Year 4 Summer Term 2

Maths

Summer Term 2
Week 1 Add two 2-digit numbers or a 2-digit number to a 3- or 4-digit number mentally; subtract 2-, 3- and 4-digit numbers using counting up; derive factors of 2-digit numbers and use factors and doubling to solve multiplication mentally; solve integer scaling problems using mental strategies and spot a relationship between products; solve correspondence problems, using a systematic approach and calculate using mental multiplication strategies
Week 2 Solve written addition of two 4-digit numbers; add amounts of money (pounds and pence) using column addition; solve 4-digit minus 4-digit and 4-digit minute 3-digit subtractions using written column method (decomposition) and check subtraction with addition; solve word problems choosing an appropriate method
Week 3 Use coordinates to draw polygons; find the coordinates of shapes after translation; draw and interpret bar charts and pictograms; draw line graphs and understand that intermediate points have meaning
Week 4 Use the vertical algorithm (ladder) to multiply 3-digit numbers by 1-digit numbers; find non-unit fraction of amounts, using ʻchunkingʼ; add fractions with like denominators, including totals greater than 1; divide by 10 and 100 (to give answers with 1 and 2 decimal places)
Week 5 Multiply 2-digit numbers by 11 and 12; look for patterns and write rules; multiply 2-digit numbers by numbers between 10 and 20 using the grid method; begin to use the grid method to multiply pairs of 2-digit numbers; use mental strategies and tables facts to divide 2-digit and 3-digit numbers by 1-digit numbers to give answers between 20 and 50, with and without remainders; find non-unit fractions of amounts
Week 6

Literacy

Summer Term 2
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7

Science

Summer Term 2
Week 1 Remind children of MRS NERG – mnemonic for the seven characteristics of living things. Define a habitat and establish that animals & plants live in a particular habitat to meet their basic needs. Children name living things in a range of habitats.
Week 2 Explain that there are about 9 million different living things on Earth & discuss why is it useful to classify them to aid identification. Make chn aware of the importance of careful observations of living things. Look at recently discovered species.
Week 3 Organise a field trip in the school grounds or in the local environment. Observe &/or collect minibeasts & record them & any evidence (including plants) to show why the habitat is suitable for them. Use identification charts. Make a guide for other children!
Week 4 Use liquorice allsorts to model how simple classification keys work. Introduce children to available software for creating branching databases or dichotomous keys. Children create their own classification key for the minibeasts collected in Session C. Check each other’s!
Week 5 Remind children of the feeding relationship (food chains) between different living things in a particular habitat (Y2). Find out how food chains can be built into complex webs & weave one together. Discuss what happens if one link in the chain is removed.
Week 6 Discuss natural & human-led changes in environments, both positive & negative, e.g. nature reserves, ecologically planned parks & garden ponds OR population, litter & deforestation. Children research & report on a particular issue. Set up a litter enquiry.
Week 7 Find out how habitats are managed, both in the past & present. Discuss what happens to unmanaged habitats. Study in depth a local habitat that is being managed. Finish litter enquiry. Write Estate Agent-style description for a minibeast habitat!