Mathématiques 4e année

In Year 4, children learn to measure the flat space inside rectilinear shapes—shapes with straight sides meeting at right angles, such as rectangles or L-shapes—by counting the unit squares that cover them. They count complete squares on a grid to find the total area, compare which of two shapes is larger, and draw rectangles that match a specific area.

A frequent error occurs when children confuse area with perimeter. Instead of counting the square spaces that cover the inside of the shape, they often count the grid lines around the outside edge. Children can also lose track when a shape is only partly tiled, miscounting how many missing squares are needed to completely fill the space, or forgetting to adjust when a single tile covers two squares.

Worksheet tasks present shapes on square grids in various ways:

• Counting squares to find the total area of a rectangle or a shape formed by two rectangles.
• Calculating how many missing tiles are needed to complete a shape, or working out how many tiles are required when one tile covers two squares.
• Drawing a rectangle with a given area, or finding an unknown side length using a rectangle's area and its other side.
• Checking mathematical reasoning by spotting errors in someone else's answer or evaluating true-or-false statements about tiled shapes.

In Year 4, children recall and use division facts for all multiplication tables up to 12 × 12. They move beyond physical counting to link division directly to known times tables, writing number sentences using the division (÷) and equals (=) signs to calculate division facts rapidly within the tables.

Children often slip up by confusing near-multiples—for instance, answering 48 ÷ 6 with 7 instead of 8 because 6 × 7 = 42 is familiar. Mistakes also happen when division problems are presented with missing numbers in different positions, causing children to confuse the total amount being shared with the number of parts.

Worksheet tasks build fluency through both direct calculations and context-based problems, such as:

• Grouping and sharing scenarios, such as working out how many packs will there be, finding how many in one row, or deciding which sharing gives more per person.
• Table fluency drills, such as completing standard division within the table tasks or working out the missing number in what was it divided by.
• Reasoning challenges, including looking at completed sums to check the division and find the mistake or tackling division with one number too many.

At this stage, children use addition, subtraction, and inverse operations to solve missing number problems. They work with equations where an empty box represents an unknown value, including calculations with a missing addend or a missing number across a sum of three numbers. Crucially, they learn to treat the equals sign as a symbol of balance between two sides rather than simply a signal to calculate an answer.

A common error happens when children misread the structure of subtraction equations, such as □ – 14 = 26. Instead of adding the two known values to find the larger starting quantity, they often subtract them (calculating 26 – 14) because they see a minus sign. Another frequent issue is ignoring the balance of the equation entirely and writing the sum of the visible numbers straight into the box.

Worksheet tasks provide practice through varied formats, such as:

• Missing addends: finding what number completes an addition or a sum of three numbers.
• Subtraction boxes: identifying the starting number a value was taken from.
• Balancing representations: reading a balanced scale to determine the weight of a hidden block, or working out how many more are needed to make both sides equal.

In Year 4, children work towards fluent recall of their times tables, using multiplication facts that result in products up to 100. Building on the 2, 3, 4, 5, 8, and 10 times tables learned in earlier years, they connect the formal multiplication symbol (×) directly to concrete representations, such as counting equal groups or finding the total number of dots arranged in rows and columns.

A common mistake occurs when children shift from calculating forward to working backwards. When faced with an unknown factor, such as 8 × ___ = 56, children often multiply the two numbers they see (calculating 8 × 56) rather than recognising that they need to divide or work out how many times 8 fits into 56. Another frequent slip is adding the wrong amount when trying to derive a new fact from a known one, such as adding 6 instead of 7 when stepping from 7 × 6 to 7 × 7.

Practice worksheets reinforce these facts through varied activities:

• Finding the total by interpreting visual arrays or calculating equal groups altogether.
• Solving for a missing factor in number sentences within 100.
• Evaluating calculations to find the mistake, or determining which product is larger and by how much.
• Selecting the relevant values in calculations presented with one number too many.

In Year 4, children build on the knowledge that addition and multiplication can be done in any order, while subtraction and division cannot. Instead of simply working from left to right, children look across an entire calculation to spot smart combinations. They group numbers that pair nicely together—such as finding pairs that make round numbers across three or four terms—and balance equations where terms on either side of the equals sign have been swapped or rearranged.

A common mistake occurs when children try to apply these rearranging rules to subtraction or division, incorrectly assuming that numbers can be swapped around without changing the answer. Another frequent struggle is sticking rigidly to calculating from left to right out of habit, which leads to working with clumsy numbers and making careless arithmetic slips instead of using convenient pairings.

Worksheets for this skill present activities like Four terms, two convenient pairs and Choose the convenient order, where children pick the quickest calculation path before solving. Other tasks include What is missing on the other side to make it equal and A handy order of adding: true or false, prompting children to identify equivalent calculations and explain their strategy steps.

In Year 4, children move beyond simple counting to solve comparison, sum, and difference problems using information presented in tables and bar charts. They extract values for individual categories to calculate totals, compare values to determine which category has the most, and work out differences between amounts to answer questions such as how many more or how many fewer.

A common error occurs when children simply read off the value of a single category instead of performing the required calculation. For example, when asked for the difference between two rows, a child might write down the value of the larger row rather than subtracting the smaller value from it. Similarly, when asked for the gap between the largest and smallest categories, children often name the highest category itself rather than calculating the difference.

Worksheet tasks present data in a table or bar chart alongside direct questions. Children might evaluate a true-or-false statement about the difference between two rows, select the correct answer to find how many more items one category has than another, calculate how many groups are above a given number, or find the gap between the largest and the smallest values.

In Year 4, children move beyond counting squares to measuring and calculating the perimeter of rectangles and squares using standard units: centimetres and metres. They use the properties of rectangles to know that opposite sides are equal, working out the total boundary by adding all four sides together or by doubling the sum of the length and width.

A common error occurs when children add only the two labelled sides—length and width—and forget to include the other two sides. Children also frequently confuse perimeter with area, mistakenly multiplying the side lengths together instead of adding the four outer edges.

Worksheet tasks reinforce these skills through several formats:

• Calculating perimeter for shapes shown on a grid or with labelled dimensions.
• Comparing rectangles to determine which figure has the greater perimeter.
• Finding a missing side length when the total perimeter and one side are already known.
• Evaluating whether a given perimeter calculation is correct, or drawing a rectangle to match a target perimeter.

In Year 4, children use inverse operations to check the accuracy of their calculations and solve missing-number problems. They build on the understanding that addition undoes subtraction and multiplication undoes division. At this stage, children actively reverse calculations to verify results, deduce unknown starting amounts, and determine missing multipliers or amounts before sharing.

A common mistake occurs when children mix up which numbers to combine when checking a calculation. In subtraction, for example, a child might mistakenly add the starting total to the difference rather than adding the subtracted amount to the difference. With sharing and division, children often struggle with direction, dividing when they should multiply to find the original whole.

Tasks provide direct practice in setting up and reviewing these checks. Children work on exercises such as Check a subtraction by adding and Checking addition by subtraction, or evaluate ready-made work in Is the check of the subtraction right? and Correct the mistake in checking a subtraction. Other tasks focus on finding missing values, asking What number was it subtracted from?, What was it multiplied by, or How many were there before sharing.

In Year 4, children build on earlier stages to read analogue clocks accurately to the nearest minute, using dials with standard numbers as well as Roman numerals from I to XII. They connect analogue clock faces with 12-hour and 24-hour times, calculate how many minutes remain until the next full hour, and compare different clocks to see which one shows an earlier time.

A frequent error occurs when the minute hand approaches the next hour, such as at 7:50 or 9:55. Because the shorter hour hand has crept close to the next number, children often mistakenly read the upcoming hour instead of the current one (saying 8:50 instead of 7:50). Another common slip is reading the minute hand as the digit it points to directly, such as treating the number 8 as 8 minutes rather than 40 minutes.

Practice tasks ask children to choose which time matches a printed dial, determine whether a given reading is true or false, or spot and correct mistakes in a read time. Other exercises focus on calculating the remaining minutes to the full hour or comparing two clock dials side by side to pick the earlier time.

In Year 4, children learn to count forwards and backwards in multiples of 6, 7, 9, 25, and 1000, working with numbers into the thousands. This builds on counting steps practiced in earlier years (such as 2, 3, 4, 5, 8, 10, 50, and 100), reinforcing place-value knowledge and strengthening times-table recall.

Errors commonly arise when crossing place-value boundaries or counting in reverse. When subtracting 25 from a multiple of one hundred, such as counting back from 200, a child might mistakenly land on 185 instead of 175. Similarly, when counting in steps of 6 or 7, children often lose their place when crossing into a new ten if they try to count in ones rather than applying known number patterns.

Practice tasks present these step-counting skills through direct sequence activities. Children may be asked to keep counting by the same step, choose the next number, or count backwards in equal steps. Other exercises test accuracy by asking children to correct the wrong number in a flawed chain or work out how many times you must count on to get there from a starting number.

In Year 4, children learn to add and subtract numbers with up to two decimal places (tenths and hundredths). They extend their addition and subtraction skills to decimal values, solving calculations and simple problems involving contexts like money and metric measures.

A common mistake occurs when numbers have different lengths, such as adding 1.2 to 3.45. Children often align the numbers along the right-hand margin rather than aligning the decimal point. This causes them to combine digits of different place values, incorrectly adding tenths directly to hundredths.

Practice worksheets present calculations where pupils add decimals and subtract decimals using structured column layouts. Tasks also ground these skills in practical contexts, such as calculating totals by adding masses written as decimals.

In Year 4, children learn to convert metric lengths between different units of measure, focusing particularly on kilometres and metres. Using their understanding of place value and multiplying or dividing by 1,000, pupils convert whole-number measurements back and forth to express the same distance in a different unit.

A common error occurs when children mix up whether to multiply or divide. When moving from a smaller unit to a larger one (such as metres to kilometres), pupils often multiply by mistake, thinking that converting to a "bigger" unit means the number itself must get bigger. This leads to errors like writing 3,000 metres as 3,000,000 kilometres instead of 3 kilometres.

Worksheet activities provide practice through three specific formats:

• Convert to a smaller unit of length: changing measurements such as whole kilometres into metres.
• Convert to a larger unit of length: dividing metres to state the equivalent measurement in kilometres.
• Write a length in one unit: taking mixed descriptions of distance and expressing them entirely within a single unit.

In Year 4, children learn to compare two quantities in two distinct ways: by finding the numerical difference or by scaling using their times tables up to 12 × 12. They decide whether a situation calls for subtraction to find how much more one value is, or multiplication and division to find how many times greater it is.

A common mistake is treating scaling problems as simple subtraction. When asked how many times larger a number is, children frequently subtract the smaller amount from the larger one instead of dividing, giving the additive difference rather than the scale factor.

Practice tasks help children recognise the language that signals each type of comparison:

• How much greater? tasks ask children to find the difference between two values using subtraction.
• How many times as large? and How many times as many? tasks present integer scaling problems where children work out the ratio between the amounts.

In Year 4, children learn to convert units of time and solve problems involving durations. Knowing that there are 60 seconds in a minute and 60 minutes in an hour, pupils convert mixed measurements—such as 2 minutes and 15 seconds—into a single total of seconds using multiplication and addition. They also work out elapsed time between starting and finishing times to the nearest minute.

A frequent error occurs when children treat time like standard base-10 numbers, mistakenly assuming there are 100 seconds in a minute or 100 minutes in an hour. When calculating elapsed time across an hour boundary (for example, from 1:50 to 2:10), pupils often try to use column subtraction rather than bridging through 60, resulting in incorrect calculations.

Worksheets for this skill include three specific tasks:

• Minutes and seconds to seconds: converting combined minutes and seconds into total seconds.
• How many minutes have passed?: calculating the time interval between two given clocks.
• How long did it last?: working out the full duration of an activity from start to finish.

In Year 4, children learn to read Roman numerals up to 100 (from I to C) and explore how ancient number systems worked before modern place value and zero were introduced. As they progress, they build familiarity with larger values such as 500 (D) and 1000 (M), laying the groundwork to read historical dates and years.

A common mistake occurs with subtractive notation. Children often forget that a smaller numeral placed before a larger one means subtraction rather than addition. For instance, they might mistakenly read IV as 6 instead of 4, or write 90 as LXXXX rather than XC.

Practice worksheets focus on two straightforward formats: tasks where children read a Roman numeral and convert it into standard modern digits, and tasks where they write a number in Roman numerals from a given standard value.

In Year 3, children learned to add and subtract fractions with the same denominator within one whole, such as 5/7 + 1/7 = 6/7. In Year 4, they extend this understanding to add and subtract fractions with the same denominator more generally. Children work directly with the numerators (the top numbers) to find the total or difference, keeping the denominator (the bottom number) the same throughout.

A frequent mistake is adding or subtracting both the numerators and the denominators, such as writing 3/8 + 2/8 = 5/16. Children often do this because they instinctively treat fractions as two unrelated whole numbers. They need reminding that the denominator simply names the size of each part, so the parts themselves do not double or change when combined.

Worksheets in this area provide targeted practice through two dedicated templates: Add fractions with like denominators and Subtract fractions with like denominators. These tasks present clean, arithmetic problems where the denominators match, helping children build fluency and confidence in manipulating only the numerators.

In Year 4, children extend their understanding of decimals up to hundredths. At this stage, they learn to round decimal values by examining the place value of the following digit, working specifically on rounding numbers to the nearest tenth and to the nearest hundredth.

A common error occurs when children simply chop off unwanted decimal places (truncating) rather than checking whether the following digit requires rounding up. Another frequent difficulty is looking at the wrong column—for instance, checking the tenths digit rather than the hundredths digit when deciding whether to round up to the next tenth.

Practical tasks present children with decimal values to adjust based on place value rules. Typical activities include worksheet exercises to Round to the nearest tenth and to Round to the nearest hundredth.

In Year 4, children learn how multiplying and dividing by 10, 100, and 1000 changes the value of a number. A key focus at this stage is dividing one- or two-digit numbers by 10 and 100, helping pupils understand how whole numbers become decimals with tenths and hundredths (such as dividing 4 by 10 to get 0.4, or 52 by 100 to get 0.52).

A common error occurs when children rely on the trick of "just adding a zero" to multiply or "taking a zero away" to divide. This shortcut breaks down when decimals are involved; for example, a child might mistakenly write 1.5 × 10 as 1.50 instead of 15. Children need to see that the digits themselves are shifting to higher or lower place-value positions rather than simply having zeros attached.

Practice tasks are built around two printable worksheet formats: Multiply by 10, 100 or 1000 and Divide by 10, 100 or 1000. Children work through calculations that reinforce how digits move between the hundreds, tens, ones, tenths, and hundredths columns.

In Year 4, children extend their understanding of numbers by counting backwards through zero to introduce negative numbers. Using a number line, they see that numbers continue to the left of zero and learn that every positive whole number has an opposite negative counterpart, such as 3 and -3, sitting the exact same distance away from zero.

A common difficulty arises with direction. Children often count backwards from zero incorrectly, placing numbers like -5 closer to zero than -1, or treating negative numbers as larger because the numeral itself looks bigger. Another frequent mistake is skipping zero entirely when stepping from positive to negative values.

Typical practice tasks focus on placing and reading these values on clear scales. Children work through exercises to Read an integer on a number line by identifying points marked to the left or right of zero, and Find the opposite number by matching a given positive or negative whole number with its reverse partner across zero.

In Year 4, children build fluency with formal written calculations by working with numbers of up to four digits. They learn to set out calculations vertically, lining up digits according to their place value—thousands, hundreds, tens, and ones. Working from right to left, they carry amounts into the next place value column during addition and exchange from neighbouring columns during subtraction.

Mistakes often happen when working with numbers of different lengths, such as taking a three-digit number away from a four-digit number, where a child might align the digits to the left instead of by place value. Subtraction that requires exchanging across a column containing a zero is another common stumbling block, as children can be tempted to simply subtract the smaller digit from the larger one instead of carrying out a proper exchange.

Worksheets for this skill present questions arranged neatly in vertical columns to encourage accurate place value layout. Children practice these techniques through dedicated tasks to Add using the column method and Subtract using the column method, securing both regrouping and decomposition.

In Year 4, children build on their understanding of place value with numbers up to four digits to find the closest multiple of 10 or 100. They learn to determine whether a number sits closer to the multiple below or the multiple above, applying the convention that a 5 always rounds up.

A common error is looking at the wrong place-value column to decide which way to round. When asked to round to the nearest hundred, for example, children often look at the ones digit or the hundreds digit itself rather than checking the tens digit. Others may correctly identify whether to round up or down but accidentally change the wrong digit in the final answer.

Practice worksheets focus on isolating these skills using two clear task formats:

• Round to the nearest ten, where children examine the ones column to adjust numbers to their nearest multiple of 10.
• Round to the nearest hundred, where children look at the tens column to round numbers to their nearest multiple of 100.

In Year 4, children calculate the perimeter of rectilinear figures—shapes with straight sides meeting at right angles, including squares—using measurements in centimetres and metres. They add the lengths of all outer sides to find the total perimeter, and they use addition and subtraction to work out an unknown edge length when the overall perimeter is already known.

A common mistake occurs on shapes with many sides, where children often lose track of which edges they have counted, either skipping a side or adding the same edge twice. When finding a missing length, children frequently subtract just one known side from the given perimeter instead of finding the sum of all known sides first and subtracting that combined total.

Practice tasks typically focus on two formats:

• Perimeter of a polygon tasks present a shape with each outer side labeled in centimetres or metres, requiring children to calculate the total perimeter.
• Missing side from the perimeter tasks show the total perimeter alongside a shape with one unlabeled edge, asking children to calculate the missing length.

In Year 4, children calculate and compare amounts of money written in pounds and pence using decimals to two decimal places. They combine values and subtract amounts from a starting budget to work out how much money is left, applying their knowledge of decimals and the four operations to realistic spending contexts.

A common mistake occurs when converting between pence and decimal pound notation. Children often misplace the zero in amounts with single-digit pence, writing 5p as £0.5 rather than £0.05, which leads them to treat 5p as 50p during addition or subtraction.

Practice worksheets focus on two practical scenarios:

• How much money is left? gives children a starting budget and asks them to subtract the cost of chosen items to find the remaining change.
• Which offer is the better deal? asks children to compare alternative prices or group purchases to determine which option costs less.

In Year 4, children build confidence working with four-digit numbers and values beyond 1,000. They learn to recognise the precise value of each digit—thousands, hundreds, tens, and ones—allowing them to read, write, and order multi-digit numbers accurately.

A common mistake occurs when numbers contain zero as a placeholder or share the same starting digits, such as 4,052 and 4,502. Children often glance at the digits without checking the columns carefully, or they compare from right to left instead of starting with the highest-value position in the thousands place.

Worksheet tasks give pupils practical practice with these concepts. In Compare multi-digit numbers, children use comparison signs to order pairs of large numbers. In How many times as large? Place value, tasks prompt children to examine how the position of a digit changes its overall value across different place value columns.

In Year 4, children learn to calculate mentally by spotting shortcuts rather than working through numbers in standard order. Building on their multiplication tables up to 12 × 12, they multiply three numbers together by reordering them conveniently—for example, switching 2 × 9 × 5 into 2 × 5 × 9 to multiply by 10. They also use the distributive property to split two-digit by one-digit calculations into manageable chunks, such as breaking 14 × 6 into (10 × 6) + (4 × 6), and group compatible numbers to add more efficiently.

A common stumbling block is calculating mechanically from left to right without looking at the whole problem first. For instance, when tackling 4 × 13 × 5, a child might attempt 4 × 13 first and struggle with the larger intermediate product of 52 × 5, missing that 4 × 5 gives an immediate 20. When splitting numbers, children also frequently lose track of the second part, adding 10 × 6 but forgetting to calculate and add the remaining 4 × 6.

Worksheet tasks like Add the smart way and Multiply the smart way present calculations explicitly chosen to reward these mental strategies. Children are prompted to find friendly pairs that add to clean tens or hundreds, or to reorder factors to unlock known facts and mental shortcuts before writing down their final answer.

In Year 4, children build on rounding to the nearest 10, 100, or 1,000, with practice tasks extending to the nearest ten thousand. Children examine whole numbers, locate the target place value, and determine which multiple of 1,000 or 10,000 the number sits closest to.

A frequent error occurs when children look at the wrong column to decide whether to round up or down. When rounding to the nearest thousand, for instance, a child might look at the thousands digit itself instead of checking the hundreds place, or become unsure of which direction to round when the deciding digit is a 5.

Worksheet tasks provide direct number practice using templates such as Round to the nearest thousand and Round to the nearest ten thousand. Children read a provided whole number and write the correct rounded value.

In Year 4, children learn to compare and classify four-sided shapes based on their geometric properties, such as side lengths and angles. Rather than relying on simple visual recognition, they examine specific features to accurately identify shapes like squares, rectangles, and other quadrilaterals.

A common stumbling block is understanding hierarchical relationships between shapes. Children often treat shape names as mutually exclusive boxes and struggle to see that one shape can meet the rules of another. For example, they may insist that a square cannot be a rectangle, missing that a square has four straight sides and four right angles, fully satisfying the definition of a rectangle.

Worksheet tasks typically show an image of a four-sided shape alongside questions such as What is this quadrilateral called?. Children also evaluate property-based reasoning directly through prompts like Is a square also a rectangle?, requiring them to justify whether a shape fits the rules of a given category.

In Year 4, children learn to compare and sort triangles using their properties. They classify shapes by their side lengths—identifying equilateral, isosceles, and scalene triangles—and by their angle sizes, recognizing right-angled, acute, and obtuse triangles.

A common error occurs when children rely solely on typical orientations, failing to recognize an isosceles triangle if it is turned on its side. Pupils also frequently confuse side categories with angle categories, or overlook an obtuse angle in a skewed triangle because the other two angles are sharp and acute.

Practice tasks provide drawn shapes for children to label and group. Using the Kind of triangle by its sides template, children count equal side lengths to name the triangle correctly. In Kind of triangle by its angles, children inspect the corners to determine whether a shape has a right angle, an angle greater than a right angle, or three acute angles.

In Year 4, children work with numbers up to four digits and use rounding to estimate the outcome of an addition. By rounding each number to a sensible value—such as the nearest 10, 100, or 1,000—they can add the numbers quickly in their heads to establish a ballpark figure to check their work against.

A frequent error is calculating the exact total first using written column addition and then rounding that final result. Children often do this when they view estimation as an extra grading step rather than a quick mental check. Another common slip is rounding numbers in the same sum to inconsistent place values, making the mental addition unnecessarily difficult.

Worksheet tasks based on the Estimate a sum template present addition questions alongside space to write rounded values. Children round each addend first and calculate the estimated total, helping them build the habit of deciding whether a final calculation looks plausible.

In Year 4, children work with positive numbers up to four digits to solve practical problems that cannot be answered in a single calculation. They learn to identify the information given, decide whether addition or subtraction is needed at each stage, and choose an appropriate written or mental method to complete both steps.

A frequent error occurs when children stop after completing the first operation. Because single-step problems are familiar, pupils often calculate an intermediate total or difference and mistakenly record it as the final answer, missing the second instruction needed to resolve the scenario.

Worksheet tasks use two-step word problem (combine) templates. A typical question describes a real-world scenario, such as combining ticket sales across two events and finding the overall total, or adding two quantities together before subtracting from a starting amount to find what remains.

In Year 4, children learn to build families of common equivalent fractions (such as finding that 1/3 is equal to 2/6 or 4/12) supported by visual diagrams. Using their times tables up to 12 × 12, they discover that multiplying both the numerator and denominator by the same whole number produces a fraction with a larger denominator that still represents the exact same amount.

A common mistake is adding rather than multiplying. For example, a child might think that 2/3 is equivalent to 3/4 because they added 1 to both numbers. Another typical error happens when children multiply the denominator to match a target number but forget to multiply the numerator, changing the value of the fraction entirely.

In the Find the equivalent fraction tasks, children are presented with a starting fraction and an equivalent fraction with a missing part, such as 3/5 = ?/10. Supported by visual fraction models, they work out which number the given fraction was multiplied by and complete the missing numerator or denominator.

In Year 4, children build on their understanding of right angles to classify angles up to the size of two right angles (a half-turn). They learn to recognise an acute angle as being smaller than a right angle, and an obtuse angle as being greater than a right angle but smaller than two right angles.

A common difficulty occurs when children judge an angle by the length of its drawn lines rather than the amount of turn between them. A child might mistakenly think an acute angle with very long lines is larger than an obtuse angle drawn with short lines, or get confused when an angle is tilted in an unfamiliar direction.

Using the Classify the angle worksheets, children examine individual drawn angles and label them as acute, right, or obtuse. They practise comparing the opening against a standard right angle to decide whether it is wider or narrower.

In Year 4, children calculate both unit fractions (such as 1/6) and non-unit fractions (such as 3/4) of quantities. At this stage, tasks always lead to a whole-number answer. Children use their division facts to split the starting number into equal groups according to the denominator, and then use multiplication to take the required number of parts indicated by the numerator.

A frequent error occurs when children forget the final multiplication step for non-unit fractions. For instance, when asked to calculate 3/5 of 20, a child may divide 20 by 5 to get 4, but stop there instead of multiplying 4 by 3. Children also occasionally mix up the roles of the two parts of a fraction, attempting to divide by the numerator instead of the denominator.

Practice sheets draw on the Find a fraction of a number template. Typical problems present calculations such as finding 2/3 of 18 or 5/8 of 32, requiring children to apply their multiplication and division facts up to 12 × 12 to find the correct total.

In Year 4, children extend their understanding of place value to tenths and hundredths. They learn to identify decimal values and write them directly as fractions. At this stage, pupils work with numbers up to two decimal places, converting single-place decimals to tenths (such as turning 0.4 into 4/10) and two-place decimals to hundredths (such as turning 0.71 into 71/100).

A common mistake is picking the wrong denominator because of place-value confusion. Children often write one-digit decimals over 100 instead of 10 (for example, writing 0.6 as 6/100), or they might write a two-digit decimal over 10 (such as writing 0.35 as 35/10). This happens when pupils focus purely on the digits they see rather than the column value of the final digit.

Practise tasks using the Write a decimal as a fraction template present children with a decimal value and prompt them to fill in the correct numerator and denominator. These exercises reinforce the direct link between the decimal representation and its fraction equivalent in tenths or hundredths.

In Year 4, children connect fractions directly to decimal place value up to hundredths. They learn to write any number of tenths (such as 3/10 as 0.3) and hundredths (such as 29/100 as 0.29) as decimals. They also recognise and recall the decimal equivalents for key benchmark fractions: 1/2 = 0.5, 1/4 = 0.25, and 3/4 = 0.75.

A frequent error happens with single-digit hundredths. Children often write 4/100 as 0.4 instead of 0.04, confusing hundredths with tenths because they focus on the single digit rather than the zero placeholder. Another common slip is directly copying the denominator into the decimal, mistakenly writing 1/4 as 0.4.

Tasks using the Write a fraction as a decimal template give children a fraction—such as a set of tenths, hundredths, or a simple quarter or half—and ask them to provide the equivalent decimal form.

In Year 4, children learn to compare numbers that share the same number of decimal places, up to two decimal places. This means comparing tenths to tenths (such as 0.3 and 0.8) or hundredths to hundredths (such as 1.45 and 1.52), looking from left to right across the whole number, tenths, and hundredths to determine which is larger.

A common error happens when children focus on the final digit rather than starting with the highest place value. For example, a child might mistakenly think 2.38 is greater than 2.71 because 8 is larger than 1, overlooking the fact that seven tenths is greater than three tenths.

Worksheets using the Compare decimals task template present pairs of decimals with the same number of places. Children compare the two values and write the correct comparison symbol (<, >, or =) between them, reinforcing careful place-value checking.

In Year 4, children use their multiplication tables up to 12 × 12 to recognise factor pairs—pairs of whole numbers that multiply together to give a specific target number. They learn that multiplication is commutative (for example, knowing that 3 × 4 and 4 × 3 give the same product) and use this understanding to identify and list all the whole factors of numbers within their times-table range.

A common mistake is missing factor pairs in the middle of a list. While children readily recall 1 and the number itself, or 2 for an even number, they often overlook pairs from tables they find harder to recall, such as 3 and 8 for 24. Children also frequently confuse factors with multiples, writing down numbers that the target number counts up to rather than the numbers that divide into it evenly.

Tasks for this skill ask children to list all factors of a number. Pupils work through numbers systematically starting from 1, checking which numbers divide into the given value with no remainder until they have found and written down every factor pair.

In Year 4, children strengthen their understanding of number representations by placing and estimating values on a number line. At this stage, they focus on counting in regular intervals, tracking their position as they make distinct jumps of ten along the line.

A common mistake occurs when children count the tick marks instead of the spaces between them, confusing the marks themselves with the steps. Children also frequently stumble when crossing a multiple of one hundred—for example, jumping from 190 to 200 and mistakenly writing 201 or 210 for the next tick mark instead of keeping the steps consistent.

Worksheets for this skill use the Jump by tens on the number line template. Children are given a number line marked with intervals and curved jump lines showing additions or subtractions of ten, requiring them to label the missing values or identify where the sequence lands.

At this stage, children use short multiplication to multiply two-digit and three-digit numbers by a one-digit number. Working in a formal column layout, they multiply digit by digit starting from the ones column, writing down the product for each place value and carrying over any regrouped tens or hundreds.

A typical error involves carried digits. Children often forget to add the carried number to the next product, or they mistakenly add the carry to the top digit before multiplying. For example, when calculating 34 × 3, a child might multiply 4 by 3 to get 12, write 2 and carry 1 ten, but then add the 1 to 3 before multiplying, leading to an incorrect answer.

Worksheets generated from the Multiply by a one-digit number (columns) template provide calculations pre-arranged in vertical columns. Children practice setting out their workings with dedicated space to record regrouped numbers, helping them keep place values aligned as they solve each question.

In Year 4, children learn to interpret data shown in bar charts to solve comparison, sum, and difference problems. Rather than just identifying the tallest or shortest bar, they read precise values off the scale to work out how many more items belong to one group than another, or combine values across multiple bars to find an overall total.

A frequent stumbling block is reading axes that go up in intervals other than ones, such as increments of 2, 5, 10, or 20. Children often miscount grid lines as single units or struggle to accurately estimate values that sit halfway between two marked numbers on the scale.

Tasks in this area focus on the Compare bars in a bar chart template. Children examine a given bar chart and answer direct questions that require subtraction or addition, such as calculating the difference in height between two specific bars or determining how much two categories amount to altogether.

In Year 4, children build on their knowledge of tenths by exploring hundredths. They learn that dividing an object by one hundred or dividing a tenth by ten creates hundredths, allowing them to work with decimals up to two decimal places.

A common mistake is confusing the tenths and hundredths positions. Because whole numbers grow larger from right to left (tens before hundreds), children often expect the first position after the decimal point to be the hundredths place rather than the tenths place.

Practice tasks focus on reinforcing this place-value structure. A typical activity asks children to find the digit in the hundredths place for a given number, such as identifying that the hundredths digit in 3.48 is 8.

In Year 4, children work exclusively within the first quadrant of a 2-D grid, where both coordinates are positive numbers. They learn to describe a point's exact position by tracking its distance along the horizontal axis and up the vertical axis, writing the pair inside brackets separated by a comma. Working across all four quadrants with negative numbers does not happen until Year 6.

The most common mistake is swapping the order of the axes. Because children naturally look up and down a page, they frequently read the vertical axis first, accidentally writing (y, x) instead of (x, y). Reinforcing the habit of moving across before moving up helps prevent this error.

In practice, tasks focus on reading the coordinates of a point. A child is shown a printed grid with labeled axes and one or more marked points, then writes down the correct coordinate pair for each location shown.

Children use their multiplication facts up to 12 × 12 to convert between units of calendar time. At this stage, they solve problems that involve changing weeks into days by multiplying by 7, as well as converting years into months by multiplying by 12.

A common error occurs when children mix up calendar units with metric systems or school routines. Instead of using 7 days for a full week, some children multiply by 5 because they think of a standard school week, while others inadvertently multiply by 10 out of habit with base-ten place value.

In practice, tasks using the How many days is that? template present children with practical questions requiring these conversions. Children might be asked to find the total number of days in 6 full weeks, or to calculate the days in mixed amounts, such as working out the total days in 3 weeks and 4 days.

In Year 4, children learn to complete symmetric shapes by working with a specific line of symmetry. At this stage, they focus on finding the exact position of matching points across the line, using the grid to ensure each reflected point matches its counterpart on the opposite side.

A typical mistake occurs when children count diagonally or measure from the edge of the grid rather than directly from the mirror line. They may also place the reflected point at an incorrect distance because they forget that the reflection must be the exact same number of squares away from the symmetry line at a right angle.

Worksheets for this skill feature Reflect a point in a line tasks. Children are given a grid showing a marked point and a straight line of symmetry (vertical or horizontal), and they must count the distance to the line to plot the correct reflected point on the other side.