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National Curriculum: Number and Place Value - Year 4 - Making Connections


Created on 11 October 2013 by ncetm_administrator
Updated on 17 July 2014 by ncetm_administrator
 

Making Connections

Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Connections within Mathematics

Making connections to other topics within this year group

Number and place value skills are applied in many other areas of the mathematics curriculum. Knowledge of four-digit numbers and decimal numbers links to work in addition and subtraction.

Place value is also essential when estimating and using inverse operations to check answers to calculations.

Counting in multiples of 6, 7 and 9 links to the recall of multiplication and division facts for multiplication tables up to 12 × 12. Other mental multiplication and division work relies heavily on sound place value and number knowledge.

Making connections to this topic in adjacent year groups

Year 3

  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
  • recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • compare and order numbers up to 1000
  • identify, represent and estimate numbers using different representations
  • read and write numbers up to 1000 in numerals and in words
  • solve number problems and practical problems involving these ideas.

Non statutory guidance:

  • Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100.
  • They use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems, building on work in year 2 (e.g. 146 = 100 and 40 and 6, 146 = 130 and 16).
  • Using a variety of representations, including those related to measure, pupils continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.

Year 5

  • read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
  • count forwards or backwards in steps of powers of 10 for any given number up to
    1 000 000
  • interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero
  • round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
  • solve number problems and practical problems that involve all of the above
  • read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Non Statutory Guidance:

  • Pupils identify the place value in large whole numbers.
  • They continue to use number in context, including measurement. Pupils extend and apply their understanding of the number system to the decimal numbers and fractions that they have met so far.
  • They should recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule.

Cross-curricular and real life connections

Knowledge of number and place value permeates many different aspects of everyday life. The introduction of Roman Numerals in Year 4 can be developed alongside knowledge of other number systems throughout history. Common sources will be clocks, page numbers in books, production dates on TV programmes and films.

The use of ‘Zero’ within telephone numbers and the start of the Dewey Decimal library referencing system can be explored in the classroom. Negative numbers can be introduced through the contexts of temperature, or bank accounts in the ‘red’.

When counting in multiples, try to link to ‘everyday’ items such multiples of six eggs, multiples of 6 players in a six-a-side football team, 9 players in a baseball team.

Numbers 1000 or more as dates and money.

When teaching rounding or estimating, the context of numbers of people in an audience or crowd could be used.

 

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Comments

 


17 July 2014 15:32
You've described the convention used in the National Curriculum, and by the NCETM, exactly. The reason that commas are avoided is to avoid confusion vis a vis other European countries (Germany, for example) who use the comma when we use a decimal point.
17 July 2014 14:14
Within the new curriculum, is there an recommended way to write large numbers in figures? It looks as if 4-digit numbers are written with no demarcation, like 1762. It looks as if a gap appears when it's a 5 or more-digit number, like 45 893. The comma between thousands and hundreds seems to have gone, which probably makes sense. Any comments?
By a2z029
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