Exact retained plain meanings and full source attributes in NATIONAL.json. All138 records retained; elaborations illustrate, rather than replace, content descriptions/achievement standard. ACARA attribution applies in SOURCE-NOTICE.md.
MATMATY4 · level_description
In Year 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Students further develop proficiency and positive dispositions towards mathematics and its use as they: draw on their proficiency with number facts, fractions and decimals to deepen their appreciation of how numbers work develop and use strategies for multiplication that are based on their understanding of multiplication as an operation and their knowledge of laws for arithmetic operations choose and use efficient strategies when modelling problems, communicating their solutions within the context of the situation use algorithms to generate sets of numbers, recognising and describing any patterns that emerge become aware of the importance of context and purpose when they make judgements and reflect on the reasonableness of measurements and the results of calculations, and how they choose to represent mathematics and mathematical information measure and estimate common attributes of objects using conventional instruments and appropriate metric units develop and use surveys to obtain data that is directly relevant to their statistical investigations draw on their reasoning skills to analyse, categorise and order chance events and identify independent and dependent events investigate variability by conducting repeated chance experiments and observing results.
MATMATY4_1NUM · strand
Number
AC9M4N01 · content_description
recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals
AC9M4N01_E1 · illustrative_elaboration
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
AC9M4N01_E2 · illustrative_elaboration
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
AC9M4N01_E3 · illustrative_elaboration
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
AC9M4N01_E4 · illustrative_elaboration
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
AC9M4N01_E5 · illustrative_elaboration
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
AC9M4N01_E6 · illustrative_elaboration
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
AC9M4N02 · content_description
explain and use the properties of odd and even numbers
AC9M4N02_E1 · illustrative_elaboration
identifying even numbers and explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
AC9M4N02_E2 · illustrative_elaboration
explaining why some materials can be shared evenly between (2) people without leaving a remainder and some cannot
AC9M4N02_E3 · illustrative_elaboration
explaining the patterns involved in adding, subtracting and multiplying odd and even numbers; for example, even + even = even, odd + even = odd, odd + odd = even and using this to decide whether answers to addition, subtraction and multiplication calculations are correct or not
AC9M4N02_E4 · illustrative_elaboration
following an algorithm consisting of a flow chart with a series of instructions and decisions to determine whether a number is even or odd; using the algorithm to identify which elements of a set of numbers are divisible by (2)
AC9M4N03 · content_description
find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
AC9M4N03_E1 · illustrative_elaboration
extending fraction families within collections of materials; for example, by seeing (\frac34) as (3) in each (4), showing this within related fractions like (\frac68) or seeing that (\frac25) means (2) in each (5) so it can be shown within (\frac4{10})
AC9M4N03_E2 · illustrative_elaboration
creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour
AC9M4N03_E3 · illustrative_elaboration
folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that (\frac48) = (\frac24) = (\frac12); folding paper strips into fifths and tenths, and recording as both fractions and decimals
AC9M4N03_E4 · illustrative_elaboration
identifying and using the connection between fractions of metres and decimals; for example, finding (\frac14) of a metre and connecting this to (0.25) metres or (25) centimetres, or finding (\frac1{10}) of a metre and connecting this with (0.10) metres or (10) centimetres
AC9M4N03_E5 · illustrative_elaboration
using array diagrams to show the relationship between fractions and division and multiplication of natural numbers; for example, (3 \times 4 = 12), (12 ÷ 4 = 3), (\frac14) of (12) is (3), (\frac13) of (12) is (4)
AC9M4N04 · content_description
count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines
AC9M4N04_E1 · illustrative_elaboration
cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence: one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters… eight-quarters or two-wholes...
AC9M4N04_E2 · illustrative_elaboration
subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines
AC9M4N04_E3 · illustrative_elaboration
converting mixed numerals into improper fractions and vice versa and representing mixed numerals on a number line
AC9M4N04_E4 · illustrative_elaboration
using a number line to represent and count in tenths, recognising that (10) tenths is equivalent to one
AC9M4N05 · content_description
solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
AC9M4N05_E1 · illustrative_elaboration
using physical or virtual materials to demonstrate the multiplicative relationship between the places
AC9M4N05_E2 · illustrative_elaboration
using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by (10) moves the digits one place to the left and dividing by (10) moves digits one place to the right
AC9M4N05_E3 · illustrative_elaboration
using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by (10)s, (100)s and (1000)s, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator
AC9M4N06 · content_description
develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder
AC9M4N06_E1 · illustrative_elaboration
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
AC9M4N06_E2 · illustrative_elaboration
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)
AC9M4N06_E3 · illustrative_elaboration
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
AC9M4N06_E4 · illustrative_elaboration
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
AC9M4N06_E5 · illustrative_elaboration
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
AC9M4N06_E6 · illustrative_elaboration
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)
AC9M4N06_E7 · illustrative_elaboration
using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication
AC9M4N07 · content_description
choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions
AC9M4N07_E1 · illustrative_elaboration
using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, (5) packets of biscuits at (\$2.60) each will cost between (\$10) and (\$15) as (5 \times) (\$2 =\$10) and (5\times\$3=\$15)
AC9M4N07_E2 · illustrative_elaboration
using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate
AC9M4N07_E3 · illustrative_elaboration
recognising the effect of rounding in addition and multiplication calculations; rounding both numbers up, both numbers down and one number up and one number down, and explaining which is the best approximation and why
AC9M4N08 · content_description
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
AC9M4N08_E1 · illustrative_elaboration
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
AC9M4N08_E2 · illustrative_elaboration
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
AC9M4N08_E3 · illustrative_elaboration
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
AC9M4N08_E4 · illustrative_elaboration
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)
AC9M4N08_E5 · illustrative_elaboration
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)
AC9M4N09 · content_description
follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns
AC9M4N09_E1 · illustrative_elaboration
creating an algorithm that will generate number sequences involving multiples of one to (10) using digital tools to assist, identifying and explaining emerging patterns, recognising that number sequences can be extended indefinitely
AC9M4N09_E2 · illustrative_elaboration
creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and record the sequence of numbers generated; checking results and describing any emerging patterns
AC9M4N09_E3 · illustrative_elaboration
using a multiplication formula in a spreadsheet and the “fill down” function to generate a sequence of numbers; for example, entering the number one in the cell A1, using “fill down” to cell A100, entering the formula “ = A1*4 “ in the cell B1 and using the “fill down” function to generate a sequence of 100 numbers; describing emerging patterns
MATMATY4_2ALG · strand
Algebra
AC9M4A01 · content_description
find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations
AC9M4A01_E1 · illustrative_elaboration
demonstrating the commutative properties of addition using materials, diagrams and number lines; for example, using number lines to demonstrate that (5 + 2 = 2 + 5), demonstrating that (2 + 2 + 3 = 7) and (2 + 3 + 2 = 7) and (3 + 2 + 2 = 7)
AC9M4A01_E2 · illustrative_elaboration
using balance scales and informal uniform units to create addition or subtraction number sentences showing equivalence, such as (7 + 8 = 6 + 9), and to find unknowns in equivalent number sentences, such as (6 + 8 = \square + 10)
AC9M4A01_E3 · illustrative_elaboration
using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that (27 \space– \space 14 = 17\space – \space4) is true and using a number line to show the common difference is (13)
AC9M4A01_E4 · illustrative_elaboration
using part-part-whole diagrams or bar models to recognise and explain the inverse relationship between addition and subtraction, using this to make calculations easier; for example, solving (27 + \square = 63) using subtraction, (\square = 63\space – \space27)
AC9M4A02 · content_description
recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator
AC9M4A02_E1 · illustrative_elaboration
using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the (10 \times 10) multiplication facts; using the arrays to explain the related division facts
AC9M4A02_E2 · illustrative_elaboration
using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of (3) on grid paper and doubling to find multiples of (6); recording and explaining the connections to the (\times3) and (\times6) multiplication facts: (3, 6, 9,) … doubled is (6, 12, 18,) …
AC9M4A02_E3 · illustrative_elaboration
using known multiplication facts for (2, 3, 5) and (10) to establish multiplication facts for (4, 6, 7, 8) and (9) in different ways; for example, using multiples of (10) to establish the multiples of (9) as “to multiply a number by (9) you multiply by (10) then take the number away”; (9 \times 4 = 10 \times 4\space – \space4), so (9 \times 4) is (40 \space– \space4 = 36); using multiple of (3) as “to multiply a number by (9) you multiply by (3), and then multiply the result by (3) again”
AC9M4A02_E4 · illustrative_elaboration
using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding (6 \times 7), knowing that (7) is made up of (2) and (5), and using an array to show that (6 \times 7) is the same as (6 \times 2 + 6 \times 5 = 12 + 30) which is (42)
AC9M4A02_E5 · illustrative_elaboration
using known multiplication facts up to (10 \times 10) and the inverse relationship of multiplication and division to establish corresponding division facts
AC9M4A02_E6 · illustrative_elaboration
designing, creating and playing instructive card games that involve the recall, recognition and explanation of the (10 \times 10) multiplication facts and related division facts
MATMATY4_3MEA · strand
Measurement
AC9M4M01 · content_description
interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units
AC9M4M01_E1 · illustrative_elaboration
reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
AC9M4M01_E2 · illustrative_elaboration
deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; explaining the use of units such as grams or millimetres to give accurate measures when needed
AC9M4M01_E3 · illustrative_elaboration
using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers, recording measures using whole units; for example, (560) millimetres, or whole and part units; for example, (5.25) metres, (1.75) litres, (2.5) kilograms, (28.5)° Celsius
AC9M4M01_E4 · illustrative_elaboration
reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
AC9M4M01_E5 · illustrative_elaboration
using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time; for example, the different activities of an exercise routine
AC9M4M01_E6 · illustrative_elaboration
making a scaled measuring instrument such as a tape measure, ruler, sand timer, sun dial or measuring cup using scaled instruments and direct comparisons
AC9M4M01_E7 · illustrative_elaboration
exploring the different types of scaled instruments used by First Nations Ranger Groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts
AC9M4M02 · content_description
recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units
AC9M4M02_E1 · illustrative_elaboration
recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
AC9M4M02_E2 · illustrative_elaboration
creating a range of rectangles representing “paddocks” on grid paper and establishing different methods of working out the length of the boundary fences; explaining that the more efficient methods involve adding the side lengths rather than counting squares
AC9M4M02_E3 · illustrative_elaboration
recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes, using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; comparing the total areas by combining the fractional parts to make whole units
AC9M4M02_E4 · illustrative_elaboration
demonstrating how to use one unit repeatedly to measure the area of a shape; for example, using one paper square to measure and compare the area of a rectangle and a triangle; recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
AC9M4M02_E5 · illustrative_elaboration
investigating the ways First Nations Ranger Groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place
AC9M4M03 · content_description
solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time
AC9M4M03_E1 · illustrative_elaboration
calculating the amount of time between (2) events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using “am” and “pm” notation
AC9M4M03_E2 · illustrative_elaboration
converting units of time using relationships between units, such as (60) minutes in an hour and (60) seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests
AC9M4M03_E3 · illustrative_elaboration
exploring First Nations Australians’ explanations of the passing of time through cultural accounts about cyclic phenomena involving sun, moon and stars
AC9M4M04 · content_description
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle
AC9M4M04_E1 · illustrative_elaboration
classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
AC9M4M04_E2 · illustrative_elaboration
identifying angles within the environment and estimating whether they are acute, obtuse right or reflex
AC9M4M04_E3 · illustrative_elaboration
creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
AC9M4M04_E4 · illustrative_elaboration
using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)
MATMATY4_4SPA · strand
Space
AC9M4SP01 · content_description
represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects
AC9M4SP01_E1 · illustrative_elaboration
identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials
AC9M4SP01_E2 · illustrative_elaboration
physically or virtually using cubes to make three-dimensional models that approximate real objects; for example, building a virtual environment by using a computer software program to construct objects out of cubes
AC9M4SP01_E3 · illustrative_elaboration
approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes
AC9M4SP01_E4 · illustrative_elaboration
recognising how familiar shapes and objects are used in logos and other graphics to represent more complex shapes and creating logos using graphic design software
AC9M4SP02 · content_description
create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways
AC9M4SP02_E1 · illustrative_elaboration
interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, a botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location
AC9M4SP02_E2 · illustrative_elaboration
recognising that a spreadsheet uses a grid reference system, locating and entering data in cells and using a spreadsheet to record data collected through observations or experiments
AC9M4SP02_E3 · illustrative_elaboration
comparing and contrasting, describing and locating landmarks, people or things in a bird’s eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture, and then with the grid overlaid; noticing how the grid helps to pinpoint things quickly and easily
AC9M4SP02_E4 · illustrative_elaboration
using different sized grids as a tool to enlarge an image or artwork
AC9M4SP02_E5 · illustrative_elaboration
simulating the actions of autonomous or robotic vehicles moving to different positions within a grid, using grid references and directional language to describe positions and pathways; for example, imitating an autonomous mobile warehouse robot moving stock to different aisles, using grid reference systems to locate positions
AC9M4SP03 · content_description
recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate
AC9M4SP03_E1 · illustrative_elaboration
identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image
AC9M4SP03_E2 · illustrative_elaboration
using dynamic geometric software or generative artificial intelligence tool to manipulate shapes and create symmetrical patterns; for example, creating tessellation patterns that are symmetrical and discussing any line or rotational symmetries
AC9M4SP03_E3 · illustrative_elaboration
using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and Islamic artwork to investigate and discuss line and rotational symmetry
AC9M4SP03_E4 · illustrative_elaboration
exploring the natural environment on Country/Place to investigate and discuss patterns and symmetry of shapes and objects such as in flowers, plants and landscapes
MATMATY4_5STA · strand
Statistics
AC9M4ST01 · content_description
acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
AC9M4ST01_E1 · illustrative_elaboration
investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features
AC9M4ST01_E2 · illustrative_elaboration
understanding that data can be represented with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
AC9M4ST01_E3 · illustrative_elaboration
constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study
AC9M4ST01_E4 · illustrative_elaboration
co-creating an online poll to survey students in their school about a topic of interest, exploring how online platforms use generative artificial intelligence to make word clouds, quizzes, polls and graphical representations of the collected data
AC9M4ST01_E5 · illustrative_elaboration
acquiring samples of data using practical activities, observations or repeated chance experiments, recording data using tally charts, digital tables or spread sheets, graphing, discussing and comparing the results using a column graph
AC9M4ST01_E6 · illustrative_elaboration
using secondary data of fire burns to construct data displays that assist First Nations Ranger Groups and other groups to care for Country/Place
AC9M4ST02 · content_description
analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
AC9M4ST02_E1 · illustrative_elaboration
suggesting questions that can be answered by a given data display and using the display to answer these questions
AC9M4ST02_E2 · illustrative_elaboration
interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations
AC9M4ST02_E3 · illustrative_elaboration
comparing different student generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
AC9M4ST02_E4 · illustrative_elaboration
discussing how analysing data distributions and visualising data is a fundamental step in data preparation for AI developers
AC9M4ST03 · content_description
conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results
AC9M4ST03_E1 · illustrative_elaboration
creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations and interpreting the results of the survey reporting findings back to the class
AC9M4ST03_E2 · illustrative_elaboration
conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, Google Trends or the World Health Organization
AC9M4ST03_E3 · illustrative_elaboration
investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer
MATMATY4_6PRO · strand
Probability
AC9M4P01 · content_description
describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events
AC9M4P01_E1 · illustrative_elaboration
using lists of events familiar to students and ordering them from “least likely” to “most likely” to occur; considering and discussing why the order of some events might be different for different students
AC9M4P01_E2 · illustrative_elaboration
predicting the outcome of a coin toss after (5) heads have been flipped in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; discussing with reasons why the assumption is correct or incorrect
AC9M4P01_E3 · illustrative_elaboration
predicting how likely, from least likely to most likely, of selecting a red ball from a bag containing (10) red balls and (5) white balls, a bag containing (20) of each, or one that has (25) red balls and (20) white balls, justifying their decision
AC9M4P01_E4 · illustrative_elaboration
identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
AC9M4P01_E5 · illustrative_elaboration
listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time; selecting a card from a deck and discussing if it is red it cannot be a spade or a club
AC9M4P01_E6 · illustrative_elaboration
identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)
AC9M4P01_E7 · illustrative_elaboration
exploring how ordering outcomes based on their likelihood of occurring is an essential component of early warning systems that use artificial intelligence to make decisions, such as natural disaster warning systems
AC9M4P01_E8 · illustrative_elaboration
discussing how likelihood relates to the decisions an artificial intelligence tool makes when generating predictive text; for example, discussing which word would most likely come next in a sentence, then refining the decision as the first letter is revealed
AC9M4P02 · content_description
conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results
AC9M4P02_E1 · illustrative_elaboration
playing games such as Noughts and Crosses or First to (20) and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
AC9M4P02_E2 · illustrative_elaboration
recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners, and discussing how AI systems use random generators to train algorithms
AC9M4P02_E3 · illustrative_elaboration
experimenting with tossing (2) coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
AC9M4P02_E4 · illustrative_elaboration
shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, picture card or numbered; repeating the experiment a number of times and discussing the results
acara-v9:achievement_standards:6d31b1b6733c3706 · 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.