AC9M4A02 Year 4 Mathematics

AC9M4A02 – 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

recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator

Elaborations

• using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the \(10 \times 10\) multiplication facts; using the arrays to explain the related division facts
• using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of \(3\) on grid paper and doubling to find multiples of \(6\); recording and explaining the connections to the \(\times3\) and \(\times6\) multiplication facts: \(3, 6, 9,\) … doubled is \(6, 12, 18,\) …
• using known multiplication facts for \(2, 3, 5\) and \(10\) to establish multiplication facts for \(4, 6, 7, 8\) and \(9\) in different ways; for example, using multiples of \(10\) to establish the multiples of \(9\) as “to multiply a number by \(9\) you multiply by \(10\) then take the number away”; \(9 \times 4 = 10 \times 4\space – \space4\), so \(9 \times 4\) is \(40 \space– \space4 = 36\); using multiple of \(3\) as “to multiply a number by \(9\) you multiply by \(3\), and then multiply the result by \(3\) again”
• using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding \(6 \times 7\), knowing that \(7\) is made up of \(2\) and \(5\), and using an array to show that \(6 \times 7\) is the same as \(6 \times 2 + 6 \times 5 = 12 + 30\) which is \(42\)
• using known multiplication facts up to \(10 \times 10\) and the inverse relationship of multiplication and division to establish corresponding division facts
• designing, creating and playing instructive card games that involve the recall, recognition and explanation of the \(10 \times 10\) multiplication facts and related division facts

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.