The post Year 4 Reasoning About Number appeared first on URBrainy.

]]>Reasoning in Mathematics is the in-phrase at the moment and we have just published some great resources for Year 4 children. These concentrate on reasoning about number and working with thousands. When first encountering a new problem children need to make use of the knowledge they already have to help solve the problem. Our latest published set needs knowledge of rounding, whilst the working with thousands pages require logical thinking and working in a systematic way in order to reach a full answer.

Go to Year 4 Number and Place Value

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]]>The post Partitioning in Year 4 appeared first on URBrainy.

]]>Partitioning numbers is an important part of the new maths curriculum. In Year 4 children will be expected to partition numbers in the thousands into thousands, hundreds, tens and ones.

For example: 4 560 can be written as 456 tens; 45 hundreds and 6 tens; 4 thousands and 56 tens and so on.

Our latest sets of worksheets take a close look at partitioning and provide plenty of excellent practice.

Go to Year 4 Number and Place Value

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]]>The post Written Methods of Calculating in Year 4 appeared first on URBrainy.

]]>Once children have understood the formal written methods of calculating they still need plenty of practice in order to work quickly and accurately. Our latest sets of worksheets for Year 4 are ideal for this, keeping the numbers reasonably small and providing squared paper to work on. There are, of course, many more pages in our separate Addition, Subtraction, Multiplication and Division categories.

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]]>The post Year 4 Addition appeared first on URBrainy.

]]>Our latest sets of addition worksheets for Year 4 really do show the relationship between addition and subtraction. We have two sets where the missing number in an addition sentence has to be found, which requires either subtraction or ‘counting on’. The third and fourth sets have missing digits rather than missing whole numbers, and are the sort of problems that the teaching for mastery approach suggests using.

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]]>The post Year 4 division tables appeared first on URBrainy.

]]>Whilst we are all used to the traditional way of learning times tables it is important to be able to rapidly adapt the known information to solve number problems. For example, children may learn that 7 x 6 = 42 but they should be just as quick in finding 42 ÷ 7 = ?

We have just published two sets of worksheets which concentrate on these ‘division tables’ and are an excellent test of how well children know the times tables.

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]]>The post Interpret bar charts with negative numbers in Year 4 appeared first on URBrainy.

]]>We have an excellent collection of worksheets for Year 4 Statistics including tally charts, pictograms and bar charts and we have just published a tricky set on interpreting bar charts using negative numbers. This is not an explicit target for Year 4 although bar charts and negative numbers are separate targets, but this type of question has come up in the SATs with a Year 4 reference (S41).

Concentrating on temperatures in various cities around the world, the worksheets are excellent practice at working with negative numbers in a real-life context. For example: finding the difference in temperature between Oslo (3 degrees C) and Boston (-6 degrees C).

The bar charts themselves provide an excellent visual interpretation of the temperatures, much in the same way as bar modelling does as mentioned above.

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]]>The post Times Tables appeared first on URBrainy.

]]>Why learning times tables is important.

Knowing times tables is very important for children for many reasons. Perhaps the most obvious is that it saves time when calculating.

If a child has to count up in fives and count on fingers to know how many lots have been counted (i.e. 5, 10, 15, 20, 25, 30) it is going to take them a whole lot longer than knowing the answer ‘off by heart’. Knowing times tables up to at least 10 times 10 is an incredibly powerful tool and really does make maths easier.

Just as important is that the knowledge of times tables is needed to work out any written multiplication or division, whether the long or short method is used. Divide 39 by 7 for example. If we know that 5 times 7 is 35 then it is easy to see that 39 divided by 7 is 5 remainder 4. If we don’t know that 5 x 7 is 35 then the problem gets a whole lot harder. Not knowing these facts is a major reason why many children and indeed adults think that they are no good at maths and why division is one of the main problem areas in teaching maths.

The introduction to algebra also needs a good knowledge of times tables.

C = 6. What is 7C + 3? Easy if you know that 6 x 7 is 42. Just add another 3 to make 45.

What can I do to help?

Times tables will be taught at school, but every child works at a different rate. Some find learning facts by rote very easy, others really struggle. But there is a very limited time in school and much of the real work in learning tables will probably be done at home. Good old Mum and Dad!

How can they be learned? There are many different ways. Some believe that singing them really helps, others recite them, almost like a poem, whilst many children like to time themselves to see how quickly a table can be completed. Another option is a quick fire computer game and there is no reason why our maths games cannot be used. (You do need the Flash Player although we are hoping to bring out some new games in the near future which will not use the Flash Player.) All seem to have one thing in common – repetition. Even now in some classrooms the whole class recite a table; that was the way I first learnt them many, many years ago!

So what is the best thing to do in the short time available? Well, a great start will be to browse through the extensive collection of highly targeted worksheets that we have on the times tables. You will find each table written out in words, plenty of practice on individual tables as well as further work on mixed tables and even plenty of fun activities, all designed to help your child learn the times tables. All these pages can be found in the multiplication category of the year groups that the National Curriculum state that they should be learnt in:

Year 2: 2x, 5x and 10x tables

Year 3: 3x, 4x and 8x tables

Year 4: 6x, 7x, 9x, 11x and 12x tables.

But they can also be found as a complete collection in our category:

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]]>The post Year 4 Measurement appeared first on URBrainy.

]]>Measurement is a subject that can be easily overlooked but is very important for developing real life skills. Within the National Curriculum measurement includes measuring length, mass, temperature and volume/capacity. But it also includes money and time. For several year groups we have separate categories for money and time as they are each large topics in themselves.

Three very different aspects of measurement are the subject of our latest sets of worksheets for Year 4 children. The first looks at tricky mass/weight problems.

A typical example is:

An apple and a pear weigh 210 g.

Two apples and a pear weigh 0.305 kg

1. How much does one apple weigh in grams?

2. How much does one pear weigh in grams?

Why is this tricky?

For two main reasons.

Firstly, the weights are given in grams and kilograms and need converting to the same unit – in this case grams would make more sense.

Secondly the second answer can only be worked out if the first has been answered correctly.

These questions are typical of the type being promoted by ‘Mastery of Maths’ advocates and they certainly make children think about what they need to do to reach an answer.

The second set of worksheets takes a look at negative numbers in the context of reading thermometers or number lines.

The third set is all about converting minutes to hours and minutes and vice versa, again a process that needs two steps; dividing by 60 and working out remainders (or multiplying by 60 and adding).

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]]>The post Year 4 Short Division appeared first on URBrainy.

]]>Probably one of the hardest aspects of maths that children meet in Year 4 is short division. Short division is an abridged version of long division, involving more mental arithmetic but less written work.

The division calculation is started in the same way as long division, leaving space for the answer above the top bar. The rest is a step by step process, usually repeated several times which is quick and efficient. However, children do need to have some important skills at their fingertips. These are:

• a sound knowledge of times tables

• the ability to subtract at least 2-digit numbers ‘in their heads’

• the ability to estimate how many times one number will ‘go’ into another

• understand that multiplication is the inverse of division

Before even attempting the short method of division it is important to ensure that your child has the necessary skills above. If they don’t then time would be more valuably spent brushing up on these skills. If they do, then take a look at our short division pages, including how to go about it and plenty of new practice sheets which have been published this week.

An interesting question is which method, short or long, should be introduced first. Many years ago, when I was at school, I was taught the short method first for dividing by single digit numbers. The long method was only introduced for dividing by larger numbers. Over the past 20 years or so it has become fashionable to teach the long division method first as it clearly explains all the steps that need to be taken, before going on to short division. However, the latest national curriculum has short division coming before long division. It implies that long division is only used when dividing by larger numbers (at least 2-digits).

Go to our short division worksheets for Year 4.

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]]>The post New worksheets: Year 4 Number and Place Value appeared first on URBrainy.

]]>We have just published two sets of Year 4 maths worksheets which are proving to be very popular. The first looks at ordering football attendances with numbers beyond 1000, whilst the second looks at ordering the prices of holidays/cruises beyond 1000. Both these form a part of the new content for Year 4 maths, which is certainly challenging.

Below is a quick summary of what will be taught in Year 4 number and place value.

Count from 0 in multiples of 6, 7, 9, 25 and 1 000

Compare and order numbers beyond 1 000

Find 1 000 more or less than a given number

Recognise the place value of each digit in a 4-digit number

Read Roman numerals to 100

Identify, represent and estimate numbers using different representations

Round any number to the nearest 10, 100 or 1 000

Count backwards through zero to include negative numbers

Solve number and practical problems with increasingly large positive numbers.

Fortunately, we have superb resources on all these aspects of maths and continue to add to them on a regular basis.

Take a look at our Year 4 Number and Place Value worksheets.

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