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The worksheet is aimed at those working towards age expected. In this worksheet, children subtract whole numbers with more than four digits, including using formal written methods (columnar subtraction). Place value chart and place value counters can be used for support. It is useful when performing calculations that require an exchange. Squared paper and labelled columns will support children in placing the digits in the correct columns. Children experience both questions and answers where zero appears in columns as a placeholder. For a support ask, “Which number goes at the top when using the column method?” “Does it matter if the numbers have different numbers of digits?” “How do you know which digits to “line up” in the calculation?” “How do you know if the calculation is a subtraction?”

A multiple of a number is any number that is in its times-table. A multiple is the result of multiplying a number by a positive integer. Children find sets of multiples of given numbers. Children understand and use rules of divisibility, which will be built upon in later learning. Ask, “How do you find the multiples of a number?” “What do you notice about the multiples of?” “What is the same and what is different about them?” “Can a number be a multiple of more than one number?”

Children build on their learning to round any number within 100,000 to the nearest 10, 100, 1,000 or 10,000. They should be confident with multiples of 10,000 and the process of rounding should also be familiar. Children need to realise that the midpoint of two multiples of 10,000 ends in 5,000, so they need to look at the digit in the thousands column to determine how to round the number. Be careful with the language of “round up” and “round down” in case children mistakenly change the wrong digits when rounding. The previous multiple of 10,000 is ____ The next multiple of 10,000 is ____ Ask, “Which multiples of 10,000 does the number lie between?” “Which place value column should you look at to round the number to the nearest 10, 100, 1,000, 10,000?” “What happens if a number lies exactly halfway between two multiples of 10,000?”

Add and subtract numbers with up to four digits using the formal written methods of columnar addition and subtraction where appropriate Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

Add and subtract numbers mentally with increasingly large numbers. In this worksheet, children recap and build on their learning from previous years to mentally calculate sums and differences using partitioning. They use their knowledge of number bonds and place value to add and subtract multiples of powers of 10. If they know that 3 + 4 = 7, then 3 thousand + 4 thousand = 7 thousand and 3,000 + 4,000 = 7,000. Children need to be fluent in their knowledge of number bonds to support the mental strategies. How does knowing that 6 + 3 = 9 help you to work out 60,000 + 30,000? “How can the numbers be partitioned to help add/subtract them?” "Are any of the numbers multiples of powers of 10? " “How does this help you to add/subtract them?”

The worksheet is aimed at those working towards age expected. In this worksheet, children recap their learning and extend their understanding to dealing with 4-digit numbers and adding and subtracting multiples of 1,000. The focus is on mental rather than written strategies. It is important to explore the effect of either adding or subtracting a multiple of 1, 10, 100 or 1,000 by discussing which columns always, sometimes and never change. For example, when adding a multiple of 100, the ones and tens never change, the hundreds always change and the thousands sometimes change, depending on the need to make an exchange.

The worksheet is aimed at those working towards age expected. In this worksheet, children use counters and cubes to build square numbers, and also to decide whether or not a given number is square. They learn that square numbers are the result of multiplying a number by itself. Through their knowledge of times-tables and practice over time, they should be able to recognise the square numbers up to 12 × 12. In this worksheet, they are introduced to notation for squared (2).

In these three worksheets, children develop their understanding of equivalent fractions within 1, mainly through exploring bar models. Children begin by finding equivalent fractions by splitting up models into smaller parts in a range of different ways. The key learning point is that as long as each of the existing parts are split equally into the same number of smaller parts, then the fractions will be equivalent. A common misconception is that children believe they can only split up existing parts into two equal sections, which limits the number of equivalent fractions that they will find. Children begin to use fraction walls to help create equivalent fraction families. Includes: Foundation worksheet - with answer sheet Core worksheet - with answer sheet Higher worksheet - with answer sheet

These are subtraction worksheets targeted at Year 4. There are 3 well differentiated worksheets and 3 reasoning activities with answers included. The first worksheet includes place value counters and base ten to help with subtraction, and reminders to exchange. The second worksheet includes place value, base ten tables and some word problems with subtractions. The third worksheet includes word problems to solve subtractions with 4-digit numbers. The reasoning activities include missing digits or numbers.

The worksheet is aimed at those working towards age expected. Children compare fractions where the denominator or numerators are the same. The examples and bar models support them. They find the equivalent fractions by using bar models. Extra reasoning sheet attached.

Children look at a variety of representations of tenths as decimals, up to the value of 1 whole. This leads to adding the tenths column to a place value chart for children to see how tenths fit with the rest of the number system and to understand the need for the decimal point. Useful challenging questioning: How are decimals like fractions? using a model? How can you convert between tenths as fractions and tenths as decimals? How is 2/10 like 0.2? How is it different?

This reasoning activity. When counting forwards, children should be aware that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. You can use support sentences: There are _____tenths in 1 whole. 1 whole is equivalent to _____ Ask, “How many tenths make whole?” “If I have ____ tenths in the tenths column, what number do you have?” “If you have 10 in the tenths column, can you make an exchange?”

The worksheet is aimed at those working towards age expected. As this is the first time that children may encounter decimal numbers and the decimal point, model making, drawing, writing decimal numbers and showing that the decimal point is used to separate whole numbers from decimals is extremely helpful. Children look at a variety of representations of tenths as decimals on the number line. This leads to representing the tenths in the bar models and finally in the place value charts. The place value chart shows how tenths fit with the rest of the number system and to understand the need for the decimal point. Watch for: Children may forget to include the decimal point. Children may confuse the words “tens” and “tenths”. You might ask them: "If a whole is split into 10 equal parts, then what is each part worth?

Children identify multiples including finding all multiples of the number, and common multiples of set of numbers. They solve problems involving multiplication including using their knowledge of multiples.

In this higher ability worksheet, children subtract whole numbers with more than four digits, including using formal written methods (columnar subtraction). They are challenged by applying their knowledge in solving world problems. Squared paper and labelled columns will support children in placing the digits in the correct columns. Children experience both questions and answers where zero appears in columns as a placeholder.

The worksheet is aimed at those working towards age expected. In this worksheet, children extend their knowledge to deal with larger numbers while consolidating their understanding of the place value columns that have been introduced this year. They partition numbers in the standard way (for example, into thousands, hundreds, tens and ones). Watch for: Children may make mistakes with the order of the digits when partitioning/recombining numbers with many digits. You can use these supporting sentences: The value of the first digit is _________. The value of the next digit is ___________. ________ is equal to _______ thousands, ________ tens and _____-ones.

The worksheet is aimed at those working towards age expected. Building on from the previous worksheet, children add two 4-digit numbers with one exchange in any column. The numbers can be made using place value counters in a place value chart, alongside the formal written method. When discussing where to start an addition, it is important to use language such as begin from the “smallest value column” rather than the “ones column” to avoid any misconceptions when decimals are introduced later in the year. After each column is added, ask, “Do you have enough ones/ tens/hundreds to make an exchange?" This question will be an important one in this worksheet , as the children do not know which column will be the one where an exchange is needed. Extra reasoning activity sheet.

The worksheet is aimed at those working towards age expected. This worksheet revisits learning from Year 3 around multiplying by 3 and the 3 times-table. Children explore the link between counting in 3s and the 3 times-table to understand multiples of 3 in a range of contexts. They use number tracks and hundred squares to represent multiples of 3. Ask: What is the next multiple of 3? What is the multiple of 3 before? How many 3s are there in?

Children explore how to recognise if a number is a multiple of 3 by f inding its digit sum: if the sum of the digits of a number is a multiple of 3, then the number itself is also a multiple of 3. Challenge by asking : How do you find the digit sum of a number? How can you tell if a number is a multiple of 3? Are the multiples of 3 odd or even?

Use this worksheet to stretch children’s understanding of long division. This worksheet is aimed at those working at greater depth. Children divide 4-digit numbers by 2-digit numbers. They are challenged by word problems and sometimes extra unnecessary information. Answer sheet attached.