Year 4 – Spring 1
Weekly arithmetic focus – Matched to strand where possible
Autumn term
Mental/ Oral focus
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Rounding
Number sequences
Think of a number
10 more, 10 less, number sequences
Adding/subtracting fractions with a common
denominator
Counting in multiples of 6, 7, 9, 25, 1,000
Dividing by 1
KPIs
Place value –
negative
numbers
( 3 days )
4.8
I can
count
backwards
through zero to
include negative
numbers.
PIs
Week
1
Formal
written
method
for short
division
Week
2
Autumn
test 2
Week
3
Focus
Addition
and
subtracti
on of
fractions
common
denomin
tator.
Week
4
Week
5
Test
Spring
Test 5
Focus:
7 times
table
Week
6
Week
7
Test:
Spring
Test 6
Focus:
Assessm
ent week
Learning journey
4.9 I can solve
number and
practical problems
with the above
Conceptual- Can you give me an example of
a negative number? How do we know it is
negative? Why do numbers need to go
below 0? Real life links – temperature.
Pictorial – thermometers, scales. Frayar
model.
Fluency – missing numbers in sequences
Fill in the empty boxes on the number line
Which number is closest to 0 on a
numberline? Twinkl resources
Reasoning – Amy is counting down from 11
in fives. Does she say -11? Explain your
reasoning.
Harris is finding the missing numbers in the
sequence. He writes down 15, 10, 5, 0 -0,5,-10 – Can you explain the mistake he has
made?
Mastery with greater depth ( NCETM p.10)
Lighthouse picture/
Level 1: Above
Level 2: (Kagan – Ability)
The Egyptian high priestess is making a potion
to preserve the Pharaoh’s body. To do this
she needs to heat up and cool down a set
amount of liquid. Can you help her create the
new liquid?
Your instructions need to include the
following:
The temperature of your liquid needs to start
at 10 degrees.
There needs to be:


A minimum of 20 degrees of
changes in total
A minimum of 3 temperature
changes which cross zero each
time.
Your potion needs to finish at -10 degrees
Start: 10 degrees
Heat/ cool
Degrees
changed
New temp
degrees
Cool by 11
11
-1
Heat by 4
11+ 4 = 15
3
Fractions
(2 weeks)
Use bar modelling to show M&O addition
and subtraction of fractions. (build up
journey over the 5 starters to PS/R qs using
Shanghai maths book pg 75)
Conceptual 1:
Conceptual: What is a fraction?
Cool by 12
15+ 12 = 27
-9
Cool by 1
27 + 1 = 28
-10
Harry says, “ ¾ is always the same as 6/8”
Jenny says, “3/4 is equivalent to but isn’t
always the same amount.”
Use diagrams to show and prove your
answer.
Based on this image, what do you know
about fractions?
Vocab sort: Denominator, numerator, part,
whole, unit fraction non – unit fraction.
Why can’t this be a third?
Identify fractions using diagrams.
Test base questions where different parts of
the shape are shaded
4.20 I recognise
and show using
diagrams,
families of
common
equivalent
fractions
(M&O Starter)
4.21 I can add and
subtract factions
within the same
denominator.
4.27 I can solve
problems involving
increasingly harder
factions and
fractions to divide
quantities, including
non-unit fractions
where the answer is
a whole number.
Conceptual 2:
Kagan Teams to build a fraction wall.
Add vocab in re equivalence
Which of these fractions are equivalent and
why?
Build equivalent fractions using twinkl ½,
1/3 equivalent fractions sheet
Fluency
Find 2/4s using the fraction wall. Give two
equivalent fractions, using the fraction wall.
Shade shapes do they have equivalent
amounts (CGP Targeted qs bk, pg 29 Q1)
Fluency; Multiplication (LA) and division to
find equivalent fractions (Q3 CGP targeted
maths pg 29)
Create
Reasoning: WhiteRose – What’s the same,
what’s different in these images? Convince
me statements – White Rose. Thinking
Tom statements.
Problem Solving: Rising stars progress tests:
Q 4 pg 39, q 5 pg 40, Q 1 pg 41, Q3 pg 41,
Q 3 pg 43 (2 step problem)
Problem solving with harder fractions and
non-unit quantities:
Collect: finding fractions of amounts ( unit
and non- unit fractions – Re-cap from Yr 3)
Target your maths questions.
Connect: Reasoning White Rose into
Problem solving questions.
Time
(1 week)
4.35 I can
convert
between
different units
of
measurements
(Km-m, hour –
minute)
4.32 I can read,
write and convert
time between
analogue and digital
12 hour clocks.
4.33 I can read,
write and convert
time between
analogue and digital
24 hour clocks.
4.34 I can solve
problems involving
converting from
hours to minutes;
Conceptual:
Understanding the passage of time. Can you
estimate how long a minute is? I’m a
celebrity get me out of here – on building
and flare.
Estimate when a minute ends. Make time
connections - 1 minute is 60 secs
How many times can you… in a min?
Playtime is 15 mins long. How many
playtimes does it feel like you have in a
lunchtime?
As a team, how many seconds are there in a
playtime?
Fluency:
Problem to be adapted to Birmingham (Local
area and places to visit during the day)
How many attractions can you visit in a 12
hour visit to Birmingham?
minutes to seconds;
years to months;
weeks to days.
White Rose Fluency Qs/ Target your maths:
pg 106, 107.
Reasoning: White Rose
Problem Solving: White Rose
Conceptual1:
How do we know what time it is?
Analogue clocks – reading the time to the
nearest minute.
Digital – reading the time to the nearest
minute on a 24 hour clock (difference
between 12 and 24 hr)
Target Your Maths: Pg 105 B1.
Fluency: Marking time on a digital and
analogue clock face (12 and 24 hr). White
Rose & CGP (pg 50)
Calculating passage of time: word
‘problems’ White Rose & CGP (pg 51)
Target your maths - 10
Conversion of time –White Rose reasoning
Problem Solving:
Can you match the analogue to the digital
even though one of the hands is missing?
Challenge:
Decimals
(3 weeks- 1 week
other side of half
term)
4.18 I can
count up and
down in
hundredths.
4.19 I recognise
that
hundredths
arise when
dividing an
object by a
hundred and
dividing tenths
by ten.
4.26 I can find the
effect of dividing a 1digit or 2-digit
number by 10 and
100, identifying the
value of the digits in
the answer as ones,
tenths and
hundredths.
4.22 I recognise and
write decimal
equivalents to 1/4,
1/2 and ¾.
4.23 I recognise and
write decimal
equivalents of any
number of tenths or
hundredths.
Make explicit link to fractions unit, using
decimal action and fraction cubes to
represent the tenths.
Use slider to understand that the number
gets 10 times smaller, and the digit moves
to the right of the decimal point.
(Build through M&O starters through week
as a mental strategy)
Mini Problem 1
Conceptual: What is a decimal?
100 squares/ bead strings – recognising that
tenths arise when dividing an object by 10/
hundredths arise when dividing by 100.
Pictorial representations of 100 squares –
shaded strips – identifying how much is
shaded. Write in words/ fractions/ decimals
– Target your maths p.66 Ready steady
practise Pg 26
Fluency: Count up and down in tenths/
hundredths on a numberline – White Rose
fluency.
Start at 5 tenths. Count on 3 tenths –
Record your answer as a decimal number.
Start at 0.8 count back 4 tenths. What is
the number I land on?
Reasoning: White Rose: Convince me that
4.27 is halfway between 4.22 and 4.32.
Problem solving – White Rose.
Conceptual:
Mini Problem 2
Matching
Fluency: Matching fractions – Year 4
Progress tests, White Rose Fluency
Reasoning:
Half Term
Autumn term
Mental/ Oral focus







Rounding
Number sequences
Think of a number
10 more, 10 less, number sequences
Adding/subtracting fractions with a common
denominator
Counting in multiples of 6, 7, 9, 25, 1,000
Dividing by 1
Money
( 2 weeks)
I can solve
simple
measure
and money
problems
involving
fractions
and
decimals to
2 decimal
places.
I can compare
different measures,
including money in
£ and p.
I can estimate
different measures,
including money in
£ and p.
I can calculate
different measures.
Including money in
£ and p.
Year 4 – Spring 2
Weekly arithmetic focus – Matched to strand where possible
Week
1
Focus:
Division
of 2
digits
numbers
by
/ 10 and
100
Week
2
Test:
Summer
test 4
Wee
k3
Week
4
Week
5
Week
6
Week
7
Multipli
cation
of 3
digit
number
s by a
dingle
digit
Test
Summer
Test 1
Multiplic
ation of
3 digit
numbers
(
including
TO)
(5
x45x4)
Test
Summer
test 2
Assessm
ent
M & O starter: Adding money mentally –
Target Your Maths 102
Conceptual:
Frayer Grid for Money:
Coins, Value, £s P, Money facts (pennies in
a pound etc..)
Estimate the amount here. Would you
rather have this amount or this amount?
Fluency:
Ordering the amounts etc.. White Rose.
Fluency.
Reasoning:
Would you rather… White Rose.
Problem Solving:
2 step Problems: Targeted Qs CGP Pg 48
Year 4 progress test book pg 56 Q8, Q6 pg
55, Q4 pg 58, Q8 pg 59
Coordinates
(1 week)
4.44 I can describe
positions on a 2D
grid as coordinates
in the first quadrant.
Conceptual: Grid on the playground –
children move around to discover various
vocab etc..
Fluency: White Rose
Challenge: Create your own version.
Maths Shed: Pokemon Go Characters.
Target your Maths Pg 120
CGP: pg 58
Reasoning: