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Table of Contents

 

GRADE 4

Book

Chp

Topics

Objectives

No

     

Read and write numbers up to 10 000.

1

Numbers To 10 000

Understand what each digit represents in a three- or four-digit number and partition into thousands, hundreds, tens and units.

   

• Compare pairs of three-digit or four-digit numbers, using the > and < signs.

• Count on and back in ones, tens, hundreds and thousands from four-digit numbers.

Find multiples of 10, 100, 1000 more/less than numbers of up to four digits, e.g. 3407 + 20 = 3427.

• Estimate where three- and four-digit numbers lie on empty 0–1000 or 0–10 000 lines.

• Round three- and four-digit numbers to the nearest 10 or 100.

2

More About Numbers

• Fnd a number in between each pair of three-digit or four-digit numbers.

• Recognise multiples of 5, 10 and 100 up to 1000.

Recognise and begin to know multiples of 2, 3, 4, 5, 6, 7, 8, 9 and 10, up to the tenth multiple.

• Recognise two- and three-digit multiples of 2, 5 and 10.

• Find some common multiples, e.g. for 4 and 5.

• Find factors of two-digit numbers.

• Sort numbers e.g. odd, even numbers and multiples of 2, 5 and 10.

• Recognise prime numbers up to 20 and find all prime numbers less than 100.

   

• Identify, describe, visualise, draw and make a wider range of 2D and 3D shapes

including the heptagon and octagon; use pinboards to create a range of polygons. Use spotty paper to record results.

Classify different polygons and understand whether a 2D shape is a polygon or not; identify regular and irregular polygons.

• Identify and sketch lines of symmetry in 2D shapes.

3

Shapes & Solids

• Investigate which nets will make a cube.

• Visualise 3D objects from 2D nets and drawings and make nets of common solids.

Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an open or closed cube.

Recognise the relationships between different 2D and 3D shapes, e.g. a face of a cube is a square.

4A

   

• Add any pair of four-digit numbers.

4

Addition and Subtraction

• Subtract any pair of four-digit numbers.

 

• Solve single and multi-step word problems involving addition and subtraction.

   

• Multiply a two- or three-digit number by a single-digit number.

• Multiply teens numbers by 3 and 5.

• Multiply multiples of 10 to 90 by a single-digit number.

• Divide two-digit numbers by single digit-numbers.

• Understand that division can leave some left over, i.e. a remainer.

Divide two- or three-digit numbers by single-digit numbers, including leaving a remainder.

5

Multiplication and Division

Begin to divide two-digit numbers just beyond 10× tables, e.g. 60 ÷ 5, 33 ÷ 3.

Decide whether to round an answer up or down after division, depending on the context.

Divide three-digit numbers by single-digit numbers, including those leaving a remainder and divide three-digit numbers by tens (no remainder) including sums of money.

• Explain reasons for a choice of strategy when multiplying or dividing.

   

• Recognise multiples of 5, 10 and 100 up to 1000.

Recognise and begin to know multiples of 2, 3, 4, 5, 6, 7, 8, 9 and 10, up to the tenth multiple.

6

Multiples, Factors and Prime Numbers

• Recognise two- and three-digit multiples of 2, 5 and 10.

• Find some common multiples, e.g. for 4 and 5.

   

• Find factors of two-digit numbers.

• Sort numbers e.g. odd, even numbers and multiples of 2, 5 and 10

• Recognise prime numbers up to 20 and find all prime numbers less than 100.

© 2011 Alston Publishing House Pte Ltd

Table of Contents

   

Devise the directions to give to follow a given path.

7

Position and Movement

Describe and identify the position of a square on a grid of squares where rows and columns are numbered and/or lettered.

Read and plot co-ordinates in the first quadrant.

   

Know that angles are measured in degrees and that one whole turn is 360° or four right angles; compare and order angles less than 180°.

Angles

Understand and use angle measure in degrees; measure angles to the nearest 5°;

8

identify, describe and estimate the size of angles and classify them as acute, right or

 

obtuse.

Understand that 1/2 is equivalent to 0.5 and also to 5/10.

© 2011 Alston Publishing House Pte Ltd