Overcoming barriers in mathematics - helping children move from ...

The National Strategies | PrimaryOvercoming barriers in mathematics –helping children move from level 2 to level 323Calculating strandYear 3 objectives Units Year 4 objectives UnitsAdd or subtract mentally combinations of onedigitand two-digit numbers3A1, 3D1, 3A2, 3D2,3A3Add or subtract mentally pairs of two-digitwhole numbers (e.g. 47 + 58, 91 – 35)4A1, 4D1, 4A2, 4A3Develop and use written methods to record, supportor explain addition and subtraction of two-digit andthree-digit numbers3D2, 3A3, 3D3, 3E3 Refine and use efficient written methods to add andsubtract two-digit and three-digit whole numbers and£.p4A2, 4D2, 4A3, 4D3Multiply one-digit and two-digit numbers by 10 or100, and describe the effect3A2, 3E2 Multiply and divide numbers to 1000 by 10 and then100 (whole number answers), understanding theeffect; relate to scaling up or down4A1, 4A2Use practical and informal written methods to multiplyand divide two-digit numbers (e.g. 13 × 3, 50 ÷ 4);round remainders up or down, depending on thecontext3E1, 3D2, 3E2, 3A3,3D3, 3E3Develop and use written methods to record,support and explain multiplication and divisionof two-digit numbers by a one-digit number,including division with remainders(e.g. 15 × 9, 98 ÷ 6)4A2, 4D2, 4A3, 4E3Understand that division is the inverse of multiplicationand vice versa; use this to derive and record relatedmultiplication and division number sentences3E2, 3D3Find unit fractions of numbers and quantities (e.g. 1 ⁄2, 3D1, 3E1, 3D2, 3E2,1 ⁄3,1 ⁄4 and1 ⁄6 of 12 litres) 3E3Find fractions of numbers, quantities or shapes (e.g.1 ⁄5 of 30 plums,3 ⁄8 of a 6 by 4 rectangle)4E1, 4E2, 4E3Use a calculator to carry out one-step and two-stepcalculations involving all four operations; recognisenegative numbers in the display, correct mistakenentries and interpret the display correctly in thecontext of money4A1, 4A3© Crown copyright 200800099-2008BKT-EN