AC9M4N08 Year 4 Mathematics

AC9M4N08 – Year 4 Mathematics: null

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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

use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation

Elaborations

• modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; explaining how each number in their number sentence is connected to the situation
• modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); writing a division number sentence to represent the situation and choosing an efficient calculation strategy
• modelling practical problems involving money, such as a budget for a large event, as requiring either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
• modelling and solving multiplication problems involving money, such as buying $5$ toy scooters for $\$96$ each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $\$96$ up to $\$100$ and subtracting $5 \times\$4 = \$20$, so $5 \times\$96$ is the same as $5\times\$100$ less $\$20$, giving the answer $\$500 \space–\space \$20 = \$480$
• modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, “Ariana read $16$ books for the readathon; Maryam read $4$ times as many books. How many books did Maryam read?” using the expression $4 \times 16$ and using place value partitioning, basic facts and an array, thinking $4 \times 10 = 40$ and $4 \times 6 = 24$, so $4 \times 16$ can be written as $40 + 24 = 64$

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.