AC9M4N01 Year 4 Mathematics

AC9M4N01 – Year 4 Mathematics: null

Strand

Number

Substrand

Number

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

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

• 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
• 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
• 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
• 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
• 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
• 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

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.