medium term plans for spring years 1/2 mixed age range · web viewwrite word problems involving...

Medium term Plans for Autumn Years 3/4 Mixed age Range

NB: HAT = Hamilton Assessment Tracker

There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity.

Week

Y3: Main focus of teaching/activities Outcomes Y4: Main focus of teaching/activities Outcomes

1 Number and Place value

Day 1: Revise placing 2-digit numbers on an empty number line.

Day 2: Place 3-digit numbers on a landmarked line.

Day 3: Place value and ordering 3-digit numbers.

Day 4: Use £ and p notation.

Day 5: Place value and comparing amounts of money written in pounds and pence.

Day 1: 1. Say what each digit in a 2-digit number represents.2. Place 2-digit numbers accurately on an empty 0–100 line.

Day 2: 1. Place 3-digit numbers accurately on a landmarked 0–1000 line.

Day 3: 1. Say what each digit represents in a 3-digit number.2. Use this knowledge to compare 3-digit numbers.

Day 4: 1. Write amounts in £ and p including using zero as a place holder.

Day 5: 1. Write amounts in £ and p.2. Compare amounts of money using place value knowledge.

HAT Outcomes 1, 2, 3 (PV), 5 and 32 (£ and p)

Number and Place value

Day 1: Place value in 4-digit numbers.

Day 2: Write place value subtractions.

Day 3: Place value and ordering 3-digit and 4-digit numbers.

Day 4: Placing and ordering 3-digit numbers.

Day 5: Placing and ordering 4-digit numbers on a landmarked line.

Day 1: 1. Say what each digit represents in a 4-digit number.2. Write place value related additions.

Day 2: 1. Say what each digit represents in a 4-digit number.2. Compare 4-digit numbers.

Day 3: 1. Say what each digit represents in-3-digit and a 4-digit number.2. Use this knowledge to compare 4-digit numbers using < and >.

Day 4: 1. Locate 3-digit numbers on landmarked and unmarked 0–1000 lines.

Day 5: 1. 1. Locate 4-digit numbers on landmarked and unmarked lines.

HAT Outcomes 1, 3 and 9 (placing nos on lines)

Hamilton Investigation: No zero NRICH link: Which Scripts?

© Hamilton Trust

Week


2 Addition and subtraction

Day 1: Addition and subtraction facts up to 20.

Day 2: Use the = sign to represent equality.

Day 3: Use number facts to add a 1-digit number to a 2-digit number.

Day 4: Use number facts to subtract a 1-digit from a 2-digit number.

Day 5: Add several small numbers, using number facts.

Day 1: 1. Know number bonds for all numbers up to 20.2. Use number bonds in addition and subtraction.

Day 2: 1. Write balancing number sentences using numbers up to 20.2. Understand that = represents equality.

Day 3: 1. Use known number facts to add 1-digit to 2-digit numbers.2. Cross a tens boundary when adding.

Day 4: 1. Use known number facts to subtract 1-digit from 2-digit numbers.2. Cross a tens boundary when subtracting.

Day 5: 1. Use number facts to choose a sensible order to add 4 or more numbers.2. Explain the reasons for their choices.

HAT Outcomes 7, 13 and 14

Addition and subtraction

Day 1: Add pairs of 2-digit numbers.

Day 2: Add two–digit numbers to three-digit numbers.

Day 3: Use Frog to subtract pairs of 2-digit numbers.

Day 4: Count up and use number bonds to subtract two-digit nos from 100.

Day 5: Choose counting up or back to subtract two-digit numbers from nos >100.

Day 1: 1. Add pairs of two-digit numbers using place value.2. Add pairs of two-digit numbers using counting up in 10s and 1s.3. Use number facts and understanding of the number system to choose a strategy for adding.

Day 2: 1. Add a two-digit number to a three-digit number using place value.2. Add a two-digit number to a three-digit number using counting up. 3. Use number facts and understanding of the number system to choose a strategy for adding.

Day 3: 1. Count up to subtract pairs of two-digit numbers.2. Use number facts to count up quickly and efficiently.

Day 4: 1. Subtract a two-digit number from 100 using number bonds or counting up

Day 5: 1. Subtract a two-digit number from a three-digit number using counting up or counting back.2. Choose a strategy to subtract.

HAT Outcomes 10 and 12 (parts)

Hamilton Investigation: Puzzling squares Mathematical challenges: Card tricks , Activity 32

© Hamilton Trust

Week



Day 1: Add 2-digit numbers by partitioning.

Day 2: Add two-digit numbers by partitioning.

Day 3: Subtract by counting up (answers less than 20).

Day 4: Subtract by counting up (answers more than 20).

Day 5: Count up to find change from £1.

Day 1: 1. Add pairs of 2-digit numbers by partitioning and recombining, totals in ones more than 10.

Day 2: 1. Add pairs of 2-digit number by partitioning and recombining, totals more than 100.

Day 3: 1. Subtract numbers lying either side of a multiple of ten, e.g. 42 – 28, drawing own empty number line.

Day 4: 1. Subtract any pair of two-digit numbers by counting up.

Day 5: 1. Count up to find change from a pound.

HAT Outcomes 8, 10, 13 and 32 (change from £1)


Day 1: Add two 3-digit numbers using compact written addition.

Day 2: Add three 3-digit numbers using compact written addition.

Day 3: Use counting up (Frog) to subtract, e.g. 402 – 356.

Day 4: Use counting up (Frog) to subtract (e.g. 421 – 356) and check with addition.

Day 5: Use counting up (Frog) to subtract; check with addition.

Day 1: 1. Add two 3-digit numbers using compact written addition.

Day 2: 1. Add three 3-digit numbers using compact written addition.

Day 3: 1. Count up to subtract 3-digit numbers e.g. 402 – 356.

Day 4: 1. Count up to subtract 3-digit numbers (answers less than 100, e.g. 421 – 356).2. Check subtraction using addition.

Day 5: 1. Count up to subtract 3-digit numbers (answers less than 100, e.g. 421 – 356).2. Check subtraction using addition.

HAT Outcomes 11 (3-d nos), 12 and 15

Hamilton Investigation: Twisted subtractions

© Hamilton Trust

Week


4 Shape and Data

Day 1: Recognise symmetry and complete symmetrical drawings.

Day 2: Describe, name and sort 2D shapes.

Day 3: Describe, name and sort 2D shapes using diagrams.

Day 4: Describe, name and sort 3D shapes (cube, cuboid, cylinder, sphere, cone, pyramid).

Day 5: Identify and use diagrams to sort 3D shapes according to their properties.

Day 1: 1. Recognise and find one or more lines of symmetry.2. Complete more complex symmetrical drawings.

Day 2: 1. Describe and name 2D shapes.2. Sort shapes in different ways according to their properties using a Venn diagram.

Day 3: 1. Describe the properties of 2D shapes including number of right angles.2. Sort 2D shapes using a Venn diagram.

Day 4: 1. Describe and name 3D shapes and use correct mathematical vocabulary.

Day 5: 1. Describe and name 3D shapes and use correct mathematical vocabulary.2. Sort 3D shapes using a Carroll diagram.

HAT Outcome 37

Shape and Data

Day 1: Use compasses to draw circles to given radii.

Day 2: Draw different polygons; identify their properties.

Day 3: Identify properties of triangles and sort them using diagrams.

Day 4: Describe, name and sort 3D shapes (cube, cuboid, cylinder, sphere, cone, pyramid, prism).

Day 5: Identify and use diagrams to sort 3D shapes including prisms according to their properties.

Day 1: 1. Understand how the circumference and radius of a circle can be found.2. Draw circles with different radii.

Day 2: 1. Describe 2D shapes by using correct mathematical vocabulary.2. Sort 2D shapes using Venn diagram.

Day 3: 1. Describe, name different triangles.2. Sort triangles into Carroll diagrams.

Day 4: 1. Describe and name 3D shapes by using correct mathematical vocabulary including faces, edges and vertices.2. Construct 3D shapes.

Day 5: 1. Describe and name 3D shapes by using correct mathematical vocabulary.2. Sort 3D shapes using Venn and Carroll diagrams.

HAT Outcomes 39 and 41 (1st part)

Hamilton Investigation: Soma cubes NRICH link: Nine-Pin Triangles

© Hamilton Trust

Week


5 Multiplication and division

Day 1: Double two-digit numbers up to 50.

Day 2: Halve even 2-digit numbers.

Day 3: Revise 5 and 10 times tables, division facts and commutativity.

Day 4: Revision of 2 times table, focusing on division.

Day 5: Recognising multiples of 2, 5 and 10.

Day 1: 1. Double two-digit numbers up to 50 by partitioning and recombining.

Day 2: 1. Halve even two-digit numbers up to 50 by partitioning and recombining.

Day 3: 1. Know × and ÷ facts for the 5 and 10 times tables.2. Understand that multiplication is commutative. 3. Write × and ÷ sentences to go with an array.

Day 4: 1. Write × and ÷ sentence sentences for the 2 times table.

Day 5: 1. Confidently recognise multiples of 2, 5 and 10.

HAT Outcomes 4 (2s), 15, 16, 17 (2s, 5s and 10s) and 20

Multiplication and division

Day 1: Find doubles and halve 2-digit numbers, including odd numbers.

Day 2: Double and halve 3-digit numbers.

Day 3: Revise 4 and 8 times tables, and divisions.

Day 4: Double the 3 times table to get 6 times table.

Day 5: Division facts for 3, 4, 5, 6 and 8 times tables.

Day 1: 1. Double and halve two-digit numbers by partitioning and recombining.

Day 2: 1. Double and halve three-digit numbers by partitioning and recombining.

Day 3: 1. Know multiplication and associated division facts for the x4 tables, up to x12.2. Know multiplication and associated division facts for the x8 tables, up to x12.

Day 4: 1. Know multiplication and associated division facts for the x3 tables, up to x12.2. Know multiplication and associated division facts for the x6 tables, up to x12.

Day 5: 1. Recognise multiples of 3, 4, 5, 6 and 8 to guess mystery function machines.

HAT Outcomes 17 (3x, 4x, 5x, 6x, 8x), 18 (1st part) and 21 (doubles/halves)

Hamilton Investigation: Doubling forever NRICH link: Tables patterns go wild

© Hamilton Trust

Week


6 Number and place value, Addition and subtraction

Day 1: Use place value to add 3-digit numbers.

Day 2: Use place value to subtract 3-digit numbers.

Day 3: Add and subtract money using place value.

Day 4: Add 1, 10 and 100 to any three-digit number.

Day 5: Subtract 1, 10 and 100 from any three-digit number.

Day 1: 1. Say what each digit represents in a 3-digit number.2. Use knowledge of place value to add.

Day 2: 1. Use knowledge of place value to subtract.

Day 3: 1. Say what each digit represents in a 3-digit amount of money.2. Use this knowledge to add and subtract money.

Day 4: 1. Add 1, 10 or 100 to a 3-digit number including crossing 10s and 100s.

Day 5: 1. Subtract 1, 10 or 100 from a 3-digit number including crossing 10s and 100s.

HAT Outcomes 2, 3, 5 and 32 (£ and p)

Number and place value, Addition and subtraction

Day 1: Use place value to add and subtract 4-digit numbers.

Day 2: Use place value to subtract 4-digit numbers.

Day 3: Add/subtract 1 or 1000 to/from 4-digit numbers.

Day 4: Add/subtract 10 to/from 4-digit numbers.

Day 5: Add/subtract 100 to/from 4-digit numbers.

Day 1: 1. Say what each digit represents in a 4-digit number.2. Write place value related additions and subtractions.

Day 2: 1. Say what each digit represents in a 4-digit number.2. Use place value to add and subtract changing 1 or 2 digits at once.

Day 3: 1. Say what each digit represents in a 4-digit number.2. Use this knowledge to add and subtract 1 or 1000.

Day 4: 1. Say what each digit represents in a 4-digit number.2. Use this knowledge to add and subtract 10.

Day 5: 1. Say what each digit represents in a 4-digit number.2. Use this knowledge to add and subtract 100.

HAT Outcomes 3, 6, and 9

Hamilton Investigation: Magic chains

© Hamilton Trust

Week


7 Place value, addition and subtraction

Day 1: Add 100s, 10s and 1s; (3-digit numbers).

Day 2: Subtract 100s, 10s and 1s.

Day 3: Add and subtract near multiples of 10 to/from two-digit numbers.

Day 4: Add near multiples of 10 to 3-digit numbers.

Day 5: Subtract near multiples of 10 from 3-digit numbers.

Day 1: 1. Say what each digit represents in a 3-digit number.2. Add 1s, 10s or 100s to a 3-digit number, without crossing the tens or hundreds boundary.

Day 2: 1. Subtract 1s, 10s or 100s from a 3-digit number, without crossing the tens or hundreds boundary.

Day 3: 1. Add a multiple of 10 to a 2-digit number.2. Add a near multiple of 10 to a 2-digit number.

Day 4: 1. Add a near multiple of 10 to a 3-digit number without crossing the tens or hundreds boundary.

Day 5: 1. Subtract a near multiple of 10 from a 3-digit number without crossing the tens or hundreds boundary.

HAT Outcomes 3, 5 and 9

Place value, addition and subtraction

Day 1: Add/subtract using PV + number facts.

Day 2: Add using PV and number facts (3-digit and 4-digit numbers).

Day 3: Subtract using PV and number facts (3-digit and 4-digit numbers).

Day 4: Add near multiples of 10 or 100 to 3-digit numbers.

Day 5: Subtract near multiples of 10 or 100 from 3-digit numbers.

.

Day 1: 1. Add or subtract 1s, 10s or 100s to a 3-digit number, without crossing the tens or hundreds boundary.

Day 2: 1. Add or subtract 1s, 10s or 100s to a 3-digit number, without crossing the tens or hundreds boundary.

Day 3: 1. Say what each digit represents in a 4-digit number.2. Subtract 1s, 10s and 100s from 4-digit numbers.

Day 4: 1. Add a near multiple of 10 or 100 to a 3-digit number without crossing the tens or hundreds boundary.

Day 5: 1. Subtract a near multiple of 10 or 100 from a 3-digit number without crossing the tens or hundreds boundary.

HAT Outcomes 6, 9, 16 (choice of operations), 32 (money) and 36 (money)

Hamilton Investigation: Magic 147

© Hamilton Trust

Week



Day 1: Know multiples of 5 which total 100.

Day 2: Know pairs of 2-digit numbers which total 100.

Day 3: Subtract numbers on either side of 100 by counting up.

Day 4: Subtract numbers on either side of 100 by counting up (Frog).

Day 5: Subtract numbers on either side of 100 using Frog.

Day 1: 1. Know multiples of 5 to 100.2. Confidently list pairs of multiples of 5 which add to 100.

Day 2: 1. Quickly find pairs of numbers with a total of 100.

Day 3: 1. Use counting up to subtract numbers on either side of 100, answers less than 20.



HAT Outcomes 7, (pairs to 10), 8 (pairs to 100) and 12 (either side of 100)


Day 1: Subtract three-digit numbers using expanded decomposition moving a 10 from the 10s to the 1s.

Day 2: Subtract three-digit numbers using decomposition moving a 100 from the 100s to the 10s.

Day 3: Subtract three-digit numbers using expanded decomposition with one move between columns.

Day 4: Subtract three-digit numbers using expanded decomposition.

Day 5: Subtracting using decomposition or Frog.

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Day 1: 1. Use decomposition to subtract, moving a 10 from the 10s to the 1s.

Day 2: 1. Use decomposition to subtract, moving a 100 from the 100s to the 10s.

Day 3: 1. Use decomposition to subtract, with one move between columns.

Day 4: 1. Use decomposition to subtract, with one move between columns. 2. Estimate what the answer to a subtraction question will be.3. Check a subtraction using addition.

Day 5: 1. Use decomposition to subtract, with one move between columns. 2. Use counting up to subtract.3. Select an efficient strategy for a particular subtraction.

HAT Outcomes 3, 12, 14 (3-digit nos) and 15

Hamilton Investigation: Hole-y subtractions

© Hamilton Trust

Week


9 Measures and data

Day 1: Revise telling time past the hour (to 5 mins) on both analogue and digital clocks .

Day 2: Revise telling time past the hour (to 5 mins) on both analogue and digital clocks.

Day 3: Know equivalent analogue and digital times.

Day 4: Time events in seconds, record on a bar chart, one step is 10 seconds.

Day 5: Collect/represent data in pictograms, one symbol represents 2 units.

Day 1: 1. Tell the time to the nearest 5 minutes past the hour. 2. Match equivalent digital and analogue times.

Day 2: 1. Tell the time to the nearest 5 minutes on analogue and digital clocks (past and to the hour).2. Read Roman numerals.

Day 3: 1. Tell the time to the nearest 5 minutes using am and pm and clocks without numbers.

Day 4: 1. Understand units of time.2. Time events in seconds and record results in a bar chart, where one step is 10 seconds.

Day 5: 1. Collect and represent data in pictograms where one symbol represents two units.

HAT Outcomes 33, 34, 35 and 36

Measures and data

Day 1: Revise telling time, am and pm to the nearest minute on both analogue and digital clocks, convert between the two.

Day 2: Find times later, crossing the hour, both analogue and digital clocks.

Day 3: Use am and pm; Calculate time intervals, crossing the hour, using both analogue and digital clocks.

Day 4: Time events in seconds, record on a bar chart, one step is 5 or 10 seconds.

Day 5: Collect and represent data in pictograms, one picture represents four units.

Day 1: 1. Tell the time to the nearest minute on analogue clocks some with Roman numerals.2. Convert between digital and analogue times using am and pm.

Day 2: 1. Find times that are 30, 40 and 45 minutes later crossing the hour.

Day 3: 1. Calculate time intervals using a number line crossing over the hour.2. Write word problems involving time intervals.

Day 4: 1. Time events in seconds.2. Collect data and record results in bar charts where one step represents 5 or 10 units.

Day 5: 1. Present data in pictograms where one symbol represents 4 units.2. Interpret pictograms.

HAT Outcomes 33 (time units), 36 (time), 37 and 38 (bar charts/pictograms)

Hamilton Investigation: Dodgy digital clock NRICH link: Clocks

© Hamilton Trust

Week


10 Multiplication and division

Day 1: Learn multiplications and division facts for the 3 times table.

Day 2: Learn multiplications and division facts for the 4 times table.

Day 3: Write division facts to go with multiplications.

Day 4: Divide using multiplication facts, with remainders.

Day 5: Divide using multiplication facts, with remainders.

Day 1: 1. Know the 3 times table.2. Know related division facts.

Day 2: 1. Know the 4 times table.2. Know related division facts.

Day 3: 1. Understand that multiplication is the inverse of division.2. Write related multiplication and division facts.

Day 4: 1. Divide by 5 and find a remainder.

Day 5: 1. Use multiplication facts to divide a number where the answer has a remainder.

HAT Outcomes 15, 16 and 17 (2x, 3x, 4x, 5x, 10x)

Multiplication and division

Day 1: Use grid method to multiply a 2-digit number by a 1-digit number.



Day 4: Divide numbers above the 10th multiple using chunking.

Day 5: Divide numbers above the 10th multiple using chunking.

Day 1: 1. Use grid method to multiply TU x U.



Day 4: 1. Use chunking to divide by 3, 4, 6 with no remainders.

Day 5: 1. Use chunking to divide by 3, 4, 6 and 8 with no remainders.

HAT Outcomes 19 and 20

Hamilton Investigation: Mystery age Mathematical challenges Susie the snake , Activity 30

© Hamilton Trust

Week


11 Division and fractions

Day 1: Understand the concept of ½, ⅓ and ¼ of shapes and number.

Day 2: Finding ½ of quantities, including odd numbers.

Day 3: Finding halves of quantities less than 100.

Day 4: Finding ¼ and ¾ of quantities.

Day 5: Finding 1/3 and 2/3 of quantities.

Day 1: 1. Find ½, 1/3, ¼ of a small number (whole number answers).

Day 2: 1. Find ½ of a quantity, including odd numbers.2. Write a jotting to show halving a quantity.

Day 3: 1. Find ½ of a 2-digit number.2. Investigate a general statement.3. Know if two-digit numbers are odd or even.

Day 4: 1. Find ¼ and ¾ of a quantity (whole number answers).

Day 5: 1. Know what 1/3 and 2/3 of a shape looks like.2. Find 1/3 and 2/3 of a quantity.

HAT Outcomes 20 (halving), 23 and 27

Division and fractions

Day 1: Divide two-digit numbers just above the 10th multiple with remainders.

Day 2: Divide 2-digit numbers just above the 10th multiple with remainders.

Day 3: Count in 1/4s, 1/3s and 1/10s saying equivalent fractions.

Day 4: Find unit and non-unit fractions of amounts.

Day 5: Find unit and non-unit fractions of amounts.

Day 1: 1. Divide two-digit numbers by single-digit numbers, above the 10th multiple with remainders, using written layout for chunking.2. Check division with multiplication.

Day 2: 1. Divide two-digit numbers by single-digit numbers, above the 10th multiple with remainders, using written layout for chunking.

Day 3: 1. Count in 1/4s, 1/3s and 1/10s saying the equivalent fractions, e.g. 1½ not 12/4.

Day 4: 1. Understand the link between finding fractions of amounts and division.2. Find unit fractions then non-unit fraction of amounts.

Day 5: 1. Find unit fractions and non-unit fraction of amounts.

HAT Outcomes 20, 23, 24 and 21

Hamilton Investigation: Fraction clues NRICH link: Use or adapt Fractional Triangles

Title of topic – colour code (see below)GREEN – Place Value or number ORANGE – Addition or subtractionPURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratio

© Hamilton Trust

BLUE – shape or measures or data BROWN – AlgebraHamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage: http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

Outcomes for Hamilton Assessment Tracker

Year 3 – with Key Outcomes in bold

1. Read, write and locate any 3-digit number on a landmarked line from 0-1000 and use this to order and compare numbers. N2. Estimate quantities and represent numbers in different ways. N3. Understand place value in 3-digit numbers; add and subtract 1, 10 or 100 without difficulty. N4. Count from 0 in 2s, 4s, 8s, 10s, 100s, and 50s. N5. Solve number problems and practical problems involving place value. N6. Round to the nearest ten and hundred, e.g. 34 to the nearest ten is 30, 276 to the nearest hundred is 300. N7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15). AS8. Mentally add or subtract any pair of 2 digit numbers, e.g. 75 + 58 or 75 – 58. AS9. Mentally add and subtract multiples of 1s, 10s and 100s to/from 3-digit numbers. AS10. Recognise that there are two ways of completing subtractions, either by counting up or by counting back. AS11. Add numbers with 3-digits using column addition, first expanded then compact method AS12. Subtract larger numbers with confidence, using 'Frog' for counting up, e.g. 302 – 288. AS13. Estimate answers and use addition to check subtraction, understanding that addition and subtraction are inverse operations. AS14. Solve problems, including missing number problems. AS15. Understand that multiplication is commutative, and write mathematical statements for multiplication and division MD16. Understand that division is the inverse of multiplication, e.g. that �? x 3 = 21 ≡ 21 ÷ 3 = ? . MD17. Know the 2x, 3x, 4x, 5x, 8x and 10x times tables, including division facts. MD18. Multiply 2-d nos by 10 or 1-d nos by 100; divide multiples of 10 or 100 by 10 or 100. Understand the effect of x or ÷ by 10/100. MD19. Multiply a 1 digit number by a 2 digit number using partitioning. MD20. Partition to double and halve numbers. MD

© Hamilton Trust

http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

21. Solve problems, including missing number and scaling problems. MD22. Recognise and show using diagrams, equivalent fractions for ½, ¼, ¾, 1/3, e.g. ¼ ≡ 3/12. FD23. Recognise, find and write unit and non-unit fractions of convenient amounts, e.g. 1/10 of 100 or 1/3 of 60. FD24. Count up and down in fractional steps, e.g. counting in ½s, ¼s or 1/3s; hence recognise fractions as numbers. FD25. Count up and down in tenths and understand that tenths are the result of dividing an object or quantity into 10 equal parts. FD26. Compare and order unit fractions and fractions with the same denominator; add or subtract fractions with the same denominator. FD27. Solve problems involving fractions. FD28. Measure, compare, add and subtract lengths, weights and capacities. MS29. Know that there are 100cm in a metre and that there are 10mm in a centimetre. MS30. Use a ruler to measure lines. MS31. Measure the perimeter of simple 2-D shapes. MS32. Add and subtract amounts of money and give change by counting up; use both £ and p in practical contexts. MS33. Tell and write the time on digital and analogue clocks (incl. those with Roman numerals). MS34. Record times in seconds, minutes, hours, days, weeks, months, years including leap years, converting from one unit to another. MS35. Compare durations of events using analogue and digital times and vocabulary such as am and pm. MS36. Interpret and represent data on scaled bar charts, pictograms and tables, and solve problems using these. MS37. Draw 2-D and make 3-D shapes, recognising both in different orientations, and describe them. G38. Identify right angles as 90⁰ in shapes, and also as turns; recognise angles as less than or greater than 90⁰.G39. Identify horizontal and vertical lines, and pairs of parallel and perpendicular lines. G

The letters in orange indicate the strand to which each Outcome belongs on the Hamilton Assessment Tracker

Year 4 – with Key Outcomes in bold

1. Locate 4-digit numbers on a landmarked line and use this to compare and order numbers. N2. Round to ten, a hundred and a thousand. N3. Understand the numbers of 1s, 10s, 100s, 1000s in a 4-digit number and the use of zero as a place holder. N4. Count in multiples of 6, 7, 9, 25 and 1000. N5. Recognise negative numbers in relation to number lines and temperature. N6. Add multiples of 1, 10, 100, 1000 without difficulty, e.g. 5,347 + 3000, 434 + 300 and 648 – 220. N

© Hamilton Trust

7. Multiply 1 and 2 digit whole numbers by 10, 100 and 1000. N8. Read Roman numerals to 100 (I to C). N9. Solve number and practical problems involving place value. N10. Mentally add and subtract any pair of two digit numbers or 3-digit multiples of 10. AS11. Use column addition to add 3-digit and 4-digit numbers: first expanded, then compact method. AS12. Subtract numbers from 3-digit numbers using ‘Frog’ and counting up, e.g. 426 – 278, 321 - 87. AS13. Use 'Frog' to subtract from multiples of 1000 where the difference is less than 500. AS14. Use column subtraction to subtract 3-digit and 4-digit numbers: first expanded, then compact method. AS15. Estimate and use inverse operations to check answers to a calculation. AS16. Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. AS17. Know and recite times tables, including division facts, up to 12 × 12; multiply by 0 and multiply and divide by 1. MD18. Use known facts, place value, factors and commutativity to multiply and divide mentally, including multiplying three numbers together. MD19. Multiply 1-digit numbers by 2-digit or 'friendly' 3-digit numbers mentally or using grid method (i.e. using the distributive law). MD20. Know how to use ‘efficient chunking’ for division above the range of the tables facts, e.g. 84 ÷ 6 = ? Begin to extend this to 3 digit numbers. MD21. Solve single-step problems and begin to solve multi-step problems which include multiplication or division. MD22. Solve scaling problems and harder correspondence problems such as n objects are connected to m objects. MD23. Write the equivalent fraction for fractions with given denominators or numerators, e.g. ½ = ?/8; reduce a fraction to its simplest form, e.g. 6/12 ≡ ½. FD24. Use times tables to find unit and non-unit fractions of amounts, e.g. 1/6 of 48 and 3/8 of 64. FD25. Add and subtract fractions with the same denominator. FD26. Know that one-place decimal numbers represent ones and tenths e.g. 3.7 = 3 ones and 7 tenths. FD27. Round decimals with one decimal place to the nearest whole number. FD28. Recognise and write decimal equivalents of any number of tenths or hundredths and decimal equivalents to ¼, ½, ¾. FD29. 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. FD30. Count up and down in hundredths. FD31. Compare numbers with the same number of decimal places up to two decimal places. FD32. Solve simple measure and money problems involving fractions and decimals to two decimal places. FD33. Convert between units of measurement, e.g. cm to m, g to Kg and ml to L and units of time. MS34. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. MS35. Find the area of rectilinear shapes by counting squares. MS36. Estimate, compare and calculate different measures, including money in pounds and pence MS37. Convert between units of time and between analogue and digital times, and between 12-hour and 24-hour times. MS38. Interpret and present discreet data using bar charts, pictograms and tables, and continuous data on time graphs; answer questions re-data. MS

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39. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. G40. Identify acute and obtuse angles, compare and order angles up to 180⁰. G41. Identify lines of symmetry in 2-D shapes presented in different orientations; complete a simple symmetric figure with respect to one line of symmetry. G42. Describe positions on a 2-D grid as coordinates in the first quadrant, plot specified points and draw sides to complete a given polygon G43. Describe movements between positions as translations of a given unit to the left/right and up/down. G

The letters in orange indicate the strand to which each Outcome belongs on the Hamilton Assessment Tracker

Errata - There are the following small typos in the actual Hamilton Assessment Tracker: Outcome 3 has 10 000s in it - this should not be there. Outcome 21 should read 'Solve single step problems…'

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medium term plans for spring years 1/2 mixed age range · web viewwrite word problems involving...

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