# All138 retained national meanings ## Canonical pin ### Bytes 18074483 ### Sha256 15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60 ## Retained meta ### 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. ### Platform attribution note For a platform or app that incorporates Australian Curriculum material so educators can create resources or find aligned resources: check how often the platform or app is updated and, if users can download the curriculum, how often and in what circumstances their device synchronises with the platform. ### Terms url https://www.australiancurriculum.edu.au/copyright-and-terms-of-use ### Modification note 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 1. ### 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:

#### 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. 2. ### 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 3. ### 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 4. ### 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 5. ### 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 6. ### 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 7. ### 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 8. ### 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 9. ### 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 10. ### 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 11. ### 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 12. ### 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 13. ### 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 14. ### 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 \(2\) 15. ### 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 16. ### 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 \(\frac4{10}\) 17. ### 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 18. ### 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 19. ### 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 20. ### 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 \(4\) 21. ### 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 22. ### 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... 23. ### 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 24. ### 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 25. ### 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 26. ### 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 27. ### 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 28. ### 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 29. ### 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 30. ### 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 31. ### 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 32. ### 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 \(5 \times 18 = 90\) 33. ### 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 34. ### 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 35. ### 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 36. ### 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 \(64\) 37. ### 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 38. ### 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 39. ### 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 \(5\times\$3=\$15\) 40. ### 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 41. ### 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 42. ### 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 43. ### 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 44. ### 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 45. ### 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 46. ### 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 \(\$500 \space–\space \$20 = \$480\) 47. ### 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 \(40 + 24 = 64\) 48. ### 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 49. ### 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 50. ### 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 51. ### 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 52. ### 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 53. ### 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 54. ### 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 \(3 + 2 + 2 = 7\) 55. ### 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 \(6 + 8 = \square + 10\) 56. ### 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 \(13\) 57. ### 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, \(\square = 63\space – \space27\) 58. ### 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 59. ### 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 60. ### 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 \(6, 12, 18,\) … 61. ### 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” 62. ### 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 \(42\) 63. ### 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 64. ### 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 65. ### 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 66. ### 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 67. ### 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 68. ### 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 69. ### 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 70. ### 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 71. ### 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 72. ### 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 73. ### 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 74. ### 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 75. ### 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 76. ### 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 77. ### 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 78. ### 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 79. ### 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 80. ### 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 81. ### 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 82. ### 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 83. ### 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 84. ### 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 85. ### 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 86. ### 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 87. ### 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 88. ### 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) 89. ### 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 90. ### 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 91. ### 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 92. ### 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 93. ### 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 94. ### 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 95. ### 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 96. ### 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 97. ### 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 98. ### 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 99. ### 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 100. ### 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 101. ### 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 102. ### 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 103. ### 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 104. ### 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 105. ### 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 106. ### 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 107. ### 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 108. ### 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 109. ### 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 110. ### 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 111. ### 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 112. ### 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 113. ### 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 114. ### 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 115. ### 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 116. ### 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 117. ### 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 118. ### 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 119. ### 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 120. ### 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 121. ### 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 122. ### 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 123. ### 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 124. ### 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 125. ### 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 126. ### 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 127. ### 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 128. ### 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 129. ### 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 130. ### 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) 131. ### 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 132. ### 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 133. ### 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 134. ### 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 135. ### 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 136. ### 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 137. ### 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 138. ### 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.