# Year 4

#### FREE maths resources for all

Year 4 Menu

### We can count on and back in steps of a constant size

##### Year 4 Unit 4

#### What we are learning:

- Counting is steps of a constant size helps reinforce tables knowledge
- We’re now beginning to learn the 8 times table.
- A number sequence is a list of numbers which are in a special order.
- Using the correct maths vocabulary (counting on, counting back, step size) when practicing at home will support your child to feel more confident when discussing maths.
- The sequence 1, 5, 9, 13, 17 … is an example of
**counting on**from 1 with a**step size**of 4. - The sequence 100, 98, 96, 94, 92 …. is an example of
**counting back**from 100 with a**step size**of 2.

The step size must remain constant (the same throughout) within a sequence.

##### ACTIVITY 1: COUNTING IN REGULAR STEPS USING A TAPE MEASURE

##### ACTIVITY 2: FINDING THE REGULAR PATTERN

#### Activities you can do at home:

Cut up a piece of paper into long thin strips (a sheet of A4 cut into 4 strips lengthways is ideal). Sellotape these together and then draw a 0 to 100 number line. Mark all the whole numbers on the number line. Use your

number line to support counting on and back in steps of 8:

Start at 0 and **count on** in 8s. Ask Do you recognize the multiples of 8 from the 8 times-table?

Start at 2 and **count on** in **steps** of 8. Ask Do you need to use the number line all of the time to help you? Are some parts of the sequence harder to work out than others? It is generally harder to count on when crossing the

multiples of 10 (20, 30, 40 etc)

Start at 80 and **count back** in 8s. Ask Do you recognize the multiples of 8 from the 8 times-table?

Start at 100 and **count back** in **steps** of 8. Ask Do you need to use the number line all of the time to help you? Are some parts of the sequence harder to work out than others? It is generally harder to count back when crossing the multiples of 10 (20, 30, 40 etc)

Look together at the following sequences. Try and work out whether the sequence is counting/ counting back, what the step size is and what will the next 3 numbers in the sequence be?:

3, 13, 23, 33, 43…

95, 90, 85, 80, 75 …

11, 23, 35, 47…

15, 30, 45, 60 …

99, 88, 77, 66 ….

91, 89, 87, 85, 83…

#### Good questions to ask:

Can we count up/back in eights from….?

What number is 8 more / less than 64?

Is this sequence going up or down?

What is the step size in this sequence?

#### If your child:

Gets confused about counting up or down in particular step sizes

Stay with the step size but make the numbers simpler, e.g. start with fewer than 10 and focus on the changes to the numbers. Try writing the sequence down so that you can point to the numbers and ask ‘What happens to change

this number into this next number?’

##### Extension Activity

Please use this activity when you think your child understands the unit of work. It will deepen and extend your child’s understanding of this unit.