Year 4

Termly Assessment 1 Mark Scheme

Answer Assessment Focus Possible Misconceptions

with download links to evidence-based interventions

1. 2 marks Recall multiplication Children may lack fluency recalling times table facts.
4 × 7 = 28 72 ÷ 12 = 6 and division facts for
1 mark for all × facts multiplication tables up Year 4 Same-Day Intervention Plan: Recalling the 6 Times Table
completed correctly.
6 × 9 = 54 48 ÷ 8 = 6 to 12 × 12. Year 4 Maths Same-Day Intervention Plan: Recalling the 7 Times Table
1 mark for all ÷ facts (NC: Number – Multiplication
completed correctly. 11 × 10 = 110 35 ÷ 5 =7 and Division)
Year 3 Same-Day Intervention Plan: Recalling the 8 Times Table

Year 4 Maths Same-Day Intervention Plan: Recalling the 9 Times Table

Year 4 Maths Same-Day Intervention Plan: Recalling the 11 Times Table

Year 4 Maths Same-Day Intervention Plan: Recalling the 12 Times Table

2. 2 marks Multiples of 6 Multiples of 9 Count in multiples of 6 and 9. Children may not be able to count fluently in steps of 6 and to see the
link to counting in steps of 3.
1 mark for four or (NC: Number – Number and
five numbers placed Place Value) Y4 Same-Day Intervention: Counting in Steps of 6
correctly.
12, 24 36, 72 81, 63 Children may not know the pattern of the digits when counting in
2 marks for all numbers steps of 9.
placed correctly.
Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 9

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 Answer Assessment Focus Possible Misconceptions
with download links to evidence-based interventions

3. 1 mark > Compare numbers Children may not be able to identify the value of each digit in a four-
beyond 1000. digit number.
<
Find 1000 more or less than a Year 4 Maths Same-Day Intervention Plan: Partitioning and Recombining
< given number. Four-Digit Numbers

(NC: Number – Number and Children may confuse the inequality symbols.
Place Value)
Year 4 Maths Same-Day Intervention Plan: Using the Less Than, More
Than and Equals Symbols to Compare Four-Digit Numbers

Children may not be able to count forwards and backwards in

steps of 1000.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 1000

4. 1 mark Add numbers with up to 4 Children may not know how to address the need for regrouping and may
5 9 7 4 digits using the formal written be unsure of how to record this.
+ 2 2 3 5 method of columnar addition.
Year 4 Maths Same-Day Intervention Plan: Column Addition of Four-Digit
8 2 0 9 (NC: Number – Addition and Numbers with Regrouping
Subtraction)
1 1

5. 2 marks Recognise the place value of Children may not be able to identify the value of each digit in a four-digit
482 = 400 + 80 +2 each digit in a four-digit number.
1 mark for three number.
correctly completed Year 4 Maths Same-Day Intervention Plan: Partitioning and Recombining
6847 = 6000 + 800 + 40 + 7
statements. (NC: Number – Number and Four-Digit Numbers
Place Value)
2 marks for all 1032 = 1000 + 30 +2
statements completed
correctly.
9105 = 9000 + 100 + 5

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 Answer Assessment Focus Possible Misconceptions
with download links to evidence-based interventions

6. 2 marks
5 × 4
Recognise and use factor Children may confuse the language of ‘factor’ and ‘product’ and may
pairs and commutativity in struggle to identify all factors due to a lack of systematic recording.
1 mark for each array. × mental calculations.
4 5
Both answers needed Year 4 Maths Same-Day Intervention Plan: Identifying Factor Pairs
each time. (NC: Number – Multiplication
and Division)

2 × 10

10 × 2

7. 2 marks Know that 10 hundreds are Children may not understand the value of 1000 using tens and hundreds.
There are 10 hundreds in 1000. equivalent to 1 thousand, and
1 mark for three that 1,000 is 10 times the size Year 4 Maths Same-Day Intervention Plan: Understanding the
statements correctly There are 30 hundreds in 3000. of 100; apply this to identify Value of 1000
completed. and work out how many 100s
There are 15 hundreds in 1500. there are in other four-digit
2 marks for all four
statements completed multiples of 100.
correctly.
There are 12 hundreds in 1200 .
(Ready-to-Progress: 4NPV–1)

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 Answer Assessment Focus Possible Misconceptions
with download links to evidence-based interventions

8. 2 marks Find the area of rectilinear Children may not understand that when counting squares to find the
shapes by counting squares. area of a rectilinear shape, the most efficient method is to multiply
1 mark for both the number of squares in each row by the number of squares in
areas correct. (NC: Measurement) each column.
1 mark for an
appropriate explanation.

area = 20 squares area = 15 squares

Ruby has multiplied the number of squares

in each row by the number of squares in each
column. For example, there are 5 squares in each
row and 4 squares in each column of the first
rectangle. This gives the answer of 20 squares so
she is correct.

9. 2 marks Count in multiples of 7, Children may not be able to count fluently in steps of 7.
7, 14, 21 , 28 , 35, 42 1000 and 25.
1 mark for two correctly Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 7
completed sequences. 6000 , 5000, 4000, 3000 , 2000, 1000 (NC: Number – Number and
Place Value) Children may not be able to identify the repeating pattern of counting on
2 marks for all or back in steps of 1000.
25 , 50 , 75, 100, 125, 150
sequences completed
correctly. Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 1000

Children may lack fluency when counting in steps of 25.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 25

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 Answer Assessment Focus Possible Misconceptions
with download links to evidence-based interventions

10. 2 marks
5955 rounded to the nearest 10 is 5960 .
Round any number to the Children may look at the wrong digit when rounding.
nearest 10, 100 or 1000.
1 mark for three Year 4 Maths Same-Day Intervention Plan: Rounding to the Nearest 10,
correctly completed 3489 rounded to the nearest 1000 is 3000. (NC: Number – Number and 100 and 1000
statements. Place Value)
1270 rounded to the nearest 100 is 1300 .
2 marks for all
statements completed 8625 rounded to the nearest 10 is 8630.
correctly.

11. 1 mark 4 1 5 1 Subtract numbers with up Children may swap the digits over when an exchange is required.
5 8 6 3 to 4 digits using the formal
Year 4 Maths Same-Day Intervention Plan: Using Column Subtraction of
− 9 4 4 written method of columnar
Four-Digit Numbers with Exchanging
subtraction.
4 9 1 9
(NC: Number – Addition and
Subtraction)

12. 1 mark −6 −4 Count backwards through zero Children may make counting errors when counting backwards
to include negative numbers. through zero.

-2 1 2 (NC: Number – Number and Year 4 Maths Same-Day Intervention Plan: Counting through Zero to
Place Value) Negative Numbers

13. 1 mark for all numbers

XXVI 60
Read Roman numerals to Children may not know the conventions of using Roman numerals.
matched correctly. 100 (I to C).
Year 4 Maths Same-Day Intervention Plan: Reading Roman
LX 24 (NC: Number – Number and Numerals to 100
Place Value)
C 26

XXIV 100

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 Answer Assessment Focus Possible Misconceptions
with download links to evidence-based interventions

14. 2 marks a) 4 × 5 ×2 = 9 × 2 36 ÷ 1 = 1 Multiply and divide mentally, Children may not know how to apply the distributive law to simplify the
including: multiplying by 0 and arithmetic.
a) 1 mark for all three 0 × 9 + 10 = 19 12 × 0 = 0 × 7
1; dividing by 1; multiplying
number sentences together three numbers. Year 4 Maths Same-Day Intervention Plan: Understanding the Distributive
3×2×4=4×2×3 1 × 98 = 97 + 1
correctly circled. Law of Multiplication
Recognise and use
b) 1 mark for all number b) 65 ÷ = 65 497 × 0 =
1 0 commutativity in mental
sentences completed calculations.
correctly. 34 × 6 = 6 × 34
(NC: Number – Multiplication
and Division)

15. 1 mark for all Find 1000 more or less than a Children may not be able to count forwards and backwards in
three numbers
1381 3831 8381 given number. steps of 1000.
correctly circled.
2381 8183 5318 (NC: Number – Number and Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 1000
Place Value)

16. 1 mark There are several possible answers to Estimate to check answers to Children may not be able to use their rounding knowledge to
this question. a calculation. estimate answers.

E.g. (NC: Number – Addition and Year 4 Maths Same-Day Intervention Plan: Estimating Answers
Subtraction) Using Rounding
2000 + 6800 = 8800
2000 + 7000 = 9000

Accept any answer with sensible

rounding and the correct answer for the
numbers used.

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 Answer Assessment Focus Possible Misconceptions
with download links to evidence-based interventions

17. 1 mark 7500 8000 8250 Identify, represent and Children may be unable to work out the value of the unlabelled intervals
estimate numbers using on the number line in order to identify or place a number.
different representations.
7000 9000 Year 4 Maths Same-Day Intervention Plan: Identifying and Placing Four-
(Estimate numbers on a
number line). Digit Numbers on a Marked, Partially Numbered Number Line

(NC: Number – Number and Children may not use strategies such as finding the midpoint or taking
Place Value) into account the range of the number line.

Year 4 Maths Same-Day Intervention Plan: Estimating the Value and

Position of a Four-Digit Number on an Unmarked Number Line

18. 2 marks a) £17424 Solve addition and subtraction Children may not know how to address the need for regrouping and may
two-step problems in context. be unsure of how to record this.
1 mark for each b) £4862
correct answer. (NC: Number – Addition and Year 4 Maths Same-Day Intervention Plan: Column Addition of Four-Digit
Subtraction) Numbers with Regrouping

Children may swap the digits over when an exchange is required.

Year 4 Maths Same-Day Intervention Plan: Using Column Subtraction of

Four-Digit Numbers with Exchanging

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