1. Year 4
Block A

2. 4A1
I can partition and recognise the value of each digit in 4 digit numbers up to ARE: 4
I can solve number and practical problems that involve all of the skills in this unit with increasingly large numbers.
I can explain how I add and subtract two-digit numbers in my head.
I can estimate and check the result of a calculation.
I can add and subtract a 4 digit number and hundreds mentally using jottings to support me.
I can round any number to the nearest 10.
I can identify factor pairs.
I can count from zero in multiples of 6 and 9.
I can recall and use multiplication and division for the 6 and 9 times tables.
I can read Roman numerals 1-10
(1-X).
I can identify, represent and estimate numbers using different representations. ARE: 6
I can order 4 digit numbers.

3. I can read and write numbers to 10 000 in numerals and words. 4A2
I can partition and recognise the value of each digit in 4 digit numbers up to
I can read and write numbers to in numerals and words.
4A2
I can explain how I solve problems, using diagrams and symbols to help me.
I can count from zero in multiples of 7 and 11.
I can recall and use multiplication and division for the 7 and 11 times tables.
I can estimate and check the result of a calculation.
I can solve number and practical problems that involve all of the skills in this unit with increasingly large numbers.
I can find 100 more or less than a given number.
I can round any number to the nearest 10 or 100.
I can recognise and use factor pairs in mental calculation for x and ÷. ARE: 15
I can read Roman numerals 1-50
(1-L).
I can identify, represent and estimate numbers using different representations.
I can begin to compare and order numbers beyond ARE: 2

4. I can read Roman numerals to 100 (1-C). ARE: 5
I understand how the number system has changed over time.
I can compare and order numbers up to
I can compare numbers with the same decimal places up to 2 decimal places.
I can work out how to solve problems with one or two steps.
I can estimate and check the result of a calculation when I solve problems.
I can solve number and practical problems that involve all of the skills in this unit with increasingly large numbers. ARE: 9
I can begin to understand the place value of decimals to one decimal place.
I can add and subtract a 4 digit number and hundreds mentally, finding 100 or 1000 more or less than a given number. ARE: 3
I can round any number to the nearest 10, 100 or ARE: 7
I can derive facts linked to the multiplication tables that I know (e.g. If I know that 4x6=24, I also know that 24÷6=4 and 240÷6=40).
I can count from zero in multiples of 6, 7, 9, 11, 12, 25 and ARE: 1
I can recall and use multiplication and division facts up to 12x12.
I can count backwards through zero to include negative numbers. ARE: 8

5. Year 4
Block B

6. I know and can identify isosceles, equilateral and scalene triangles
4B1
I can use a protractor to measure angles.
I can plot specified points and draw sides to complete a given polygon.
ARE: 45
I can use ICT to help me solve problems.
I can record my sorting and classifying in appropriate tables and charts.
I can solve problems involving symmetry and coordinates in the first quadrant.
I can describe positions on a 2-D grid as coordinates in the first quadrant. ARE: 44
I can describe movements between positions as translations of a given unit to the left/right and up/down. ARE: 43
I can identify acute angles.
I can compare & classify geometric shapes, including triangles, based on their properties and sizes. ARE: 39
I can compare lengths and angles in order to identify if shapes are regular or irregular.

7. I can use ICT to help me solve problems.
I know and can identify the quadrilaterals; parallelogram, rhombus and trapezium
4B2
I can recognise and use factor pairs in mental calculation for x and ÷. ARE: 15
I can complete a simple symmetric figure with respect to a specific line of symmetry with different orientations of lines of symmetry. ARE: 41
I can use ICT to help me solve problems.
I can record my sorting and classifying in appropriate tables and charts.
I can solve problems involving symmetry and coordinates in the first quadrant.
I can draw a pair of axes in one quadrant, with equal scales and integer labels.
I can read , write and use pairs of coordinated (2,5) including using coordinate-plotting ICT tools.
I can identify obtuse angles.
I can compare & classify geometric shapes, including quadrilaterals, based on their properties and sizes.
I can compare lengths and angles in order to identify if shapes are regular or irregular.

8. I know and can identify; isosceles, equilateral and scalene triangles and the quadrilaterals; parallelogram, rhombus and trapezium
4B3
I can derive facts linked to the multiplication tables that I know (e.g. If I know that 4x6=24, I also know that 24÷6=4 and 240÷6=40).
I can complete a simple symmetric figure with respect to a specific line of symmetry with different orientations of lines of symmetry.
I can recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the reflected shape
I can use ICT to help me solve problems.
I can record my sorting and classifying in appropriate tables and charts.
I can solve problems involving symmetry and coordinates in the first quadrant.
I can identify lines of symmetry in 2-D shapes presented in different orientations.
ARE: 40
I can identify acute and obtuse angles. ARE: 42
I can compare and order angles up to two right angles by size. ARE: 42

9. Year 4
Block C

10. I can add and subtract numbers with up to 2 digits using the formal written methods of columnar addition and subtraction where appropriate.
4C1
I can recall and use multiplication and division for the 6 and 9 times tables.
I can estimate and use inverse operations to check answers to a calculation.
ARE: 11
I can solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
I can solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one-digit (e.g. distributive law 39 x 7 = 30 x x 7 ).
I can use place value, known and derived facts to multiply and divide mentally, including multiplying by 0 and 1
I can multiply two-digit numbers by a one-digit number.
I can count from zero in multiples of 6 and 9.

11. I can count from zero in multiples of 7 and 11.
I can add and subtract numbers with up to 3 digits using the formal written methods of columnar addition and subtraction where appropriate.
4C2
I can recall and use multiplication and division for the 7 and 11 times tables.
I can estimate and use inverse operations to check answers to a calculation.
I can solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. ARE: 12
I can solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one-digit (e.g. distributive law 39 x 7 = 30 x x 7 ),
I can use place value, known and derived facts to multiply and divide mentally, including dividing by 1
I can multiply two-digit numbers by a one-digit number using formal written layout.
ARE: 16
I can count from zero in multiples of 7 and 11.

12. I can add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. ARE: 10
4C3
I can recall and use multiplication and division facts up to 12x12. ARE: 13
I can estimate and use inverse operations to check answers to a calculation.
I can solve addition & subtraction two-step problems in contexts, deciding which operations & methods to use & why.
I can solve problems involving multiplying & adding, including using the distributive law to multiply two-digit numbers by one-digit (e.g. distributive law 39 x 7 = 30x7 + 9x7 ),
I can solve integer scaling problems & harder correspondence problems such as n objects are connected to m objects. ARE: 17
I can use place value, known and derived facts to multiply and divide mentally, including multiplying together three numbers (e.g. I know and can use the associative law
2 x (3 x 4) = (2 x 3) x 4 & know
2 x 6 x 5 = 10 x 6.
ARE: 14
I can multiply two-digit and three-digit numbers by a one-digit number using formal written layout.
I can count from zero in multiples of 6, 7, 9, 11, 12, 25 and 1000.

13. Year 4
Block D

14. I can recognise that hundredths are made by dividing an object by a hundred. ARE: 19
I can use the number line to connect fractions, numbers and measures with numbers less than one.
4D1
I can count up and down in hundredths and recognise that hundredths arise when dividing tenths by 10. ARE: 18
I can count using simple fractions and decimal fractions both forwards and backwards.
I can recognise and show, using diagrams, families of common equivalent fractions. ARE: 20
I can identify, name and write equivalent fractions of a given fraction.
I can solve problems to calculate quantities and fractions to divide quantities, including non-unit fractions where the answer is a whole number.
ARE: 27
I can add and subtract several fractions with the same denominator (answers less than 1) ARE:21
I can recognise and write decimal equivalents of any number of tenths or hundredths. ARE: 23
I can recognise and write decimal equivalents to ¼; ½; ¾. ARE: 22
I understand that decimals and fractions are different ways of expressing proportions.

15. 4D2
I can recognise and write decimal equivalents of any number of tenths or hundredths.
ARE: 23
I can round decimals with one decimal place to the nearest whole number.
ARE: 24
I can add and subtract two fractions with the same denominator, even if the answer is more than one. ARE: 21
I can recognise that hundredths are made by dividing tenths by ARE: 19
I can use the number line to connect fractions, numbers and measures with numbers up to 10.
I understand that fractions and decimals are a way of expressing proportions.
I can compare and order decimal amounts and quantities (where all numbers have two decimal places). ARE: 25
I can solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.
I can solve simple measure and money problems involving fractions and decimals to one decimal place.

16. 4D3
I can recognise and write the decimal equivalents to ¼; ½ ; ¾
ARE: 22
I can find the effect of dividing a one- or two-digit number by 10 and 100, identifying units, tenths and hundredths.
ARE: 26
I can add and subtract several fractions with the same denominator, even if the answer is more than one.
I can recognise that hundredths are made by dividing an object by a hundred and dividing tenths by 10.
I can use the number line to connect fractions, numbers and measures with numbers beyond 10.
I understand that fractions and decimals are a way of expressing proportions.
I can compare and order decimal amounts and quantities (with the same number of decimal places).
I can solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. ARE: 27
I can solve simple measure and money problems involving fractions and decimals to two decimal places. ARE: 28

17. Year 4
Block E

18. I can read and write time in both analogue and digital 12 and 24 hour clocks.
I can read Roman numerals 1-12 (1-XII).
I can interpret discrete and continuous data using appropriate graphical methods.
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms and tables.
I can solve problems involving converting from hours to minutes; minutes to seconds.
I can measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres.
I can estimate and calculate different measures including money in pounds and pence.
I can present discrete and continuous data using appropriate graphical methods.
I can compare different measures including money in pounds and pence. ARE: 29
I convert time between analogue and digital 12 and 24 hour clocks.

19. I can read and write time in both analogue and digital 12 and 24 hour clocks (using Roman numerals from I to XII)
4E2
I can read and write numbers to
in numerals and words.
I can interpret discrete and continuous data using appropriate graphical methods, including bar charts.
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. ARE: 47
I can solve problems involving converting from hours to minutes; minutes to seconds; years to months.
I can find the area of rectilinear shapes by counting squares.
I can estimate and calculate different measures including money in pounds and pence. ARE: 30, 38
I can present discrete and continuous data using appropriate graphical methods, including bar charts.
I can convert between different measures (e.g. kilometre to metre; hour to minute).

20. I can find the area of rectilinear shapes by counting squares. ARE: 37
I can read and write time in both analogue and digital 12 and 24 hour clocks (using Roman numerals from I to XII)
4E3
I can begin to understand the place value of decimals to one decimal place.
I can measure & calculate the perimeter of a rectilinear figure (including squares) in centimetres & metres & can begin to record this in algebra (e.g. 2(a + b) where a & b are the dimensions in the same unit. ARE: 36
I can find the area of rectilinear shapes by counting squares. ARE: 37
I can interpret discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. ARE: 46
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
I can solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. ARE: 34
I can present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. ARE: 46
I can convert between different measure (e.g. kilometre to metre; hour to minute). ARE: 35
I can estimate, calculate and compare different measures including money in pounds and pence. ARE: 31
I convert time between analogue & digital 12 & 24 hour clocks. ARE: 32, 33
I can use an increasing range of scales in my representations