Autumn Scheme Of Learning Year 4 - White Rose Maths
Autumn Scheme of LearningYear 4#MathsEveryoneCan2020-21 White Rose Maths
Notes and GuidanceNew for 2020/21Welcome2020 will go down in history. The world has changed forLesson-by-lesson overviewsWe’ve always been reluctant to produce lesson-bylesson overviews as every class is individual andall of us.has different needs. However, many of you haveWe want to do as much as we can to support children,said that if blended learning becomes a key featureteachers, parents and carers in these very uncertain times.of school life next year, a weekly plan with linkedWe have amended our schemes for 2020/21 to:content and videos could be really useful.highlight key teaching pointsAs always, we’ve listened! We’ve now produced acomplete lesson-by-lesson overview for Y1 to Y9that schools can use or adapt as they choose. Eachlesson will be linked to a free-to-use home learningvideo, and for premium subscribers, a worksheet.This means that you can easily assign work to yourclass, whether they are working at home or inschool.recap essential content that children may haveforgottenflag any content that you might not have coveredduring the school closures period.We hope these changes will add further value to theschemes and save you time.Inevitably, this lesson-by-lesson structure won’t suiteveryone, but if it works for you, then please domake use of this resource as much as you wish.2 White Rose Maths
Notes and GuidanceTeaching for MasteryWelcomeThese overviews are designed to support a masteryConcrete - Pictorial - AbstractWe believe that all children, when introduced to anew concept, should have the opportunity to buildcompetency by taking this approach.approach to teaching and learning and have beendesigned to support the aims and objectives of the newNational Curriculum.Concrete – children should have the opportunity touse concrete objects and manipulatives to helpthem understand what they are doing.The overviews: have number at their heart. A large proportion oftime is spent reinforcing number to buildcompetency ensure teachers stay in the required key stage andsupport the ideal of depth before breadth. ensure students have the opportunity to staytogether as they work through the schemes as awhole group Pictorial – alongside this children should usepictorial representations. These representationscan then be used to help reason and solveproblems.Abstract – both concrete and pictorialrepresentations should support children’sunderstanding of abstract methods.provide plenty of opportunities to build reasoningand problem solving elements into the curriculum.For more guidance on teaching for mastery, visit theNCETM eed some CPD to develop this approach? Visitwww.whiterosemaths.com for find a course right foryou. White Rose Maths
Notes and GuidanceSupporting resourcesWelcomeWe have produced supporting resources for every smallstep from Year 1 to Year 11.The worksheets are provided in three different formats: Write on worksheet – ideal for children to use theready made models, images and stem sentences. Display version – great for schools who want to cutdown on photocopying. PowerPoint version – one question per slide. Perfectfor whole class teaching or mixing questions to makeyour own bespoke lesson.For more information visit our online training andresources centre resources.whiterosemaths.com or emailus directly at support@whiterosemaths.com4 White Rose Maths
Notes and GuidanceMeet the CharactersWelcomeChildren love to learn with characters and our team within the scheme will be sure to get them talking andreasoning about mathematical concepts and ideas. Who’s your mmyDexterRonAnnie5 White Rose Maths
WRM – Year 4 – Scheme of Learning 2.0sWeek 3Week 4Number: Multiplicationand DivisionNumber:DecimalsMeasurement:AreaNumber: Place ValueMeasurement:MoneyWeek 5Week 6Week 7Number: Addition andSubtractionNumber: FractionsMeasurement:Time6Week 8Week 9Measurement:Length andPerimeterWeek 10Week 11Number: Multiplicationand DivisionNumber: DecimalsGeometry:Properties ofShapeWeek 12Geometry:Position andDirectionConsolidation ConsolidationWeek 2StatisticsSummerSpringAutumnWeek 1 White Rose Maths
Autumn - Block 1Place Value White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueOverviewSmall StepsNotes for 2020/21Represent numbers to 1,000100s, 10s and 1sNumber line to 1,000We begin by encouragingspending time on numbers withina 1,000 to ensure they are secureon this knowledge before movinginto 10,000.Round to the nearest 10Round to the nearest 100Count in 1,000s1,000s, 100s, 10s and 1sUsing equipment or digitalmanipulatives may help childrenincrease their understanding.PartitioningNumber line to 10,000Find 1, 10, 100 more or less1,000 more or lessCompare numbers8 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueOverviewSmall StepsNotes for 2020/21Order numbersWork on Roman Numerals hasbeen moved to the end of theblock as we believe it is importantfor children to be secure with ourown number system beforeexploring another.Round to the nearest 1,000Count in 25sNegative numbersRoman numerals to 1009 White Rose Maths
Year 3 Autumn Term Week 1 to 3 – Number: Place ValueNumbers to 1,000Varied FluencyNotes and GuidanceWrite down the number represented with Base 10 in each case.In this small step, children will primarily use Base 10 tobecome familiar with any number up to 1,000RepresentationNumberUsing Base 10 will emphasise to children that hundreds arebigger than tens and tens are bigger than ones.Children need to see numbers with zeros in different columns,and show them with concrete and pictorial representations.Mathematical TalkDoes it matter which order you build the number in?Use Base 10 to represent the numbers.Can you have more than 9 of the same type of number e.g. 11tens?700Can you create a part-whole model using or drawing Base 10in each circle?120407999Mo is drawing numbers. Can you complete them for him?24610390706 White Rose Maths
Year 3 Autumn Term Week 1 to 3 – Number: Place ValueNumbers to 1,000Reasoning and Problem SolvingTeddy has used Base 10 to represent thenumber 420. He has covered some ofthem up.110 is the missingamount.Which child has made the number 315?Possible ways: 1 hundred and1 ten 11 tens 110 ones 10 tens and 10ones 50 ones and 6tens etc.DoraMoExplain how you know.Dora and Mo haveboth made thenumber 315, butrepresented itdifferently.3 hundreds, 1 tenand 5 ones is thesame as 2hundreds, 10 tensand 15 ones.Work out the amount he has covered up.How many different ways can you makethe missing amount using Base 10?11 White Rose Maths
Year 3 Autumn Term Week 1 to 3 – Number: Place Value100s, 10s and 1s (1)Varied FluencyNotes and GuidanceWhat is the value of the number represented in the place valuechart?Children should understand that a 3-digit number is made upof 100s, 10s and 1s.HundredsThey read numbers shown in different representations on aplace value grid, and write them in numerals.They should be able to represent different 3-digit numbers invarious ways such as Base 10 or numerals.TensOnesWrite your answer in numerals and in words.Complete this place value chart so that it shows the number 354Mathematical TalkHundredsTensOnesWhat is the value of the number shown on the place valuechart?Why is it important to put the values into the correct columnon the place value chart?Represent the number using a part-whole model.How many more are needed to complete the place valuechart?How many different ways can you make the number 452?Can you write each way in expanded form? (e.g. 400 50 2)Can you make your own numbers using Base 10? Ask a friendto tell you what number you have made.Compare your answer with a partner.12 White Rose Maths
Year 3 Autumn Term Week 1 to 3 – Number: Place Value100s, 10s and 1s (1)Reasoning and Problem SolvingHundredsTensOnesPossible answers:5 0 3I disagree becausethere are sixhundreds, fourtens and sevenones so thenumber is 647.EvaThe place value gridshows the number 467Using each digit card, which numberscan you make?I notice that 647and 467 have thesame digits but ina different orderso the digits havedifferent values.The numbers thatcan be made are: 503 530 305 350 (0)35 (0)53Use the place value grid to help.HundredsIs Eva correct? Explain your reasoning.TensOnesCompare your answers with a partner.What do you notice about the numbershown?13 White Rose Maths
Year 3 Autumn Term Week 1 to 3 – Number: Place ValueNumber Line to 1,000Varied FluencyNotes and GuidanceDraw an arrow to show the number 800Children estimate, work out and write numbers on a numberline.Number lines should be shown with or without start and endnumbers, and with numbers already placed on it.Draw an arrow to show the number 560Children may still need Base 10 and/or place values to workwith as they develop their understanding of the number line.Mathematical TalkWhich letter is closest to 250?What is the value of each interval on the number line?Which side of the number line did you start from? Why?When estimating where a number should be placed, what factscan help you?Can you draw a number line where 600 is the startingnumber, and 650 is half way along?What do you know about the number that A is representing? Ais more/less thanWhat value can A definitely not be? How do you know?ABEstimate the value of A.25050014CDA White Rose Maths
Year 3 Autumn Term Week 1 to 3 – Number: Place ValueNumber Line to 1,000Reasoning and Problem SolvingEstimate where seven hundred andtwenty-five will go on each of the numberlines.Explain why it is not in the same place oneach number line.725 is in differentplaces becauseeach line hasdifferent numbersat the start andend so the positionof 725 changes.If the arrow is pointing to 780, whatcould the start and end numbers be?Find three different ways and explainyour reasoning.All three of thenumber lines havedifferent scalesand therefore thedifferencebetween 725 andthe starting andfinishing number isdifferent on allthree numberlines.Example answers:Start 0 and end1,000 because500 would be inthe middle and780 would befurther along than500Start 730 and end790Start 700 and end800etc.15 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueRound to the Nearest 10Varied FluencyNotes and GuidanceWhich multiples of 10 do the numbers sit between?Children start to look at the position of a 2-digit number on anumber line. They then apply their understanding to 3-digitnumbers, focusing on the number of ones and rounding up or not.31Children must understand the importance of 5 and the idea thatalthough it is in the middle of 0 and 10, that by convention anynumber ending in 5 is always rounded up, to the nearest 10323334 35 363738 39Say whether each number on the number line is closer to 160 or170?160Mathematical Talk163166 167170Round 163, 166 and 167 to the nearest 10Complete the table:What is a multiple of 10?Start numberRounded to the nearest 10Which multiples of 10 does sit between?Which column do we look at when rounding to the nearest 10?What do we do if the number in that column is a 5?Which number is being represented? Will we round it up or not?Why?851XCVIII16 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueRound to the Nearest 10Reasoning and Problem SolvingA whole number is rounded to 370What could the number be?Write down all the possible answers.370Two different two-digit numbers bothround to 40 when rounded to thenearest 10The sum of the two numbers is 79365366367368369370371372373374Whitney says:847 to the nearest 10is 840Do you agree with Whitney?I don’t agree withWhitney because847 rounded tothe nearest 10 is850. I know thisbecause onesending in 5, 6, 7, 8and 9 round up.Explain why.35 44 7936 43 7937 42 7938 41 7939 40 79What could the two numbers be?Is there more than one possibility?17 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueRound to the Nearest 100Varied FluencyNotes and GuidanceWhich multiples of 100 do the numbers sit between?Children compare rounding to the nearest 10 (looking at theones column) to rounding to the nearest 100 (looking at thetens column.)810 820 830 840 850 860 870 880 890Children use their knowledge of multiples of 100, tounderstand which two multiples of 100 a number sitsbetween. This will help them to round 3-digit numbers to thenearest 100Say whether each number on the number line is closer to 500 or600.500Mathematical Talk535556 568600Round 535, 556 and 568 to the nearest 100Use the stem sentence: rounded to the nearest 100 is .Complete the table:What’s the same/different about rounding to the nearest 10 andnearest 100? Which column do we need to look at whenrounding to the nearest 100?Start numberWhy do numbers up to 49 round down to the nearest 100 andnumbers 50 to 99 round up?Rounded to the nearest 100994What would 49 round to, to the nearest 100?XLVCan the answer be 0 when rounding?18 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueRound to the Nearest 100Reasoning and Problem SolvingAlways, Sometimes, NeverExplain your reasons for eachstatement. A number with a five in the tenscolumn rounds up to the nearesthundred.A number with a five in the onescolumn rounds up to the nearesthundred.A number with a five in thehundreds column rounds up to thenearest hundred.Always – a numberwith five in the tenscolumn will be 50or above so willalways round up.Sometimes – anumber with five inthe ones columnmight have 0 to 4in the tens column(do not round up)or 5 to 9 (roundup).Sometimes –anumber with five inthe hundredscolumn will alsoround up or downdependent on thenumber in the tenscolumn.When a whole number is rounded to thenearest 100, the answer is 200When the same number is rounded tothe nearest 10, the answer is 250245, 246, 247,248 and 249 areall possibleanswers.What could the number be?Is there more than one possibility?Using the digit cards 0 to 9, can youmake whole numbers that fit thefollowing rules? You can only use eachdigit once.1.2.3.19When rounded to the nearest 10, Iround to 20When rounded to the nearest 10, Iround to 10When rounded to the nearest 100, Iround to 700To 20, it could be15 to 24To 10, it could be5 to 14To 700, it could be650 to 749Use each digitonce: 5, 24, 679 or9, 17, 653 etc. White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueCount in 1,000sVaried FluencyNotes and GuidanceChildren look at four-digit numbers for the first time. Theyexplore what a thousand is through concrete and pictorialrepresentations, to recognise that 1,000 is made up of tenhundreds.tens makehundred.They count in multiples of 1,000, representing numbers innumerals and words.hundreds makethousand.How many sweets are there altogether?Mathematical TalkHow many hundreds are there in one thousand?How many hundreds make thousands?1,0001,0001,000There are three jars of sweets.There are sweets altogether.How is counting in thousands similar to counting in 1s?What numbers are represented below?When counting in thousands, which is the only digit to change?How many sweets would there be in jars?20 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueCount in 1,000sReasoning and Problem SolvingAlways, Sometimes, Never When counting in hundreds, theones digit changes. The thousands column changesevery time you count in thousands. To count in thousands, we use 4digit numbers.Never, whencounting inhundreds, the onesdigit always staysthe same.Rosie says,If I count in thousandsfrom zero, I willalways have an evenanswer.Always, thethousands columnchanges every timeyou count inthousands.True, because theyall end in zero,which aremultiples of 10and multiples of10 are even.True or false?Explain how you know.Sometimes, tocount in thousands,we use 4-digitnumbers.21 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place Value1,000s, 100s, 10s and 1sVaried FluencyNotes and GuidanceComplete the sentences.Children represent numbers to 9,999, using concreteresources on a place value grid. They understand that a fourdigit number is made up of 1,000s, 100s, 10s and 1s.There are thousands,hundreds,tens and ones.Moving on from Base 10 blocks, children start to partition byusing place value counters and digits.The number is . Mathematical TalkComplete the part-whole model for the number represented.Can you represent the number on a place value grid?How many thousands/hundreds/tens/ones are there?How do you know you have formed the number correctly? Whatcould you use to help you?What is the value of the underlined digit in each number?6,983How is the value of zero represented on a place value grid or ina number?9,0217896,570Represent each of the numbers on a place value grid.22 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place Value1,000s, 100s, 10s and 1sReasoning and Problem SolvingCreate four 4-digit numbers to fit thefollowing rules: The tens digit is 3 The hundreds digit is two more thanthe ones digit The four digits have a total of 12Possible answers:Use the clues to find the missing digits.3,4325,3311,5337,2304,098The thousands and tens digit multiplytogether to make 36The hundreds and tens digit have a digittotal of 9The ones digit is double the thousandsdigit.The whole number has a digit total of 2123 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValuePartitioningVaried FluencyNotes and GuidanceChildren explore how numbers can be partitioned in morethan one way.Move the Base 10 around and make exchanges to represent thenumber in different ways.They need to understand that, for example, 5000 300 20 9 is equal to 4000 1300 10 19This is crucial to later work on adding and subtracting 4-digitnumbers and children explore this explicitly.2000 1000 Mathematical Talk400 1000 1300 4 14 Represent the number in two different ways in a part-whole model.What number is being represented?If we have 10 hundreds, can we exchange them for something?If you know ten 100s are equal to 1,000 or ten 10s are equal to100, how can you use this to make different exchanges?24Eva describes a number. She says,“My number has 4 thousands and 301 ones”What is Eva’s number?Can you describe Eva’s number in a different way? White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValuePartitioningReasoning and Problem SolvingWhich is the odd one out?3,5003,500 ones2 thousandsand 15 hundreds35 tens35 tens is the oddone out because itdoes not make3,500, it makes350My number has fivethousands, threehundreds and 64 ones.My number has fiftythree hundreds, 6 tensand 4 ones.Amir says:Possible answers:The total is six thousand, four hundredand thirty two.One 1,000 counterand one 100counter.Which place value counters could behidden?Explain how you know.Jack says:Some place value counters are hidden.They both have thesame numberbecause 53hundreds is equalto 5 thousands and3 hundreds. Jackand Amir both have5,364Think of at least three solutions.Ten 100 countersand ten 10counters.Eleven 100counters.Who has the largest number?Explain.25 White Rose Maths
Year 4 Autumn Term Week 1 to 4 – Number: Place ValueNumber Line to 10,000Varied FluencyNotes and GuidanceChildren estimate, label and draw numbers on a number line to10,000Draw arrows to show where the numbers would be on thenumber line.They need to understand that it is possible to count forwardsor backwards, in equal steps, from both sides.8,750Number lines should be shown with or without start and endnumbers, or with numbers already placed on it.4,1006,0009,000010,000Estimate the value of each letter.A BCMathematical TalkWhich side of the number line did you start from? Why?2,000Can you use
Year 4 Autumn Term Week 1 to 4 –Number: Place Value Represent numbers to 1,000 100s, 10s and 1s Number line to 1,000 Round to the nearest 10 Roundto the nearest 100 Count in 1,000s 1,000s, 100s, 10sand 1s Partitioning Number line to10,000 Find 1, 10,100 more or less 1,000 more orless Co
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