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AC9M4A01: Year 4 Mathematics Content Descriptor – Algebra
AC9M4A01 Year 4 Mathematics

AC9M4A01 – Year 4 Mathematics: null

Strand
Algebra
Substrand
Algebra

This Content Descriptor from Year 4 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations

Elaborations

  • • demonstrating the commutative properties of addition using materials, diagrams and number lines; for example, using number lines to demonstrate that \(5 + 2 = 2 + 5\), demonstrating that \(2 + 2 + 3 = 7\) and \(2 + 3 + 2 = 7\) and \(3 + 2 + 2 = 7\)
  • • using balance scales and informal uniform units to create addition or subtraction number sentences showing equivalence, such as \(7 + 8 = 6 + 9\), and to find unknowns in equivalent number sentences, such as \(6 + 8 = \square + 10\)
  • • using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that \(27 \space– \space 14 = 17\space – \space4\) is true and using a number line to show the common difference is \(13\)
  • • using part-part-whole diagrams or bar models to recognise and explain the inverse relationship between addition and subtraction, using this to make calculations easier; for example, solving \(27 + \square = 63\) using subtraction, \(\square = 63\space – \space27\)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 4 ASMATY4
Year 4 Mathematics Achievement Standard
By the end of Year 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. They use mathematical modelling to solve financial and other practical problems , formulating the problem using number sentences, solving the problem choosing efficient strategies and interpreting the results in terms of the situation. Students use their proficiency with addition and multiplication facts to add and subtract, multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable. Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations. Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and create algorithms that generate sets of numbers and identify emerging patterns. They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas. They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes and create symmetrical patterns. Students create many-to-one data displays, assess the suitability of displays for representing data and discuss the shape of distributions and variation in data. They use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance experiments and describe the variation in results.