Numeracy Strategy Objectives for year 4
The children
follow the National Numeracy Strategy
The main objectives for Year
4 listed below are intended to give you an idea of some of the
things your child should be able to do by the end of this year.
Some targets maybe more complicated than they seem and so will
involve your child meeting them more than once in the year and
possibly again in the following year.
- Use symbols
correctly,
including less than (<), greater than (>), equals (=).
- Round any positive integer
less than 1000 to
the nearest 10 or 100
- Recognise
simple fractions that are several parts
of a whole, and mixed
numbers, recognise the equivalence of simple fractions.
- Use known
number facts and place value to add or subtract mentally, including any pair
of two-digit whole numbers.
- Carry out
column addition
and subtraction
of two integers less than 1000, and column addition of more than
two such integers.
- Know by heart
facts for the 2, 3, 4, 5 and 10 multiplication tables
.
- Derive quickly
division
facts corresponding
to the 2, 3, 4, 5 and 10 multiplication tables.
- Find remainders after division.
- Know and
use the relationships between familiar units of
mass, capacity
- Classify
polygons,
using criteria such as number of right angles, whether or not
they are regular, symmetry properties
- Choose and
use appropriate number operations and ways of calculating (mental,
mental with jottings, pencil and paper) to solve problems
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Literacy Strategy Objectives for year 4
The children
follow the National Literacy Strategy
Listening and
Speaking
- To talk and listen with more
confidence in an increasing range of contexts e.g. discussion,
stories, poetry, debates etc.
- Children are developing their
ideas in thought first before speaking i.e. thinking their ideas
through.
- Able to describe events and
convey their opinions clearly.
- Are beginning to take notice
of standard English in vocabulary and grammar.
Understand that standard English is used in certain situations.
Reading
- To understand how writers
create imaginary worlds, particularly where this is original
or unfamiliar.
- To understand how settings
influence events and incidents in stories and how they affect
characters behaviour and to compare and contrast settings across
a range of stories.
- To understand how the use
of expressive and descriptive language can e.g. create moods,
arouse expectations, build tension, describe attitudes or emotions.
- To identify social, moral
or cultural issues in stories.
- To describe how a poet does
or does not use rhyme e.g. every alternative line, rhyming couplets,
no rhyme, and patterns of rhyme.
Writing
- To use photographs in story
writing to organise and sequence the story.
- To develop use of settings
in own writing, making use of work on adjectives and figurative
language to describe settings effectively.
- Note making to edit down
a sentence or passage by deleting the less important elements.
- To write own longer stories
in chapters from story plans.
- To write poems, experimenting
with different styles and structures, discuss if and why different
forms are more suitable than others.
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