Year 4 Mastery Overview Term By Term

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Year 4Mastery OverviewTerm by Term

Year 4OverviewAssessmentOne of the most frequent request we get as a Maths Hubis for a suggested long term curriculum plan formathematics in primary. We have listened to whatteachers need and the following mastery overviews havebeen developed by primary practioners in conjunction withthe White Rose Maths Hub to provide a curriculum planthat will support ‘Teaching for Mastery’.Alongside these curriculum overviews, our aim is also toprovide a free assessment for each term’s plan. Eachassessment will be made up of two parts:There is a termly plan for each year group from Year 1 toYear 6; each term is split into twelve weeks. You will seefrom the overviews that a significant amount of time isdevoted to developing key number concepts each year.This is to build their fluency as number sense will affecttheir success in other areas of mathematics. Studentswho are successful with number are much more confidentmathematicians.We hope you find them useful. If you have any commentsabout this document or have any ideas please do get intouch.The White Rose Maths Hub Team Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgPart 1: Fluency based arithmetic practicePart 2: Reasoning based questionsYou can use these assessments to determine gaps inyour students’ knowledge and use them to plan supportand intervention strategies.The assessments have beendesigned with new KS2 SATSin mind. All of theassessmentswill be ready by30 November 2015.

Year 4Teaching for MasteryConcrete – Pictorial – AbstractThese overviews are designed to support a masteryapproach to teaching and learning and have beendesigned to support the aims and objectives of the newNational Curriculum.As a hub we believe that all students, when introduced toa key new concept, should have the opportunity to buildcompetency in this topic by taking this approach.The overviews; have number at their heart. A large proportion oftimeis 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 provide plenty of time to build reasoning andproblem solving elements into the curriculum.Concrete – students should have the opportunity to useconcrete objects and manipulatives to help themunderstand what they are doing.Pictorial – students should then build on this concreteapproach by using pictorial representations.Theserepresentations can then be used to reason and solveproblems.An example of a barmodelling diagram usedto solve problems.Abstract – with the foundations firmly laid, studentsshould be able to move to an abstract approach usingnumbers and key concepts with confidence. Trinity Academy Halifax

Year 4Frequently Asked QuestionsWe have bought one of the new Singapore textbooks.Can we use these curriculum plans?My students have completed the assessment but theyhave not done well.Many schools are starting to make use of a masterytextbook used in Singapore and China, the schemes havebeen designed to work alongside these textbooks. Thereare some variations in sequencing, but this should notcause a large number of issuesThis is your call as a school, however ourrecommendation is that you would spend some time withthe whole group focussing on the areas of the curriculumthat they don’t appear to have grasped. If a couple ofstudents have done well then these could be given richtasks and deeper problems to build an even deeperunderstanding.If we spend so much time on number work, how canwe cover the rest of the curriculum?Students who have an excellent grasp of number makebetter mathematicians. Spending longer on masteringkey topics will build a student’s confidence and helpsecure understanding. This should mean that less timewill need to be spent on other topics.In addition schools that have been using these schemesalready have used other subjects and topic time to teachand consolidate other areas of the mathematicscurriculum. Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgCan we really move straight to this curriculum plan ifour students already have so many gaps inknowledge?The simple answer is yes. You might have to pick thecorrect starting point for your groups. This might not be inthe relevant year group and you may have to do someconsolidation work before.These schemes work incredibly well if they are introducedfrom Year 1 and continued into Year 2, then into Year 3and so on.

Year 4Detailed SchemesEveryone Can SucceedTo complement these yearly overviews we are working ontermly schemes of learning that provide:As 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. More details on how to teach particular aspects ofthe curriculum Fluency, reasoning and problem solving ideas foreach topic.These will gradually become available over this term.Please keep checking back for updates.In addition to this the NCETM have developed a fantasticseries of problems, tasks and activities that can be usedto support ‘Teaching for Mastery’. They have been writtenby experts in mathematics.It will also give you a detailed idea of what it means totake a mastery approach across your school.Information can be found on the link below. Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgMore InformationIf you would like more information on ‘Teaching forMastery’ you can contact the White Rose Maths Hub atmathshub@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.

Year 4Term by Term ObjectivesYear 4 OverviewWeek 3Week 4GeometryAngles Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgWeek 5Week 6Number – Addition andSubtractionFractionsMeasuresPerimeter andLengthSummerWeek 2Number – Place ValueSpringAutumnWeek 1GeometryShape andsymmetryTimeGeometry –Position anddirectionWeek 7Week 8Week 9Week 10Number – Multiplication andDivisionDecimalsStatisticsWeek 11MeasurementAreaMeasurementMoneyMeasurementArea andperimeterWeek 12

Year 4Term by Term ObjectivesYear GroupWeek 1Week 2Y4TermWeek 3Number – place valueCount in multiples of 6, 7, 9. 25 and 1000.Find 1000 more or less than a givennumber.Count backwards through zero to includenegative numbers.Recognise the place value of each digit ina four digit number (thousands,hundreds, tens and ones)Order and compare numbers beyond1000.Identify, represent and estimate numbersusing different representations.Round any number to the nearest 10, 100or 1000.Solve number and practical problems thatinvolve all of the above and withincreasingly large positive numbers.Read Roman numerals to 100 (I to C) andknow that over time, the numeral systemchanged to include the concept of zeroand place value. Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgWeek 4AutumnWeek 5Week 6Number- addition and subtractionAdd and subtract numbers with up to 4digits using the formal written methods ofcolumnar addition and subtraction whereappropriate.Estimate and use inverse operations tocheck answers to a calculation.Solve addition and subtraction two stepproblems in contexts, deciding whichoperations and methods to use and why.Week 7Week 8Week 9Week 10Number – multiplication and divisionRecall and use multiplication and division facts formultiplication tables up to 12 x 12.Use place value, known and derived facts to multiplyand divide mentally, including: multiplying by 0 and1; dividing by 1; multiplying together three numbers.Recognise and use factor pairs and commutativity inmental calculations.Multiply two digit and three digit numbers by a onedigit number using formal written layout.Solve problems involving multiplying and adding,including using the distributive law to multiply twodigit numbers by one digit, integer scaling problemsand harder correspondence problems such as nobjects are connected to m objects.Week 11Week 12Measurement- AreaFind the area of rectilinearshapes by counting squares.

Year 4Term by Term ObjectivesYear GroupWeek 1Week 2Y4Week 3TermWeek 4FractionsRecognise and show, using diagrams, families ofcommon equivalent fractions.Count up and down in hundredths; recognise thathundredths arise when dividing an object by onehundred and dividing tenths by ten.Solve problems involving increasingly harder fractionsto calculate quantities, and fractions to dividequantities, including non-unit fractions where theanswer is a whole number.Add and subtract fractions with the same denominator. Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgSpringWeek 5TimeConvertbetweendifferentunits ofmeasureeg hour tominute.Read, write& converttimebetweenanalogueand digital12 and 14hour clocks.Solveproblemsinvolvingconvertingfrom hoursto minutes;minutes toseconds;years tomonths;weeks todaysWeek 6Week 7Week 8Week 9DecimalsRecognise and write decimal equivalents of any numberof tenths or hundredths.Recognise and write decimal equivalents to ¼, ½, ¾Find the effect of dividing a one or two digit number by10 or 100, identifying the value of the digits in theanswer as ones, tenths and hundredthsRound decimals with one decimal place to the nearestwhole number.Compare numbers with the same number of decimalplaces up to two decimal places.Week 10Week 11Measurement- MoneySolve simple measure andmoney problemsinvolving fractions anddecimals to two decimalplaces.Estimate, compare andcalculate differentmeasures, includingmoney in pounds andpence.Week 12Time at thebeginning orend of theterm forconsolidation,gap filling,seasonalactivities,assessments,etc.

Year 4Term by Term ObjectivesYear GroupWeek 1Week 2Measures:Perimeterand LengthConvertbetweendifferentunits ofmeasure egkilometre tometre.Geometry:AnglesIdentifyacute andobtuseangles andcompareand orderangles up totwo rightangles bysize.Measureandcalculatetheperimeterof arectilinearfigure(includingsquares) incm and mY4TermWeek 3Week 4Geometry: Shape andsymmetryCompare and classifygeometric shapes,including quadrilateralsand triangles, based ontheir properties and sizes.Identify lines of symmetryin 2D shapes presented indifferent orientations.Complete an simplesymmetric figure withrespect to a specific line ofsymmetry. Trinity Academy Halifax 2015mathshub@trinityacademyhalifax.orgSummerWeek 5Week 6Geometry- Position andDirectionDescribe 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 7Week 8StatisticsInterpret and presentdiscrete and continuousdata using appropriategraphical methods,including bar charts andtime graphs.Solve comparison, sum anddifference problems usinginformation presented inbar charts, pictograms,tables and other graphs.Week 9Week 10Measurement: Area andPerimeterMeasure and calculate theperimeter of a rectilinearfigure (including squares)in centimetres and metresConvert between differentunits of measure [forexample, kilometre tometre]Find the area of rectilinearshapes by countingsquares.Week 11Week 12Time at the beginning orend of the term forconsolidation,gap filling, seasonalactivities, assessments, etc.

Year 4 negative numbers. digit numbers by one digit, integer Year Group Y4 Term Autumn Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Number – place value Count in multiples of 6, 7, 9. 25 and 1000. digits using the formal writt

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