{"id":1402,"date":"2013-01-06T20:18:45","date_gmt":"2013-01-06T20:18:45","guid":{"rendered":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/?page_id=1402"},"modified":"2019-09-05T10:32:33","modified_gmt":"2019-09-05T09:32:33","slug":"year-4-numeracy-objectives","status":"publish","type":"page","link":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/parents\/year-4-numeracy-objectives\/","title":{"rendered":"Year 4 Maths Objectives"},"content":{"rendered":"

Year 4 Maths Objectives<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Using and applying mathematics<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate.<\/p>\n

 <\/p>\n

Represent a puzzle or problem using number sentences, statements or diagrams; use these to solve the problem; present and interpret the solution in the context of the problem.<\/p>\n

 <\/p>\n

Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers.<\/p>\n

 <\/p>\n

Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples.<\/p>\n

 <\/p>\n

Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols.<\/p>\n

 <\/p>\n

Counting and understanding number<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and > (e.g. -3 > -5, -1 < plus1)<\/p>\n

 <\/p>\n

Use decimal notation for tenths and hundredths and partition decimals; relate the notation to money and measurement; position one-place and two-place decimals on a number line.<\/p>\n

 <\/p>\n

Recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths.<\/p>\n

 <\/p>\n

Use diagrams to identify equivalent fractions (e.g. and , or and ); interpret mixed numbers and position them on a number line (e.g. 3 ) (EOY)<\/p>\n

 <\/p>\n

Use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g. ‘There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red’); estimate a proportion (e.g. ‘About one quarter of the apples in the box are green’)<\/p>\n

 <\/p>\n

Knowing and using number facts<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000<\/p>\n

 <\/p>\n

Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves.<\/p>\n

 <\/p>\n

Derive and recall multiplication facts up to 10 \u00d7 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple.<\/p>\n

 <\/p>\n

Use knowledge of rounding, number operations and inverses to estimate and check calculations.<\/p>\n

 <\/p>\n

Identify pairs of fractions that total 1<\/p>\n

 <\/p>\n

Calculating<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 – 35)<\/p>\n

 <\/p>\n

Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and \u00a3.p<\/p>\n

 <\/p>\n

Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect; relate to scaling up or down.<\/p>\n

 <\/p>\n

Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 \u00d7 9, 98 \u00f7 6)<\/p>\n

 <\/p>\n

Find fractions of numbers, quantities or shapes (e.g. of 30 plums, of a 6 by 4 rectangle)<\/p>\n

 <\/p>\n

Use a calculator to carry out one-step and two-step calculations involving all four operations; recognise negative numbers in the display, correct mistaken entries and interpret the display correctly in the context of money.<\/p>\n

 <\/p>\n

Understanding shape<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Draw polygons and classify them by identifying their properties, including their line symmetry.<\/p>\n

 <\/p>\n

Visualise 3-D objects from 2-D drawings; make nets of common solids.<\/p>\n

 <\/p>\n

Recognise horizontal and vertical lines; use the eight compass points to describe direction; describe and identify the position of a square on a grid of squares.<\/p>\n

 <\/p>\n

Know that angles are measured in degrees and that one whole turn is 360\u00b0; compare and order angles less than 180\u00b0<\/p>\n

 <\/p>\n

Measuring<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate, use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg)<\/p>\n

 <\/p>\n

Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit<\/p>\n

 <\/p>\n

Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting squares.<\/p>\n

 <\/p>\n

Read time to the nearest minute; use am, pm and 12-hour clock notation; choose units of time to measure time intervals; calculate time intervals from clocks and timetables.<\/p>\n

 <\/p>\n

Handling data<\/span><\/strong><\/p>\n

\u00a0<\/span><\/strong><\/p>\n

Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate.<\/p>\n

 <\/p>\n

Compare the impact of representations where scales have intervals of differing step size<\/p>\n","protected":false},"excerpt":{"rendered":"

Year 4 Maths Objectives \u00a0 Using and applying mathematics \u00a0 Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":5765,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/1402"}],"collection":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/comments?post=1402"}],"version-history":[{"count":2,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/1402\/revisions"}],"predecessor-version":[{"id":19309,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/1402\/revisions\/19309"}],"up":[{"embeddable":true,"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/pages\/5765"}],"wp:attachment":[{"href":"http:\/\/www.welbeck.nottingham.sch.uk\/welb\/wp-json\/wp\/v2\/media?parent=1402"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}