In this worksheet, children explore numbers up to 100,000. They are introduced to the ten-thousands column in a place value chart and begin to understand the multiples of 10,000. This can be reinforced using a number line to 100,000. Both place value counters and plain counters are used in place value charts, allowing for discussion about the values of the columns. Watch for: Children are likely to use “thousands” and “millions” in everyday speech more often than “tens of thousands” or “hundreds of thousands”, so they may miss out place value columns in between. Children may find numbers with several placeholders difficult, for example 40,020 Children may need support in deciding when to use the word “and” when saying numbers, for example 3,200 does not use “and” but 3,020 does.

In this worksheet, children develop their understanding of place value by exploring the relationship between numbers in different columns. As well as adjacent columns, they look at columns that are further apart, for example considering the number of tens needed to make 2,000 and then multiples of 2,000. Children can use both place value charts and charts to support their understanding. Exchanging with place value counters as extra support is also helpful. Ask, “How can you tell if a number is a power of 10?” “Is this number a multiple of a power of 10?” “How can you tell?” Watch for: Children may not realise that the overall effect of, for example, × 10 followed by × 10 is × 100.

They can use a variety of representations to help them, such as place value counters, place value charts and number lines, but the main focus of the worksheet is to compare and order using the place value of the digits within the numbers. Children first compare pairs of numbers and then move on to ordering sets of three or more numbers

Children be able to add and subtract 10, 100 and 1,000 to and from a given number, using their place value knowledge rather than formal written methods. Ask, “What is the value of each digit in the number?” " How can you represent the number in a different way?" “Which digit or digits would change in value if you added a 10/100/1,000 counter?” “How do you write the number in words?” Watch for : Children may not yet have fully grasped placeholders, for example reading 309 as thirty-nine. Children may rely on the column method of addition and subtraction when this is not necessary. Children may not use, or may misplace, the comma when writing numbers greater than or equal to 1,000.

Children be able to add and subtract 10, 100 and 1,000 to and from a given number, using their place value knowledge rather than formal written methods. Ask, “What is the value of each digit in the number?” " How can you represent the number in a different way?" “Which digit or digits would change in value if you added a 10/100/1,000 counter?” “How do you write the number in words?” Watch for : Children may not yet have fully grasped placeholders, for example reading 309 as thirty-nine. Children may rely on the column method of addition and subtraction when this is not necessary. Children may not use, or may misplace, the comma when writing numbers greater than or equal to 1,000.

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 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?”

This is support mat featuring Decimals in Year 4. Significant help for parents, children and teachers. Great for homework and homeschooling. It can be used as a visual display in the classroom or on the desk.

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.

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?”

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.

In this worksheet, children revisit the use of the column method for addition and learn to apply this method to numbers with more than four digits. As a support in this step the place value counters, and place value charts will be extremely helpful. These representations are particularly useful when performing calculations that require an exchange. Ask, “Will you need to make an exchange?” “Which columns will be affected if you do need exchange?” " How do you know?" Watch for: Children may not line up the numbers in the columns correctly.

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 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?

Model making, drawing and writing decimal numbers, showing that the decimal point is used to separate whole numbers from decimals. 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. Children may forget to include the decimal point. If the number of tenths reaches 10, children may call this “zero point ten” and write 0.10 rather than exchanging for 1 one. Children may confuse the words “tens” and “tenths”. Questions to help with understaning the topic: If a whole is divided into 10 equal parts, what is the value of each part? How can you represent the decimal How are decimals like fractions? using a model? How can you convert between tenths as fractions and tenths as decimals? How is 1/10 like 0.1? How is it different?

Children subtract up to 4-digit numbers, with one exchange. They complete the formal written method alongside any visual resources to support understanding. Before subtracting each column, ask, Do you have enough ones/tens/hundreds to subtract ____ ? If not, then an exchange is needed. The exchange could take place from the tens, hundreds or thousands, but there is only one exchange per calculation

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.

Children use a place value chart and place value counters to answer the questions. They exchange the counters when needed. They then solve the calculations already written in the formal method.

Children work out subtraction word problems and correct the mistake and explain the exchange and possible misconceptions.

These worksheets display numbers with up to 2 decimal places. Using a hundred piece of base 10 as 1 whole, a ten piece as a tenth and a one piece as a hundredth shows children that they can exchange, for example, 10 tenths for 1 whole, or 10 hundredths for 1 tenth. A hundred square where each part represents 1 hundredth, or 0.01, can also help children to see the relationship between a hundredth, a tenth and a whole. Children make decimal numbers using place value counters in a place value chart and read and write the numbers, as well as working out the value of each digit in the number. They also explore partitioning decimal numbers in a variety of ways. When reading or writing a number, children may say “one point twenty-four” instead of “one point two four”. When there are hundredths but no tenths in a number, children may forget to include the zero placeholder in the tenths column. You can use these questions to challenge your child. Can you partition the decimal number different ways? How many tens are there in 100? How many ones are there in 10/100? How many 0.1s are there in 1? How many 0.01s are there in 0.1?