Counting, partitioning and calculating Year 4 Block A Unit 2 (Spring term): 2 week block

Learning objectives Vocabulary Building on previous learning Children's targets

problem, solution, calculate, Check that children can already: I can use decimals when I work with
• Use decimal notation for tenths and hundredths and partition money and measurement
calculation, equation, • identify the calculation needed to
decimals; relate the notation to money and measurement; position I can add and subtract mentally pairs of
one-place and two-place decimals on a number line operation, answer, method, solve a word problem two-digit numbers and find a difference by
• Add or subtract mentally pairs of two-digit whole numbers (e.g. explain, predict, reason, • explain and record their methods counting on
47 + 58, 91 – 35) reasoning, pattern, and solutions to problems and I can add and subtract three-digit numbers
• Refine and use efficient written methods to add and subtract two- relationship, rule, sequence calculations using a written method
and three-digit whole numbers and £.p I can count on and back in sevens
place value, partition, • read, write, partition and order
• Recognise and continue number sequences formed by counting on I know my tables to 10 × 10
thousands, digit, four-digit whole numbers to 1000
or back in steps of constant size I can use the multiplication facts I know to
number, decimal point, • use £.p notation
• Derive and recall multiplication facts up to 10 × 10, the work out division facts
corresponding division facts and multiples of numbers to 10 up to the decimal place, tenths, • understand and use the < and > I can multiply and divide numbers by 10 or
tenth multiple hundredths signs 100 and describe what happens to the
• Multiply and divide numbers to 1000 by 10 and then 100 (whole- • round two- or three-digit numbers digits
add, subtract, multiply,
number answers), understanding the effect; relate to scaling up or I can multiply and divide a two-digit
down divide, sum, total, to the nearest 10 or 100
number by a one-digit number
• Develop and use written methods to record, support and explain difference, plus, minus, • recall addition and subtraction
I can estimate and check the result of a
multiplication and division of two-digit numbers by a one-digit product, quotient, facts for each number to 20 calculation
number, including division with remainders (e.g. 15 × 9, 98 ÷ 6) remainder • add or subtract mentally
• Use knowledge of rounding, number operations and inverses to combinations of one- and two-
estimate and check calculations calculator, display, key,
enter, clear, constant digit numbers UAM children’s targets
• derive number pairs that total 100 I can explain how I solve problems,
Focus of using and applying pound (£), penny/pence (p),
• use informal written methods to using diagrams and symbols to help
• Report solutions to puzzles and problems, giving explanations and units of measurement and me
reasoning orally and in writing, using diagrams and symbols add and subtract two- and three-
abbreviations, degrees
Celsius (°C) digit numbers
Focus on speaking and listening: Speaking and listening children’s targets
• estimate sums and differences of
Respond appropriately to others in the light of alternative viewpoints I can explain how I solved a problem and
two- or three-digit numbers can decide whether someone else solved
• recall multiplication and division it in a better way
facts for the 2, 3, 4, 5, 6 and 10
times-tables
• multiply one- and two-digit
numbers by 10 and 100
• use informal written methods to
multiply and divide two-digit
numbers
• round remainders up or down,
depending on the context
Wk 1 Mental/Oral Main Activity Plenary
Objectives Objectives Review and reflect.
Activities (LA/MA/HA)
Activity Direct teaching Key questions
Derive and recall multiplication facts up to Report solutions to puzzles and problems, giving explanations Miss Arti to Mrs Thomas to Mr Smith to Chn feed back to rest of
Mon 10 × 10, the corresponding division facts and reasoning orally and in writing, using diagrams and support. support. support. class on their puzzle and
and multiples of numbers to 10 up to the symbols. Chn model the Encourage chn to how they solved it.
tenth multiple creatures with explain their What were you most proud
Show Resource
2x table practice – quick fire questions and MA and HA sheet Fives and modelling clay and solution (and of? What did you find
game. Show children the poster Spaceship and set the scene for Tens and point out lolly sticks (one of strategy) in difficult? What would you do
them. Ask children to explain the problem to their partner in their that this time there each creature!!) to writing supported differently next time?
Times tables checks – everyone to start support their by lists and
on 2x table. own words. Can children find two important pieces of are four
information? (two of each, two answers) beanbags. Chn thinking. sketches. They
How many legs does 1 tripod have? 2 tripods? 3 tripods? work in pairs to Alternatively, can share this.
What about 1 tripod and 1 bipod? Etc... find all the record by drawing.
Can chn work systematically? Would it help to make lists? possible totals.
Paired work Suggest that they
Chn work in pairs to solve the problem. Extension questions in start with largest
speech bubbles on IWB. or smallest total
‘’ What if there were 37 legs?’’ first.
‘’Quadripods (4 legged aliens) decided to go too! If there were at Finish by playing
least three of each and 72 legs altogether, who went?’’ the game.
Invite children to add questions for their classmates to solve.
Mini plenary
Invite children to explain their strategies.
Did you make a list? Are you working systematically? Will
you know whether or not you have found all possibilities?
This should help children who have not begun in a systematic
way.
LA (working with Miss Arti)
Remind the children of the importance of being systematic to
ensure all the answers are found.

• Put a bucket inside a hoop. Ask a child to throw three

different coloured beanbags into the hoop or bucket
one at a time. If the beanbag goes in the bucket, the
score is 10 and if it goes into the hoop the score is 5.
If it goes in neither, the child throws again.

Record the score on the board, e.g. 5 + 5 + 10.

What is the total score?
Agree that it is 20.
What do you think the largest score could be? Why?
Agree that this will be 30 as the biggest score is 10 + 10 + 10.
What do you think the smallest score could be? Why?
Agree that this is 15 made from 5 + 5 + 5.

• Tell the children to work in pairs, and find all the

possible scores with the totals. Remind them to
record in order in their books.

• Collect children’s responses and agree that the

possible totals are 15, 20, 25 and 30. Ask for the ways
that 25 can be made. (10 + 10 + 5; 10 + 5 + 10; 5 + 10
+ 10). Point out that the total is the same; the order
they are shown in does not matter.
 Derive and recall multiplication facts up to
Tues 10 × 10, the corresponding division facts
and multiples of numbers to 10 up to the
tenth multiple
2x table practice – quick fire questions and
game.
Times tables checks – everyone to start
on 2x table.

Wed

Derive and recall multiplication facts up to Recognise and continue number sequences formed by counting Take photographs Chn complete Chn complete
Thur 10 × 10, the corresponding division facts on or back in steps of constant size. and stick in books resource sheet resource sheet
and multiples of numbers to 10 up to the then complete Number Flower Number Flower
tenth multiple cloze activity Sequence. Sequence.
Counting Aerobics EXT – Can you
2x table practice – quick fire questions and HA and MA (below) as
game. make up
Use counting stick to practise 7x table. Include haka for evidence of sequences of
Times tables checks – everyone to start corresponding division facts. learning. your own using
on 2x table. Use Smartboard recorder to consolidate 7x table patterns. Write different times
and record the numbers in a sequence (with steps of 7). Play tables?
back the recording with chn chanting the next number to appear.
Ext – write the sequence then rub each number from the end to
the beginning so chn can chant backwards.
learningclip.co.uk Year 4 Block A Unit 2 – Number Flower
Sequence. Show Introduction and choose individuals to come to
IWB and complete activity.
LA
 Tell the group that they are going to do ‘Counting
Aerobics’.
 Count in unison from 1 to 50 initially changing the
body movements after multiples of 10. (e.g. clap and
tap, shoulders and head etc.) Repeat from 50 to 100.
 Say three consecutive numbers (e.g. 21, 22, 23).
Children respond with the next three numbers.
Extend to counting backwards. Challenge individuals to
respond.
 Introduce a large bag/box/jar of objects such as
balloons, paper cups, plastic toys, sweets. Empty
them onto the carpet and ask:
How many are there?
How can we find out?
 Take suggestions and ask:
Is there a quicker way of counting (other than in ones?)
Offer the idea (if no-one does) of counting in tens.
 Choose volunteers to help to collect the objects in
groups of ten and ask the class to count in tens
 altogether.
 Children, in groups or pairs, count a variety of objects
by putting them in groups of ten (e.g. lollipop sticks,
pennies, balloons, multi-link etc.) ask them to write the
total on a ‘Post-It’.
Check by changing places with another pair.
Derive and recall multiplication facts up to Use mental methods of calculation to answer a range of TA and LSA work MA – Differentiate HA – Differentiate Mental maths ICT games.
Fri 10 × 10, the corresponding division facts questions across all Primary Framework strands. with group in through targeted through targeted Choose from games on
and multiples of numbers to 10 up to the middle room on questioning. questioning. Year 4 blog.
tenth multiple mental maths
strategies and go
2x table practice – quick fire questions and Mental maths test. through test at
game. Peer assessment and focus on 2 questions that the class found slower pace.
Times tables checks – everyone to start difficult. Use IWB to provide further examples and strategies for
on 2x table. answering these questions.

Assessment and future action Homework

Resources
Monday Tuesday Wednesday Thursday Friday
Times Table Check sheets and answer Times Table Check sheets and answer Times Table Check sheets and answer Times Table Check sheets and answer Mental maths tests x 30
booklets. booklets. booklets. booklets. Question sheets x 3 (teacher, TA, LSA)
Wk 2 Mental/Oral Main Activity Plenary
Objectives Objectives Review and reflect.
Activities (LA/MA/HA)
Activity Direct teaching Key questions
Derive and recall multiplication facts up to Add or subtract mentally pairs of two-digit whole numbers (e.g.
Mon 10 × 10, the corresponding division facts 47 + 58, 91 – 35).
and multiples of numbers to 10 up to the
tenth multiple
2x table practice – quick fire questions and
game.
Times tables checks – everyone to start
on 2x table.
Derive and recall multiplication facts up to Add or subtract mentally pairs of two-digit whole numbers (e.g. With support, chn Chn complete EXT – when QCA optional question on
Tues 10 × 10, the corresponding division facts 47 + 58, 91 – 35). complete ‘At the ‘pen shop deciding on what IWB involving addition and
and multiples of numbers to 10 up to the Refine and use efficient written methods to add and subtract two- shop’ resource problems’ coins to use to money. Chn work with a
tenth multiple and three-digit whole numbers and £.p sheet below. resource sheet. pay for each partner/adult support to solve
 2x table practice – quick fire questions and
game.
Times tables checks – everyone to start
on 2x table.
MA and HA Use LA money object, can you the problem.
learningclip.co.uk Year 4, block A, unit 2 – Pen shop problems IWB to support. find the fewest
(subscription only). Use what we already know about partitioning number of coins
and adding 2 digit numbers to help us work out the problems. possible? What
Then use play coins to decide which coins we would use to pay about the most
for the objects. Draw round these coins in Numeracy book and coins possible?
label.
LA
Display large money – coins to 50p – and ask children to identify
them.
What different coins can you see? Who can tell me what the
value of this coin is?
Draw attention to the value written on the coins whilst saying the
value clearly. Ask children to identify the coin with the smallest
value, then the next highest value – so ordering the coins and
displaying them on the board with their value written
underneath.
Ask chn to discuss in pairs which coins they might choose that
would have the same value as the 10p coin. Chn could choose
coins from small money trays and write their selection on a
whiteboard and then share the different equivalents with the
class. Repeat with 20p and 50p coins.
Which coins have you chosen that together total 10p/20p/50p?

Direct attention to a `shop/stall’ pre-arranged with a selection of

toys for sale – items up to 50p. Choose a child to be the
shopkeeper and one to choose a toy from the stall to buy.
Identify the price on the tag and ask children in pairs again to
find the right coins they would need to pay for the item. Discuss
the different combinations and show on board. Ask children to
explain how they decided on which coins to pick.
What coins would I need to buy this toy?

Choose one of the items and say this time you want them to try
and find the fewest number of coins that they would need to be
able to pay for it. Check understanding of language `fewest` by
referring to the different combinations of coins on the board and
showing, for example, the fewest number of coins for the price
tag 27p would be 20p, 5p and 2p.

Repeat with other items in the shop – below 50p and one above
50p but less than £1
Add or subtract mentally pairs of two-digit whole numbers (e.g. Differentiated Differentiated Differentiated QCA optional question on
Wed 47 + 58, 91 – 35). questions on IWB. questions on IWB. questions on IWB involving subtracting 2
Miss Arti to IWB. numbers close together
support Hassan, (taken and adapted from
Ext: Word Rising Stars assessment
Wilker and problems involving Ext: Word
Suldana use a book). Chn work with a
subtraction with problems partner/adult support to
• Write on the board: 23 – 19 number line to numbers close involving solve the problem.
What is this asking you to do? solve LA together see subtraction with
Elicit vocabulary of subtraction, TA to write on pieces of card questions in below – ‘Super numbers close
and stick around the board. classroom. Subtraction’ together see
23 – 19 =
(differentiated) below – ‘Super
How would you work this out?
Ext: Word Subtraction’
Collect answers and strategies. Discuss how taking away 19
problems involving (differentiated)
one at a time is inefficient because it would take a long time to
count back 19 or to count out 23 cubes and then take away 19 subtraction with
cubes. Mathematicians are lazy!!! numbers close
together see
 Demonstrate using a paper number line strip. below – ‘Super
Subtraction’
(differentiated) 2
1
0

Say that you are going to take away 19. Tear off the strip from 0
to 19.
What is left?

Elicit that you are left with the part from 19 to 23.
How big is this part?

Count on from 19 to 23 and say that you are finding the

difference between 19 and 23.
When we jumped from 19 to 23, did we have to draw every
hop?

Demonstrate hopping from 19 to 20 and then 1 hop to 23.

• Use the ITP ‘Difference’ (Download as Windows executable file)

to show the difference between 23 and 19, first comparing the
two rows of counters and then the positions on the number line.
Which is the longer line? How much longer?

• Repeat the tearing off part of the number line to show 33 – 28,
52 – 49, 43 – 36. Demonstrate crossing out the amount on a
number line to model taking away and then counting up e.g.

• Ask the children to practise drawing the number line, crossing

out the amount to take away, and counting up for:
24 – 18, 32 – 29, 41 – 36.
Would this be a good way to find 23 – 4? Why not?
• Demonstrate that it is not a good strategy for subtracting a small
number. But it is a good strategy to use when the two numbers
are close together.
Derive and recall multiplication facts up to
Thur 10 × 10, the corresponding division facts
and multiples of numbers to 10 up to the
tenth multiple
2x table practice – quick fire questions and
game.
Times tables checks – everyone to start
on 2x table.
Derive and recall multiplication facts up to Use mental methods of calculation to answer a range of TA and LSA work MA – Differentiate HA – Differentiate Mental maths ICT games.
Fri 10 × 10, the corresponding division facts questions across all Primary Framework strands. with group in through targeted through targeted Choose from games on
and multiples of numbers to 10 up to the middle room on questioning. questioning. Year 4 blog.
tenth multiple mental maths
 2x table practice – quick fire questions and Mental maths test. strategies and go
game. Peer assessment and focus on 2 questions that the class found through test at
Times tables checks – everyone to start difficult. Use IWB to provide further examples and strategies for slower pace.
on 2x table. answering these questions.

End of unit mini assessment based on Rising Stars A2

assessment. Various questions adapted from first half of test
paper.

Assessment and future action Homework

Ongoing AfL Question sheet based on Rising Stars A2 assessment. Differentiated 3 ways:
End-of-unit assessment to identify areas that need to be revisited. 1. Adapted from questions 1-5.
2. Adapted from questions 1-10
3. Adapted from whole test.
Resources
Monday Tuesday Wednesday Thursday Friday
Times Table Check sheets and answer Times Table Check sheets and answer Times Table Check sheets and answer Times Table Check sheets and answer Mental maths tests x 30
booklets. booklets. booklets. booklets. Question sheets x 3 (teacher, TA, LSA)
 Fives and Tens
Alex threw four beanbags.
The four beanbags went in the bucket or the hoop.

Score 10

Score 5

What are all the possible totals Alex could get with his four
beanbags?

Make a list of them. Don’t forget to try and work out the answers
in order, so that you don’t repeat scores or miss any.
 Counting Aerobics
First we practised our counting up and down. For example:

1, 2, 3, __, __, __.

22, 23, 24, __, __, __.

16, 17, 18, __, __, __.

9, 8, 7, __, __, __.

14, 13, 12, __, __, __.

ten ones
Use these words to fill in the gaps:

After that, we tried counting all the objects in a bucket.

We started counting in ______ but it was taking a long time

so we thought of a quicker way.

We decided to collect the objects in groups of _____.

This was easier because:_________________________

______________________________________________
Name.......................................................................... Date............................

At the shop
Today in our Numeracy class we bought and sold things at our shop.
Here are some of the things I bought and sold...

What I bought The coins I used

 Super Subtractions

Now you’ve got the hang of it, try these super subtractions...
For each question, write the number sentence and draw the number line in your
Numeracy book.

1. Abdallah has 45 Match Attax cards.

He gives away 39 of them.
How many has he got left?

2. Dale got 24 stickers last week.

He got 27 stickers this week.
How many more stickers did he get this week than last week?

3. Shimaa has £1.

She goes to the shop and spends 96p on chocolate.
How much change does she get?

Can you make up your own super subtractions?

Super Subtractions

Now you’ve got the hang of it, try these super subtractions...
For each question, write the number sentence and draw the number line in your
Numeracy book.

1. Ryan has 15 Match Attax cards.

He gives away 12 of them.
How many has he got left?

2. Chloe got 14 stickers last week.

She got 16 stickers this week.
How many more stickers did she get this week than last week?

3. Hassan has 26p.

He goes to the shop and spends 21p on sweets.
How much change does he get?
Can you make up your own super subtractions?