Maths
Maths
Year 4 Compulsory Multiplication Skills Tests 2020
In June this year (June 2020), all Year 4 children in England will have their multiplication skills tested. This is compulsory and children will be tested on a screen in school. The test will take no longer than 5 minutes.
More information about the multiplication test can be found on the link at the end of this notice which is from www.theschoolrun.co.uk .
There are various ways in which you can help your child with their multiplication skills at home. Your child will have a username and password given to them at school enabling them to use the website www.ttrockstars.com . Another alternative and fun website to use for multiplication practice is https://www.topmarks.co.uk/mathsgames/hitthebutton .
If you have any further questions, please do not hesitate to ask any of the Year 4 staff.
file://holytrinity/Homes/Staff/t.spotwood/Downloads/Multiplication%20Leaflet.155722643.pdf
Over the course of Year 4, we will be covering :
Year 4 programme of study
Number  number and place value
Pupils should be taught to:
 count in multiples of 6, 7, 9, 25 and 1,000
 find 1,000 more or less than a given number
 count backwards through 0 to include negative numbers
 recognise the place value of each digit in a fourdigit number (1,000s, 100s, 10s, and 1s)
 order and compare numbers beyond 1,000
 identify, represent and estimate numbers using different representations
 round any number to the nearest 10, 100 or 1,000
 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 0 and place value
Notes and guidance (nonstatutory)
Using a variety of representations, including measures, pupils become fluent in the order and place value of numbers beyond 1,000, including counting in 10s and 100s, and maintaining fluency in other multiples through varied and frequent practice.
They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.
They connect estimation and rounding numbers to the use of measuring instruments.
Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of 0 and place value were introduced over a period of time.
Number  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 twostep problems in contexts, deciding which operations and methods to use and why
Notes and guidance (nonstatutory)
Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see Mathematics appendix 1).
Number  multiplication and division
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 3 numbers
 recognise and use factor pairs and commutativity in mental calculations
 multiply twodigit and threedigit numbers by a onedigit number using formal written layout
 solve problems involving multiplying and adding, including using the distributive law to multiply twodigit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects
Notes and guidance (nonstatutory)
Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency.
Pupils practise mental methods and extend this to 3digit numbers to derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6).
Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics appendix 1).
Pupils write statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60.
Pupils solve twostep problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or 3 cakes shared equally between 10 children.
Number  fractions (including decimals)
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 100 and dividing tenths by 10
 solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number
 add and subtract fractions with the same denominator
 recognise and write decimal equivalents of any number of tenths or hundreds

recognise and write decimal equivalents to , ,
 find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
 round decimals with 1 decimal place to the nearest whole number
 compare numbers with the same number of decimal places up to 2 decimal places
 solve simple measure and money problems involving fractions and decimals to 2 decimal places
Notes and guidance (nonstatutory)
Pupils should connect hundredths to tenths and place value and decimal measure.
They extend the use of the number line to connect fractions, numbers and measures.
Pupils understand the relation between nonunit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths.
Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, = or = ).
Pupils continue to practise adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole. Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions.
Pupils’ understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole number by 10 and later 100.
They practise counting using simple fractions and decimals, both forwards and backwards.
Pupils learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with 1 or 2 decimal places in several ways, such as on number lines.
Measurement
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
 read, write and convert time between analogue and digital 12 and 24hour clocks
 solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days
Notes and guidance (nonstatutory)
Pupils build on their understanding of place value and decimal notation to record metric measures, including money.
They use multiplication to convert from larger to smaller units.
Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit.
They relate area to arrays and multiplication.
Geometry  properties of shapes
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 2 right angles by size
 identify lines of symmetry in 2D shapes presented in different orientations
 complete a simple symmetric figure with respect to a specific line of symmetry
Notes and guidance (nonstatutory)
Pupils continue to classify shapes using geometrical properties, extending to classifying different triangles (for example, isosceles, equilateral, scalene) and quadrilaterals (for example, parallelogram, rhombus, trapezium).
Pupils compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular.
Pupils draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape.
Geometry  position and direction
Pupils should be taught to:
 describe positions on a 2D 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
Notes and guidance (nonstatutory)
Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates, for example (2, 5), including using coordinateplotting ICT tools.
Statistics
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
Notes and guidance (nonstatutory)
Pupils understand and use a greater range of scales in their representations.
Pupils begin to relate the graphical representation of data to recording change over time.