Year 4 Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) Number, place value and rounding Number, value and rounding Using a variety of representations, including measures, Pupils should be taught to pupils should become fluent in the order and place value of in multiples of 6, 7, 9, 25 and 1000 numbers beyond 1000, including counting in tens and hundreds, and find 1000 more or less than a number maintaining fluency in other multiples through varied and frequent practice. count backwards through zero to include negative numbers recognise the place value of each in a four-digit number They begin to extend their knowledge of the number system to (thousands, hundreds, tens, and ones) include the decimal numbers and fractions that they have met so and compare numbers beyond 1000 far. identify, represent and estimate numbers different Roman numerals should be put in their historical context so pupils representations understand that there have been different ways to write whole round any number to the nearest 10, 100 or 1000 numbers and that the important concepts of zero and place value number and practical problems that involve all of the were introduced over a period of time. above and with increasingly large positive numbers read Roman numerals to 100 (I to C) and understand how, over time, the numeral system changed to include the concept of zero and place value.
Year 4 Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) Number, place value and rounding Number, value and rounding Pupils should be taught to Using a variety of representations, including measures, pupils should become fluent in the order and place value of numbers in multiples of 6, 7, 9, 25 and 1000 beyond 1000, including counting in tens and hundreds, and find 1000 more or less than a number maintaining fluency in other multiples through varied and frequent count backwards through zero to include negative numbers practice. recognise the place value of each in a four-digit number They begin to extend their knowledge of the number system to (thousands, hundreds, tens, and ones) include the decimal numbers and fractions that they have met so and compare numbers beyond 1000 far. identify, represent and estimate numbers different representations round any number to the nearest 10, 100 or 1000 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 zero and place value number and practical problems that involve all of the above and with increasingly large positive numbers were introduced over a period of time. read Roman numerals to 100 (I to C) and understand how, over time, the numeral system changed to include the concept of zero and place value.
Numeracy-for-Key-Stages-1-and-2.docx