All138 retained national meaningsYear 4 Maths · T2 W11–12 · References / National · Text version

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18074483

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15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60

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Dataset id

acara-australian-curriculum-v9

Dataset version

acara-v9.0-snapshot-2026-09-29

Framework

Australian Curriculum Version 9.0

Publisher

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Jurisdiction

Australia

Coverage

Foundation to Year 10

Source url

https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx

Source file

acara-australian-curriculum-v9-download-2026-09-29.xlsx

Source sha256

db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3

Retrieved at

2026-09-29

Licence

CC BY 4.0 for covered core curriculum material; consult item/source terms and exclusions before reuse

Attribution

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and was modified. The material is licensed under CC BY 4.0. Version updates are tracked in the Curriculum version history on the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum. This product is not affiliated with ACARA and does not have ACARA's sponsorship or approval.

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https://www.australiancurriculum.edu.au/copyright-and-terms-of-use

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The import removes workbook HTML markup for plain-text display; the curriculum wording is retained. Check each item for source-specific exclusions before public reuse.

Record count

24671

Record counts by collection

Learning areas

21724

Achievement standards

260

Cross curriculum priorities

38

General capabilities

2649

Record type counts

Learning areas

Content description

2678

Illustrative elaboration

16841

Learning area

8

Level description

256

Strand

616

Sub strand

1176

Subject

149

Achievement standards

Achievement standard

260

Cross curriculum priorities

Organising idea

10

Organising idea indicator

25

Priority description

3

General capabilities

Capability description

7

Capability element

23

Capability indicator

1997

Capability progression level

545

Capability sub element

77

Records

Id

acara-v9:learning_areas:MATMATY4

Collection

learning_areas

Record type

level_description

Code

MATMATY4

Source row

17539

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

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.

Code

MATMATY4

Plain text

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.

Id

acara-v9:learning_areas:MATMATY4_1NUM

Collection

learning_areas

Record type

strand

Code

MATMATY4_1NUM

Source row

17540

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

MATMATY4_1NUM

Strand

Number

Plain text

Number

Id

acara-v9:learning_areas:AC9M4N01

Collection

learning_areas

Record type

content_description

Code

AC9M4N01

Source row

17541

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

Id

acara-v9:learning_areas:AC9M4N01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N01_E1

Source row

17542

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N01_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N01_E2

Source row

17543

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N01_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N01_E3

Source row

17544

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N01_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N01_E4

Source row

17545

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N01_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N01_E5

Source row

17546

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N01_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N01_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N01_E6

Source row

17547

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N01_E6

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N02

Collection

learning_areas

Record type

content_description

Code

AC9M4N02

Source row

17548

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N02

Content description

explain and use the properties of odd and even numbers

Plain text

explain and use the properties of odd and even numbers

Id

acara-v9:learning_areas:AC9M4N02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N02_E1

Source row

17549

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N02_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N02_E2

Source row

17550

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N02_E2

Elaboration

explaining why some materials can be shared evenly between (2) people without leaving a remainder and some cannot

Plain text

explaining why some materials can be shared evenly between (2) people without leaving a remainder and some cannot

Id

acara-v9:learning_areas:AC9M4N02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N02_E3

Source row

17551

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N02_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N02_E4

Source row

17552

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N02_E4

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N03

Collection

learning_areas

Record type

content_description

Code

AC9M4N03

Source row

17553

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N03

Content description

find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation

Plain text

find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation

Id

acara-v9:learning_areas:AC9M4N03_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N03_E1

Source row

17554

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N03_E1

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})

Plain text

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})

Id

acara-v9:learning_areas:AC9M4N03_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N03_E2

Source row

17555

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N03_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N03_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N03_E3

Source row

17556

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N03_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N03_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N03_E4

Source row

17557

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N03_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N03_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N03_E5

Source row

17558

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N03_E5

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N04

Collection

learning_areas

Record type

content_description

Code

AC9M4N04

Source row

17559

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N04

Content description

count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines

Plain text

count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines

Id

acara-v9:learning_areas:AC9M4N04_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N04_E1

Source row

17560

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N04_E1

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...

Plain text

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...

Id

acara-v9:learning_areas:AC9M4N04_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N04_E2

Source row

17561

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N04_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N04_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N04_E3

Source row

17562

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N04_E3

Elaboration

converting mixed numerals into improper fractions and vice versa and representing mixed numerals on a number line

Plain text

converting mixed numerals into improper fractions and vice versa and representing mixed numerals on a number line

Id

acara-v9:learning_areas:AC9M4N04_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N04_E4

Source row

17563

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N04_E4

Elaboration

using a number line to represent and count in tenths, recognising that (10) tenths is equivalent to one

Plain text

using a number line to represent and count in tenths, recognising that (10) tenths is equivalent to one

Id

acara-v9:learning_areas:AC9M4N05

Collection

learning_areas

Record type

content_description

Code

AC9M4N05

Source row

17564

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N05_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N05_E1

Source row

17565

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N05_E1

Elaboration

using physical or virtual materials to demonstrate the multiplicative relationship between the places

Plain text

using physical or virtual materials to demonstrate the multiplicative relationship between the places

Id

acara-v9:learning_areas:AC9M4N05_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N05_E2

Source row

17566

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N05_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N05_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N05_E3

Source row

17567

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N05_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N06

Collection

learning_areas

Record type

content_description

Code

AC9M4N06

Source row

17568

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N06_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E1

Source row

17569

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N06_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E2

Source row

17570

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E2

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N06_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E3

Source row

17571

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N06_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E4

Source row

17572

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N06_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E5

Source row

17573

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N06_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E6

Source row

17574

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E6

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N06_E7

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N06_E7

Source row

17575

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N06_E7

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

Plain text

using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication

Id

acara-v9:learning_areas:AC9M4N07

Collection

learning_areas

Record type

content_description

Code

AC9M4N07

Source row

17576

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N07

Content description

choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions

Plain text

choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions

Id

acara-v9:learning_areas:AC9M4N07_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N07_E1

Source row

17577

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N07_E1

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N07_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N07_E2

Source row

17578

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N07_E2

Elaboration

using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate

Plain text

using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate

Id

acara-v9:learning_areas:AC9M4N07_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N07_E3

Source row

17579

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N07_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N08

Collection

learning_areas

Record type

content_description

Code

AC9M4N08

Source row

17580

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N08_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N08_E1

Source row

17581

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N08_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N08_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N08_E2

Source row

17582

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N08_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N08_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N08_E3

Source row

17583

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N08_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N08_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N08_E4

Source row

17584

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N08_E4

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N08_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N08_E5

Source row

17585

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N08_E5

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4N09

Collection

learning_areas

Record type

content_description

Code

AC9M4N09

Source row

17586

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N09_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N09_E1

Source row

17587

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N09_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N09_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N09_E2

Source row

17588

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N09_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4N09_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4N09_E3

Source row

17589

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4N09_E3

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

Plain text

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

Id

acara-v9:learning_areas:MATMATY4_2ALG

Collection

learning_areas

Record type

strand

Code

MATMATY4_2ALG

Source row

17590

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

MATMATY4_2ALG

Strand

Algebra

Plain text

Algebra

Id

acara-v9:learning_areas:AC9M4A01

Collection

learning_areas

Record type

content_description

Code

AC9M4A01

Source row

17591

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A01

Content description

find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations

Plain text

find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations

Id

acara-v9:learning_areas:AC9M4A01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A01_E1

Source row

17592

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A01_E1

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4A01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A01_E2

Source row

17593

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A01_E2

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4A01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A01_E3

Source row

17594

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A01_E3

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4A01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A01_E4

Source row

17595

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A01_E4

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4A02

Collection

learning_areas

Record type

content_description

Code

AC9M4A02

Source row

17596

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4A02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A02_E1

Source row

17597

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A02_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4A02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A02_E2

Source row

17598

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A02_E2

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,) …

Plain text

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,) …

Id

acara-v9:learning_areas:AC9M4A02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A02_E3

Source row

17599

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A02_E3

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”

Plain text

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”

Id

acara-v9:learning_areas:AC9M4A02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A02_E4

Source row

17600

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A02_E4

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4A02_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A02_E5

Source row

17601

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A02_E5

Elaboration

using known multiplication facts up to (10 \times 10) and the inverse relationship of multiplication and division to establish corresponding division facts

Plain text

using known multiplication facts up to (10 \times 10) and the inverse relationship of multiplication and division to establish corresponding division facts

Id

acara-v9:learning_areas:AC9M4A02_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4A02_E6

Source row

17602

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4A02_E6

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

Plain text

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

Id

acara-v9:learning_areas:MATMATY4_3MEA

Collection

learning_areas

Record type

strand

Code

MATMATY4_3MEA

Source row

17603

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

MATMATY4_3MEA

Strand

Measurement

Plain text

Measurement

Id

acara-v9:learning_areas:AC9M4M01

Collection

learning_areas

Record type

content_description

Code

AC9M4M01

Source row

17604

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E1

Source row

17605

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E2

Source row

17606

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E3

Source row

17607

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E4

Source row

17608

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E5

Source row

17609

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M01_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E6

Source row

17610

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E6

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

Plain text

making a scaled measuring instrument such as a tape measure, ruler, sand timer, sun dial or measuring cup using scaled instruments and direct comparisons

Id

acara-v9:learning_areas:AC9M4M01_E7

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M01_E7

Source row

17611

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M01_E7

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M02

Collection

learning_areas

Record type

content_description

Code

AC9M4M02

Source row

17612

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M02

Content description

recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units

Plain text

recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units

Id

acara-v9:learning_areas:AC9M4M02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M02_E1

Source row

17613

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M02_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M02_E2

Source row

17614

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M02_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M02_E3

Source row

17615

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M02_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M02_E4

Source row

17616

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M02_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M02_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M02_E5

Source row

17617

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M02_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M03

Collection

learning_areas

Record type

content_description

Code

AC9M4M03

Source row

17618

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M03

Content description

solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Plain text

solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Id

acara-v9:learning_areas:AC9M4M03_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M03_E1

Source row

17619

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M03_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M03_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M03_E2

Source row

17620

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M03_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M03_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M03_E3

Source row

17621

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M03_E3

Elaboration

exploring First Nations Australians’ explanations of the passing of time through cultural accounts about cyclic phenomena involving sun, moon and stars

Plain text

exploring First Nations Australians’ explanations of the passing of time through cultural accounts about cyclic phenomena involving sun, moon and stars

Id

acara-v9:learning_areas:AC9M4M04

Collection

learning_areas

Record type

content_description

Code

AC9M4M04

Source row

17622

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

Id

acara-v9:learning_areas:AC9M4M04_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M04_E1

Source row

17623

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M04_E1

Elaboration

classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles

Plain text

classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles

Id

acara-v9:learning_areas:AC9M4M04_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M04_E2

Source row

17624

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M04_E2

Elaboration

identifying angles within the environment and estimating whether they are acute, obtuse right or reflex

Plain text

identifying angles within the environment and estimating whether they are acute, obtuse right or reflex

Id

acara-v9:learning_areas:AC9M4M04_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M04_E3

Source row

17625

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M04_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4M04_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4M04_E4

Source row

17626

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4M04_E4

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)

Plain text

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)

Id

acara-v9:learning_areas:MATMATY4_4SPA

Collection

learning_areas

Record type

strand

Code

MATMATY4_4SPA

Source row

17627

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

MATMATY4_4SPA

Strand

Space

Plain text

Space

Id

acara-v9:learning_areas:AC9M4SP01

Collection

learning_areas

Record type

content_description

Code

AC9M4SP01

Source row

17628

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP01

Content description

represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects

Plain text

represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects

Id

acara-v9:learning_areas:AC9M4SP01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP01_E1

Source row

17629

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP01_E1

Elaboration

identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials

Plain text

identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials

Id

acara-v9:learning_areas:AC9M4SP01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP01_E2

Source row

17630

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP01_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP01_E3

Source row

17631

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP01_E3

Elaboration

approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes

Plain text

approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes

Id

acara-v9:learning_areas:AC9M4SP01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP01_E4

Source row

17632

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP01_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP02

Collection

learning_areas

Record type

content_description

Code

AC9M4SP02

Source row

17633

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP02

Content description

create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways

Plain text

create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways

Id

acara-v9:learning_areas:AC9M4SP02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP02_E1

Source row

17634

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP02_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP02_E2

Source row

17635

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP02_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP02_E3

Source row

17636

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP02_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP02_E4

Source row

17637

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP02_E4

Elaboration

using different sized grids as a tool to enlarge an image or artwork

Plain text

using different sized grids as a tool to enlarge an image or artwork

Id

acara-v9:learning_areas:AC9M4SP02_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP02_E5

Source row

17638

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP02_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP03

Collection

learning_areas

Record type

content_description

Code

AC9M4SP03

Source row

17639

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP03

Content description

recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate

Plain text

recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate

Id

acara-v9:learning_areas:AC9M4SP03_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP03_E1

Source row

17640

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP03_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP03_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP03_E2

Source row

17641

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP03_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP03_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP03_E3

Source row

17642

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP03_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4SP03_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4SP03_E4

Source row

17643

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4SP03_E4

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

Plain text

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

Id

acara-v9:learning_areas:MATMATY4_5STA

Collection

learning_areas

Record type

strand

Code

MATMATY4_5STA

Source row

17644

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

MATMATY4_5STA

Strand

Statistics

Plain text

Statistics

Id

acara-v9:learning_areas:AC9M4ST01

Collection

learning_areas

Record type

content_description

Code

AC9M4ST01

Source row

17645

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST01_E1

Source row

17646

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST01_E1

Elaboration

investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features

Plain text

investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features

Id

acara-v9:learning_areas:AC9M4ST01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST01_E2

Source row

17647

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST01_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST01_E3

Source row

17648

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST01_E3

Elaboration

constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study

Plain text

constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study

Id

acara-v9:learning_areas:AC9M4ST01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST01_E4

Source row

17649

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST01_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST01_E5

Source row

17650

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST01_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST01_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST01_E6

Source row

17651

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST01_E6

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

Plain text

using secondary data of fire burns to construct data displays that assist First Nations Ranger Groups and other groups to care for Country/Place

Id

acara-v9:learning_areas:AC9M4ST02

Collection

learning_areas

Record type

content_description

Code

AC9M4ST02

Source row

17652

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST02_E1

Source row

17653

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST02_E1

Elaboration

suggesting questions that can be answered by a given data display and using the display to answer these questions

Plain text

suggesting questions that can be answered by a given data display and using the display to answer these questions

Id

acara-v9:learning_areas:AC9M4ST02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST02_E2

Source row

17654

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST02_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST02_E3

Source row

17655

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST02_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST02_E4

Source row

17656

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST02_E4

Elaboration

discussing how analysing data distributions and visualising data is a fundamental step in data preparation for AI developers

Plain text

discussing how analysing data distributions and visualising data is a fundamental step in data preparation for AI developers

Id

acara-v9:learning_areas:AC9M4ST03

Collection

learning_areas

Record type

content_description

Code

AC9M4ST03

Source row

17657

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST03_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST03_E1

Source row

17658

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST03_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST03_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST03_E2

Source row

17659

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST03_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4ST03_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4ST03_E3

Source row

17660

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4ST03_E3

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

Plain text

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

Id

acara-v9:learning_areas:MATMATY4_6PRO

Collection

learning_areas

Record type

strand

Code

MATMATY4_6PRO

Source row

17661

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

MATMATY4_6PRO

Strand

Probability

Plain text

Probability

Id

acara-v9:learning_areas:AC9M4P01

Collection

learning_areas

Record type

content_description

Code

AC9M4P01

Source row

17662

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E1

Source row

17663

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E2

Source row

17664

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E3

Source row

17665

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E3

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E4

Source row

17666

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E4

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E5

Source row

17667

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E5

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E6

Source row

17668

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E6

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)

Plain text

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)

Id

acara-v9:learning_areas:AC9M4P01_E7

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E7

Source row

17669

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E7

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P01_E8

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P01_E8

Source row

17670

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P01_E8

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P02

Collection

learning_areas

Record type

content_description

Code

AC9M4P02

Source row

17671

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P02

Content description

conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results

Plain text

conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results

Id

acara-v9:learning_areas:AC9M4P02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P02_E1

Source row

17672

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P02_E1

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P02_E2

Source row

17673

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P02_E2

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

Plain text

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

Id

acara-v9:learning_areas:AC9M4P02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P02_E3

Source row

17674

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P02_E3

Elaboration

experimenting with tossing (2) coins at the same time, recording and commenting on the chance of outcomes after a number of tosses

Plain text

experimenting with tossing (2) coins at the same time, recording and commenting on the chance of outcomes after a number of tosses

Id

acara-v9:learning_areas:AC9M4P02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9M4P02_E4

Source row

17675

Attributes

Learning area

Mathematics

Subject

Mathematics

Level

Year 4

Code

AC9M4P02_E4

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

Plain text

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

Id

acara-v9:achievement_standards:6d31b1b6733c3706

Collection

achievement_standards

Record type

achievement_standard

Code

None

Source row

227

Attributes

Learning area

Mathematics

Subject

Mathematics

Pathway

Sequence

Level

Year 4

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.

Plain text

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.