Lindley Junior School
Maths Learning Intentions for Year 4
Autumn Term
Maths
Programme of
Study
Oral and
mental skills.
(Varied daily
practice; focus
is chosen by
the teacher).
Detail
Example

Count on/back in steps of 2s, 3s, 4s 5s, 6s, 7s,8s, 9s
and 10s (through zero to include negative numbers).

Start on 24. Count back in 3s.

Recall the 2, 3, 4, 5 and 10 times tables and the
derived division facts. Learn the 6, 7 and 9 times
tables.

6 x 7=

Count on/back in 25s, 50s, 100s from 0 to 5000 and
in 1000s from 0 to 10,000 and beyond.


Find 10/100/1000 more or less than a given number
beyond 1000.

What is 10 less than 1457 / 100
more than 2389 / 1000 less
than 6784?

Read and write all numbers to at least 10,000 in both
numerals and words.

Write in figures the number:
nine thousand four hundred
and eighty-seven.

Partition 4 digit numbers (thousands, hundreds, tens
and ones) in different ways.

2579 can be partitioned as:
5 x 9=
X6=54
Count back in 50s from 3550.
Count on in 1000s from 1650.
2000
500 or
70
9
Year 4
÷9=12
2000+500+70+9

Order a set of numbers to 10,000 and beyond in
increasing and decreasing value.

Put these numbers in order,
largest first:
7892 3011 6931 2006
10,013

Compare numbers up to 10,000 and beyond using =,
<, > symbols.

Are these inequalities true or
false? 4580<9076
8701>9413

Round numbers up to 10,000 to the nearest 10.


Count in tenths, read and write numbers with 1
decimal place and compare numbers with one
decimal place.


Add/subtract: 3-digit and 1-digit numbers, a 3-digit
number and tens and a 3-digit number and
hundreds, combinations of 2 and 3 digit numbers.

278+3 680+30 678+400
69+456

Find complements to 100 and to 1000 and recall
addition and subtraction facts for 100 and 1000.

37 + 63 = 100, 63 + 37 = 100,
100 – 37 = 63, 100 – 63 = 37,
530 + 470 = 1000
What is 3968 to the nearest
10?
Continue to count upwards in
tenths from 3.7
Put these numbers in order,
smallest first 6.9, 0.7, 3.5, 2.6
2015-2016
Lindley Junior School
Maths Learning Intentions for Year 4
Autumn Term

Number and
place value
Addition and
subtraction
Double any number up to 100; double any multiple
of 50 up to 500 and halve any number up to 200

What is double 26/ double
150? What is half of 79?

Count in multiples of 6, 7, 9, 25 and 1000.

Start on 54. Count on five 9s.

Find 1000 more or less than a given number.

Mary earns £2398. Her pay
increases by £1000. How much
does she earn now?

Recognise the place value of each digit in a four-digit
number (thousands, hundreds, tens, and ones).

3846=3000+800+40+6 (This is
called partitioning.)

Order and compare numbers beyond 1000.

Put these numbers in order
starting with the smallest.
5628 5826 6258 5682

Identify, represent and estimate numbers using
different representations.

Write these distances in words.
3672 898 4069 10565

Solve number and practical problems that involve all
of the above and with increasingly large positive
numbers.

Use these digits once each.
1 8 6 4 2 5
Make two 3-digit numbers
which give:
a)The largest possible total
b)The smallest possible
difference.

Add and subtract numbers with up to 4 digits using
the formal written methods of columnar addition and
subtraction where appropriate.

4587
+3265
_______

Estimate and use inverse operations to check answers
to a calculation.

Complete this addition pyramid.
4055
-1789
______
27
12
3

Multiplication
and division

Practise mental methods with increasingly large
numbers.
Recall multiplication and division facts for
multiplication tables up to 12 × 12


15
9
6
1100+900 10037-8000
59+
=83
7x8=
55÷5=
X6=30
Year 4
7
-59=87
÷9=7
2015-2016
Lindley Junior School
Maths Learning Intentions for Year 4
Autumn Term

Recognise and use factor pairs and commutativity in
mental calculations.


Multiply two-digit and three-digit numbers by a onedigit number using formal written layout.

The factor pairs of 8 are:
1x8, 2x4 , so the factors of 8 are
1,2,4 and 8.
X
329
8
2632
2 7
To become fluent in the formal written method of
short division with exact answers.
28
6 1648

Use mental methods to solve worded problems
involving multiplying and division.

How many straws are needed to
make 7 triangles?

Use place value, known and derived facts to multiply
and divide mentally multiples of 10/100.

5 x 800=4000

Recognise and show, using diagrams, families of
common equivalent fractions.

Use the diagram to help
complete the equivalent
fraction. 4 =
5 10

Count using simple fractions, both forwards and
backwards.


Count up and down in hundredths; recognise that
hundredths arise when dividing an object by a
hundred and dividing tenths by ten.

Start at 73
100

Solve problems involving finding fractions of numbers
and quantities.

An orchard has 48 trees. Three
eighths are in bud. How many
trees are NOT in bud?

Recognise and write decimal equivalents of any
number of tenths or hundredths.

Write in order, smallest first.
1 0.13 0.3
3

Read, write and convert time between analogue and
digital 12- and 24-hour clocks.

8 mins past 11 at night=
11.08pm=23:08

Solve problems involving converting from hours to

How many minutes are left in

Fractions
(including
decimals)
Measurement
Year 4
168÷6=28
4800 ÷ 8=600
Count back 4 steps of 1 from 8
9
9
and count back 5
hundredths.
2015-2016
Lindley Junior School
Maths Learning Intentions for Year 4
Autumn Term
minutes; minutes to seconds; years to months; weeks
to days.
the hour if the time is 13:42?
How many hours are there in a
week?

Estimate, compare and calculate different measures.

Hugo’s CD lasts 69 minutes. He
puts it on at 07:15. When will it
finish?

Convert between different units of measure [for
example, kilometre to metre, hour to minute]

8.1kg=
g? 5700m=
km?
Think of 3 things with a capacity
of about 2000ml.
Geometry
(shape and
position and
direction)

Measure and calculate the perimeter of a rectilinear
figure (including squares) in centimetres and metres.

Measure the rectangle to
the nearest millimetre and
work out its perimeter.
Draw a square with a
perimeter of 20cm.

Find the area of rectilinear shapes by counting
squares.

On 1cm squared paper,
draw three irregular shapes
with a perimeter of 18cm.
Work out the area of each.

Compare and classify geometric shapes, including
quadrilaterals and triangles, based on their properties
and sizes.

Name a triangle with 2 equal
sides. Draw a pentagon with 3
acute angles. What are the
properties of a ‘scalene’
triangle?

Identify lines of symmetry in 2-D shapes presented in
different orientations.

How many line of symmetry
does this shape have?

Identify acute and obtuse angles and compare and
order angles up to two right angles by size.

Write each group of angles in
order of size, smallest first.
A
C
B

Year 4
Describe positions on a 2-D grid as co-ordinates in
the first quadrant.

D
Use an 8 x 8 grid. Shade in the
following squares. B2, B3, B4,
C2, C3, C4, D4. What is the
name of the shape? Is it
symmetrical?
2015-2016
Lindley Junior School
Maths Learning Intentions for Year 4
Autumn Term
Statistics

Interpret and present discrete data using appropriate
graphical methods, including bar charts and
pictograms.

This table shows the flowers
used to make a floral display.
Draw a vertical bar chart
labelled in tens to show the
information. How many more
white flowers than orange
flowers are there?
Colour
Blue
Mauve
Orange
Red
White
Yellow
Year 4
No. of flowers
70
55
40
30
100
75
2015-2016