Year 3/4 Mastery Overview - Norfolk&Suffolk Hub
Year 3/4Year 3/4 Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgMastery OverviewTerm by Term
Year 3/4Mixed Year OverviewGuidanceSince our Year 1 to Year 6 Schemes of Learning andoverviews have been released we have had lots of requestsfor something similar for mixed year groups. This documentprovides the yearly overview that schools have beenrequesting. We really hope you find it useful and use italongside your own planning.The White Rose Maths Hub has produced these long termplans to support mixed year groups. These overviews aredesigned to support a mastery approach to teaching andlearning and have been designed to support the aims andobjectives of the new National Curriculum.We had a lot of people interested in working with us on thisproject and this document is a summary of their work so far.We would like to take this opportunity to thank everyone whohas contributed their thoughts to this final document.These overviews will be accompanied by more detailedschemes linking to fluency, reasoning and problem solving.Termly assessments will be available to evaluate where thechildren are with their learning.If you have any feedback on any of the work that we aredoing, please do not hesitate to get in touch. It is with yourhelp and ideas that the Maths Hubs can make a difference.The White Rose Maths Hub Team Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgThe overviews: have number at their heart. A large proportion of time isspent reinforcing number to build competency. ensure teachers stay in the required key stage andsupport the ideal of depth before breadth. provide plenty of time to build reasoning and problemsolving elements into the curriculumThis document fits in with the White Rose Maths Hub Year 1 –6 Mastery documents. If you have not seen these documentsbefore you can register to access them for free by completingthe form on this link -schemes-resources/Once registered you will be provided with a Dropbox link toaccess these documents; please be aware some school ITsystems block the use of Dropbox so you may need to accessthis at home.
Year 3/4Mixed age planningUsing the documentProgression documentsThe overviews provide guidance on the length of time thatshould be dedicated to each mathematical concept and theorder in which we feel they should be delivered. Within theoverviews there is a breakdown of objectives for eachconcept. This clearly highlights the age related expectationsfor each year group and shows where objectives can betaught together.We are aware that some teachers will teach mixed yeargroups that may be arranged differently to our plans (egYR/1). We are therefore working to create some progressiondocuments that help teachers to see how objectives linktogether 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 orincorporated through other subjects (see guidance below).Linking of objectivesCertain objectives are repeated throughout the year toencourage revisiting key concepts and applying them indifferent contexts.Lesson PlansAs a hub, we have collated a variety of lesson plans that showhow mixed year classes are taught in different ways. Thesehighlight how mixed year classes use additional support,organise groups and structure their teaching time. All theselesson structures have their own strengths and as a teacher itis important to find a structure that works for your class. Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgWithin the overviews, the objectives are either in normal fontor in bold. The objectives that are in normal font are the loweryear group out of the two covered (Year 1, Year 3, Year 5).The objectives in bold are the higher year group out of the twocovered (Year 2, Year 4, Year 6), Where objectives link theyare placed together. If objectives do not link they are separateand therefore require discrete teaching within year groups.
Year 3/4Mixed age planningTeaching through topicsObjectives split across topicsMost mathematical concepts lend themselves perfectly tosubjects outside of maths lessons. It is important that teachersensure these links are in place so children deepen theirunderstanding and apply maths across the curriculum.Within different year groups, topics have been broken downand split across different topics so children can apply key skillsin different ways.Here are some examples: Statistics- using graphs in Science, collecting data inComputing, comparing statistics over time in History,drawing graphs to collect weather data in Geography. Roman Numerals- taught through the topic of Romanswithin History Geometry (shape and symmetry)- using shapes withintessellations when looking at Islamic art (R.E), usingshapes within art (Kandinsky), symmetry within art Measurement- reading scales (science, designtechnology), Co-ordinates- using co-ordinates with maps inGeography. Written methods of the four operations- finding the timedifference between years in History, adding or findingthe difference of populations in Geography, calculatingand changing recipes in food technology. Direction- Programming in ICT Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgMoney is one of the topics that is split between other topics. Itis used within addition and subtraction and also fractions. InYear 1 and 2 it is important that the coins are taught discretelyhowever the rest of the objectives can be tied in with othernumber topics.Other measurement topics are also covered when using thefour operations so the children can apply their skills.In Year 5 and 6, ratio has been split across a variety of topicsincluding shape and fractions. It is important that theseobjectives are covered within these other topics as ratio hasbeen removed as a discrete topic.Times tablesTimes tables have been placed within multiplication anddivision however it is important these are covered over theyear to help children learn them.
Year 3/4Everyone Can SucceedMore InformationAs a Maths Hub we believe that all students can succeedin mathematics.We don’t believe that there areindividuals who can do maths and those that can’t. Apositive teacher mindset and strong subject knowledgeare key to student success in mathematics.If you would like more information on ‘Teaching forMastery’ you can contact the White Rose Maths Hub tsThe White Rose Maths Hub would like to thank thefollowing people for their contributions, and time in thecollation of this document:Cat BeaumontMatt CurtisJames CleggBecky GascoigneSarah GentSally SmithSarah Ward Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgWe are offering courses on: Bar Modelling Teaching for Mastery Year group subject specialism intensive courses –become a maths expert.Our monthly newsletter also contains the latest initiativeswe are involved with. We are looking to improve mathsacross our area and on a wider scale by working with theother Maths Hubs across the country.
Y3/4Term by Term ObjectivesYear 3 and 4 overviewSummerSpringAutumnWeek 1Week 2Week 3Week 4Week 5Place Value Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgWeek 7Week 8Week 9Week 10Addition and SubtractionMultiplication and DivisionLength andPerimeterWeek 6Week 11Week 12Multiplicationand DivisionFractions and DecimalsVolume andCapacity (Y3)TimeShapeStatisticsCo-ordinates(Y4)
Y3/4Term by Term ObjectivesYearWeek 13 and 4Week 2Week 3TermWeek 4Place ValueRead and write numbers up to 1000 in numerals and in words.Identify, represent and estimate numbers using differentrepresentations.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 50 and 100Count in multiples of 6, 7, 9. 25 and 1000Solve number problems and practical problems involving these ideas.Solve number and practical problems that involve all of the above andwith increasingly large positive numbers.Count backwards through zero to include negative numbers.Round any number to the nearest 10, 100 or 1000Round decimals with one decimal place to the nearest whole number.Read Roman numerals to 100 (I to C) and know that over time, thenumeral system changed to include the concept of zero and placevalue. Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgAutumnWeek 5Week 6Week 7Week 8Week 9Week 10Number: Addition and SubtractionAdd and subtract numbers mentally, including: a three-digit number and ones; athree-digit number and tens; a three digit number and hundreds.Add and subtract numbers with up to three digits, using formal written methods ofcolumnar addition and subtractionAdd and subtract numbers with up to 4 digits using the formal written methodsof 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, placevalue, and more complex addition and subtraction.Solve addition and subtraction two step problems in contexts, deciding whichoperations and methods to use and why.Add and subtract amounts of money to give change using both and p in practicalcontexts.Estimate, compare and calculate different measures, including money inpounds and penceMeasure, 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 totwo decimal places.Week 11Week 12Multiplication and DivisionRecall and use multiplicationand division facts for the 3, 4and 8 multiplication tables.Recall and use multiplicationand division facts formultiplication tables up to 12 x12.Write and calculatemathematical statements formultiplication and division usingthe multiplication tables theyknow.Recognise and use factor pairsand commutativity in mentalcalculations.Use place value, known andderived facts to multiply anddivide mentally, including:multiplying by 0 and 1; dividingby 1; multiplying togetherthree numbers.
Y3/4Term by Term ObjectivesYearWeek 13 and 4Week 2Week 3TermWeek 4SpringWeek 5Number: Multiplication and DivisionSolve problems, including missing number problems, involvingmultiplication and division, including positive integer scaling problemsand correspondence problems in which n objects are connected to mobjectives.Solve problems involving multiplying and adding, including using thedistributive law to multiply two digit numbers by one digit, integerscaling problems and harder correspondence problems such as nobjects are connected to m objects.Write and calculate mathematical statements for multiplication anddivision using the multiplication tables they know, including for two-digitnumbers times one-digit numbers, using mental and progressing toformal written methods.Multiply two digit and three digit numbers by a one digit number usingformal written layout.Find the area of rectilinear shapes by counting squares (link tomultiplication)Week 6Week 7Week 8Week 9Week 10Week 11Fractions and DecimalsRecognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.Compare and order unit fractions, and fractions with the same denominators.Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with smalldenominators.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.Count up and down in tenths.Count up and down in hundredths.Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by10Recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.Find the effect of multiplying and dividing a one or two digit number by 10 or 100, identifying the value of the digits inthe answer as ones, tenths and hundredths.Recognise and show, using diagrams, equivalent fractions with small denominators.Recognise and show, using diagrams, families of common equivalent fractions.Add and subtract fractions with the same denominator within one whole.Add and subtract fractions with the same denominator.Solve problems that involve all of the above.Recognise and write decimal equivalents of any number of tenths or hundredths.Recognise and write decimal equivalents to ¼, ½, ¾Round decimals with one decimal place to the nearest whole number.Compare numbers with the same number of decimal places up to two decimal places.Solve simple measure and money problems involving fractions and decimals to two decimal places Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgWeek 12
Y3/4Term by Term ObjectivesYearWeek 13 and 4Week 2Measures - LengthMeasure, compare, add andsubtract: lengths(m/cm/mm).Measure the perimeter ofsimple 2D shapes.Measure and calculate theperimeter of a rectilinearfigure (including squares) incentimetres and metresContinue to measure usingthe appropriate tools andunits, progressing to using awider range of measures,including comparing andusing mixed and simpleequivalents of mixed units.Convert between differentunits of measure egkilometre to metre.Week 3TermWeek 4Week 5TimeTell and write the time from an analogue clock,including using Roman numerals and 12-hour and24-hour clocks.Read, write & convert time between analogueand digital 12 and 14 hour clocks.Estimate and read time with increasing accuracy tothe nearest minute.Record and compare time in terms of seconds,minutes and hours.Convert between different units of measure eghour to minute.Use vocabulary such as o’clock, a.m./p.m.,morning, afternoon, noon and midnight.Know the number of seconds in a minute and thenumber of days in each month, year and leap year.Compare durations of events (for example tocalculate the time taken by particular events ortasks).Solve problems involving converting from hoursto minutes; minutes to seconds; years to months;weeks to days Trinity Academy Halifax 2016mathshub@trinityacademyhalifax.orgSummerWeek 6Week 7Week 8GeometryRecognise angles as a property of shape or adescription of a turn.Identify right angles, recognise that two rightangles make a half-turn, three make threequarters of a turn and four a complete turn;identify whether angles are greater than or lessthan a right angle.Identify acute and obtuse angles and compareand order angles up to two right angles by size.Identify horizontal and vertical lines and pairs ofperpendicular and parallel lines.Identify lines of symmetry in 2D shapespresented in different orientations.Complete an simple symmetric figure withrespect to a specific line of symmetry.Draw 2-D shapesCompare and classify geometric shapes,including quadrilaterals and triangles, based ontheir properties and sizes.Make 3-D shapes using modelling materials.Recognise 3-D shapes in differentorientations and describe themWeek 9Week 10Measures: volume andcapacity (Y3)Measure, compare, add andsubtract: mass (kg/g);volume/capacity (l/ml).Co-ordinates (Y4)Describe positions on a 2Dgrid as coordinates in thefirst quadrant.Describe movementsbetween positions astranslations of a given unitto the left/ right and up/down.Plot specified points anddraw sides to complete agiven polygon.Week 11Week 12StatisticsInterpret and present datausing bar charts,pictograms and tables.Interpret and presentdiscrete and continuousdata using appropriategraphical methods,including bar charts andtime graphs.Solve one-step and twostep questions (forexample, ‘How manymore?’ and ‘How manyfewer?’) using informationpresented in scaled barcharts and pictograms andtables.Solve comparison, sumand difference problemsusing informationpresented in bar charts,pictograms, tables andother graphs.
Estimate and use inverse operations to check answers to a calculation. the multiplication tables they 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.
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