Year 4 plan — Australian Curriculum: Mathematics

Implementation year: School name:

Year level description The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra,
Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics.
At this year level:
Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to
communicate times and describing properties of symmetrical shapes
Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations,
and collecting and recording data
Identify curriculum

Problem Solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations, and using properties
of numbers to continue patterns
Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating
information using graphical displays and evaluating the appropriateness of different displays.
Achievement standard By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make
connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe
number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information
contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.
Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue
number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time.
Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or
collected data.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

Term overview Term 1 Term 2 Term 3 Term 4

During this term students will: Exemplar unit: Shapes, area, angles and During this term students will: During this term students will:
 recognise, represent, order and apply place symmetry in the environment  revise and consolidate Terms 1 and 2  revise and consolidate Terms 1, 2 and 3
value of numbers up to tens of thousands During this term students will: concepts as required concepts as required
 apply multiplication facts (2, 3, 4, 5, 10)  revise and consolidate Term 1 concepts as  apply place value to partition, rearrange  apply place value to partition, rearrange
 investigate fractions (count by halves, required and regroup numbers to at least tens of and regroup numbers to at least tens of
quarters and thirds)  recognise, represent and order numbers up thousands thousands
 investigate multiplication number patterns to tens of thousands  apply multiplication and related division  solve word problems for multiplication and
 apply multiplication and related division facts (2, 3, 4, 5, 6, 7, 8, 9, 10) division, using a variety of strategies
Teaching and learning

 investigate time and length

facts (2, 3, 4, 5, 6, 9, 10)  use efficient written and mental strategies  solve word problems related to money
 revise and consolidate Year 3 concepts as
 investigate properties of odd and even for multiplication and division (purchases and change)
required.
numbers  apply place value of numbers to tenths and  investigate the area of regular and irregular
 investigate number sequences involving hundredths shapes
multiples (3, 4 ,6, 7, 8, 9)  make connections between fractions and  investigate volume
 split and combine two-dimensional shapes decimals (equivalence)  compare and classify angles
 investigate the area of regular and irregular  locate and represent fractions on a number  explore everyday chance events
shapes line
 investigate data collection methods and
 compare and classify angles  use addition and subtraction to find representations
 investigate symmetry. unknown quantities
 collect data, create and evaluate data
 investigate mass, capacity and temperature displays.
 investigate location (scale, legend,
direction)
 explore chance
 collect data, and create and evaluate data
displays.

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 Aboriginal and Torres Mathematics provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific
Strait Islander perspectives content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
 Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
 Social, historical and cultural contexts associated with different uses of mathematical concepts in Australian Indigenous societies
Teaching and learning

 Aboriginal peoples’ and Torres Strait Islander peoples’ contributions to Australian society and cultures.
Mathematics provides opportunities to explore aspects of Australian Indigenous knowing in connection to, and with guidance from, the communities who own them. Using a respectful inquiry
approach, students have the opportunity to explore mathematical concepts in Aboriginal and Torres Strait Islander lifestyles including knowledge of number, space, measurement and time.
Through these experiences, students have opportunities to learn that Aboriginal peoples and Torres Strait Islander peoples have sophisticated applications of mathematical concepts which may
be applied in other peoples’ ways of knowing.
General capabilities and Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with:
cross-curriculum priorities

Key to general capabilities and

 Literacy    Numeracy    ICT capability    Critical and creative thinking    Ethical behaviour    Personal and social capability    Intercultural understanding
cross-curriculum priorities
 Aboriginal and Torres Strait Islander histories and cultures    Asia and Australia’s engagement with Asia    Sustainability

Assessment A folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techniques. A folio is used to make an overall on-balance judgment
For advice and guidelines on about student achievement and progress at appropriate points and informs the reporting process.
assessment, see
Term 1 Term 2 Term 3 Term 4
www.qsa.qld.edu.au
Week Assessment instrument Week Assessment instrument Week Assessment instrument Week Assessment instrument
1 Initial assessment 4 Modelling and problem-solving task 3–8 Modelling and problem-solving task: 4 Supervised assessment: Short
Identify Year 4 consolidation needs (Written) Using a map (Written) response (Written)
and learning goals (e.g. KWL, Explore symmetrical patterns in art Show compass points around the Solve problems related to
teacher/student conference). work. school on a map (treasure hunt). measurements and comparisons.
Develop assessment

4 Modelling and problem-solving task 6–8 Mathematical investigation: Journal 5 Supervised assessment: Short 7 Mathematical investigation: Graphic
(Spoken/signed) (Written) response (Written) organiser (Written)
Explore number patterns and Investigate shapes, area, angles Solve problems related to fractions. Collect and represent data of
properties. and symmetry in the environment. everyday chance events.
The assessment package Angles
and symmetry in the built
environment in the QSA
Assessment Bank could be used in
this unit.
6–7 Supervised assessment: Short 9 Supervised assessment: Short 8–9 Mathematical investigation (Written)
response (Written) response (Written) Investigate area, volume and angles.
Apply place value. Solve multiplication and division
problems.
8–9 Modelling and problem-solving task: QCATs: Identify the curriculum targeted by the QCAT and schedule its implementation
Demonstration (Spoken/signed) appropriate to the sequence of learning.
Explore time.
Moderation Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers develop tasks and plan units.
and use feedback
Make judgments

Teachers co-mark tasks to ensure consistency Teachers identify A–E samples before marking Teachers identify A–E samples before marking Teachers co-mark tasks to ensure consistency
of judgments. tasks, and moderate to ensure consistency of the treasure hunt task, and moderate to of judgments.
judgments. ensure consistency of judgments. Curriculum leaders randomly sample folios to
Curriculum leaders randomly sample folios to Teachers moderate the QCATs to identify A–E check for consistency of teacher judgments.
check for consistency of judgments. samples to take to cluster moderation in Teachers participate in cluster moderation of
Term 4. the QCATs.

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Year 4 Mathematics: review for balance and coverage of content descriptions

Number and Algebra 1 2 3 4 Measurement and Geometry 1 2 3 4

Number and place value Using units of measurement
Investigate and use the properties of odd  Use scaled instruments to measure and 
and even numbers (ACMNA071) compare lengths, masses, capacities and
temperatures (ACMMG084)
Recognise, represent and order numbers to  
at least tens of thousands (ACMNA072) Compare objects using familiar metric units of  
area and volume (ACMMG290)
Apply place value to partition, rearrange and   
regroup numbers to at least tens of Convert between units of time (ACMMG085) 
thousands to assist calculations and solve
problems  (ACMNA073)
Use am and pm notation and solve simple time 
problems (ACMMG086)
Investigate number sequences involving   Shape
multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
Compare the areas of regular and irregular  
Recall multiplication facts up to 10 × 10 and    shapes by informal means (ACMMG087)
related division facts (ACMNA075)
Develop efficient mental and written  
Compare and describe two dimensional shapes 
that result from combining and splitting common
strategies and use appropriate digital
shapes, with and without the use of digital
technologies for multiplication and for
technologies (ACMMG088)
division where there is no remainder
(ACMNA076) Location and transformation
Fractions and decimals Use simple scales, legends and directions to 
interpret information contained in basic maps 
Investigate equivalent fractions used in   (ACMMG090)
contexts (ACMNA077)
Count by quarters halves and thirds,  
Create symmetrical patterns, pictures and 
shapes with and without digital technologies
including with mixed numerals. Locate and
(ACMMG091)
represent these fractions on a number line
(ACMNA078) Geometric reasoning
Recognise that the place value system can   Compare angles and classify them as equal to,  
be extended to tenths and hundredths. greater than or less than a right angle
Make connections between fractions (ACMMG089)
and decimal  notation (ACMNA079)
Money and financial mathematics
Solve problems involving purchases and the  
calculation of change to the nearest five
cents with and without digital technologies 
(ACMNA080)
Patterns and algebra
Explore and describe number patterns    
resulting from performing multiplication 
(ACMNA081)
Solve word problems by using number 
sentences involving multiplication or division
where there is no remainder (ACMNA082)
Use equivalent number sentences involving 
addition and subtraction to find unknown
quantities (ACMNA083)

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 Statistics and Probability 1 2 3 4
Chance
Describe possible everyday events and order their chances of occurring (ACMSP092)  
Identify everyday events where one cannot happen if the other happens (ACMSP093)  
Identify events where the chance of one will not be affected by the occurrence of the other  (ACMSP094)  
Data representation and interpretation
Select and trial methods for data collection, including survey questions and recording sheets  (ACMSP095)  
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture  
graphs where one picture can represent many data values (ACMSP096)
Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)  
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

4 | Year 4 plan Australian Curriculum: Mathematics