__Term 1__

Our main focus in Maths is place value. A secure understanding of place value is essential for all other mathematical knowledge to build upon. The areas we will cover this term include:

- counting in multiples of 6, 7, 9, 25 and 1000

- finding 1000 more or less than any given number

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

- ordering and comparing numbers beyond 1000

- identifying, representing and estimating numbers using different representations

- counting backwards through 0 to include negative numbers

- rounding any number to the nearest 10, 100 or 1000

- solving number and practical problems that involve all of the above and with increasingly large positive numbers

As part of our Place Value unit, we have been comparing our number system to that used by the Romans. In our number system we have ten digits (from 0-9) and we can make as big a number as we want with these. Roman Numerals do not have a zero (0) and have 7 digits (I, V, X, L, C, M). Another big difference is that unlike our number system, which is positional, the Roman number system is additive, so you just add the values together. The children went out on the playground to practise making numbers in Roman Numerals. Can you guess what numbers they have made?

The children also enjoyed challenging me to a game of Roman Numeral Road Hopper which you can find on this link:

https://mathsframe.co.uk/en/resources/resource/528/Roman-Numerals-Maths-Road-Hopper

__Term 2__

__Addition and Subtraction__

This term we will be adding and subtracting numbers with up to 4 digits using the formal written method of columnar addition and subtraction. We will be using the inverse operations to check answers to a calculation and solving two step problems in contexts, deciding which operations and methods to use and why.

__Measurement__

We will be measuring and calculating the perimeter a rectilinear figure (including squares) in cm and m as well as converting between different units of measure (for example kilometre to metre).

__Multiplication and Division__

This will include:

-recall of multiplication and division facts for multiplication tables up to 12 x 12

-use of place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1;multiplying three numbers

-recognising and using factor pairs and commutativity in mental calculations

-to be able to multiply two-digit and three-digit numbers by a one-digit number using the formal written layout

-solving problems involving multiplying and adding, including the distributive law and harder multiplication problems such as which n objects are connected to m objects.

__Term 3__

This term we have been focusing on multiplication and division. The children have been learning written methods for each of these key areas.

Learning our Times Tables is a big focus for us in Year 4 with our Multiplication Tables Check coming up later on this year. The children have been enjoying challenging one another in the Times Tables Rock stars Arena.

__Term 4__

This term our focus will be on Fractions and Decimals.

-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 a 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

-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 1/4; 1/2; 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 units, tenths and hundredths

-round decimals with one decimal place to the nearest whole

-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.

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