Divide 1,000 into 2,4,5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2,4,5 and 10 equal parts (2)

By the end of year 4, pupils must be able to divide 1,000 into 2, 4, 5 or 10 equal parts. This is important because these are the intervals commonly found on measuring instruments and graph scales. Pupils should practise counting in multiples of 100, 200, 250, and 500 from 0, or from any multiple of these numbers, both forwards and backwards. This is an important step in becoming fluent with these number patterns. Pupils will have been practising counting in multiples of 1, 2 and 5 since year 1, and this supports counting in units of 100, 200 and 500. Pupils typically find counting in multiples of 250 the most challenging, because they only started to encounter this pattern in year 3, when counting in multiples of 25. Language focus “Twenty-five, fifty, seventy-five, one hundred” needs to be a fluent spoken language pattern. Fluency in this language pattern provides the basis to count in multiples of 250.” Pupils should be able to apply this skip counting, beyond 1,000, to solve contextual multiplication and division measures problems, as shown in the 4NPV–4 below (questions 5 and 7). Pupils should also be able to write and solve multiplication and division equations related to multiples of 100, 200, 250 and 500 up to 1,000. Pupils need to be able to solve addition and subtraction problems based on partitioning 1,000 into multiples of 100, 200 and 500 based on known number bonds to 10. Pupils should also have automatic recall of the fact that 250 and 750 are bonds to 1,000. They should be able to immediately answer a question such as “I have 1 litre of water and pour out 250ml. How much is left?”