AC9M4N01 Year 4 Mathematics

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.

recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

Elaborations

• 1 using a bar to represent the whole, dividing it into \(10\) equal pieces with each piece representing \(0.1\) or a tenth of the whole length and understanding that \(2\) pieces are \(0.2\) or two-tenths of the whole
• 2 using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of \(10\) straws to represent the whole, one straw as the tenth and cutting the tenth into \(10\) parts to show the hundredths; using “Decipipes” to represent tenths
• 3 recognising that one is the same as ten-tenths and one-tenth is the same as \(10\) hundredths and using this relationship to rename decimals; for example, renaming \(0.25\) as two-tenths and five-hundredths or twenty-five hundredths
• 4 making models of measurement attributes to show the relationship between the base unit and parts of the unit; for example, \(1.5\) metres is one metre and five-tenths of the next metre; \(1.75\) units is one unit and seventy-five hundredths of the next unit
• 5 counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
• 6 comparing the way money and measures are read and said, and explaining how they are the same and different; for example, \(\$2.75\) is said, “two dollars seventy-five” and \(2.75\) metres is said “two point seven five metres”; recognising that the \(7\) means seven-tenths and the \(5\) means five-hundredths in both

Related Achievement Standards