Year 4 Maths
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Year 4 programme of study (statutory requirements) 
Notes and guidance (nonstatutory) 
Number, place value and rounding Pupils should be taught to
(thousands, hundreds, tens, and ones)

Number, place value and rounding Using a variety of representations, including measures, pupils should become fluent in the order and place value of numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time. 
Addition and subtraction Pupils should be taught to:

Addition and subtraction Pupils should continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency. 
Multiplication and division Pupils should be taught to:

Multiplication and division Pupils should continue to practise recalling and using multiplication tables and related division facts to aid fluency. Pupils should practise mental methods and extend this to three digit numbers to derive facts, for example 200 × 3 = 600 into 600 ÷ 3 = 200, to become fluent. Pupils should practise to become fluent in the efficient written method of short multiplication for multiplying using multidigit numbers, and short division with exact answers when dividing by a onedigit number. Pupils should write statements about the equality of expressions (e.g. use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). Pupils should solve twostep problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children. 
Fractions Pupils should be taught to:

Fractions Pupils should connect hundredths to tenths and place value and decimal measure. They should extend the use of the number line to connect fractions, numbers and measures. Pupils should understand the relation between nonunit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths. Pupils should associate fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils should use factors and multiples to recognise equivalent fractions and simplify where appropriate (e.g. ^{6}/_{9} = ^{2}/_{3} or ^{1}/_{4} = ^{2}/_{8}). Pupils should continue practice in adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole. They should practise counting using simple fractions and decimal fractions, both forwards and backwards. 
Decimals and fractions Pupils should be taught to:

Decimals and fractions
Pupils should be taught throughout that decimals and fractions are different ways of expressing numbers.
Pupils’ understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole numbers by 10 and later 100.
Pupils should learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with one or two decimal places in multiple ways, such as on number lines. 
Measures Pupils should be taught to:

Measures
Pupils should use multiplication and their knowledge of place value to convert from larger to smaller units.
They should relate area to arrays and multiplication. Pupils should build on their understanding of decimal notation to record measures. 
Geometry: properties of shapes Pupils should be taught to:

Geometry: properties of shapes Pupils should continue to classify shapes using geometrical properties, extending to classifying different triangles (e.g. isosceles, equilateral, scalene) and quadrilaterals (e.g. parallelogram, rhombus, trapezium). Pupils should compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular. Pupils should draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams. 
Geometry: position, direction, motion Pupils should be taught to:

Geometry: position, direction, motion Pupils should draw a pair of axes in one quadrant, with equal scales and integer labels. They should read, write and use pairs of coordinates (2, 5), including using coordinateplotting ICT tools. 
Data Pupils should be taught to:

Data Pupils should understand and use a greater range of scales in their representations. Pupils should begin to relate the graphical representation of data to recording change over time.
