4 to 12 Maths
My 3 kids were fighting to get on the computer last night to do Maths. I think its brilliant - they even missed X-factor to do Maths!
 

4th Class


4th Class Overview

Skills

Applying and problem-solving

  • select appropriate materials and processes for mathematical tasks
  • apply concepts and processes in a variety of contexts
  • select and apply appropriate strategies for completing a task or solving a problem
  • recognise solutions to problems

Communicating and expressing

  • listen to and discuss other children's mathematical descriptions and explanations
  • discuss and explain mathematical activities
  • discuss and record the results of mathematical activities using diagrams, pictures and numbers
  • discuss problems presented pictorially or orally

Integrating and connecting

  • connect informally acquired mathematical ideas with formal mathematical ideas
  • recognise mathematics in the environment
  • recognise the relationship between verbal, concrete, pictorial and symbolic modes of representing numbers
  • carry out mathematical activities that involve other areas of the curriculum
  • understand the mathematical ideas behind the process he/she uses

Reasoning

  • classify objects into logical categories
  • make guesses and carry out experiments to test them
  • recognize and create sensory patterns
  • justify the processes or results of activities

Implementing

  • devise and use mental strategies and procedures for carrying out mathematical tasks
  • use appropriate manipulatives to carry out mathematical tasks and procedures
  • execute procedures efficiently

Understanding and recalling

  • understand and recall terminology and facts.

Strands & Strand Units

Strand: Number
Strand Unit : Place value
 
  • explore and identify place value in whole numbers, 0-9999
    • grouping and swapping activities involving units, tens, hundreds and thousands using concrete materials and notation boards
    • significance of zero: 1078, 2005, 3620
  • read, write and order four-digit numbers and solve simple problems
    • write 5683 in expanded form
      • 5000 + 600 + 80 + 3
    • what is the value of the underlined 7 in 7777?
    • make as many numbers as you can from 3, 7, 0, 6
    • place in order, starting with the largest
  • round whole numbers to the nearest thousand
    • which number is nearer to 5000: 4328 or 5675?
  • explore and identify place value in decimal numbers to two places of decimals.
  
Strand Unit : Operations
 

Addition and subtraction

  • add and subtract, without and with renaming, within 9999
    • estimate sums and differences
    • check estimates without and with a calculator
  • know and recall addition and subtraction facts
  • solve word problems involving addition and subtraction
    • use a calculator to develop problem-solving strategies and verify estimations


Multiplication

  • develop an understanding of multiplication as repeated addition and vice versa.
  • explore, understand and apply the zero, commutative, distributive and associative properties of multiplication
    • use concrete materials and charts to establish associative property,
      • e.g. (3 x 4) x 5 = 3 x (4 x 5)
  • develop and recall multiplication facts within 100
  • multiply a two-digit or three-digit number by a one or two-digit number
    • estimate products
    • represent multiplication in expanded form
      • 26 x 37 = (20 x 37) + (6 x 37)
      • record and calculate using long multiplication algorithm
  • use a calculator to check estimates
  • solve and complete practical tasks and problems involving multiplication of whole numbers
    • 34 children buy one packet of sweets per child each day
    • how many packets altogether do they buy in a month?

 

Division

  • develop an understanding of division as sharing and as repeated subtraction, without and with remainders
  • develop and/or recall division facts within 100
  • divide a three-digit number by a one-digit number without and with remainders
    • using regrouping
    • 372 ÷ 6 may be seen as 37 tens + 2 units ÷ 6
    • (37 tens ÷ 6) and (2 units ÷ 6)
    • 6 tens and (12 ÷ 6) = 62
    • explore, understand and apply the distributive property of division
      • 84 ¸ 7 = (70 ¸ 7) + (14 ¸ 7)
  • use calculator to check estimates
    • using compatible numbers (i.e. numbers easily worked with an extension of basic facts)
      • 338 ÷ 7 is compatible with 350 ÷ 7
  • solve and complete practical tasks and problems involving division of whole numbers
    • how many small boxes of eggs (6 per box) can be filled from a crate containing 350 eggs?
    • estimate, discuss and record.
  
Strand Unit : Fractions
 
  • identify fractions and equivalent forms of fractions with denominators 2, 3, 4, 5, 6, 8, 9, 10 and 12
    • construct and cut out simple fractions of regular shapes
    • record using diagrams or fraction charts
  • compare and order fractions with appropriate denominators and position on the number line
  • calculate a fraction of a set using concrete materials
  • calculate a number, given a multiple fraction of the number
    • 3/10 of a number = 45, find the number
  • express one number as a fraction of another number
    • 3 = 1/2 of 6
  • solve and complete practical tasks and problems involving fractions
    • find 3/4 of a 1 metre piece of string
    • find 1/5 of 2500 metres
  
Strand Unit : Decimals
 
  • express tenths and hundredths as fractions and decimals
  • identify place value of whole numbers and decimals to two places and write in expanded form
    • 3.45 = 3 + 0.4 + 0.05
  • order decimals on the number line
    • identify the number with the greatest value: 0.57, 0.01, 0.72, 0.25
    • what is the value of the 6 in the following? 4.65, 2.76, 6.05
  • add and subtract whole numbers and decimals up to two places
  • multiply and divide a decimal number up to two places by a single-digit whole number
  • solve problems involving decimals.
  

 

Strand : Algebra
Strand Unit : Number patterns and sequences
 
  • explore, recognise and record patterns in number, 0-9999
  • explore, extend and describe sequences
  • use patterns as an aid in the memorisation of number facts
    • make patterns on the hundred square.
  
Strand Unit : Number sentences
 
  • translate an addition, subtraction, multiplication or division number sentence with a frame into a word problem (frame not in initial position)
  • translate a one-step word problem into a number sentence
    • Rita has 18 toy cars
    • She wants to arrange them in 3 rows
    • 18 = 3 x n
  • solve one-step number sentences
  • discuss and record solutions for open number sentences
    • 3 + n < 7 or 5 + n > 8.
  

 

Strand : Shape & Space
Strand Unit : 2-D shapes
 
  • identify, describe and classify 2-D shapes: equilateral, isosceles and scalene triangle, parallelogram, rhombus, pentagon, octagon
  • explore, describe and compare the properties (sides, angles, parallel and non-parallel lines) of 2-D shapes
  • construct and draw 2-D shapes
    • use ruler and set square
  • combine, tessellate and make patterns with 2-D shapes
    • combine shapes to make patterns and to make other shapes
    • create a tessellating pattern on squared paper
  • identify the use of 2-D shapes in the environment hoardings, shop fronts, paving-stones
  • solve and complete practical tasks and problems involving 2-D shapes.
  
Strand Unit : 3-D shapes
 
  • identify, describe and classify 3-D shapes, including cube, cuboid, cylinder, cone, sphere, triangular prism, pyramid
  • establish and appreciate that when prisms are sliced through (in the same direction) each face is equal in shape and size
    • keep work exploratory and simple
    • e.g. use Plasticine, triangular prisms or suitable foods
  • explore and describe the relationship of 3-D shapes with constituent 2-D shapes
  • construct 3-D shapes
    • construct from 2-D shapes
  • solve and complete practical tasks and problems involving 2-D and 3-D shapes
    • identify the use of 3-D shapes in the environment.
  
Strand Unit : Symmetry
 
  • identify line symmetry in the environment
  • identify lines of symmetry as horizontal, vertical or diagonal
    • using examples from the environment, e.g. an open book, windows, gates
  • use understanding of line symmetry to complete missing half of a shape, picture or pattern
    • in drawings, on geoboard or pegboard where the fold is vertical, horizontal or diagonal.
  
Strand Unit : Lines and angles
 
  • identify, describe and classify oblique and perpendicular lines
    • use straws to construct oblique and perpendicular lines and diagonals in a square
  • draw, discuss and describe intersecting lines and their angles
    • perpendicular and oblique lines
    • acute, obtuse and right angles
  • classify angles as greater than, less than or equal to a right angle
  • solve problems involving lines and angles.
  

 

Strand : Measures
Strand Unit : Length
 
  • estimate, compare, measure and record lengths of a wide variety of objects, using appropriate metric units, and selecting suitable instruments of measurement
    • lengths and heights of doors, corridors, school yard, paths, drives, playing-fields
    • instruments: rulers, tape measures, trundle wheel
  • rename units of length using decimal or fraction form
    • 25 cm = 0.25 m = 1/4 m
    • 2 km 150 m = 2150 m = 2.15 km
  • understand, estimate and measure the perimeter of regular 2-D shapes
  • solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of length (m, cm, km).
  

Strand Unit : Area

 
  • estimate, compare and measure the area of regular and irregular shapes
    • use standard square units: sq. cm, sq. m (cm2, m2).
  
Strand Unit : Weight
  • estimate, compare, measure and record the weight of a wide variety of objects using appropriate metric units (kg, g) and selecting suitable instruments of measurement
    • use and select from bathroom scales, kitchen scales, spring balance
    • become familiar with major and minor markings on scales
      • (e.g. 100 g markings, 1/2 kg, 1/4 kg)
  • rename units of weight in kg and g 2 kg 250 g = 2250 g
  • rename units of weight using decimal or fraction form
    • 250 g = 0.25 kg = 1/4 kg
    • confine to examples requiring only two places of decimals
  • solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of weight (kg and g).
  
Strand Unit : Capacity
 
  • estimate, compare, measure and record capacity using appropriate metric units (l, ml) and selecting suitable instruments of measurement
    • become familiar with major and minor markings on measuring containers
      • (e.g. 100 ml markings, 1/2 l, 1/4 l )
  • rename units of capacity in L and ml
    • 1500 ml = 1 l 500 ml
  • rename units of capacity using decimal and fraction form
    • 250 ml = 0.25 l = 1/4 l
    • 2 l 150 ml = 2150 ml = 2.15 l
    • confine to examples requiring only two places of decimals
  • solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of capacity (l, ml).
  
Strand Unit : Time
 
  • consolidate and develop further a sense of time passing
  • read time in one-minute intervals on analogue and digital clock (12-hour)
  • express digital time as analogue time and vice versa
  • read and interpret simple timetables.
  • rename minutes as hours and hours as minutes
  • read dates from calendars and express weeks as days and vice versa
  • solve and complete practical tasks and problems involving times and dates and the addition and subtraction of hours and minutes
    • practical problems that can be readily checked by measurement
    • add hours and minutes separately

         4 hours   45 minutes
      + 3 hours   25 minutes
      __________________
                                      = 7 hours  70 min
         8 hours 10 minutes
    • rename minutes before subtraction
         3 hours 30 minutes = 2 hours 90 min
      - 1 hour   40 minutes
      __________________
         1 hour   50 minutes.
  
Strand Unit : Money (use up to introduction of the euro)
 
  • rename amounts of money as pounds or pence and record using p or £ symbol and decimal point
    • 125p = £1.25     £3.56 = 356p
  • solve and complete practical one-step and two-step problems and tasks involving the addition, subtraction, multiplication and simple division of money.
  
Strand Unit : Money
 
  • rename amounts of money as euro or cents and record using e symbol and decimal point
    • 125 cents = €1.25    €3.56 = 356 cents
  • solve and complete practical one-step and two-step problems and tasks involving the addition, subtraction, multiplication and simple division of money.
  

 

 

Strand : Data
Strand Unit : Representing and interpreting data
 
  • collect, organise and represent data using pictograms, block graphs, bar charts and bar-line graphs incorporating the scales 1:2, 1:5, 1:10, and 1:100
    • use scales appropriate to the range of numbers for this level
  • read and interpret bar-line graphs and simple pie charts
    • involving use of 1/2, 1/3, 1/4
  • use data sets to solve and complete practical tasks and problems.
  
Chance
 
  • use vocabulary of uncertainty and chance: chance, likely, unlikely, never, definitely
  • order events in terms of likelihood of occurrence
  • identify and record outcomes of simple random processes
    • toss a coin, roll a die ten or twenty times and record results
    • draw a cube from a bag of two red, one blue and one yellow cube a number of times, replacing drawn cube each time; discuss results and record outcomes.
 
 

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