City Wide Planning to Progress

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This document is only for use in 2020-2021 academic year and was produced in Brighton and Hove through collaborative city-wide assessment group including the Local Authority, Sussex Coast Teaching School Alliance, Sussex Maths Hub and local primary and secondary schools.

City Wide Planning to Progress

This guidance has been developed in partnership with the LA, South Coast Teaching School Alliance, Sussex Maths Hub and local primary and secondary schools to support all schools in Brighton & Hove during the spring and summer 2021 post the latest lockdown due to the Covid-19 pandemic. The Planning to Progress documents prioritise the curriculum for Early Years and for Mathematics, Reading and Writing in all other year groups. The guidance will support planning, teaching and assessment and are designed to promote a consistent and strategic approach and reduce workload. They can also be used to inform discussion around transition in the summer term.

Statements from the National Curriculum have been sorted as either essential or desirable for the remainder of the 20-21 academic year. Where part of a statement is in grey, that section is not applicable, but the full statement will be found within another column. Reference is made throughout the

document to the DfE/NCETM Ready to Progress documents either through the code [6NPV-2] or the full statement in blue.

‘Essential outcomes’: following school’s assessments, those objectives which are seen as a priority for the remainder of this academic year to support pupils/cohorts to catch up and transition into their next year.

‘Desirable outcomes’: following school’s assessments, those objectives which some pupils/cohorts maybe ready to access now (or later this year) to support transition into their next year.

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Maths Year group: 4

Year 3 Essential objectives Pupils should be taught to:

Year 4 Essential Objectives Pupils should be taught to:

Year 4 Desirable Objectives Pupils should be taught to:

Number – number and place value

• count from 0 in multiples of 4, 8, 50 and 100;

find 10 or 100 more or less than a given number

• recognise the place value of each digit in a three-digit number (hundreds, tens, ones) [3NPV-2]

• compare and order numbers up to 1000

• identify, represent and estimate numbers using different representations [3NPV-2]

• read and write numbers up to 1000 in numerals and in words

• solve number problems and practical problems involving these ideas.

• Know that 10 tens are equivalent to 1 hundred, and that 100 is 10 times the size of 10; apply this to identify and work out how many 10s there are in other three-digit multiples of 10. [3NPV-1]

• Reason about the location of any three-digit number in the linear number system, including identifying the previous and next multiple of 100 and 10. [3NPV-3 ]

• count in multiples of 6, 7, 9, 25 and 1000

• find 1000 more or less than a given number

• recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) [4NPV-2]

• order and compare numbers beyond 1000 [4NPV-3]

• identify, represent and estimate numbers using different representations [4NPV-1]

• round any number to the nearest 10, 100 or 1000 [4NPV-3]

• solve number and practical problems that involve all of the above and with increasingly large positive numbers

• Divide 1,000 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2, 4, 5 and 10 equal parts. [4NPV-4]

• count backwards through zero to include negative numbers

• read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

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• Divide 100 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in multiples of 100 with 2, 4, 5 and 10 equal parts.

[3NPV-4]

Number – addition and subtraction

• add and subtract numbers mentally, including:

o a three-digit number and ones o a three-digit number and tens o a three-digit number and hundreds

• estimate the answer to a calculation and use inverse operations to check answers [3AS-3]

• solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

• Secure fluency in addition and subtraction facts that bridge 10, through continued practice. [3NF-1 ]

• Calculate complements to 100, for example:

46 + ? = 100 [3AS-1]

Number – addition, subtraction

• add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate [3AS-2]

• estimate and use inverse operations to check answers to a calculation

• solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

Number – addition, subtraction

• solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

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Number - multiplication and division

• recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables [3NF-2]

• write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including teen numbers times one-digit numbers, using mental and progressing to formal written methods

• solve problems, including missing number problems, involving multiplication and division, including positive integer scaling by 10

problems and correspondence problems in which n objects are connected to m objects [3MD-1] [3NF-3]

Number – multiplication and division

• recall multiplication and division facts for multiplication tables up to 12 × 12 [4NF-1]

• use place value, known and derived facts to multiply and divide mentally, including:

multiplying by 0 and 1; dividing by 1;

multiplying together three numbers

• recognise and use factor pairs and

commutativity in mental calculations [4MD-2]

• multiply two-digit and three-digit numbers by a one-digit number using formal written layout [4MD-3]

• solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one digit, integer scaling problems and harder

correspondence problems such as n objects are connected to m objects. [4MD-3]

• Multiply and divide whole numbers by 10 and 100 (keeping to whole number quotients);

understand this as equivalent to making a number 10 or 100 times the size [4MD-1]

Number – multiplication and division

• multiply two-digit and three-digit numbers by a one-digit number using formal written layout [4MD-3]

• solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one digit, integer scaling problems and harder

correspondence problems such as n objects are connected to m objects. [4MD-3]

• Solve division problems, with two-digit dividends and one-digit divisors, that involve remainders, for example:

74 ÷ 9 = 8 r 2 and interpret remainders appropriately according to the context. [4NF-

• Apply place-value knowledge to known 2]

additive and multiplicative number facts (scaling facts by 100). [4NF-3] For example:

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Number – fractions

From Year 2, if needed:

• recognise, find, name and write fractions ³¹, ⁴

1

, ⁴

2

and ³⁴ of a length, shape, set of objects or quantity

• write simple fractions for example, ²¹ of 6 = 3 and recognise the equivalence of ⁴

2

and ²

1

. From Year 3:

• recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators [3F-2]

• recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators [3F-2]

• recognise and show, using diagrams,

equivalent fractions with small denominators

• compare and order unit fractions, and fractions with the same denominators [3F-3]

Number – fractions (including decimals)

• recognise and show, using diagrams, families of common equivalent fractions

• count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

• add and subtract fractions with the same denominator [4F-1] [4F-2] [4F-3]

• reason about the location of mixed numbers in the linear number system [4F-1]

• find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths [4MD-1]

• solve simple measure and money problems involving fractions and decimals to two decimal places.

Number – fractions (including decimals)

• recognise and write decimal equivalents of any number of tenths or hundredths

• recognise and write decimal equivalents to ₄¹,

2 1, ₄³

• round decimals with one decimal place to the nearest whole number

• compare numbers with the same number of decimal places up to two decimal places

• solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit

fractions where the answer is a whole number

• convert mixed numbers to improper fractions and vice versa [4F-2]

• add and subtract improper and mixed fractions with the same denominator, including bridging whole numbers, [4F-3] for example:

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Measurement

• measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

• add and subtract amounts of money to give change, using both £ and p in practical contexts

• tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

• estimate and read time with increasing accuracy to the nearest minute; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

• know the number of seconds in a minute and the number of days in each month, year and leap year (Covered as normal practice.)

Measurement

• measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres

• find the area of rectilinear shapes by counting squares

• read, write and convert time between analogue and digital 12- and 24-hour clocks

Measurement

• Convert between different units of measure [for example, kilometre to metre; hour to minute]

• estimate, compare and calculate different measures, including money in pounds and pence

• solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

Geometry – properties of shapes

• draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

• recognise angles as a property of shape or a description of a turn [3G-1]

• compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes [4G-2]

• identify lines of symmetry in 2-D shapes presented in different orientations [4G-3]

• complete a simple symmetric figure with respect to a specific line of symmetry [4G-3]

• identify acute and obtuse angles and compare and order angles up to two right angles by size

• Draw polygons, specified by coordinates in the first quadrant, and translate within the first quadrant [4G-1]

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Geometry – position and direction

Not part of Y3 curriculum

• describe positions on a 2-D grid as coordinates in the first quadrant (Consider covering through Geography or topic.)

• describe movements between positions as translations of a given unit to the left/right and up/down

• plot specified points and draw sides to complete a given polygon.

Statistics

(No Y3 essentials)

Statistics

(See link to census cross curricular resources to support statistics)

Statistics

• interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

• solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Links to Ready to Progress documents: Exemplification of ready-to-progress criteria | NCETM

Resources to support Census 2021: https://letscount.org.uk/en/resources-for-teachers/english-curriculum-resources/