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
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.