A b

oo

klet

fo

r p

aren

ts

Hel

p yo

ur c

hild

with

mat

hem

atic

s

Tar

get

s fo

r p

up

ils

in Y

ear

4

Nu

mb

er

ga

me

3

Use t

hre

e d

ice.

If

you h

ave o

nly

one d

ice,

roll

it 3

tim

es.

♦

Make t

hre

e-d

igit n

um

bers

, e.g

. if y

ou r

oll

2,

4

and 6

, you c

ould

make 2

46,

264,

426,

462,

624 a

nd 6

42.

♦

Ask y

our

child

to r

ound the thre

e-d

igit n

um

ber

to the n

eare

st m

ultip

leof

10.

Check w

heth

er

it is c

orr

ect,

e.g

.

76 t

o t

he n

eare

st

multip

le o

f 10 is 8

0.

134 t

o t

he n

eare

st

multip

le o

f 10 is 1

30.

(A n

um

ber

endin

g in a

5 a

lways r

ou

nd

s u

p.)

♦

Roll

ag

ain

. T

his

tim

e r

ound t

hre

e-d

igit n

um

bers

to t

he n

eare

st

100.

Ta

ble

s

Pra

ctise t

he 3

x,

4x a

nd 5

x t

able

s.

Say t

hem

forw

ard

s a

nd b

ackw

ard

s.

Ask y

our

child

questions lik

e:

What

are

fiv

e t

hre

es?

What

is 1

5 d

ivid

ed b

y 5

?

Seven t

imes t

hre

e?

H

ow

many t

hre

es in 2

1?

Me

as

uri

ng

Use a

tape m

easure

that

show

s c

entim

etr

es.

♦

Take t

urn

s m

easuri

ng

leng

ths o

f diffe

rent

obje

cts

, e.g

. th

e leng

th o

f a s

ofa

, th

e w

idth

of

a t

able

, th

e leng

th o

f th

e b

ath

, th

e h

eig

ht

of

a

door.

♦

Record

the m

easure

ment

in c

entim

etr

es,

or

metr

es a

nd c

entim

etr

es

if it

is m

ore

than a

metr

e,

e.g

. if t

he b

ath

is 1

65 c

m long

, you c

ould

say it

is 1

m 6

5cm

(or

1.6

5m

).

♦

Wri

te a

ll th

e m

easure

ments

in o

rder.

1

T

arg

ets

– Y

ear

4 1

Know

the 2

, 3,

4,

5 a

nd 1

0 t

imes t

able

s b

y h

eart

, e.g

. know

fa

cts

lik

e 7

x 5

and 3

6 ÷

4.

R

ound n

um

bers

lik

e 6

72 t

o t

he n

eare

st

10 o

r 100.

W

ork

out

that

a s

imple

fra

ction lik

e 2

/ 6 is e

quiv

ale

nt

to 1

/ 3.

W

ork

out

sum

s lik

e 2

6 +

58 a

nd 6

2 –

37 in t

heir

heads.

W

ork

out

sum

s lik

e 2

34 +

479 o

r 791 –

223 u

sin

g p

encil

and

paper

and w

riting

them

in c

olu

mns.

M

ultip

ly n

um

bers

lik

e 3

8 b

y 1

0 o

r by 1

00,

and d

ivid

e n

um

bers

lik

e 4

200 b

y 1

0 o

r by 1

00.

M

ultip

ly a

nd d

ivid

e n

um

bers

up t

o 1

00 b

y 2

, 3,

4 o

r 5,

and f

ind

rem

ain

ders

, e.g

. 36 x

3,

87 ÷

4.

Chang

e p

ounds t

o p

ence a

nd c

entim

etr

es t

o m

etr

es,

and v

ice

vers

a,

e.g

. w

ork

out

that

£3.4

5 is t

he s

am

e a

s 3

45p,

and t

hat

3.5

metr

es is t

he s

am

e a

s 3

50 c

entim

etr

es.

T

ell

the t

ime t

o t

he n

eare

st

min

ute

and u

se a

sim

ple

tim

eta

ble

.

P

ick o

ut

shapes w

ith s

imila

r fe

atu

res,

e.g

. shapes w

ith s

ides

the s

am

e leng

th,

or

with r

ight

ang

les,

or

sym

metr

ical shapes.

U

se +

, –,

x,

÷ t

o s

olv

e p

roble

ms a

nd d

ecid

e w

heth

er

it is b

est

to c

alc

ula

te in t

heir

head o

r on p

aper.

is w

ork

ing

on t

he t

arg

ets

that

are

tic

ked.

Ab

ou

t th

e t

arg

ets

T

hese t

arg

ets

show

som

e o

f th

e t

hin

gs c

hild

ren s

hould

be a

ble

to

do b

y t

he e

nd o

f Y

ear

4.

A t

arg

et

may b

e m

ore

com

ple

x t

han it

seem

s,

e.g

. child

ren m

ay

be a

ble

to s

ubtr

act

497 f

rom

506 b

y w

riting

it

in c

olu

mns w

ithout

realis

ing

it

is q

uic

ker

to c

ount

on f

rom

497 u

p t

o 5

06 in t

heir

heads.

By t

he

en

d o

f Y

ea

r 4

, m

os

t c

hil

dre

n s

ho

uld

be

ab

le t

o…

Fu

n a

cti

vit

ies t

o d

o a

t h

om

e

Nu

mb

er

ga

me

1

You n

eed a

bout

20 c

ounte

rs o

r coin

s.

♦

Take t

urn

s.

Roll

two d

ice t

o m

ake a

tw

o-d

igit n

um

ber,

e.g

. if

you r

oll

a 4

and 1

, th

is c

ould

be 4

1 o

r 14.

♦

Add t

hese t

wo n

um

bers

in y

our

head.

If y

ou a

re r

ight,

you w

in a

counte

r. T

ell

your

part

ner

how

you w

ork

ed o

ut

the s

um

.

♦

The f

irst

to g

et

10 c

ounte

rs w

ins.

Now

try

subtr

acting

the s

malle

r num

ber

from

the larg

er

one.

Nu

mb

er

ga

me

2

♦

Put

som

e d

om

inoes f

ace d

ow

n.

♦

Shuff

le t

hem

.

♦

Each c

hoose a

dom

ino.

♦

Multip

ly t

he t

wo n

um

bers

on y

our

dom

ino.

♦

Whoever

has t

he b

igg

est

answ

er

keeps t

he t

wo d

om

inoes.

♦

The w

inner

is t

he p

ers

on w

ith t

he m

ost

dom

inoes w

hen t

hey

have a

ll been u

sed.

A b

oo

klet

fo

r p

aren

ts

Hel

p yo

ur c

hild

with

mat

hem

atic

s

Tar

get

s fo

r p

up

ils

in Y

ear

4

2

Lo

ok

ing

aro

un

d

Choose a

room

at

hom

e.

Challe

ng

e y

our

child

to s

pot

20 r

ight

ang

les in it.

Dic

ey d

ivis

ion

You e

ach n

eed a

pie

ce o

f paper.

Each o

f you s

hould

choose f

ive

num

bers

fro

m t

he lis

t belo

w a

nd w

rite

them

on y

our

paper.

5

6

8

9

1

2

15

2

0

30

4

0

50

♦

Take t

urn

s t

o r

oll

a d

ice.

If t

he n

um

ber

you r

oll

div

ides e

xactly into

one o

f your

num

bers

, th

en c

ross it

out,

e.g

. you r

oll

a 4

, it g

oes into

8,

cro

ss o

ut

8.

♦

If y

ou r

oll

a 1

, m

iss t

hat

go.

If y

ou r

oll

a 6

have a

n e

xtr

a g

o.

♦

The f

irst

to c

ross o

ut

all

five o

f th

eir

num

bers

win

s.

Su

m i

t u

p

♦

Each p

layer

needs a

dic

e.

♦

Say: Go!

Then e

ach r

olls

a d

ice a

t th

e s

am

e t

ime.

♦

Add u

p a

ll th

e n

um

bers

show

ing

on y

our

ow

n d

ice,

at

the s

ides a

s

well

as a

t th

e t

op.

♦

Whoever

has t

he h

ighest

tota

l score

s 1

poin

t.

♦

The f

irst

to g

et

10 p

oin

ts w

ins.

Ou

t an

d a

bo

ut

♦

Choose a

thre

e-d

igit c

ar

num

ber,

e.g

. 569.

♦

Make a

subtr

action f

rom

this

, e.g

. 56 –

9.

♦

Work

it

out

in y

our

head.

Say t

he a

nsw

er.

♦

If y

ou a

re r

ight,

score

a p

oin

t.

♦

The f

irst

to g

et

10 p

oin

ts w

ins.

H5

69

TP

K

Tar

get

s –

Yea

r 4

2 A

bo

ut

the t

arg

ets

T

hese t

arg

ets

show

som

e o

f th

e t

hin

gs c

hild

ren s

hould

be a

ble

to

do b

y t

he e

nd o

f Y

ear

4.

A t

arg

et

may b

e m

ore

com

ple

x t

han it

seem

s,

e.g

. child

ren m

ay

be a

ble

to s

ubtr

act

497 f

rom

506 b

y w

riting

it

in c

olu

mns w

ithout

realis

ing

it

is q

uic

ker

to c

ount

on f

rom

497 u

p t

o 5

06 in t

heir

heads.

By t

he

en

d o

f Y

ea

r 4

, m

os

t c

hil

dre

n s

ho

uld

be

ab

le t

o…

Fu

n a

cti

vit

ies t

o d

o a

t h

om

e

Dic

ey t

en

s

For

this

gam

e y

ou n

eed a

1–100 s

quare

(a s

nakes a

nd ladders

board

will

do),

20 c

ounte

rs o

r coin

s,

and a

dic

e.

♦

Take t

urn

s.

♦

Choose a

tw

o-d

igit n

um

ber

on t

he b

oard

e.g

. 24.

♦

Roll

the d

ice.

If y

ou r

oll

a 6

, m

iss t

hat

turn

.

♦

Multip

ly t

he d

ice n

um

ber

by 1

0,

e.g

. if y

ou r

oll

a 4

, it b

ecom

es 4

0.

♦

Either

add o

r subtr

act

this

num

ber

to o

r fr

om

your

two-d

igit

num

ber

on t

he b

oard

, e.g

. 24 +

40 =

64.

♦

If y

ou a

re r

ight,

put

a c

oin

on t

he a

nsw

er.

♦

The f

irst

to g

et

10 c

oin

s o

n t

he b

oard

win

s.

Know

the 2

, 3,

4,

5 a

nd 1

0 t

imes t

able

s b

y h

eart

, e.g

. know

fa

cts

lik

e 7

x 5

and 3

6 ÷

4.

R

ound n

um

bers

lik

e 6

72 t

o t

he n

eare

st

10 o

r 100.

W

ork

out

that

a s

imple

fra

ction lik

e 2

/ 6 is e

quiv

ale

nt

to 1

/ 3.

W

ork

out

sum

s lik

e 2

6 +

58 a

nd 6

2 –

37 in t

heir

heads.

W

ork

out

sum

s lik

e 2

34 +

479 o

r 791 –

223 u

sin

g p

encil

and

paper

and w

riting

them

in c

olu

mns.

M

ultip

ly n

um

bers

lik

e 3

8 b

y 1

0 o

r by 1

00,

and d

ivid

e n

um

bers

lik

e 4

200 b

y 1

0 o

r by 1

00.

M

ultip

ly a

nd d

ivid

e n

um

bers

up t

o 1

00 b

y 2

, 3,

4 o

r 5,

and f

ind

rem

ain

ders

, e.g

. 36 x

3,

87 ÷

4.

Chang

e p

ounds t

o p

ence a

nd c

entim

etr

es t

o m

etr

es,

and v

ice

vers

a,

e.g

. w

ork

out

that

£3.4

5 is t

he s

am

e a

s 3

45p,

and t

hat

3.5

metr

es is t

he s

am

e a

s 3

50 c

entim

etr

es.

T

ell

the t

ime t

o t

he n

eare

st

min

ute

and u

se a

sim

ple

tim

eta

ble

.

P

ick o

ut

shapes w

ith s

imila

r fe

atu

res,

e.g

. shapes w

ith s

ides

the s

am

e leng

th,

or

with r

ight

ang

les,

or

sym

metr

ical shapes.

U

se +

, –,

x,

÷ t

o s

olv

e p

roble

ms a

nd d

ecid

e w

heth

er

it is b

est

to c

alc

ula

te in t

heir

head o

r on p

aper.

is w

ork

ing

on t

he t

arg

ets

that

are

tic

ked.

A b

oo

klet

fo

r p

aren

ts

Hel

p yo

ur c

hild

with

mat

hem

atic

s

Tar

get

s fo

r p

up

ils

in Y

ear

4

3

Pa

irs

to

10

0

This

is a

gam

e f

or

two p

layers

.

♦

Each d

raw

10 c

ircle

s.

Wri

te a

diffe

rent

two-d

igit n

um

ber

in e

ach

cir

cle

– b

ut

not

a ‘te

ns’ num

ber

(10,

20,

30,

40…

).

♦

In t

urn

, choose o

ne o

f th

e o

ther

pla

yer’

s n

um

bers

.

♦

The o

ther

pla

yer

must

then s

ay w

hat

to a

dd t

o t

hat

num

ber

to

make 1

00,

e.g

. choose 6

4,

add 3

6.

♦

If t

he o

ther

pla

yer

is r

ight,

she c

rosses o

ut

the c

hosen n

um

ber.

♦

The f

irst

to c

ross o

ut

6 n

um

bers

win

s.

Mu

gs

You n

eed a

1 litre

measuri

ng

jug

and

a s

ele

ction o

f diffe

rent

mug

s,

cups o

r beakers

.

♦

Ask y

our

child

to f

ill a

mug

with w

ate

r.

♦

Pour

the w

ate

r care

fully

into

the jug

.

♦

Read t

he m

easure

ment

to t

he n

eare

st

10 m

illili

tres.

♦

Wri

te t

he m

easure

ment

on a

pie

ce o

f paper.

♦

Do t

his

for

each m

ug

or

cup.

♦

Now

ask y

our

child

to w

rite

all

the m

easure

ments

in o

rder.

All

th

e s

ixe

s

Tim

e y

our

child

whil e

he /

she d

oes

one o

r m

ore

of

these

.

♦

Count

in s

ixes t

o 6

0.

♦

Count

back in s

ixes f

rom

60 t

o z

ero

.

♦

Sta

rt w

ith 4

. C

ount

on in s

ixes t

o 7

0.

♦

Sta

rt w

ith 6

9.

Count

back in s

ixes t

o 3

.

Next

week,

try t

o b

eat

the r

ecord

.

Tar

get

s –

Yea

r 4

3 A

bo

ut

the t

arg

ets

T

hese t

arg

ets

show

som

e o

f th

e t

hin

gs c

hild

ren s

hould

be a

ble

to

do b

y t

he e

nd o

f Y

ear

4.

A t

arg

et

may b

e m

ore

com

ple

x t

han it

seem

s,

e.g

. child

ren m

ay

be a

ble

to s

ubtr

act

497 f

rom

506 b

y w

riting

it

in c

olu

mns w

ithout

realis

ing

it

is q

uic

ker

to c

ount

on f

rom

497 u

p t

o 5

06 in t

heir

heads.

By t

he

en

d o

f Y

ea

r 4

, m

os

t c

hil

dre

n s

ho

uld

be

ab

le t

o…

Fu

n a

cti

vit

ies t

o d

o a

t h

om

e

Left

overs

♦

Take t

urn

s t

o c

hoose a

tw

o-d

igit n

um

ber

less t

han 5

0.

♦

Wri

te it

dow

n.

Now

count

up t

o it

in f

ours

. W

hat

num

ber

is

left

over?

♦

The n

um

ber

left

is t

he n

um

ber

of

poin

ts y

ou s

core

, e.g

.

Choose 2

7.

Count:

4,

8,

12,

16,

20,

24.

3 left

over

to g

et

to 2

7.

So y

ou s

core

3 p

oin

ts.

♦

The f

irst

pers

on t

o g

et

12 o

r m

ore

poin

ts w

ins.

Now

try

the s

am

e g

am

e c

ounting

in t

hre

es,

or

in f

ives.

Can y

ou s

pot

whic

h n

um

bers

will

score

you p

oin

ts?

Know

the 2

, 3,

4,

5 a

nd 1

0 t

imes t

able

s b

y h

eart

, e.g

. know

fa

cts

lik

e 7

x 5

and 3

6 ÷

4.

R

ound n

um

bers

lik

e 6

72 t

o t

he n

eare

st

10 o

r 100.

W

ork

out

that

a s

imple

fra

ction lik

e 2

/ 6 is e

quiv

ale

nt

to 1

/ 3.

W

ork

out

sum

s lik

e 2

6 +

58 a

nd 6

2 –

37 in t

heir

heads.

W

ork

out

sum

s lik

e 2

34 +

479 o

r 791 –

223 u

sin

g p

encil

and

paper

and w

riting

them

in c

olu

mns.

M

ultip

ly n

um

bers

lik

e 3

8 b

y 1

0 o

r by 1

00,

and d

ivid

e n

um

bers

lik

e 4

200 b

y 1

0 o

r by 1

00.

M

ultip

ly a

nd d

ivid

e n

um

bers

up t

o 1

00 b

y 2

, 3,

4 o

r 5,

and f

ind

rem

ain

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