Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) solve problems involving multiplying and adding, including (e.g. use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). using the distributive law and harder multiplication problems such as which n objects are connected to m objects. Pupils should solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children. Fractions Fractions Pupils should connect hundredths to tenths and value and Pupils should be taught to: decimal measure. count up and down in hundredths; recognise that They should extend the use of the number line to connect hundredths arise when dividing an object by a hundred and dividing fractions, numbers and measures. tenths by ten solve problems involving increasingly harder fractions to Pupils should understand the relation between non-unit calculate quantities, and fractions to divide quantities, fractions and multiplication and division of quantities, with including non-unit fractions where the answer is a particular emphasis on tenths and hundredths. whole number identify, name and write equivalent fractions of a given Pupils should associate fractions of a length, of a shape and as a fraction, including tenths and hundredths representation of one whole or set of quantities. Pupils should use factors and multiples to recognise equivalent fractions and add and subtract fractions with the same denominator. simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 = 2/8). Pupils should continue practice in adding and subtracting fractions with the same denominator, to become fluent through a variety of
Year 4 programme of study (statutory requirements) Notes and guidance (non-statutory) solve problems involving multiplying and adding, including (e.g. use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and using the distributive law and harder multiplication problems such as which n objects are connected to m objects. associative law (2 × 3) × 4 = 2 × (3 × 4)). Pupils should solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children. Fractions Fractions Pupils should be taught to: Pupils should connect hundredths to tenths and value and decimal measure. count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten They should extend the use of the number line to connect fractions, numbers and measures. 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 Pupils should understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths. identify, name and write equivalent fractions of a given Pupils should associate fractions of a length, of a shape and as a fraction, including tenths and hundredths representation of one whole or set of quantities. Pupils should use add and subtract fractions with the same denominator. factors and multiples to recognise equivalent fractions and simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 = 2/8). Pupils should continue practice in adding and subtracting fractions with the same denominator, to become fluent through a variety of
Numeracy-for-Key-Stages-1-and-2.docx