Books Sample: Mathematical Operations

Mathematical
e
Operations
pl
m
Sa
Learner’s
Book for
s
Grade
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3
Bo
Concept developed by
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Caroline Clissold and Cherri Moseley

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Author Team
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Caroline Clissold, Heather Davis,

Linda Glithro, Steph King
The Publishers would like to thank the following for permission to reproduce copyright material.
Photo credits
Pages 10-11: insects – Valentina Proskurina, irin-k, enterlinedesign, Allocricetulus, vnlit, ArchMan, Henrik Larsson, Peter Waters, Charles Brutlag, paulrommer, xpixel, Eric
Isselee – all Shutterstock; sweets and money box – S McTeir; thermometer – Erik Svoboda/Shutterstock; page 19: Xpose/Shutterstock; pages 20-1: coins – claudiodivizia/
iStockphoto; door numbers – defototoberg/Shutterstock; poster –Christophe Boisson/iStockphoto; clock – urbanbuzz/Shutterstock; bicycle – Gena73/Shutterstock; page
29: Wikimedia Commons; pages 30-1: egg boxes – Hanis, WestLight – iStockphoto; bus – Evikka/Shutterstock; bus stop – pavla/Shutterstock; goody bags – design56/
Shutterstock; height measure – xefstock/iStockphoto; chairs – Anton Gvozdikov/Shutterstock; page 41 – Kathathep/Shutterstock; pages 42-3: bicycle – PushishDonhongsa/
iStockphoto; origami – My_inspiration/Shutterstock; spider’s web – Aleksey Stemmer/Shutterstock; pandas – Hung Chung Chih/Shutterstock; Notre Dame – Ttsudio/
Shutterstock; page 55: Taj Mahal – Luciano Mortula/Shutterstock; Petronas Towers – spectrelabs/iStockphoto; pages 56-7: calendar – alexsl/iStockphoto; penguins –
thp73/iStockphoto; Twickenham – via Wikipedia Commons; clock – Paul Maguire/iStockphoto; page 67: medal – Christophe95 via Wikipedia Commons; pages 68-9:
signpost – Jamesbowyer/iStockphoto; cooker – Piotre Pawinski/Fotolia; fridge-freezer – Fotovika/Shutterstock; TV – Piotr Adamowicz/Shutterstock; computer – Luisa Leal/
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Fotolia; page 79 – Wikipedia; pages 80-1: apple – S McTier; chocolate – Maryna Burnatna/Shutterstock; measuring – S McTier; corn – Destinyweddingstudio/Shutterstock;
coins – chrisdorney/Shutterstock; page 89 – XiXinXing/Shutterstock; pages 90-1: calendar – Erik Svoboda/Shutterstock; bus – Tupungato/Shutterstock; cans – Slavoljub/
Shutterstock; stationery – Africa Studio/Shutterstock; dish – Dani Vincek/Shutterstock; page 103: sabatex/iStockphoto; pages 104-5: building – Claudio Divizia/Shutterstock;
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tangrams – anaken2012/Shutterstock; map – Goodwin_x/Shutterstock; chess – karens4/iStockphoto; orchard – Marius Szcygiel/Shutterstock; page 113: tessellations – Dario
Sablijak/Shutterstock; pages 114-15: baby – spass/Shutterstock; signpost – SCOTTCHAN/Shutterstock; bottles – GrigoryL/Shutterstock; money – S McTeir; speed sign
– Rob Byron/Shutterstock; pages 124-5: cars – RobertCorse/iStockphoto; coffee machine – duckycards/iStockphoto; map – Wikipedia Commons; digital clock – spot-h/
Shutterstock; analogue clock – didecs/iStockphoto; digital clock – cromic/Shutterstock; Wimbledon – Spyder Monkey via Wikipedia Commons; page 133: halfpennies – Paul
m
Cullen Photography/Shutterstock; pages 126-7: stopwatch – burnel11/Fotolia; tape measure – S McTier; water melon – Gts/Shutterstock; fruit pie – Viktor1/Shutterstock;
tumblers – mama_mia/Shutterstock; money – S McTier; page 143: plaster cast – DawnPoland/iStockphoto; pages 144-5: map – AlenkaS/Shutterstock; fruit – Deyan Georgiev/
Shutterstock; picture – dotshock/Shutterstock; picture frame - NataLT/Shutterstock; t-shirts – new vave/Shutterstock; shorts – ConstantinosZ/Shutterstock; child – Voyagerix/
Shutterstock; page 156-5: paddock – Bohbeh/Shutterstock; car park – apiguide/Shutterstock; football pitch – Getty Images/iStockphoto/Thinkstock; butterflies – Mirek
Sa
Kijewski/Shutterstock (top), Lovely Bird/Shutterstock (bottom); panda – Arthimedes/Shutterstock; page 167: paper - iunewind/Shutterstock (left), Emiel de Lange/Shutterstock
(right).
Acknowledgements
The reasoning skills on page 8 are based on John Mason’s work on mathematical powers. See Mason, J. and Johnston-Wilder, S. (Eds.)
(2004). Learners powers. Fundamental constructs in Mathematics Education. London: Routledge Falmer. 115-142.
Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to
make the necessary arrangements at the first opportunity.
s
Although every effort has been made to ensure that website addresses are correct at time of going to press, Rising Stars cannot be held
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responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the
address of the home page for a website in the URL window of your browser.
Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in well-managed
forests and other controlled sources. The logging and manufacturing processes are expected to conform to the environmental regulations of
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the country of origin.
ISBN: 978 1 51047 428 4

Text, design and layout © Hodder & Stoughton Limited (for its Rising Stars imprint) 2020
First published in 2016 as Year 4 (ISBN 978 1 78339 525 5) by
Rising Stars, part of the Hodder Education Group,
An Hachette UK Company
y
Carmelite House
50 Victoria Embankment
London EC4Y 0DZ
ka
www.risingstars-uk.com
Impression number 10 9 8 7 6 5 4 3
Year 2022 2021
Authors: Caroline Clissold, Heather Davis, Linda Glithro, Steph King

Em
Programme consultants: Caroline Clissold, Cherri Moseley, Paul Broadbent

Publishers: Fiona Lazenby and Alexandra Riley
Editorial: Sue Walton, Kate Baxter, Jane Carr, Lucy Hyde, Jane Morgan, Christine Vaughan, Sarah Chappelow
Illustrations, series and character design: Steve Evans
All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval
system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such
licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, www.cla.co.uk
Cover design: Steve Evans and Words & Pictures

Printed by Oriental Press, UAE
Distributed by Emkay Books International
A catalogue record for this title is available from the British Library.
Contents
Introduction 6
e
Problem solving and reasoning 8
pl
Unit 1: Number and place value 10
1a Counting 12
m
1b Place value 14
Higher and higher 16
Sa
And finally ... 18
Unit 2: Addition and subtraction 20

2a Adding 4-digit numbers 22
2b Subtracting 4-digit numbers 24
ks
Capacity capers! 26
And finally ... 28
o
Unit 3: Factors and calculating 30
3a Counting in 6s, 9s and 12s
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32
3b Calculating mentally 34
3c Calculating on paper 36
Three in a line 38
And finally ... 40
y
ka
Unit 4: 2-D shapes, angles and symmetry 42

4a Three types of angle 44
4b Triangles 46
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4c Quadrilaterals 48
4d Symmetry 50
What’s my property? 52
And finally ... 54
RS Maths Year 4 Prelims.indd 3 17/08/2016 09:53

Unit 5: Different numbers 56
5a Counting in steps 58
5b Rounding, ordering and comparing 60
5c Roman numerals 62
Find a smile! 64
And finally ... 66
e
Unit 6: Applying addition and subtraction 68
pl
6a Using mental and written methods to solve problems 70
6b Bar models and bar charts 72
m
6c Solving problems 74
Time out! 76
And finally ... 78
Sa
Unit 7: Fractions and decimals 80
7a Families of fractions 82
7b Decimals and equivalences 84
The same or different?
ks 86
And finally ... 88
o
Unit 8: Methods for multiplying 90
8a Multiplication table facts 92
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8b Three at once 94
8c Written methods 96
8d Scaling 98
Lucky numbers 100
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And finally ... 102

ka
Unit 9: Polygons and coordinates 104

9a Trapeziums and kites 106
9b Coordinates and translations 108
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Quadrilateral quest 110


Unit 10: Number and place value in real life 114
10a 25s and 1000s 116
10b Place value and measures 118
Number crunch! 120
e
Unit 11: Addition and subtraction problems 124
11a Solving problems using written methods 126
pl
11b Applying methods of addition and subtraction 128
Money boards 130
m
Unit 12: Decimals and fractions in real life 134
Sa
12a Equivalences 136
12b Comparing and rounding decimals 138
Fraction frenzy 140
ks
Unit 13: Multiplication tables 144
13a Multiplying and dividing mentally 146
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13b Multiplying on paper 148
13c Scaling 150
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Terrific tables 152

Unit 14: Perimeter, area and symmetry 156

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14a Perimeter and area 158

ka
14b Perimeter and angles 160

14c Area and symmetry 162
Rectangle reckoning! 164
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Glossary 168

Introduction
Hello, I’m Ana.
Welcome to Rising
Stars Mathematics!
e
pl
Unit
1 Number and place value
m
Look at the
pictures at the
beginning of the Talk about the
I wonder how
unit. Think about many pence have
been saved?
questions with
the mathematics
Sa
your friends.
you can see in How can I find out Do you agree on
how many legs
the world there are on all the answers?
these insects?
around you.
How much warmer

would it need to get
for this thermometer
to show 10°C?
ks
I wonder how many
groups of 3 sweets
could be made?
o
Teacher’s Guide
Look at the pictures with the children and discuss the questions.
See pages 24–5 of the Teacher’s Guide for key ideas to draw out.
10 11
Bo
1a Counting Let's practise
You need: 1 Do these

squared paper Count.
Read what Let's learn

ruler Write down the first 12 multiples of these numbers: activities to
coins a 3 b 6 c 9
Ana and Tom say. Write down:

practise what
Can you spot if I can count in No, it’s not – it’s 30. 5
d the fifth multiple of 3 e the third multiple of 6 f the sixth multiple of 9
you have learnt.
multiples of 6: 0, 6, multiplied by 6 is 30.
they have made 12, 18, 24 and so on. Zero is where you start Write the
y
That means the fifth counting but it isn’t a 2

a mistake?
multiple of 6 is 24. multiple of anything. Draw. answers in your
On squared paper, draw a line 40 squares long. Mark zero in the middle.
Counting in 3s, 6s and 9s exercise book.
0 17
ka
3 6 9 12 15 18 21 24 27 30 33 36 Mark on these numbers. The first one is shown for you.

6 12 18 24 30 36 a 17 c 7 e 13 g 18
9 18 27 36
b –5 d –12 f –19 h –2
When you count in steps, you say the multiples of a number. Choose pairs of numbers and count on from the lowest to the highest. These questions
The bar models show the multiples of 3, 6 and 9. Record the numbers and the difference between them. Repeat 5 times.
2 × 3 = 6, so 1 step counted in 6s is the same as 2 steps counted in 3s. will help you
Read the text 3 × 3 = 9, so 1 step counted in 9s is the same as 3 steps counted in 3s.
explore and
and look at Negative numbers
3 4
Apply. Think. investigate
the diagrams
Em
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 Make 6p using the fewest coins. Ana is thinking of

Do this 12 times and make a line a number. maths. You will
to learn new Positive numbers increase from zero. of 12 groups of coins. Her number has 4 digits.
Negative numbers mirror positive numbers across zero. Do the same for 9p. The thousands digit is
need to think
maths skills. a What amounts appear in both lines? The first is 18p.
one less than 5.
To find the difference between a negative number and a positive number, count The hundreds digit is
one more than 6. about them
Your teacher will on from the negative number to the positive number. b How many groups of 6p make 18p?
The tens and ones are
1 2 3 4 5 6 7 8 9 10 11 12
c How many groups of 9p make 18p? an even multiple of 9. carefully.
explain them. What others can you find?
What numbers
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 d How much money do you have altogether? could I be
thinking of?
The difference between –5 and 7 is 12. Make the total using the fewest coins possible.
Teacher’s Guide Teacher’s Guide

Before working through the Textbook, study page 26 of the Teacher’s Guide to see See page 27 of the Teacher’s Guide for ideas of how to guide practice.
how the concepts should be introduced. Read and discuss the page with the children. Work through each step together as a class to develop children’s
12 Provide concrete resources to support exploration. conceptual understanding. 13
Use these items to help

you. Make sure you have
everything you need.

And I’m Tom. We’ll
help you as you
learn with this book!
e
pl
Game
board
1 Higher and higher
00:0
00:0
0 00
You need:
Let's play 00:00 00 counters
m
0 00 Make sure you
1–6 dice
Play the game stopwatch

calculator
have everything
at the end of
0010
:00 00 6 8 9 6
0–9 digit cards 09
the unit to Start you need.

00:00 0 1 Multiple minutes
practise what 00:00 00:0
0 00
Count in multiples for a
Sa
00
100
minute. Who can get the
you have learnt. highest total? Follow the
00:00 00
00:00
00
2 Make it big
instructions
00:00 00 00:00 00
Make the largest
numbers you can to win
to use the
2 9 5 4 3 50 gameboard in
the game.
00:0
0 00
3 Your game different ways.
00:00 00 Make up your own game
00:00 00
00
00:00
using the gameboard.
Explain the rules and play
00:00
with a partner.
00:00 00
00:0
ks
0 00
6 20 00:0
0 00
12 9 200 Finish
00:00 00
00:00 00
00:00 00
o
Teacher’s Guide
See pages 30–1 of the Teacher’s Guide. Explain the rules for each game
and allow children to choose which to play. Encourage them to challenge
16 themselves and practise what they have learnt in the unit. 17
Bo
Review
1 And finally … 3
What 4-digit number can you see here? Write it down.
You need:
place-value cards 4 0
9
Try these Let's review
3 0 0 0 Base 10 apparatus
coins
activities to 1 7 0 0
place-value counters
coloured counters
100
10 1
On a 100 square, circle all the multiples of 3.

check what Colour all the multiples of 6 yellow.
You need:
Colour all the multiples of 9 blue. 100 square
you have 8 0
y
yellow and blue

pencils
Draw and
learnt in the Use the 100 square to help you answer describe what
these questions:
1 2 3 4 5 6 7 8 9 10
9 you have done.
unit. Have you a What numbers are multiples of both 3 and 6?

11
21
12
22
13
23
14
24
15
25
16
26
17
27
18
28
19
29
20
30
ka
Describe what you need to do to the 3 to give its true value.

understood b What numbers are multiples of both 3 and 9? 31
41
32
42
33
43
34
44
35
45
36
46
37
47
38
48
39
49
40
50 Do the same for the 7, 8 and 9.

c What numbers are multiples of both 6 and 9? 51 52 53 54 55 56 57 58 59 60
all the new d What patterns can you see?

61 62 63 64 65 66 67 68 69 70
Use partitioning cards to make up three 4-digit
numbers of your own.
71 72 73 74 75 76 77 78 79 80
maths 81
91
82
92
83
93
84
94
85
95
86
96
87
97
88
98
89 90
99 100
Write the additive number statement for each.
Now use equipment to make 1 of your numbers

concepts? in 5 different ways.
2
On squared paper, draw a number line from –12 to 12.
Use it to help you count back in 2s from 12 to –12. You need:
Em
Write down the numbers. squared paper

ruler
We use negative
numbers in everyday
We also use negative
numbers for floors below
Find out more
–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12 life, for temperatures ground. The Shanghai
below freezing and
with money.
Tower has 128 floors, 123 about maths by
above ground and 5 below.
Now count backwards in 5s from 30 to –30.
Write down the numbers.
reading these
Look at the numbers you have written down.
fun facts!
What patterns can you see?
Teacher’s Guide
See pages 32–3 of the Teacher’s Guide for guidance on running each task.
Observe children to identify those who have mastered concepts and those who
18 require further consolidation. 19

Problem solving and reasoning
Try these ideas to

develop your reasoning
e
skills. Doing this will
help you improve your
pl
mathematical thinking.
m
ments Conv
Sa
te inc
e sta e
ak
M Can you say what Can you
you notice about persuade other
why something people that your
ks
happens? statements are
se
Or
correct?
rali
gan
Gene
Can you make Can you put
ise
things into
o
connections to
describe rules groups, an order
and patterns? or a pattern?
Bo
Can you give Can you identify and

Find e
specific examples name the groups

to fit a pattern or you have organised y
rule? things into?
y
ssif
xa m
Cla
ka
Can you explain Can you think

ple
your thinking of different

s
and reasoning ideas or ways

about a problem? to do things?
Em
Ex
p la
in gi ne
I m a

Follow these
steps to help you
solve problems!
1 Read the problem carefully.
e
2
pl
What do you need to find out?
m
3 What data or information is given in
the problem?
Sa
4 What data or information do you
need to use?
ks
5
o
Make a plan for what to do.
Bo
6 Follow your plan to find the answer.

y
7
ka
Check your answer. Is it correct?

Put your answer into the problem to see
if it works with the information given.
Em
8 Evaluate your method. How could

you improve it next time?

Unit
1 Number and place value
e
pl
m
Sa
How can I find out
how many legs
ks
there are on all
these insects?
o
Bo
y
ka
Em
I wonder how many

groups of 3 sweets
could be made?
10
Y4_U01_[010-019].indd 10 04/03/2016 12:56

e
pl
m
I wonder how
many pence have
Sa
been saved?
o ks
Bo
How much warmer

would it need to get
y
for this thermometer

ka
to show 10°C?
Em
Teacher’s Guide
11
Y4_U01_[010-019].indd 11 04/03/2016 12:56

1a Counting
You need:
squared paper
ruler
Let's learn
coins
e
pl
I can count in No, it’s not – it’s 30. 5
multiples of 6: 0, 6, multiplied by 6 is 30.
12, 18, 24 and so on.
m
Zero is where you start
That means the fifth counting but it isn’t a
multiple of 6 is 24. multiple of anything.
Sa
Counting in 3s, 6s and 9s
3 6 9 12 15 18 21 24 27 30 33 36
6 12 18 24 30 36
ks
9 18 27 36
When you count in steps, you say the multiples of a number.

o
The bar models show the multiples of 3, 6 and 9.
2 × 3 = 6, so 1 step counted in 6s is the same as 2 steps counted in 3s.
Bo
3 × 3 = 9, so 1 step counted in 9s is the same as 3 steps counted in 3s.
Negative numbers
y
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
Positive numbers increase from zero.

ka
Negative numbers mirror positive numbers across zero.
To find the difference between a negative number and a positive number, count
Em
on from the negative number to the positive number.

1 2 3 4 5 6 7 8 9 10 11 12
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
The difference between –5 and 7 is 12.
Teacher’s Guide
Before working through the Textbook, study page 26 of the Teacher’s Guide to see
how the concepts should be introduced. Read and discuss the page with the children.
12 Provide concrete resources to support exploration.
Y4_U01_[010-019].indd 12 04/03/2016 12:56

Let's practise
1
Count.
Write down the first 12 multiples of these numbers:
a 3 b 6 c 9
e
Write down:
pl
d the fifth multiple of 3 e the third multiple of 6 f the sixth multiple of 9
m
2
Draw.
Sa
On squared paper, draw a line 40 squares long. Mark zero in the middle.
0 17
Mark on these numbers. The first one is shown for you.
a 17 c 7 e 13 g 18
ks
b –5 d –12 f –19 h –2
Choose pairs of numbers and count on from the lowest to the highest.
o
Record the numbers and the difference between them. Repeat 5 times.
Bo
3 4
Apply. Think.
Make 6p using the fewest coins. Ana is thinking of
y
Do this 12 times and make a line a number.

of 12 groups of coins. Her number has 4 digits.
ka
Do the same for 9p. The thousands digit is

one less than 5.
a What amounts appear in both lines? The first is 18p.
The hundreds digit is
Em
one more than 6.

b How many groups of 6p make 18p?
The tens and ones are
c How many groups of 9p make 18p? an even multiple of 9.
What others can you find?
What numbers
d How much money do you have altogether? could I be
thinking of?
Make the total using the fewest coins possible.
Teacher’s Guide
See page 27 of the Teacher’s Guide for ideas of how to guide practice.
Work through each step together as a class to develop children’s
conceptual understanding. 13
Y4_U01_[010-019].indd 13 04/03/2016 12:56

1b Place value You need:
place-value grids
digit cards 1 3 5
9
Let's learn Base 10 apparatus
place-value counters 100
10 1
e
coloured counters
pl
coins and notes
Seven thousand,
three hundred
m
and eight is 738 That’s seven hundred and
written like this. thirty-eight. There is no
tens in your number so
Sa
you need a place holder!
Place-value grids
A place-value grid helps you see the position of each digit.
Look at the grid. 7 is in the
1000 100 10 1 . 10th 100th
thousands position.
ks
7 3 0 8 . 4 5
Multiply each digit by its position to find its true value.

o
7 × 1000 = 7000
Bo
Add all the numbers together.

7000 + 300 + 8 + 0.4 + 0.05 = 7308.45
There are no tens so you use zero as a place holder.
Different representations
y
You can represent the same number in lots of different ways.

ka
These 4 pictures all show 1346.
1 0 0 0 4 0
1 0
3 0
4 0
6
3 0 0 6
Em
1000 100 100 100 10 10 10

10 1 1 1 1 1 1
Teacher’s Guide
Before working through the Textbook, study page 28 of the Teacher’s Guide to see how
the concepts should be introduced. Read and discuss the page with the children.
Y4_U01_[010-019].indd 14 04/03/2016 12:56

Let's practise
1
Write.
Write down the position of the place holder in these numbers.
a 640 c 2305 e 7630 g 16 070
e
b 301 d 3025 f 1562.09 h 10 603
pl
Now make up 8 numbers of your own. Each number must have at least 1 place holder.
Ask your partner to tell you their positions.
m
2
Sa
Describe.
Write sentences to describe the positional, multiplicative and additive properties of place
value in these numbers.
a 765 c 179.38 e 8352.25
ks
b 628.4 d 2451 f 7819.75
o
3 4
Bo
Apply. Think.
Use coins and notes to represent these numbers. Use these digits to make as many
Use the fewest coins possible. 4-digit numbers as you can.
Record the amounts in 2 different ways.
a 368 c 1050
6 7 2 4
y
b 986 d 1281
ka
Write down what these numbers would be if

Can you find
they represented centimetres.
them all?
How will you
Em
know that you

Now write
have?
your answers
in metres and
centimetres.
Teacher’s Guide
Y4_U01_[010-019].indd 15 04/03/2016 12:56

Game
board
1 Higher and higher
0
00:0
0 00
Let's play
e
pl
Start 10 6 8
m
00:0 0 0 0
Sa
0 00
00:00 00:0
00
00:00
ks 00:00 00
00
2 9 5 4
o
Bo
00:0
0 00
00:00 00
00:00 00 00
y
ka
00:0
0 00
6 20 12
Em
0 00
00:0
Teacher’s Guide
16 themselves and practise what they have learnt in the unit.
Y4_U01_[010-019].indd 16 04/03/2016 12:56

00:0
You need:
00:00 00 counters
0 00
e
1–6 dice
stopwatch
pl
calculator
9 6
m
00:00 0 1 Multiple minutes
Sa
Count in multiples for a
100
minute. Who can get the
highest total?
ks 2 Make it big
Make the largest
00:00 00 00:00 00 numbers you can to win
3 50
the game.
o
Bo
3 Your game
00:00
00 Make up your own game
0
with a partner.
0 : 0
y
00:00 00 0
ka
9 200 Finish
Em
00:00 0
0 00:00 00
00:00 00
17
Y4_U01_[010-019].indd 17 04/03/2016 12:56

Review
1 And finally …
Let's review
e
1
On a 100 square, circle all the multiples of 3.
pl
Colour all the multiples of 6 yellow.
You need:
Colour all the multiples of 9 blue. 100 square
m
yellow and blue
pencils
Use the 100 square to help you answer

1 2 3 4 5 6 7 8 9 10
Sa
these questions:
11 12 13 14 15 16 17 18 19 20
a What numbers are multiples of both 3 and 6? 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
b What numbers are multiples of both 3 and 9?
41 42 43 44 45 46 47 48 49 50
c What numbers are multiples of both 6 and 9? 51 52 53 54 55 56 57 58 59 60

ks 61 62 63 64 65 66 67 68 69 70
d What patterns can you see? 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
o
91 92 93 94 95 96 97 98 99 100
Bo
2
On squared paper, draw a number line from –12 to 12.
Use it to help you count back in 2s from 12 to –12. You need:
y
Write down the numbers. squared paper

ruler
ka
–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12

Em
Now count backwards in 5s from 30 to –30.

Write down the numbers.
Look at the numbers you have written down.

What patterns can you see?
Teacher’s Guide
18 require further consolidation.
Y4_U01_[010-019].indd 18 04/03/2016 12:56

3
What 4-digit number can you see here? Write it down.
You need:
9
3 0 0 0 Base 10 apparatus
coins
place-value counters 10 1
e
100
7 0 0 coloured counters
pl
8 0
m
Draw and
describe what
9 you have done.
Sa
Describe what you need to do to the 3 to give its true value.
Do the same for the 7, 8 and 9. ks
Use partitioning cards to make up three 4-digit
numbers of your own.
Write the additive number statement for each.
o
Now use equipment to make 1 of your numbers
in 5 different ways.
Bo
y
ka
We use negative We also use negative

numbers in everyday numbers for floors below
life, for temperatures
Em
ground. The Shanghai

below freezing and Tower has 128 floors, 123
with money. above ground and 5 below.
19
Y4_U01_[010-019].indd 19 04/03/2016 12:56

Unit
2 Addition and subtraction
e
pl
m
Sa
I wonder how
much money
this is? ks
o
Bo
y
ka
Em
How many different

sums and differences
can you find?
20
Y4_U02_[020-029].indd 20 04/03/2016 12:56

How long
until the next
e
performance?
pl
Next per form
ance
m
at
12 40
Sa
PM
o ks
Bo
sold
of bikes = 100 bik
es
Number
y
ka
Road
’s
Children
Em
I wonder how
many bikes this
shop sold?
Mountain
Teacher’s Guide
21
Y4_U02_[020-029].indd 21 04/03/2016 12:56

2a Adding 4-digit numbers
You need: 10 1
Base 10 apparatus
Let's learn
e
calculators
pl
When I add together
That’s not true! You
large numbers I
m
must always check to
must always use a
see if you can use a
written method.
mental method first.
Sa
Mental methods of addition
2300 is made by adding 2000 + 300. 2 0 0 0 1000 100 10 1
This is its additive property. 3 0 0 2 3 0 0
The additive property of 4500 is 4000 + 500.
2300 + 4500 is the same as 4 0 0 0 4 5 0 0
ks
23 hundreds + 45 hundreds.
5 0 0
You can use a mental method for adding pairs of 2-digit numbers. Use place value to help you:
o
+ 20
23 + 45 = 68
Bo
23 + 45 = 20 + 40 + 3 + 5 +3
Remember this is = 60 + 8
68 hundreds, so = 68
2300 + 4500 = 6800. 45 65 68
y
Formal written method of addition

ka
A formal method is more useful to

calculate 2378 + 4526 if the tens
1000 100 10 1
1000 100 10 1
and ones positions are not zeros. 2 3 7 8
100 10 1 1
Estimate first using rounding, + 4 5 2 6
Em
1000 1000 100 100 10 10 1 1

e.g. 2000 + 5000 = 7000. 6 9 0 4 2378
1 1 10 10 1 1
10 10 1 1
Model the formal method

with place-value counters. 100 1 1
Where can you see 14 ones? 1000 1000 100 100 1 1 4526
Where can you see 6 thousands?
1000 1000 100 100 10 10 1 1
How close was the estimate?
Teacher’s Guide
Y4_U02_[020-029].indd 22 04/03/2016 12:57

Let's practise
1
Calculate.
Add using a mental method. Explain to your partner how your method works.
a 3600 + 2400 = c 5000 + 2800 = e 2060 + 2020 =
e
b 6700 + 2000 = d 6000 + 3000 = f 6007 + 1005 =
pl
m
2
Calculate.
Estimate the answers to these questions.
Sa
Explain why it would be difficult to calculate the answers using a mental method.
a 3417 + 1346 = b 2374 + 1251 = c 3843 + 1726 =
Now complete the calculations using the formal method of addition. Use place-value counters
or Base 10 apparatus to help you. How close were your estimates?
ks
3 4
o
Think.
Bo
ml ml The table shows money donated to

4 charities. The charities have shops
and also receive other donations,
Apply. e.g. schools collecting money.
Pick 4 digit cards. Make a number. This is the Shop Other
Total
donations donations
y
amount of water for the 1st container.

Charity A £5400 £3300
Rearrange the digits to make another 4-digit Charity B £6347 £2408
ka
number. This is the amount of water for the Charity C £4325 £8325
2nd container. Charity D £7800
Calculate the total amount of water in the
containers. Estimate first then use the formal a Copy and complete the table
Em
written method. for Charities A, B and C.

Check your answer on a calculator b Charity D is given £7800 in
using subtraction. total donations. Find some
Can you pick 4 different digit possible amounts to make
cards and arrange them so the this true.
total amount of water in the
2 containers is between
5500 ml and 6000 ml?
Teacher’s Guide
Y4_U02_[020-029].indd 23 04/03/2016 12:57

2b
Subtracting 4-digit
numbers
You need:
Base 10 apparatus
place-value counters
100
10 1
Let's learn tape measure
e
number lines
pl
In my calculation
3652 – 1437 I have No, that will change
to turn the ones part the calculation to
m
around to 7 – 2 3657 – 1432 and the
because I can’t do answer will not be the
2 – 7. same!
Sa
Mental methods of subtraction
Always see if you can use a mental method first. 2000
7500 – 2100 can be solved using the number fact 1878 ?
75 – 21 and place value.
ks
Mental methods can be used for numbers that are + 100
close together. + 22
2000 – 1878 can be shown using a bar model.
Use the counting-up strategy on the number line to
o
find the difference. 1878 1900 2000
Bo
Formal written method 1000 100 10 1

of subtraction
To solve 3652 – 1437, a
written method is needed.
y
1000 100 10 1
In the ones column, you 3 6 5 2

cannot subtract 7 from 2. – 1 4 3 7
ka
One of the tens moves to

ones position to become 3000 600 50 2
ten ones.
1000 100 10 1
Em
You can now subtract 7

and solve the calculation.
1000 100 10 1
Use addition 2215 + 1437 4 1
to check the answer.
3 6 5 2
– 1 4 3 7
2 2 1 5
3000 600 40 12
Teacher’s Guide
Y4_U02_[020-029].indd 24 04/03/2016 12:57

Let's practise
1
Calculate.
Make an estimate then complete the calculations.
Decide whether to use a mental or written method. Explain why.
e
a 5000 – 1999 = c 4005 – 3980 = e 2000 – 750 =
pl
b 3450 – 1450 = d 8300 – 1200 = f 2766 – 600 =
Write the addition calculations to check your answers.
m
Sa
2
Calculate.
Estimate the answers to these calculations.
Now complete the calculations using Base 10 apparatus and the formal written method.
a 4374 – 1263 =
ks c 4374 – 1283 =
b 4374 – 1268 = d 4374 – 1563 =

o
Write down the different ways you partitioned 4374 for these calculations.
Record each one as 4374 = 4000 + + +

Bo
3 4 Make up a word
Measure. Think. problem to match
y
Measure your height. Write it Tom used the addition the calculation.
to the nearest millimetre (mm). calculation 3428 + 1385
ka
Measure the height of 2 other to check the answer to a

children and 1 adult. subtraction problem.
Record each height to the What subtraction calculation
Em
nearest millimetre (mm). was he doing?

Compare 2 heights at a time.
Calculate the difference using How many different
a mental or written method. Ana used the addition calculations can
What is the greatest difference calculation 2500 + to
you make?
in height? check her subtraction.
What subtraction calculation
could she be doing?
Teacher’s Guide
Y4_U02_[020-029].indd 25 04/03/2016 12:57

Game
board
2 Capacity capers!
Let's play
e
1
pl
Drop Drop
litre 125 ml 50 ml 1025 ml 500 ml 195 ml
m
Start
Sa
Miss Drop
a turn 1630 ml 1999 ml 1 litre 1450 ml 500 ml
ks
100 ml
o
Bo
Roll Drop 1 litre

again 600 ml 1375 ml 1029 ml 2 525 ml
y
ka
?
Em
Drop
1462 ml 750 ml 200 ml
Finish
Teacher’s Guide
Y4_U02_[020-029].indd 26 04/03/2016 12:57

You need:
e
1–6 dice
pl
counters
Roll
450 ml 1750 ml 450 ml again calculator
m
1
2 litre
Sa
1 Fill it up!
Race around the track
collecting water as you
go. Watch out for the
Drop
236 ml 2180 ml 850 ml 495 ml
drop zones!
ks
2 Drop it!
Try to lose water
o
from your container
by making the right
Bo
choices!
Drop Drop
2500 ml 1000 ml 2168 ml 1250 ml 3 Your game
Design your own game
y

2442 ml
ka
with a partner.
Em
Miss
1255 ml 1301 ml 600 ml a turn
27
Y4_U02_[020-029].indd 27 04/03/2016 12:57

Review
2 And finally …
Let's review
e
1
pl
2140 4744 1700 1999
3500 3000 5002 2200
m
4375 ? 1750 2744
Sa
Choose a pair of numbers from the grid.
Make up as many addition and subtraction You can add your own
calculations as you can using a mental method. numbers in the question
mark space!
ks
Now make up some more calculations where it
is better to use a formal written method.
o
Bo
2
You need:
09
5 6 5 3 0 5 3 0–9 digit cards
Base 10 apparatus
– 2 4 7 + 3 5 2
y

10 1
3 3 0 8 6 1 5
ka
Copy these calculations. Write in the missing numbers.

Em
Prove that your solution is correct.

Use apparatus of your
choice to help you.
Teacher’s Guide
Y4_U02_[020-029].indd 28 04/03/2016 12:57

3
Each month Tapley Town spends money on:
• parks You need:
• outside spaces Base 10 apparatus
• mending roads.
The money spent on mending roads last month was £4795.
Tapley Town spent £1286 more than this on parks and
e
outside spaces.
a How much did Tapley Town Remember to make
pl
spend altogether? estimates first!
m
Dalton Village spent £2795 less on mending roads
than Tapley Town.
Sa
b How much did Dalton Village spend on mending roads?
o ks
Bo
You take any 4-digit number where

y
In 1949 a mathematician from the digits are not all the same and
ka
India called D. R. Kaprekar rearrange the digits to make the largest

discovered something amazing and smallest number possible. You then
about the number 6174, subtract the smaller number from the
called ‘Kaprekar’s operation’. larger number. If you keep doing this,
Em
you will always get back to 6174!
29
Y4_U02_[020-029].indd 29 04/03/2016 12:57

Unit
3 Factors and calculating
e
I wonder how
many eggs there
pl
are in these boxes?
m
Sa
o ks
Bo
I wonder
when the next
bus is due?
y
ka
Em
30
Y4_U03_[030-041].indd 30 04/03/2016 12:57

e
pl
m
Sa
I wonder how
much 9 goodie
bags will cost?
o ks
Bo
I wonder how tall

I am in inches?
y
ka
Em
How many
people can watch
the show?
Teacher’s Guide
31
Y4_U03_[030-041].indd 31 04/03/2016 12:57

3a Counting in 6s, 9s and 12s
You need:
number line
bead string
Let's learn
number rods
e
pl
You’re counting in 10s!
I can count in 9s:
You count in 9s like this:
m
9, 19, 29, 39 ...
9, 18, 27, 36 ...
Sa
Counting in 6s and 9s
Look at the number line. The black jumps are in steps of 3.
The blue jumps are in steps of 6.
1 blue jump is equivalent to 2 black jumps. ks
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
On this number line the red jumps are in steps of 9.

o
1 red jump is equivalent to 3 black jumps.
Bo
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Multiplication facts for 6, 9 and 12

y
This shows how the multiplication

ka
table for 6 links with the

multiplication table for 3.
2×3=1×6 4×3=2×6 6×3=3×6

Em
This bar model shows how the This bar model shows how the
multiplication table for 9 links multiplication table for 12 links
with the multiplication table for 3. with the multiplication table for 6.
3 6 9 12 15 18 21 24 27 6 12 18 24 30 36 42 48
3 3 3 3 3 3 3 3 3 6 6 6 6 6 6 6 6
9 9 9 12 12 12 12
9 18 27 12 24 36 48
Teacher’s Guide
Y4_U03_[030-041].indd 32 04/03/2016 12:57

Let's practise
1
Answer these.
a Count in 6s from 6. Do you c Count back in 6 from 100. How many
land on 90? numbers do you count before you pass zero?
e
b Count in 9s from 2. Do you d Count back in 9s from 125. Which single-digit
land on 91? number do you count on?
pl
What do you notice
2 about your answers
m
to b, f and g?
Answer these.
a 6×8= e 12 × = 48 Copy and complete:
Sa
b 6 × 12 = f 72 ÷ =6 h 48 = 6 ×
c 9×7= g 12 × = 72 i 63 = 9 ×
d 9 × 12 = j 72 ÷ 9 =
ks
3 4
o
Solve. Think.
a a
Bo
How many minutes are in 3 hours? Count in 6s from 1. What

do you notice about the
b A dozen means 12 items. numbers you land on? What
How many bread rolls are in 8 dozen? if you count in 6s from 2?
What is different about the
c Ana ran for 720 seconds. How many numbers you land on?
y
minutes did she run for?

ka
d Tom has 72 counters. How many Count in 6s from

groups of 9 counters can he make? different starting
numbers. Explain the
e The first bus leaves the town centre at patterns you notice.
5 past 8 in the morning. After that, buses
Em
leave every 9 minutes. Ana catches the

last bus to leave before 9 o’clock in the b Which numbers appear in the
morning. What time does it leave? multiplication tables for both
6 and 9? Why is that?
f Tom reads that depth of water is measured Predict which numbers are in
in fathoms. He discovers there are 6 feet in the multiplication tables for
a fathom. How many inches is that? (There both 9 and 12. Were you right?
are 12 inches in a foot).
Teacher’s Guide
Y4_U03_[030-041].indd 33 04/03/2016 12:57

3b Calculating mentally
Let's learn You need:

counters
e
pl
I worked out 2 × 9 × 5
in my head. That’s not right! You
I did 2 × 9 = 18, then only use each number
m
2 × 5 = 10. once. 2 × 9 = 18,
Then 18 × 10 = 180! then 18 × 5 = 90.
Sa
Pairing and swapping
Look again at 2 × 9 × 5. You can work it out mentally in several ways.
Multiplication is commutative. So 2 × 9 = 9 × 2.
2×9×5=9×2×5
= 9 × 10
ks
Multiplication is also associative. So you can work out 2 × 5 = 10 first.
= 90
Or
2 × 9 × 5 = 2 × (9 × 5)
o
Multiplication is associative. So you can work out 9 × 5 first.
= 2 × 45
Bo
= 90
Using factor pairs

Look at 18 × 5.
18 can be written as a product of a pair of proper factors in several ways.
y
ka
3×6
Em
2×9
18 × 5 can be rewritten as 9 × 2 × 5 = 9 × 10 = 90.
6×3 9×2
18 × 5 can be rewritten as 6 × 3 × 5 = 6 × 15 = 90.
This can make a calculation easier to work out mentally.
Teacher’s Guide
Y4_U03_[030-041].indd 34 04/03/2016 12:57

Let's practise
1
Calculate.
a 4×3×5= c 5×7×4= e 4 × 45 = g 3 × 75 =
b 8×9×5= d 2 × 90 × 3 = f 15 × 8 = h 12 × 45 =
e
pl
2
m
Write.
Copy the table. Match each calculation to one a 3 × 75 e 6×3
of the cells in the table.
Sa
Can calculate the Cannot calculate b 2 × 90 f 8×5
answer using the answer using
3×2 3×2
Can calculate the
c 5×9 g 8×9
answer using
4×5 d 5 × 16 h 15 × 3
Cannot calculate
the answer using
4×5
o ks
3 4
Bo
Solve. Think.
a How many minutes are in 9 hours? a Write 360 as the product of
2 factors. Do this in as many
b How many months are in 50 years? ways as you can. How many
are there? How many ways
c Tom lives 450 m from his school. are there of writing 360 as the
y
He walks there and back again each product of 3 factors? Explore for
weekday. How far will he walk in a another number.
ka
12-week term?
b The product of 3, 6 and 8 is 144.
d Wooden bricks are 8 cm long. Copy and complete this table:
25 wooden bricks are placed in a 3×6×8 3 × 48 18 × 8
Em
straight line. How long is the line? 3×8×6 3 × 48 24 × 6

6×3×8
e Ana makes paper flowers.
Each flower has 5 petals.
She makes bunches of 8 flowers.
How many petals are in 9 bunches? What do you notice? Will this always
happen with a product of 3 numbers?
Teacher’s Guide
Y4_U03_[030-041].indd 35 04/03/2016 12:57

3c Calculating on paper
You need:
number rods
Let's learn place-value

100
10 1
counters
e
pl
That can’t be right.
I can work out 9 × 53 9 × 50 is 450, so your
easily. 9 × 5 is 45 and answer is far too small.
9 × 3 is 27.
m
The 5 is really 50. 9 × 50
Add them together is 450 and then add 27.
and you get 72. The correct answer is 477.
Sa
Multiplying a 2-digit number by a single-digit number
Look at 6 × 23. Replace the dots in the arrays with their total.
23 10 10 3
ks
6 6 60 60 18
o
Partition 23 into 2 tens and 3 ones. Join the 2 tens to make 20.
Bo
10 10 3 20 3
6 6 120 18
120 + 18 = 138, so 6 × 23 = 138.

y
Solving 2-step problems

ka
Look at 4 × 3 + 7. Look at 4 × 3 + 5 × 2.
The bar model shows the calculation. The bar model shows the calculation.
4 4 4 7 4 4 4 5 5
? ?
Em
3 lots of 4 equals 12 3 lots of 4 equals 12
12 7 12 5 5
? ?
12 + 7 = 19 2 lots of 5 equals 10
12 10
Always do multiplication before addition. ?
12 + 10 = 22
Teacher’s Guide
Y4_U03_[030-041].indd 36 04/03/2016 12:57

Let's practise
1
Calculate.
a 6 × 32 = c 47 × 8 = e 58 × 6 = 6 × +6×8 g 4× + 4 × 7 = 4 × 67
b 9 × 24 = d 86 × 6 = f 9 × 73 = 9 × 70 + 9 × h 9 × 80 + 9 × 6 = 9 ×
e
pl
2
m
Copy and complete.
a 4×9+7= d 17 + 27 × 8 = g 6× + 3 = 51
Sa
b 9 × 14 + 3 = e 3×9+ = 32 h 11 + 9 × = 74
c 12 + 3 × 9 = f 61 = 7 × 6 +
ks
3 4
Solve. Think.
o
a Tom buys a ruler for 75p. He also buys 6 a 6× +6× = 6 × 34
pencils at 12p each. How much does he
Bo
spend? Copy the number statement,

and place numbers in the
b The engine of a train is 10 metres long. boxes to make it true.
Each carriage is 12 metres long. A train Do it in a different way.
consists of an engine and 6 carriages. How How many different ways can
long is the train? you find?
y
Make up another calculation

c A bowl weighs 250 g. Apples weigh 100 g like this. What is the most
ka
each. What is the weight of the bowl with useful way to partition it?
7 apples in it?
b
d 2 adults and 6 children go to see a film.
I have bricks that are
Em
Adult tickets cost £6 and child tickets cost

£4. What is the total cost? 3 cm long and bricks
that are 5 cm long. I
put them end-to-end
e Ana has 8 bricks that are 3 cm long and
in a straight line.
9 bricks that are 5 cm long. She places
them end-to-end to make a straight line.
How long is the line? What lengths of line can Ana
make? How many are there
that she cannot make?
Teacher’s Guide
Y4_U03_[030-041].indd 37 04/03/2016 12:57

Game
board
3 Three in a line
Let's play
e
pl
m
20 60 90 63 96
78 45 36 54 84 Sa
o ks
Bo
32 12 70 48 81
y
27 24 99 72 42
ka
Em
Teacher’s Guide
Y4_U03_[030-041].indd 38 04/03/2016 12:57

You need:
e
1–6 dice
pl
1–9 dice
counters
m
calculators
Game 1
Sa
1 Know your multiples
Dice roll: Cover numbers to make
a line of 3.
1 multiple of 3
ks 2 Multiply it right
2 m
multiple of 6 Multiply numbers to
make a line of 3.
o
3 m
multiple of 9
3 Your game
Bo
4
Make up your own game
m
multiple of 12 using the gameboard.
5 an
any number
y
6
ka
m
miss a turn
Em
39
Y4_U03_[030-041].indd 39 04/03/2016 12:57

Review
3 And finally …
Let's review
e
1 a Count up in 6s from
Ana has got her homework 2:
pl
questions wrong. 2, 6, 16, 26 …
For each question, work
out what the mistake was b 12 – 6 + 4
m
and write some feedback
for Ana.
12 – 6 + 4 = 2
c 9 × 43
Sa
9 × 43 = 363
d 6 × 28
6 × 28 = 60
ks
e Work out 3 × 4 × 6:
3 × 4 × 6 = 216
o
f 5+3×6
Bo
5+3 × 6 = 48
g Work out 5 x 12 – 9
x 2
5 × 12 – 9 × 2 = 30
y
ka
2
I walked 43 metres around
Show how to work this out in 3 different
the school field. I did this
ways. One of your methods should be an
6 times. I then walked 20
Em
array method.
metres back to my classroom.
How many metres did I walk?
Which method do you prefer?
Explain your choice.
Teacher’s Guide
Y4_U03_[030-041].indd 40 04/03/2016 12:57

3
Tom remembers that he used 8 different numbers from
2 to 12 at the top of each column and at the start of ×
each row.
Can you fill in the rest of the square for Tom? 96
18 27
I filled out a multiplication square with 4
e
numbers in each row and column. 10 18
I spilt water over my work! Now you can
pl
only see some of the numbers.
32
m
Sa
o ks
Bo
12 is a special number.
y
There are:
ka
12 months in a year 12 tribes of Israel

12 inches in a foot 12 Apostles
How is 12 special in
12 hours round a clock face 12 Days of Christmas
different cultures?
12 signs of the Zodiac 12 people on a jury
Em
Why do you think that is?
41
Y4_U03_[030-041].indd 41 04/03/2016 12:57

Books Sample: Mathematical Operations

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Mathematical

Caroline Clissold and Cherri Moseley

Caroline Clissold, Heather Davis,

the country of origin.

ISBN: 978 1 51047 428 4

Authors: Caroline Clissold, Heather Davis, Linda Glithro, Steph King

Programme consultants: Caroline Clissold, Cherri Moseley, Paul Broadbent

Cover design: Steve Evans and Words & Pictures

Unit 2: Addition and subtraction 20

Unit 4: 2-D shapes, angles and symmetry 42

RS Maths Year 4 Prelims.indd 3 17/08/2016 09:53

And ﬁnally ... 102

Unit 9: Polygons and coordinates 104

Quadrilateral quest 110

RS Maths Year 4 Prelims.indd 4 04/03/2016 12:55

Unit 12: Decimals and fractions in real life 134

Terriﬁc tables 152

Unit 14: Perimeter, area and symmetry 156

14a Perimeter and area 158

14b Perimeter and angles 160

RS Maths Year 4 Prelims.indd 5 04/03/2016 12:55

1 Number and place value

How much warmer

1a Counting Let's practise

You need: 1 Do these

Read what Let's learn

Ana and Tom say. Write down:

That means the fifth counting but it isn’t a 2

3 6 9 12 15 18 21 24 27 30 33 36 Mark on these numbers. The ﬁrst one is shown for you.

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 Make 6p using the fewest coins. Ana is thinking of

Teacher’s Guide Teacher’s Guide

Use these items to help

RS Maths Year 4 Prelims.indd 6 04/03/2016 12:55

1 Higher and higher

Play the game stopwatch

the unit to Start you need.

On a 100 square, circle all the multiples of 3.

yellow and blue

unit. Have you a What numbers are multiples of both 3 and 6?

Describe what you need to do to the 3 to give its true value.

50 Do the same for the 7, 8 and 9.

all the new d What patterns can you see?

Now use equipment to make 1 of your numbers

Write down the numbers. squared paper

RS Maths Year 4 Prelims.indd 7 04/03/2016 12:55

Try these ideas to

Can you make Can you put

Can you give Can you identify and

specific examples name the groups

Can you explain Can you think

your thinking of different

and reasoning ideas or ways

RS Maths Year 4 Prelims.indd 8 04/03/2016 12:55

1 Read the problem carefully.

6 Follow your plan to ﬁnd the answer.

Check your answer. Is it correct?

8 Evaluate your method. How could

RS Maths Year 4 Prelims.indd 9 04/03/2016 12:55

1 Number and place value

I wonder how many

Y4_U01_[010-019].indd 10 04/03/2016 12:56

How much warmer

for this thermometer