Pupil Book 4A
Series Editor: Peter Clarke Authors: Elizabeth Jurgensen, Jeanette Mumford, Sandra Roberts
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Contents Unit 1
Page number
Week 1: Number – Number and place value Lesson 1: 4-digit numbers (1) Lesson 2: 4-digit numbers (2) Lesson 3: Ordering numbers beyond 1000 (1) Lesson 4: 1000s more or less Week 2: Number – Addition and subtraction Lesson 1: Mental addition Lesson 2: Mental subtraction Lesson 3: 1-step problems Lesson 4: 2-step problems Week 3: Geometry – Properties of shape Lesson 1: Symmetry in 2-D shapes Lesson 2: Reflecting 2-D shapes Lesson 3: Completing symmetrical patterns Lesson 4: Making repeating patterns
4 5 6 7 8 9 10 11 12 13 14 15
Unit 2 Week 1: Number – Multiplication and division, incl. Number and place value Lesson 1: 9 multiplication table Lesson 2: Using the 10 multiplication table to learn the 9 multiplication table Lesson 3: 6 multiplication table Lesson 4: Using other multiplication tables to learn the 6 multiplication table Week 2: Number – Fractions Lesson 1: Equivalent fractions (1) Lesson 2: Equivalent fractions (2) Lesson 3: Non-unit fractions (1) Lesson 4: Non-unit fractions (2) Week 3: Geometry – Position and direction Lesson 1: Translating a 2-D shape Lesson 2: Coordinates map Lesson 3: Plotting the points Lesson 4: Translations on a grid
16 17 18 19 20 21 22 23 24 25 26 27
2
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Unit 3
Page number
Week 1: Number – Addition and subtraction Lesson 1: Addition chains Lesson 2: Written addition (1) Lesson 3: Written addition (2) Lesson 4: Leisure centre problems Week 2: Number – Decimals Lesson 1: Decimal fractions Lesson 2: Comparing decimals Lesson 3: Rounding to the whole number Lesson 4: Sports day Week 3: Measurement (mass) Lesson 1: Recording mass using decimal notation Lesson 2: Multiples of standard weights Lesson 3: Estimating and rounding masses Lesson 4: Garden centre calculations
28 29 30 31 32 33 34 35 36 37 38 39
Unit 4 Week 1: Number – Multiplication and division, incl. Number and place value Lesson 1: Square numbers Lesson 2: 7 multiplication table Lesson 3: Finding factors Lesson 4: Solving problems using multiples Week 2: Number – Multiplication and division Lesson 1: Multiplication using partitioning Lesson 2: Multiplication using partitioning and the grid method Lesson 3: Multiplication using the expanded written method Lesson 4: Mental multiplications Week 3: Measurement (time) Lesson 1: Converting units of time Lesson 2: Using 12-hour clocks Lesson 3: Using 24-hour clocks Lesson 4: Changing times
40 41 42 43
Maths facts
52
44 45 46 47 48 49 50 51
3
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Unit 1, Week 1, Lesson 1
4-digit numbers (1) Recognise the place value of each digit in a 4-digit number Challenge
1
1 Write the 3-digit numbers shown by the Base 10. a
b
c
d
Example 2 Write the place value of each digit in these numbers. a Challenge
2
538
b
413
c
681
d
390
e
753 = 700 + 50 + 3
759
f
827
Example 1 Write the place value of each digit in these numbers. a
1295
b
2861
c
2649
d
3804
e
4736 = 4000 + 700 + 30 + 6
3382
f
4741
2 These numbers have been separated into 1000s, 100s, 10s and 1s. What is each number?
Challenge
3
a
4000
600
70
5
b 3000
200
30
7
c
5000
500
40
2
d 2000
700
10
8
1 What numbers have been separated into 1000s, 100s, 10s and 1s? a
20
400
1
5000
b
9
3000
10
600
c
4000
I’m thinking of a number ...
30 0 200 6
2 I’m thinking of a number. The 1000s digit is lower than 4. The 100s digit is 4. The 10s digit is even. The 1s digit is 6. Find eight possible numbers. 4
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Unit 1, Week 1, Lesson 2
4-digit numbers (2) Recognise the place value of each digit in a 4-digit number Challenge
1
Write the 4-digit numbers shown by the Base 10. a
b
c
d
Example
Challenge
2
1 Write the place value of each digit in these numbers.
1352 = 1000 + 300 + 50 +2 a
1247
b
2319
c
3184
d
3072
e
4713
2 Write the numbers represented by the money. a
b e
c
Challenge
3
d
1 I am thinking of a number. What is it? a It has one 1, eight 10s, nine 100s and five 1000s.
b It has four 100s, nine 1000s, six 1s and five 10s.
c It has eight 1000s, three 1s, seven 100s and two 10s.
I’m thinking of a number ... 2 What would be a good way to estimate the number of leaves on a tree? 5
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Unit 1, Week 1, Lesson 3
Ordering numbers beyond 1000 (1) Order and compare numbers beyond 1000 Challenge
1
1 Order each set of numbers, smallest to largest. a
476, 286, 361, 582, 234
b
511, 151, 501, 155, 265
c
755, 573, 675, 505, 615
d
287, 631, 167, 278, 218
e
3621, 1467, 4255, 2854
f
2765, 1432, 3362, 4106
2 These numbers are in order. What could the missing numbers be?
Challenge
2
a
287, 295,
c
623,
e
1254,
,
, 325, , 698,
, 1290,
, 361 , , 1299,
b
, 388,
, 415,
, 444
d
1000,
, 1087,
, 1104,
f
2500,
, 2530,
,
, 2580
1 Order each set of numbers, smallest to largest. a
4861, 2762, 1572, 3265
b
5087, 4206, 5208, 4062
c
4261, 4482, 4166, 4528
d
5207, 5057, 5177, 5507
e
4012, 5015, 5011, 4015
f
6643, 6628, 6649, 6612
2 a Use the number cards to make ten different 4-digit numbers. b Put the numbers in order, smallest to largest. Challenge
3
Use the four number cards to make as many different 4-digit numbers as you can. Organise your numbers in a systematic way to help. How many numbers can you make?
6
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Unit 1, Week 1, Lesson 4
1000s more or less Find 1000 more or less than a given number
Challenge
1
1 Write the number that is 1000 more than these numbers. a
365
b
276
c
831
d
3671
e
2995
f
4329
f
5439
f
2690
f
7321
2 Write the number that is 1000 less than these numbers. a
3825
b
3199
c
4794
d
4067
e
4326
Challenge
2
1 Write the number that is 2000 more than these numbers. a
3284
b
2862
c
3192
d
4629
e
5928
2 Write the number that is 2000 less than these numbers. a
5722
b
5063
c
4762
d
3981
e
6109
3 a Write six 4-digit numbers greater than 2000. b On either side of your number, write the number that is 2000 less and 2000 more. Challenge
3
Example 2877
4877
6877
1 Write the numbers that are 3000 more and less than these numbers. a
6341
b
3842
c
5999
d
4025
e
5827
2 a Write six 4-digit numbers greater than 4000. b On either side of your number, write the number that is 4000 less and 4000 more.
f
6297
Example 877
4877
8877
7
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Unit 1, Week 2, Lesson 1
Mental addition Use mental methods for addition Challenge
1
Challenge
2
a
243 + 40
b 226 + 70
c 357 + 30
d 425 + 60
e
372 + 40
f 351 + 80
g 462 + 70
h 438 + 80
i
263 + 300
j 421 + 400
k 514 + 200
l 167 + 500
m 285 + 600
n 493 + 400
o 332 + 200
p 428 + 500
Work out these calculations. Which can you do mentally? a
479 + 80
b 424 + 500
c 682 + 70
d 516 + 80
e
372 + 600
f 173 + 700
g 945 + 90
h 286 + 800
i
140 + 38
j 190 + 62
k 270 + 58
l 320 + 67
n 510 + 197
o 560 + 172
p 590 + 165
m 470 + 173
Challenge
3
1 Work out these calculations. Which can you do mentally? a
670 + 183
b 740 + 196
c 770 + 182
d 830 + 166
e
680 + 272
f 540 + 289
g 690 + 271
h 740 + 285 85
i
810 + 229
j 870 + 281
k 950 + 257
l 1050 + 237
n 1080 + 328
o 1250 + 426
p 1370 + 538
m 1030 + 252
2 Explain how to add mentally a 3-digit number and a 3- or 4-digit multiple of 10.
8
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Unit 1, Week 2, Lesson 2
Mental subtraction Use mental methods for subtraction
Challenge
1
a
176 − 40
b 253 − 30
c 247 − 40
d 283 − 60
e
235 − 60
f 213 − 40
g 346 − 50
h 362 − 80
i
365 − 200
j 428 − 200
k 481 − 300
l 537 − 300
m 529 − 400
n 631 − 200
o 617 − 400
p 682 − 300
Challenge
2
Work out these calculations. Which can you do mentally? a 462 − 200
b 451 − 70
c 588 − 90
d 407 − 70
e 583 − 300
f 627 − 60
g 761 − 80
h 743 − 500
i
372 − 130
j 385 − 180
k 467 − 150
l 428 − 140
m 483 − 210
n 538 − 230
o 581 − 250
p 549 − 280
Challenge
3
1 Work out these calculations. Which can you do mentally? a 537 − 250
b 586 − 310
c 693 − 270
d 715 − 240
e 783 − 260
f 801 − 180
g 846 − 270
h 956 − 360
i
j 927 − 310
k 968 − 370
l 1007 − 220
n 1038 − 180
o 1154 − 130
p 1285 − 940
984 − 330
m 1067 − 250
2 Explain how to subtract a 3-digit multiple of 10 from a 3- or 4-digit number.
9
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Unit 1, Week 2, Lesson 3
1-step problems
SCHO
Solve 1-step word problems in contextss
Wedn e
OL PL
sday
AY
night
The children in Year 3 and Year 4 are taking part in a school play. Challenge
1
1 On Wednesday, 68 tickets had been sold in advance but then 200 people arrived to buy tickets on the evening. How many people watched the play on Wednesday? 2 Year 4 always make the drinks to sell. They have prepared 150 cups of orange juice and 72 cups of apple juice. How many drinks have they made? 3 There were 224 seats put out for the play. 20 minutes before the play started, 70 were full. How many were still empty?
Challenge
2
1 140 seats had been put out in the hall, but 243 tickets had been sold. How many more seats did they need? 2 There were cookies for sale on Saturday evening. The stall started with 435 cookies and sold 240. How many were left? 3 On Friday evening 310 tickets were sold, on Saturday 168 tickets were sold. How many tickets were sold in total? 4 Thursday evening was when Year 3 and Year 4 parents came to see the play. 372 tickets had been sold. Year 3 parents had bought 190 of them. How many had Year 4 parents bought?
Challenge
3
1 Popcorn is always popular at the play. Year 3 made 665 bags to sell. After one night they had 365 bags left. How many had they sold? 2 Year 4 had prepared 486 cups of juice to sell one evening, but then the table collapsed and 190 were spilt. How many were left? 3 In total, 984 tickets were sold. On Thursday, 370 were sold. How many were sold on the other nights?
10
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Unit 1, Week 2, Lesson 4
2-step problems Solve 2-step word problems in contexts
SCHOOL P
Saturday n LAY ight
L PLhAtY O O H C S day nig The children in Year 3 and 4 are taking part in a school play.
Thurs
Challenge
1
1 On Thursday Year 3 sold 45 tickets, on Friday they sold 80 tickets and on Saturday they sold 200 tickets. How many did they sell altogether? 2 The first part of the play lasted 63 minutes and the second part lasted 59 minutes. The interval was 30 minutes. How long did the whole play last, including the interval? 3 Year 4 made 300 cakes to sell. 48 were sold on Thursday and 170 on Friday. How many were left?
Challenge
2
1 On Thursday Year 4 sold 163 tickets, on Friday they sold 140 tickets and on Saturday they sold 300 tickets. How many did they sell altogether? 2 The popcorn was selling quickly. At 7 p.m. there were 300 packs. By 7.30 p.m. 137 had been sold. By 8.00 p.m. another 162 were sold. How many were left? 3 The school printed 430 programmes. On Thursday they sold 274, and 150 were sold the next night. How many were left? 4 After the play on Saturday the 340 seats had to be put away. 60 were put away in the morning, and 73 at lunchtime. How many were still out?
Challenge
3
1 In the week before the play the children spent 320 minutes rehearsing. They did 125 minutes on Monday, 94 minutes on Tuesday and the rest on Wednesday. How long was Wednesday’s rehearsal? 2 The school hopes to raise €450 from the play. They made €238 on Thursday and €170 on Friday. How much more do they need to reach their target? 3 The teachers helped with the preparations for the play. They spent 98 minutes decorating the hall, 260 minutes getting the stage ready and 380 minutes making the costumes. How long did their preparations take? 11
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