Pupils handle and name a wide variety of common 2-D and 3-D shapes including: At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.

Pupils describe the properties of shapes and objrctives how unknown angles and lengths can be derived from known measurements.

Pupils practise adding and subtracting fractions with the same denominator through a probpem of increasingly problem solving objectives year 4 problems to improve fluency. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

Pupils begin to relate the graphical representation of data to recording change over time.

### Problem Solving :

The comparison of measures includes simple scaling by integers for example, a given quantity or measure is twice as long or 5 times as high and this connects to multiplication. Pupils draw objectifes pair of axes in one quadrant, with equal scales and integer labels.

Tasks for KS1 children which focus on working systematically. Teaching should also ensure that pupils problem solving objectives year 4 shapes with increasingly complex geometric properties and that they learn the vocabulary they need to solvinh them. Pupils are introduced to the division of decimal numbers by one-digit whole numbers, initially, in practical contexts involving measures and money.

Problems should include the terms: To problem solving objectives year 4 this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. These lower primary tasks all specifically draw on pproblem use of visualising.

### Problem Solving | nzmaths

Pupils round answers to a specified degree of accuracy, for example, to the nearest 10, 20, 50, etc, but not to a specified number of significant figures. They read, write and use pairs of co-ordinates, for example 2, 5including using co-ordinate-plotting ICT tools. Notes and guidance non-statutory The pairs of terms: They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.

Through grouping and sharing small quantities, pupils begin to understand: This establishes commutativity and associativity of addition.

problem solving objectives year 4

## National curriculum in England: mathematics programmes of study

This feature draws together tasks which give learners opportunities to reason for different purposes. In this way they become fluent in and prepared for using digital hour clocks in year 4.

Teaching in geometry and measures should consolidate and extend knowledge developed in number. They connect estimation and rounding numbers to the use of measuring instruments. Pupils say, read and write decimal fractions and related tenths, hundredths and thousandths accurately and are confident in checking the reasonableness of their answers to problems.

They recognise and create repeating patterns with objects and with shapes. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.

## Problem Solving

For mental calculations with two-digit numbers, the answers could exceed For simple fractions with problem solving objectives year 4 decimal equivalents, pupils learn about rounding the decimal to three decimal places, or other appropriate approximations depending on the context.

Pupils understand and use a greater range of scales in their representations. The tasks in this collection encourage children to create, recognise, extend and explain number patterns.

Thank you for your feedback. Pupils work with a range of problem solving objectives year 4 and contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, problm arrays and to repeated addition. These problems are the foundation for later formal approaches to ratio and proportion. Notes and guidance non-statutory Pupils should connect hundredths to tenths and place value and decimal measure.

For example, they could recognise and find half a length, quantity, set of objects or shape.