Cambridge Primary

Scheme of Work – Mathematics stage 4

Lusitania Primary School Mathematics Stage 4 1

Overview

Term 1

1A Number and Problem Solving

1B Measure and Problem Solving

1C Handling data and Problem Solving

V1 1Y07 Mathematics Stage 4 2

Unit 1A: Number and Problem Solving

Framework Learning Objective Activities Resources Comments

Codes

Numbers and the number system

4Nn1 Read and write number up to Respond to oral and written questions Number cards, large 100
10000. and statements such as: What is this square, large number line.
number? Write this number.

4Nn2 Count on and back in ones, tens, Respond to oral questions at the start 100 grid, place value cards.
hundreds and thousands from four of the lesson.
digit numbers.

4Nn3 Understand what each digit Respond to oral or written questions Place value cards, large class
represents in a three or four-digit and statements such as ‘What does the set and a set per pupil.
number and partition into digit 7 mean in 472?’
thousands, hundreds, tens and ‘What number needs to go in each box?
units. Explain why. * + 300 + 20 + 1 = 4321

4Nn8 Recognise the multiples of 5, 10 Using 100 square. Look, see and say. 100 square; number cards of
and 100 up to 1000. Make your calculation: multiples of 5, 10, 100 up to
Make and complete as many numbers 1000; number cards 1 -10; x
sentences as they can using the given and = cards
cards.

4Nn9 Round 3 and 4 digit numbers to the Go shopping! Price tags, sheet of labels to Needs advanced
nearest 10 or 100. Buying items and finding approximate cut out. preparation.
totals by rounding prices to nearest
dollar.
4Nn10 Position accurately numbers up to Play games with marked dice to Dice; number line marked in Number lines may
1000 on an empty number line or generate 2, 3 or 4 digit numbers. multiples of 10 or 100 need to be prepared
line marked off in multiples of 10 or
100.
V1 1Y07 Mathematics Stage 4 3
Framework Learning Objective Activities Resources Comments
Codes

4Nn11 Estimate where 3 and 4 digit Student activity: A group of students Large numbers of 2, 3 or 4 Number lines may
numbers lie on an empty 0 – 1000. each have a 2, 3 or 4-digit number. The digit numbers; empty number need to be prepared.
rest of the class instruct the group so line 0 – 1000.
that they stand smallest to largest
number on an imaginary number line.
Take the activity to table top.

4Nn12 Compare pairs of 3 or 4 digit Filling a base board. Piles of cards (< 2 Base boards marked H. T. Base boards and cards
numbers, using the < and > signs and >, and 0-9 digit cards) are placed U.; need to be prepared
and find a number in-between each face down. The top card of each pile is < and > cards; digit cards 0 –
pair. turned over and placed on the grid to 9
make a number statement. Is it true?

Calculation
Mental strategies

4Nc5 Recognise and begin to know Respond to written or oral questions. Multiplication grid.
multiples of 2, 3, 4, 5 and 10 up to
the tenth multiple.

4Nc6 Add 3 or 4 small numbers, finding Using a dartboard: Make a simple Dartboard; paper ‘darts’; sticky Dartboard needs to be
pairs that equal 10 or 20. dartboard circle with 6 segments each plastic. prepared.
numbered with a single digit. Using 3 or
4 ‘darts’ how many ways can a total of
10 or 20 be made?

4Nc9 Add any pair of 2 digit numbers, Use dice to generate 2 digit numbers. Numbered dice.
choosing an appropriate strategy. Encourage different strategies.

V1 1Y07 Mathematics Stage 4 4

Framework Learning Objective Activities Resources Comments
Codes

4Nc10 Subtract any pair of 2 digit Use dice to generate 2digit numbers. Numbered dice.
numbers, choosing an appropriate Subtract one for the other using
strategy. appropriate strategy

4Nc13 Multiply any pair of single digit Respond to questions orally.

numbers together.

4Nc14 Use knowledge of commutativity to Understand and use the idea of the Numbered dice.
find the easier way to multiply. commutative law (3 x 43 = 43 x 3).
Use dice to generate 1 and 2 digit
numbers.

4Nc15 Understand the effect of multiplying Calculator activity: Put in any multiple of Calculator. Some students may
and dividing 3 digit numbers by 10. 10. Press the divide key and then 10. need extra practice
Press =. What do you notice? Put in using a calculator.
any number, x by 10. Press =. What do
you notice?

Addition and subtraction

4Nc17 Add pairs of 3 digit numbers. Use dice to generate 3 single digits. Numbered dice.
Rearrange them to make 2 three digit
numbers and add. Repeat.

4Nc18 Subtract a 2-digit number from a 3 Use dice to generate 3 single digits, Numbered dice.
digit number. rearrange them to make one 2-digit
number and one 3 digit number.
Subtract the smaller from the larger.

4Nc19 Subtract pairs of 3 digit numbers. Use dice to generate 3 single digits, Numbered dice.
rearrange them to make 2 three digit
numbers, Subtract one from the other.

V1 1Y07 Mathematics Stage 4 5

Framework Learning Objective Activities Resources Comments
Codes

Multiplication and division

4Nc20 Double any 2 digit number. Go shopping: Twins go shopping and Sheets with clothing priced Sheets need to be
they like to dress alike, and eat the and sheets of food items prepared.
same food. Make a list of shopping for priced.
one of the twins. If they both go
shopping, how much will be spent?

4Nc21 Multiply multiples of 10 to 90 by a Groups of 3: chooser; operator; Number cards 1 – 9; number Cards need to be
single digit number. guesser. Chooser picks a card from a cards, multiples of 10 (10 90); prepared.
pack 1 -9 .and a card from a pack of
multiples of 10 (10 – 90) and shows
‘operator’ who calculates the answer
(using paper and pencil if necessary)
Guesser has to estimate the answer.
Discuss the outcomes. Change roles.

4Nc22 Multiply a 2 digit number by a single Groups of 3 as above. Chooser picks a Number cards 1 -9, set of 2 Cards need to be
digit number. card for a pack 1-9 and a card from a digit numbers. prepared.
pack of 2 digit numbers. Shows
operator who calculates the answer.
Guesser estimates the answer. Discuss
the outcomes. Change roles.

4Nc23 Divide 2 digit numbers by single As above but using division. Number cards appropriate to
digit numbers. the division facts.

V1 1Y07 Mathematics Stage 4 6

Framework Learning Objective Activities Resources Comments
Codes

4Nc25 Understand that the multiplication Using multiplication and division sign Multiplication and division sign
and division are the inverse function cards and a related set of number cards cards; related number cards.
of each other. ask students to make as many number
sentences as they can with just those
numbers and multiplication and division
symbols.

V1 1Y07 Mathematics Stage 4 7

Framework Learning Objective Activities Resources Comments
Codes

Problem Solving

Using techniques and skills in

solving mathematical problems.

4Pt1 Choose appropriate mental or Use strategies when working in a

written strategies to carry out calculation lesson.
calculations involving addition and
subtraction.

4Pt3 Check the results of adding Use this strategy as one possible
numbers by adding them in a during a calculation lesson.
different order or by subtracting one
number from the total.

4Pt4 Check subtraction by adding the Use this strategy as one possible
answer to the smaller number in the during a calculation lesson.
original calculation.

4Pt8 Estimate and approximate when Using a calculator and 2 single digit Calculator; digit cards 1 – 9.
calculating and check working. numbers, estimate the result of using
the 4 rules of number with those 2
numbers. Do the calculations on the
calculator. How close were the
estimates? Discuss differences.

V1 1Y07 Mathematics Stage 4 8

Framework Learning Objective Activities Resources Comments
Codes

Using understanding and

strategies in solving problems

4Ps1 Make up a number story for a Use dice to generate numbers and a Number dice; sign dice.
calculation. sign dice to generate the operations.

4Ps2 Explain reasons for a choice of Use during the last part of a lesson
strategy when multiplying or involving multiplication or division.
dividing
. Use during the main or last part of a
4Ps3 Choose strategies to find answers lesson involving addition and
to addition or subtraction problems; subtraction problems.
explain and show working.

4Ps4 Explore and solve number E.g. find 2 consecutive numbers with a Calculators.
problems and puzzles. total of ??
Two consecutive numbers with a
product of ??

4Ps5 Use ordered lists and tables to help

solve problems systematically.

4Ps9 Explain methods and reasoning Explain calculations that have been
orally and in writing. completed or partly completed. Develop
the use of correct vocabulary to explain.

Make hypotheses and test them Make and justify decisions Explain
out. methods and reasoning.

V1 1Y07 Mathematics Stage 4 9

Unit 1B: Measure and Problem Solving

Framework Learning Objective Activities Resources Comments

Codes

Measure

4Ml1 Choose and use standard metric Use correctly the abbreviations: mm Vocabulary cards of
units and their abbreviations when (millimetre), cm (centimetre), m (metre), abbreviations and the whole
estimating, measuring and recording km (kilometre), g (gram), kg (kilogram), word.
length, weight and capacity. ml (millilitre), l (litre), when answer
questions relating to measures.

4Ml2 Know and use the relationships What would you use to measure … ? Observations of
between familiar units of length, Why? Would that be a sensible students working can
mass and capacity, know the measure to use? Why/why not? be used as an
meaning of kilo-, cent-, and milli-. assessment aid.

4Ml4 Interpret intervals. Division on Choose a suitable measuring Measuring apparatus Use observation during
partially numbered scales; record instrument to measure for example: practical work as well
readings accurately. A book, a table, the classroom as questioning as an
The weight of an apple, a bag of assessment tool.
apples, a person.
The capacity of a jug, a cup, a large
bottle. Interpret and record the
readings.

4Mt1 Read and tell the time to the nearest Use the vocabulary related to time. Analogue and digital clocks.
minute on 12 hour digital and Read the time to the minute on a 12
analogue clocks. hour digital clock and on an analogue
clock. Know that 5.47 or 47 minutes
past 5 or 13 minutes to 6 are all
equivalent.
4Mt2 Use AM, PM and 12 hour digital
clock notation.

V1 1Y07 Mathematics Stage 4 10

Framework Learning Objective Activities Resources Comments
Codes

4Mt3 Read simple timetables and use a Use a calendar to work out which day Examples of calendars and
calendar. of the week 26th April is; the date of the timetables.
second Wednesday in November; the
number of days from 30th June to 4th
August, and the number of weeks from
4th July to 30th October.
Use a T.V. guide to work out the length
of favourite programmes, use the class
timetable to find out how much time you
spend in a maths lesson every day,
every week.

4Mt4 Choose units of time to measure time Collect ideas to estimate or measure: Stop watches, sand timers,
intervals. The time it takes to come to school; analogue clocks with a second
The time it takes to get home; hand, and digital clocks as
The time you watch T.V. each week; examples.
How long it is until the end of the year.
What measurement of time to:
Run a race; bake a cake; eat a meal?

4Ma1 Draw rectangles and measure and Use the vocabulary of area and Rulers.
calculate their perimeters. perimeter.
Respond to questions: Draw different
rectangles with a perimeter of 32 cm.
Which has the largest area?
The perimeter of a square is 24 cm.
What is the length of 1 side? Draw 2
rectangles with the same perimeter as
the square.

4Ma2 Understand that area is measured in Find areas by counting squares. Centimetre square paper.
V1 1Y07 Mathematics Stage 4 11
Framework Learning Objective Activities Resources Comments
Codes

square units e.g. cms squared.

4Ma3 Find the area of rectilinear shapes Using prepared sheets with shapes Centimetre square paper.
drawn on a square grid by counting drawn on cm square paper, ask ‘What Prepared sheets.
squares. area is shaded? Find different ways of
halving the area of a 5 x 5 grid.

V1 1Y07 Mathematics Stage 4 12

Framework Learning Objective Activities Resources Comments
Codes

Problem solving

4Pt2 Understand everyday systems of What would you use to measure … ?

measurement in length, weight and Why? Would that be a sensible
capacity and time and use these to measure to use? Why/why not?
solve simple problems as appropriate

4Pt8 Estimate and approximate when Estimate and check, using standard
calculating, and check working units measurements such as:
How tall your teacher is; how heavy a
football is; how much a bucket holds;
how long/wide your table is.

4Ps1 Make up a number story for a Solve story problems and explain and
calculation, including in the context of record how the problem was solved,
measures e.g. Measure the lengths of string
where not all are straight; change this
recipe for 5 people to a recipe for 10 (or
15)

4Ps9 Explain methods and reasoning What would you use to measure … ?
orally and in writing; make Why? Would that be a sensible
hypotheses and test them out. measure to use? Why/why not?

V1 1Y07 Mathematics Stage 4 13

Unit 1C: Handling Data and Problem Solving

Framework Learning Objective Activities Resources Comments

Codes

Handling data

4Dh1 Answer a question by identifying Use, read and write vocabulary related A collection of questions which Allow group and class
what data to collect, organising, to data. can be used as a basis of discussion of the
presenting and interpreting data in Find the answer to a question by collecting and handling data findings. Watch to see
tables, diagrams, tally charts, collecting data quickly then make a tally which students find the
frequency tables, pictograms and bar chart. Discuss the findings. activity easy/difficult.
charts. Transfer the information to a different Use this as an
type of graph or chart. assessment
opportunity

4Dh2 Compare the impact of Answer a question or solve a problem

representations where scales have by interpreting a bar chart or a
different intervals. pictogram with the vertical axis marked
in multiples of 2. Using the same
information, mark the intervals in
multiples of 5 or 10 or 20? What
difference does it make to the
representation? Discuss as a class or a
group.

4Dh3 Use Venn or Carroll diagrams to sort Use sorting diagrams such as two-way Prepared Venn or Carroll
data and objects using 2 or 3 criteria. Venn and Carroll diagrams to show diagrams.
information about shapes or numbers.
Change the shapes or numbers and
find new rules for sorting.

V1 1Y07 Mathematics Stage 4 14

Framework Learning Objective Activities Resources Comments
Codes

Problem solving

4Ps5 Use ordered lists and tables to help Find the answer to a question by using
to solve problems systematically. data collection in another subject or as
part of a homework activity. Discuss the
findings.

4Ps9 Explain methods and reasoning Find the answer to a question by using
orally and in writing; make data collection in another subject or as
hypotheses and test them out. part of a homework activity. Discuss the
findings.

V1 1Y07 Mathematics Stage 4 15

V1 1Y07 Mathematics Stage 4 16