The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.

### Learning outcomes

# | Title |
---|---|

1 | Pupils explain how many tens, hundreds and ones 1,000 is composed of |

2 | Pupils use knowledge of 1,000 to explain common measure conversions |

3 | Pupils use knowledge of 1,000 to solve problems |

4 | Pupils use different strategies to add multiples of 100 |

5 | Pupils use different strategies to subtract multiples of 100 |

6 | Pupils use knowledge of calculation and common measure conversions to solve problems |

7 | Pupils compose and decompose four-digit numbers in different ways |

8 | Pupils use strategies to make solving calculations more efficient |

9 | Pupils compare and order four-digit numbers |

10 | Pupils calculate efficiently by using knowledge of place value, addition and subtraction |

11 | Pupils explain what rounding is |

12 | Pupils round a four-digit number to the nearest thousand |

13 | Pupils round a four-digit number to the nearest hundred and ten |

14 | Pupils round a four-digit number to the nearest thousand, hundred and ten |

15 | Pupils add up to 3 four-digit numbers using a column addition |

16 | Pupils subtract four-digit numbers using a column subtraction |

17 | Pupils use strategies to make solving calculations more efficient |

18 | Pupils explain how many ‘100s’ and ‘200s’, 1,000 is composed of |

19 | Pupils explain how many ‘500s’ and ‘250s’, 1,000 is composed of |