TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Mathematics›Year 4›Number›Number›AC9M4N06
AC9M4N06: Year 4 Mathematics Content Descriptor – Number
AC9M4N06 Year 4 Mathematics

AC9M4N06 – 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

develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder

Elaborations

  • • using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers; for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate
  • • using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for \(5 \times 18\), using the fact that double \(5\) is \(10\) and half of \(18\) is \(9\); or using \(10 \times 18 = 180\) and halve \(180\) is \(90\); applying the associative property of multiplication, where \(5 \times18\) becomes \(5 \times 2 \times 9\), then \(5 \times 2 \times 9 = 10 \times 9 = 90\) so that \(5 \times 18 = 90\)
  • • using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence
  • • using materials or a diagram to solve a multiplication or division problem, by writing a number sentence, and explaining what each of the numbers within the number sentence refers to
  • • representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation
  • • using place value partitioning, basic facts and an area or region to represent and solve multiplication problems, such as \(16 \times 4\), thinking \(10 \times 4\) and \(6 \times 4\), \(40 + 24 = 64\) or a double, double strategy where double \(16\) is \(32\), double this is \(64\), so \(16 \times 4\) is \(64\)
  • • using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication

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.