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Year groups 3 and 4 maths curriculum

At St Mark’s we use a range of resources including ICT to teach maths and take our learning objectives straight from the National Curriculum.

Here are the programmes of study for each area of maths for Years 3 and 4. Children spend one or two weeks focusing on each of the areas every term. Their level of understanding is then assessed and picked up from there when the topic is revisited.

 

Number- numbers and the number system

Year 3

Year 4

Pupils should be taught to:

 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)

 compare and order numbers up to 1000

 identify, represent and estimate numbers using different representations

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

 solve number problems and practical problems involving these ideas.

Pupils should be taught to

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

 find 1000 more or less than a given number

 count backwards through zero to include negative numbers

 recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

 order and compare numbers beyond 1000

 identify, represent and estimate numbers using different representations

 round any number to the nearest 10, 100 or 1000

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

Number- addition and subtraction

Pupils should be taught to:

 add and subtract numbers mentally, including:

 a three-digit number and ones

 a three-digit number and tens

 a three-digit number and hundreds

 add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

 estimate the answer to a calculation and use inverse operations to check answers

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

Pupils should be taught to:

 add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

 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- multiplication and division

Pupils should be taught to:

 recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

 write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit 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 problems and correspondence problems in which n objects are connected to m objects.

Pupils should be taught to:

 recall multiplication and division facts for multiplication tables up to 12 × 12

 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

 multiply two-digit and three-digit numbers by a one-digit number using formal written layout

 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.

Number- fractions

Pupils should be taught to:

 count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

 recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

 recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

 recognise and show, using diagrams, equivalent fractions with small denominators

 add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7= 6/7

 compare and order unit fractions, and fractions with the same denominators

 solve problems that involve all of the above.

Pupils should be taught to:

  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.

  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 „X add and subtract fractions with the same denominator

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

  recognise and write decimal equivalents to 4

¼, ½ and 3/4

  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

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

Measurement

Pupils should be taught to:

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

 measure the perimeter of simple 2-D shapes

 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; record and compare time in terms of seconds, minutes and hours; 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

 compare durations of events [for example to calculate the time taken by particular events or tasks].

Pupils should be taught to:

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

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

 find the area of rectilinear shapes by counting squares

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

 

We would normally teach money alongside number

 

Geometry-properties of shapes

Pupils should be taught to:

 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

 identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

 identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Pupils should be taught to:

 compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

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

 identify lines of symmetry in 2-D shapes presented in different orientations

 complete a simple symmetric figure with respect to a specific line of symmetry.

 

Geometry-position and direction

(There is no statutory learning for Y3 but we consolidate from Y2 and work towards Y4)

Pupils should be taught to:

 describe positions on a 2-D grid as coordinates in the first quadrant

 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

Pupils should be taught to:

 interpret and present data using bar charts, pictograms and tables

 solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.

Pupils should be taught to:

 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.