.
Find the difference between A and B.

Here is part of a number square.
Place Value
Add together
the two
numbers that
would be in the
shaded squares.

Can you place the numbers in the
diagram below?
Between 16 and
23
Solve number problems and
practical problems involving
these ideas.
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Which of these prizes can Sasha get?

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
 Sasha is playing a game to win prizes.
Each blue counter is worth 4 points.
Each green counter is worth 8 points.
She wins the following counters.

The
balloons cost 40p altogether.
What is each balloon worth?
Not between
16 and 23
Digits
add up to
an even
number
Digits
add up to
an odd
number
Problem Solving
Use < > or = to compare the
numbers.
Jack has 10 more points than Sasha.
He uses his points on 2 prizes.
Which 2 prizes does he choose?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Can you place the numbers in the diagram
below?
Place Value
Between 700
and 1200
Solve number and
practical problems that
involve all of the above
and with increasingly
large positive numbers.
Reasoning
Three numbers are marked on
a number line.
Not between
700 and 1200
Digits
add up
to an
even
number
Digits
add up
to an
odd
number
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
The difference between A and B is
28
The difference between A and C is
19
D is 10 less than C
Problem Solving
 Sasha is playing a game to win prizes.
Each blue counter is worth 6 points.
Each green counter is worth 7 points.
She wins the following counters.
Which of these prizes can Sasha get?
What is the value of D?
854
2402
690
3564
793
1198
6428
3421
999
Can you mark D on the number
line?
Jack has 2 more blue counters and one more
green counter than Sasha.
He uses his points on 2 prizes.
Which 2 prizes does he choose?
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Find the missing numbers in the
sequences:
Place Value
5, 4, 3, 2, 1, 0, _, -2, _
8, 6, 4, 2, 0, _, -4, _,
10, 6, 2, -2, _, -10, __

What temperature is 10 degrees below
3 degrees Celsius?

Use the number line to complete the
questions.
Count backwards through
zero to include negative
numbers.
Reasoning

Anna is counting down from 11 in
fives. Does she say -11? Explain your
reasoning.

Harris is finding the missing numbers
in this sequence.
What is 7 less than 3?
What is the difference between -5 and
4?

Fred is a police officer.
He is chasing a suspect on
Floor 5 of an office block.
The suspect jumps into the
lift and presses -1.
Fred has to run down the
stairs, how many flight must
he run down?

Draw the new temperature
on the thermometer after
each temperature change:
_, _, 5, _, _, -5
He writes down:
15, 10, 5, 0, -0, -5
What is 4 more than -2?
Problem Solving
Explain the mistake Harris has made.

Sam counted down in 3’s until he
reached -18. He started at 21. What
was the tenth number he said?
-In the morning it is 4 degrees, it
drops 8 degrees.
-In the afternoon it is 12 degrees
Celsius, overnight it drops by 14
degrees.
-It is 1 degree, it drops by 11
degrees.
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Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency

Reasoning

Complete the tables.
Nearest Nearest Nearest
10
100
1000
667
1274

Place Value
2495
Lowest
possible
whole
number
4500
Round any number to
the nearest 10, 100 or
1000.
________
________

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Caroline thinks that the largest whole
number that rounds to 400 is 449.
Is she correct?
Explain why.
Problem Solving

Make all the three digit numbers that
you can using the three digits. Round
them to the nearest 100. Can each of
the numbers round to the same
multiple of 100? Can all of the
numbers round to a different multiple
of 100?
Henry says
‘747 to the nearest 10
is 740.’
Rounded
number
5000 to
the
nearest
1000
300 to the
nearest
100
___ to the
nearest 10
Highest
possible
whole
number
5499
Do you agree with Henry?
Explain why.

________
74
The school kitchen wants to order
enough jacket potatoes for lunch.
Potatoes come in sacks of 100.
How many sacks do they need for 766
children?

Roll three dice.

A number rounded to the nearest 10
is 550.
What is the smallest possible number
it could be?
Using the number cards 0-9, can you
make numbers that fit the following
rules?
1. When rounded to the nearest 10,
I round to 20.
2. When rounded to the nearest 10,
I round to 10.
3. When rounded to the nearest
1000, I round to 1000.
4. When rounded to the nearest
100, I round to 7200.
When a number is rounded to the
nearest 100 it is 200. When the same
number is rounded to the nearest 10
it is 250. What could the number be?

Two different 2 digit numbers both
round to 40 when rounded to the
nearest ten.
The sum of the two numbers is 79
What could the 2 number be?
What are all the possibilities?
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Place Value

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.
Match the Arabic numeral to
the correct Roman numeral.
Fill in any missing numbers to
complete the table.

Look at the multiples of 10 in
Roman Numerals.
Is there a pattern?
What do you notice?

Bobby says
In the 10 times table, all the
numbers have a zero.
Therefore, in Roman
numerals all multiples of 10
have an X

Convert the Roman numeral
into Arabic numerals.
XVII

XXIV
XIX
Order the numbers in
ascending order.
X
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Reasoning
V
8
Is he correct? Prove it.

What is today’s short date in
Roman numerals?
How do you know?
Problem Solving


Treasure huntComplete the trail by adding
the Roman Numerals together
as you go.

If you know 1 – 100 in Roman
numerals.
Can you guess the numbers up
to 1000?
Order these answers from
greatest to smallest
XXII + XXXV =
XXXI + LIV =
LXIII + XXVI =
LV + XXII =
LXXI + XXXVIII=
LXV + XXXII =
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Addition and Subtraction
Statement
Fluency
 Calculate:
153 + 6
153 + 60
153 + 600

Are these number sentences true
or false?
396 + 6 = 412
504 – 70 = 444
556 + 150 = 706
Justify your answers.
 Calculate:
356 – 9
356 – 90
356 – 200

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Fill in the missing numbers
Start
Add and subtract numbers
mentally, including: a three-digit
number and ones; a three-digit
number and tens; a three digit
number and hundreds.
Add
5
Reasoning
Add
50
Add
500
 Always, Sometimes, Never
When you add 7 to a number ending in
8 your answer ends with 5. Explain
your answer.

Problem Solving

Always, Sometimes, Never
- 2 odd numbers add up to make
an even number.
- 3 odd numbers add up to make
an even number.
- Adding 8 to a number ending in
2 makes a multiple of 10.

Three pandas ate 25 bamboo
sticks. Each of them ate a different
odd number of bamboo sticks.
How many bamboo sticks did they
each eat? Find as many ways as
you can to do it.

A magician is performing a card
trick. He has eight cards with the
digits 1-8 on them. He chooses four
cards and the numbers on them
add up to 20. How many different
combinations could he have
chosen?
Which questions are easy, which
are hard?
342
322
246

Complete the bar models
453 + 10 =
493 + 10 =

930 – 100 =
910 – 120 =
How many different ways can you
complete the part whole model?
70
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

Use the grid to solve the calculation
below.
355
+426
Reasoning

Find the missing numbers in the
addition.
6 2

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

The answer to the addition is
201. All the digits used are
either 1 or 9. Fill in the boxes.
4
+ 2
Add and subtract numbers with
up to three digits, using formal
written methods of columnar
addition and subtraction.
Problem Solving
Write down three numbers that add up
to make 247.
Dan saved £342 in his bank
account. He spent £282. Does the
subtraction below show how
much he has left? Explain your
answer.
282
-342
140
201 =
+
+
Can this be done more than one
way? Convince me.

Roll a 1-6 die, fill in each of the
boxes and try to make the
smallest total possible. Repeat
and try to find different
answers. Could you have placed
the digits in a different place to
make a lower total?
__+__+__= 247

Write down a different set of numbers that
add up to 247.

Harry has 357 stickers, John has 263.
How many do they have altogether?
If Harry gives John 83 stickers, how
many do they have each now?
Find the errors in the calculations
and correct them to find the right
answer.
Calculation Error Correct
solution
256
+ 347
2907
63
- 38
35
+

Molly went swimming every day
for 5 days. She swam 80 lengths
during the 5 days. Each day she
swam 4 less lengths than the
day before, how many lengths
did she swim each day?
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction


Complete the calculations below using
the column method.
354 276=
1425 + 2031=
3864 – 2153 =
2416 – 1732=
= 770
50 + 199 +
- 555 = 8
782
-435
353
5

Desani adds three numbers
together that total 7170
Complete the part whole models.
A game to play for two people.
The aim of the game is to get a
number as close to 5000 as
possible. Each child rolls a 1-6
die and chooses where to put
the number on their grid or the
other players. Once they have
filled their grids then they add
up their totals to see who has
won.
+
?
?
?
?
?
?
?
?

A chocolate factory usually
produce 1568 caramel bars on
a Saturday but on a Sunday
production decreases and they
make 325 fewer bars. How
many bars are produced at the
weekend in total?

All of the digits below are
either a 3 or a 9. Can you work
out each digit?
540 + 460
298 + 342
999 + 999
They all have 4 digits.
They are all multiples of 5
What could the numbers be?
Prove it.
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
What is the largest possible number
that will go in the rectangular box?
What is the smallest? Convince me.
Choose whether to solve these
questions mentally or using written
methods.
54 + 46
34 + 69 + 26
566 + 931

Find the mistake and then make
a correction to find the correct
answer.
2451
+562_
8071

Problem Solving
= 450
- 75 = 94


Fill in the missing numbers:
432 +
Add and subtract numbers with
up to 4 digits using the formal
written methods of columnar
addition and subtraction where
appropriate.
Reasoning
7338=???? + ????
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction



Estimate the answer to a
calculation and use inverse
operations to check answers.
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
Make an estimate: Which of the
following number sentences have an
answer between 50 and 60?
274 - 219
533 – 476
132 - 71
34 + 45 = 79
Use a subtraction to check the answer to
the addition.
Hannah has baked 45 cakes for a bun
sale. She sells 18 cakes. How many does
she have left? Double check your answer
by using an addition.
Reasoning

Niamh estimates the answer to
489 + 109 as shown:

Is it magic?
Think of a number.
Multiply it by 5.
Double it.
Add 2.
Subtract 2.
Halve it.
Divide it by 5.
Have you got back to your
original number?
Is this magic?
Can you work out what has
happened?

Using the idea above (Is it
magic?).
Create your own set of
instructions where you think of
a number and end up back at
the original number.

I think of a number.
I divide by 2 and add 98.
My answer is 100.
What was my number?
489 + 109 ≈ 500
Do you agree with Niamh?
Explain your answer.

Leonie says:
‘ 353- 26 = 333 because 300 – 0 =
300, 50 – 20= 30, 6 – 3= 3 so 35326 = 333’
Sam has used the bar model to find
Do you agree with her answer?
Prove your answer by using an
addition calculation.
113 + 134 = 247

Can you write a subtraction to check his
answer?
Problem Solving
Colin says
‘If I add two numbers together I
can check my answer by taking
them away afterwards. So to
check 3 + 4, I can do 4 -3.’
Is he right?
Explain Colin’s thinking.
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction


Julie has 578 stamps.
Heidi has 456 stamps.
How many stamps do they have
altogether?
Show how you can check your answer
using the inverse.
Reasoning

Jenny estimates the answer to
3568 + 509 ≈ 4000. Do you agree?
Explain your answer.

Always, sometimes, never.
The difference between two odd
numbers is odd.
Estimate the answers to these number
sentences. Show your working.

3243 + 4428
7821- 2941
Estimate and use inverse
operations to check answers to a
calculation.
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
Check the answers to the following
calculations using the inverse. Show all
your working.
762 + 345 = 1107
2456- 734 = 1822
Problem Solving

Harry thinks of a number.
He multiplies it by 3, adds 7
and then divides it by 2.
How could he get back to his
original number?

If Harry starts with the number
3, write out all the calculations
he will do to get back to his
original number.

With a friend, discuss before
working each out which will be
greater or smaller than the
other.
Why do you think this?
What key facts did you use?
Hazel fills in this bar model
2821
2178
She makes the following
calculations from it.
2821 – 2178 = 757
2821 – 757 = 2178
2178 + 757 = 2821
757 + 2178 = 2821
Is she correct?
Explain why.
3567 – 567
3677 – 344
4738 + 36
4738 + 18 + 18
2139 – 85 + 27
2151 – 86 + 30
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

Rich and Georgia have the same number
of stickers.
Reasoning

If
Problem Solving

In the pyramids, the two
numbers below add to make the
number above.
Complete these two pyramids.
Rich gives 15 stickers away.
Georgia gives 32 stickers away.
How many more stickers does Rich have
than Georgia?

Solve problems, including missing
number problems, using number
facts, place value, and more
complex addition and subtraction.
Work out
Choose either < > or = to complete the
number sentences.


Put the numbers 6, 7, 8, 9, 10 and 11
into the boxes. You can only use each
one once.
Lucy has some balloons.
Andy has 12 more balloons than
Lucy.
In total they have 40 balloons.
How many balloons has Lucy got?
What is the value of the blue
box?
How did you get your answer?
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Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

There are 2452 people at a theme
park. 538 are children, how many
are adults?
Sarah draws a diagram to help.
Place a (√) next to the correct diagram
Solve addition and subtraction
two step problems in contexts,
deciding which operations and
methods to use and why.
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• Archie and Sophie are both working
out the answer to the following
question:
Problem Solving

A supermarket has 1284 loaves of
bread at the start of the day.
During the day, 857 loaves are sold
and a further 589 loaves are
delivered.
How many loaves of bread are
there at the end of the day?

John is having a garden party.
He will need to make 4,250
sandwiches in total.
He makes 1,500 tuna, 750 cheese,
1,350 ham and 920 egg.
He decides to make the rest
cucumber.
How many cucumber sandwiches
will there be?

These three chicks lay some eggs.
350 + 278 + 250
They have both used different
strategies.
Adults
2452
538
2452
Adults
538
538
2452
Reasoning
Archie’s method
350+ 278+ 250
350+ 278= 628
628 + 250= 878
Sophie’s method
350+278+250
350+250= 600
600+ 278= 878
Answer = 878
Answer= 878
Adults
Use the correct diagram to help you
solve the problem.
Which do you prefer?
Explain why.

Use the method you preferred to solve
320+ 458 + 180
Alice is trying to complete a sticker
book.
It needs 350 stickers overall.
She has 134 in the book and a
further 74 ready to stick in.
How many more stickers will she
need?
Beth lays twice as many as Kelsey.
Caroline lays 4 more than Beth.
They lay 44 eggs in total.
How many eggs does Caroline lay?
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Addition and Subtraction
Statement
Fluency

What is 2 pounds and fifty pence less
than 9 pounds?

Jack buys 2 pencils from the shop. They
cost 27p each. How much change does
he receive from one pound?

Reasoning

Mary buys these two items.
Marie is posting a letter and a parcel.
It costs 29 pence to post the letter.
It costs 15 pence more to post the
parcel.
Marie pays with this coin.
19p


68p

These items are sold in a shop.
Here is her change.
Has she been given the correct change?
126p
Mo is saving for a book.
His mum gives him a quarter of the
money.
How much more does he need to save?
16p
How much change does she get?
Complete the part whole diagram.

16p
She pays with this coin.
Add and subtract amounts of
money to give change using
both £ and p in practical
contexts.
Problem Solving
James buys butter for 37p and flour for
48p.
He pays for them with a £1 coin.
James calculates that he should receive
25p change.
Do you agree with James?
Explain your answer.
Ray buys three items for £23
Two of them were the same item.
Which items does he buy?

Mike buys these items and it costs him
30 pence.
Olga buys these items and it costs her
42 pence.
How much does a ruler cost?
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Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

Order the following amounts,
placing < or > between them.
£25.62
Estimate, compare and
calculate different measures,
including money in pounds
and pence.


Which would you rather have, three
quarters of £2.40 or one quarter of
£6?
Explain your reasoning.

Which would you rather have, five
50p coins or 12 20p coins?
Robbie buys a toy car for 99p, a
yoyo for £1.05, three sweets for 30p
each and a chocolate bar for 47p.
Does he have enough money to pay
with a £5 note?
Danielle has one 50p coin and three
20p coins.
She buys one grapefruit and one
melon.
How much money does she have
left?
59p each
Problem Solving

Explain why.

Martina buys a jacket for 2165p and
a t shirt for £9.99.
Hamid buys a coat for £32.00.
Who spends the most?
45p each
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
2657p
2567p

Reasoning
1 chocolate bar costs the same as 4
sweets.
4 sweets cost the same as 2
stickers.
1 sticker costs 30p.
How much does the chocolate bar
cost?

Choose a route through the money
maze. You can only go on each
square once.
Can you find the route that makes
the highest/ lowest amount of
money?
Start
£100
+ £50
Halve
it
Halve
it
X2
- £25
+ £35
+£100
+ £20
+£15
÷4
Finish
Lola and Jamal are sharing some
coins. Lola gets half the amount of
Jamal. Which coins could they each
get?
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

Use <, > or = to complete the
statements below
750g
0.8kg
500ml
Half a litre
17mm
Reasoning

Adam makes 2.5 litres of lemonade
for a charity event. He pours it into
600ml glasses to sell.
He thinks he can sell 7 glasses. Is he
correct?
Prove it.

Here is a blue strip of paper.
Problem Solving

In groups, children turn over a
flashcard to reveal a length (e.g.
20cm). They use Play Doh to create a
stick of the length given. They
estimate then check by measuring.
What is the difference between the
smallest and largest Play Doh stick?

Using only 3 objects each time, try to
get as close to 2kg as possible.
Explain why you chose those objects.
Work out how much more or how
much less is needed to make it 2kg.

Erik is making buns for 12 people. He
follows this recipe for 6 people.
2cm – 5mm
An orange strip is 7 times longer.
Measure, compare, add and
subtract: lengths (m/cm/mm):
mass (kg/g) volume/capacity
(l/ml).
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
A pack of strawberries weighing
226g and 2 jars of coffee, each
weighing 480g, are put on the scale.
Draw an arrow to show the weight of
the 3 items.

Find the length from A – C, find the
length from B-C. Which is longer?
How much longer?
The strips are joined end to end.
32cm
How long is the blue strip?
How long is the orange strip?
Show your working.
65g caster sugar
70g butter
60g self-raising flour
1 egg
Sugar, butter and flour are all sold in
200g packs. Work out how much he
will have left over of each.
Does he have enough to make 6
more buns? 4 buns? 2 buns?
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction


A box of chocolates costs £1.25.
Hannah and Thomas want to buy 4
boxes of chocolates. If Hannah pays
£2.45, how much must Thomas
pay?
Reasoning


Emma has five pounds. She spends
a quarter of her money. How much
does she have left?
Solve simple measure and
money problems involving
fractions and decimals to two
decimal places.
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
In the sale I bought some clothes
for half price.
Jumper £14
Scarf £7
Hat
£2.50
T-shirt £6.50
How much would the clothes have
been full price?
How much did I spend altogether?
How much did I save?

A class is planning a trip to a theme
park.
Adult tickets cost £8.
Children’s tickets cost £4.
How many tickets could they buy
for £100?
How many different ways can you
find to do this?
Hazel buys a teddy bear for £6.00, a
board game for £4.00, a cd for £5.50
and a box of chocolates for £2.50.
She has some discount vouchers.
She can either get £10.00 off or half
price on her items.
Which voucher would save her
more?
Explain your thinking.
Yasmin is choosing a new mobile
phone.
One phone costs £5.50 per month.
The other costs £65.50 for a year.
Which is the better deal over a
year?
Problem Solving

Kim bought a chocolate bar and a
drink. The cost of them both
together is in one of the boxes
below.
£1.85
75p
£1.56
£1.74
£2.25
£1.00
£1.80
80p
£2.10
£1.44
£3.06
£1.50
£1.20
£1.25
£1.60
£1.45
90p
£1.27
Using these five clues can you work out
which price in the boxes is correct?
1. You need more than three coins
to make this amount.
2. There would be change when
using the most valuable coin to
buy them.
3. The chocolate bar cost more than
50p
4. You could pay without using any
copper coins
5. The chocolate bar cost exactly
half the amount of the drink.
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Multiplication and Division

How many altogether?

Recall and use multiplication
and division facts for the 3, 4
and 8 times tables.
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If I know 3 x 8= 24. What other
multiplication and division facts do I
know?

Fill in the boxes:
3x
Tom says ‘I can use my 4 times table
to help me work out my 8 times
table’. Is he correct? Convince me.

What pair of numbers could be
written in the boxes?
X

= 21
X 8 = 32


Calculate:
3 x 4 = 4 x 7 = 8 x 3=

40
Reasoning

= 24
Start this rhythm, clap, clap, click,
clap, clap, click.
Carry on the rhythm, what will you
be doing on the 15th beat? How do
you know? What will you be doing
on the20th beat? Explain and prove
your answer.
Use the array to complete the
number sentences below:
=8
Problem Solving

A group of aliens live on Planet Xert.
Tinions have three legs, Quinions
have four legs.
The group has 22 legs altogether.
How many Tinions and Quinions
might there be?

Sally has baked some buns.
She counted her buns in 4’s and had
3 left over. She counted them in
fives and had four left over.
How many buns has Sally got?

Can you sort the cards below so that
they would follow round in a loop?
The number at the top is the answer,
then follow the instruction at the
bottom to get the next answer.
18
21
15
8
-3
÷3
÷3
-5
5
10
20
4
×2
×2
+1
×2
14
12
3
7
-2
÷3
×6
×2
Complete the bar models.
3x
x 3
÷3
÷
=
=
=
= 3
Year 3/4
Term by Term Objectives
All Students
National Curriculum
Multiplication and Division
Statement
Fluency

Find the answers:
4 x 12 =
5x9=
7x8=
8 x 11 =

Fill in the gaps:
4 x __ = 12
8 x __ = 64
32 = 4 x __
6 = 24 ÷ __

Leila has 6 bags with 5 apples in
each.
How many apples does she have
altogether?
Reasoning

Complete these calculations:
7 x 8=
7 x 4 x 2=
5x6=
5 x 3 x 2=
12 x 4 = 12 x 2 x 2=
Which calculations have the same
answer? Can you explain why?

Problem Solving

x

How many multiplication and
division sentences can you write
that have the number 72 in them?
I am thinking of 2 secret numbers
where the sum of the numbers is 16
and the product is 48. What are my
secret numbers? Can you make up 2
secret numbers and tell somebody
what the sum and product are?

Here is part of a multiplication
square.
True or False
6x8=6x4x2
6x8=6x4+4
Can you write the number 24 as a
product of three numbers?

= 24

Explain your reasoning.
Recall multiplication and
division facts of multiplication
tables up to 12 x 12.
Find three possible values
for
and .
Which pair of numbers could go in
the boxes?
x
= 48
Shade in any other squares that
have the same answer as the
shaded square.
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Year 3/4
Term by Term Objectives
All Students
National Curriculum
Multiplication and Division
Statement
Fluency

Cards come in packs of 4. How many
packs do I need to buy to get 32
cards? Show your working in a
number sentence.

Use the three numbers below to
make four multiplication and
division sentences.
12
Calculate mathematical
statements for multiplication
and division within the
multiplication tables and write
them using the multiplication
(x), division (÷) and equals (=)
signs.
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Reasoning
4
3

Harry bought 5 bags of sweets.
There are 8 sweets in each. How
many sweets are there altogether?
Show your answer in a number
sentence.

Write four calculation statements
for each bar model.

Andy says
‘I can use my three times table to
work out 180 ÷ 3’.
Explain what Andy could do to work
out this calculation.
Problem Solving

Holly bought a chocolate bar costing
55p. She paid using 8 coins which
were either 5p’s or 10p’s. How many
different ways could she have paid?
Write down the multiplication
sentences you have used to solve
the problem.

Use the numbers 1-8 to fill in the
circles below.

Solve the problem and write down
all the steps you went through in
number sentences:
I think of a number, I divide my
number by 3, add 4 and times by 2.
My answer is 20. What number did I
start with?

Which of the problems below can be
solved using 8 ÷ 2?
-There are 2 bags of sweets with 8
sweets in each. How many altogether?
-A rollercoaster carriage holds 2 people,
how many carriages are needed for 8
people?
-I have 8 crayons and share them out so
people have 2 crayons each. How many
people did I share them between?
-I have 8 buns and I give two to my
brother. How many do I have left?
Explain your reasoning.

You are asked to work out 54 x 3.
Would you need to know 3 x 5 to
solve it?
Convince me.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Multiplication and Division

Fill in the missing numbers:
x 1 = 13
12 x 0 =
3 x 2 x = 18

Sally has 0 boxes of 12 eggs.
How many eggs does she have?
Use place value, known and
derived facts to multiply and
divide mentally, including:
multiplying by 0 and 1; dividing
by 1; multiplying together three
numbers.
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Holly has 1 box of 12 eggs.
How many eggs does she have?
Write these two questions as
multiplication sentences.
Reasoning

Always, sometimes, never
Problem Solving

Write the number 30 as the product
of 3 numbers.
Can you do it in different ways?

Try to reach the target number
below by multiplying three of the
numbers together. Cross out any
numbers you don’t use.
An even number that is divisible by
3 is also divisible by 6.

Harvey has written a number
sentence.
13 x 0 = 0
He says
Target number: 144
I can change one number
in my number sentence to
make a brand new
multiplication.
1


Five children share some cherries.
Each child gets 6 cherries.
There are 3 cherries left over.
How many cherries were in the bag
to begin with?
Is he correct?
Which number should he change?
Explain your reasoning.
5
3
0
6
8
Use the numbers 1-8 to fill the
circles.
Year 3/4
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Multiplication and Division

Recognise and use factor pairs
and commutatively in mental
calculations.
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Use 16 cubes.
How many different arrays can you
make?
Think about making towers of cubes
that are equal in height.
Can you write a multiplication sentence
to describe the towers?
The numbers in your multiplication
sentences are the factors of 16!

7x5=

Find the missing numbers
12 x 6 = 6 x ___
2 x 3 x 5 = __ x 5
2 x 7 x 5 = __ x 5

=5x
13 x 12 can be solved by using factor
pairs, eg 13 x 3 x 4 or 13 x 2 x 6.
What factor pair could you use to
solve 17 x 8?
Reasoning

Fill in the missing numbers
25 x 3 = = x
x

Use factor pairs to solve 15 x 8.
Is there more than one way you can
do it?

Multiply a number by itself and then
make one factor one more and the
other one less.
What do you notice?
Does this always happen?
Eg 4 x 4 = 16
6 x 6= 36
5 x 3 = 15
7 x 5= 35
Try out more examples to prove your
thinking.
Problem Solving

Place <, >, or = in these number
sentences to make them correct:
50 x 4
4 x 50
4 x 50
40 x 5
200 x 5
3 x 300

The school has a singing group of
more than 12 singers but less than
32.
They sing together in different ways.
Sometimes they sing in pairs and
sometimes in groups of 3, 4 or 6.
Whatever size groups they are in, no
one is left out and everyone is
singing.
How many singers are there in the
school choir?